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This article examines, for the first time, the activities of Fedor Sannikov as the superintendent of Yekaterinburg schools, based on archival documents. It is noted that he had to fulfill his duties in a difficult environment, as tensions arose between him and the administration. As a result, his proposals were likely intentionally delayed or rejected. Despite the unfavorable attitude and even resistance from his superiors, Sannikov made every effort to modernize the schools. In particular, he insisted on reintroducing parallel vocational training for students, as introduced by V. N. Tatishchev according to a document from 1736. Sannikov repeatedly made proposals to increase the number of teachers in the arithmetic school, where he taught over 100 students. It has been established that under the supervision of the superintendent, there were more than 270-280 students in Yekaterinburg schools by the mid-18th century, and Sannikov was aware of the financial situation, abilities, and academic achievements of each of them. In the conditions of rising costs in the late 1740s, he proposed training students in crafts and allowing them to work in workshops in the second half of the day, as the students’ government stipend was not enough for clothing, shoes, food, and many had to rely on charity. Sannikov also paid attention to the education of noble children whose parents were not inclined to send them to schools.

The activity of the teacher of the Yekaterinburg arithmetic school, who managed through self-education, great dedication to earn the rank of chief officer, that is, chief officer, is considered. The training program has been disclosed. It is shown that in the conditions of the acute need of the factories for young people who know the basics of mathematics, the students were assigned to cases without completing the full course. The number of school students for thirds of the year, the number of collective enrollments were established, the total number of students trained by Sannikov was calculated - at least 156. It is shown that the school entered at the age of 9 to 20 years, among them were the children of officers, clerks, most of them were the children of masters, apprentices, factory workers, there were children of soldiers. At the same time, Sannikov taught arithmetic to students from other schools in Yekaterinburg, supervised training in the arithmetic schools of the Uktussky and Verkh-Isetsky factories. Sannikov’s advanced views on the methods of education and punishment of children are characterized. A wide range of additional assignments assigned to Sannikov as a qualified specialist is presented: searching for places for the construction of factories, searching for silver, preparing hundreds of drawings of factories, teaching drafting to young people, monitoring meteorological observations in Yekaterinburg, etc.

The history of the organization of the verbal school at the Alapaevsky factory, where children from the Sinyachikhinsky and Susansky factories, located 10 and 16 versts from it, were studied. The results of the children census in 1734, who lived in the territory of factory settlements and ascribed settlements, are disclosed. Based on the formation of an information base about students, the social and age composition of the students of the Alapaevskaya school was analyzed, all the main and additional admissions of children to school in 1735—1742 were identified. It has been established that in 1742 138 children were taught to read and write by the exiled Ivan Belyaev. The methods of teaching literacy are described. It is reported about the escapes of students from school, about the attempts of parents of raznochintsy, assigned to factories, to free their children from education in connection with the need to pay a chevage. The fate of students is traced: group transfers to an arithmetic school, where 72 % of children who have mastered literacy continued their education, the distribution of some of the underachieving and “age” students “to work” until the end of their studies. The consequences of chronic overspending of funds entitled for the activities of schools by the factory states in 1735 are revealed. The question was raised about the need to study the events of the last two years of the school’s activity, as well as the life of 50 of its students, who began teaching literacy in 1741—1742.

The article deals with the issue of opening the first verbal schools of the mining department in the Urals in 1721. V. N. Tatishchev, appointed by the Berg Collegium as the head of state-owned factories in 1720, decided to open literacy schools at two factories that were then in the mining department, and settlements assigned to them. In the very first normative document that regulated the activities of the factory commissar, he devoted one of the chapters to schools. The document is of particular interest as the first pedagogical experience of V. N. Tatishchev, who assumed responsibility for organizing verbal schools without waiting for the approval of the Berg Collegium. The norms of punishment concerning the reasons for opening schools, the duties of the commissioner for their arrangement, the duties of teachers, determining the sources of their support through special collections of money from local residents are analyzed in the article. The plan conceived by V. N. Tatishcheva was successfully implemented; in 2-3 years, more than a hundred children of factory residents, church ministers, landless peasant, and peasants learned to read and write in schools. Gradually, the factory authorities increased their share in the financing of schools up to the appointment of state salaries for needy schoolchildren.

For the first time, on the basis of published and archival documents, the issue of a hospital as an object of social infrastructure in early Yekaterinburg is considered. The relevance of the study is due to the fact that the literature contains only fragmentary information about the organization of medical services at state-owned factories in the Urals in the 1720s—1734s. It is noted that the main reason for this lies in the absence of a set of documents devoted to this topic, even at the level of one case, in their dispersion among voluminous cases with factory documentation. The efforts of the heads of the Ural factories V. N. Tatishchev and V. I. Gennin to hire a doctor from the center are revealed. Information about the construction of the first hospital in Yekaterinburg in 1723—1724 and 1727 is researched. Special attention is paid to the regulation of medical services for the population by the local administration and the implementation of Russian legislation in the field of medicine on the territory of the mining department in the Urals. The questions about the orderlies of the hospital, the organization of treatment of patients, their delivery to the hospital are considered; financing the work of the hospital, participation of the population and payment for food for the inpatients; keeping records of people in the hospital and money, spent on medical care. Special attention is paid to the methods of drug delivery to Yekaterinburg from St. Petersburg and Moscow, the preparation of medical students.

The problem of hiring a foreign teacher in one of the first foreign language schools of provincial Russia, the German school of Yekaterinburg, and his activities is considered. The particular interest in hiring B. Stermer is explained by the fact that it is a rare case of participation not only of the Academy of Sciences, but also of the Supreme authority, the Cabinet of Ministers, and the future teacher skillfully used the opening of the first school in the Urals, a remote region from the capital, to consolidate the most favorable working conditions. On the basis of a reconstruction of the full complex of archival documents deposited in the result of Stermer’s stay in Yekaterinburg, his activities on training children, the development of the program and teaching methods, writing instruction for teachers are revealed. His role in getting textbooks through the Academy of Sciences is characterized. The article comments on the implementation of the orders of the Ural authorities on the inspection in 1736 of schools, opened in the Perm region, as well as participation in the preparation of the Russian-Latin-German lexicon on the instructions of the head of the plants V. N. Tatishchev. It is shown that Stermer’s life in Yekaterinburg can be divided into two periods. Productive first years of work in the conditions of remoteness from the capital were replaced by depression, which resulted in drunkenness, rampant lifestyle and forced temporary release of the teacher from duty.