"WESTERN INFLUENCE IN RUSSIA AFTER PETER THE GREAT" BY V. O. KLIUCHEVSKII

"WESTERN INFLUENCE IN RUSSIA AFTER PETER THE GREAT" BY V. O. KLIUCHEVSKII TRANSLATIONS/TRADUCTIONS MARSHALL S. SHATZ, translator and editor (Boston, U.S.A.) "WESTERN INFLUENCE IN RUSSIA AFTER PETER THE GREAT" BY V. O. KLIUCHEVSKII Lecture 8: The Upbringing a n d Education of the Nobility' Whether a society has an established view o f the purposes of education can always be determined from its schools. Not infrequently we hear that the schools should teach what is useful in life. Where such an opinion holds sway, a view o f the objectives o f education has not yet been established. Indeed, such an opinion subordinates the school to the tastes prevailing at a particular time and makes the pupil the servant, or the sacrifice, of the mo- mentary needs o f adult society. The school fashions its students into a live, trained force intended for the technical production needed by the society, or an organized instrument that replaces mechanical power. Such an opinion, moreover, deprives the school o f any stability, making it the plaything o f fortuitous social enthusiasms. When men o f affairs lead society, they are in- clined to give the school a practical orientation tailored to the immediate needs of the time. But if gay blades, who proclaim http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Canadian-American Slavic Studies Brill

"WESTERN INFLUENCE IN RUSSIA AFTER PETER THE GREAT" BY V. O. KLIUCHEVSKII

Canadian-American Slavic Studies, Volume 28 (4): 419 – Jan 1, 1994

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Publisher
Brill
Copyright
© 1994 Koninklijke Brill NV, Leiden, The Netherlands
ISSN
0090-8290
eISSN
2210-2396
D.O.I.
10.1163/221023994X00206
Publisher site
See Article on Publisher Site

Abstract

TRANSLATIONS/TRADUCTIONS MARSHALL S. SHATZ, translator and editor (Boston, U.S.A.) "WESTERN INFLUENCE IN RUSSIA AFTER PETER THE GREAT" BY V. O. KLIUCHEVSKII Lecture 8: The Upbringing a n d Education of the Nobility' Whether a society has an established view o f the purposes of education can always be determined from its schools. Not infrequently we hear that the schools should teach what is useful in life. Where such an opinion holds sway, a view o f the objectives o f education has not yet been established. Indeed, such an opinion subordinates the school to the tastes prevailing at a particular time and makes the pupil the servant, or the sacrifice, of the mo- mentary needs o f adult society. The school fashions its students into a live, trained force intended for the technical production needed by the society, or an organized instrument that replaces mechanical power. Such an opinion, moreover, deprives the school o f any stability, making it the plaything o f fortuitous social enthusiasms. When men o f affairs lead society, they are in- clined to give the school a practical orientation tailored to the immediate needs of the time. But if gay blades, who proclaim

Journal

Canadian-American Slavic StudiesBrill

Published: Jan 1, 1994

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