Grand Duke Alexander Nikolayevich was born on April 17, 1818 in Moscow, in the house of Metropolitan Platon at the Miracle Monastery in the Kremlin. The Chudov Monastery was founded in 1385, and in the 18th century a Greek-Latin school was located here. Alexander's father was the third son of Emperor Paul I, Grand Duke Nikolai Pavlovich, his mother was the daughter of the Prussian King Frederick III, Princess Charlotte, who became Alexandra Feodorovna after Orthodox baptism, necessary for the wedding with Nikolai Pavlovich. She was the niece and goddaughter of the English Queen Charlotte, wife of King George III, which means she was a relative of the future head of Great Britain, Queen Victoria. However, the joy of Sasha's parents was mixed with a fair amount of sadness, explained by a premonition of the inevitably difficult fate of their son. "At 11 o'clock in the morning , - recalled Alexandra Feodorovna, - I heard the first cry of my first child. Nike (Nikolai Pavlovich) was kissing me... not yet knowing whether God gave us a son or a daughter, when mother (the Dowager Empress Maria Fedorovna), coming up to us, said: "This is a son." Our happiness doubled, however, I remember that I felt something impressive and sad at the thought that this little creature would eventually be an emperor. These words, although they are written in hindsight, can be considered the first warning to our hero. The mother's heart is said to be a prophet.

201 cannon volleys and bowls of widespread illumination announced to Muscovites the birth of the future heir to the throne, initiating the corresponding celebrations in the cities and towns of the Russian Empire. The baptism of the newborn took place in the church of the Chudov Monastery, where the children of Ivan the Terrible and Alexei Mikhailovich were baptized at one time (including the reformer of Russia, Peter the Great). In the first years of his life, Sasha fell into the affectionate hands of women: Yu. F. Baranova and N. A. Tauberg became his tutors, and M. V. Kossovskaya and A. A. Christie (namesake of the famous author detective novels was indeed an Englishwoman, which is not surprising, since it was the Englishwomen who were considered at that time the best nannies in the world). Until the age of six, the life of the Grand Duke was not burdened with excessive worries. In winter, he lived with his parents in the Anichkov Palace, and in the summer he went to Pavlovsk to visit his grandmother Maria Feodorovna, who successfully commanded her little grandson. However, this imperious and resolute lady considered herself the head of the Romanov clan and strove, with more or less success, to lead them all. The wives of Alexander and Nikolai Pavlovich trembled before her, one can imagine how little Nikolaevich perceived her commands.

From the age of six, the company of educators of the Grand Duke becomes, as was customary, purely masculine. Karl Karlovich Merder, company commander of the school of guard ensigns, a veteran of the wars with Napoleon, was appointed its head. V. A. Zhukovsky, who knew the honored officer closely and worked with him on the education of the heir, noted: “Excellently sound mind, rare good nature and lively sensitivity, combined with cold firmness of will and unchanging calmness of soul - these are the hallmarks of his character.” The sister of our hero, Olga Nikolaevna, wrote about Merder in her memoirs: “He did not recognize any training, did not adapt to his father, did not bother his mother, he simply belonged to the Family: a truly precious person!”

The main task assigned to him by Sasha's parents was the military-physical education of the Grand Duke, which included horseback riding, familiarity with military regulations, “frunt” (combat training and weapon techniques), and gymnastic exercises. Soon, Alexander enthusiastically pranced at parades and divorces, giving commands to the guards hussars in a sonorous voice. However, the tutor of the Grand Duke, fortunately, did not want to limit himself to military activities. In his diary, Merder wrote: “The Sovereign gave me what is most precious to him and to the whole of Russia. May God help me to fulfill my great work ... I will consider myself unhappy, if not achieved, which he will consider the only pleasure - to help the unfortunate.

In his desire to awaken compassion in the heir, philanthropy, Karl Karlovich was neither original nor alone. The best people Russia, including one of its greatest poets V. A. Zhukovsky, wished to see in Alexander Nikolayevich an example of moral perfection. From a very young age, Alexander Nikolayevich was subjected to huge and, frankly, unfulfillable expectations of his contemporaries. Among other things, they wanted that, performing truly Herculean feats in the field of serving the fatherland, future emperor remained a humble citizen and man. The heirs to the throne, listening to such wishes, tried to compare them with their real capabilities, and it is difficult to say what they experienced at the same time - either pride from their position, or horror from the inability to fulfill the wishes of their subjects.

Be that as it may, Merder's good intentions received a concrete embodiment, especially after the accession of Nicholas I in December 1825. Alexander, who at that time was not even eight years old, could not have vivid and distinct memories of the events on Senate Square. He spent the day of the Decembrist uprising in the Winter Palace with his mother and grandmother under the protection of the guards sapper regiment, whose chief was his father. However, Alexandra Fedorovna's nervous tic, which began to torment her after the uprising, and her father's frequent references to "friends of the 14th" did not allow him to forget about this terrible event for the Romanovs.

Regular training of the heir to the throne began in 1826, when Alexander was eight years old. The training plan, designed, as we would say now, for ten classes, was instructed to draw up all the same Vasily Andreevich Zhukovsky. Moreover, the literary merits of Vasily Andreevich were hardly taken into account by the Winter Palace. The decision of the parents of the heir was influenced by the fact that the poet was a reader under the Dowager Empress Maria Feodorovna and successfully taught Russian to Alexandra Feodorovna. This appointment once again convinces us that sometimes completely random decisions hit the target with unusual accuracy.

Zhukovsky took this honorable and responsible task very seriously. He took time off from the court service for treatment abroad, but used the vacation not at all for going to the doctors, but for getting acquainted with the latest pedagogical systems and techniques. As a result of his six-month studies in pedagogy, a training plan for the heir to the Russian throne appeared. Zhukovsky based his plan on the ideas of the Swiss teacher Pestalozzi, who believed that three factors are involved in the upbringing of a person: the personality of the educator, that is, his influence on the pet by his example and convictions; life itself, that is, the conditions in the struggle against which independence is developed and character is tempered; finally, a feeling of philanthropy, a consciousness of duty to people, an active love for them. Alexander II was brought up without direct political pressure from teachers. The basis of his education, as already mentioned, was the moral principle, ethical principles and values. All three periods of the Zhukovsky plan were subordinated to these goals. The first of them was called "Preparing for a Journey" (the era of romanticism made itself felt even in the titles of sections of pedagogical essays) and covered the period from 8 to 13 years of age. It included brief information about the world, man, the concept of religion, acquaintance with foreign languages. The second period of the plan, actually "Journey" (13-18 years old) contained studies in the sciences in the full sense of the word. Zhukovsky divided the sciences, as was customary in his time, into "anthropological" (history, political geography, politics and philosophy) and "ontological" (mathematics, physical geography, physics, etc.). The third stage - "The end of the journey" - time from 18 to 20 years. He was accompanied by the reading of "a few truly classic books", completing the education of the "perfect man". Zhukovsky, not without reason, considered history to be the guiding thread of education, its main subject, on the example of which the rules of behavior, the norms of life of the future monarch were to be developed. If you try to reproduce them briefly, they read as follows: believe that the power of the king comes from God, but do not make this power a mockery of God and man ... Respect the law, if the king neglects the law, he will not be kept by the people ... Love and spread enlightenment. A people without enlightenment is a people without dignity. They seem to be easy to manage, but it is easy to turn blind slaves into ferocious rebels... Freedom and order are one and the same... Surround yourself with worthy helpers. .. Respect your people...

Let us note that the heir learned these rules, at least some of them, so firmly that later he tried, as far as it seemed to him possible, to act in accordance with them. Of course, life sometimes made tough adjustments to these rules. In addition to Zhukovsky, who read Russian history and the latest domestic literature, the Grand Duke was taught by such experts in his field as K. I. Arseniev, a historian, geographer, and statistician.

The heir had gloomy ideas about his brilliant future. In general, he grew up as a frisky, physically strong teenager, grasped a lot, as they say, on the fly, knew how to please people, was kind and sentimental, adored his family, especially his mother and sisters. Kindness and sentimentality quickly became traits of his character, and character traits are the tools with which we try to adapt to the reality around us. So he chose not the worst set of tools.

However, the mentors constantly noted those negative character traits of the Grand Duke, which, in their opinion, required correction and even eradication. The most unpleasant and incomprehensible for both them and Alexander's parents was a strange apathy, a melancholy that attacked the child quite suddenly and plunged him into a kind of trance. At such moments, there were no lessons, no games, no fellow students or mentors for him, and he, having become frank, began to say, "that I would not like to be born a Grand Duke." This state was especially intensified when the heir was faced with a task that he could not solve immediately, in one fell swoop. And who knows if such problems were only related to training sessions? Before speculating on this subject, let us cite one more piece of evidence from Merder's Notes of an Educator.

“In the Grand Duke,” the general testified in confusion, “there is a complete lack of energy and constancy; the slightest difficulty or obstacle stops him and weakens him. I do not remember that he ever wanted something completely and persistently. The slightest pain, an ordinary runny nose, is enough to make him incapable of doing anything ... He happens to pass an hour of time during which not a single thought will occur to him; this kind of complete apathy drives me to despair ... ". Merder, of course, is talking here about not too frequent moments of melancholy, which sometimes attacked the heir, because in general, as the general educator noted in many places in his diary, his pupil grew up as an energetic and cheerful boy. Interestingly, how did the general know that not a single thought occurred to Alexander during his “trance”, if the child practically did not talk to anyone at such moments?

Another character trait of the heir that worried the educators was his, as they called it, "inconsistency." The same Merder recalled how, while walking along the Vielgorsky River, fooling around, he carelessly led the boat and scooped up water on board. The Grand Duke was so angry that he grabbed Joseph by the neck and gave him a few kicks before the educators intervened, reprimanding the heir. Having already become emperor, Alexander Nikolaevich could shout at an unlucky interlocutor, spit at him in his hearts, but immediately hug him and ask for forgiveness. Such scenes were not, of course, the norm of the behavior of the monarch, but they did happen. And who knows if these screams and spitting of a man who was born heir to the throne, suppressed by the control of educators, were not revenge or protest for his lack of a normal childhood. Moreover, in general, Alexander Nikolayevich knew how to perfectly control himself, which he proved more than once during hunting (once he saved a huntsman who fell into the clutches of a bear), and during assassination attempts by terrorists, and during extinguishing numerous fires that happened in St. Petersburg.

So where did this come from: charm and indifference to people, sharpness of thought and apathy? In order to find one of the possible answers, let us turn to the next instruction-notation with which Zhukovsky constantly regaled the royal pupil. “In that place,” the teacher said, “which you will eventually occupy, you will have to be a model of everything that can be great in a person.” Can you imagine what happened daily, if not hourly? From the heir, first a boy, then young men, they constantly demanded not just good studies and decent behavior, but exemplary, standard in everything. For a child, and for an adult, such a load is unbearable, psychologically traumatic. Alexander had to always be on the alert, in full readiness to seize the palm in studies, dancing, gymnastic exercises, social conversation, and not to make a mistake, not to “fail” in anything. In his youth, the stimulus for him was not so much an internal need for leadership as the vanity of teachers and parents, as well as an acquired desire to please adults, to avoid reprimand or, even worse, scolding.

the court and the entire entourage of Emperor Nicholas I, with the exception of his wife, Empress Alexandra Feodorovna, who knew and respected her teacher of the Russian language, were surprised by the appointment of Zhukovsky as the main educator-mentor of the heir to the throne.

Vasily Andreevich Zhukovsky (1783-1852), who played an important role in the education and formation of the character of the future Emperor Alexander, was an outstanding Russian poet and writer, one of the founders of Russian romanticism. ... In 1814, Zhukovsky wrote his letter to "Emperor Alexander", which attracted the attention of the tsar, and in 1815 he was invited to the court as a reader of Empress Elizabeth Alekseevna, after which he received an annual pension. ... Already in 1817, thanks to his connections at court, Zhukovsky began to teach Russian to the bride of Grand Duke Nikolai Pavlovich, who became Grand Duchess Alexandra Feodorovna. This circumstance especially contributed to the poet's rapprochement with the future Emperor Nicholas the First. In the same year, the tsar appointed Zhukovsky the chief educator and teacher of his eldest son, instructing him to develop a detailed plan for the education of the heir to the throne for all subsequent years of his adolescence and youth.
It must be admitted that Zhukovsky fully justified the assignment entrusted to him by the emperor. He took the education and upbringing of the heir very seriously, despite his poor health, which forced him to go abroad more than once to be treated in Baden-Baden, Ems and other Western European resorts. At the same time, he used these trips to familiarize himself with Western pedagogical methods, to buy scientific literature and meetings with scientists. For example, his lengthy conversations with the famous Swiss teacher Pestalozzi are known.

These efforts of his can be judged, for example, from a letter he wrote to his niece A.P. Elagina immediately after treatment at the famous German resort of Ems, from where he was supposed to go to Dresden (where he intended to spend the winter in order to communicate with German scientists to prepare for the upcoming pedagogical activity): “I have a lot of work, an important matter is in my hands. I not only need to teach, but also to study myself, so that I have no right and opportunity to use a single minute for something else ... According to the plan of teaching of the Grand Duke, drawn up by me, everything lies with me. All his lectures should converge in mine, which unites all the others: other teachers should only be supplements and tutors. You can conclude from this how much I need to prepare so that the lectures can go on without any stop. From this point of view, my illness is a happy opportunity for me: it gave me six whole months of free time, and I spent them devoting my thoughts to the main goal around which all my activity revolves ... I can say that my real positive activity has begun from the moment in which I entered the circle in which I am now imprisoned ... "

Zhukovsky wrote even more specifically about his concepts regarding the upbringing of Alexander by his mother, his student Empress Alexandra Feodorovna: “My position is really happy: I am absorbed in one thought that accompanies me everywhere, although it does not disturb me. This love-based thought enlivens my existence. Every morning I wake up early and immediately start my work. In appearance it seems dry: I am compiling historical tables; but it has for me all the charm of my former poetic works. My whole day is devoted to her ... I see almost no one and do not want to see. I am here in Dresden not as a traveller. As in Petersburg, here I must belong entirely to my work. What more could I wish for! In the present - an occupation that fills the soul; in the future, a continuation for several years of the same occupation, which will expand and become more and more varied as it progresses. And what is the goal at the end of all this path! Yes, I have nothing personal left ... "
The result of all these deep reflections and intensive works of Zhukovsky was the “Plan of Teaching” compiled by him - a program of moral education and mental development of his own son entrusted to him by the emperor, developed to the smallest detail. In the autumn of 1826, this extensive plan was finally ready, and Zhukovsky, through the Russian embassy in Berlin, sent it personally to the emperor in St. Petersburg.

It is interesting to get acquainted with the main thoughts of Zhukovsky, expressed in this report: the goal of education and teaching, he proclaims "education for virtue" - familiarizing his pet with what surrounds him, with what he himself is, with what he should become as a moral being, with that for which he is destined by God as an immortal being. All this is achieved by the development of innate good qualities, the eradication of bad impulses and inclinations. In accordance with these principles, the teaching is divided into three specific periods: adolescence, from eight to thirteen years - preparatory teaching; youth, from thirteen to eighteen years old - detailed teaching; the first years of youth, from eighteen to twenty years old - the teaching is applicable.

The author pays special attention to the teaching method, preferring the colloquial form, which stimulates the independence of the student's thinking. However, one should observe gradualness and measure and in every possible way facilitate the work of the student, making the teaching itself entertaining and interesting.
The author considers it important to learn foreign languages: French, German, English and Polish, recommending, first of all, the correct pronunciation, light exercises in the ability to speak and understand the interlocutor. This method is practically foreign languages, apparently proved quite successful for a capable boy who was known to speak and write excellently in French, German and English. And, of course, thanks to Zhukovsky, who brilliantly knew all the intricacies of the Russian language, Alexander Nikolayevich spoke his native language better than his predecessors on the throne and even many of his ministers orally and in writing. In fact, as one of his biographers writes, by the time of his maturity he became a brilliant linguist, and in this area none of his contemporary European monarchs could compare with him.

Zhukovsky attributed the development of his pet's natural talents to a special section of teaching: the study of drawing, music, gymnastics, and manual work. This program strikes us with an advanced, almost modern view of the pedagogy of its author and, of course, explains the positive results achieved in all areas by a capable student.
No less original and modern was Zhukovsky's approach to the development of Russian and foreign literatures by his pupil, in general to reading. However, he requires reckoning with the age of the child: “It is necessary to read a little,” he writes in his report, “in the order of one useful thing: there is nothing more harmful than the habit of reading everything that falls into your hands. It confuses the mind and spoils the taste. There are many books written for children. There is a lot of good stuff in German, English and French, but almost nothing in Russian. I consider it necessary to make a strict selection from this multitude of materials; translate a lot into Russian, write the necessary in Russian ... put everything in order, in accordance with the plan of study, and, thus, compile a selected library of children's reading for the first period.

Later, he recommends, when his pet grows up and develops significantly, he should thoroughly familiarize himself with the works of Russian authors, as well as with the best works of foreign literature ...

Zhukovsky advises, however, not to overload the student too much and carefully distributes the hours of classes on training days, recommending special time for non-training days for the practical development of military art and physical exercises. By non-school days he means Sundays and all religious holidays and, above all, the first four days of Easter and Christmas time, from Christmas to New Year, as well as civil holidays: birthdays and name days of the sovereign, both empresses and the heir himself. Moreover, summer holidays were supposed to be held annually from mid-June to August 1.

A very sober view of Zhukovsky on the development of military affairs by his pupil, which he considers necessary for the future sovereign of Russia, but without the usual harmful exaggerations. He believes, for example, that Alexander's too early participation in military parades and reviews may adversely affect the mental and moral development of the boy. Regarding the appearance of the heir on horseback at military celebrations during the coronation in Moscow, despite the chorus of court flatterers and the mood of the tsar himself, Zhukovsky very boldly writes personally to Empress Alexandra Feodorovna: “... This episode, Empress, is completely superfluous ... For the sake of God, so that in the future there will be no such scenes. Of course, the audience should have admired the appearance of a lovely boy, but what kind of sensation did such a phenomenon produce in his mind? Does this force him to leave the circle of childhood prematurely? Is he in danger of imagining himself as an adult? It doesn't matter if an eight-year-old girl were taught all the tricks of coquetry! Besides, wouldn't these warlike toys ruin what should be his first assignment? Should he be only a warrior, acting solely in the compressed horizon of a general?

One can only be surprised at the independence and courage of Zhukovsky, who dares to criticize the actions of Nicholas I, who inherited from his father an attraction to German drill and everything military. He dares to present to the tsar's wife an impartial criticism of the Romanovs - Peter III, Paul I, partly even Alexander I and contemporary Nicholas I:
“When,” he writes in the same letter to the Empress, “will we have legislators? When will our sovereigns look with respect at the true needs of the people, at laws, at education, at morality? Sovereign, forgive my exclamations, but the passion for military craft will constrain his (Alexandra - V.N.) soul: he will get used to seeing only a regiment among the people, and a barracks in the fatherland ... "

There is no more objective and strong criticism of the military regime of Nicholas I than these bold, honest thoughts expressed by the tutor of his son in a letter to his wife. Of course, Zhukovsky knew perfectly well that Alexandra, who shared everything with Nikolai, would read his letter to the tsar.

However, Zhukovsky wrote to the emperor himself, speaking of the military educator of the Tsarevich: “He should not be a simple connoisseur of the front, accustomed to seeing one machine in a soldier, but an enlightened connoisseur of military affairs, able to understand that in his power is the soul of the future ruler of millions, can be destined once to put before the Russian army and decide the fate of peoples. And Zhukovsky concludes his advice to the tsar regarding the upbringing of his son: “Like Peter the Great, he must know the high appointment of a warrior not from military regulations, but from world history, from the cases of Annibal, Julius Caesar, Gustavus Adolphus, Frederick the Great".
Zhukovsky advises the emperor to create, in order to familiarize the young man with military affairs, “following the example of Peter the Great, an amusing regiment, which, although it represented fun, was such that it created the Poltava hero.” He proposed “to form a similar amusing regiment of well-bred children, numbering 100 or 200, supplying it with everything that is part of the army ... Thus,” he concludes, “the grand duke, playing and passing all military grades, from soldier to general, would become familiar with all the requirements of military service, gradually preparing for the higher military sciences, tactics and strategy, which can be dealt with successfully, not earlier than having thoroughly studied mathematics. However, in this he warns against excessive zeal: these military fun activities should take place “exclusively during the holidays, that is, no more than six weeks a year, from half of June to the end of July ... These games should not be mixed with the rest of the teaching, which otherwise will be completely upset ... "And concludes:" I consider the military education of the Grand Duke one of the most important parts of his education - and, clearly alluding to the former unfortunate predecessors of Nicholas - the emperors Peter the Third and Paul I, - the future sovereign may be either permanently corrupted, i.e. turned into a petty soldier, or become a true hero, doing honor to his age, to the honor and glory of Russia.

Having received this report of Zhukovsky, the emperor carefully read it, but did not accept all the advice: some, such as studying Latin and reading in the original by classical Latin authors, he discarded. Instead of forming a special regiment of “amusing” ones, the tsar simply decided to send his son to the First Cadet Corps, located in St. Petersburg, in his free months, as an ordinary cadet schoolboy. Other changes were made to the Zhukovsky project.

The personal composition of the teachers-educators of the heir was also determined by the king himself. He appointed Zhukovsky the overseer of all Alexander's teachings in the rank of "mentor", a teacher of the Russian language and later - Russian literature and Russian history: disciplines that Nikolai considered the most important in the teaching and upbringing of his son. However, Zhukovsky himself in his report left behind these paramount subjects: “The main science of the Heir to the Throne, the treasury of royal education,” he insisted, “should be considered history, instructing the experiences of the past and explaining the present with them, predicting the future, acquainting the sovereign with the needs of his country and his century. Sanctified by religion, he adds, history will inflame in him love for the great, the desire for beneficent fame, respect for humanity ... Believe that the power of the Tsar comes from God, - as if Zhukovsky advises Nikolai himself, - but believe this, as believed Marcus Aurelius and Henry the Great (Henry the Fourth, King of France - V.N.), but after all, - he teaches Nicholas, - John the Terrible also had this faith, but in his soul it was a destructive mockery of the Divine and humanity. Respect the law and teach it to be respected by your own example: the law, neglected by the king, will not be kept by the people. Love and spread enlightenment - it is the strongest support of well-intentioned power. A people without enlightenment is a people without dignity: it seems easy to govern only to those who want to rule for power itself, but it is easier to make ferocious rebels out of blind slaves than out of enlightened subjects who know how to appreciate the good of order and laws.

Unfortunately, only Alexander tried to put these saving principles into practice. If his father and his heirs had followed his example, Russia would have taken a completely different path, and the Russian people would not have known the horrors and absurdities of the revolution, and the Romanov dynasty itself would not have experienced them ...

And Zhukovsky continues his moralizing to the tsars in the spirit of the principles already accepted in some advanced states of the West and, first of all, England: “Respect the general (in the sense of“ public ”- V.N.) opinion - it is often the enlightener of the Monarch; it is his most faithful assistant, for it is the strictest and most impartial judge of the executors of his will... in order: the true power of the Sovereign is not in the number of his soldiers, but in the prosperity of the people ... Surround yourself with helpers worthy of you: the blind pride of the Tsar, which separates excellent people from him, betrays him for sacrifice to greedy slaves, destroyers of his honor and the people's welfare. Respect your people: then they will become worthy of respect ... "Zhukovsky concludes these truly amazing advice, written by a Russian man in the era of Nicholas I, with an appeal, again referring to both son and father: "Love your people: without love There is no love of the people for the Tsar for the people. Do not be deceived at the expense of people and everything earthly, but have an ideal of beauty in your soul - believe in virtue! This faith is faith in God! She will protect your soul from the contempt for humanity, so pernicious in the ruler of men.

Of course, little Sasha could not yet read these instructions, and they were not written for him, but for Nikolai himself, to whom this plan for raising his son was intended. So, obviously, the tsar himself understood this, reading with great attention the instructions of the Russian writer. However, Nikolai kept in his mind the same thoughts that he gleaned from the works of Western literature, which he read with great zeal. Unfortunately, however, he found these principles applicable only to the West, while he considered Russia - as he repeatedly admitted - a special country, not yet ready for these ideals.

Why, then, did Nicholas still not remove Zhukovsky, the bearer of the liberal and democratic ideas of the West, from the role of educator of his son? Obviously, because he considered the future era - the time when his son would inherit the throne - completely different from the era in which he himself lived. Did not Catherine the Great appoint - such a typical example of enlightened absolutism and such an ardent opponent french revolution 1789 - Democrat and Republican La Harpe as the educator of her grandson, the future Alexander I, because she believed that the time of his reign would be radically different from her time? It is very likely that this was the case. In addition, Zhukovsky was very close to the court, to the Empress Alexandra Feodorovna and even to Nicholas himself from the time when he was only a Grand Duke and himself, like everyone else in Russia, did not consider his accession to the Russian throne to be probable.
The fact that Nikolai decided to appoint Zhukovsky as his son's educator is clear, if only from the fact that before the poet's return to Russia, the emperor had already begun to implement his educational plan. Immediately after the court moved from Moscow to Tsarskoye Selo, in the autumn of 1826, Sasha's classes began in the subjects of elementary education.

I note that the emperor, despite his respect for Zhukovsky, did not at all accept his advice to appoint the heir of an enlightened man, a member of the general staff, as a military educator, and replace Captain Merder, a gallant officer who, however, did not have the education necessary for this responsible post. The tsar greatly appreciated in Captain Merder his devotion, purely German accuracy and diligence of an ordinary guards officer who showed these qualities on the battlefield. He put them higher than the educational and cultural qualifications. However, the king nevertheless appointed his comrade from the First cadet corps captain Yuryevich, a man of culture and brought up in the European spirit. He was of Polish origin and the tsar appointed him, in addition, to teach the Tsarevich and the Polish language. Obviously, Nicholas believed that the future king of Poland, who wears the Polish crown at the same time as the Russian one, needs to know the Polish language.

teacher French, as I already wrote, the Swiss Gilles was appointed, the German - the personal secretary of Empress Alexandra Feodorovna Shambo, the English - Alfri. If we add to this Sasha's Russian language classes under the guidance of Zhukovsky himself, this program was undoubtedly too overloaded for an eight-year-old child. The only justification for this workload is the fact that both Zhukovsky and the rest of his teachers, and Sasha's father himself, considered the boy very gifted.

Sasha's arithmetic teacher was Academician Collins, a well-known scientist who lectured artillery officers on higher mathematics. As I already wrote, an outstanding theologian, rector of St. Andrew's Cathedral, Archpriest G. P. Pavsky, was appointed as the teacher of the law, at the choice of the emperor himself.

In the absence of Zhukovsky, Merder, probably at the direction of the tsar himself, instructed Pavsky to write a report “Thoughts on the teaching of the Law of God”, handing him a copy of Zhukovsky's Plan of Teaching. Having received this order on October 22, 1826, Pavsky a week later handed Merder his report, which deserves our attention: “Not external teaching and hearsay,” he wrote, “but internal reflection and familiarization with the experience and observation of the most experienced men in this matter taught me this way of thinking, of course, not a universal way, but, in my opinion, a single and correct way. And if I have to teach my thoughts about religion, then in conscience I can convey no other than those set forth here. Prudence can sometimes allow not to say something else, to keep silent about something else, but to say the opposite of what I am sure conscience forbids ... In such an important matter, in my opinion, one must act openly and according to conscience ... Oh! If, according to these lofty, noble and bright ideas, the thoughts and character of the hope of the Russian state were formed! - concludes this enlightened theologian, evaluating with these words the general "Plan of Teaching" Zhukovsky. Undoubtedly, after reading this report, the emperor decided to appoint Pavsky as his son's teacher of the law, and on November 30 he signed this appointment.

Zhukovsky, however, was still abroad, completing a lengthy preparation for a responsible career at the same time as his treatment. In a letter to Empress Alexandra Feodorovna, he insisted, in his modesty, to appoint not himself, not Merder, but “as in monarchical France, the highest state dignitaries, the most capable of the sovereign’s associates, have always been appointed to the post of educators of the Dauphins ...” He points out, however, that even Catherine the Great made the mistake of choosing “the most capable of his associates, Count N.I. Panin", and recalls how Counts Saltykov and Lamsdorf were later mistakenly appointed educators of the emperors Alexander I and Nicholas I himself: "Just a big name is not enough..." Such an appointment "would only spoil what little we already have ... such a person would ruin everything."

It is curious that Zhukovsky, in this letter of his, indicates to the Empress and Emperor that he considers Count Kapodistria the only suitable person for this field. But this wish was not destined to come true: at the time when Zhukovsky wrote this message, the people's assembly in Greece, which had just thrown off the Turkish shackles, elected Count Kapodistrias as its ruler. Nevertheless, the tsar considered it expedient to heed this suggestion of Zhukovsky: Nikolai appointed the main educator of the heir, Lieutenant General P.P. Ushakov, who was especially close to the tsar, but, of course, far from meeting the ideal of Zhukovsky.

Zhukovsky, however, was slow to return to Russia. His health improved considerably, but he still needed treatment and rest. He spent the winter and spring in Dresden, and in the summer of 1827 he went again to the waters in Ems. Having completed this last course of treatment, Zhukovsky arrived in Leipzig, and then visited Paris to purchase an entire library of textbooks, maps and other teaching aids necessary to put classes with your pet at the required height. Finally, he visited Switzerland for several weeks in order to get acquainted in detail with the then fashionable pedagogical methods famous Pestalozzi, which were considered the best in the world. He reported all this in personal reports to the tsar, in letters to the empress, and in extensive messages to his colleagues Merder and Gilles. In the autumn, before leaving for Russia, he also visited Berlin, where he was received by King Friedrich Wilhelm, who wished to send several books to his grandson through him.
_____________________________________
Academician Vsevolod Nikolaev, "ALEXANDER II - THE MAN ON THE THRONE"
Historical biography, Munich, 1986

Alexander III and his time Tolmachev Evgeny Petrovich

2. FIRST TEACHER

2. FIRST TEACHER

At the same time, in 1849, Major General Nikolai Vasilievich Zinoviev became the first educator of the future ruler of Russia, who, on the birthday of the heir on April 17, was appointed by Nicholas I to be with his august grandchildren - Nicholas, Alexander and Vladimir Alexandrovich.

The 47-year-old Zinoviev was personally known to the emperor as one of the officers loyal to him, who showed himself during the siege of the fortress of Varna in Russian-Turkish war 1828-1829, and from 1844 he successfully led the Corps of Pages, the most privileged and prestigious military educational institution in Russia.

From December 6, 1849, Colonel Grigory Fedorovich Gogel was assigned to him as assistants, and from 1853, Colonel Nikolai Gennadievich Kaznakov.

A definite system of education, as for the eldest son of Nicholas I (the future Emperor Alexander II), was not developed. The first mentors of the grandchildren of Nicholas I were quite different people according to their views and education. And in the future, the school of education of Tsarevich Nikolai Alexandrovich and his brothers was extremely diverse, and random people turned out to be educators. It is known, for example, that Zinoviev, a man of religious and strict rules, often acted under the influence of his smart wife, Yulia Nikolaevna, born Batyushkova, the former maid of honor of Empress Alexandra Feodorovna. In these cases, his views and judgments were correct and humane. Unfortunately, he fell under other influences as well. Nevertheless, over the years of his tenure as tutor of the Grand Dukes, Zinoviev earned the love and respect of his pupils, who retained a good memory of him. Nikolai Vasilievich constantly enjoyed the favor of the highest officials of the state and regularly received their encouragement.

In 1850, he was appointed to the emperor's retinue, after 2 years he was promoted to lieutenant general, and on February 19, 1855, he was appointed adjutant general. In 1859, in commemoration of the coming of age of Tsarevich Nikolai Alexandrovich, he received a golden snuffbox adorned with diamonds with a portrait of Their Majesties and His Highness (249, vol. 10, p. 405) at the royal rescript.

The following year, N.V. Zinoviev was appointed a member of the Committee on the Wounded. In the future, his help was repeatedly addressed in solving emergency and significant problems.

41-year-old Gogel was appointed assistant to Zinoviev on the recommendation of the late Grand Duke Mikhail Pavlovich, who knew him as an excellent front-line officer in the Life Guards. Volynsky regiment, and then as an exemplary battalion commander of the Institute of Engineers of the Communications Corps.

Indeed, Gogel distinguished himself in the battles during the suppression of the Polish rebellion in 1831. However, in 1836 he was on trial for participating in a duel, spent 3 months in a guardhouse. Over time, he restored his honest name. He was assistant director of the institute. He was married to the daughter of Lieutenant General S. M. Stepova. During his stay with the Grand Dukes, he monitored their bearing, took care of equipping their premises, their clothes and toilet. He was especially inventive in arranging holidays and amusements and preparing young princes for divorces and parades. Unfortunately, Gogel was completely unable to influence the spiritual development of his pupils. Already in 1852, Grigory Fedorovich was appointed adjutant wing and promoted to major general. Two years later, he was awarded the rank of adjutant general and appointed to the retinue of His Majesty. On September 8, 1859, on the occasion of the coming of age of Tsarevich Nikolai Alexandrovich, Gogel received a lease of 3,000 rubles for 12 years. per year (then extended for 6 years). On December 6, 1860, he was promoted to lieutenant general and appointed assistant to the chief manager of Tsarskoye Selo. At the same time, some contemporaries who knew Zinoviev and Gogel well were very critical of them.

Prince P.V. Dolgorukov, for example, believed that both teachers were honest people, but mediocre representatives of the Nikolaev era, who did not understand the needs of the time at all.

The 29-year-old N. G. Kaznakov was considered the most capable and educated among the first educators. After graduating from the Imperial Military Academy in 1847, he was the first to be awarded a large silver medal and transferred to the Guards General Staff.

In 1850-1853. Kaznakov, being an adjunct professor of tactics at the Military Academy, lectured on this subject to senior officers of the Guards Corps. In the days of his educational activities from 1853 to 1861, Kaznakov showed himself to be an erudite, attentive and benevolent teacher. However, his educational role was passive. Zinoviev, who treated him like his own son, apparently considered him insufficiently experienced or too young to accept his views and opinions and, consequently, to act contrary to the established order. Realizing this, Kaznakov fair man he soon became bored, weary of his position, and yearned for another assignment.

In 1855, he received the rank of aide-de-camp, and in 1858 he was promoted to major general with enrollment in His Majesty's retinue. In 1861, Nikolai Gennadievich was sent to the Kaluga province in order to control the introduction of the provisions on peasants. At the same time, for the correct solution of the misunderstandings that arose in one of the estates, he received the highest favor and in the same year was appointed chief of staff of a separate grenadier corps.

In addition to military educators, or, as they were called at court, tutors, Skripitsyna continued to study with the two eldest sons of the Tsarevich, and since the new one, in 1850, the gymnastics teacher August Linden and the dance teacher Auguste gave them lessons twice a week.

Every day, the children got up at 7 o'clock in the morning, after prayer, before classes, they went to greet their parents and the imperial couple. Often, the “terrible anpapa” was met in the park during his usual morning walk, “decoratively stood in front of him in front and took off his caps, for which everyone received a resounding kiss” from him. About an hour before breakfast, the guys were engaged in marching and rifle techniques with Khrenov. After breakfast, twice a week they were taught by educators and twice did gymnastics on the net. Every day at noon, Skripitsyna's lesson began. At two o'clock lunch followed, after which they went for a walk with the tutors, or rode around the outskirts of Tsarskoye Selo in a chaise, a cart, or on small horses. At 4 o'clock tea was served, then twice a week there was a dance lesson and twice with Skripitsyna.

Free time from classes was devoted to walks with teachers, on foot or in a carriage, as well as various games (with tin soldiers, war, horses, hunting, etc.), boating. From 7 pm the children spent time at the tea table in the Chinese room with their "mother" Maria Alexandrovna. Tsarevich Alexander Nikolaevich was also here with those who were with him. Tea was poured usually by the maid of honor on duty. This time was the most rewarding for children, where they experienced the joy of communicating with their parents, exchanging impressions, receiving encouragement, instructions and wishes from them. After receiving a blessing from their father and mother, usually at 8 pm, the children went to bed.

On Sundays and holidays after dinner, their peers from the families of the Russian elite (Niksa and Volodya Adlebergi, Sasha Patkul, Grisha Gogel, etc.) were invited to the princes, with whom they spent time until the evening. “Those hours that we spent in the palace,” A.P. Bolotovskaya later recalled, “were just something fabulous for us. In the long gallery of the Grand Palace of Tsarskoye Selo, all kinds of toys were collected, from the simple to the most intricate, and our imagination had full scope here. I remember as now a long line of all sorts of crews that led us into indescribable delight. However, despite the abundance, variety and luxury of toys, one of our favorite pastimes was playing horses, and since I ... had long curls, I always pretended to be tied. Grand Duke Alexander Alexandrovich wove colorful ribbons into my curls, sat on the goats, and with a boom we flew along the entire gallery ... ”(51a, p. 43).

According to a long-established tradition, by July 1, the birthday of Empress Alexandra Feodorovna and her marriage to Nikolai Pavlovich, the court would certainly move to Peterhof (translated from the Dutch as “Peter’s Court”), or, as it was called in the 18th century, Russian Versailles, and later capital of fountains. This place, located 29 kilometers from St. Petersburg on the southern coast of the Gulf of Finland, made the tsarina more impressed in 1817, according to her confession, than Pavlovsk and Tsarskoye Selo. According to the daring plan of Peter I, parade parks and palaces were laid out here in an unprecedentedly short time, surpassing European ones in beauty and luxury. By the time of the reign of Nicholas I, Peterhof was already an impressive architectural and artistic complex, which included several parks, palace buildings and pavilions, dozens of fountains, cascades and many marble, bronze and lead statues, busts and bas-reliefs. The splendor and magnificence of Peterhof was demonstrated first of all from the side of the sea by the Grand Palace, stretched almost 300 meters by a single bright facade.

Under the influence of the desires and taste of his wife, Nicholas I during the years of his reign turned the desert area around Peterhof into luxurious parks, built up with elegant and bizarre pavilions and palaces. Almost every year in Peterhof, as if in a fairy tale, a new building appeared. Already in 1826-1829. To the east of the main core, according to the project of the Scots architect A. Menelas, who worked in Russia, the Alexandria palace and park ensemble is being created, named after the wife of Nicholas I. The main buildings of the park are located on its upper terrace. In its eastern part, in the same years, the main building was erected - the Cottage Palace (translated from English - "rural house"). It is a surprisingly beautiful, clearly planned two-story building with an attic. On July 14, 1829, the palace was consecrated and then presented by the emperor Alexandra Feodorovna. On August 1, the Cottage became known as Alexandria - Her Majesty's cottage. Soon such original structures as the Gothic Chapel (Church of the Holy Blessed Grand Duke Alexander Nevsky), the Farm, the Telegraph House, the Guardhouse, the Gothic Well and others were completed. In the 40s. 19th century according to the designs of the Russian architect A. Stackenschneider, extensive parks were also laid out along the Peterhof fountain water conduit - Kolonistsky, Lugovoi, Ozerkovy and Belvedere gardens. The same architect built pavilions on the artificial islands of the Olgin Pond: Olgin, Tsaritsyn and Ozerki (Pink) at the beginning of the cast-iron fountain pipes. On the largest hill in the vicinity of Peterhof, Babigon, Stackenschneider built the Belvedere Palace (from Italian - “beautiful view”), reminiscent of an ancient Greek ancient temple.

The favorite place of the Empress was the Cottage, surrounded by greenery and flowers, and the Tsarevich and Tsesarevna with their children were located in the Farm, around which various buildings arose for the study and games of the growing Grand Dukes. A children's fortress, a fire tower, a water mill, a peasant's hut appeared there, and on the shore of the Gulf of Finland - a children's farm.

Of course, in the small rooms of the Farm, the brothers did not live as spaciously as in the huge chambers of the luxurious Catherine's Palace in Tsarskoye Selo. Nevertheless, studies with them continued as before. Classes were not burdensome, they walked a lot in the beautiful Peterhof parks and surrounding groves, where they picked mushrooms and berries. They especially liked to visit the area of ​​​​the small pleasure palace of Peter I Monplaisir (in French - “my pleasure”), from where a wide panorama of the sea opened and Petersburg was visible in the distance. Often they went to visit Grand Duchess Maria Nikolaevna in Sergievka (this area is known as Own Dacha), in Oranienbaum to Elena Pavlovna (the widow of Grand Duke Mikhail Pavlovich), in Strelna to Uncle Kostya and Aunt Sanya. In the evenings, the children often listened to the music of the orchestras of the Guards regiments, which they performed in front of the Grand Palace.

Since the autumn of 1850, upon the return of the court to St. Petersburg, both elder brothers began to be taught horseback riding in the arena, which was taught to them by bartender Barsh under the supreme guidance of Oberstalmeister Adjutant General Baron E. Meyendorff.

The educators and teachers systematically reported to the heir about the course of training of their august wards, their behavior, relationships, physical development, inclinations, achievements, pranks, mistakes made.

One of the main positive qualities recorded by the Grand Duke Alexander Alexandrovich in the reviews of his tutors was diligence.

As early as September 1850, Zinoviev several times in his reports notes the diligence of the five-year-old Alexander for military exercises. In the results for June 1855, the educators report that the Grand Duke took calligraphy "very seriously and diligently." Other important features of his warehouse were feelings of pride and justice developed from childhood.

Upon reaching the age of 7, the Grand Dukes were separated one by one, entrusting them to educators. According to the established tradition, all the Grand Dukes on their birthdays or christenings were enrolled in the Guards regiments and were appointed chiefs of various units. So the "iron" Emperor Nicholas I recorded Alexander Alexandrovich in the lists of the Life Guards of the Hussar, Preobrazhensky and Pavlovsky regiments and made him the chief of the Astrakhan Carabinieri (later the 12th Dragoon) regiment.

In subsequent years, numerous state and family holidays served as an occasion for replicating patronage and enrollment in regiments, awards the highest awards and promotion to officer ranks.

Over time, he becomes the chief of more than 10 regiments and divisions.

At the age of seven, Grand Duke Alexander received the rank of ensign, at the age of 10 he became a lieutenant, at 14 - a staff captain, at 18 - promoted to colonel.

For all their shortcomings, the first educators did a lot to ensure that their pupils learned the basics of military affairs, from childhood they were imbued with respect for the military prowess and glory of Russian weapons, and could adequately appreciate the military exploits of their compatriots.

A few years later, on the day of taking the oath (July 20, 1865), Grand Duke Alexander Alexandrovich in a rescript addressed to Zinoviev, paying tribute to his tutor, noted: “Nikolai Vasilyevich! I always remember that I was the first to hear from you about those rules of honor, love and devotion to the Sovereign and the Fatherland, which constitute the essence of the oath that I took today before the throne of the Most High. Pray with me that God would help me in all the circumstances of my life to be guided only by those motives that in the most young years mine you tried to lay a foundation in my heart. In memory of this great day in my life, I send you a snuffbox with my portrait and ask you to keep your friendship and affection for me forever.

On the day of the coronation in 1883, Alexander III, remembering one of his first educators, N. G. Kaznakov, who at that time was already an infantry general, handed him a diamond ring with his portrait.

To expand the horizons of the Grand Duke Alexander Alexandrovich, regular excursions, trips and travels played an essential role. The first trip was made by him at the age of 4, together with his august parents in June - August 1849 on the steamer "Grozychiy" to Revel (now Tallinn) and back to Peterhof. In August - September 1851, he traveled to Moscow along the newly built railway with the imperial couple, his parents and numerous relatives. In June - July 1852, Alexander went to the mud and climatic resort Gapsal (now the city of Haapsalu in Estonia), together with his august parent and his brothers, for treatment with sea baths due to the scrofulous predisposition of the young grand dukes. This resort, founded in 1825, when a mud bath was built on the initiative of the local doctor K. A. Hunnius, is gradually becoming a favorite vacation spot for the titled high-ranking nobility. In Gapsala, classes with the Grand Dukes continue. Archpriest Rozhdestvensky taught the law of God, Curiar taught French. Skripitsyna's place in the study of the Russian language was taken by Klassovsky, and Derop taught gymnastic exercises.

The most striking personality of these teachers was Vladimir Ignatievich Klassovsky, who came from the nobility of the Tambov province. After graduating from the course of Moscow University in the first department of the Faculty of Philosophy with a candidate's degree, from 1836 to 1843 he worked as a teacher of Latin and Russian in provincial and Moscow gymnasiums. For the attempted suicide committed by him in a fit of mental disorder, he was removed from training. Then, carried away by revolutionary and partly atheistic teachings, he went abroad, where he lived for about five years. A severe and prolonged illness and an unexpected recovery made such a strong impression on him that he completely abandoned his former views and fell into mysticism. Later, he managed to overcome this weakness and developed a calm and healthy worldview. For the last two years abroad, he taught the children of Count Chernyshev-Kruglikov as a mentor, and after returning to Russia, he got a job as a teacher of the Russian language in Corps of Pages, from where he was invited to teach the same subject to the august children. As a teacher, he had a rather strong influence on his students. In 1867, Klassovsky was appointed class inspector of the Elizabethan Institute, and in 1874, a member of the academic committee of the Ministry of Public Education. He left a significant amount scientific works, who at one time enjoyed fame (249, vol. 11, p. 729; 263a, p. 70). According to F. Oom, the secretary of the Tsarevich's own children's office, among the named teachers, the French gymnastics teacher Derop, distinguished by exorbitant arrogance and without any reason calling himself a high-profile gymnasium arch, turned out to be a random person.

author Pinegin Nikolay Vasilievich

From the book of Hercules author Stepanova Marina

Chapter 2. First successes. First failures Amphitryon's house was filled with great happiness when his twins were born. Yes, it is the twins - the elder Alkid and the younger Iphicles. The future hero of Hellas Hercules, named Alkid at birth, was born a beautiful and strong boy,

From the book Way of the Warrior [Secrets of the Martial Arts of Japan] author Maslov Alexey Alexandrovich

FIRST PROHIBITIONS AND FIRST MARTIAL TRAINING There is a traditional version, found in almost every book on the history of karate, about how the Okinawans first began to study martial arts. The impetus for this was allegedly bans on carrying weapons and harassment

From the book Mysteries of Old Persia author

From the book Life of Jesus author Renan Ernest Joseph

From the book On the flank of the Mannerheim Line. Battle of Taipale author Yakimovich Kirill Vladimirovich

First attacks, first disappointments While at the headquarters of the newly formed group of troops, Grendal developed activities to develop plans to defeat the enemy, who occupied a bridgehead on the northern coast of Taipaleen-Yoki, the 19th rifle regiment drove the Finns away for a sufficient

From the book Secrets of Old Persia author Nepomniachtchi Nikolai Nikolaevich

First Encounters, First Mysteries In 1332, when the French king Philip VI conceived a new crusade to regain the lost holy lands, the German priest Brocardus wrote a treatise offering the king peculiar rules of conduct in this crusade.

From the book Stalin neo-nep (1934-1936) author Rogovin Vadim Zakharovich

XI The first versions and the first forgeries Having gone to Leningrad together with Molotov, Voroshilov, Zhdanov, Yezhov, Yagoda and Agranov, Stalin did not include Ordzhonikidze in this group. Meanwhile, it was not by chance that Ordzhonikidze's name was listed in Kirov's obituary as the second after Stalin.

From the book Lost Civilizations author Kondratov Alexander Mikhailovich

First, first, first... The list of parallels and borrowings could be continued for a very long time. But mankind owes not only legends, myths and ancient literature to the ancient people of Mesopotamia. Through many centuries, the peoples of Asia and Europe carried memories of

From the book Emperor Paul I author Obolensky Gennady Lvovich

Chapter Two The Heir and His Educators People are not born stupid or smart, but become one or the other depending on upbringing, that is, on the environment. Helvetius On the night of September 20, 1754, Ekaterina Alekseevna felt unwell. Reported

From the book Paul I without retouching author Biographies and memoirs Team of authors --

Educators From the ode of Alexander Petrovich Sumarokov "The Heir and His Educators": People so wise and chosen And Pavel in the instruction of the data With respect, Russia sees. Nikita Ivanovich PaninFrom the "Notes" of Fyodor Nikolaevich Golitsyn, who was a chamberlain at court

From the book Yard Russian emperors. Encyclopedia of life and life. In 2 vols. Volume 1 author Zimin Igor Viktorovich

From the book The Last Rurikoviches and the Decline of Moscow Rus' author Zarezin Maxim Igorevich

The first clashes, the first victims In March 1490, Ivan the Young died unexpectedly. The suspicions that arose immediately that people close to Despina Sofya were involved in the death of the co-ruler of the state had good reasons. Shortly before the illness and death of the heir

From the book Skopin-Shuisky author Petrova Natalya Georgievna

Chapter Four FIRST VICTORIES AND FIRST DEFEATS And it would be good if you went to the Turk or the Swede, otherwise it would be a sin to say who. A. S. Pushkin. Captain's

From the book Ukraine 1991-2007: essays recent history author Kasyanov Georgy Vladimirovich

Chapter 2 First Steps, First Lessons State Building: The Problem of Elites and Leadership. How to share power? Politics: the art of the impossible. Constitution: before and after midnight. "Economicarante": shock without therapy. Social problems: is poverty not a vice? "Island of Crimea":

From the book By the African Great Lakes [Monarchs and Presidents of Uganda] author Balezin Alexander Stepanovich

The first buildings and the first reforms Now the tavern had to build a new capital. Each tavern, as a rule, built more than one capital throughout its life. Mutesa also had several of them. He built the first one in Nakatema. At the same time, Mutesa ordered the construction of another

Personality and education of Emperor Alexander II

The unexpected death of Emperor Nikolai Pavlovich, who died of an accidental cold, was the beginning of important changes in the life of the Russian state. With Emperor Nicholas, his governmental system passed into eternity. His receiver was a completely different person. Emperor Alexander II was in many ways the opposite of his father. The father was distinguished by a stern and inflexible character; the son was gentle and accessible to influence. The father did not receive a good education in his time, while the son was carefully brought up and prepared for the important task of ruling the state. Alexander came to the throne thirty-six years old (born in 1818), a mature man, quite experienced in business. Russian people expected a lot of good things from him - and they were not mistaken.

The upbringing of Emperor Alexander II was excellently staged. From an early age, his teacher was a humane and clever man Captain Merder. About nine years old, Alexander began to study under the main guidance of his "mentor" - famous poet V.A. Zhukovsky. Zhukovsky previously compiled a deeply thought-out “plan of teaching” for the crown prince, approved by Emperor Nicholas. According to this plan, the goal of the entire teaching was to make the future sovereign an enlightened and comprehensively educated person, preserving him from premature hobbies in the little things of military affairs. Zhukovsky managed to carry out his plan. The Tsarevich studied a lot and had good teachers; by the way, the famous Speransky had “conversations about laws” with him. Homework was supplemented by educational trips. Of these, the great trip through Russia and Western Siberia (in 1837) was especially memorable. Twenty-three years old, the Tsarevich married Maria Alexandrovna, Princess of Hesse - Darmstadt, whom he met during a long trip abroad.

Since that time, Alexander Nikolayevich's official activity began. Emperor Nicholas systematically introduced his son to various industries government controlled and even entrusted him with the general management of affairs during his departures from the capital. For ten years, the heir to the throne was the closest assistant to his father and a witness to all his government work. Emperor Nicholas tenderly treated his son; he told him before his very death: “I wanted, having taken upon myself everything difficult, everything heavy, to leave you a kingdom of peace, arranged and happy ... Providence judged otherwise.”

Providence judged otherwise. Emperor Alexander II came into power at a very difficult time. The difficult and unsuccessful war shocked the state and required great efforts and great skill in order to preserve the honor of the empire and lead the matter to a good peace. All the attention of the new sovereign was directed in this direction.

In preparing this work, materials from the site http://www.studentu.ru were used.

The Russian Emperor Alexander II was born on April 29 (17 according to the old style) in 1818 in Moscow. The eldest son of the Emperor and Empress Alexandra Feodorovna. After his father's accession to the throne in 1825, he was proclaimed heir to the throne.

got brilliant home education. His mentors were lawyer Mikhail Speransky, poet Vasily Zhukovsky, financier Yegor Kankrin and other outstanding minds of that time.

He inherited the throne on March 3 (February 18, according to the old style), 1855, at the end of an unsuccessful year for Russia, which he managed to complete with minimal losses for the empire. He was married to the kingdom in the Assumption Cathedral of the Moscow Kremlin on September 8 (August 26, according to the old style), 1856.

On the occasion of the coronation, Alexander II announced an amnesty for the Decembrists, Petrashevites, participants in the Polish uprising of 1830-1831.

The transformations of Alexander II affected all spheres of activity of Russian society, forming the economic and political contours of post-reform Russia.

On December 3, 1855, the Supreme Censorship Committee was closed by imperial decree and the discussion of state affairs became open.

In 1856, a secret committee was organized "to discuss measures to arrange the life of the landlord peasants."

On March 3 (February 19, according to the old style), 1861, the emperor signed the Manifesto on the abolition of serfdom and the Regulations on peasants who emerged from serfdom, for which he was called the "tsar-liberator". The transformation of the peasants into a free labor force contributed to the capitalization of agriculture and the growth of factory production.

In 1864, by issuing the Judicial Statutes, Alexander II separated the judiciary from the executive, legislative and administrative powers, ensuring its complete independence. The process became public and competitive. The police, financial, university and all secular and spiritual education system generally. By 1864, the beginning of the creation of all-estate zemstvo institutions, which were entrusted with the management of economic and other public issues in the field, also dates back. In 1870, on the basis of the City Regulations, city dumas and councils appeared.

As a result of reforms in the field of education, self-government became the basis for the activities of universities, and secondary education for women was developed. Three Universities were founded - in Novorossiysk, Warsaw and Tomsk. Innovations in the press significantly limited the role of censorship and contributed to the development of the mass media.

By 1874, the army had been re-equipped in Russia, a system of military districts had been created, the War Ministry had been reorganized, the officer training system had been reformed, and a universal conscription, the term of military service was reduced (from 25 to 15 years, including service in the reserve), and corporal punishment was abolished.

The emperor also established the State Bank.

Domestic and foreign wars Emperor Alexander II were victorious - the uprising that broke out in 1863 in Poland was suppressed, the Caucasian War ended (1864). According to the Aigun and Beijing treaties with Chinese empire Russia in 1858-1860 annexed the Amur and Ussuri regions. In 1867-1873, the territory of Russia increased due to the conquest of the Turkestan Territory and the Ferghana Valley and the voluntary entry into the vassal rights of the Emirate of Bukhara and the Khiva Khanate. At the same time, in 1867, overseas possessions - Alaska and the Aleutian Islands were ceded to the United States, with which good relations were established. In 1877 Russia declared war Ottoman Empire. Turkey suffered a defeat that predetermined the state independence of Bulgaria, Serbia, Romania and Montenegro.

© Infographic

© Infographic

The reforms of 1861-1874 created the prerequisites for a more dynamic development of Russia, increased the participation of the most active part of society in the life of the country. The reverse side of the transformations was the aggravation of social contradictions and the growth of the revolutionary movement.

Six attempts were made on the life of Alexander II, the seventh was the cause of his death. The first was the shot of the nobleman Dmitry Karakozov in the Summer Garden on April 17 (4 according to the old style), 1866. By a lucky chance, the emperor was saved by the peasant Osip Komissarov. In 1867, during a visit to Paris, an activist of the Polish freedom movement Anton Berezovsky. In 1879, the populist revolutionary Alexander Solovyov tried to shoot the emperor with several revolver shots, but missed. The underground terrorist organization "Narodnaya Volya" purposefully and systematically prepared regicide. The terrorists blew up the tsarist train near Aleksandrovsk and Moscow, and then in the Winter Palace itself.

The explosion in the Winter Palace forced the authorities to take extraordinary measures. To fight the revolutionaries, the Supreme Administrative Commission was formed, headed by the then popular and authoritative General Mikhail Loris-Melikov, who actually received dictatorial powers. He took harsh measures to combat the revolutionary terrorist movement, while at the same time pursuing a policy of bringing the government closer to the "well-intentioned" circles of Russian society. So, under him in 1880, the Third Branch of his Own imperial majesty office. Police functions were concentrated in the Police Department, formed within the Ministry of the Interior.

On March 14 (Old Style 1), 1881, as a result of a new attack by the Narodnaya Volya, Alexander II was mortally wounded on the Catherine Canal (now the Griboedov Canal) in St. Petersburg. The explosion of the first bomb thrown by Nikolai Rysakov damaged the royal carriage, wounded several guards and passers-by, but Alexander II survived. Then another thrower, Ignatius Grinevitsky, came close to the tsar and threw a bomb at his feet. Alexander II died a few hours later in the Winter Palace and was buried in the family tomb of the Romanov dynasty in the Peter and Paul Cathedral in St. Petersburg. On the site of the death of Alexander II in 1907, the Church of the Savior on Blood was erected.

In the first marriage, Emperor Alexander II was with Empress Maria Alexandrovna (nee Princess Maximilian-Wilhelmina-August-Sophia-Maria of Hesse-Darmstadt). The emperor entered into a second (morganatic) marriage with Princess Ekaterina Dolgorukova, granted the title of Most Serene Princess Yuryevskaya, shortly before her death.

The eldest son of Alexander II and heir to the Russian throne, Nikolai Alexandrovich, died in Nice of tuberculosis in 1865, and the throne was inherited by the emperor's second son, Grand Duke Alexander Alexandrovich (Alexander III).

The material was prepared on the basis of information from open sources