CHAPTER XV.

PUBLIC INSTRUCTION—CORPS OF CADETS—UNIVERSITIES AND ELEMENTARY SCHOOLS; ANECDOTE—PLAN OF EDUCATION—MOTIVES FOR ATTENDING THE UNIVERSITIES—STATISTICS—PROFESSORS; THEIR IGNORANCE—EXCLUSION OF FOREIGN PROFESSORS—ENGINEERING—OBSTACLES TO INTELLECTUAL IMPROVEMENT—CHARACTERISTICS OF THE SCLAVONIC RACE.

In contemplating the development and organisation of public instruction in Russia from the time of Peter the Great to these days, one cannot help thinking that the Russians attach infinitely more value to the appearance of progress, than to its real existence. One would say they care very little about scientific and intellectual results, provided their universities and schools be complete in all physical details, and provided they have numerous educational halls graced with the names of all the sciences professed in Europe.

Nevertheless, the sovereigns of Russia have all laboured more or less actively for the propagation of public instruction. Unfortunately they would never suffer themselves to admit that civilisation is a long and difficult work; and incapable of forgetting, even amidst the liberal ideas on which they based their projects, that they were before all things absolute princes, they fancied they could civilise their nation as they had disciplined their soldiers; and then, swayed by vanity and self-conceit, they graciously suffered themselves to be deceived by all the brilliant reports laid before them by the administrative departments.

It was in the reign of Feodor Alexievitz that the first academy was founded in Moscow. The Sclavonic, Greek, and Latin languages were taught there. A university was afterwards established in the same city, and in the reign of Catherine II. St. Petersburg possessed an academy of sciences and the fine arts, and a society of rural economy. But even at that period the spirit of ostentation, which forms the substratum of the Russian character, already revealed itself; and while forming those grand institutions, not a thought had been given to the opening of a single elementary school in either capital. Some writers indeed allege that Peter I. left behind him, at his death, fifty-one schools for the people, and fifty-six for the military; but I have always been disposed to think that those establishments existed but in name, and my researches have but confirmed that opinion.

The first elementary institution of any importance founded in the new capital, dates only from the beginning of the eighteenth century: it is the school of the cadet corps, exclusively reserved for the young nobility, and intended to form officers for the land and sea service, and for the engineers. In order to judge of the instruction afforded in it, one ought to be able at least to mention some of its pupils who have been distinguished for their talents, and who have acquired a certain degree of celebrity; but it is as difficult to name any such, as to discover men of learning and science among the members of the various academies mentioned above. Be this as it may, we cannot help entertaining a very mean opinion of the spirit and organisation of all these establishments founded by Peter the Great, and by the sovereigns who succeeded him during the latter part of the eighteenth century.

The first institution in favour of the people was created in St. Petersburg in 1764: it was an educational establishment for the daughters of burghers and gentlemen of scanty fortune. It was founded by Catherine II., who in taking measures by preference for the education of women, seems to have intended to prepare them for usurping in their domestic circle the same absolute sway which she was herself about to exercise over the whole empire.

Elementary schools were not actually opened to the public until 1783, and that only in some of the great towns of the empire. As all these ill-contrived early institutions possess little interest, I will pass on to the consideration of the present state of public instruction. The existing system dates from Alexander's reign. The course adopted in the beginning was on all points similar to that pursued by Peter the Great and Catherine II. The first thing thought of was the establishment of universities; those of Dorpat and Vilna were re-established; that of Moscow was reformed, and new ones were founded in Kasan and Kharkof. As for elementary schools, they were completely overlooked. The following anecdote will give an idea of the primitive state of the great colleges of the empire.

A German gentleman in the Russian service travelled in the Crimea, in 1803. On passing through Kharkof, curiosity induced him to visit the university, which had been opened in the town about a year before. While looking over the cabinet of natural philosophy, he perceived with amazement that the professor of that branch of science did not even know the names of the few instruments at his command. Unable to conceal his surprise, he asked his guide where he had been professor before he became attached to the university. "I never was a professor before," was the reply. "Where did you study?" "I learned to read and write in Moscow." "How did you obtain the rank of professor of natural philosophy?" "I was an officer of police; my age no longer allowed me to support the fatigues of my duty; so hearing that a place which would suit me better was vacant in the academy, I applied for it. Thirty years' service, good certificates, and the influence of a patron, enabled me to obtain it." "And what are the duties belonging to your place?" "I have to inspect the instruments, and keep them in order, and I am directed to show them to such persons of distinction as may please to visit the university."

This happened, it is true, in 1803, and I only mention the fact to show the spirit that prevailed in the establishment of these learned institutions. The university of Kharkof is now in a better condition, and I know many professors there of real merit, distinguished among whom are Doctor Vancetti, equally remarkable for his acquirements and his philanthropy, and Professor Kalenitchikov, who devotes himself with success to all branches of natural history.

At last, however, it was felt that universities were insufficient, and could not exist without elementary schools. Some years after the accession of Alexander, gymnasiums were therefore established in all the governmental chief towns; and the district towns had their primary institutions, in which were to be taught reading and writing, the elements of grammar and arithmetic, the history of Russia, sacred history, geography, geometry, and the rudiments of Latin.

The course of instruction in the gymnasia was more extensive, and embraced special mathematics, logic, rhetoric, and physics. Lastly, the pupil was advanced to the university, where he went through a complete course of study, comprising the sciences, the liberal arts, literature.

At first sight it would appear that this well conceived plan of studies ought to have had the most satisfactory results; but this was not altogether the case. The nobiliary system of the empire, and certain regulations of detail and discipline combined to destroy the reasonable hopes founded on such liberal institutions.

The Russian universities unquestionably number among their professors some distinguished men, equally devoted to science and to the duties of their calling; but the social ideas prevalent in the country render their efforts almost always unavailing, and they find themselves compelled to restrict their course of instruction within the narrow routine prescribed to them.

Now and always the universities and gymnasia are and have been for the most part attended only by pupils of the class of petty nobles, or of those of the priests and burghers. As for the sons of the aristocratic families, they are generally educated at home by private tutors, and as they are almost all intended for the army, they enter at once into the corps of cadets established in St. Petersburg.

According to a table published by the ministry of the interior, all the first class establishments for public instruction, that is to say the universities, the two medico-chirurgical academies, the pedagogic institute and the three lycea, contained in 1840 only 612 functionaries and professors, and 3809 pupils, the numbers being thus made up:

Functionaries and Teachers.Students.
St. Petersburg59433
Moscow82932
Dorpat66530
Kharkof79468
Kasan74237
St. Vladimir (Kiev)55140
Richelieu (Odessa)25 52
Demidof ditto20 33
Bezborodko ditto15 19
Medico-chirurgical academies of Moscow and Vilna94797
Pedagogical institute of St. Petersburg43 68

According to the same report the Russian empire possessed at the close of the year 1840, 3230 establishments under the superior direction of the ministry of public instruction, and containing 103,450 pupils.

The young men who attend the university courses, have all but one single object in view, that of acquiring a grade of nobility; and the examinations are too slight to make industry and proficiency in their studies really requisite to the attainment of their purpose. Besides, they are most of them educated at the cost of the government, and as the latter does not like to lose its money, they must all enter the imperial service, whether well taught or not. In this manner are formed all the physicians, surgeons, and subordinate professors of gymnasia.

As for the civil departments the sole condition required for admission into them, is the knowledge of writing and arithmetic; accordingly the common class Russian thinks he has completed his education when he can read, write, and cypher; and he is indeed sufficiently erudite to get a footing in some chancery office, a common clerkship in which admits him to the first grade as a civil officer, and from thence he may arrive at the highest rank in the service.

Many young men on leaving the universities, are of course employed in the public offices; but then, whatever talents they may possess, and whatever fruit they may have gathered from their studies become utterly useless to them. From the moment they enter any office whatever, they perceive with astonishment that they know nothing of what it is essential they should know. They have stepped into a new world of which they do not even know the language. They hear nothing talked of around them but forms, rules, tricks for evading the laws and ordinances, artifices for giving a legal colouring to abuses and extortions, and all sorts of inventions for squeezing money out of those who have the misfortune to need the help of the employés.

They soon see that the greatest adepts in those frauds which are conveniently styled office usages, the least scrupulous, or, in plain terms, the greatest rogues, are considered clever fellows, and make their way rapidly; whilst those who still retain some sense of honesty and a lingering respect for the principles of morality, are laughed at as fools. What then does the novice, who has perhaps carried off the prize of eloquence at the university? Finding himself obliged to defer to the lowest pupil of an elementary school, who has already gained some knowledge of office practice, he tries to forget all he has learned, and applies himself to a new course of study. His conscientious scruples are soon silenced; prompted by emulation he gradually becomes as accomplished as his mates, and by dint of this second education the clever fellow at last quite effaces the honest man.

It is also from the universities that the young men are taken who are designed for the business of public instruction; and as we have already stated, they are for the most part educated at the expense of the state. When their studies are completed they are appointed professors in the gymnasia and other schools. The government has neglected no means of making their calling as advantageous as possible, both as to salary and honorary advancement. These encouragements would have the happiest effect anywhere else than in Russia, but there they have quite the contrary result. It follows from the existing system of nobility with its graduated scale, the privileges it confers, and the means of fortune its offers, that a man's whole status in life resolves itself into a question of official rank. Now, as no calling presents a greater chance of rapid advancement than that of the public instructor, in which capacity a young man rarely fails to obtain the rank of major (hereditary nobility) after five or six years' service, the consequence is that all the sons of the petty nobles, burghers, and priests, eagerly rush into this thriving profession. This, however, is not the real mischief; on the contrary, the great number of competitors might produce a very salutary rivalry; but unfortunately the little power and influence exercised by the professors, who after all, can only command boys, and still more than this, their want of opportunity to enrich themselves under cover of their office, strip the business of public instruction of all prestige, and cause it to be considered, notwithstanding its high pay, as much less advantageous than many other posts the fixed salary of which is almost nothing, but which enable the holders to levy almost unlimited contributions on those who come under their hands. What follows? As soon as the professors have obtained the rank of major, they quit the universities and enter the civil administrations, where they can fatten on law suits, chicanery, and exactions, and all the countless means by which the law enables them to make fraudulent fortunes. And here we may remark that this state of things is another consequence of the want of definite callings and professions in Russia. The career of official rank is the only one known to the Russian; for him there exists none other.

We must not wonder, therefore, if the instruction given in the elementary schools, and the gymnasia is incomplete and almost barren of good effect. The teachers are almost always mere boys without experience or sound knowledge. They content themselves with going through their routine of business according to the letter of the rules, and the military discipline imposed on them; but once escaped from their classes, they think of nothing but enjoying themselves, eating, drinking, and playing cards. I have visited many gymnasia in Russia, and I have always seen in them the same effects flowing from the same causes.

Besides the great universities and high schools, all the leading towns of the empire formerly contained numerous boarding schools, most of them kept by strangers; but these were suppressed by ukase in the year 1842. The means of instruction are at present confined to the imperial establishments, from which all foreigners not naturalised in Russia are excluded. These new regulations dictated by false vanity, will infallibly have a disastrous influence, and render the progress of education more and more difficult.

There still exist in Russia several establishments for the education of officers and civil and military engineers. The Institute of Ways and Communications was established in the reign of Alexander, under the superintendence of four pupils of the Ecole Polytechnique of France, MM. Potier, Fabre, Destrême, and Bazain, who entered the service of Russia, at the request to that effect preferred by the tzar to Napoleon. This school (which I have not visited) might have rendered great service to the empire, had the government been discreet enough to leave it its foreign professors, and not subject it to the absurd interference of the Russian military drill. Very few able men have issued from this institution, and the profound ignorance I have seen exhibited in all the great works executed at a distance from the capital, attests the decay of a school which at first promised so fairly. Again, it must be owned, that from the time when engineers enter on active service, they have no leisure to complete their studies; as soon as they receive an appointment, their whole time is taken up with reports, accounts, writings without end, and all the countless formalities devised by the quibbling and captious spirit of the Russians. I have known several engineers at the head of important works; they had not a moment to themselves, their whole day being spent in writing and signing heaps of paper. The same observations apply to the military, for whom secondary manœuvres and minute costume observances form a never relaxing and stultifying slavery. Under such a system, all the germs of instruction implanted in the schools, soon disappear in service.

Besides, it must be admitted that the generality of Russians have a natural indifference to the sciences and the arts, which will long defeat the efforts of sovereigns desirous of effecting an intellectual regeneration. Though I have gone over a large portion of the empire, I have found very few persons, young or old, who were really studious and well-informed, and too often I have met with nothing but the most utter apathy, where I had a right to expect interest and enthusiasm. It matters not that the emperor showers tokens of favour and respect on his savans, the Russians themselves continue, notwithstanding, to treat them with great disdain. The reason is, that the arts and sciences do not lead to fortune in Russia, and as they fall exclusively to the lot either of foreigners, or of the petty nobles, they cannot enjoy high consideration in a form of society which respects only might and authority, and consequently recognises but two vocations worthy of ambition, viz., the military profession and the civil service.

But independently of the influence of a bad social organisation, the Russians seem to me to be at this day the least apt by nature of all the nations of Europe to receive solid instruction. The Sclavonic race may be divided into two great branches: the first of these, which contains the Poles among others, has felt the influence of the west, with which it has been in long and immediate contact, and so enabled to adopt its civilisation more or less closely; the second, on the contrary, has acknowledged the paramount influence of Asia, and the Russians who compose it, are still in our day under the action of the Mongol hordes, to which they were enslaved for more than three centuries. Again, Russia is absolutely and entirely a novice in civilisation; go over her whole history, and you will not find a single page which gives proof of a really progressive tendency. It is a very remarkable fact that her political and commercial relations with the Lower Empire were entirely barren of result upon her civilisation, which remained completely stationary, even in circumstances most favourable to its development: it is therefore by no means surprising, that despite all the efforts of her sovereigns, she has been unable to place herself on the level of the other nations of Europe within the space of a hundred years.

The results of our civilisation, more than twenty centuries old, are not to be inculcated so rapidly: there needs we think, a long series of progressive initiations, so that the moral constitution reacting on the physical, may render the perceptions and the organs of the latter more delicate, and more suited to intellectual development: and this period of transition must necessarily be very long for a nation to which the past has bequeathed only reminiscences of slavery and destruction. Look, on the other hand, at Greece, Moldavia, and Wallachia, countries which have all had glorious periods in history; they have made great strides within ten years, and have in that short space of time established their claim to rank as members of the European family of nations. To their past history belongs in part the honour of their present advancement. That thirst for instruction, that incredible aptitude to seize and understand every thing, which is characteristic above all of the Greeks, are evidently but old faculties long sunk in torpor under the pressure of slavery, and which waited but for a little freedom to break forth with new energy.