Augusta ga elementary schools: Uh oh. We’re very sorry.
Top 10 Best Augusta, GA Public Schools (2023)
School (Math and Reading Proficiency)
Location
Grades
Students
Rank: #11.
Stevens Creek Elementary School
Math: 72% | Reading: 70%
Rank:
Top 5%
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3780 Evans To Locks Rd
Augusta, GA 30907
(706) 868-3705
Grades: PK-5
| 857 students
Rank: #22.
Stallings Island Middle School
Math: 67% | Reading: 72%
Rank:
Top 5%
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3830 Blackstone Camp Rd
Augusta, GA 30907
(706) 447-2106
Grades: 6-8
| 711 students
Rank: #33.
Davidson Magnet School
Magnet School
Math: 54% | Reading: 86%
Rank:
Top 10%
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615 12th St
Augusta, GA 30901
(706) 823-6924
Grades: 6-12
| 829 students
Rank: #44.
Westmont Elementary School
Math: 59% | Reading: 52%
Rank:
Top 20%
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4558 Oakley Pirkle Rd
Augusta, GA 30907
(706) 863-0992
Grades: PK-5
| 507 students
Rank: #55.
Martinez Elementary School
Math: 55% | Reading: 52%
Rank:
Top 20%
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213 Flowing Wells Rd
Augusta, GA 30907
(706) 863-8308
Grades: PK-5
| 675 students
Rank: #66.
South Columbia Elementary School
Math: 60-64% | Reading: 45-49%
Rank:
Top 20%
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325 Mccormick Rd
Augusta, GA 30907
(706) 863-3220
Grades: PK-5
| 452 students
Rank: #77.
Johnson Magnet
Magnet School
Math: 40-44% | Reading: 70-74%
Rank:
Top 20%
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1324 Laney Walker Blvd
Augusta, GA 30901
(706) 823-6933
Grades: 6-12
| 654 students
Rank: #88.
Walker Traditional Elementary School
Math: 43% | Reading: 66%
Rank:
Top 20%
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1301 Wrightsboro Rd
Augusta, GA 30901
(706) 823-6950
Grades: K-8
| 715 students
Rank: #99.
Lighthouse Care Center Of Augusta
Math: <50% | Reading: <50%
Rank:
Top 20%
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3100 Perimeter Pkwy
Augusta, GA 30909
(706) 651-0005
Grades: 5-10
| 15 students
Rank: #1010.
Freedom Park Elementary School
Math: 42% | Reading: 41%
Rank:
Top 30%
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345 42nd St Bldg 43400
Augusta, GA 30905
(706) 796-8428
Grades: PK-8
| 668 students
Rank: #1111.
Lake Forest Hills Elementary School
Math: 30-34% | Reading: 40-44%
Rank:
Top 50%
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3140 Lake Forest Dr
Augusta, GA 30909
(706) 737-7317
Grades: PK-5
| 555 students
Rank: #1212.
Alternative Education Center At Lamar
Math: ≤20% | Reading: <50%
Rank:
Top 50%
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970 Baker Ave
Augusta, GA 30904
(709) 796-4965
Grades: 7-12
| n/a students
Rank: #1313.
Richmond County Technical Career Magnet School
Math: 15-19% | Reading: 45-49%
Rank:
Top 50%
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3200 Augusta Tech Dr # B
Augusta, GA 30906
(706) 823-5580
Grades: 6-12
| 524 students
Rank: #1414.
Warren Road Elementary School
Math: 25-29% | Reading: 20-24%
Rank:
Bottom 50%
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311 Warren Rd
Augusta, GA 30907
(706) 868-4022
Grades: PK-5
| 572 students
Rank: #1515.
Goshen Elementary School
Math: 15-19% | Reading: 20-24%
Rank:
Bottom 50%
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4040 Old Waynesboro Rd
Augusta, GA 30906
(706) 796-4646
Grades: PK-5
| 448 students
Rank: #1616.
Belair K-8 School
Math: 18% | Reading: 20%
Rank:
Bottom 50%
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3925 Harper Franklin Ave
Augusta, GA 30909
(706) 821-2766
Grades: PK-8
| 930 students
Rank: #1717.
Garrett Elementary School
Math: 15-19% | Reading: 15-19%
Rank:
Bottom 50%
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1100 Eisenhower Dr
Augusta, GA 30904
(706) 737-7222
Grades: PK-5
| 301 students
Rank: #1818.
Merry Elementary School
Math: 10-14% | Reading: 15-19%
Rank:
Bottom 50%
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415 Boy Scout Rd
Augusta, GA 30909
(706) 737-7185
Grades: PK-5
| 380 students
Rank: #1919.
Sue Reynolds Elementary School
Math: 6-9% | Reading: 20-24%
Rank:
Bottom 50%
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3840 Wrightsboro Rd
Augusta, GA 30909
(706) 855-2540
Grades: PK-5
| 614 students
Rank: #2020.
Tobacco Road Elementary School
Math: 15-19% | Reading: 10-14%
Rank:
Bottom 50%
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2397 Tobacco Rd
Augusta, GA 30906
(706) 796-4658
Grades: PK-5
| 419 students
Rank: #21 – 2321. – 23.
Gracewood Elementary School
Math: 10-14% | Reading: 10-14%
Rank:
Bottom 50%
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2032 Tobacco Rd
Augusta, GA 30906
(706) 796-4969
Grades: PK-5
| 524 students
Rank: #21 – 2321. – 23.
Lamar – Milledge Elementary School
Math: 10-14% | Reading: 10-14%
Rank:
Bottom 50%
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510 Eve St
Augusta, GA 30904
(706) 737-7262
Grades: PK-5
| 332 students
Rank: #21 – 2321.
– 23.
Meadowbrook Elementary School
Math: 10-14% | Reading: 10-14%
Rank:
Bottom 50%
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3630 Goldfinch Dr
Augusta, GA 30906
(706) 796-4915
Grades: PK-5
| 495 students
Rank: #2424.
Tutt Middle School
Math: 7% | Reading: 21%
Rank:
Bottom 50%
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495 Boy Scout Rd
Augusta, GA 30909
(706) 737-7288
Grades: 6-8
| 501 students
Rank: #2525.
Bayvale Elementary School
Math: 10-14% | Reading: 6-9%
Rank:
Bottom 50%
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3309 Milledgeville Rd
Augusta, GA 30909
(706) 737-7255
Grades: PK-5
| 381 students
Rank: #26 – 2726.
– 27.
Academy Of Richmond County High School
Math: ≤5% | Reading: 15-19%
Rank:
Bottom 50%
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910 Russell St
Augusta, GA 30904
(706) 737-7152
Grades: 9-12
| 1,043 students
Rank: #26 – 2726. – 27.
Dorothy Hains Elementary School
Math: ≤5% | Reading: 15-19%
Rank:
Bottom 50%
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1820 Windsor Spring Rd
Augusta, GA 30906
(706) 796-4918
Grades: PK-5
| 459 students
Rank: #28 – 2928. – 29.
Cross Creek High School
Math: ≤5% | Reading: 10-14%
Rank:
Bottom 50%
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3855 Old Waynesboro Rd
Augusta, GA 30906
(706) 772-8140
Grades: 9-12
| 1,034 students
Rank: #28 – 2928.
– 29.
Westside High School
Math: ≤5% | Reading: 10-14%
Rank:
Bottom 50%
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1002 Patriots Way
Augusta, GA 30907
(706) 868-4030
Grades: 9-12
| 860 students
Rank: #30 – 3130. – 31.
Jenkins-white Elementary School
Math: 6-9% | Reading: 6-9%
Rank:
Bottom 50%
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800 15th Ave
Augusta, GA 30901
(706) 737-7320
Grades: PK-5
| 383 students
Rank: #30 – 3130. – 31.
Wheeless Road Elementary School
Math: 6-9% | Reading: 6-9%
Rank:
Bottom 50%
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2530 Wheeless Rd
Augusta, GA 30906
(706) 796-4985
Grades: PK-5
| 489 students
Rank: #3232.
Josey High School
Math: ≤5% | Reading: ≤10%
Rank:
Bottom 50%
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1701 15th St
Augusta, GA 30901
(706) 737-7360
Grades: 9-12
| 590 students
Rank: #3333.
Langford Middle School
Math: 2% | Reading: 14%
Rank:
Bottom 50%
Add to Compare
3019 Walton Way
Augusta, GA 30909
(706) 737-7301
Grades: 6-8
| 663 students
Rank: #34 – 3934. – 39.
Copeland Elementary School
Math: ≤5% | Reading: 6-9%
Rank:
Bottom 50%
Add to Compare
1440 Jackson Rd
Augusta, GA 30909
(706) 737-7228
Grades: PK-5
| 388 students
Rank: #34 – 3934. – 39.
Glenn Hills Elementary School
Math: ≤5% | Reading: 6-9%
Rank:
Bottom 50%
Add to Compare
2838 Glenn Hills Dr
Augusta, GA 30906
(706) 796-4942
Grades: PK-5
| 360 students
Show 15 more public schools in Augusta, GA (out of 50 total schools)
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Top 5 Best Private Elementary Schools in Augusta, GA (2023)
For the 2023 school year, there are 16 private elementary schools serving 3,949 students in Augusta, GA.
The best top ranked private elementary schools in Augusta, GA include Augusta Christian Schools, Augusta Preparatory Day School and Curtis Baptist School (pk-12).
The average acceptance rate is 91%, which is higher than the Georgia private elementary school average acceptance rate of 81%.
94% of private elementary schools in Augusta, GA are religiously affiliated (most commonly Christian and Baptist).
Top Ranked Augusta Private Elementary Schools (2023)
School
Location
Grades
Students
Augusta Christian Schools
(Christian)
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313 Baston Road
Augusta, GA 30907
(706) 863-2905
Grades: PK-12
| 740 students
Augusta Preparatory Day School
Add to Compare
(5)
285 Flowing Wells Rd
Augusta, GA 30907
(706) 434-2381
Grades: NS-12
| 405 students
Curtis Baptist School (pk-12)
(Baptist)
Add to Compare
(1)
1326 Broad Street
Augusta, GA 30901
(706) 828-6624
Grades: NS-12
| 372 students
Episcopal Day School
(Christian)
Add to Compare
(1)
2248 Walton Way
Augusta, GA 30904
(706) 733-1192
Grades: NS-8
| 334 students
Immaculate Conception Catholic School
(Catholic)
Add to Compare
(1)
811 Telfair Street
Augusta, GA 30901
(706) 722-9964
Grades: PK-8
| 79 students
St.
Mary On The Hill Catholic School
(Catholic)
Add to Compare
(2)
1220 Monte Sano Avenue
Augusta, GA 30904
(706) 733-6193
Grades: K-8
| 478 students
Westminster Schools of Augusta
(Presbyterian)
Add to Compare
(16)
3067 Wheeler Road
Augusta, GA 30909
(706) 731-5260
Grades: NS-12
| 555 students
Alleluia Community School
(Christian)
Add to Compare
2819 Peach Orchard Rd
Augusta, GA 30906
(706) 793-2346
Grades: K-12
| 152 students
Burns Memorial Umc Preschool
Daycare / Preschool (Christian)
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2372 Lumpkin Rd
Augusta, GA 30906
(706) 798-9843
Grades: PK-1
| 55 students
Charles Henry Terrell Academy
Special Program Emphasis (Christian)
Add to Compare
2230 Broad St
Augusta, GA 30904
(706) 736-6216
Grades: PK-12
| 26 students
Community Christian Academy
(Baptist)
Add to Compare
4594 Columbia Rd
Augusta, GA 30907
(706) 426-8881
Grades: PK-11
| 206 students
Ebenezer Adventist Christian Academy
(Seventh Day Adventist)
Add to Compare
1699 Olive Rd
Augusta, GA 30904
(706) 796-8772
Grades: 2-8
| 12 students
Heritage Academy
(Christian)
Add to Compare
(6)
333 Greene St
Augusta, GA 30901
(706) 821-0043
Grades: K-8
| 259 students
Hillcrest Baptist School
(Baptist)
Add to Compare
3045 Deans Bridge Rd
Augusta, GA 30906
(706) 798-5600
Grades: PK-8
| 182 students
Martinez Montessori Academy
Montessori School (Christian)
Add to Compare
3765 Old Petersburg Road
Augusta, GA 30907
(706) 863-0273
Grades: PK-2
| 79 students
Master Christian Ambassador Academy
(Christian)
Add to Compare
2516 Coleman Ave
Augusta, GA 30906
(706) 421-5126
Grades: K-12
| 15 students
[+] Show Closed Private Schools in Augusta, Georgia
Augusta, Georgia Private Schools (Closed)
School
Location
Grades
Students
New Beginnings Christian Academy (Closed 2004)
(Christian)
3423 Peach Orchard Rd
Augusta, GA 30906
(706) 798-1221
Grades: PK-7
| 31 students
Southgate Christian School (Closed 2006)
(Baptist)
2226 Peach Orchard Road
Augusta, GA 30906
(706) 798-2473
Grades: 5-8
| 41 students
Whole Life Christian Academy (Closed 2020)
(Christian)
2621 Washington Rd
Augusta, GA 30904
(706) 364-1439
Grades: NS-5
| 87 students
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Helpful or dangerous? Co-education and separate schooling for boys and girls
Eton College.
Photo: 123rf.com
What is the best way for boys and girls to study – together or separately? Will the son be more effective in concentrating on his studies at a school where all boys study? Will the daughter feel more confident in the classroom among girls alone? And how will children who study separately learn to communicate with the opposite sex?
Almost every parent in the UK will ask these questions sooner or later. Many British private schools, both primary and secondary, still only accept children of one gender. In the state system of education, elementary schools are mostly mixed, but in academically strong high schools (Grammar Schools), girls and boys are often offered only separate education.
Where should the child be sent? Should the form of gender education be the main criterion for choosing a school? Let’s try to figure it out.
Background
For centuries, a quality academic education in Britain was considered an exclusively male privilege, because boys were trained “to go out into the world”, prepared for the role of family breadwinners, expectations were placed on them as future scientists, politicians, economists.
Girls were brought up so that they could successfully marry and support their spouses, and they were not particularly burdened with intellectual work: they were taught music, dance, good manners and the ability to conduct a conversation.
The first woman to change these attitudes was Frances Mary Bass, who founded the North London Collegiate School in 1850. Frances Bass wanted her school to provide girls with an education of the same high standard as that which had hitherto only been available to boys. Not all mothers were ready to send their daughters to the progressive University School: they were horrified that girls would be taught such “unwomanly” subjects as Latin and mathematics.
While the headmasters of the oldest boys’ schools followed the development of “girls” schools—even in 1989 The Headmasters’ and Headmistresses’ Conference remained, by and large, a kind of men’s club—the latter began to catch up sharply and overtake the stronger sex in academic performance and compete in the rating tables .
Interestingly, against the background of such a strong, centuries-old gender division, the United Kingdom also became the ancestor of mixed schools. Archbishop Tenison’s Senior School in Croydon, founded in 1714 (and still operating today), is considered the oldest coeducational school in the world, which initially accepted “10 poor boys and 10 poor girls”. And the world’s first mixed boarding school – Dollar Academy – was opened in Scotland in 1818.
However, until the beginning of the 20th century, schools originally founded as co-educational schools were quite rare in Britain. “Ask most people of the day what a school should be like, and they will tell you that it will be a boys’ school, perhaps with additional resources to educate girls,” writes former Eton head Tony Little in his book The Smart Man’s Education Guide. .
Many private schools for boys eventually began to accept girls for the last two years of their studies before entering the university (Sixth Form).
Private single-sex schools have halved since the early 1990s, and we continue to see boys’ schools, for economic or ideological reasons, open doors to coeducation. So, in September 2021, girls will be taught by John Lyon School, the “younger sister” of the famous Harrow School, with a 145-year tradition of teaching boys.
In the public sector, separate education for boys and girls was practically abolished in 1960s in the course of educational reform. Of the more than 2500 schools of separate education, about 400 retained their former status. First of all, these are schools with strong academic traditions (Grammar Schools).
Diamond model
In addition to separate and joint schools, there are also so-called diamond schools in Britain. These are private schools (there are less than 20 of them in the country). They are called diamond-shaped because the principle of learning in them is similar to the shape of a diamond. School education begins at the lowest point – in the lower grades, where girls and boys study together.
For the period of adolescence – from 11 to 16 years old – the sides of the rhombus diverge, girls and boys are taught separately. In the last two years of study – Sixth Form, up to 18 years old – the sides of the rhombus again converge and close the figure, boys and girls again get the experience of joint learning.
Separate schools: theories and their refutation
As much as people argue about the advisability of separate schools, so much the main argument against them is used: girls and boys learn differently, so teaching methods should also differ. Without the need to fit in and be seen by classmates of the opposite sex, children will be better able to concentrate on their studies and achieve better results. Allegedly, the temperature in the classrooms should be different – girls cannot concentrate in a cool room, and boys begin to nod off if it is too warm.
In schools for boys, according to the adherents of separate education, students develop at their own pace, play more sports, do not waste energy trying to impress girls.
In turn, in girls’ schools, students are relieved of the expectation that they should be feminine and attractive. According to the British Girls’ Schools Association, their students are 90% more likely than the national average to choose the exact sciences and pass exams in physics and chemistry and are five times more likely to continue their studies in medical specialties.
For every such statement, one can find a study with exactly the opposite results.
“There are quite a lot of reliable and high-quality studies, in Britain, America and Australia, that show that there are no differences in the performance of children in co-education and separate education,” says psychotherapist Yulia Ovchinnikova. She explains: “There were two assumptions: first, boys and girls differ in how they absorb information, and second, girls in the presence of boys feel male dominance and show themselves less, especially in disciplines that are considered supposedly boyish: mathematics and the exact sciences.
Neither is supported by empirical research. If these differences exist, they are shown in small groups and are not representative.”
“Girls in a single-sex school are more confident and emotionally resilient than girls in a co-educational school, according to a recent study,” reads a headline on the website of the British Association of Girls’ Schools. Yulia Ovchinnikova objects: “Girls in a single-sex school are more likely to have problems related to psychological health: they have higher rates of depression and anxiety. There is often a high level of competition in girls’ schools. This leads to the fact that the school receives high academic ratings, but girls, leaving the school, suffer from perfectionism, impostor syndrome, stress, tension, a high degree of frustration, in some cases up to narcissistic disorders.
Psychotherapist Maria Khodurskaya notes another not very pleasant feature of the school environment for girls: “Our psyche needs someone else to project negative things onto it.
Historically, it was very convenient to use the opposite sex for such a transfer. When there are no boys in a girl’s school, the friendship between the girls becomes tougher, and they start to “friend against each other” more. Girls begin to play female and male roles, including among themselves. And it can be very difficult for girls with finer organization.”
The Telegraph columnist Briony Gordon, who attended a private all-girls school in Kensington, confirms these thoughts: “Boys sometimes pick fights and beat each other up, but at least it ends quickly. Girls resort to emotional abuse that leaves scars for years … You will be considered strange if you do not suffer from an eating disorder, they will sympathize that your parents are still not divorced. And because you are kept away from boys, you may become, to put it mildly, not very selective in sexual relations.
With regard to graduates of boys’ schools, a study by the University of London’s Institute of Education found that they were at higher risk of divorce than male graduates of mixed schools and were more prone to depression.
The study does not explain why the former students of boys’ schools get divorced. Critics of separate education believe that young people do not have enough opportunities to gain experience in communicating with the opposite sex, and sexism and a “macho culture”, hypermasculine behavior, can flourish in the school itself. Defenders of boys’ schools counter that sexism is just as common in mixed schools, if not more, depending on the discipline and culture of education in each individual institution.
18-year-old Arthur is graduating from a prestigious boys’ school in central London. His mother, Olga Krylova (names have been changed to preserve confidentiality), says she never regretted the decision to send her son to a single-sex school. “For us, it was, first of all, a good school with established traditions,” says Olga. “And the girls study there, but they have a separate school. Many events are held together, such as theatrical performances. By the way, my son considers the principle of the harmful influence of the opposite sex on his studies to be nonsense.
On the plus side, a healthy rivalry plays a big role in his school. Sometimes such masculinity in some guys can overflow, my son believes. But at the same time, I often heard stories from him about how he and his friends helped each other, and not only within the walls of the school. I think this is a great preparation for independent living – to develop the desire to be better in something than others, and at the same time not forget about those who are close to you.
Gender identity and first sex
One of the major concerns of parents considering sending their child to a single-sex school is that without sufficient interaction with the opposite sex, children may become homosexual.
“Research does not support this theory. Children try, experiment, follow their nature, or maybe they want to be original or act out injuries, ”comments Maria Khodurskaya.
“My son and his friends have no problems communicating with girls, everything is as usual.
They are friends with girls, get acquainted through friends, through common interests. There are a large number of clubs in our school for boys, including the LGBTQ society,” says Olga Krylova. “The son and his classmates are completely calm about the fact that there is freedom of choice in everything, including the issue of sexual orientation. There was a case when one of the boys changed gender. He was allowed to complete his education at a boys’ school, although he changed his name to a woman’s and wore a girls’ uniform. It was harder for younger students to understand what was going on. But the older boys showed understanding and support.” A similar story was told by the mother of a girl who studied at the Royal Masonic School for Girls: and those who have changed their gender identity in the course of learning refer to themselves as ‘he’ or even ‘they’.”
As for the first sex – another fear of parents – then, again, according to experts, the moment when it happens does not depend on which school the teenager is studying, but on the inner mood and personality traits, however, parents of girls need be careful.
“Since there is no experience of communication with the opposite sex at school, the desire to get this experience is great and strong. Due to cinematic stereotypes, teenage hormonal storms and competitiveness inherent in teenagers, girls are more prone to mistakes, trying to use every chance to gain experience,” says Maria Khodurskaya.
Lack of communication?
Due to the lack of choice between a good mixed school and a good separate school, parents often have to compromise between quality education and the limitations of a single-sex school.
How can a child compensate for the lack of communication with the opposite sex? Psychologist Yulia Ovchinnikova advises several options: invite friends with children of the opposite sex to visit; choose additional classes where there will be mixed groups; send the child to a Saturday or Sunday Russian school, where there will be both the Russian language and other disciplines, and joint communication; find circles and camps during the holidays so that the child has the feeling “I know what girls (boys) look like, and from time to time I communicate with the opposite sex.
”
Both psychologists and educational consultants are unanimous that the system of gender education in itself should not be a determining criterion in choosing a school. As always, you need to focus primarily on the nature and needs of the child. If during the study visit to the school the child feels himself in his place, if the school provides the best conditions for his harmonious development, and the school leadership broadcasts understanding and support, the other features of the school will already be secondary.
Bobrovskaya school – History of the school
The institution was established in 1924 as the Bobrovskaya elementary school in the Kholmogory district. Since 1951 Bobrovskaya seven-year school. In 1959 it was transferred to the Primorsky district.
Establishment of a school
In the report of the director of the public school of the Arkhangelsk province it is said that the Bobrov rural ministerial first-class school in the Lyavlenskaya volost was opened on September 1, 1913.
At the desks this year for the first time sat 39Bobrov guys.
The Bobrovskoye school was located in the rented premises of the private house of the peasant Epifanov, as, indeed, all the schools of the Lyavlenskaya volost.
10 years after the opening of the Bobrovsky Ministerial School in the center of the village of Bobrovo, the construction of the school building began by the peasants, and on January 1, 1924 it was almost ready, with the exception of some work. On September 1, 1924, classes began in a new solid school building.
This is the only school in the volost and the district that has become the owner of its own premises.
Due to the large number of children and the opening in 1951 of a new seven-year school in the village of Splavshchikov, as Bobrovskaya Zapan was then called, the rural school was closed. The school building has been converted into a village club. Then in the 60s – under the hostel, and in the 80s it was completely dismantled.
From the memoirs of Alexandra Nikanorovna Gurieva (1932)
The school was located in the village of Bobrovo, near the bus stop. There were 4 classes in the school. All classes were large. Children from the 4th grade went on foot from the raid. There were 14 students in this class. 2nd and 3rd grade studied together. At that time, Izosim Petrovich was the director of the school (he died during the war).
I was taught by a young teacher after the Pedagogical College – Avgusta Yakovlevna Maslova. 2nd and 3rd grades were taught by Elizaveta Konstantinovna (I don’t remember her last name). The 4th grade was taught by the principal of the school. At school there were amateur circles, games that were led by Pavel Dmitrievna (I don’t remember her last name). Exams were taken in all subjects.
I studied well. Graduates were given a certificate of graduation.
Since the construction of the school in the raid, the village ceased to exist.
I have worked and lived my life “not like anything”!
From the memoirs of Lidia Petrovna Dudorova (1923)
There was a chapel at the end of the village of Bobrovo. On holidays, many people gathered in it. They spoke at rallies. The discipline was good, the teacher was obeyed. Parents were very strict with their children. They prepared very responsibly for each holiday, staged concerts.
Archival information
According to the reports of the RONO of the Kholmogorsky district of the Arkhangelsk region for schools for the 1935-1956 academic year, it appears that the Bobrovskaya elementary school was located in the village of Bobrobo. It had 43 students: 33 October students and 10 pioneers. The director of the school was Popova Olga Appolinaryevna, born in 1397, the daughter of a priest, work experience by that time – 13 years. The second teacher, Yulia Petrovna Edemskaya, born in 1396, from the employees. Progress was 96.
71%. The school had land of 0.01 ha.
In the 1936-1937 academic year, 43 students studied at the school. The first and third grades were taught by Popova O.A., the second, fourth grades were taught by V.V. Golodnaya. The success rate was 95.4%.
In the 1937-1933 academic year there were already three teachers. Popova O.A. became the head of the school. Education at school was primary secondary. Teachers: Luzina N.I. and Abramova N.P. The school had 91 students. Progress 95.3%.
In the 1943-1944 academic year, there were 73 students: 33 of them were boys and 35 were girls. Director Popova O.A. The school had three classrooms.
In the 1943-1949 academic year, 100 people studied at the school.
In the 1949-1950 academic year, students of the 4th grade of the Bobrovskaya elementary school graduated, there were 25 of them, then they studied at the Kekhotskaya seven-year school (on the other side of the Northern Dvina).
Since the 1951-1952 academic year, the Bobrovskaya school became a seven-year school.
Alexandra Petrovna Sharpolova, who graduated from the Arkhangelsk Teachers’ Institute, was appointed director.
In 1953-19In the 54th academic year, 149 students studied at the Bobrovskaya seven-year school: 71 of them were girls. There were 7 classes-sets, 5 classrooms. Class teachers:
- 1st class – Ritual;
- 2nd and 3rd class – Bulygina;
- 6th class – Fomina;
- 7th class – Vlasov.
School performance 87.5%.
The school belonged to the Kholmogory district until 1959, in 1959 it was transferred to the Primorsky district.
From the memoirs of Olga Nikanorovna Epifanova (1936)
I lived in the village of Zachapino. Lived poorly, hungry. A loaf of bread for a week. There was nothing joyful. In 1944, these were the war years, at school they wrote with a pencil on books that were wrapped in gauze. 5, 6,7 – classes studied in Lyavla. I had to walk to school. But still, we studied well, with desire.
After I received a seven-year education, I learned to be an accountant. Attended evening classes.
From the memoirs of Nina Malysheva (1930)
I went to school in the 9th year. I studied for only 1 year, because. the war began. My first teacher was Augusta Yakovlevna (I don’t remember her last name). She lived in “Japan” (this is the name of a part of the village of Bobrovo). In addition to studying, we were engaged in labor, and every day we sang a hymn, in the corridor on our knees.
School in Koskovo
The history of the Koskogorsk school (according to the memoirs of Puzanova Elizaveta Pavlovna, 87 years old, director and primary school teacher)
“The school was in the village of Koskovo, a 2-storey wooden building with stove heating. Technicians worked: Novoselova Maria Prokopyevna and Belavina Vera Nikitichna.
At the school there was a garden plot where vegetables were grown.
On the ground floor of the school there was a gym, a living room where the director of the school lived, and a kitchen.
In 1938 the school had 4 classes. The director was Alexandra Stepanovna Nifontova.
In March 1943 there was an elementary school in Koskovo. The director was Elizaveta Pavlovna Puzanova (she arrived in Koskovo in March 1943). The school had 22 students.
In 1949, the school had grades 1-3. The director was Puzanova Elizaveta Pavlovna.
1951-1952 Koskogorsk seven-year school. The director was Kazakevich Nina Nikolaevna.
In 1958, the school again became primary: it had 4 classes. Puzanova Elizaveta Pavlovna again became the director.
School in Vainovo
The history of the Vainogorsk school (according to the memoirs of Kalininskaya Evgenia Vasilievna, teacher of physics and mathematics)
In the autumn of 1959, the territory of the Koskogorsky village council became part of the Primorsky district in connection with its enlargement.
At that time there were five schools in the area. Three primary: Vainogorskaya, Koskorskaya, Peremskaya and two seven-year-olds: Bobrovskaya and Vainogorskaya. The latter was opened in the village of Vainovo on September 1955 years old.
The school was located in a typical one-story wooden building with stove heating. Near the building, subsequently under the leadership of Postoychuk N.I. , a school site was created, poplars, gooseberry bushes, raspberries, currants of the best varieties were planted, vegetables were grown, experiments were carried out in the beds and in greenhouses. The first director of the school was Kazakevich Nina Nikolaevna – a talented teacher and organizer.
The team of teachers consisted of dedicated, very conscientious people: Antonova D.I and Antonova N.S. , Postoychuk N.I. , Pashkova L.V. , Palyanova A.P.
In subsequent years, the team was replenished with both experienced and very young teachers.
They started their activities at the school in the village of Vainovo: Fedorushkova E.M. , Kalininskaya E.V. , Khudyakov O.V. and V.V. , Narrow A.P. , Shutova M.S. , Tretyakova Z.P. , Smetanina V.S. , Bulanova N.M. , Parfenova N.F. , Golenishcheva A.A. , Kologradskaya N.V. etc.
Much attention was paid to methodical work in the team, and people quickly grew professionally. Subsequently, Kreneva T.N. received higher education in absentia at the Arkhangelsk Pedagogical Institute. , Parfenova N.F. , Khudyakova O.V. , Shutova M.S. .
Children from Koskovo, Vainovo and nearby villages studied at the school. At 1961 schools did not graduate students, as they were reorganized into an eight-year school.
The number of students grew. In 1965, more than thirty people graduated from the 8th grade. There was a boarding school for children from Koskovo, evening classes for working youth.
In those years, not all schools in the district held foreign language lessons. The Vainogorsk eight-year school managed to solve this problem. In 1956, a graduate of the ASPI infak Bulanova N.M. was sent to the school. . She was very responsible about her work, and the children in her lessons received good knowledge of the language. In subsequent years, foreign language teachers changed ( Parfenova N.F. , Krivonogova E.S. , Myrtseva O.V. ), but the quality of students’ knowledge of the subject remained quite high.
When the school in the village of Bobrovo became secondary, and students from Koskovo were brought to it, the primary classes of the Vainogorsk school were transferred to the boarding school building. There was an opportunity to conduct classes in one shift, to open an extended day group.
Teachers actively participated in the social life of the village (reports, lectures, amateur performances, subbotniks). Children not only studied, but also worked hard. Many, in addition to household chores, helped their parents on livestock farms. In the autumn, the older guys harvested turnips and potatoes in the fields of the state farm, in the spring they chopped and stacked firewood for the school stoves.
The director of the school was especially concerned about the organization of labor training. Primary school teachers conducted labor lessons in accordance with the program. In the school workshop, the boys performed carpentry and turning work. The girls were engaged in housekeeping, wood burning, sometimes they worked together with the boys in the workshop.
Despite the lack of necessary conditions, serious attention was paid to physical education lessons. For many years Uzkaya A.P. worked on the accumulation of sports equipment, improving the lessons.
Medical examinations of children were carried out at the school every year. They were conducted by pediatrician Lokhova L.P. . Colds, bruises and many diseases were treated by the paramedic of the Vainogorsk FAP Akimova T.P. .
On a voluntary basis, but with great responsibility and initiative, teachers were engaged in pioneering work. Pioneer leaders in different years were: Leontieva L.S. , Parfenova N.F. , Narrow A.P. , Pletneva A.D. , Vnukova A.P. .
In a boarding school, when he worked, Zyablova N.I. tried to create a homely atmosphere and comfort, was a kind and attentive teacher.
School-wide extra-curricular activities were often held at the village club. Head of the club Kruchinkina V.Z. has always treated children cordially and with care.
The employees of the canteen of the ORS tried to provide the children with breakfast.
Every day, for this purpose, with a heavy burden, she came to school Palyanova M.I. . Later experienced chef Uzkaya O.D. prepared delicious meals directly at the school with great responsibility and diligence; a room was allocated for the dining room.
Acceptable conditions for working at school were created by women who did the cleaning, stoked stoves, and carried out cosmetic repairs: Sivkova A.A. , Bulygina A.G. , Ikonnikova O.P. and Pantyukhina M.Ya. .
Sad is the fate of the forest settlements. It is like a fire that flares up brightly, and then goes out forever. Their fate is shared by schools. In the 70s, the village of Vainovo became unpromising. Some of the workers left for the village of Lukovetsky, others settled in Koskovo and Bobrovo. At 19The school was closed in 1982. For another six years, children of grades 1-3 studied in the converted building of the lumber station office.
Teachers from Vainovo were in demand in other teams. They worked in Arkhangelsk and Severodvinsk, Uima, Bobrovo, Lyavla, Knyazhestrov, Lukovetsky and Rikasikha. Many of them gave their best years to the Vainogorsk school.
15 years the director of the school was Kazakevich N.N.
Experience of some teachers:
- Palyanova A.P. – about 30 years;
- Leontieva L.S. – 20 years;
- Kalininskaya E.V. – 16 years old;
- Krenevoy T.N. – 15 years;
- Pashkova L.V. – 14 years old;
- Narrow A.P. – 13 years old.
After moving from Vainovo to Uyma, the primary school teacher Leontieva L.S. Worked for 21 years at Wem High School. Awarded with the badge “Excellence in Public Education”.
Among our former students are sailors and pilots, teachers and medical workers, builders, rural machine operators, scaffolding and rafting workers, successful farmers and entrepreneurs, conscientious workers in many sectors of the economy.