had always been a deeply involved member of that profession. That experience provides a considerable amount of the content
of
The Petty Demon
. In order to understand many of the circumstances and allusions in the novel it is necessary to have some knowledge of the
educational system in Russia before the Revolution.
A Ministry of Public Education was established in 1802 under Alexander I and this was the first genuinely well-conceived and
organized attempt at meeting an educational system in Russia. The country was divided into six educational circuits, each
possessing a university at its center. These “circuits” were further subdivided into districts. Each university would have
a pedagogical institute to train teachers. Furthermore, the new Regulationscalled for the establishment of one or more four-year gymnasia in every main town or city, some type of two-year secondary
or elementary school in each district, and a one-year elementary school in every parish. These same Regulations allowed teachers
to rise through the various levels of schooling by increasing their qualifications. This reasonably “democratic” and “secular”
beginning, was, however; ruined when in 1815 Alexander virtually gave a large measure of control over the school system to
the Holy Synod. That meant, among other things, that religious writings and the catechism would occupy a very important part
in secular education for the rest of the century.
Under the reign of Nicholas I (1825–1855) this reactionary attitude to public education continued, indeed, deepened, because
Nicholas felt that Alexander I’s earlier reforms were too liberal. He did not care for the idea that peasant children might
be able to ascend upwards through the school system or be allowed to mix with other social classes. He also preferred more
emphasis to be placed on the formation of attitudes and character (namely, loyalty, piety and morality) rather than the acquisition
of knowledge. New rules were issued in 1828 which stated that the village school as intended exclusively for the peasants;
the country or district school was reserved for the merchant class; the
gymnasia
and universities should be the exclusive domain of the gentry or nobility. Specific social status was also attached to the
teachers at the various levels. Those in the parish or village schools had little or no status and could only strive for the
very lowest rank in the Table of Ranks (the fourteenth). Posts in the district schools and
gymnasia
, particularly the latter, obviously commanded greater respect and could only be held by persons of “free estate.” The latter
teachers could rise quite high in the Table of Ranks. Corporal punishment was reintroduced (after having been banned during
the reign of Peter I). One of the most important—and insidious—new developments concerned the creation of the special office
of the Class Monitor or Prefect. Essentially, this represented an official whose primary duties were not only to enforce the
numerous regulations pertaining to the educational work of the students, but to maintain a watchful eye over the entire life
of the student inside and outside of the classroom. Less euphemistically, the Prefect might well have been called an “academic
policeman” or “spy.” The chief disciplinary office in each district, however, was held by the Inspector who enjoyed a great
deal of power. In actual fact, the Prefects were all answerable to him rather than the director or headmaster in each
gymnasium
. As a result, the Inspector ruled over a kind of Fifth Column within the school system. Another perquisite of an Inspectorship
was the administration of corporal punishment. In the district schools the Inspector’s power was even greater. Here the teachers
were required to acknowledge him as their ultimate superior in all matters pertaining to their behavior and duties.
During the reign of Alexander II
of
The Petty Demon
. In order to understand many of the circumstances and allusions in the novel it is necessary to have some knowledge of the
educational system in Russia before the Revolution.
A Ministry of Public Education was established in 1802 under Alexander I and this was the first genuinely well-conceived and
organized attempt at meeting an educational system in Russia. The country was divided into six educational circuits, each
possessing a university at its center. These “circuits” were further subdivided into districts. Each university would have
a pedagogical institute to train teachers. Furthermore, the new Regulationscalled for the establishment of one or more four-year gymnasia in every main town or city, some type of two-year secondary
or elementary school in each district, and a one-year elementary school in every parish. These same Regulations allowed teachers
to rise through the various levels of schooling by increasing their qualifications. This reasonably “democratic” and “secular”
beginning, was, however; ruined when in 1815 Alexander virtually gave a large measure of control over the school system to
the Holy Synod. That meant, among other things, that religious writings and the catechism would occupy a very important part
in secular education for the rest of the century.
Under the reign of Nicholas I (1825–1855) this reactionary attitude to public education continued, indeed, deepened, because
Nicholas felt that Alexander I’s earlier reforms were too liberal. He did not care for the idea that peasant children might
be able to ascend upwards through the school system or be allowed to mix with other social classes. He also preferred more
emphasis to be placed on the formation of attitudes and character (namely, loyalty, piety and morality) rather than the acquisition
of knowledge. New rules were issued in 1828 which stated that the village school as intended exclusively for the peasants;
the country or district school was reserved for the merchant class; the
gymnasia
and universities should be the exclusive domain of the gentry or nobility. Specific social status was also attached to the
teachers at the various levels. Those in the parish or village schools had little or no status and could only strive for the
very lowest rank in the Table of Ranks (the fourteenth). Posts in the district schools and
gymnasia
, particularly the latter, obviously commanded greater respect and could only be held by persons of “free estate.” The latter
teachers could rise quite high in the Table of Ranks. Corporal punishment was reintroduced (after having been banned during
the reign of Peter I). One of the most important—and insidious—new developments concerned the creation of the special office
of the Class Monitor or Prefect. Essentially, this represented an official whose primary duties were not only to enforce the
numerous regulations pertaining to the educational work of the students, but to maintain a watchful eye over the entire life
of the student inside and outside of the classroom. Less euphemistically, the Prefect might well have been called an “academic
policeman” or “spy.” The chief disciplinary office in each district, however, was held by the Inspector who enjoyed a great
deal of power. In actual fact, the Prefects were all answerable to him rather than the director or headmaster in each
gymnasium
. As a result, the Inspector ruled over a kind of Fifth Column within the school system. Another perquisite of an Inspectorship
was the administration of corporal punishment. In the district schools the Inspector’s power was even greater. Here the teachers
were required to acknowledge him as their ultimate superior in all matters pertaining to their behavior and duties.
During the reign of Alexander II
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