Institutes for noble maidens: who and what they taught there

Institutions for noble maidens were crucial to the education of girls from aristocratic families in the eighteenth and nineteenth centuries. These educational establishments were created to impart academic knowledge, practical skills, and manners to young ladies in order to equip them for positions of authority in society.

These institutions frequently taught literature, foreign languages, music, and art to their students. But manners, social grace, and homemaking abilities were also highly valued, as they were thought to be necessary for a complete noblewoman.

Being a part of such an institute was about more than just learning; it was about making relationships with powerful families. These institutions offered girls a disciplined setting in which they could cultivate the traits upper-class expectations placed on them.

How institutes for noble maidens appeared

It was long thought that home education would suffice for the weaker sex and that they did not require special education. Girls were dependent on the male members of the family until the 18th century, when they became fully independent. In Russia, women were not allowed to pursue careers in science, write books, vote, or receive an education. This went on until the accession of Catherine the Great. She was largely responsible for the increased independence and education of women throughout the Russian Empire.

Women eventually advanced to become full-fledged citizens, scientists, novelists, and even astronauts as we drew closer to the present day. They were no longer only mothers and wives. For instance, did you know that American Grace Hopper was a software developer? Maria Sklodowska-Curie made the discoveries of radioactivity and two new elements, polonium and radium, while Rosalind Franklin determined the structure of DNA with the use of X-rays. In addition, women invented a great deal of other everyday items.

Institutions for noble maidens served as places of education where girls could pursue their education. They were the ones who started Russia’s system of female education. The Smolny Institute was the first of its kind, having opened in 1764. It bore no resemblance to contemporary educational establishments. Catherine the Great’s close friend Ivan Betskoy backed the empress in her ambitions for Europeanization, which included giving women a bigger say in how society developed. He was the one who started the process of making Smolny.

One of the main contributions to the advancement of female education was made by Empress Maria Feodorovna. Following the death of the ruler, she led the establishment of two more institutes in St. Petersburg, carrying on the work that Catherine had started. And in the following century, a nationwide network of comparable educational establishments known as the Mariinsky Women’s Institutes emerged. Women’s gymnasiums later started to appear in addition to the institutes, of which there were already thirty by 1917.

For whom were the institutes for noble maidens created

At first, Smolny was only open to girls from aristocratic backgrounds. They were not only foreigners, but also Russian aristocrats’ daughters and princesses of Georgia. In certain instances, wealthy individuals or members of the imperial family personally covered the cost of some girls, helping a poor family or an orphan in the process.

Girls from various social classes and financial backgrounds were thus represented in the classes. However, this inequality went unnoticed because everyone wore the same camlet dresses and white aprons.

The girl’s dress color was determined by the class she attended.

The younger classes, known as "coffee girls," got their nickname because their dresses were colored like coffee. The older class wore gray, blue, or light blue clothing. Older girls wore white dresses as a sign that they were prepared to get married. Graduating students’ white dresses were quickly replaced with green ones because the former were more practical, but the term "white" was still used.

Girls had to prove their religious upbringing and pass exams in both Russian and French in order to be admitted to the institute. However, the girl’s origins served as the primary criterion for selection, and test results were not the only consideration.

Training program and procedures in institutes for noble maidens

The moral and intellectual upbringing of girls who would subsequently serve the state and be able to bear and raise new, deserving citizens was the aim of the educational establishment.

The institutes were boarding schools where girls were sent to live in addition to attending classes. Parents enrolled their six-year-old daughters in three four-year classes for a total of twelve years of education. The teachers stayed with the students until they were adults, during which time they were not allowed to leave the school.

There were hardly any family get-togethers, and initially there were no holidays either. Parents agreed to this by signing a statement, promising not to call their daughter home before the deadline. The pupils were shielded from the effects of the surroundings by these measures. The best young men from the cadet schools attended these invitation-only balls, where the students also hardly ever saw members of the other sex.

Girls were taught foreign languages, math, the Bible, drawing, knitting, sewing, and both vocal and instrumental music in Smolny. Subsequent additions included geography, history, economics (primarily home economics), and biology.

But many sciences were studied superficially by girls. One textbook was used to study history, and many topics were skipped. The skeleton was not dissected when studying anatomy, and microscopes were not used to view tissues and cells in biology. On a 12-point scale, 1 represents "bad," 7 represents "good," and 12 represents "excellent" knowledge. The start of the students’ day was at six in the morning. Lessons follow morning prayer and breakfast. Sports and games had a place there.

Above all, secular behavior and manners were taught in the institutes for noble maidens. The French language, dancing, and the Law of God were the three primary subjects. It was thought that the top graduates could pursue successful careers, even in court, if they could master this minimal. Apart from their academic pursuits, the girls engaged in social events such as attending balls and walks, dining with the empress, who showed them great hospitality and expressed delight in having them around. She wished for the Smolny graduates to serve as role models for all women in the nation.

The upbringing and education of noble maidens in institutes had a different original meaning over time. According to an official document, the initial objective was to "give the state educated women, good mothers, useful members of the family and society." Over time, this evolved into attempts at rigid education—better described as training than cultivation—in the spirit of Catherine II’s Enlightenment. Girls spent their entire childhood growing up there, under strict supervision.

Class ladies watched over the girls by being present in class, accompanying them on walks, supervising lunch, and controlling lights out. It’s up to fate which one, evil or kind, you end up with. In essence, there were sufficient psychological sanctions but no physical ones were used by the teachers. For instance, a student was placed behind a black table wearing stockings and her worn-out shoes were on display for everyone to see, all because her shoes had lost their neat appearance.

The students’ worst experiences with the institute had to do with the food. Frequently, the portions were tiny and the quality and taste were inadequate.

Treats from visitors or, in rare occasions, members of the imperial family might be given to students. During holidays, cakes, candies, and hearty dishes were typically served. Otherwise, though, finding means to end hunger became necessary. It is important to remember, though, that not all cases were like this.

Reforms of the institutes for noble maidens

The curriculum and daily schedule at Smolny Institute evolved. Strict seclusion eventually came to an end, and girls were eventually permitted to see their relatives—albeit temporarily behind bars. Later, the girls were allowed to go home for the holidays and the much-anticipated meetings were no longer restricted by bars. There were occasions when the seniors were permitted to attend concerts and theaters. The course was restricted to seven years, and the admission age was raised.

According to Alexandra Yeshevskaya’s memoirs: "I really liked the quiet, clean, and measured life, full of work and at the same time cheerful from the presence of so many friends, who were very suitable for each other because they were similar in birth and upbringing. Having recently returned from their vacations, everyone exchanged their most recent summertime memories with one another. The early days passed quickly because everyone got to know each other.

In the early 1860s of the 19th century, Konstantin Ushinsky made significant contributions to curriculum reform. Under his direction, the curriculum was expanded to include foreign and Russian literature, physics, geography, and history.

It was thought that the Smolny offices’ constant coolness toughened the students. It was barely 16 degrees in the bedrooms, so they had to use the Neva’s ice water for washing. The girls carried a white peler, a short cloak, and detachable sleeves that hung down to their wrists, along with dresses with short sleeves, open shoulders, and a neck. However, the girls had to sit through the cold without her during class. Ushinsky got rid of this regulation.

Additionally, a second senior class materialized beneath him. This implied that girls would be given the title of "home teacher" upon graduation, which was a legitimate profession with a salary.

Career of graduates

Girls waited for the chance to marry well or to become class ladies after graduating from the institute. However, following Ushinsky’s reforms, graduates had more career options: they could become writers, teachers, or hold influential positions in society.

Of course, being a maid of honor in the palace was the most honorable job. They only became the best.

Young ladies from aristocratic families were greatly influenced by the institutes for noble maidens. These institutions offered girls a disciplined setting where they could acquire a well-rounded education covering both academic subjects and useful skills.

In order to prepare them for their roles in high society, students were taught the values of manners, culture, and moral responsibility. They received instruction in domestic skills, which were necessary for running households and meeting social expectations, in addition to intellectual development.

Even though times have changed, these institutes’ impact is still fascinating because it shows how differently education for women was once approached.

In the 18th and 19th centuries, educational establishments known as "institutes for noble maidens" were dedicated to instructing young ladies from aristocratic households. These educational institutions offered a combination of practical skills like music, art, and manners, with academic subjects like languages and literature. Their preparation for life in high society was the aim, with a focus on social and intellectual refinement.

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