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.