DOCSLIB.ORG

Üniversity of Manitoba in Partial Fu1fillment

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Üniversity of Manitoba in Partial Fu1fillment THE EDUCATIONAL POLICTES OF CATHERINE IÏ A Thesis Presented to ' the FacuItY of Graduate Studies ÜniversitY of Manitoba In Partial Fu1fillment of the Requirements for t,he Degree Doctor of PhilosoPhY j l t . by George EPP nébruary L976 ''THE IDUCATIONAL PC)LICIES OF CATHERiNE II'' by GEORGE EPP A tlissertatio¡t subnlitted to the Faculty of Gradr¡atr: Sttrdiss ol' f hrr [Jrrivcrsity ot' M:rnitotra irr purtilt full'ill¡llcllt of' tltc rcqttirctncttts ol'thc tlcgrcc ol' DO('TOR OF PTIILOSOP}IY o 1976 Pennissio¡t has bectl gmtrtctt Lo thc l-.lllltAllY O¡;'f'llU t,NlVljll- Sl'l'Y Otì lll^Nl'l'OljA to lcrrd or scl! copies of this disscrtrtitxr. ttr the NATIoNAL LIBRAI{Y ()t (lANAl)A to luicrol'il¡u tltis dissertatiort a¡rcl to lend tlr sell copics ol'the l'illll, rnd UNIVDIìSl'tY MIcRoFILMS to publish ln abstftrct ol' this dissertatiotr. T[c autltor rescrves otþer ¡lublic¿ttig¡r rigltts, alld ¡reithor tltt' ctissertation ltor extensivo cxtracts liont it nray tre printetl or r.ltltcr- wise reproclucetl without t hr: ¿rutho¡''s writtc¡t ¡rerttl issitltt. TABLB OF CONTENTS PAGE CHAPTER I. CATHERINE II AND ENL]GHTENED ABSOLUTISM IN RUSSIA The Making of an Enlightened Absolutist ' ' ' ' I The Russi-an RealitY 16 The Pragmatic Ruler 32 Catherinets Most Important Issue 55 IÏ. THE IDEALISTIC PHASB OF CATHBRTNBIS EDUCATTONAL EFFORT, ]-762-1768 Disciples of the PhilosoPhes. 6t Catherinets Early Philosophy of Education" 82 The School- Reforms of the IT60 t s. BT The Nakaz and the Legislative Commission. " 118 III. A DECADE OF REORTENTATTON, 1770-1780 The Impact of the Turkish Inlar. 144 Betskoyrs OrPhanages.. I\T In Seareh of Direction... 154 Friedrieh Melchior Grimm IT6 Cautious Expansion During the L770rs....... 183 CHAPTER PAGE TV. THE BEGINNTNG OF A SYSTEM OF PUBLIC EDUCATTON rN RUSSTA, r7B2-r796 The German Enlightenment in Russia.. 208 Yankovich and the New School Commission" 227 Catheriners Statute of Public Schools...' 2l+3 The Achievements of a Decade 273 V. CATHBRTNB IT AS AN EDUCATOR The Roots of Catherine's Phi]osophy... "'' 283 The First Teacher of the Grand Dukes 295 Instructions for the Education of Princes 302 The Republican Tutor of the Grand Dukes. 306 VI. CATHBRINE'S EDUCATIONAL POLTCTES ÏN RETROSPECT.. 335 BTBLIOGRAPHY 37\ APPENDÏCES Excerpts from four important eighteenth century documents concerning Russian educatÍon" ' 39r ACKNOIiüLEDGEMENTS I would like to express my gratitude to Professor Dr. P. Call who assumed direction of this thesis and whose insights and helpful criti- cism were deeply appreciated. Thanks are also due to profesÊor Dr. O. 1iü. Gerus for stimulating my interest in Russian educatÍon, which led to the choice of this toPic. The author is furthermore indebted to the Department of History of the University of Mani- to|a for financial support at the critical stage of his studies, and to the Department of Graduate Studies and Research for providing a grant to support his research at the Library of Congress, anä- at the Universities of Yale and Harvard' He is also indebted to many friendly and competent librarians, especially to Mr. Muchin of the slavic Collection, University of Manitoba. Final-ly, I would like to express mY appreciation tó my family, especially to my wife, fði' accepting the inevitable saerifi-ces, and for sharing in the i oys and frustrations of this effort. tnants are also d'ue to I¡lerner Epp for many hours of proofreading. i....: PREFACE At the end of the seventeenth century there emerged a new intellectual movement in Europe which was spearheaded by the English empiricists, Hobbes and Locke. It reached its zenith in eighteenth century France where Montesquieu, voltaire, and the Encyclopedists enhanced its powerful appeal- and prestige. This movement, known as the Bnlighten- ment, challenged old traditions, seeking to regenerate society. Nothing escaped the scrutiny of the philosophes of the Enlightenment, and their cri-tical analysis of society eventually shook the political structure of Europe. The philosophes also stimulated an unprecedented interest in educati-on The Era of the Enlightenment coÍncides with a growing interest of man in the world as a whole, and Europe ex- perienced a growing spirit of internatj-onal cooperat|on. The philosophes demanded that mants institutions be founded on ItSound. reasontt, whiCh, According tO them, would promote peace and progress. A flourishing literature spread their optimi-stic, and someti-mes naively utopian theories about 11 the future of mankind, a future when man would be rrfree from all prejudices and wrong conceptionsrr. They believed that education could sol-ve most problems of society. There was no unanimity of theory or method among the prophets of the Enlightenment, but they shared an unshakable faith in reason and in manrs innate goodness and equality' This faith in man led Rousseau to the conclusÍon that man i^ias a product of his environment and of education. He argued that a perfect society could be created by edu- cating children in isolation from the i-nfluences of a corrupt society. His educati-onal philosophy, partly in- spired by Locke, tolerated no coercion. Educators, h€ argued, should be ideal men who by example and sound argu- ment could guide students to perfection. Adopted and further developed by Felbiger, Basedow, Pestalozzi, and others, these educational theori-es eventually conquered most of western BuroPe. Russj_a was the one important European country that remai-ned almost untouched by the Age of Reason. Peter the Great (I689-fT2Ð attempted to westernize Russia, but for him westernization meant only modernizatLon in a technical sense. The philosophical aspects of the European Enlighten- ment remained unnoticed by him, and his heirs hlere even less : a :.1 : | : :' : .t ::. : ::. :¡r:- : j:;i; -:: - :tl -- l_ l_ l_ prepared to grasp the significance of that movement. It is true unat toward the middl-e of the ei-ghteenth century there were a few Russian disciples of the European Enlightenment (such as Betskoy and Ivan Shuvalov), but due to the general backwardness of the country prospects for change in Russia seemed to be Very remote. Russian rulers were ignorant of European intellectual l-ife, and furthermore, Russia lacked a middle c1ass, that segment of society which was mainly responsible for the success of the western European Enlighten- ment. Yet, iri 1762, with the ascendance of Catherine ÏI, the situation began to change, and an astonished Europe witnessed the emergence of a Russian Enlightenment. catherine the Great of Russia was one of the most colorful personalities of her time. Russian influence during her reign expand,ed rapidly, and, for the first time, Russia became a Superpower. It is not surprising, therefore, that Catherine t s international involvement has attracted more attention from historians than her domestic policies. Yet, it would seem that during the first years of her reign Catherine was at least as much interested in domestic re- forms as in internatj-onal adventures. In fact, she was the only enlightened despot of her time to start a reign with a program for peace and domestic reforms. A disciple of the !:ji AV \^iestern philosophes, she believed education to be the key to happiness and SucceSS, and one of her f irst concerns I^IaS the education of her nation. The questûon as to the relationship between eighteenth century educational trends and twentieth century developments is no longer irrelevant, since it has become |ncreasingfy obvious that a strong element of continuity i-n Russian history cannot be denied. Therefore, Catherinets education- al policies seem to deserve special attention. It is generally accepted that, for one reason or another, the beginning of the Russian Enlightenment coincides with Catherinets rei-gn. With the public school legislation of 17$6--tne first Russian school act to affect the whole nation--Catherine launched the Russian school system. This act promoted the Enlightenment in a direct vfâV r and hence it is important to study Russian education in the context of the Russian Bnlightenment. In analysing Catherine I s educational policies there are several questions that need clarification. hlhat moti- vation was behind Catherine's reforms, and to what extent did western educational developments influence Russian re- forms? It should be noted that while Russi-a was the most backward of the larger states of Europe when Catherine became ruler in 1762, public education had not yet been introduced by any European country. Thus, Russia was not really far behind Prussia and Austria, for example, in initiating educational reforms, but the general conditions on the eve of the reforms in Russia were far behind those in Prussia and Austria. There were more than a dozen German universities serving the German speaking area of central Europe, while Russiars one university and the Academy sti1l depended on a German speaking faculty. Most important, Austria and Prussia had a well educated ecclesiastical c1ass, while Russia lacked that pool of educated people who coul-d serve as the first teachers. In view of these con- ditions the question must be asked: How effectj-ve could Catherine I s reforms be and to what extent have they realIy affected Russian educati-on? Catherine I s emphasis on educatj-on was so great that every significant legislative act reflected her educational philosophy. She believed that all legislation should serve an educational- purpose. fn studying Catherine ? s educational- policies this constitutes a problem, since it is difficult to isolate her educational reforms from other domesti-c policies. This study will focus on Catherine I s educational policies, attempting to i-nterpret her educational acts in I i': .-j'.' vl_ the broader context of her legislative effort. The in- tention is to gain insight into the relationship of Catherinets educational policies to the western Enlighten- ment, and to test the foundation of Russian education by investigating its roots in the Russian Enlightenment of the eighteenth century.
Load more

Recommended publications
  • Catherine the Great and the Development of a Modern Russian Sovereignty, 1762-1796
    Catherine the Great and the Development of a Modern Russian Sovereignty, 1762-1796 By Thomas Lucius Lowish A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in History in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Victoria Frede-Montemayor, Chair Professor Jonathan Sheehan Professor Kinch Hoekstra Spring 2021 Abstract Catherine the Great and the Development of a Modern Russian Sovereignty, 1762-1796 by Thomas Lucius Lowish Doctor of Philosophy in History University of California, Berkeley Professor Victoria Frede-Montemayor, Chair Historians of Russian monarchy have avoided the concept of sovereignty, choosing instead to describe how monarchs sought power, authority, or legitimacy. This dissertation, which centers on Catherine the Great, the empress of Russia between 1762 and 1796, takes on the concept of sovereignty as the exercise of supreme and untrammeled power, considered legitimate, and shows why sovereignty was itself the major desideratum. Sovereignty expressed parity with Western rulers, but it would allow Russian monarchs to bring order to their vast domain and to meaningfully govern the lives of their multitudinous subjects. This dissertation argues that Catherine the Great was a crucial figure in this process. Perceiving the confusion and disorder in how her predecessors exercised power, she recognized that sovereignty required both strong and consistent procedures as well as substantial collaboration with the broadest possible number of stakeholders. This was a modern conception of sovereignty, designed to regulate the swelling mechanisms of the Russian state. Catherine established her system through careful management of both her own activities and the institutions and servitors that she saw as integral to the system.
    [Show full text]
  • From%20Irina%20Reyman%2C%20Ritualized%20Violence
    PHYSICAL INVIOLABILITY AND THE DUEL pUNCH OR STAB: THE RUSSIAN DUELIST’S DILEMMA The Russian duel was a surprisingly and consistently violent affair. I do not imply that Russian duels were more deadly than those in the West (the fatality rate in Russia never approached that in France in the late sixteenth and early seventeenth centuries or in Germany at the end of the nineteenth century).1 I mean rather that conflicts over honor were frequently resolved in unregu lated spontaneous physical confrontations rather than in formal en- counters . Furthermore, those confrontations differed from rencontres in that they involved direct physical contact—hand-to-hand fighting or the use of weapons unrecognized by the dueling ritual, such as walking sticks or whips. The use of standard dueling weapons— swords or pistols—appears to have been optional. In other words, from the introduction of the duel in Russia to its demise, a conflict over honor was as likely (and at times more likely) to result in an im mediate and violent hand-to-hand fight as in a formal duel of honor. This happened so frequently that physical force seems to have been an accepted alternative to the duel. In fact, it would be possible to write (—S A Brief History of Dueling in Russia 97 98 a variant history of dueling in Russia featuring fistfights, slaps in the Everyone present—nobles face, and battering with walking sticks. and commoners, officers and enlisted men, Historians of the Russian women too—had at each other. Klimovich’s wife was beaten with a duel have consistently ignored or dis missed this ugly and violent club and her mother threatened.4 Grinshtein seems to have won this alternative behavior as aberrant.
    [Show full text]
  • Peter the Great and His Changing Identity Emily Frances Pagrabs Wofford College
    Wofford College Digital Commons @ Wofford Student Scholarship 5-2016 Peter the Great and His Changing Identity Emily Frances Pagrabs Wofford College Follow this and additional works at: http://digitalcommons.wofford.edu/studentpubs Part of the European History Commons, and the Slavic Languages and Societies Commons Recommended Citation Pagrabs, Emily Frances, "Peter the Great and His Changing Identity" (2016). Student Scholarship. Paper 17. http://digitalcommons.wofford.edu/studentpubs/17 This Honors Thesis is brought to you for free and open access by Digital Commons @ Wofford. It has been accepted for inclusion in Student Scholarship by an authorized administrator of Digital Commons @ Wofford. For more information, please contact [email protected]. Peter the Great and His Changing Identity Senior History Honors Thesis May 11, 2016 Emiley Pagrabs Pagrabs 1 Introduction Well aware of the perception that foreigners held of him, Peter the Great would never apologize for his nationality or his country. A product of his upbringing, Peter did have some qualities that many foreigners criticized as barbaric and harsh. Said Peter: They say that I am cruel; that is what foreigners think of me, but who are they to judge? They do not know what the situation was at the beginning of my reign, and how many were opposed to my plans, and brought about the failure of projects which would have been of great benefit to my country obliging me to arm myself with great severity; but I have never been cruel…I have always asked for the cooperation of those of my subjects in whom I have perceived intelligence and patriotism, and who, agreeing with my views, were ready to support them.1 Essentially, Peter I was simply a Russian.
    [Show full text]
  • The Daughter of Peter the Great; a History of Russian Diplomacy and Of
    Digitized by the Internet Archive in 2007 with funding from Microsoft Corporation http://www.archive.org/details/daughterofpetergOObainuoft /t<r /,// six THE DAUGHTER OF PETER THE GREAT A HISTORY OF RUSSIAN DIPLOMACY AND OF THE RUSSIAN COURT UNDER THE EMPRESS ELIZABETH PETROVNA 1 741-1762 BY R. NISBET BAIN AUTHOR OF "THE PUPILS OF PETER THE GREAT" "GUSTAVUS III AND HIS CONTEMPORARIES" "CHARLES XIII" ETC ETC NEW YORK E. P. DUTTON AND CO WESTMINSTER ARCHIBALD CONSTABLE AND CO 1900 Reprinted by Scholarly Press - 22929 Industrial Drive East - St. Clair Shores, Mich. 48080 PK B32> G^ LIST OF ILLUSTRATIONS. Elizabeth Petrovna, aetat. 32. Photogravure Frontispiece. Field Marshal Count Munnich . Face Page 22 The Grand Duke Peter, aetat. 16 . „ ,, 66 The Grand Chancellor Count Alexius Bestuzhev-Ryumin , „ p7 The Grand Duchess Catherine ... „ „ 234. Elizabeth Petrovna, aetat. 52 ... „ „ 286 The Grand Duke Peter, aetat'. 33 . ,, „ 314 — — CONTENTS. PAGE INTRODUCTION xi BIBLIOGRAPHY xv CHAPTER I. introductory— peter's pupils i Death of Peter the Great —Danger of a reaction— Peter's pupils—Menshi- kov, Tolstoi, Yaguzhinsky—Their promptness—Catherine I and her difficulties—The history of Russia during the eighteenth century the liistory of her foreign policy —Why this was so — Ostermann—The hostility of England brings about the Austro-Russian Alliance Peter II—Anne of Courland — Brutality of her favourite, Biren—His character—The genius of Ostermann—Russia's triumphs abroad—Miin- nich and Lacy—Death of Anne—Merits and defects of her government. CHAPTER
    [Show full text]
  • In the Lands of the Romanovs: an Annotated Bibliography of First-Hand English-Language Accounts of the Russian Empire
    ANTHONY CROSS In the Lands of the Romanovs An Annotated Bibliography of First-hand English-language Accounts of The Russian Empire (1613-1917) OpenBook Publishers To access digital resources including: blog posts videos online appendices and to purchase copies of this book in: hardback paperback ebook editions Go to: https://www.openbookpublishers.com/product/268 Open Book Publishers is a non-profit independent initiative. We rely on sales and donations to continue publishing high-quality academic works. In the Lands of the Romanovs An Annotated Bibliography of First-hand English-language Accounts of the Russian Empire (1613-1917) Anthony Cross http://www.openbookpublishers.com © 2014 Anthony Cross The text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). This license allows you to share, copy, distribute and transmit the text; to adapt it and to make commercial use of it providing that attribution is made to the author (but not in any way that suggests that he endorses you or your use of the work). Attribution should include the following information: Cross, Anthony, In the Land of the Romanovs: An Annotated Bibliography of First-hand English-language Accounts of the Russian Empire (1613-1917), Cambridge, UK: Open Book Publishers, 2014. http://dx.doi.org/10.11647/ OBP.0042 Please see the list of illustrations for attribution relating to individual images. Every effort has been made to identify and contact copyright holders and any omissions or errors will be corrected if notification is made to the publisher. As for the rights of the images from Wikimedia Commons, please refer to the Wikimedia website (for each image, the link to the relevant page can be found in the list of illustrations).
    [Show full text]
  • The Influence of Dogma on the Evolution of the Russian Education System: a Study in Time Perspective
    THE INFLUENCE OF DOGMA ON THE EVOLUTION OF THE RUSSIAN EDUCATION SYSTEM: A STUDY IN TIME PERSPECTIVE by H. CHRISTINE PRICE submitted in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the subject HISTORY OF EDUCATION at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: PROFESSOR SL H VAN NIEKERK FEBRUARY 1995 DECLARATION I hereby declare that The influence of dogma on the evolution of the Russian education system: a study in time perspective is my own work and that all the sources which were used or quoted by me have been indicated and acknowledged by means of complete references . ... t~t t,. r~. ~ ~..... .... i. ~ ..l P.. ~.I..?.~ SIGNATURE DATE (Mrs H C Price) ii FOREWORD I would like to express my gratitude to my supervisor, professor S.L.H. Van Niekerk for her incisive criticism and comments. Her guidance and support have been invaluable. The following people have provided me with information which has given me greater insight into the Soviet education system, through their own experiences of it: • Evgeny, student, from Vladivostok, Russia • Janosh Skultety, retired engineer from Hungary • Rudmilo Jankovich, a student, from Rumania • Dr. V. Lebedev, cultural attache of the Russian Federation Thank you for being so generous with your time and for sharing what were often painful memories. I would also like to express my gratitude to Mr Rob Northey, editor of education reports of the Pretoria News for his comments on reportage of current changes in education in South Africa. Grateful thanks to my husband Patrick for his patience in helping with the technological aspects of word processing and printing.
    [Show full text]
  • Dutch and Flemish Art in Russia
    Dutch & Flemish art in Russia Dutch and Flemish art in Russia CODART & Foundation for Cultural Inventory (Stichting Cultuur Inventarisatie) Amsterdam Editors: LIA GORTER, Foundation for Cultural Inventory GARY SCHWARTZ, CODART BERNARD VERMET, Foundation for Cultural Inventory Editorial organization: MARIJCKE VAN DONGEN-MATHLENER, Foundation for Cultural Inventory WIETSKE DONKERSLOOT, CODART English-language editing: JENNIFER KILIAN KATHY KIST This publication proceeds from the CODART TWEE congress in Amsterdam, 14-16 March 1999, organized by CODART, the international council for curators of Dutch and Flemish art, in cooperation with the Foundation for Cultural Inventory (Stichting Cultuur Inventarisatie). The contents of this volume are available for quotation for appropriate purposes, with acknowledgment of author and source. © 2005 CODART & Foundation for Cultural Inventory Contents 7 Introduction EGBERT HAVERKAMP-BEGEMANN 10 Late 19th-century private collections in Moscow and their fate between 1918 and 1924 MARINA SENENKO 42 Prince Paul Viazemsky and his Gothic Hall XENIA EGOROVA 56 Dutch and Flemish old master drawings in the Hermitage: a brief history of the collection ALEXEI LARIONOV 82 The perception of Rembrandt and his work in Russia IRINA SOKOLOVA 112 Dutch and Flemish paintings in Russian provincial museums: history and highlights VADIM SADKOV 120 Russian collections of Dutch and Flemish art in art history in the west RUDI EKKART 128 Epilogue 129 Bibliography of Russian collection catalogues of Dutch and Flemish art MARIJCKE VAN DONGEN-MATHLENER & BERNARD VERMET Introduction EGBERT HAVERKAMP-BEGEMANN CODART brings together museum curators from different institutions with different experiences and different interests. The organisation aims to foster discussions and an exchange of information and ideas, so that professional colleagues have an opportunity to learn from each other, an opportunity they often lack.
    [Show full text]
  • A History Untold by Valdis V
    “Tearing Apart the Bear” and British Military Involvement in the Construction of Modern Latvia: A History Untold by Valdis V. Rundāns BASc, Waterloo, 1975 BA, Victoria, 2008 A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER of ARTS in the Department of History © Valdis V. Rundāns, 2014 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii Supervisory Committee “Tearing Apart the Bear” and British Military Involvement in the Construction of Modern Latvia: A History Untold by Valdis V. Rundāns BASc, Waterloo, 1975 BA, Victoria, 2008 Supervisory Committee Dr. Serhy Yekelchyk (Department of History) Supervisor Dr. Perry Biddiscombe, (Department of History) Departmental Member iii Abstract Supervisory Committee Dr Serhy Yekelchyk (Department of History) Supervisor Dr. Perry Biddiscombe (Department of History) Departmental Member Despite significant evidence to the contrary in the Latvian language, especially the memoirs of General Pēteris Radzinš, Latvians, historians included, and others, have persisted in mythologizing the military events of 8 October to 11 November 1919 in Riga as some sort of national miracle. Since this Latvian army victory, first celebrated as Lāčplēsis Day on 11 November1920, accounts of this battle have been unrepresented, poorly represented or misrepresented. For example, the 2007 historical film Rīgas Sargi (The Defenders of Riga) uses the 1888 poem Lāčplēsis by Andrējs Pumpurs as a template to portray the Latvians successfully defeating the German-Russian force on their own without Allied military aid. Pumpurs’ dream and revolutionary legacy has provided a well used script for Latvian nation building.
    [Show full text]
  • Menu Eng 11.Cdr
    Cold snacks he Empress started her lunch at 1 p.m. Three or four courses were served. The snacks included overseas delicacies: oysters, beefsteaks, gateau, as well as Russian ones: sturgeon, sterlet, unpressed T caviar, balyk, and also various sausages and roastbeef. At lunch the Empress drank pure water, and was served a glass of Madeira, following the doctor's advice. She adored currant jelly, diluted with water. TELNOE (MINCED FISH) BEET SALAD WITH HERRING WITH BUTTER CREAM AND CHRAIN -310- -255- VEGETABLE PASTE WITH -110- Cold snacks DUCK PATE IN ORANGE JELLY -390- Salads VEAL SALAD WITH COLD RATATOUILLE AND GAZPACHO -360- salads Hot snacks MURMANSK SCALLOPS ON CAULIFLOWER PUREE PANCAKES WITH ATLANTIC SALMON -395- AND SPINACH Home-madepancakes with slightly salted Atlantic salmon in cream sauce with spinach/200g/ FISH PIE “RASSTEGAI” -295- Tender fillet of Atlantic salmon and zander in airy puff pastry/180g/ POTATO PANCAKES WITH SALMON -395- Potato pancakes are served with slightly salted salmon and bryndza /120/50/50g/ JULIENNE WITH CHICKEN AND -280- MUSHROOMS Wild mushrooms and chicken fillet baked in dough envelope /180g/ PORK TONGUES WITH POTATOES -420- Pork tongues stewed with mushrooms and cream, -520- served with wedges of baked new potatoes /140/100/40g/ . atherine loved arranging different balls and receptions. However, her passion for simplicity often made her orgainse the shows which looked too extravagant. For instance, at burgher balls, once C loved by Catherine, everyone had to wear modest outfits while the tables were full of exquisite dishes. Soups rench cuisine, so adored by Catherine the Great, could be divided into three parts: entree, or main courses, hors d'oeuvre – starters, which are served before main courses, and entremet – neutral F dishes, served between courses.
    [Show full text]
  • DON JUAN Canto 9 Written: Sts. 1-10, Venice, July 10Th 1819
    1 DON JUAN Canto 9 Written: Sts. 1-10, Venice, July 10th 1819; Sts.11-85, Pisa, August- September 1822 Fair-copied by Mary Shelley: dates not available Published by John Hunt, anonymously, with Cantos 10 and 11, August 29th 1823 Manuscripts: Rough draft: Beinecke Library, Yale Fair copy by Mary Shelley: not found 2 Don Juan Canto Ninth edited by Peter Cochran [draft of sts. 1-10:] July 10. th 1819. — — I. Oh, Wellington! (or “Villainton” – for Fame Sounds the heroic syllables both ways; France could not even conquer your great name, But punned it down to this facetious phrase 1 – Beating or beaten she will laugh the same) 5 You have obtained great pensions and much praise; Glory like yours should any dare gainsay, Humanity would rise, and thunder “Nay!” * * Note — Query, Ney? — Printer’s Devil. 2 Canto IX starts with the ten anti-Wellington stanzas, the first eight of which were originally to have gone at the start of Canto III. Stanzas 1 - 8 are fair-copied by Teresa Guiccioli, and 9 - 10 composed by Byron for the occasion. 1: But punned it down to this facetious phrase : Vilain ton would translate as Boorish style . Wright quotes a French jingle to illustrate: Faut qu’Lord Vilainton ait tout pris, N’ya plus d’argent dans ce gueux de Paris. (Lord “Vilain ton” must have taken everything – there’s no cash left in this beggarly place, Paris.) 2: “Ney!” pun on the name of Napoleon’s finest Marshal, Michel Ney (1769-1815) who fought (inter alia) at Jena, Smolensk, Borodino, Lützen, Leipzig and, finally, led the French centre at Waterloo – having previously gone over to Louis XVIII before the Hundred Days.
    [Show full text]
  • Foreign Languages and Noble Sociability: Documents from Russian Masonic Lodges
    Foreign languages and noble sociability: documents from Russian Masonic lodges Introduction Freemasonry in eighteenth- and early nineteenth-century Russia At an early point in the long spiritual odyssey that he makes in War and Peace, Tolstoy’s Pierre Bezukhov, during a wait for fresh horses at a post-station on the road between Moscow and St Petersburg, encounters an elderly man who introduces him to freemasonry. Downcast by his failure to find a faith or set of beliefs that might give purpose to his life and provide a reliable foundation for the choices human beings have to make, Pierre is attracted by the moral certainty that this man, Iosif Bazdeev, derives from his belief in an all-powerful, eternal being. Reflecting rapturously on what Bazdeev has said to him, Pierre comes to believe that freemasonry might furnish the means to realise the utopian vision of a ‘brotherhood of all people, united in the aim of mutual support along the path of virtue’.1 On his return to St Petersburg, he allows himself to be initiated into the Brotherhood at a lodge to which he is taken by a Polish count to whom Bazdeev had recommended him. Freemasonry had been introduced into Russia in the mid-eighteenth century, mostly from British and German sources in the first instance. For most of the age of Catherine II (the Great) it was allowed to flourish. It attracted men who were close to or trusted by Catherine, as well as men of letters, for example Aleksandr Bibikov (1729-74), who commanded the forces that put down the Pugachov Revolt in 1774, Catherine’s cabinet secretary Aleksandr Khrapovitsky (1749-1801) and, especially, Ivan Elagin (1725-94), who was director of the imperial theatres from 1766-79.
    [Show full text]
  • Portrait of a Youth in a Powdered Wig, Probably Tsarina Elizabeth I Petrovna Oil on Canvas 60.3 X 48.2 Cm (23¾ X 29 In)
    Attributed to Ivan Nikitich Nikitin (Moscow c.1680 - 1742) Portrait of a Youth in a Powdered Wig, probably Tsarina Elizabeth I Petrovna oil on canvas 60.3 x 48.2 cm (23¾ x 29 in) The fair complexion of the sitter, dressed here in a coat of green velvet trimmed with gold fringe and a powdered wig, and her subtle expression of amusement and defiance, give the unmistakable impression of a woman in men’s clothing. The painting was traditionally thought to portray Catherine the Great of Russia. However, the likeness seems closer to that of Tsarina Elizabeth I Petrovna, daughter of Peter the Great and Catherine’s predecessor. In a portrait of Elizabeth by Carle Van Loo (1705-1765) her oval face, languid eyes and delicate features are identical to that of the woman portrayed by Ivan Nikitich Nikitin (1760, Peterhof Palace). Given her famed beauty as well as a love of material excess and spectacle, it seems fitting that the Tsarina be portrayed in such a provocative manner. Elizabeth Petrovna (1709-1762) reigned as Tsarina of Russia from 1741 until her death. The second eldest daughter of Peter the Great (1672-1725) and Catherine I (1684-1727) she was proclaimed a Tsarina in 1721.¹ Although her father had ambitious marriage plans for her, she remained officially unmarried throughout her life. An attempt to marry Elizabeth into the French Bourbon dynasty through a union with the young French King Louis XV proved successful while her betrothal to Prince Karl Augustus 125 Kensington Church Street, London W8 7LP United Kingdom www.sphinxfineart.com Telephone +44(0)20 7313 8040 Fax: +44 (0)20 7229 3259 VAT registration no 926342623 Registered in England no 06308827 of Holstein-Gottorp was ill-fated as he died several days after the ceremony.
    [Show full text]