Вот описание "образовательной" политики Петра
"We must now turn from matters of finance to those of the mind. When Peter the Great came to England from Holland in January 1698 he was looking for specialists to serve in Russia, and particularly for teachers to work at his projected school of navigation. In a manner still not certain, Henry Farquharson, tutor in mathematics at Marischal College, Aberdeen, was engaged to go to Moscow as senior teacher in the navigational school in return for free quarters, a food allowance and £50 for each student successfully completing the course under his direction. As assistants to Farquharson two young graduates were enrolled from the Royal Mathematical School at Christ's Hospital, Stephen Gwyn, aged fifteen, and Richard Grice, aged seventeen. An arduous sea voyage brought the three teachers to Moscow in August 1699. Since the tsar was preoccupied with preparations for the Northern War, Farquharson and his companions found themselves unemployed for nearly a year, and then complained to Peter.
Prompted by Farquharson and the others, his interest in the war temporarily diverted, perhaps, by the defeat of Narva, Peter turned to set up his School of Mathematics and Navigation, starting with a decree promulgated on 14 January 1701. This marked the beginning of official secular education in Russia. Farquharson helped Peter work out the organisation of the school, which was largely based on the Royal Mathematical School at Christ's Hospital. An upper limit of 500 students was fixed and the curriculum was to include arithmetic, geometry, trigonometry, navigation, astronomy, fencing, reading and writing. The inaugural years of the school were very difficult, because teachers and pupils could not understand each other, there were no Russian textbooks, and the preparatory education of the students had often been inadequate. Farquharson at first lectured in English, making as he did so notes which were later translated into Russian. Kurbatov, one of the school governors, complained that Farquharson and his assistants enjoyed themselves and overslept too often, and held bright pupils back in favour of backward ones. There was friction between the British teachers and the Russian L. F. Magnitsky, who was.brought into the organisation in 1702. Severe punishments, including fines and whippings, were considered necessary to retain the interest of the students. By 1703 the situation was on the mend, with Farquharson, Gwyn and Magnitsky cooperating to produce the first textbooks in Russian and the enrolment totalling 200. By 1706 the school had 400 students, and in 1710 Farquharson could claim fees for fifty graduate navigators sent off to England to complete their training in the Royal Navy.
Peter asked the navigational school to produce not only sailors but artillerymen and engineers, civil servants and teachers, topographers, hydrographers and architects. Farquharson himself surveyed the road from Moscow to St Petersburg in 1712, and supervised the building of a highway connecting the two capitals. He organised regional surveys of the Caspian Sea and published the first detailed map of it. Many graduates of the Moscow school became teachers in the other Petrine schools as they were set up. These included more navigational schools in Novgorod, Narva and Revel.
In 1715 a Naval Academy was opened in St Petersburg: a Baron St Hilaire, who had been associated with French naval schools at Brest and Toulon, receiving the post of director. Farquharson was appointed professor of mathematics there at an increased salary of nearly 1,000 roubles per annum, and Gwyn was to get 400 roubles a year as professor of navigation. (Grice had been killed by robbers in Moscow in January 1709.) St Hilaire quarrelled with Farquharson, exceeded the instructions given him by Peter, and was dismissed in 1717. Farquharson was able to co-operate with the new director, A. A. Matveev, and continued lecturing in the Academy until his death in December 1739. The curriculum of the Academy at first included reading and writing for those who needed it, arithmetic and geometry, artillery and fortification, navigation and geography, drill with muskets, fencing and drawing. There were practical exercises in navigation, too, Peter taking a great interest in these and in all aspects of the Academy's work. He advised the maintenance of strong discipline, saying: 'For the elimination of noise and lawlessness, select good retired soldiers from the Guards, and let one of them be present in each classroom during teaching, with a whip in his hands, and if any pupils start to commit outrages, beat them, from whatever family they come.'31
This last remark supports an observation made by Weber, the Hanoverian ambassador, that in all Russia there was not one outstanding family which had not sent a son or other relative to the Academy in the first year of its operation. Although many high- and low-born students ran away trom the Academy or failed to complete its course for other reasons, it produced good sailors and experts in other fields, too.
Of course many other educational institutions were founded during the reign of Peter the Great. In 1701 a foreign engineer named Gran was put in charge of a Moscow Artillery School. He did not last long at the job because he used his pupils as baby-sitters, but the school grew from an initial size of 180 students to 300 in 1704. The number fell to 136 in 1707, partly no doubt because of the inadequacies of the teachers, one of whom was a drunken murderer. Another reason for a continued fall in numbers was the institution in 1712 of an Engineering School in Moscow. Two-thirds of its complement of 100- 150 students were to come from the dvorianstvo, the juniors concentrating on arithmetic and geometry and the seniors on fortification. Since only twenty-three were enrolled by 1713, seventy-seven more students were to be found at the court, in the lower ranks and at the artillery school. In 1719 an Engineering Company was formed in St Petersburg, to which seventy-four young engineers were transferred from Moscow to help, among other things, with the drawing of maps of the Baltic Coast. Another of the Petrine foundations was the Medical School founded in Moscow in 1707. Again, difficulties were experienced in the acquisition of students, and some were transferred from the Slavono-Greek-Latin Academy.
Medics received a theoretical and practical training, and, as in the other schools, were subject to a strong discipline including bread and water, whipping and irons, and expulsion to the army as ordinary soldiers.
A different kind of school was the Gliick Gymnasium, opened in Moscow in 1705 and named after a Lutheran pastor taken prisoner of war who gain a state financial support for his project, but did not live to see the other foreign teachers struggle with a broad curriculum including politics, philosophy literature and rhetoric, oriental languages as well as French, German, Hebrew, Swedish, Latin and Greek, riding, dancing and compliments in the French and German manner. The gymnasium closed ten years after its foundation, having enjoyed no great success but having sent out some 250 graduate with at least a smattering of foreign languages. The Gliick Gymnasium, lik most of the Petrine schools, had to produce civil servants as well as soldiers and sailors. A special school was ordered for bureaucrats in 1721, but does not appear to have opened, the colleges continuing to train personnel on the spot as the prikazy had done before them.
One more special kind of educational institution deserves mention, a School
of Mines which was opened in Olonets in 1716, and similar schools which
were set up in the Urals in 1721, all under the supervision of the Mind
college from 1724 onwards. As well as separate professional schools such as
these and the others discussed above, there were three types of general primarj
institution in existence during the reign of Peter the Great. Most ambitious of
these were the cipher or mathematical schools, so called because of the main
focus of their curriculum; two of them were supposed to be created in each
province, according to a decree of 1714. By 1716 twelve such schools had
been opened, and thirty more had started work by 1722.
An analysis of the 2,000 or so students who had attended cipher schools by the year 1727 show that about 45 per cent of them were sons of priests (it should perhaps be hastily reiterated that priests in the lower ranks were able to marry); just under 20 per cent soldiers' children; a slightly lower percentage of civil service
origin; less than 5 per cent were young tradespeople; and 2.5 per cent were
young nobles. The last two percentages are low because a decree of 1716 excluded dvoriane from the schools, and another of 1720 did the same for
tradespeople, the first group being assigned to specialist schools and the
second taken care of on paper if not in fact by a grandiose scheme for a school
in every town being announced in the 1721 decree creating the Chief Townl
Council. Cipher schools lasted till 1744, but only eight of them, the three
biggest of which were united with garrison schools. These, our second category of general school, were just starting in Peter's reign, and were to expanded
mostly in the 1730s. The third category, the diocesan schools, were given a
boost by the Church Statute of 1721. There were forty-six of them with about
3,000 pupils by 1727, at Novgorod, in the Ukraine, and elsewhere. Their
dropout rate was much lower than that of the cipher schools, which produced
ninety-three graduates only in the first ten years of operation. Noticing this
disparity the Admiralty college, which controlled the cipher schools, persuaded Peter to consider the amalgamation of them with the diocesan schools, but the Synod managed to resist the merger.32
For all their disappointments and inadequacies, the professional and primary schools created during the reign of Peter the Great constituted a firm beginning for Russia's educational system, and at least contributed to the spread of literacy and textbooks. Towards the end of his reign the tsar developed an interest, which had been foreshadowed in the Gliick Gymnasium, in education in the wider sense. This resulted in the institution of an Academy of Sciences, which was opened soon after its creator's death and gave Russia what France and other enlightened countries possessed: a repository and propagator of higher learning. The Academy is sometimes said to have started its existence with Peter's decree of 13 February 1718 ordering his people to hand over to the authorities freaks, monsters and strange objects with a reward for their finds and a fine for their concealment. The decree explained that it was wrong for such curiosities to be considered the devil's work, because God alone was the Creator of everything, and the devil had no such power. Learned foreigners such as Leibniz and Wolff made their contribution towards the institution of the Academy of Sciences as well as freak-finding, devil-fearing peasants. Undoubtedly there was great incongruity in the situation resulting from the creation of the Academy, including its inauguration by Peter's widow, a former Lithuanian peasant girl who had never learned to read and write. At the same time, of course, there were probably few French peasants who could have followed the disputations of their Academicians at this time — perhaps even some illiteracy at Versailles.
Many young Russians continued their education or even started it outside the official educational institutions, with various kinds of private tutor. Moreover, war accelerated learning as well as most other aspects of Russia's development during Peter's reign, and soldiers, sailors and officers all received stimulation from the fresh cultural breezes blowing in from the Baltic. Trips abroad were commenced before the end of the seventeenth century, about sixty young dvoriane being sent by Peter to Italy and Holland to study navigation before he went west himself. In 1717 there were about seventy Russian navigators in Amsterdam alone. Russians went to study law, medicine and the arts as well as seafaring, a whole group of officials going to Konigsberg to study the administrative arrangements there, to give one instance. The emperor encouraged permanent embassies in Russia, and established them abroad in Paris, London, Berlin, Vienna, Dresden, Stockholm, Copenhagen and Hamburg. The Hanoverian ambassador to Russia, Weber, calculated that several thousand young men had gone abroad during Peter's reign for various educational reasons."
"Making Russian Absolutism" Dukes
