Who studied in Tsarskoe Selo. The Imperial Tsarskoye Selo Lyceum was opened

ACCORDING TO THE ARTICLE:

ZMEEV V. A.

IMPERIAL LYCEUM OF TSARSKOSELSK

The Imperial Lyceum occupied a special place in the higher education system of Imperial Russia. This higher education institution was opened on October 19, 1811 near the capital in Tsarskoe Selo with the aim of preparing noble children for government service. The initiative to create the lyceum belonged to the Minister of Public Education A.K. Razumovsky and Comrade (Deputy) Minister of Justice M.M. Speransky.

The decree on the Lyceum approved by Emperor Alexander I (dated August 12, 1810) equalized its rights and advantages with Russian universities. Physically healthy boys aged 10–12 years were accepted for study after preliminary tests in basic knowledge of Russian, French and German, arithmetic, physics, geography and history.

The training was designed for 6 years and consisted of two courses of 3 years each.

The first course was called elementary and included the following subjects: grammatical study of languages (Russian, Latin, French and German), moral sciences (God's law, philosophy and foundations of logic), mathematical and physical sciences (arithmetic, geometry, trigonometry, algebra and physics ), historical sciences (Russian history, foreign history, geography and chronology), the original foundations of fine writing (selected passages from the best writers and the rules of rhetoric), fine arts and gymnastic exercises (drawing, penmanship, dancing, fencing, horse riding, swimming) .

The second course (final) covered the following sections: moral sciences, physical sciences, mathematics, history, literature, fine arts and gymnastic exercises. Throughout the course, students were given an introduction to civil architecture.

Of fundamental importance was the staffing of the Lyceum, where the best representatives of noble origin were admitted. In August 1811, 30 young men were selected from 38 applicants to make up the first course. The first list of students was approved by the emperor.

The internal management of the Lyceum was carried out by the director, who was approved by the emperor. The first director was State Councilor V.F. Malinovsky, a graduate of Moscow University. The director was obliged to permanently reside in the Lyceum building and be aware of all matters. He had personal responsibility for each student.

It should be noted that the Tsarskoye Selo Lyceum was under the patronage of the Emperor of Russia. In addition, Count A.K. Razumovsky was officially named the head of the Lyceum with the rank of its commander-in-chief. He knew every lyceum student by name, attended classes and took part in exams.

The educational process at the Tsarskoye Selo Lyceum was organized by the director, seven professors, two adjuncts, one priest - teacher of the law of God, six teachers of fine arts and gymnastic exercises, three supervisors and three tutors.

Particular attention was paid to the selection of professors who headed the departments. Among the first professors were famous domestic and foreign teachers.

Russian language and literature was taught by a graduate of Moscow University, Doctor of Philosophy and Liberal Sciences, Professor N.F. Koshansky. An additional responsibility of Nikolai Fedorovich was teaching lyceum students the Latin language. Graduates of the Lyceum freely read the original works of Cicero, Virgil and other world classics. Professor D. I. de Boudry, invited from Switzerland, taught classes in French language and literature. Lessons on this subject were held daily, in addition, lyceum students were recommended to read French literature in the originals in their free time. The director of the Lyceum demanded that students address teachers and communicate with each other in French.

The lyceum students were taught German language and literature by Professor F.-L. De Gauenschild, a native of Transylvania. He was distinguished by his methodological skill, discipline and exactingness towards his students. Emeritus Professor I.K. Kaidanov taught historical sciences at the Tsarskoye Selo Lyceum from 1811 to 1841. He was the author of several textbooks and manuals for lyceum students.

The professor of moral sciences was A.P. Kunitsyn, a graduate of the St. Petersburg Pedagogical Institute. He read logic, psychology, morality, various branches of law, political economy and finance. Professor Kunitsyn was among the best teachers of his time.

Ya. I. Kartsev founded the department of physical and mathematical sciences at the Tsarskoye Selo Lyceum and set up physics and mineralogical classrooms. According to the curriculum, mathematics at the Lyceum was divided into pure and applied, and physics into theoretical and technical. In addition, Professor Ya. I. Kartsev gave courses to lyceum students in some areas of military science (artillery, fortification, maritime affairs and others).

The main specialist in military sciences was Professor A. M. Pushkin, who gave lectures on field fortification and other subjects. After his death in 1821, Captain A.V. Ustinov was offered the position of professor of military sciences. Lyceum students who chose a military career additionally studied weapons, tactics, strategy and history of wars, military topography and plan drawing, review of military art, etc.

The teaching staff was free to choose the methods of their work. However, at the same time, the main principle of training was strictly observed - lyceum students should not be in an idle state. Teachers were prohibited from dictating new material for academic subjects. They had to conduct classes so that none of the students fell behind in their studies. Teachers paid special attention to less prepared students and also gave them additional training. All lessons, especially in the first months of training, were accompanied by student reports in oral or written form. Professors, adjuncts and teachers did not move on to practicing new material until all lyceum students had mastered the previous one. For each section of the training program, certain methodological rules were established, which were strictly followed.

Lyceum students were engaged in fine arts and gymnastic exercises with great interest. Penmanship was taught by teacher F.P. Kalinich, drawing by S.G. Chirikov, and music and singing by F.B. Galtenghof. Dance lessons were given by I. I. Eberhardt and other foreigners specially invited to the Lyceum. The foreigner Valville was also a fencing teacher in the period from 1812 to 1824.

Training young men in horse riding began in 1816, and the first teacher in this subject was Colonel of the Life Hussar Regiment A.V. Krekshin. Classes were held three times a week in shifts. The horses were regimental and were under the supervision of a bereytor (an instructor in horse dressage and riding).

Swimming lessons began in the summer of 1817 and were conducted by specially appointed two or three sailors. The place for exercise was a large bath in the royal garden. After swimming, medical control was carried out. A reasonable combination of mental and physical activity had a beneficial effect on the development of lyceum students.

The Tsarskoye Selo Lyceum was a closed educational institution; leaving the Lyceum during the school year was prohibited. All lyceum students were subject to a strict daily routine, which was observed by the director, staff guards and teachers.

A distinctive feature of the Tsarskoye Selo Lyceum was its uniform uniform. The Lyceum uniform consisted of a single-breasted caftan of dark blue cloth with a standing collar of red cloth and the same cuffs, with gold and silver embroidery. The buttons were smooth, gilded, and the lining was blue. The camisole and underdress are made of white cloth.

Pupils wore two buttonholes on each side of the collar: younger ones embroidered in silver, and older ones embroidered in gold.

For the needs of the Lyceum during its formation, a new four-story wing of the Tsarskoye Selo Palace was allocated as premises for a hospital, a kitchen and other household needs, as well as for housing officials. By decree of the emperor of February 3, 1811, the buildings intended for the Lyceum in Tsarskoe Selo, with all accessories, were transferred to the jurisdiction of the Ministry of Public Education.

The lower floor of the outbuilding housed the lyceum's administration and the hospital; on the second floor there were classes for the junior year, and on the third for the senior year; the upper floor was occupied by bedrooms. The main hall was on the third floor. The library occupied a two-story gallery that formed an arch above the street. Next to the palace, in a separate building, there was a service block and the apartment of the director of the Lyceum. There was a church in the courtyard, and behind it there was a large garden.

In the front hall of the Lyceum there was expensive furniture, there were many paintings, the room was illuminated by crystal chandeliers, and there were curtains on the windows (velvet, silk, fringe, tassels). In classrooms, tables were covered with scarlet cloth. In the dining room, the dishes were of English earthenware, the services were from the St. Petersburg Gostiny Dvor. The students used silver cutlery and lace napkins.

Each lyceum student was provided with a class table (desk), a chest of drawers and a polished iron bed with copper decorations, covered with canvas.

Its library, created in 1811, was of great importance in the life of the Tsarskoye Selo Lyceum. It was headed by a distinguished librarian, who was supposed to purchase books and aids necessary for the educational process, describe newspapers and magazines, monitor their safety and issue them to readers.

Initially, the Lyceum's library collection was formed from books donated by the owners of the Alexander Palace (1670 units). Then almost all the best domestic and foreign books began to appear in the library. The following periodicals were subscribed to readers: “Bulletin of Europe”, “Military Journal”, “Friend of Youth”, “Historical and Statistical Journal”, “Russian Invalid”, “Son of the Fatherland”, “Christian Readings” and others. The greatest demand in the library was for teaching aids from full-time professors of the Lyceum.

Unflagging attention was paid to the religious education of young men, organized by Presbyter N.V. Muzovsky. In addition to planned lessons on the law of God, the students read the Bible independently. On Sundays and holidays, lyceum students attended services. All students attended classes in spiritual singing and studied it with great diligence.

Of significant educational importance was the Report Card on the successes, diligence and talents of the Lyceum students, which was compiled on the basis of statements submitted by professors, adjuncts and teachers every six months. The report card noted the successes and shortcomings of each lyceum student in his studies, which became the subject of general discussion.

On January 8, 1815, the first transfer tests of junior lyceum students took place. The great poet G.R. Derzhavin and other lovers of education came to take the exam in Russian literature.

Already during the first intake of students into the Tsarskoye Selo Lyceum, it was obvious that the initial level of training of the young men varied significantly. Significant efforts of professors and teachers were required for additional classes in individual subjects with those lyceum students who lagged behind in mastering the curriculum. In order for those entering the Lyceum to have approximately the same general educational level, it was necessary to open a preparatory educational institution.

In 1817, the first graduation of students from the Tsarskoye Selo Lyceum into public service took place. 9 people were graduated with the rank of IX class, 8 people with the rank of X class, 7 people became guard officers and 5 became army officers. In subsequent years, the lyceum students' interest in military service continued. Suffice it to say that over the 33 years of activity of the Tsarskoye Selo Lyceum, 52 people out of 286 who completed the full course (14.6%) were graduated as officers. Officers who graduated from the Lyceum were given the rights of graduates of the Corps of Pages, which made it possible to quickly advance in military service.

By imperial decree of March 18, 1822, the Tsarskoye Selo Lyceum was transferred to the department of the chief director of the Page and Cadet Corps. Thus, direct management of the Lyceum passed to Adjutant General P.V. Golenishchev-Kutuzov. A new stage in its history has begun.

The accession to the throne of Emperor Nicholas I had serious consequences for the Russian public education system. By decree of February 23, 1829, the Tsarskoye Selo Lyceum switched to training students only for civil service. The Department of Military Sciences was closed, and instead of its subjects they began to introduce logic, psychology, statistics and geography. The organizational structure of the Lyceum has also changed. Instead of two classes of 3 years, pupils began to study in four classes of 1.5 years each. On June 28, 1832, the Regulations on self-paid students of the Lyceum were approved. To the 50 government-issued pupils, 50 self-paid pupils were added with a fee of 2000 rubles per year for each. Both categories of students had the same rights. State-funded pupils retained the privilege of receiving cash benefits upon graduation.

According to the new regulations, the sons of nobles at the age of 12–14, who must be baptized and in good health, could enter the Tsarskoye Selo Lyceum. The following entrance exams were provided: the law of God, the Russian language, Latin, German or French, mathematics, geography and history. The new provision made it possible to improve the quality characteristics of trainees and increase their number.

In subsequent years, the attention of the emperor and senior dignitaries to the Lyceum did not weaken. From year to year, increasing amounts were allocated for the needs of students, professors and officials. Lyceum students received new benefits and privileges: certificates of commendation and gifts for academic success, the inclusion of the names of the best students on marble plaques of honor, permission for 4th grade students to wear small swords, an increase in monetary benefits upon graduation, and other benefits.

On November 6, 1843, Emperor Nicholas I signed the Decree “On the introduction of the Tsarskoye Selo Lyceum into the general structure of civil educational institutions.” This meant transferring the lyceum under the direct supervision of the monarch, moving it from Tsarskoe Selo to St. Petersburg (to the building of the Alexander Orphanage) and renaming it the Imperial Alexander Lyceum. Significant changes began in the organizational, personnel and educational spheres, which turned the Lyceum into an elite world-class higher education institution 6 .

ACCORDING TO THE ARTICLE:

PEDAGOGICAL SYSTEM AND METHODS OF EDUCATION AND EDUCATION IN THE TSARSKOSELSKOYE LYCEUM (B/A)

In the first years of its existence, the Lyceum was a progressive educational institution. It had freedom of creative, educational and educational activities. Here they taught to consciously think, reason, argue about truth, justice and virtue. The motto of the Lyceum under the first director V. F. Malinovsky was “For the common benefit.” It was this idea that formed the basis of training at the Lyceum. This was also the motto under the second director, E. A. Engelhardt. The teachers tried to develop the individuality of each student, to bring out their best spiritual qualities; they saw and respected each student as an individual. Scientists, lawyers, and philologists did not leave the walls of the Lyceum; graduates received an encyclopedic education; acquired a humanistic outlook on life, respect for the individual, regardless of a person’s class.

The training lasted six years and was divided into two courses. The first year provided an education equal to the amount of material studied in the senior classes of the gymnasium. The second year provided higher, university education. After the first year we took transition exams, and after the second year we took final exams. Public examinations were held every six months by all professors in the presence of the director. Those who distinguished themselves in these exams received awards and encouragement. Every year there were open tests by special invitation. Pupils who failed the test were not transferred to another class until they improved.

At the first stage of training, preference was given to verbal sciences over technical ones. The largest number of hours per week was devoted to grammar, historical sciences and verbal, especially foreign languages. Foreign languages were taught at least 4 hours a day. During free time from lessons, there were days when they spoke French or German. It was believed that one should first study sciences that require simple memorization, and then study sciences that require a mature mind. The study of mathematical and physical sciences was limited to initial information. This was done in order to leave the opportunity and time to study verbal sciences in depth.

In the senior year of study, preference was given to moral, physical and mathematical sciences, while foreign languages continued to be studied intensively.

The number of hours depended on the knowledge of the students. It was not strictly determined by any document, but was established after the enrollment of students, when their level of knowledge was already known. And for each new course it was slightly different. For example, in 1812, lyceum students studied 10 hours a week in French, 6 hours in Latin, 10 hours in German, 3 hours in Russian, 4 hours in mathematics, 3 hours in geography, 3 hours in history, 3 hours in penmanship and 2 hours - drawing. In total there were 47 teaching hours per week.

Professors had to make sure that the material covered was mastered, and only then teach further. It was recommended to pay special attention to those with limited abilities. Studying the material became more difficult gradually. So, for example, when studying Latin, lyceum students first learned grammar, then did translations, then wrote essays in Latin. In high school they engaged in analytical reading of the classics and translation into Russian of the best passages from the works of these writers. Many lyceum students, while still teenagers, chose their own path in life and persistently strived for their dreams.

Pushkin's abilities were so obvious that no one doubted his calling. V. Volkhovsky wanted to become a military man and persistently prepared himself for his future profession. He not only studied better than anyone, but also strengthened his will. He led a Spartan lifestyle: he got up earlier than everyone else, dried himself with cold water, slept on planks without a mattress, thick dictionaries served as his pillows. This is how Vladimir Volkhovsky cultivated his will. For this, his comrades nicknamed him “Suvorochka.”

Teachers helped students achieve their goals. So Alexander Gorchakov, while still at the Lyceum, decided to devote himself to diplomatic activities, which is why the teachers obtained authentic diplomatic materials for him from the Foreign Collegium. And F. Matyushkin dreamed of becoming a navigator. He was fired up by the idea of seeing the world and achieved it. Graduates of the Lyceum did not join the fleet, but director E. A. Engelhardt helped F. Matyushkin achieve assignment to the sloop "Kamchatka", commanded by V. M. Golovin. This is how Matyushkin got on a ship that was setting off on a trip around the world. Military training classes were organized for students who dreamed of military service.

Sometimes the wisdom of professors was that they simply did not interfere with the development of their student's talent. Mathematics professor Kartsov did not try to force Pushkin to know his subject, he saw the poet’s talent and, jokingly, said: “You, Pushkin, in my class everything ends in zero. Sit down and write poetry."

Not only ideas were progressive in this educational institution. Here ideas were brought to life. Lyceum students were brought up in an atmosphere of impossibility of encroaching on the dignity of another person. For the nobles, this was the truth among people of their class. At the Lyceum, any person, regardless of his social status, had the right to respect. Lyceum students were forbidden to scold ministers, even if they were serfs. There was no corporal punishment at the Lyceum.

Each pupil had his own small room where he could retire. The lyceum was kept clean, the warmth of the air was monitored by degrees. The premises were ventilated so that the air circulated properly; the partitions in the lyceum students’ rooms did not reach the ceiling. The classrooms were beautiful and spacious.

The children lived according to a strict schedule: 6 a.m. – wake up, get ready, pray; 7–9 hours – lessons; 9–10 a.m. – tea, walk; 10–12 hours – lessons; 12–13 pm – walk; 13:00 – lunch; 14–15 hours – penmanship or drawing; 15–17 hours – lessons; 17:00 – tea; until 18:00 – walk; 18–20.30 hours - repetition of lessons and auxiliary classes (on Wednesdays and Saturdays - dancing or fencing); 20.30 – dinner; until 22:00 – recreation; 22:00 – prayer and sleep. Every Saturday there is a bathhouse.

All life at the Lyceum was aimed at ensuring that students developed correctly, successfully mastered knowledge and did not indulge in laziness. Six days a week were school days. The training lasted a whole year, with the exception of August, when there were holidays. But the classes were properly organized, studying alternated with rest and walks, so that the students did not feel overloaded. Illichevsky wrote about this: “... at least freedom reigns here (and freedom is a golden thing), there is no boring place to sit still... in the summer we spend our leisure time walking. In winter, we read books, sometimes we imagine theater, we deal with bosses without fear, and we joke with them, we laugh.”

During the lessons, the professors not only forced themselves to listen, they tried to force the students to think and understand the main thing. At the Lyceum, you could tell the material you had covered in your own words, rather than cram it by heart. It seems to us that this is natural, but for that time it was new and was not practiced in other educational institutions.

The family of lyceum students turned out to be international. Broglio was Italian, Gorchakov, Danzas, Matyushkin, Delvig, Korf had German roots, and Kuchelbecker was German on both sides. But the Lyceum educated all students in the spirit of love for Russia.

The students were of different religions. So, Matyushkin was a Lutheran, and Danzas was a Catholic. But at the Lyceum this was not given much importance.

The teachers treated the students as adults. They addressed them as “you” and always added the word “mister” to their surname. Only the director E. A. Engelhardt addressed the students as “you,” but this was a sign that the student was his friend. The lyceum students were not offended by this, but, on the contrary, knew that if the director began to say “you” to them, it meant that they were guilty of something.

There was freedom of communication between lyceum students and teachers. Together they were family. Professor of Moscow University S.P. Shevyrev wrote: “The lyceum was an institution completely in the Western style: here they received Western magazines for the students, who in their games set up chambers among themselves, made speeches, published magazines, etc., in general there was a lot of freedom.”

The special relationship between lyceum students and teachers is evidenced by the fact that there are quite a lot of caricatures of teachers. The disciples were not afraid of them and considered it possible to play a joke on them.

This was not the case in other educational institutions of that time...

Relationships between lyceum students were regulated by certain rules, the text of which was posted in the corridor of the 4th floor. It said that “all pupils are equal, like children of the same father and family, and therefore no one can despise others or be proud of anything in front of others... pupils must live peacefully and friendly among themselves.” Thanks to these rules and the efforts of teachers, a spirit of camaraderie and cohesion lived in the Lyceum. No one ever handed over the guilty unless he himself admitted to what he had done.

V. N. Kokovtsev, who already studied at the Imperial Alexander Lyceum, wrote about this special relationship between lyceum students: “I have always considered the distinctive feature of our “lyceum connection” to be the complete absence of any differences based on external material and other advantages of one over the other. This feature was fully supported by all our superiors, both lower and higher, and this was felt literally at every step.” “Among us, during all six years of our life at the Lyceum ... there was never an opportunity to curry favor with the authorities, to acquire any exclusive favor for ourselves, especially to the detriment of anyone from the course. In the language of the lyceum students, this was called “sycophancy” and from the very first days of admission it was ridiculed in advance and doomed to merciless condemnation. Immediately told cases of “fiscalism” or complaints to the teacher about an insult caused by one of the comrades were eliminated by a completely indisputable verdict - retribution from the entire class... from the very first steps of our common life in the new environment, this became obvious by itself.”

Particular attention was paid to reading at the Lyceum. It had its own library, composed of the best books. The books were bought by the director and professors, and no expense was spared in purchasing them. But there were still not enough books, so director E. A. Engelhardt obtained the Tsar’s permission to transfer the library of the Alexander Palace to the Lyceum. The library was transferred at the end of 1818, when the first year had already completed their studies.

They tried to follow the reading of the lyceum students. Thus, only educational and classical books were released from the library to first-year students. When the students grew up, books were issued according to a note from the professor and at the discretion of the warden. At the Lyceum, students were taught that without reading books a person cannot become a free creative person. It was here that the concept was formed that not reading books, not being interested in books means not being an intelligent person...

The Lyceum did not teach acting, as was done in the St. Petersburg Noble Corps, the Institute of Noble Maidens or the Moscow Noble University Boarding School. However, already in the first year of training, students acted out plays of their own free will. Lyceum students attended performances at the serf theater of Count Bartholomew Tolstoy, who lived in Tsarskoe Selo.

The Minister of Education banned theater at the Lyceum, as he believed that it distracted from studies and made the Lyceum similar to the educational institutions that existed at that time. But theatrical productions were staged by lyceum students, despite the minister’s dissatisfaction. The director of the Lyceum understood that theater is a means of improving the art of oratory; it allows you to learn to freely control your body, the culture of gesture, posture, and also teaches you to feel at ease in any situation. The theater entered the life of the Lyceum, as did balls, at which lyceum students learned the customs of the world. Over time, not a single holiday was complete without theatrical performances. E. A. Engelhardt, despite his directorial duties, managed to write short plays and stage them with his students.

Initially, the performances were performed for students and administration. All female roles in the play were changed to male ones. But gradually they began to stage not only comedies and vaudevilles, but also serious dramas. Women's roles were preserved; they were performed by lyceum students in disguise and make-up. Guests, parents, and residents of Tsarskoye Selo began to be invited to the performances. Newspapers in St. Petersburg gave a detailed account of the holidays at the Lyceum.

The Lyceum had its own system of punishments and rewards. So, the guilty students sat in the back desks in the classroom and during meals, they wrote on a special black board... Lyceum students could be deprived of a common table and put on bread and water, but such punishment could last no more than two days. For special offenses they could be put in a punishment cell, where the director came to the lyceum student and made him a reprimand. Such severe punishment could last no more than three days. It was used extremely rarely in this educational institution.

Sometimes lyceum students could punish the offender themselves. Nikolai Nikolaevich Fige, a graduate of the Imperial Alexander Lyceum, the son of a former lyceum student, recalled it this way: “The feeling of camaraderie, uniform honor, corporate spirit was very developed among us all. From the very first days of joining, we all considered ourselves members of the same family... Traditions played a huge role in the Lyceum, and the unwritten law was much stronger than the written one. The entire lyceum administration had to reckon with him. The class had the right, in some cases, to remove an undesirable student from its midst, and, consequently, from the Lyceum unsuitable comrades. One of the most severe punishments was excommunication from the class, when, by order of the class, all comrades stopped not only speaking, but also having any communication with an individual student. Such measures were usually taken against students who committed an act that was difficult to qualify on the official scale of sins. He usually touched upon the area of comradeship and decency and was a response to such actions that, in the opinion of our young heads, were unworthy of the title of lyceum student.”

Yu. N. Tynyanov encounters another type of lyceum punishment, which was the most effective for lyceum students. This is deprivation of the lyceum uniform for the day and putting on the clothes in which the student arrived from home.

Students who distinguished themselves were encouraged. Their name was written on a special white board in gold letters. Students who were successful in a certain science were given books signed by the director and professor of the science in which the student showed success. At the end of the training, graduates received medals and certificates of commendation. It was customary to give one large gold medal, one small gold medal and silver medals. Often teachers listened to the opinions of lyceum students when awarding graduates. So, at the first graduation, Gorchakov and Volkhovsky completed their studies in the same way, but a large gold medal, at the request of fellow students, was awarded to Volkhovsky, since he was more diligent, diligent and modest.

The lyceum was a closed educational institution, so students had no right to leave it. The first director of the Lyceum, V.F. Malinovsky, insisted on this. The director believed that children could be exposed to “harmful” influences at home and sought to isolate children from this. He wanted to break the students’ ties with their family, everyday life, and with the entire system of social unfair relations. He wrote: “... arrogance, impatience and, in combination, baseness and servility - from upbringing, life and treatment of slaves. A person is accustomed, on the one hand, to unlimited will, and on the other, to humility and blind obedience. Self-will and fear are the fruits of slavery.”

Lyceum students were allowed to stay at home only during the Christmas holidays in 1817. This system made it possible to deprive parents of the opportunity to pamper their children and eliminate outside influence on the development of lyceum students. They lived and studied at the Lyceum. Here they became individuals. This is where their worldview took shape 7 .

PLANS FOR CREATION

A lot of attention was paid to the location and external routine of the new educational institution, the issues of the lyceum students’ uniform were discussed by the emperor himself. However, the teaching plan was not thought out, the composition of the professors was random, most of them did not meet the requirements of a good gymnasium in terms of their training and teaching experience. And the Lyceum gave graduates the rights of graduates higher educational institution, the future of the lyceum students was not clearly defined. According to the original plan, the younger brothers of Alexander I, Nikolai and Mikhail, were also to be educated in the Lyceum. This idea probably belonged to Speransky, who, like many progressive people of those years, was alarmed by the , how the characters of the great princes developed, on whom the fate of millions of people in the future could depend. Growing up Nikolai and Mikhail Pavlovich became accustomed to the belief in the boundlessness and divine origin of their power and with the deep conviction that the art of management lies in the “sergeant-major science” In 1816 a man far from liberal ideas, but an honest warrior and patriot, General PP Konovnitsyn, whom Alexander I entrusted in 1815 with monitoring his brothers during their stay in the army, apparently, it was no coincidence that he considered it necessary to give the grand dukes written instructions “If he comes “It’s time for you to command units of troops, try to improve the situation of everyone, do not demand the impossible from people. Give them the necessary and necessary peace first, and then demand accurate and strict execution of true service. Shouting and threats will only irritate you, but will not bring you any benefit.”

At the Lyceum, the great princes had to be brought up among their peers, in isolation from the court. Here they would have been instilled with ideas more appropriate to their future position than “shouting, threats” and demanding “the impossible from people,” inclinations for which they began to show very early If this plan had come true, Pushkin and Nicholas I would have turned out to be schoolmates (Nikolai Pavlovich was only three years older than Pushkin). In accordance with the same tone, the rest of the lyceum students were destined for a high government career.

These plans, apparently, caused opposition from Empress Maria Feodorovna. The general offensive of the reaction before the War of 1812, expressed, in particular, in the fall of Speransky, led to the fact that the original plans were discarded, as a result of which Nicholas I ascended the throne in 1825 monstrously unprepared .

FROM A LETTER OF LYCEUM STUDENT A.ILLICKY

As for our Lyceum, I assure you, it cannot be better: we study only 7 hours a day, and then with changes; which last for an hour; we never sit still; who wants to study, who wants to go for walks; the lessons, to tell the truth, are not very great; in idle time we walk, and now summer begins: the snow has dried, the grass is showing, and from morning to evening we are in the garden, which is better than all the summer ones in St. Petersburg. By behaving modestly and studying diligently, there is nothing to be afraid of. Moreover, our parents visit us quite often, and the less often the visit, the more pleasant it is. I'll tell you the news: we are now allowed to compose, and we have begun periods; As a result, I am sending you two of my fables and wish that you like them.

DAILY ROUTINE AND CLOTHING

Training young men in horse riding began in 1816, and the first teacher in this subject was Colonel of the Life Hussar Regiment A.V. Krekshin. Classes were held three times a week in shifts, without outside spectators and always with a tutor. The horses were regimental and were under the supervision of a bereytor (an instructor in horse dressage and riding).

The Tsarskoye Selo Lyceum was a closed university, and its students were on full board. Leaving the Lyceum during the school year was prohibited. All lyceum students were subject to a strict daily routine, which was observed by the director, staff guards and teachers.

At 6 o'clock in the morning the general rise was announced, then the pupils went to morning prayer, after which they repeated the tasks of their teachers. From 8 to 9 o'clock there was a lesson in the classrooms, and from 10 to 11 there was breakfast and a walk in the park. From 11 to 12 o'clock the Lyceum provided for a second lesson in classes, and from 13 o'clock there was lunch and a short break.

At 2 p.m., lyceum students began classes in penmanship and drawing; from 3 to 5 p.m., lessons were held in the classrooms. After this there was a short rest, an afternoon snack, a walk, games and gymnastic exercises. From 20 o'clock the students went to dinner, then there was a walk in the park and a repetition of lessons. After evening prayer, at 10 p.m., all the students went to bed. A thoughtful daily routine contributed to the accelerated development of lyceum students, who by the age of 16-18 became physically strong, seasoned, hardworking, morally healthy people.

The director of the Lyceum has full sewing on the collar, cuffs and flaps. For other ranks, sewing on the collar and cuffs or on one collar was required according to their position, starting from class IX. Pupils wore two buttonholes on each side of the collar: younger ones embroidered in silver, and older ones embroidered in gold.

REASONS FOR THE CREATION OF THE NOBLE BOARDING HOUSE AT TSARSKOSELSKY LYCEUM

When admitting students to the Imperial Tsarskoye Selo Lyceum, it was discovered that the students admitted to the same class had different levels of knowledge. To solve this problem, the idea arose to create a special preparatory educational institution at the Lyceum, which would help students acquire the knowledge necessary to study at the Lyceum, and thus would constantly provide the Lyceum with “excellent students.” In addition, the emergence of another educational institution would provide the Russian nobility with a new means of raising and educating children.

In July 1812, the Minister of Public Education Count A.K. Razumovsky provided Emperor Alexander I with a report on the establishment of the Noble boarding school of the Imperial Tsarskoye Selo Lyceum in Tsarskoe Selo. The following year, the purchase of two houses for a boarding house took place ("...at the corner of Volkonskaya and Kadetskaya streets through the village of Gumalassary in Pavlovsk there are two three-story stone houses, each with 18 windows in the facade, connected by a stone two-story connection or gallery.. .") . The building for the Boarding House was created from five separate houses by V.P. Stasov. in 1814-1820 […] The opening of the new educational institution took place on January 27, 1814.

Today we will go on a typical excursion for St. Petersburg schoolchildren - to the Tsarskoye Selo Lyceum. It is located in the city of Pushkin, you can get there by train, buses and minibuses from the Moskovskaya metro station.

You all know the most famous student of this lyceum. The opening of the monument to Pushkin in the Lyceum Garden took place on October 15, 1900. Funds for its creation were collected by subscription organized among the residents of Tsarskoe Selo.

The Lyceum was opened in 1811. The purpose of this educational institution was “the education of youth, especially those destined for important parts of the public service.” Pushkin was accepted into the first intake of the new educational institution; there were 30 people in total.
The Lyceum was located in the Grand Duke's wing of the Catherine Palace in Pushkin. On the right, the blue one is the palace, and the yellow building connected by an arch to the palace is the lyceum.

The front gate to the palace.

A couple more photos of the palace, and we will not return to it today, since the main goal of the excursion is the Lyceum.

The Lyceum was located in the outbuilding until 1843, and was later transferred to St. Petersburg. In 1949, the Lyceum Memorial Museum opened in the building. Now the exhibition, directly representing the Lyceum times, occupies the third and fourth floors. Complete restoration was completed in 1974. The museum recreates the environment in which the first graduating class of lyceum students lived and studied.

First, let's go up to the third floor. We immediately find ourselves in the front. Later this same room was called the overcoat room.

From here we find ourselves in the Great Hall. All the most important events of the Lyceum took place in this hall, including the grand opening.

The Lyceum accepted boys 11-12 years old, from noble families, on recommendation. The training lasted six years and was equivalent to university education.
Of the thirty students, the most famous to us are

poet and journalist Anton Delvig,
diplomat, Chancellor Alexander Gorchakov,
poet and Decembrist Wilhelm Kuchelbecker,
Decembrist Ivan Pushchin,
poet Alexander Pushkin.

On the table in the Great Hall there is a document bestowed by the highest order, containing the Charter of the Lyceum, received on the opening day.

From the Great Hall there is a passage through the gallery to the palace. In this passage (it is two-story) on the third floor there is a library. Some books were ordered for the needs of a specific student. The library had books in Russian, French, and English. As you know, Alexander Pushkin knew French very well by the time he entered the Lyceum and had the nickname “French”. Now there are more than seven hundred original books from the Lyceum library in the cabinets.

From the window of the library-gallery you can see the road along which Russian troops left for the Patriotic War, and young lyceum students looked after them with regret.

Here you can see the door leading to the palace.

The large hall is followed by a newspaper room; this and the adjacent rooms were intended for after-school activities. Here are masks for fencing from lyceum times. Young Pushkin had a grade in fencing. This means that he was an excellent swordsman, one corresponds to our five.

I couldn't get past the chairs.

From the newspaper room there is a view of the park where the lyceum students were walking. The boys were constantly at the lyceum, they even spent their holidays here.

The next room is a classroom. Six tables, each for five boys. The students were seated according to their successes, with the best in front.

It turned out that at each lesson the student sat in a new place, so it is impossible to establish where exactly Pushkin was sitting.

Teacher's Department.

And a school board.

The students studied for a total of seven hours a day. Class hours alternated with rest and walks. Walks were taken in any weather in the Tsarskoye Selo Garden.
You can take a look at the schedule:

There is a physics room next to the classroom. Nowadays, instruments from the Pushkin era are collected there. It was a humanitarian century, and the exact sciences had not yet gained their popularity.

Collection of minerals.

Right there on the table is the report card of the lyceum students. 1 was equal to our five, 0 - lack of knowledge. Scores from 2 to 7 indicated a gradual decrease in the result.

The next class is drawing. Drawing was a mandatory skill for an educated person of that time. The Lyceum has preserved about 30 drawings by lyceum students, including two drawings by Alexander Pushkin. As you can see, they approached drawing quite seriously.

And the last room on the floor is a music room, a singing class. Lyceum students enjoyed playing music and singing; Pushkin’s poems were set to music during his lyceum years by his comrades. Today in the classroom there is an 1835 edition of “Farewell Song” on an antique piano.

We leave the training floor and go up to the residential floor.

A wide corridor flanks the students' room. The partitions between rooms do not reach the ceiling. This was done both for better ventilation and because all the lyceum students are one big family. Each room is for one student, with nameplates attached above the doors (not above all of them now). The rooms are very small and modest. By the way, there was no heating directly in the rooms; they were heated through small openings through which air rose from the third floor. The temperature in winter was about 13 degrees.

History of the building's construction

Tsarskoye Selo Lyceum

The four-story building of the Tsarskoye Selo Lyceum was built as an outbuilding of the Catherine Palace between the Church Building and the Church of the Sign. Construction was carried out in - years according to the design of the architect I.V. Neelova.

Creation of the Tsarskoye Selo Lyceum

The Lyceum was opened on October 19, 1811. The idea of creating the Lyceum belonged to the prominent Russian statesman M.M. Speransky, who was the initiator of the reforms carried out by Alexander I, believed that Russia needed a constitution that should eliminate differences in rights between classes. The reformers of that era were not alien to romanticism, and this often made their reforms inconsistent and poorly understood by the country's population. While working on the Lyceum project, Speransky was inspired not only by liberal ideas, but also by the example of Aristotle’s school, which was called the Lyceum or Lyceum. Antiquity was fashionable during the reign of Alexander I, and the romantic analogy with the ancient forerunner influenced both the program and the daily routine of lyceum students.

The purpose of the Lyceum was to prepare graduates for public service, and this was explicitly stated in its Charter. The Lyceum accepted boys 10-12 years old - as a rule, they came from poor noble families. The number of lyceum students at the opening of the Lyceum was 30 people, and the duration of study was 6 years. The lyceum was a closed educational institution, the life of its students was strictly regulated, boys were not allowed to leave its territory throughout the year, including during the holidays.

The day began with getting up at 6 am, followed by morning toilet, prayer and a brief review of yesterday's lessons, then 2 hours of classes, breakfast and another 2 hours of lessons. Then - a walk, lunch and another 3 hours of classes, an evening walk and gymnastics, swimming, horse riding, fencing - it is interesting that the range of sports largely coincides with modern pentathlon. In total, the lyceum students studied for 7 hours a day, but besides this, they devoted a lot of time to reading and talking with each other.

The curriculum included subjects that were divided into the following categories:

moral (God's law, ethics, logic, jurisprudence, political economy);
verbal (Russian, Latin, French, German literature and languages, rhetoric);
historical (Russian and world history, physical geography); physical and mathematical (mathematics, principles of physics and cosmography, mathematical geography, statistics);
fine arts and gymnastic exercises (penmanship, drawing, dancing, fencing, horse riding, swimming).

Lyceum students were instilled with a taste for literary creativity, they learned to write poetry and prose, and published their own literary magazines. They read a lot, fortunately the Lyceum had an excellent library, the replenishment of which the professors paid a lot of attention to.

The Lyceum's graduates were erudite people, brought up in the spirit of love for the Fatherland and freethinking. It is no coincidence that many of them became Decembrists.

Lyceum students were distinguished by that special brotherhood that one of them, the great Pushkin, sang in his poems. The cohort of Lyceum graduates had a serious influence on changes in the culture and political life of Russia, embodying in practice the motto of the Lyceum “For the Common Benefit” and thereby proving the ability of even one educational institution to influence the destinies of the country.

The fate of the building after the 1917 revolution

Catherine Palace

On the tragic fate of the library of the Tsarskoye Selo Lyceum in the USSR, see S. Shumikhin “The Strange Fate of the Library of the Tsarskoye Selo Lyceum”

Modern history of the building

Links

Printed sources

Seleznev I. Ya. Historical sketch of the former Tsarskoye Selo, now Alexander Lyceum for its first fiftieth anniversary from 1811 to 1861. St. Petersburg : type. V. Bezobrazova, 1861.
Kobeko D. Imperial Tsarskoye Selo Lyceum. Mentors and pupils 1811-1843. - Printing house of V. F. Kirshbaum, 1911. - 554 pp.
Grot K. Ya. Pushkin Lyceum (1811-1817): 1st year papers collected by academician J. K. Grot. St. Petersburg, 1911.
Gastfreund N. Pushkin's comrades at the Imperial Tsarskoye Selo Lyceum. Materials for the dictionary of 1st year lyceum students 1811-1817, vols. I-III. St. Petersburg, 1912-1913.
Rudensky M.P. and S.D. They studied with Pushkin. L., Lenizdat, 1976.
Rudensky M.P. and S.D. We will reward the mentors... for their blessings. Lenizdat, 1986.
Rudenskaya M. P., Rudenskaya S. D. In the Lyceum gardens. - 1989. - 190 pp. -

Once upon a time, on the outskirts of Athens, near the temple of Apollo Lyceum, there was a school founded by the great philosopher of the past, Aristotle. It was called the Lyceum or Lyceum. On October 19, 1811, an educational institution under the same name opened in Tsarskoye Selo, near St. Petersburg. And, probably, its creators hoped that the Tsarskoye Selo Lyceum would in some way become the successor to the famous school of antiquity, of which the beautiful park architecture here in Tsarskoe Selo was reminiscent. However, she spoke not only about the world of eternal art. The parks preserved the memory of the glorious pages of Russian history - the battles of Peter the Great, the victory of Russian weapons at Kagul, Chesma, Morea.

History of the establishment of the Lyceum

“The establishment of the lyceum is aimed at the education of youth, especially those destined for important parts of the public service,” said the first paragraph of the lyceum charter. The author of the project to create a lyceum, M. M. Speransky, saw in the new educational institution not only a school for training educated officials. He wanted the lyceum to educate people capable of implementing the plans for the transformation of the Russian state. The broadest knowledge, the ability to think and the desire to work for the good of Russia - these were the qualities that the graduates of the new educational institution were supposed to distinguish. It is no coincidence that in a new program speech addressed to students on the day of the grand opening, associate professor of moral and political sciences Alexander Petrovich Kunitsyn spoke about the duties of a citizen, about love for the Fatherland and duty to it. The boys remembered the words for the rest of their lives: “Love of glory and the Fatherland should be your leaders.”

According to the charter, children of nobles aged 10-12 years were admitted to the lyceum. At the same time, no more than 50 people could be educated in an educational institution. The first, Pushkin course, accepted 30 students. The training lasted six years and was equivalent to university education. The first three years - the so-called initial course - studied subjects in the upper grades of the gymnasium. The next three years - the final course - contained the main subjects of the three faculties of the university: verbal, moral-political and physico-mathematical. The extensive program harmoniously combined the humanities and exact sciences and provided encyclopedic knowledge. A large place was given to “moral” sciences, which, as the lyceum charter stated, “...means all that knowledge that relates to the moral position of a person in society, and, consequently, concepts about the structure of civil societies, and about rights and responsibilities, arising from here."

Traditions of education in lyceums

One of the main tasks of lyceum education is to develop mental abilities and teach students to think independently. “The basic rule of a good method or way of teaching,” the lyceum charter emphasized, “is not to darken the minds of children with lengthy explanations, but to stimulate its own action.” The most important place in the training program was given to a deep study of Russian history. The development of patriotic feelings was closely connected with knowledge of the native country, its past, present, and future.

Much attention was paid to the study of the biographies of great people - it was believed that historical examples would help the self-education of the individual and teach him great service to the Fatherland. When drawing up the curriculum, the age characteristics of the students were taken into account. In the first year, when the boys were 10-12 years old, a lot of time was devoted to learning languages: Russian, French, Latin and German. There were days when students were required to speak a foreign language among themselves.

The Lyceum was a closed educational institution. The daily routine here was strictly regulated. The pupils got up at six o'clock in the morning. During the seventh hour it was necessary to dress, wash, pray and repeat lessons. Classes began at seven o'clock and lasted two hours.

At ten o'clock the lyceum students had breakfast and took a short walk, after which they returned to class, where they studied for another two hours. At twelve we went for a walk, after which we repeated our lessons. At two o'clock we had lunch. After lunch there are three hours of classes. In the sixth - a walk and gymnastic exercises.

The students studied for a total of seven hours a day. Class hours alternated with rest and walks. Walks were taken in any weather in the Tsarskoye Selo Garden. The pupils' recreation consists of fine arts and gymnastic exercises. Among physical exercises at that time, swimming, horse riding, fencing, and in winter - ice skating were especially popular. Subjects that promote aesthetic development - drawing, penmanship, music, singing - are still included in the secondary school curriculum.

In future statesmen they tried to develop a sense of self-esteem and respect for the personality of another person. They were taught that “all pupils are equal... and therefore no one can despise others or be proud of anything before others”; that teachers and tutors should always tell the truth, “for to lie to your boss means to disrespect him.” It was forbidden to shout at the uncles or scold them. There was no corporal punishment or official drill at the lyceum. Each pupil had a separate room. In the first years of study, grades were not given at the lyceum. Instead, professors regularly compiled characteristics in which they analyzed the student’s natural inclinations, his behavior, diligence, and success. It was believed that a detailed description helped work with the student better than an unambiguous assessment.

The students of the Lyceum were never idle. Here everything was aimed at developing mental interests, every desire for knowledge was encouraged. For example, Alexey Illichevsky collected materials for the biographies of great people of Russia, and Wilhelm Kuchelbecker compiled a dictionary containing extracts from the works of philosophical writers close to him.

The students read a lot. “We studied little in classes, but a lot in reading and conversation with constant friction of minds,” recalled Modest Korf. Replenishing the library was a constant concern of the council of lyceum professors. In a letter to Pavel Fuss, answering the question whether new books reach the lyceum, Alexey Illichevsky reflects on the benefits of reading: “Do newly published books reach our solitude? - you ask me. Can you doubt it?.. Never! Reading feeds the soul, shapes the mind, develops abilities...”

Lyceum students knew their contemporaries - Russian writers and poets - not only from their works. Illichevsky’s testimony from a letter to Fuss is interesting: “... until I entered the Lyceum, I did not see a single writer, but at the Lyceum I saw Dmitriev, Derzhavin, Zhukovsky, Batyushkov, Vasily Pushkin and Khvostov; I also forgot: Neledinsky, Kutuzov, Dashkov.” Professor of Russian and Latin literature Nikolai Fedorovich Koshansky considered the ability to write and compose to be the basis of literary education and approved of the poetic experiments of his students. Often in class he suggested writing poems on a given topic. “How I now see that afternoon class of Koshansky,” Ivan Pushchin later recalled, “when, having finished the lecture a little earlier than the lesson hour, the professor said: “Now, gentlemen, let’s try feathers: please describe a rose to me in verse.”

One of the favorite activities of lyceum students was meetings at which everyone was obliged to tell something - fictional or read. Gradually, the stock of poems, stories, and epigrams increased, and they were written down. Handwritten journals were created, and lyceum poets grew up, friendly competing with each other. And since 1814, their poetic experiments began to appear on the pages of Russian magazines.

Famous students of the Lyceum

At that time, students of many educational institutions had their own mottos, but hardly any of them had a motto more humane and noble than the one chosen by the lyceum students of the Pushkin course - “For the Common Benefit.” The directors of the lyceum, Vasily Fedorovich Malinovsky and Yegor Antonovich Engelhardt, the best professors and teachers, taught to live “For the Common Benefit”. During the 32 years of existence of the Imperial Lyceum in Tsarskoe Selo (from 1811 to 1843), 286 people graduated from this privileged educational institution. The following students studied within its walls at different times: the outstanding satirist M. E. Saltykov-Shchedrin, the poet L. A. Mei, the organizer of the society of utopian socialists M. V. Butashevich-Petrashevsky, philosopher, historian N. Ya. Danilevsky, compiler “Dictionary of the Russian Language” Academician Y. K. Grot. And yet, the lyceum owes its glory primarily to its first-born, a class that went down in Russian history with the names of the poet A. S. Pushkin, poet, journalist A. A. Delvig, an active participant in the uprising on December 14, 1825 on Senate Square, one of the most courageous, persistent Decembrists I. I. Pushchin, poet, Decembrist V. K. Kuchelbecker, navigator Rear Admiral F. F. Matyushkin, participant in the Turkish and Persian campaigns General V. D. Volkhovsky, prominent statesman, Minister of Foreign Affairs A. M. Gorchakova.