Excursion business in Russia is one of the first forms of tourist services and tourism business. At the same time, it should be noted that in different years, excursion services for the population performed different tasks. The history of excursion business in Russia can be divided into four main stages:

I) end of the 18th - beginning of the 20th centuries. - the emergence and development of excursion business in Russia;

II) 20s - 30s. XX century - the formation of excursion business in the USSR;

III) 50s-80s. XX century - development and improvement of excursion business in the USSR;

IV) end of XX - beginning of XXI centuries. - development of excursion business in the Russian Federation.

The beginning of the development of the excursion business in Russia dates back to the second half of the 18th century and is closely related to the development of pedagogy. Leading teachers of that time, N.I. Novikov and F.I. Yankovich de Merievo, expressed ideas about the advisability of organizing “walks into nature” for children. Over time, teachers of individual commercial schools and higher educational institutions began to use excursions as an advanced element of teaching.

Thus, during the initial period of its development, the excursion business was based on the foundations of school pedagogy. During this period, mainly educational excursions on natural topics were practiced. excursion tourist route travel

Along with educational excursions, the first extracurricular excursions also appeared. The increase in their number occurred in the second half of the 19th century, which was marked by the development of bourgeois relations in Russia. Extracurricular excursions were few in number, casual, and recreational in nature. Only representatives of the ruling class participated in them, making trips and excursions mainly to the Crimea and the Caucasus.

In St. Petersburg, Moscow, Yekaterinoslav (now Dnepropetrovsk) and other cities with developed industry, artistic and industrial exhibitions and museums were created on the initiative of scientific societies. Their discovery played an important role in the development of the excursion business, as it marked the beginning of the emergence of a new, museum type of excursion.

In 1890, the Crimean Mountain Club appeared in Odessa (Fig. 1.2.1). In 1895, the Russian Society of Tourists (ROT) was created. The objectives of the society were to organize excursions to major cities of Russia and introduce tourists to the nature of the Crimea, the Caucasus, the Urals, and Central Asia. Later, ROT intensified its activities in the development of travel for educational purposes. ROT was mainly popular in aristocratic circles.

Rice. 1.2.1. Crimean mountain club

From 1902 to 1909, the Caucasian Mountain Society functioned in Pyatigorsk. Due to the growing number of excursionists, the society prepared special excursion leaders who provided general guidance to the group and provided explanations about the objects of interest to the excursion participants. The emergence of trained excursion leaders was a step forward in the development of excursion business in Russia.

Back in 1896, the Russian Ministry of Education expressed a positive attitude towards “long-distance trips of students,” and in 1902 it issued an order on the desirability of introducing local excursions into the practice of secondary educational institutions.

Questions about the methodology of conducting excursions were the subject of discussion at the All-Russian Teachers' Congresses (1906-1916). A city excursion is formed as an independent type. On city excursions, groups of excursionists got acquainted with the monuments and architectural structures of cities, especially Moscow.

At the beginning of the 20th century, famous teachers and methodologists D. N. Kaigorodov, E. A. Zvyagintsev, N. G. Tarasov, B. E. Raikov and others began to systematize material on excursion communication. They laid the foundation for the development of issues of theory and methodology of excursion work based on generalizing the experience of excursion work with students.

The most significant event in the development of excursion methods during this period was the publication in 1910 of B. E. Raikov’s book “School excursions, their significance and organization.” The work was the first to clearly formulate the basic principles of the methodology for conducting school excursions.

Summing up the results of the pre-revolutionary period of development of the excursion business in Russia, we can note the following. Until 1907, the excursion business developed mainly as a method of teaching and conducting first educational program, museum and then non-museum and long-distance excursions. From 1907 to 1917, the first excursion organizations appeared and the scientific development of the theory of excursion business in Russia began.

Despite the obvious rise in tourist and excursion activities at the end of the 19th - beginning of the 20th centuries, it did not become widespread and did not become publicly available, in other words, it did not acquire a mass character, remaining individual and elitist, continuing to rely on the enthusiasm of individuals.

A radical change in tourist and excursion work in Russia occurred after the October Revolution of 1917, when it began to be built on a state basis.

The beginning of the development of the excursion business in Russia dates back to the second half of the 18th century and is closely related to the development of pedagogy.

The idea of ​​using excursions as an active teaching method was supported by the outstanding Russian teacher and scientist K. D. Ushinsky. And over time, teachers of individual commercial schools and higher educational institutions began to use the excursion as an advanced element of education.

Thus, during the initial period of its development, the excursion business was based on the foundations of school pedagogy. When preparing and conducting excursions, teachers and methodologists proceeded from the tasks and requirements of the secondary school; classifications, signs, functions of excursions were also determined based on excursions for schoolchildren. During this period, mainly educational excursions on natural topics were practiced.

Along with educational excursions, the first extracurricular excursions also appeared. The increase in their number occurred in the second half of the 19th century, which was marked by the development of bourgeois relations in Russia. Extracurricular excursions were few in number, casual, and recreational in nature. Only representatives of the ruling class participated in them, making trips and excursions mainly to the Crimea and the Caucasus.

In St. Petersburg, Moscow, Yekaterinoslav (now Dnepropetrovsk) and other cities with developed industry, artistic and industrial exhibitions and museums were created on the initiative of scientific societies. Their discovery played an important role in the development of the excursion business, as it marked the beginning of the emergence of a new, museum type of excursion. In museum excursions, for the first time, an attempt was made to carry out excursion communication not only with children, but also with adults, that is, the entire mass of excursionists. Thus, in 1872, the Polytechnic Museum was opened in Moscow, where the first out-of-school excursions were held - free “Sunday explanations of collections.”

In 1895, the Russian Society of Tourists (ROT) was created, uniting several few clubs and spreading its influence to remote territories of Russia. ROT set as its goal the dissemination of all types of tourism, the promotion of physical exercises related to tourism, as well as the implementation of scientific research in the fields of geography, history, ethnography, and natural science. The objectives of the society were to organize excursions to major cities of Russia and introduce tourists to the nature of the Crimea, the Caucasus, the Urals, and Central Asia. Later, ROT intensified its activities in the development of travel for educational purposes. ROT was mainly popular in aristocratic circles.

The development of the excursion business in Russia was facilitated by the organization and activities of the Russian Mining Society in Moscow in 1900. Its founders were such scientists as D. I. Anuchin, V. I. Vernadsky, I. V. Mushketov, P. P. Semenov-Tyanshansky, and its members were the writer V. A. Gilyarovsky, geographers Yu. M. Shokalsky, V. E. Shurovsky and other enthusiastic scientists. The society published the journal “Yearbook of the Russian Mining Society,” which covered its research and educational work.

From 1902 to 1909, the Caucasian Mountain Society functioned in Pyatigorsk. One of the areas of his activity was conducting excursions, which were led by members of the society. Due to the growing number of excursionists, the society prepared special excursion leaders who provided general guidance to the group and provided explanations about the objects of interest to the excursion participants. The emergence of trained excursion leaders was a step forward in the development of excursion business in Russia.

Back in 1896, the Russian Ministry of Education expressed a positive attitude towards “long-distance trips for students,” and in 1902 it issued an order on the desirability of introducing local excursions into the practice of secondary educational institutions. To provide assistance to schoolchildren on excursions, in 1910 a Commission was formed to organize and implement educational excursions for students of secondary educational institutions of the Moscow educational district. Subsequently, it was transformed into a permanent Central Excursion Commission under the leadership of V.I. Komarnitsky, which also published a series of small illustrated guidebooks “Excursionist’s Companion” for conducting educational excursions and walks around Moscow and the Moscow region and organized lectures for guides.

In 1907, the organization “Excursions around Russia” was created at ROT, the task of which was to conduct excursion work among teachers and lecturers. Since 1910, the Commission for the Organization of Educational Excursions worked in Moscow, which was in charge of trips abroad for Russian teachers.

Interest in excursion work and its methodology was reflected in the appearance of corresponding periodicals. Thus, from 1889 to 1913, ROT published the magazine “Russian Tourist” monthly. In 1914-1916. The magazines “Excursion Bulletin” (Moscow) were published, which also published guides on various routes, “Russian Excursionist” (Yaroslavl), “School excursions and school museums in Odessa.”

Questions about the methodology of conducting excursions were the subject of discussion at the All-Russian Teachers' Congresses (1906-1916). Along with the increase in the number of trips and excursions and the expansion of their geography, there is a noticeable increase in the number of excursionists interested in viewing private collections of works of art by famous artists and sculptors, and geological collections. A city excursion is formed as an independent type. On city excursions, groups of excursionists got acquainted with the monuments and architectural structures of cities, especially Moscow.

Summing up the results of the pre-revolutionary period of development of the excursion business in Russia, we can note the following.

Until 1907, the excursion business developed mainly as a method of teaching and conducting first educational program, museum and then non-museum and long-distance excursions. From 1907 to 1917, the first excursion organizations appeared and the scientific development of the theory of excursion business in Russia began.

Despite the obvious rise in tourist and excursion activities at the end of the 19th - beginning of the 20th centuries, it did not become widespread and did not become publicly available, in other words, it did not acquire a mass character, remaining individual and elitist, continuing to rely on the enthusiasm of individuals.

A radical change in tourist and excursion work in Russia occurred after the October Revolution of 1917, when it began to be built on a state basis.

In the first years of Soviet power, excursions played a significant role in the implementation of the cultural revolution program and in eliminating illiteracy among the masses. In November 1917, an extracurricular department was created at the People's Commissariat of Education, headed by N.K. Krupskaya. This department supervised all political, cultural and educational work among adults, including excursion activities: it organized excursion stations, training courses for guides, developed excursion plans and routes for schools, and published literature. On his initiative, it was decided to include excursions in school plans. It was recommended to use excursions when teaching natural science, geography, physics, history, literature, and conduct them during school hours, allocating special funds for this.

In the 20s two centers and two schools were formed in the country to develop issues of theory, methodology and practice of excursion business - Moscow and Petrograd. There were certain differences between both schools in understanding the essence and goals of excursion work: the Moscow school attached great importance to the educational aspect, the Petrograd school - to the cognitive one.

Already in the first years of Soviet power, excursions became not only a way of spending leisure time for people, but also a means of developing social activity and ideological education of a person. In other words, from the moment of its inception, Soviet excursions were associated with the propaganda of the socialist system and socialist construction. Since 1924, the first excursions dedicated to the life and work of V.I. Lenin appeared.

After the 30s The geography of tourist routes and the topics of excursions have expanded significantly. Primary importance was attached to field trips, which were considered not only as a method of socio-political and labor education, but also as a means of exchanging best practices. The excursions were carried out in a differentiated manner, taking into account the age composition, educational level, professions, and cultural needs of the excursionists. Excursions to the country's new buildings - the Dneproges, Magnitka, Turksib - have become popular. The objects of the show were also the first collective farms, state farms, and new cities.

In the post-war period, military-historical topics occupied a large place in the excursion program. The objects of visit for the tourists were monuments of military glory, memorial complexes and monuments dedicated to war heroes, battle sites, and places of mass graves of soldiers and civilians. During these same years, other topics of excursions, in particular literary and industrial, were further developed.

Summing up the results of the Soviet era in the development of the excursion business, it should be noted that the 1970s - 80s. were the time of the highest rise in excursion work in the USSR. During this period, children's and adults', educational and leisure, transport and pedestrian, city and museum excursions, which were visited by monthly, out-of-town and foreign excursions, coexisted harmoniously. Much attention was paid to the organization and maintenance of institutions, including scientific ones, dealing with excursion services. Finally, during the same period, a significant amount of excursion topics were developed, which are still in demand in the Russian market of excursion services.

At the beginning of the post-Soviet period, after 1991, the excursion sector was experiencing a deep crisis. Firstly, the trade union tourism system that prevailed in the industry collapsed. If previously there were large specialized excursion institutions - travel and excursion bureaus (bureau of international youth tourism "Sputnik", bureau "Intourist", city excursion bureaus), then after the fall of Soviet power the state of the service market in the country changed and the main role in organizing excursion activities became play travel companies. Secondly, with the collapse of Soviet ideology, the excursion ceased to be a means of promoting communist ideals. The historical, revolutionary and Soviet themes of excursions, which made up a significant proportion of all excursion themes in previous years, have become irrelevant. From the point of view of the value aspect of the excursion work, it was unclear what topics to pay attention to and in what light to present them.

Thirdly, the system for training excursion personnel and methodological support for excursion work was destroyed. There have been qualitative changes in the professional activities of guides, whose role has begun to be played by people who have neither special education nor good practice in excursion work.

Finally, the contingent of excursionists has changed. The number of adult excursions has sharply decreased, and school excursions have taken their place. The general decline of the first half of the nineties gave way to some stabilization in the excursion services market recently. Today we can already talk about a certain increase in interest in city and country excursions among the adult population, but so far only in big cities. The further process is hampered mainly by rising prices for services, mainly transport.

Promising directions for the development of the excursion business in Russia include the development of original excursions, the preparation of thematic excursion tours, the creation of new forms of excursion services, and the development of excursion business at the regional level /2/.

Mandatory features of an excursion: Ø Ø Ø Length of time, usually from an academic hour to one day; Availability of a tour group (15-30 people); Availability of a qualified tour guide; Inspection of excursion objects, the primacy of visual impressions; Getting to know objects in motion and at stops, in particular, getting off the bus; A clearly defined topic that is the core of this examination, dictating its direction.

Technological map of the excursion Theme of the excursion __________________ Duration (hour) __________________ Author-developer __________________ (Author, team of authors, enterprise) Contents of the excursion __________________ Excursion route, including route options (summer, winter) __________________

Technological map of the excursion Sections (stages) of movement along the route Place display DURATION Basic content of information Indications for the organization orders Methodological instructions 1 2 3 4 5 6 7

Stages of preparing an excursion: 1. 2. 3. 4. 5. 6. 7. 8. Determining the purpose and objectives of the excursion. Selecting a topic. Selection of literature and compilation of bibliography. Identification of other sources, materials. Study of sources - literary, archival, statistical, etc. Acquaintance with exhibitions and museum collections on the topic. Selection and study of excursion objects. Drawing up an excursion route.

Stages of excursion preparation (continued): 9. 10. 11. 12. 13. 14. 15. 16. Detour or detour of the route. Preparation of control text for the excursion. Completing the “tour guide’s briefcase”. Selection of methodological techniques for conducting an excursion. Drawing up methodological development. The methodologist's conclusion about the text of the methodological development. Acceptance (delivery) of excursions. Excursion approval.

Methodology for conducting excursions. The excursion methodology consists of: Ø Methods of preparing topics for a given bureau for him personally; Ø Methods of preparing guides for conducting regular excursions; Ø Methods after excursion work with excursionists. The excursion technique is naturally inextricably linked with show and tell.

Excursion - pedagogical process The activity of a guide as a teacher combines three stages: Ø preparing the leader for the excursion, as well as the group for the excursion; Ø conducting the excursion itself; Ø post-excursion work, i.e. processing of excursion material. A guide, like a teacher, is characterized by four components of his activity: Ø Constructive; Ø Organizational; Ø Communicative; Ø Cognitive.

Excursion audience During the excursion, unifying and dividing signs arise. Uniting features: ü the presence of direct contact (auditory and visual) with the guide, objects of display, with each other. ü sense of community. ü presence of a common center of attention ü homogeneity of the audience ü preliminary mood ü organization and procedure

Excursion audience At what level of understanding are the excursionists? 1. level (understanding only the main subject - about what?) 2. level (understanding the semantic content - about what and what?) 3. level (understanding the subject, meaning and means - about what, what and how?) 4. level ( understanding the subject, meaning, means and goals - about what, what, how and why?)

Conditions for activating thinking: Ø Subject clarity (maps, diagrams, drawings, herbariums, natural objects, collections, etc.); Ø Emotional perception associated with live speech; Ø “Effect of complicity”; Ø Problematic presentation of the material; Ø Switching attention.

Use of historical and cultural monuments in excursion business In accordance with the Law on the Protection and Use of Historical and Cultural Monuments, all monuments are divided into: 1. Historical; 2. Archaeological; 3. Architectural and urban planning; 4. Arts; 5. Documentary (written monuments).

Excursion listening card Ø Ø Ø Ø Ø Name of the excursion. Type of excursion. Duration of the excursion. Contents of the excursion: compliance with the stated goal, completeness of presentation of the material, correlation of general and local material, generalization by subtopics. Methodology for conducting an excursion: the structure of the excursion (introduction, main part, conclusion), the ability to correctly allocate time on objects and on subtopics, contact between the guide and the group, logical transitions, methodological excursion techniques of showing and telling, visual aids used in the excursion. Techniques for conducting an excursion: choosing a place to view objects, arranging a group at the object, using a microphone, answering questions, contact between the guide and the bus driver. The guide's speech culture: literacy, accuracy, logic, intelligibility, imagery, emotionality. Conclusions from listening: compliance of the content of the excursion with the control text of the bureau and the technological map, assessment of the excursion as a whole. Tips for a tour guide.

Signs of the excursion Length in time from one academic hour to one day; Ø Availability of a tour group; Ø Availability of a qualified manager; Ø Display of excursion objects, the primacy of visual impressions, the obligatory exit of excursionists from the bus to inspect the objects; Ø Movement of event participants along a pre-designed route; Ø The purposefulness of the examination, the presence of a specific topic. And all the signs, as one, must be present always and everywhere together! Ø

Requirements of the excursion methodology: Ø Ø select for observation only those objects that are directly related to the topic; abandon those objects that, although they reveal themes, are located inconveniently (far away, poor visibility), etc. etc. logical sequence in displaying objects; ensuring maximum savings in time in movements ex. groups between objects; -avoid monotony, for example, building a veg-like excursion on monuments of monumental art, and vice versa.

Ø Ø The technique uses various means of enhancing the attention of tourists. Appeal of guides in the group. An unexpected question, revealing an interesting detail in the monument. Ø The method of conducting excursions, the level of emotionality, gestures and facial expressions of the guide, the arrangement of the group at the object, the use of sound amplification devices - all this should be aimed at overcoming street noise and neutralizing extraneous irritants. Ø You can start a story with a description of the event, in other cases with a demonstration; Ø In almost every excursion there are places where there is no demonstration, there is a story about the era, about cultural figures, descriptions of scientific works, literary works.

Logic in excursion work Ø Logic is the science of the laws and forms of correct construction of thoughts. Hence logical thinking. Ø The logical laws include: certainty, absence of contradiction, consistency, validity. Ø Logical techniques: comparison, analysis, synthesis, abstraction and generalization.

Logic in excursion work It is necessary to take into account 4 laws of thinking: Ø Law of identity: in the process of the guide's layout, this answer should not be replaced by another. Ø The law of contradiction: a story about an object, event, phenomenon is not considered as something different from what it conveys. Ø Law of the third: between the denial or affirmation of something, there is nothing third; If one thought affirms, the other denies, then one of these two opinions is true, and not any third thought. Ø The law of sufficient reason requires that every thought be justified; only under this condition can it be recognized as true.

Logic In logic, the following laws are distinguished: A) laws of identity; B) the law of contradiction; C) the law of the excluded middle D) the law of sufficient reason; How is the law of identity formulated? “a” is “a”, or “every object is what it is.” What prescriptions for correct thinking does this law contain? 4 instructions: A) the requirement to preserve the mental content of the subject of discussion. Thus, if any term is formed in one of the premises of the argument, then the mentioned law obliges us, when using this term in other premises, to preserve the identity between them; B) the requirement to achieve certainty of thought in a term (word, expression). This means that the term used in speech d.b. defined, and in a correct way; C) the requirement to distinguish between formal and substantive identity: D) the requirement to distinguish or establish similarities between words and expressions; their meaning and implications. This includes characteristics synonyms, homonyms…………. (similarity of words in meaning, difference in meaning of identical words and polysemy of words).

Professional skills of a guide Requirements for a guide were determined by the “Job Description of a Tour Guide of a Tourist Excursion Organization,” approved in 1977. Among them: Ø Tendency to participate in cultural and educational work Ø Understanding the meaning of excursions and one’s role in the educational process Ø Availability of a good lecture Ø Continuous replenishment improving your knowledge Ø A sense of new things, initiative and creative search in work Ø A differentiated approach to serving different groups of the population Ø Good manners, high culture in work and behavior, politeness, tact in dealing with excursions Ø Knowledge of the methods of conducting excursions Ø Love for your profession. Ø Each employee who has chosen the profession of a guide must be able to: Ø Collect the necessary factual material Ø Study it, prepare an individual excursion text on a specific topic Ø Create a methodological development Ø Apply methodological techniques in practice Ø Use visual materials from the “guide’s portfolio” Ø Participate in the promotion of excursion tours possibilities of the region.

Gestures and facial expressions are inextricably linked with the movement of thoughts and feelings of the speaker. They arise as if by themselves, based on the content of speech and its emotional intensity. Rhythmic gestures consistent with intonation, stress and pauses help to focus the audience’s attention on certain “shock” parts of the speech, express the speaker’s emotional attitude to the thoughts expressed, and infect the audience with this attitude. The guide's gesture evokes similar hidden movements in the listeners, tuning them accordingly. Ø In the theory of oratory, there are quite deeply developed classifications of gestures used by speakers. Gestures are rhythmic, emotional, indicative, figurative, symbolic, etc. In excursion practice, one must be able to use, first of all, indicative, reconstructive and incentive gestures. Ø

Training and advanced training of tour guides. Stages of becoming a guide: Ø formation of inclinations; Ø mastering the amount of knowledge in this area - while studying at a university; Ø studying the methods of preparing and conducting an excursion; mastering practical skills; Ø consolidation of knowledge and improvement of skills during daily practice, while working as a guide.

List of basic literature Ø Ø Emelyanov B.V. “Fundamentals of tour guide” - Moscow, 1981 Emelyanov B.V. “Professional skills of a guide” Erdavletov S.R. “Tourist Kazakhstan” - Kainar, 1989 Omelchenko B.F. “Excursion communication: knowledge, education, recreation” - Moscow: Science, 1991.

Additional literature Ø Ø Ø Ø Agapov P., Kadyrbaev M. Treasures of ancient Kazakhstan. Monuments of material culture. – Alma-Ata: Zhalyn, 1979 Akishev K. A. Kurgan-Issyk: the art of the Saks of Kazakhstan. – Alma-Ata: Art, 1978. Kurlat F. L. and others. Excursions to historical and cultural monuments. In the book. : Issues of mass scientific and educational work. Proceedings of the Scientific Research Institute of Culture. – M., 1972. Mitropolskaya T.B. From the history of the Semirechye Cossacks. - Alma-Ata: Adilet, 1997. Maksimova A. G., Ermolaeva A. S., Maryashev A. N. Rock carvings of the Tamgaly tract. – Alma-Ata: Oner, 1985. Painter I.I. – Alma-Ata. Guide. – M.: Planeta, 1990. Guidelines for the use of travel information in excursions and travel. – M.: TsRIB “Tourist”, 1978. Methodological recommendations on the use of elements of psychology in excursions. – M., 1980. Methodological recommendations for preparing a new excursion. – M.: TsRIB “Tourist”, 1986. Methodological recommendations for preparing and conducting excursions on historical topics. – M.: TsRIB “Tourist”, 1974. Methodological recommendations on the use of technical means of propaganda in excursion work. – M.: TsRIB “Tourist”, 1977. Methodological recommendations for conducting local history excursions. – M.: TsRIB “Tourist”, 1973. Methodological recommendations for conducting natural history excursions. – M.: TsRIB “Tourist”, 1973. Emelyanov B.V. Organization of excursion work. – M., 1984. Emelyanov B.V. Professional skills of a guide. Tutorial. – M.: TsRIB “Tourist”, 1986.

Ø Ø Ø Ø Ø Ø Methodological recommendations for conducting excursions with schoolchildren. – M.: TsRIB “Tourist”, 1974. Visibility in the excursion. – M.: TsRIB “Tourist”, 1976. On a differentiated approach to excursion services. Guidelines. – M.: TsRIB “Tourist”, 1974. Organization and methodology of excursion work. Ed. A.V. Darinsky. – L., 1983. Features and means of display on excursions. – M., 1980. Features of showing and telling on excursions. Guidelines. – M.: TsRIB “Tourist”, 1980. Monuments of history and culture of Kazakhstan. Collection. Vol. 2, 3. - Alma-Ata: Kazakhstan, 1986, 1988. Pasechny P. S., Emelyanov B. V. Excursion. – M.: Knowledge, 1972. Popular art encyclopedia. – M.: Soviet Encyclopedia, 1986. Books I, III. Nature of Kazakhstan. – Alma-Ata, 1978. Progressive psychological processes and service methods in tourism and excursions. – M., 1988. Rodin A.F., Sokolovsky Yu.E. Excursion work on history. – M.: Education, 1974. Sarsekeev M. Kanysh ate. Satpayev's homeland. – Almaty: Zhibek-Zholy, 1999. Golovin B. N. Fundamentals of the culture of speech. Textbook for university students. - M.: Higher School, 1988. Dzhusupbekov S. City of Verny. – Alma-Ata: Kazakhstan, 1980. Dublitsky N., Stepanova V. Traveling around Kazakhstan. – M., 1976. D’kova R. A., Emelyanova B. V., Pasechny P. S. Fundamentals of excursion guidance. Tutorial. – M.: Education, 1985. Dyakova R. A. History of excursion business in the USSR. – M.: Tourist, 1981. Emelyanov B.V. Methodology for preparing and providing excursions. Tutorial. – M.: TsRIB “Tourist”, 1980. Emelyanov B.V. Organization of excursion services for the local population. Meeting materials. – M., 1974. Emelyanov B.V. Organization of courses for retraining and training of guides. Tutorial. – M., 1989

Ø Ø Ø Ø Ø History of the Kazakh SSR in five volumes. – Alma-Ata: Science, 1977. Kadyrbaev M.K., Maryashev A.N. Rock carvings of the Karatau ridge. - Alma-Ata, 1977 Karataev M. M. Nomads. Aesthetics: Knowledge of traditional Kazakh art. – Almaty: Gylym, 1993. Kvartalnov V. A., Senin V. S. Organization of tourist and excursion services. – M., 1987. Klyashtorny S.G., Sultanov T.I. Kazakhstan: a chronicle of three millennia. – Alma-Ata: Rouen, 1992. Sokolovsky Yu. E. Ways to enhance cognitive activity on excursions. Abstract of the dissertation ped. Sciences - M., 1968. Tourism and excursions. Reference material. Comp. P. S. Pasechny. – M.: TsRIB “Tourist”, 1977. Filippov V. A. Protected treasures of nature in Altai. – Alma-Ata, 1986 Khobenko V.G. Training and advanced training of tour guides. – M.: Profizdat, 1988. Chigarkin A.V. Natural monuments of Kazakhstan. – Alma-Ata, 1980. Excursions in architecture. Guidelines. – M.: TsRIB “Tourist”, 1975. Excursion bulletin. Book 1. – M., 1912. Excursion as a pedagogical process. – M., 1983. Elements of pedagogy in excursion work. Guidelines. Comp. A.E. Ivanov and others - M.: TsRIB “Tourist”, 1976. Organization and forms of control over the work of the guide. Guidelines. – M.: TsRIB “Tourist”, 1976. Aesthetic education on excursions. – M., 1986. Pozdeev A.G. Mountain trails. Almaty: Directory, 1998. Ilyina E.I. Fundamentals of tourism activities. – M., 1992

Ø Emelyanov B.V. Excursion services for the population. Tutorial. – M.: TsRIB “Tourist”, 1983 Ø Emelyanov B.V. Excursion services on transport routes. – M.: TsRIB “Tourist”, 1982. Ø Erdavletov S. R. Sights of Kazakhstan. – Alma-Ata, 1988 Ø Use of historical and cultural monuments in excursions. Comp. B.V. Emelyanov. – M.: TsRIB “Tourist”, 1976.

Page 1 of 6

Ishekova T.V. Excursion business: Training manual – Saratov: Scientific Book Publishing House, 2006. – 40 p.

The training course “Excursion Business” was developed for third-year students of the specialty “Socio-cultural service and tourism”. The program consists of three sections: the theoretical part, the excursion methodology, the practical part of the excursion methodology - the technique of conducting an excursion. The final lecture is devoted to the history of the development of excursion business in Russia. For students of the specialty “Socio-cultural service and tourism”.

SECTION 1

THEORETICAL FOUNDATIONS OF TOUR GUIDE

Excursion, its essence

Initially, the excursion was a walk with practical purposes, such as searching for medicinal herbs. Then she was faced with scientific tasks, such as identifying exhibits for the museum. The emergence of an educational goal involved schoolchildren and students in the excursion.

Organizers of excursions and guides have a clear idea of ​​what and in what form the excursion participant should see, hear and feel, and what conclusions he should come to. Thus, an EXCURSION is a methodically thought-out display of places of interest, historical and cultural monuments, a display that is based on an analysis of the objects in front of the sightseers, as well as the events associated with them.

The guide is not indifferent to what the tourist sees, how he will understand and perceive what he saw and heard. The guide, with his explanations, leads tourists to the necessary conclusions, and the effectiveness of the excursion depends on this. From this it follows that the ESSENCE of an EXCURSION can be defined as follows: a visual process of cognition of the surrounding world, a process built on pre-selected objects located in natural conditions or located in the halls of museums, exhibitions, workshops of a sculptor, artist, etc.

Excursion as a learning process

As a learning process, the excursion consists of two parts: sensory knowledge(sensation, perception, idea) and logical knowledge(thinking). Both parts serve as the basis of the excursion.

Feeling is an elementary sensory image, a mental process of reflection by the human brain of individual properties of objects and phenomena, as a result of their direct impact on the senses. Sensations are sources for obtaining such sensory images as perception and representation.

Perception more complex than sensation, it is built on several or many sensations. Each of them reflects a separate property or aspect of an object, phenomenon, or event.

Activation of perception. Different forms of storytelling play an important role. One of them is a problematic presentation of the material, the other is conducting a story in the form of a conversation.

Performance is not determined only by what tourists see in front of them at the moment. They enable tourists, by combining images previously imprinted in their minds with what they see in front of them at the moment, to obtain information about another subject (object).
Representation takes place in two forms - in the form of memory and imagination.

Views are associated with thinking, they are the connecting link between sensory and logical knowledge.

Thinking is the basis of any excursion. In the process of thinking on an excursion, its participants gain an idea not only about objects and phenomena, but also about the properties that are common to many objects and phenomena, to their whole group, i.e., generalized cognition of objects occurs. The result of thinking is the formation of concepts.

Memory plays an important role in the process of cognition. Memory- one of the properties of the nervous system, which is expressed in the ability to remember and store information. The basic processes of memory are memorization, storage, reproduction, recognition, recall and recollection.

Types of memory– voluntary and involuntary, direct and indirect, short-term and long-term. Special types of memory: motor, emotional, figurative and verbal-logical. The perception of material on an excursion is associated mainly with visual (show) and auditory (story) memory. Successful memorization is facilitated by the memorization mindset given by the guide. The guide takes into account the differences that characterize groups of excursionists (preschoolers and schoolchildren, visiting tourists and city residents, etc.).

Attention on excursions

The success of an excursion depends, first of all, on such properties of attention as activity, focus, intensity, stability. In psychology, there are three types of attention: involuntary, voluntary, post-voluntary.

Involuntary attention is characterized by passivity, the object is not selected in advance and is examined without any purpose, it does not require volitional efforts.

free attention requires volitional efforts, it is directed and maintained with the help of the task set by the excursionist himself - to be attentive. Voluntary attention requires interest sightseers, so it is important to arouse interest in the subject of show and tell at the very beginning. Post-voluntary attention is typical for those cases when the activity is so captivating and captivating that its implementation does not require volitional efforts from a person.

The perception of material during an excursion depends on such properties of attention as volume, stability, distribution, and the ability to switch. The attention of the participants depends on a number of circumstances: interest in the topic, skill in displaying objects, the fascination and form of the story, and the preparedness of the audience. The stability of attention decreases for a number of reasons: the monotony of the story, the poverty of the language, the lack of connection with the show. An important place in the formation of interest in the excursion topic is occupied by the introduction, which introduces tourists to the content of the excursion. Sustainability of attention largely depends on what object the excursion begins with, what exactly and how the route will be completed.

Imagination

Imagination It can be voluntary and involuntary, as well as recreative and creative, active and passive. Excursionists are characterized by a recreating imagination. They are faced with the task of mentally seeing everything that the guide is talking about. The task of the guide is to develop in tourists the ability to independently reproduce in their imagination those objects, images, and phenomena that the story is dedicated to. Creative imagination - one of the foundations of a guide's professional activity - allows the guide to create new visual images of such objects and phenomena that he has not observed in their original form.

Emotions on an excursion

To assimilate and remember the material on an excursion, there is an emotional side to the matter. During an excursion, the excursionists are influenced by the guide’s story and the visuals. Empathy is of great importance for the process of understanding and assimilating excursion material.

Excursion as a pedagogical process

The excursion is a pedagogical process that combines education, upbringing and general development. As in any pedagogical process, There are two parties involved in the excursion: the teacher - the guide and the students - the excursionists. The activity of interaction between these parties constitutes the pedagogical process. The purpose of the excursion as a pedagogical process is to instill in excursionists the skills of independent observation. There are four components of a guide’s activity: constructive, organizational, communicative and cognitive components.

Logic and its requirements in excursions

Logical transitions and their functions in excursions

When preparing the excursion text, the task is to connect the components of the excursion subtopics with each other. Such a connecting link is logical transitions. In the methodological literature, the following types of logical transitions are distinguished: subordinate, identical, opposite, correlative and subordinate. As one of the techniques for conducting an excursion, a formal logical transition is used.

Excursion method of cognition as a special case of the laws of logic

The excursion method of cognition refers to private methods that are used only in this science. In the narrow sense of the word, the excursion method is a set of techniques that can be used on excursions. It is characterized by objectivity, material evidence and motority.

Excursion analysis and synthesis

Analysis and synthesis are methods of cognition. Being opposite in their action, these mental actions occur in indissoluble unity. The scheme of interaction between analysis and synthesis in an excursion is simple - analysis precedes synthesis, and synthesis completes the analysis. Analysis in the structure of the excursion process is part of the show, and synthesis takes place in the story. Types of synthesis: combining different parts of a visually perceived object into one whole; combination of different qualities, aspects, features of the subject being studied; connection of several elements of a given object to identify properties common to them.

Types of excursion analysis: historical analysis, natural science analysis, art history analysis, architectural analysis, literary analysis. Each type of excursion analysis is used only in a specific thematic group of excursions and is not used outside of it.

Excursion business. Historical part excursion_service_hystory

Excursion. Each of us has different memories associated with this word about tourist trips, new places, and emotional experiences. It is difficult to imagine a person who has never taken part in an excursion in his life. In kindergarten, children are taken on excursions to the zoo to meet strange animals, to a nearby grove in the fall to admire the gold of fading nature and to collect fallen leaves for a herbarium. At school, students visit museums, businesses, and participate in excursions around the city. Having become adults, we ourselves choose the excursions that interest us, where we can meet something unfamiliar, but extremely curious, or see something already known again in order to discover something new for ourselves in it, without which life is simply boring, not interesting. The excursion accompanies us throughout our lives. She is an excellent teacher who follows an unshakable educational rule: it is better to see once than to hear a hundred times.

Excursions for their participants are an intellectual pleasure, and for guides it is a complex creative process, the success of which depends on the depth of local history knowledge of the guide and on whether he has a refined technique of conducting excursions, and whether he has the talent of a teacher and an actor.

Excursion is the core of tourism. Only complex sports trips and a few specialized tours, such as hunting and fishing, can do without it. When organizing other types of tourism - cultural, archaeological, botanical, scientific, environmental, contemplative, religious, congress, educational, training and others - excursions are necessarily included in the travel program.

Historical part

Excursion depot in educational institutions of the Russian Empire (end XVIII- nachapo XX centuries)

The excursion business in our country has a history of more than two centuries, beginning with the first school excursions of the last quarter of the 18th century. It was at this time that advanced Russian teachers and educators, among whom it is first necessary to name the names of a member of the Russian Academy of Sciences, a participant in the development of the school reform plan of 1782 - 1786. Yankovic de Merievo, academician of the Russian Academy of Sciences, author of the first Russian textbook on natural science, Vasily Fedorovich Zuev, writer, journalist, publisher Nikolai Ivanovich Novikov, have repeatedly spoken out about the advisability of conducting walks and excursions into nature with schoolchildren. Thanks to their activities, recommendations for conducting school excursions into nature were reflected in 1786. And the document, approved in 1804, indicated the need not only for walks and excursions into nature, but also for the purpose of organizing visits to manufactories, workshops of artisans and others. enterprises.

A deep theoretical justification for the use of such a method as excursions in the process of teaching children was found in the works of the founder of scientific pedagogy in Russia, Konstantin Dmitrievich Ushinsky. He criticized the scholastinian teaching methods that reigned in the Russian school of the 19th century, and proposed new ones, based on the ideas of nationality, the requirements for the development in students of the ability to observe the phenomena of the surrounding reality. K.D. Ushinsky persistently recommended using such an active teaching method in school as an excursion, and first of all excursions into nature, since they allow the child, with the help of the teacher, to see and perceive the world of objects and phenomena around him.

The excursion is the subject of excursion research. This scientific direction studies the history of the development of excursion business, methods of preparing and conducting excursions, pedagogical and psychological foundations of excursions, features of serving various groups of the population, training of excursion personnel, organization of excursion work.

The textbook Excursion Business is written based on the study of numerous literary sources that were published in Russia over a more than 100-year period from the last quarter of the 19th century to the end of the 20th century. Their authors are the classics of Russian excursion studies B.E. Raikov, V.A. Gerd, I.M. Greves, N.P. Antsiferov, I.K. Krupskaya, Yu.N. Alexandrov, B.V. Emelyanov, R.A. Dyakova, P.S. Pasichny and many others. In preparing the manual, we also used personal observations and the diverse experience of the author, who has been developing specialization at the Geological and Geographical Faculty of Rostov State University for 30 years and has been teaching such disciplines as and.

The author expresses sincere gratitude to the modern classic of Russian excursion business, Boris Vasilyevich Emelyanov, for the valuable advice on excursion issues that he received at the beginning of his pedagogical career.

At the end of the XVIII - XIX centuries. The excursion as a teaching method was used by a fairly limited number of teachers. For example, it is reliably known that the Decembrist I.D. Yakush-kin, being after hard labor in the 30s. XIX century in a settlement in the Siberian Yalutorovsk and working as a teacher at the Yalutorovskaya girls’ school, he widely used walks and excursions into nature in his teaching practice. Popularity among teachers in Russia in the last quarter of the 19th century. received excursion activities at the Alexander Teachers' School in Tiflis.

Created in 1866 and later transformed into a teachers' institute, it enjoyed great fame in Transcaucasia. For a long time, this educational institution was headed by a well-known teacher in the Caucasus, Nikolai Petrovich Zakharov. A leading man of his time, who had thoroughly studied the experience of organizing education in Russia and abroad, he managed to organize an exemplary educational process.

An important means of teaching N.P. Zakharov considered excursions to be a place where the knowledge acquired in the classroom should be consolidated. Students were introduced to the nature of the Caucasus, its history and culture. The objects of the excursion study were the city of Tiflis with its ruins of a fortress and ancient temples, a botanical garden, a beautiful Caucasian Museum, a huge arsenal, factories, factories, a telegraph, ancient monasteries, the Karayaz steppe with the famous irrigation canal 40 versts from Tiflis, the cave city of Chi-mes -tsikhe near the city of Gori, 80 versts from Tiflis, etc.

Excursions were usually made by the whole school on foot. The excursion to the cave city of Chimes-tsikhe, which all its future participants were looking forward to, turned into a real journey. In nature, students, under the guidance of teachers, observed various phenomena, natural and man-made objects, learned to describe them, and compile botanical and geological collections. N.P. Zakharov considered it mandatory to organize excursions when studying subjects such as history, geography and other disciplines of the natural cycle.

At the end of the 19th - beginning of the 20th centuries. Already in a significant number of educational institutions in Russia, teachers have realized the need to include excursions in the curriculum, seeing them as an effective form of acquiring knowledge and an important means of patriotic education. These include separate gymnasiums and real schools in Moscow, St. Petersburg, Ekaterinodar, Simferopol, Kazan, Ekaterinoslav, Rostov-on-Don, Taganrog and many other cities of the Russian Empire. Thus, the Zhitomir gymnasium, starting with one-day walks for its students in the outskirts of the city, then sent them on a large excursion around Volyn, and later to the Caucasus, Sevastopol, Odessa, and to an exhibition in Nizhny Novgorod. The excursions of the 5th Kyiv gymnasium, conducted in the summer, were long lasting - a month or more.

A real school was even created in Sumy. Its charter stated that the Society has a purpose. The students of the Sumy school made their first trips, the programs of which included many different excursions, to the Caucasus and Finland.

In eastern Russia, students from Blagoveshchensk and Vladivostok made excursions along the Amur River, into the Ussuri taiga, and to the sea. In 1903, during the industrial exhibition in Osaka, the Vladivostok representative office of the Russian Tourist Society conducted a 20-day educational excursion to this Japanese city for children of city and public schools.

An important impetus for the expansion of excursion activities for schoolchildren was the circular of the Minister of Public Education dated August 2, 1900 No. 20.185, which canceled summer vacation work for students and instead recommended that the heads of educational institutions and pedagogical councils organize recreational walks, excursions and trips for students during the holidays .

The introduction on March 9, 1902 of a special tariff No. 6900 for the passage of students going on educational excursions also played a certain role in the development of student excursions in Russia. On all Russian railways, groups of student excursionists were provided with cheaper travel in third-class carriages, and students of lower educational institutions were provided with free travel when traveling a distance of up to 50 km. In subsequent years, the conditions of this special tariff for students on group excursions changed somewhat, but it remained in general terms until 1917.

After 1910, district and provincial zemstvos paid attention to the development of excursion activities among students, and began to allocate some funds for excursions. A special column even appeared in their estimates -.

History has preserved information about the role of a number of Russian zemstvos in the development of school excursion business. An example is the activity of zemstvos in the Moscow province. So, in 1914, they allocated a total of about 9 thousand rubles for excursions for rural schoolchildren. For individual zemstvos it looked like this:
Moscow provincial - 5000 rubles.
Moscow district - 1800 rubles.
Bronnitsky district - 400 rubles.
Bogorodskoe district - 500 rubles.
Vereiskoe district - 300 rubles.
Serpukhov district - 300 rubles.
Zvenigorod district - 200 rubles.
Volokolamsk district - 200 rubles.

Kolomenskoe district - 250 rubles. In addition, the Moscow provincial zemstvo provided excursionists with breakfasts and dinners in the amount of 14 kopecks. per day per person, took upon itself the cost of inspecting the institutions included in the excursion route, traveling by boat along the river. Moscow in the amount of 5 kopecks. per day and half the cost of railway travel for excursionists from the four least affluent or most remote counties: Vereisky, Volokolamsk, Mozhaisk and Ruzsky.

In total, 393 schools used the services of zemstvos of the Moscow province in 1914. Almost 14 thousand students visited Moscow and got acquainted with the Kremlin, the Armory, the ethnographic museum, the airfield, the panorama and other attractions.

The most significant role in the development of excursion business in rural schools was the role of the Moscow district zemstvo. For example, in 1913 it facilitated excursions from 152 schools in the Moscow district, which amounted to 75% of all schools; 40% of students took part in them - 608 people.

Naturally, the funds allocated by zemstvos to conduct excursions for rural schoolchildren to Moscow were not enough. They accounted for a third of the total cost, the remaining two-thirds were borne by students' parents, school trustees and others.

Among the district zemstvos of other provinces of Central Russia, Rostov, Yaroslavl province, stood out for its attitude to the development of excursions among students, which annually increased allocations for excursion work (Table 1).

Table 1

Excursion activities of the Rostov district zemstvo of the Yaroslavl province

Year	Amount allocated by the zemstvo for the excursion (rub.)	Number of schools that made excursions	Number of excursion participants
1912	300	23	213
1913	400	36	400
1914	500	40	900

By 1914, the Rostov district zemstvo organized excursions in almost half of the schools in the district. It sent questionnaires in advance to all schools, the analysis of which made it possible to find out the prospects for the upcoming excursion season, and then allocated funds primarily for those schools that made excursions for the first time, as well as for those located in remote, remote places in the county. In addition, the zemstvo government entered into agreements with organizations to provide assistance to tourists on the road and when sightseeing in cities.

The contribution of a number of other zemstvos of the country to the development of excursion business in schools is also known. Thus, the Saratov district zemstvo in 1914 and 1915. allocated 1000 rubles for excursions, the Perm provincial government allocated 500 rubles in 1914, and the Nizhny Novgorod provincial government allocated 2000 rubles in the same year. on, that is, for organizing excursions around the country.

However, most often the amounts allocated by county zemstvos for excursions amounted to 100 - 200 rubles, while provincial zemstvos for the most part limited themselves to creating conditions for receiving school excursions from the periphery.

The development of school excursion business was facilitated by the practice created in the 10s. XX century excursion commissions of various educational districts, which helped educational institutions in organizing excursions. Thus, the Tver excursion commission conducted excursions to factories, outside the city to nature, to the local museum, Smolenskaya - to historical monuments of Smolensk, to museums, to nature, Orlovskaya - to exemplary farms in rural areas of the region, etc.

Due to the growing number of school excursions in the country, there has been a need to coordinate the activities of the organizations conducting them. This led to the creation of the Central Excursion Commission under the Moscow Educational District, which became the leading informal excursion organization in Russia. The commission had a library on excursion issues, determined educational institutions - gymnasiums, real schools, universities, etc., which were supposed to receive excursionists. Among them were Kazan University, Riga Lomonosov Gymnasium, Kazan Higher Women's Courses, 2nd Nizhny Novgorod Gymnasium, 2nd Ekaterinoslav Real School and many other educational institutions in the country. The Central Commission developed a document in which the educational institution sending the excursionists indicated the number of students in classes, accompanying persons and their specialty, the purpose of the excursion, preparedness for it, its connection with the program, the number and nature of previous excursions. All this helped in further work with the group. They were also developed and hung in each host educational institution. Their implementation was strictly controlled.

The commission brought together enthusiastic teachers with experience in excursion work - V.I. Komarninsky, V.Yu. Ulyaninsky, N.G. Tarasov and others. They analyzed and summarized the experience of excursion work with students, gave methodological advice and recommendations.

Not only educational institutions were involved in the development of the excursion business; there was interest in it at the beginning of the 20th century. The Russian Orthodox Church, for example, showed this by offering to organize trips to holy places. During the winter holidays in Moscow, the church organized a tour of the Kremlin and Moscow in general for students. Before the start of the excursions, a prayer service was required. The publication of special guidebooks by the church also dates back to this time - for example,.

Excursion activities, which are developing quite intensively in the country, received their attention at the beginning of the 20th century. and a certain theoretical basis. More and more articles are appearing in various publications in which the authors make their first attempts to cover the issues of the theory of excursion guidance.

An important milestone in this regard was the book published in 1910, written by a group of teachers from the St. Petersburg Forestry Commercial School, edited by B.E. Raikova and G.N. Bocha. For the first time, it clearly formulated the basic principles of the school excursion methodology, provided a system of educational excursions in all subjects, and laid the foundation for subject-specific thematic excursions taking into account the program requirements of the school.

The appearance of a book on the theory of excursion business at the St. Petersburg Forestry School was not an accident. It was one of the first educational institutions in St. Petersburg to include local and long-distance excursions in the educational process as a mandatory form of work, closely related to the teaching of various subjects. One of the leading excursion specialists in Russia N.A. Geinicke, analyzing the meaning of the book after some time, wrote about it in 1023: .

In the 10s. In Russia, three special magazines dedicated to the excursion business began to be published: in Moscow, in Yaroslavl and in Bendery, Bessarabia province. If the last magazine was entirely devoted to school excursion management, as its name indicated, then the other two issues of the development of excursion business in Russian educational institutions received less attention. However, they constantly published theoretical articles on excursion management, stories about excursions taken, advice on organizing excursions at school, and lists of recommended literature on excursion business.

The leading excursion magazine in Russia by the mid-10s. becomes, published by members of the Yaroslavl Excursion Commission, founded by the Yaroslavl Pedagogical Society. His popularity among supporters of the excursion business was also great because specialists from many Russian cities were involved in his work: Moscow, Petrograd, Kiev, Saratov, Rostov-on-Don, Vladivostok, etc. Among the large group of representatives of Moscow was the name of N.A. . Geinike, and among Petrograd residents - B.E. Raikov - the leading theoreticians of Russian excursion studies at that time.

The editors saw their task as

To be an interpreter of this beauty, a sensitive guide through the living museum of Russian art, ancient and new, to awaken in young hearts the best feelings that contemplation of beauty can give a person...

To facilitate the activities of excursion organizations by serving as an intermediary between them, who, enriched by the experience of some, could pass it on to others...>

The magazine introduced readers to the sights of the Caucasus and Crimea, the Urals and the Solovetsky Islands, the Volga and Dnieper regions, as well as other wonderful places in Russia.

The magazine covered in detail the work of congresses and meetings at which issues of excursion business were considered. Of great interest are the materials of the 1st All-Russian Congress on the improvement of domestic medical areas, held in Petrograd on January 7 - 11, 1915. Its resolutions noted that with the help of excursions around Russia it is necessary to divert a significant number of Russians from traveling and treatment abroad and maintain the same Huge sums of money exported abroad are most beneficial to the homeland. The Congress recognized that the development of tourism and excursions is a matter of national importance, since travel around Russia will stimulate industrial and commercial entrepreneurship.

Thus, at the 1st All-Russian Congress on the improvement of domestic medical areas, for the first time, the importance of tourism and excursion business as an important factor in the economic development of certain regions of the country was assessed in a state manner.

The magazine also published one of the first attempts to classify excursions for students. All of them were grouped into eight types:
1) historical and archaeological;
2) historical and literary;
3) natural history;
4)to factories and factories;
5) artistic, geographical and ethnographic;
6) labor assistance excursions;
7) general education and household;
8) excursions of recreation and entertainment.

Historical and archaeological excursions were divided into familiarization and research. For students, the second type of excursion was considered the most important. By participating in them, schoolchildren explored the geographical features of the area, ancient monuments, magazines, manuscripts, engravings, icons, recorded legends, stories and songs of local residents, described rituals characteristic of the area under study, etc. The collected materials were intended to replenish the collection of the school museum, and the most valuable were transferred to the local historical museum.

Participants in historical and literary excursions visited places associated with the lives of outstanding writers, poets, scientists, artists, statesmen and public figures. When conducting this type of excursion, great importance was attached to meetings with contemporaries of famous people, as their story was indicated in,.

Natural history excursions were aimed at introducing schoolchildren to the nature of the area in which they live. When conducting them, special attention was paid to collecting various collections: botanical, zoological, geological.

The type of artistic-geographical and ethnographic excursions combined three different types: artistic, geographical and ethnographic. Each type individually was considered inaccessible to schoolchildren, which is why, when developing the classification, they were combined into one type. Here's what the magazine wrote about it:<...>.

Labor aid excursions originated during the First World War and consisted of a group of students traveling to the village to help with agricultural work for those peasant families who, due to the war, found themselves without workers.

The identification of the type of general educational and everyday excursions was due to the fact that urban schoolchildren did not know the village at all, and rural students knew just as little about the city. For example, during a survey of schoolchildren in Kiev, it turned out that 30% of boys and 60% of girls had never seen plowing, rye in a field - 34 and 60%, respectively, villages in winter - 45 and 49%. This determined the emergence of an independent type of excursions to introduce urban schoolchildren to rural life and rural ones to get to know the life of the city. On general educational and everyday excursions, townspeople were shown fields, peasant labor and life, while at the same time paying attention to nature. Village children were introduced to stations, trains, streets with trams, cars, bicycles, public buildings, residential buildings, factories, factories, cinema, etc. During the school year, students who visited the excursion were instructed to make reports on what they saw.

Excursions of recreation and entertainment were a collective recreation of the class or the whole school in nature. In Russian schools, spending leisure time for schoolchildren in nature was extremely rare, and today the recommendations for organizing them that were given by: .

The above excursion classification, no doubt, raises a number of objections today, but we must not forget that this was the first experience in analyzing the entire variety of excursions conducted in Russia with students in the late 19th - early 20th centuries, and its imperfections are quite understandable.

The First World War, which began in 1914, influenced the geography of school excursions and long-distance travel, but did not cause their cessation. The number of long-distance excursions sharply decreased, but near ones continued to develop, throughout the territories of their provinces. In some educational districts, for example, Kiev, a congress of directors and teachers, held in the summer of 1916, in its resolutions indicated the need to involve all students in local excursions. Excursions became a mandatory form of work with students in educational institutions of the Russian Empire.

In 1915 - 1917 The country was reviewing the curricula and programs of almost all types of schools of different departments. The Minister of Public Education was the first to approve a new program for higher primary schools. The explanatory note to it indicated that for each class a plan and program of excursions should be developed, which should be carried out during school hours. For long-distance excursions, it was recommended to allocate several full study days throughout the year. Thus, we can assume that by 1916, in Russian educational institutions, excursions related to educational material became equal among other teaching methods.

With the development of the excursion business in the country, interest has become noticeable, especially among teachers, in mastering the methods of excursion work. However, the absence of a unified state methodological center for excursion work in Russia did not allow the creation of any system for training leaders of student excursions.

Advice on organizing and conducting excursions could be gleaned mainly from magazines and a number of other publications, published in quite a large number in various provinces of Russia:, etc.

But all these literary sources could not completely replace special study under the guidance of experienced practitioners and theorists of the excursion business. Therefore, the few training courses for excursion leaders organized in various cities aroused great interest. For example, in the 20-day courses of the Kiev Ornithological Society on training leaders of natural history excursions with children, which worked in April 1915, almost 400 people signed up in two weeks: teachers and female teachers of lower and secondary educational institutions, female students and students from Kiev and other nearby cities.

The courses were paid, but the cost of training was such a small amount - 3 rubles - that it was not an obstacle for those wishing to get acquainted with excursion guidance. The Kiev city government took over the tuition fees for 50 Kyiv teachers.

The course program included lectures and excursions: botanical, zoological, hydrobiological, geological. The classes were distinguished by a high theoretical level, since professors and private assistant professors of Kyiv University and other educational institutions were involved in giving lectures and conducting excursions.

The success of the courses exceeded all the expectations of their organizers. On the initiative of the listeners, it was decided to create a permanent consulting bureau on the issues of conducting excursions at the Kiev Ornithological Society.

The interest shown by teachers of the Kiev educational district and nearby provinces in training courses for leaders of natural history excursions with children undoubtedly testified to the strong position that the excursion business had gained by the mid-10s. XX century in Russian schools.

The role of tourist associations in the development of excursion business (late XIX - early XX centuries)

Among the voluntary tourist associations in Russia, two played a special role in the development of the excursion business - the Crimean-Caucasian Mountain Club (KMC) and the Russian Society of Tourists (ROT).

The Crimean-Caucasian Mining Club arose in 1890 in Odessa as the Crimean Mining Club. Its main goal, as stated in the club's charter, was...

The Crimean Mountain Club was a public organization that existed financially through contributions from its members, various donations, funds received from general excursions, publications of the club’s works, etc.

The club began its activities by organizing an excursion trip from Odessa to Crimea for nineteen of its members in April 1891. The excursionists visited Sevastopol, archaeological excavations in Chersonesus, the ancient Inkerman monastery carved into limestone, the palace in Alupka, the Aytodorsky lighthouse, the Nikitsky Botanical Garden and many others sights of Crimea.

In the second year of its existence, the KGC already had 302 members from many cities in Russia and one representative each from Paris and Stuttgart.

From the very beginning of its existence, the club created its branches in a number of Russian cities. In the first two years, the Odessa, Sevastopol and Yalta branches were formed, a little later the Ekaterinoslav, Gagrin, Bessarabian in Chisinau, Baku and the last - Riga, which indicates the popularity of the club in Russia. After the creation of the Gagrinsky branch in 1902, it was renamed the Crimean-Caucasian Mining Club.

The basis of the activities of the club branches was the organization of excursions. The Yalta branch left a special mark on the development of the excursion business. It was this organization that for the first time in Russia took up extensive excursion work, organizing numerous tourist trips to Crimea, excursions to the Crimean Mountains and the most remarkable places of the Crimean coast.

The excursion season of the Yalta branch of the KKGK was very long. Most often it began in April and ended in October. The longest one was in 1909 and amounted to 252 days.

Among the members of the Yalta branch, doctor F.D. took special care in organizing excursions. Weber, who, despite his busyness as an attending physician, was one of the most active members of the department. In 1898, he became the first excursion director, whose responsibilities included developing new excursion routes, concluding contracts with horse suppliers and carriage masters, finding accommodation for excursions, efforts to reduce the cost of excursions for students, and much more. The report of the Crimean Mining Club for 1897 stated that.

Year after year, the excursion activities of the Yalta branch gained momentum. Having started by organizing excursions for several dozen of its members, already in 1896 it conducted 181 excursions for 1,491 people, and in 1912 the number of excursions reached 645, their participants - 15,229 people. (Fig. 1).

The excursions of the Yalta branch were distinguished by a wide variety of routes, the basis of which were one-day excursions in the vicinity of Yalta. The route to Ai-Petri remained the most attractive throughout the years, offering a magnificent view of the surrounding mountains, Yalta and the Black Sea. Most excursions were carried out in horse-drawn carriages. By 1923, the department had 16 carriages, the horses for which the board rented from rural residents. Walking tours were much less popular, with the number of participants fluctuating from year to year, but never exceeding 150 people.

The Yalta branch, for the first time in the country, began conducting excursions to the caves and created for these purposes the first tourist shelter in Russia on Chatyrdag, where anyone who wanted to admire the underground world of the Binbashkhoba and Suukkhoba caves could stay.

Rice. 1. The number of participants in excursions of the Yalta branch of the Crimean-Caucasian Mining Club in 1896 - 1913.

All branches of the Crimean-Caucasian Mining Club showed special care for student excursions. Already in the third year of the club’s existence, its membership was made public, and in the same year, 1892, the first excursions were held. The board of the Crimean Mining Club in Odessa organized an excursion for twenty students of Odessa real schools, and the Yalta branch organized an excursion for students of the Yalta men's and women's pro-gymnasiums. Subsequently, student excursions occupied a large place in the work of the Yalta branch.

In some months, Yalta was literally flooded with students, who, often 100 - 150 people, arrived in entire educational institutions headed by teachers. For this entire army of tourists, the Yalta branch found places to stay overnight, organized the transportation of luggage, petitioned the city government for a free visit to the city garden, and provided a host of other services.

In Crimea, with the assistance of the Yalta branch, students from the Warsaw 3rd Girls' Gymnasium, the Nizhny Novgorod Real School, the Staroselskaya Railway School, the Rostov Men's Gymnasium, the Chisinau Theological Seminary, the Moscow Diocesan School, the St. Petersburg Commercial School, the Murom Real School and many other small and big cities of Russia. The Yalta branch helped tens of thousands of young citizens get acquainted with the nature of a wonderful corner of Russia.

Realizing that for the further development of the excursion business in Crimea, a significant number of trained guides are needed, the club’s board began in 1902 training excursion leaders from among school teachers. In June 1902, the first pedagogical excursion of teachers of the Odessa educational district to Crimea took place.

Pedagogical excursions of the Crimean-Caucasian Mountain Club became another effective form of promoting tourism and excursions in Russia, because in subsequent years the participants of these excursions returned to Crimea, but with dozens of their students, thereby fulfilling the club’s mission to this fertile land.

The activities of the Crimean-Caucasian Mountain Club laid a solid foundation for the excursion business in our country. The Yalta branch of the club can rightfully be considered the first domestic excursion institution, which became the prototype of future travel and excursion agencies that became widespread in the Soviet Union in the 70s and 80s. XX century

The Russian Society of Tourists appeared in 1895 in St. Petersburg. It quickly gained fame in Russia and already in 1903 (the peak of the mass society) numbered 2061 people from 174 Russian cities in its ranks, and its members were also registered in Tunisia, Italy, Korea and Japan. More than half of the society's members lived in the Asian part of Russia. The main objectives of the society were to conduct collective trips of its members in the vicinity of their cities of residence, organize hotels in different cities of Russia to receive tourists, publish a magazine, and provide travel information books for tourists.

For participation in collective trips (excursions), their participants were awarded credit points depending on the distance traveled. And at the end of the year, those who scored the most points were awarded special commemorative society tokens.

Gradually, a plan for long-distance trips of members of the society around Russia matured, the initiators of which were Moscow cyclist tourists. The trips were intended for individuals who did not have sufficient funds to undertake long-distance excursions on their own. Travel was carried out to the Caucasus, the Black Sea, the Urals and other regions of the Russian state. One of the peculiarities of their implementation is interesting. When creating the route, the organizers were guided mainly by ROT representatives in various cities who knew their region well. So, if in one place the group was met by a geologist, then in another by a botanist, in a third by a historian, etc. They conducted excursions around their region. Having completed the route, the trip participants received a fairly complete understanding of the region in which they made excursions, its nature, economic features, history, and the life of the local residents. Along the entire route, the society rented rooms for excursionists and converted them into dormitories.

A certain role was given in the work of the Russian Society of Tourists to the organization of trips of its members abroad. These journeys were mostly made in small groups or alone along routes developed by its participants.

At the very beginning of the 1900s. a number of ROT representative offices began conducting nature walks and various excursions for students. This initiative led to the creation in 1907 of a special commission under the Russian Society of Tourists. She dealt with the issues of conducting excursions with students in major Russian cities and introduced them to the nature of the Crimea, the Caucasus, the Urals, and Central Asia. The commission opened training courses for excursion leaders, at which general education lectures were given and knowledge was given along a given route. Tens of thousands of young Russian citizens got acquainted with their Motherland with the help of the Russian Tourist Society.

Activities of excursion commissions, bureaus, committees (early 20th century)

The increased interest in excursions that arose in Russia among various segments of the population at the turn of the 19th and 20th centuries was the impetus for the creation of a number of societies, such as mutual aid of teachers and teachers, nature lovers, literacy societies and other various excursion commissions, bureaus and committees . They entrusted themselves with the functions of assisting excursion groups and individual excursionists in getting to know the capital, Moscow and provincial cities. In addition, private tourist offices appeared in the country, founded by individual entrepreneurs who offered their services during trips and excursions around Russia and foreign countries.

As an example, we will get acquainted with the work of the excursion commission of the Tula Society for Mutual Aid of Students and Teachers, which arose in 1912. It included members of the society who set as their goal the organization of excursions for teachers of the Tula province.

The following year, after the creation of the commission, 299 teachers took part in the tourism events organized by it, who visited St. Petersburg, Moscow, Crimea and the Caucasus (Table 2). The figure for that time was very impressive, especially considering the departmental nature of the selection of excursionists.

The wide response that the activities of the excursion commission found among teachers in the Tula province was also determined by the fact that the small fee for the trips was within the means of all teachers; The price included transportation costs, payment for accommodation and meals for travel participants, as well as visits to museums.

table 2

Activities of the excursion commission of the Tula Society for Mutual Aid of Students and Teachers in 1913

Excursion locations	Duration of excursions (in days)	Number of excursion participants	Cost of excursion service for one person
Moscow	5	102	6 rub. 50 kopecks
Moscow	4	60	5 rub. 50 kopecks
Petersburg	11	50	15 rub.
Crimea	23	43	35 rub.
Caucasus	40	44	55 rub.

The conditions for receiving excursions can be judged at least by the announcement of the committee for receiving excursions in St. Petersburg under the Standing Commission for the Organization of Courses for Teachers, published in the magazine:

The Committee provides all the necessary information for a systematic inspection of St. Petersburg and indicates directors (paid) for art-historical and natural history museums; assists in obtaining theater tickets; indicates canteens, etc.>

A significant contribution to the development of trips abroad for Russian citizens was made by the excursion commission of the educational department of the Society for the Dissemination of Technical Knowledge. Created in 1908, five years before the start of the First World War, it helped 7,217 travel enthusiasts, including 4,500 teachers from various cities of the Russian Empire, visit foreign countries.

In the 10s. information appeared about excursions intended for rural residents. For example, the Voronezh zemstvo annually organized, as they wrote, excursions to the Kyiv, Poltava, Kharkov, Oryol, Volyn provinces in order to acquaint them with exemplary agriculture, experimental fields, gardening, etc. In 1914, the peasants of the Voronezh province traveled abroad to Moravia (Czech Republic), where they visited 6 villages and inspected 23 farms, and also visited an agricultural school. These excursions turned out to be very useful for the peasants who participated in them. In many farms, as a result of this unique exchange of experience, various innovations appeared after some time.

From 1910 to 1915, the number of excursion commissions and bureaus of various societies increased sharply. By the end of 1915 in Russia, according to the most approximate and incomplete data, more than 100 organizations were organizing educational excursions.

By the beginning of the First World War, excursions in Russia were becoming an increasingly widespread phenomenon. Not only the cities of the European part of the country, the Crimea, the Caucasus, the Volga, but also Central Asia, Altai, Baikal, and Primorye are being developed.

The Yaroslavl magazine, a recognized leader among excursion publications, wrote in 1914.

The October Revolution, which took place in 1917 in Russia, changed the entire country, becoming the beginning of a new stage in its historical development. From the first months, the Bolshevik Party and the Soviet government began to form the so-called socialist culture in the state, to implement a cultural revolution, the result of which was to become a person of a new socialist formation. Great importance in the implementation of the cultural revolution was given to the plan of monumental propaganda - a system of measures of the Soviet government to promote the ideas of Marxism in art and perpetuate the events of the revolutionary struggle, the memory of freedom fighters, great scientists, writers, and artists.

On April 12, 1918, Chairman of the Soviet Government V.I. Lenin signed a decree of the Council of People's Commissars of the RSFSR. As a result of the implementation of this decree, new monuments began to appear in the cities of the country. IN AND. Lenin attached great importance to monumental propaganda and emphasized the need to organize excursions to memorable historical and revolutionary places. He pointed out that the revolutionaries of old times should be depicted first, so that workers and schoolchildren on excursions, which should be held constantly, could gain information about the history of the revolutionary struggle by listening to the story of the revolutionaries at the foot of the monuments.

IN AND. Lenin also highly appreciated the importance of excursions to industrial and agricultural enterprises in the system of training and education of schoolchildren and recommended conducting excursions to power plants, in, on, mobilizing for lectures all engineers, agronomists, all who graduated from the university in the Faculty of Physics and Mathematics.

Thus, excursions as a means of propaganda work, education and upbringing of citizens of a socialist country were used by the Bolsheviks from the first months of their rule of Russia in order to form a new person.

Immediately after the creation of the People's Commissariat of Education of the RSFSR, People's Commissar A.V. Lunacharsky invited Professor I.I. to the commissariat. Polyansky and invited him to organize natural science courses for teachers in the Northern region with a large number of practical classes and excursions, similar to those that I.I. Polyansky conducted earlier.

The Commissariat of Education decided to use the experience of short-term excursion training for teachers accumulated in Russian schools before the revolution. And already in the summer of 1918, similar courses were organized for teachers in the Northern Region; two streams of teachers attended their program.

Further efforts to introduce the excursion method into school education resulted in the creation in February 1919 of an excursion section under the Labor School Department of the People's Commissariat for Education. First of all, she began work on the creation of country natural history stations, which were intended to receive schoolchildren and conduct excursions for them under the guidance of experienced teachers.

To select the location of stations for the excursion section, a temporary commission was formed, which determined the most suitable points. Already in the summer of 1919, the first six stations in Pavlovsk, Detsky (Tsarskoe) Selo, Lakhta, Sestroretsk, Peterhof and at the Kamennoostrovsky Agricultural Institute received groups of schoolchildren.

All these stations had the main task of organizing natural history (natural history) excursions. Offices and laboratories were created at the stations, intended for processing the material collected during excursions. The network of excursion stations was planned in such a way that each one differed from the others in the nature of the surrounding area. Thus, near the Pavlovsk excursion station there was a large forest area that preserved its natural appearance. Of exceptional interest were the geological outcrops of the Cambrian, Silurian and Devonian systems, as well as Quaternary formations. In addition, excursions of a hydrological and hydrobiological nature were made to the ponds of Pavlovsk Park, rich in aquatic flora and fauna.

The basis for an excursion study of the nature of another station - Sestroretskaya - was made up of dunes and a seashore with numerous small bays, where unique representatives of the flora and fauna of the coastal strip were found.

Such a selection of natural objects at excursion stations allowed excursionists, visiting one or the other of the stations, to see the riches of the nature of their native land.

Work at natural history stations proceeded as follows. In the morning, arriving schoolchildren, after a light breakfast provided by the station, went on excursions before lunch, where they collected collections. After lunch, the excursionists, having become acquainted with the methods of studying the collected material, worked with their collections and also examined the exhibits of the station. In the evening the students returned to Petrograd. At some stations - Lakhtinskaya, Pavlovskaya and Sestroretskaya - students could stay overnight and go on a new excursion the next day. It should be noted that, despite the extremely difficult economic situation in the country, food for excursionists at the stations was free. In addition, they traveled to the stations by rail using special travel documents issued by the excursion station.

Along with natural history, the excursion section began organizing humanitarian stations, whose task was the aesthetic and humanitarian education of children. These stations were supposed to conduct excursions to museums of a humanitarian nature, to architectural monuments, and introduce other attractions.

In total, by 1921, the excursion section of the Collegium of the Unified Labor School, renamed due to the reorganization of the central body into the excursion section of the social education sector of the Petrograd provincial department of public education, opened 15 excursion stations. In 1920, their employees conducted 46 thousand excursions, in which 138 thousand people took part, and in 1921 - 53 thousand excursions with 161 thousand people.

Subsequently, for a number of reasons, among which the main ones were economic, the excursion section and excursion stations ceased to exist.

The activities of the excursion section received an approving assessment from the Commissariat of Public Education. They noted: .

The excursion section of the social education sector of the Petrograd provincial department of public education was the prototype of other organizations of this type. At the same time, an excursion section was created in the subdepartment of extracurricular education of the Petrograd Department of Public Education, in 1920 - 1921. There was an excursion section in the Petrograd branch of the Main Museum, working together with the Central Station of Humanitarian Excursions; in Moscow, at the end of 1920, an excursion bureau was established at the People's Commissariat of Education of the RSFSR. It is clear that in the first years of the formation of new government institutions, a single body could not be formed to direct all work on the excursion business in the country. But it is clearly visible how much attention the People's Commissar of the RSFSR paid to excursions, placing them among the most important methods of educational work among the population - both students and workers.

The main work on attracting the adult population to excursions was entrusted to the subdivision of out-of-school education of the People's Commissariat for Education, which was transformed in November 1920 into the Main Political and Educational Committee of the Republic - Glavpolitprosvet, the permanent chairman of which was N.K. Krupskaya. She repeatedly emphasized the progressive role of excursions and their ability. . She saw excursions as one of the universal means of education and upbringing.

The excursion bureau of Glavpolitprosvet had to do a great job of creating excursion methods for the adult population, giving excursions a socialist content, coordinating the work of all excursion institutions in the country that arose under trade unions, individual clubs and other organizations. The bureau created commissions for natural science, humanitarian and technical excursions, whose task was to develop plans and programs for excursions on a scientific basis. Particular concern was the creation of methods for conducting historical, revolutionary and industrial excursions. In addition, the bureau opened several short-term courses for training leaders of various types of excursions, which mainly included teachers as participants.

The excursion business, which received in the period 1918 - 1921. widespread development, a scientific foundation was needed, and in 1921 three research institutes were created in the country, which were entrusted with conducting scientific research in the field of excursion guidance. In Moscow, the People's Commissariat of Education of the RSFSR established the Central Museum and Excursion Institute, which grew out of its excursion bureau; an excursion department is opening at the Institute of Extracurricular Activities Methods; In Petrograd, the provincial department of public education creates a scientific research excursion institute.

Let us take an example of the structure and main areas of work of the Petrograd Excursion Institute. It consisted of three departments: natural, humanitarian and economic-technical, which, in turn, were divided into sections. The natural department is divided into five sections: soil-geological, botanical, zoological, hydrobiological and geographical; humanitarian - into three: cultural-historical (with literary), ethnographic and artistic (fine arts); economic and technical - into four: energy, economic, improvement of populated areas and general industrial.

The main goal in the work of the institute was. Among its main tasks were the centralization and generalization of the experience of various institutions in the excursion field: educational organizations, schools, research institutions.

Scientific research excursion organizations created in 1921 did not last long. A few years later they were disbanded or reorganized.

Issues of theory and methodology of excursion business were discussed in the early 20s. also at excursion conferences. The first conference in Russia on the problems of excursion guidance was held on May 16-21, 1921 in Petrograd. It was prepared by excursion sections of the social education sector of the Petrograd Department of Public Education, Petrograd Provincial Political Education and the Main Museum. 180 people took part in the conference. Its main task was to promote the development of excursion business in the field of school and out-of-school education. At the conference, a large number of reports were heard and discussed on the methodology of conducting excursions, organizing excursion business, the activities of excursion stations, and the peculiarities of working among the adult population. At the natural history section, the issue of nature conservation was raised for the first time during excursions. The conference delegates spoke in favor of expanding the excursion business in the country.

The Petrograd excursion conference, held in March 1923, turned out to be even more numerous. More than 700 people took part in its work. At conferences in the 20s. the theoretical basis of Soviet excursion guidance was laid.

From the first years of the Soviet state, excursion work was closely connected with local history activities in the country, which received particularly rapid development in the 20s and 30s. The management of local history work was entrusted to the Main Directorate of Scientific and Scientific-Art Institutions of the People's Commissariat for Education (Glavnauka). Under him, the Central Bureau of Local History (CBK) was formed, and local history organizations were created in many cities of the country, the number of which by 1925 exceeded a thousand. Local historians identified and studied new objects in their region related to the historical and cultural past, the work of great Russian writers and cultural figures, the revolutionary movement, and the first socialist achievements in the national economy. New excursion routes were laid out for them.

The excursion method was used by all cultural and educational organizations: People's Commissariat of Education, the Central Bureau of Tourism of the Komsomol Central Committee, the cultural department of the All-Russian Central Council of Trade Unions, public education authorities, local history societies and museums. In the People's Commissariat of Education there was a department of distant and near excursions, an excursion section of the department of social education, an excursion and exhibition department of the Glavpolitprosvet, an excursion and reference department of the Central Bureau of Local History of the Glavnauka, as well as the corresponding departments of local public education authorities. Their activities were coordinated by the Main Political Education Department, which gave tasks to various organizations to create new tourist and excursion programs.

Issues related to tourism and excursion activities in the country were repeatedly heard at all-Union congresses and conferences on local history, organized by Glavnauka. According to her instructions, all boards of scientific societies and local history organizations were to help excursion organizations, especially in carrying out tourism and excursion work among young people. The magazine, published by the Central Bureau of Local History, recommended that local history organizations take into account the great interest of young people in tourism and excursions. To do this, local history organizations had to:

Organize lectures about the region and particularly interesting places to visit;
Explore places where you can spend free time and relax;
Once develop excursion routes, both local and beyond the borders of your region;
Ubuild exhibitions and competitions for the best materials collected during excursions;
Prepare organizers of local history and excursion work.

All this speaks of the attention that was paid to the issues of educating young people, involving them in local history and tourist excursion work, which was an effective means of forming a new person.

Glavpolitprosvet assigned a major role to the development of historical and revolutionary excursions, which reflected the revolutionary events of 1905 and 1917. Excursions on historical and revolutionary topics were supposed to not only contribute to the accumulation of knowledge about the revolution, but also have a strong educational impact on the excursionists through the experiences of the revolutionary events recreated in the excursions. The purpose of these excursions was to educate an active defender and continuer of the cause of the revolution.

For the 5th anniversary of the Great October Socialist Revolution in Moscow, the first excursions were developed, which told about the revolutionary events of 1917 and the changes that took place in the country: , .

Historical and revolutionary excursions were widely developed during the celebration of the 20th anniversary of the first Russian revolution in 1905. Excursions and a number of others were held in Moscow. The Museum of the Revolution, created in 1923, has prepared a series of excursions under a general title. Excursions, etc. were developed in Leningrad. Excursions related to the revolutionary events of 1905 were held in Ivanovo-Voznesensk, Odessa, Sevastopol and other cities of the country.

Work on the development of historical and revolutionary excursions intensified during the preparation for the celebration of the 10th anniversary of the Great October Socialist Revolution. In Moscow, Leningrad and many other cities, new monuments related to revolutionary events, memorial plaques to victims of the revolution and heroes of the civil war were erected. Plants, factories, collective farms, cities, squares, and streets were named after them. These monuments and memorable places became the basis for the preparation of new excursions on historical and revolutionary topics.

For the purpose of a more in-depth study of the historical and revolutionary past based on the excursion method, Glavpolitprosvet recommended the development and conduct of not only occasional excursions, but also certain cycles of excursions with historical and revolutionary content. The cycle consisted of several excursions, united by a common theme and organically connected with each other. The cycles included both city and museum excursions. They were aimed at certain groups of tourists.

An example is a series of excursions with historical and revolutionary content, which were offered to students of the Soviet Party School in Moscow:
City tour;
Excursion to the Museum of the Revolution;
City tour;
Excursion to the Museum of the Revolution.

The task of this cycle was to complement the completed course in the history of the party and the revolutionary movement and illustrate it with specific visual material. The development of a methodology for preparing and conducting excursions on historical and revolutionary topics was a powerful impetus for the development of a general methodology for excursion guidance in the country.

Another priority excursion topic was production. Excursion institutions, fulfilling the decisions of party congresses, widely propagated the first achievements of socialist construction. They organized excursions to advanced construction sites, enterprises, and collective farms.

A brief excursion into the development of the excursion business in the first ten-year period of the existence of the Soviet Union shows that excursions played an important place in the work of forming a citizen of a new, previously unknown socialist state in the world. They have become a serious means of ideological influence on the masses.

Excursion activities of the Society of Proletarian Tourism and Excursions (1930 - 1936)

In 1930, tourism work in the country was headed by the All-Union Voluntary Society of Proletarian Tourism and Excursions (OPTE), which arose from the merger of the Society of Proletarian Tourism of the RSFSR and a joint-stock company. A passionate fan of mountain travel, RSFSR prosecutor N.V. was elected its chairman. Krylenko. He characterized tourism, which had developed in the country by the early 1930s, as follows: And then N.V. Krylenko formulated his main task as follows: . Active assistance in socialist construction meant, first of all, their corresponding ideological indoctrination.

The governing body of the All-Union Voluntary Society of Proletarian Tourism and Excursions was the Central Council of the OPTE, headed by the presidium. Excursion work was concentrated in the Operational Excursion Sector of the CS OPTE. Organizing bureaus and councils of the OPTE were established in the republics, territories and regions. At factories, factories, and educational institutions, grassroots organizations were created - cells that united members of the OPTE.

The essence and main directions of tourist and excursion work were reflected in the slogans of the Society of Proletarian Tourism and Excursions.

This was one of the main slogans of proletarian tourism. (It should be noted that in the 30s there was no clear division of travelers into tourists and excursionists. Excursionists were often called tourists, as well as vice versa.) The task of the OPTE included introducing workers and peasants to their country, showing them new grandiose construction projects and achievements in collective farm construction. Many excursions were organized with visits to the Dnieper Hydroelectric Power Station, the Rostov Agricultural Machinery Plant, the Stalingrad Tractor Plant, Kuznetskstroy, a state farm in the Rostov region, advanced areas of complete collectivization, etc.

Wrote the deputy chairman of the Society of Proletarian Tourism and Excursions L. Gurvich.

The results of excursions to the grandiose construction projects of the first five-year plans were in the spirit of that time, permeated with the pathos of the revolution. This is what the Kaluga workers who made a trip to the Dnieper Hydroelectric Station in August 1930 wrote to the chairman of the OPTE: . Of the 280 participants in this excursion, 37 applied to join the CPSU (b) and two to the Komsomol. Such a result from the trip was not unique. Thus, a group of Leningrad workers who were awarded a trip along the route Leningrad - Moscow - Dnieper Rostroy - Rostov-on-Don - Stalingrad, wrote N.V. Krylenko: . This is how the Society of Proletarian Tourism and Excursions solved the problem using clear, convincing examples.

Excursions to leading enterprises, state farms and collective farms also included work on the exchange of progressive labor methods. The slogan of the Society of Proletarian Tourism and Excursions sounded as follows: .

Today this slogan is undoubtedly naive, but in the early 30s. Tourist trips and excursions made a certain contribution to the improvement of production technology and the organization of the labor process at industrial and agricultural enterprises.

Tourist travel and excursions solved another problem - increasing the cultural level of workers, which was reflected in such slogans as,. These slogans were not empty propaganda chatter; the great work of the OPTE in shaping the cultural image of Soviet people was confirmed by convincing facts. So, only in 1930

The Moscow Regional Council of OPTE organized about 1 million visits to various museums, plants, and factories. In Leningrad in the same year, more than 1 million tourists visited museums alone.

The Society of Proletarian Tourism and Excursions carried out extensive publishing activities. Its Central Council published special magazines - with an appendix. The magazine carried out a wide exchange of experience in tourist and excursion work, informed about the affairs of the Central Council, local branches and sections of the society, and published guidance articles on all issues of tourist and excursion work. OPTE also published a series of books describing tourist routes and excursions, conditions for organizing travel, and general rules for tourists and sightseers.

The formation of the All-Union Tourist Organization took place during the years of the first (1928 - 1932) and second (1933 -1937) five-year plans - a period when the cultural revolution was actively carried out in the country. The entire ideological machine of the state was aimed at the political education of the working people and the formation of convinced fighters for the ideas of socialism. These tasks were also to be solved by excursions, among which at that time excursions on historical, revolutionary, industrial and agricultural topics prevailed. To achieve a greater effect from excursions, it was recommended that they be carried out taking into account the characteristics of various population groups: the professions of the participants in the excursion group, their age, cultural level, etc. That is, in excursion work in the 30s. it was necessary to comply with the principles of differentiated services to the population. A striking example is excursions around Moscow, which were recommended by the Operational Excursion Sector of the Central Council of the Society of Proletarian Tourism and Excursions. Thus, the following general excursions were offered for textile workers: a sightseeing tour of Moscow -, to the Museum of the Revolution -, to the Museum of V.I. Lenin -, and a number of special excursions: to the textile factory named after. Red Army and Navy - , to the Sobolevo-Shchelkovo factory - , to the Textile Institute - , in Krasnaya Presnya - .

The excursion program for metalworkers included general excursions around Moscow and museums, as well as special industrial excursions: to the Polytechnic Museum -, to the plant -, to the plant -.

For peasants, special thematic excursions of a different plan were offered: to the collective farm, to the state farm, to the Timiryazev Academy, to the Lyubertsy plant.

Special excursions were prepared for other groups of excursionists. And the main goal of each of them was to show tourists the first achievements of socialist construction in the city and countryside and its further prospects.

In 1936, the Central Executive Commission of the USSR, having analyzed the state of tourism in the country, came to the conclusion that it would be advisable to further develop it within the framework of two powerful organizations that had been formed by that time: the All-Union Council of Physical Culture and the All-Union Central Council of Trade Unions. The first was entrusted with leadership and control over all work in the field of tourism and mountaineering as part of physical culture, and the All-Union Central Council of Trade Unions was entrusted with direct management of the organization of local and long-distance excursions and “mass tourism and mountaineering.” To solve these problems, in 1936 the Central Tourist and Excursion Directorate of the All-Russian Central Council of Trade Unions (CTEU) was created, which was supposed to replace the Society of Proletarian Tourism and Excursions and become the leading organization in the country for the development of tourism, excursion business and mountaineering.

Tourism and excursion management (TEU) are being created in republics, territories and regions. They were formed where the most tourist and excursion routes took place: in Leningrad, Kislovodsk, Sochi, Simferopol, Tbilisi and other cities. New tourist camps were opened, where tourists were provided with all types of services: accommodation, meals, transport, tourist equipment, excursions. The latter were an obligatory part of any tourist trip. Excursions were organized around the city, to museums, to exhibitions, to plants and factories, to collective and state farms, to memorial sites of battles during the revolution and civil war. The excursion content of tourist travel was considered as one of the important forms of communist education of workers and students.

But the progressive development of the tourism and excursion business in the country was disrupted by the outbreak of the Second World War.

Revival and development of the excursion business in the post-war period (1945 - 1990)

The Great Patriotic War had not yet ended, and the All-Union Central Council of Trade Unions made a decision in April 1945 to resume tourist and excursion activities in the country (Decision of the Secretariat of the All-Union Central Council of Trade Unions of April 24, 1945). The Tourist and Excursion Management was revived, and it was planned to recreate the material and technical base of tourism. During 1945 - 1948 TEUs began operating in Moscow, Leningrad, Simferopol, Gorky, Sverdlovsk, Rostov-on-Don, Krasnodar, Tbilisi and many other cities of the Soviet Union. In Sochi, Georgia, and the Urals, tourist bases that acted as hospitals during the war were renovated. Already in 1946, new tourist centers opened: in the Kalinin region and in Estonia, in 1947 - in the village of Guze-rippl, Krasnodar region, in 1948 - in Bakhchisarai and in the village of Repino, Leningrad region.

Resolutions of the Central Committee of the CPSU, the Council of Ministers of the USSR, the All-Union Central Council of Trade Unions on tourism and excursion business

The CPSU, the government of the country, and trade unions were very understanding about the revival of the tourism industry, which is confirmed by numerous resolutions on tourism issues and especially the results of the implementation of these government acts. The first joint resolution of the Central Committee of the CPSU, the Council of Ministers of the USSR and the All-Russian Central Council of Trade Unions of May 30, 1969 gave a big impetus to the development of tourism and excursions. The resolution defined the tasks for the development of tourism and excursions not only for trade unions, but also for party and government bodies, and a number of ministries. .

The Ministry of Education of the USSR was given the task of creating a Central Children's Tourist Excursion Station, the Ministry of Railways, the Ministry of Civil Aviation, the Ministry of the Navy, together with the All-Union Central Council of Trade Unions, to increase by 5-6 times by 1975 the volume of railway, bus, river, sea and air travel, allied The ministries of food industry, fisheries, meat and dairy industry, trade and the Central Union were charged with expanding the range, increasing the production and sale of semi-finished products, packaged food products in packaging that ensures their long-term preservation and is convenient for tourist trips. The USSR State Planning Committee should have provided for the allocation of materials, furniture and equipment, 500 tourist buses per year, etc., to the All-Russian Central Council of Trade Unions for the construction and equipment of tourist and excursion institutions.

The resolution showed what great importance the Communist Party, the Soviet government, and trade unions attach to tourism and excursion business - this important means of strengthening the health, spiritual and cultural growth of the country's citizens, their ideological and political education. The decisions of the party and government made it possible to further intensify the development of tourism and excursion business in the country.

In July 1971, the Presidium of the All-Union Central Council of Trade Unions adopted a special resolution regarding the excursion business:. It identified specific measures to increase the ideological and political orientation and educational value of excursions, improve the methodological work of guides, and train staff for travel and excursion agencies. The resolution gave the right to trade union committees to pay 70% of the cost of excursions and trips on weekend routes from the funds of the trade union budget allocated for cultural and educational work. This contributed to a wider involvement of workers and their children in excursions and trips around their region.

By the beginning of the 70s, even before the resolution of the Presidium of the All-Union Central Council of Trade Unions, specializations were opened at the geographical faculties of a number of state universities - Rostov, Belarusian, Kiev, Simferopol, Tbilisi. The resolution of the All-Russian Central Council of Trade Unions also determined another form of training for tour guides - the creation of excursion departments at the faculties of public professions of pedagogical institutes, where future teachers could acquire a second (public) profession - tour guides. The Central Council for Tourism and Excursions and the Ministry of Education of the USSR, in pursuance of the resolution of the All-Union Central Council of Trade Unions, developed a sample curriculum and course program for faculties of social professions. Within a few years, departments for training guides were opened in most pedagogical institutes of the country, as well as in universities, technical and other universities in the faculties of social professions.

The Main Excursion Directorate of the Central Council for Tourism and Excursions in 1971 developed documents defining the organizational forms, structure of excursion institutions, the content of their work, job responsibilities of the main categories of workers:, etc. Excursion work in the country in the early 70s. acquired harmonious organizational forms.

The resolution of the Central Committee of the CPSU, the Council of Ministers of the USSR and the All-Union Central Council of Trade Unions, adopted in October 1980, stated that the tourism and excursion business in the country had turned into a large industry serving the population, had firmly entered into the life of Soviet people, had become an effective form of propaganda for the successes of communist construction, an important means education of workers, strengthening their health. It defined new tasks for party and state bodies and trade unions to create a Soviet tourism industry. It was indicated that a wide network of tourism and excursion institutions had been created in the country, the topics of excursions and the geography of travel had become more diverse, but the need to expand the volume of tourist and excursion services to citizens was emphasized, since the population’s needs for them were not fully satisfied. Serious attention was paid to improving the quality of service, improving the types and forms of services provided, and making fuller use of the opportunities of tourism and excursions in order to improve the ideological, political, labor and moral education of workers and students. Due to the fact that the development of tourism is determined not only by the efforts of the Central Council for Tourism and Excursions, but depends on the activities of a large number of ministries and departments, it was considered advisable to create an interdepartmental council for tourism under the All-Union Central Council of Trade Unions, necessary to coordinate all work in this area in the USSR .

Second half of the 70s - first half of the 80s. marked by significant advances achieved in the field of theory and methods of excursion business. The Main Excursion Directorate of the Central Council for Tourism and Excursions, headed by B.V. Emelyanov, prepared and published a large number of guidelines on the main problems of excursion work, such as, , and a number of others. Scientific and practical conferences held by CSTE and local tourist and excursion organizations contributed to the implementation of the achievements of excursion methods into practice.

The constant work of the party and the country's government to organize active and meaningful recreation for its citizens is evidenced by the joint Resolution of the Central Committee of the CPSU, the Council of Ministers of the USSR, the All-Union Central Council of Trade Unions and the Central Committee of the Komsomol, adopted in July 1985. It once again emphasized the special role of tourism and excursions in the ideological education of workers , in broad propaganda of the country’s achievements, its economy, science and culture.

But the prospects for the development of the tourism and excursion business in the country, outlined by the new resolution, were not achieved, the reason for which was the restructuring that took place in the country, the transfer of tourist and excursion activities to a commercial basis.

In the work of excursion organizations in the country in the post-war period, excursions on military-historical topics occupied a large place. The Great Patriotic War was a tragic and at the same time heroic period in the life of the Soviet Union. Everywhere in the country where the war broke out, monuments and memorial complexes were created dedicated to the heroism of Soviet soldiers, partisans, and the entire Soviet people.

City streets were named after heroes of the Patriotic War. Names of central avenues and squares appeared, such as Victory Square, Peace Square, Heroes Square, and Invictus Avenue. All this was the basis for the creation of numerous excursions on military-historical topics. Many cities offer excursions with names,. Subtopics related to the Great Patriotic War are becoming an obligatory component of multifaceted sightseeing tours.

An increase in the number of excursions on military-historical topics occurred during the preparation for the celebration of Victory Day. Thus, on the 20th anniversary of the victory of the Soviet Union over Nazi Germany and for the mass heroism shown during the Great Patriotic War, Moscow, Leningrad, Volgograd, Sevastopol were awarded honorary titles, and Brest -. In this regard, new excursions were developed: , . Special thematic transport (rail, bus, air) trips to the hero cities were developed, united by a common goal - to show the heroism of the Soviet people in the fight against fascist evil. The excursions, based on the display of bright, impressive objects, had a deep emotional impact and educated Soviet people in the spirit of patriotism.

During the celebration of the 25th anniversary of the defeat of Nazi troops near Moscow, in December 1966, the ashes of the Unknown Soldier, one of the defenders of the capital of our Motherland, were solemnly buried near the walls of the Kremlin. A few months later, on May 8, 1967, a memorial architectural ensemble was opened here. It became a must-see on excursions, and others that ended here with a minute of silence, uniting excursionists with memories of the exploits of many unknown soldiers who did not return from the war. This memorial architectural ensemble was one of the main objects in the transport journey.

In memory of the heroic feat of Soviet soldiers on Mamayev Kurgan - the site of the fiercest battles for Stalingrad - a monumental Memorial complex was erected, revealing the theme of the great feat of arms. The Volgograd Travel and Excursion Bureau developed a tour of the Memorial, calling it, which was visited by millions of Soviet and foreign citizens.

Everyone knows the stamina and courage of the defenders of Leningrad. A memorial complex was created in their honor, the first stage of which was opened in 1967, during the celebration of the 50th anniversary of the Great October Revolution. The Leningrad City Excursion Bureau created a bus tour to these memorable places, which was extremely popular among both Leningraders and tourists visiting the city.

There was not a single travel and excursion agency in the country that did not include excursions on military-historical topics in the list of their excursions. And this was not a party dictate. The holy memory of the Great Patriotic War demanded that the exploits of the Russian soldier be glorified.

In addition to excursions on military-historical topics, excursions on Leninist topics occupied a large place in the work of excursion organizations. This topic has become leading in Leningrad, Ulyanovsk, Kazan, Gorky, Kuibyshev and other cities associated with the life and activities of the leader of the revolution. A special impetus for the development of excursions on Lenin themes was given by the preparations unfolding in the country for the celebration of Lenin anniversaries. So, on the 100th anniversary of the birth of V.I. Lenin's excursion organizations in the country have developed more than 700 new routes related to the places of his life and work. This work was accompanied by the organization of methodological conferences and seminars, which contributed to raising the ideological and political level and improving the skills of guides.

A series of excursions about V.I. was created in Leningrad. Lenin:, etc. Excursions were held in Ulyanovsk, in Moscow -, etc., in Kazan -, in Kuibyshev -, etc. Leninist themes were developed in Gorky, Pskov, Orekhovo-Zuevo, distant Shushenskoye in the Krasnoyarsk Territory and a number of others places of the country.

On the occasion of the 100th anniversary of V.I. Lenin developed transport travel routes with visits to Moscow, Leningrad, Ulyanovsk, Kazan, Krasnoyarsk, Shushenskoye and other places where he lived and worked. Over 20 million young men and women took part in the All-Union Youth March to the places of revolutionary, military and labor glory of the Soviet people, dedicated to the 100th anniversary of the birth of V.I. Lenin.

A lot of work has unfolded in excursion institutions in connection with the preparation and celebration of the 110th anniversary of the birth of V.I. Lenin.

The Resolution of the CPSU Central Committee indicated that special attention should be paid to the education of workers using the examples of the life and work of V.I. Lenin, on the revolutionary, combat and labor traditions of the Communist Party and the Soviet people. Excursion organizations of the country got involved in this work. New routes were developed, existing ones were deepened, and special thematic railway, bus, ship, and air travel were created. Excursions or trips that reflected Leninist themes were present in almost all excursion institutions of the Soviet Union.

As in the 30s, a significant place in the activities of the country's travel and excursion bureaus was occupied by the preparation and conduct of excursions on historical and revolutionary topics. To the 50th anniversary of the first Russian revolution of 1905 - 1907. New excursions dedicated to this event were created. An excursion was prepared in Leningrad, in Moscow -, in Perm -, in Odessa -, in Rostov-on-Don, etc.

In preparation for the celebration of the 40th anniversary, 50th anniversary, 60th anniversary of the October Revolution, for the 60th anniversary of the first Russian Revolution and other memorable dates associated with the revolution, all excursion institutions developed new or seriously improved previous excursions on historical and revolutionary topics . In Leningrad, special excursions were prepared around the Smolny Palace, where the headquarters of the revolution was located, in Moscow -, in Sevastopol -, in Pskov - etc.

Excursions on historical and revolutionary topics were a powerful tool used by the Communist Party of the Soviet Union for ideological influence on workers and the younger generation. It was this main educational task of the excursion business that was discussed at numerous methodological conferences held by excursion institutions.

A characteristic feature of all excursion bureaus, travel and excursion bureaus was their constant connection with outstanding events taking place in the country. They became the reason for developing new excursion topics. An excursion was prepared for the 13th World Congress of Women, held in Moscow in 1963; for the XXII Olympic Games for guests of our country - a special excursion (with a visit to the Piskarevsky memorial cemetery), . For every significant date celebrated by the country, excursion agencies responded by creating new excursions or entire excursion cycles.

Excursion activities in the 70s - 80s. reached its greatest prosperity in the country. The task was set to develop all excursion topics, not only military-historical, historical-revolutionary, Leninist themes, but also industrial, literary, art history, natural history, architectural, urban planning, historical. In each bureau, depending on the availability of certain excursion objects on display, its own theme prevailed. But they were all united by one task - the formation of ideological fighters for the ideals of communism.

Excursion sharing in modern Russia (90s of the 20th century - beginning of the 21st century)

Late 80s - early 90s. - a period of great disruption of the entire tourism industry of the country. During perestroika, tourism went from being a state and national affair to a sphere of commercial activity. The Central Council for Tourism and Excursions of the All-Russian Central Council of Trade Unions disappeared, and with it the Main Excursion Directorate, which managed and directed all excursion work in the country. Travel and excursion bureaus operating throughout the entire Soviet Union were liquidated or turned mainly into limited liability companies, for which the main activity was organizing tours to holiday destinations and selling vouchers to them. The training of new guides and the training of existing ones has stopped. The excursion business turned out to be commercially unprofitable, and therefore had little chance of survival. Only a few excursion agencies in Moscow and St. Petersburg, those cities that receive a large flow of tourists from all over Russia and abroad, can afford to organize excursions as the main type of commercial activity. Having lost both material and moral support from the state, the excursion business, especially in peripheral cities, began to wither, which is undoubtedly a natural phenomenon. A country that has lost its ideological platform no longer needs ideological mechanisms to control the consciousness of the masses.

Currently, in Russia, the excursion business rests on enthusiasts who are driven by an interest in excursions - teachers, professors of higher educational institutions and simply the broad masses of citizens who see in them an excellent way of cultural development. And there are millions of such people in our country, which is why the excursion business is not allowed to be buried. It has become an obligatory component of Russian culture.

Despite a lot of negative phenomena that have occurred in the organization of excursion services for citizens, the excursion business continues to develop. In the 90s the formation of a new excursion theme related to religious content began. In an atheistic country, under the dominance of communist ideology, excursions on religious topics could not exist. There were plenty of objects to display for the creation of such excursions, despite the losses suffered by the church at different times due to the deliberate destruction of churches. Today, excursions on religious themes have been created everywhere in the country. They are organized by tourist and excursion institutions, pilgrimage services of dioceses, and monasteries.

Pilgrimage services such as and others have now become especially famous. , for example, offers an extensive program of pilgrimage trips from Sinai to the Solovetsky Islands. It includes regular routes from St. Petersburg to Moscow with visits to the shrines of Valaam, Konevets, Svir, Kizhi, Goritsa, Kirillov, Ferapontov, Rostov, Yaroslavl. Participants of the tour Zadonsk - Yelets - Voronezh venerate the relics of St. Tikhon of Zadonsk and St. Mitrophanius of Voronezh, and the route to the Seraphim-Diveevsky Monastery - the relics of St. Seraphim of Sarov. organizes numerous trips to pilgrimage centers located abroad. The route to Jerusalem, to the Holy Land, with visits to Bethlehem, Jordan, Gethsemane, Tabor, Galilee, and Tiberias, became widely known. Throughout Europe, where Christian shrines are located, you can meet participants in pilgrimage service tours.

Excursions to churches have become popular both for parishioners of various parishes and for citizens who have never visited church before. There, tourists learn about the deeds of saints, the sacraments of the church, church architecture and much more.

Despite its novelty and apparent popularity, excursions on religious themes do not occupy a large place in modern excursion practice in the country. Currently, the most popular are bus city sightseeing tours, which allow you to get acquainted with many aspects of city life in a short time. But they are significantly different from those sightseeing tours that were held in Soviet times, when sub-themes of historical-revolutionary and Leninist themes occupied a leading place in all excursions. They have become freer in content; they also tell about those aspects of the life of our country that were previously kept silent: about Russian sovereigns and their retinues, large pre-revolutionary entrepreneurs who made a great contribution to the Russian economy, saints of the Russian Orthodox Church. During the excursions, visits to temples are organized, which makes them more interesting and attractive.

Thematic excursions, especially those related to the school curriculum, continue to develop, albeit at a slower pace than in the 70s and 80s. Excursions on historical topics remain in demand among different groups of the country's population, as today there is widespread interest in the history of the Russian state. Natural history excursions are popular, with which the excursion business in Russia began. But they are now being saturated with environmental content, which meets the requirements of the time. As always, citizens of the country show a keen interest in the life and work of great cultural figures, popular writers, and, accordingly, in excursions on art history and literary topics.

At present, historical-revolutionary excursions have practically no place in excursion practice, although sub-themes on historical-revolutionary themes have been preserved in a number of sightseeing excursions. But today we should add to the classification of thematic excursions a group of excursions on religious themes, which have become increasingly widespread in tourist and excursion organizations since the early 90s.

Each of the listed thematic groups, in turn, is divided according to its content into certain subgroups (Dyakova, Emelyanov, Pasechny, 1985).

Historical excursionscan be divided into subgroups that cover a specific period in the history of the region. In addition, they are divided into historical, local history, archaeological and ethnographic.

Military history excursionsare divided into the following subgroups: by memorable places where military events took place, with a display of military engineering structures - fortresses, towers, bridges, ditches, earthworks, etc.; to places associated with the exploits of national heroes; to military historical and memorial museums.

Field tripsare divided into production-historical, production-economic, production-technical and career guidance. Production-historical ones reveal the history of the enterprise, show the biography and achievements of the plant, factory, transport hub, agricultural enterprise, scientific or educational institution. Production and economic excursions cover issues such as costproducts, scientific organization of labor, product quality. Production and technical departments provide demonstration of the technological process, the work of individual workshops and sections. A special subgroup includes field trips, which are conducted for the purpose of vocational guidance for teenagers and to assist secondary school students in choosing their future profession. Such excursions are devoted to a detailed introduction to various professions, and in some cases to a comprehensive demonstration of one or two professions.

To the group nature excursions includes geographical, survey natural history, geological, hydrological, soil science, botanical, zoological, excursions to unique natural monuments, excursions on environmental or environmental topics, to the nature departments of local history museums.

Art excursionscombine the following subgroups: theatrical, historical and musical with a story about the work of composers and musicians, excursions showing works of monumental sculpture, excursions to art galleries, museums, to the workshops of artists and sculptors, to exhibition halls, to folk crafts, to places of life and activity artists and painters.

Literary excursionsusually grouped as follows: literary-biographical in places that preserve the memory of the life and work of a writer or playwright, for example, historical-literary, revealing certain periods of the development of Russian literature (), excursions to places that are described in the works of a particular writer ( ), to memorial museums.

For excursions on architectural and urban planning topics The following classification is common: excursions related to the display of architectural monuments of a certain period; excursions that give insight into the work of one architect; excursions introducing the planning and development of cities.

Group excursions on religious topics Currently there is no generally accepted classification by content. Tourist organizations and pilgrimage services of dioceses conduct excursions to churches and monasteries. Features of preparing and conducting excursions in Orthodox churches are discussed in the practical part of this textbook.

According to the composition of participants, excursions are divided as follows:
for adult citizens (groups of all kinds)organizations, students, professional groups, etc.); U for children of different ages (preschoolers, primary schoolchildren, middle and old schoolchildrenage); for local residents; for non-residents; for foreigners.