Schools in pre-revolutionary Russia: gymnasium, real school, zemstvo school ..

The nature of education in pre-revolutionary Russia was substantially different from that of modern times. Schools were separated by kind and function, and the social classes of the students who attended them was reflected in those divisions. Real schools, zemstvo schools, and gymnasiums all catered to distinct social classes.

Children from higher socioeconomic classes frequently attended gymnasiums. These educational institutions prioritized a classical education, with a focus on literature, philosophy, and languages. Real schools, on the other hand, offered a more hands-on education, focusing on science, math, and engineering to get students ready for jobs in the technical or industrial sectors.

Zemstvo schools were founded in rural areas to educate peasant children. These schools provided a fundamental education, teaching math, reading, and writing, but they frequently lacked supplies. The establishment of these schools was a reflection of Russia’s expanding realization that all social classes, not just the elite, needed education.

Type of School	Description
Gymnasium	An elite school focusing on classical education, including Latin and Greek. Mostly attended by the upper class and aimed at preparing students for university.
Real School	Focused on practical education, especially science and technology. It prepared students for technical institutes or direct employment.
Zemstvo School	Established in rural areas by local governments. Aimed at providing basic education to peasants, often focusing on literacy and arithmetic.

Available, but not required

Emperor Alexander I established the Ministry of Public Education back in 1802. The primary proclaimed principles were continuity of educational programs, free primary education, and classlessness (until 1891, except for serfs).

But education was not required. Furthermore, many peasants did not encourage their children to pursue education because they did not know what it meant to study for the average person and did not want to lose their jobs. At the same time, universal compulsory education had already been implemented by the end of the 19th century in the majority of European nations, the United States, and Japan.

Because of this, only 21% of people in the Russian Empire could read and write in 1897, and by 1914, that number had dropped to roughly 40%. Just thirty percent of eight to eleven-year-olds went to school prior to the revolution (46.6% in cities and 28.3% in villages).

Where you could study: types of educational institutions in pre-revolutionary Russia

Primary schools (colleges)

Primary schools, as they were called in the 19th century, came in a variety of forms: parish (at churches), zemstvo, factory schools, rural "ministerial," rural public, and others. Boys and girls were admitted to primary schools at the age of eight. The length of education varied amongst primary school types, ranging from two to six years.

This is fascinating. There are references to "one-class" and "two-class" schools in documents. It turns out that the numbers indicated by these names correspond to student groups rather than years. For all subjects other than the Law of God, there was only one teacher in a one-class school, and there were two teachers in a two-class school. Youngsters from various academic years were gathered in one room. These were the primary school types that were most prevalent.

Those days’ elementary schools taught reading, writing, math, the Law of God, and, if they could, church music. It was occasionally possible to become knowledgeable about the natural sciences, literature, and history.

The following criteria were set for recent graduates:

• according to the Law of God – to easily and fluently read the Bible out loud, correctly pronounce words in Church Slavonic, be able to retell what was read;
• literacy – read any book freely, expressively and meaningfully,
• in arithmetic – learn four arithmetic operations on prime and composite numbers.

Real schools

Real schools have existed since the 1830s; they are also of the "advanced type," or higher (district or city). Peasants and low-income town residents could get a more thorough education there. It was essentially a public nine-year school analogous to those in existence today. There were specialized craft classes available, so it was frequently possible to pursue a career in addition to gaining general knowledge.

These schools taught reading, calligraphy, math, the Law of God, geography, Russian history, drawing, geometry fundamentals, drafting, and natural science (physics, chemistry) in addition to other subjects.

"Higher school" education lasted for six to eight years.

Furthermore, there were specialized educational establishments such as contemporary colleges and technical schools, where students could specialize in fields related to commerce, technology, or general studies.

Real school graduates had access to technical universities and trade schools for further education. It has been possible to enroll in certain university faculties since 1888.

Gymnasiums

This is already a legitimate secondary school, and it’s even the "advanced" kind if we compare it to the current era. Classical knowledge enabled its graduates to pursue higher education at an educational establishment, mainly a university, after completing the gymnasium.

This is interesting. Although gymnasiums existed in Russia since the beginning of the 19th century, they were not prestigious for a long time. They were created to prepare for studying at a university; but the fact is that at that time, even at a university, it was completely unfashionable for the aristocracy and was considered a waste of time! After completing home schooling or boarding school, nobles immediately got a job at the age of 17-18.

In an effort to popularize higher education, Count Speransky insisted on a decree according to which, in order to receive ranks, it was necessary to present a certificate of passing exams at a university. A storm of protest arose, but in practice, all the same, and instead of real study, for a long time, nobles simply… bought these "crusts".

In gymnasium-style schools, students studied for 7-8 years; at 10 years old, they were admitted to the first grade.

There have been two categories of gymnasiums since 1864: classical and real. The following subjects were covered in the curriculum of the classical gymnasium: mathematics, mathematical geography and physics, the law of God, the Russian language with Church Slavonic and literature, a brief introduction to logic, Latin and Greek, mathematics, natural science, history, geography, German and French, and calligraphy. Drawing and drawing lessons, singing, gymnastics, dancing, and music could all be added at any time.

Children from all social classes were officially allowed to study in the gym "without distinction of rank and religion." Naturally, children from lower social classes found it far more difficult to gain entry.

"Those who already possessed elementary school knowledge were permitted entry to the gymnasium.

It used to be common to enroll in preparatory classes, where admission requirements included "knowing the basic prayers, reading and writing in Russian, counting to 1000, as well as performing addition and subtraction over these numbers." Later on, though, preparatory classes started to close collectively.

This is fascinating. Gymnasiums could only accept "those children who are in the care of persons who provide sufficient guarantee of proper home supervision and provision of the necessary amenities for their studies," according to the infamous law "on cooks" children that was passed in 1887. Meanwhile, "children of coachmen, footmen, cooks, laundresses, small shopkeepers, and similar people, who, aside from perhaps those gifted with extraordinary abilities, should not be removed from the environment to which they belong, will not be accepted in gymnasiums with strict observance of this rule."

There was a state exam at the conclusion of training, and "acts" were held at the end of each academic year to read the annual report and award certificates of commendation.

Theological schools and seminaries

Originally, children of clergy were the target audience for this kind of school. In actuality, this turned into a reasonably affordable option for students from other backgrounds to receive an education because attending a seminary was less expensive and the education was virtually identical to that of a gymnasium. In the end, a sizable fraction of theological school graduates chose a secular profession.

Theological schools covered church law and theology in addition to general education courses. But many theological school graduates chose a secular career, and starting in 1863, seminarians could enroll in universities.

Grades: it was possible to get twos, but not many and not everyone

There were no grades at all in elementary schools.

Rather, at the end of the course, each subject had an exam where the graduate had to show what knowledge and skills he had learned.

However, the Ministry of Public Education established a grading system for gymnasiums back in 1837, and it remains in place today as well as it did before the revolution.

It is true that the five-point system used back then differs slightly from the one used now. For instance, if "one" is now essentially never given in our schools and is equivalent to "two" (i.e., the scale is now four points), then these were significantly different grades in those previous years. Furthermore, "five" was not only the best grade, but also a remarkable and relatively uncommon one.

Regarding gymnasium grades at that time, the official "Regulations for the permanent determination or assessment of success in sciences" state the following: First degree: feeble achievement. The student has hardly touched science, either because he was utterly uninterested in science or because he genuinely lacked the innate skills necessary for success in it.

Second degree (fairly successful). Although the student has only learned certain passages from the science curriculum by memory, he is aware of some of it. It did not reach the base of it or the connections between the elements that comprise the whole. It’s possible that this mediocrity results from a weakness in his innate abilities, which work or consistent exercise could not compensate for.

3rd degree was considered a satisfactory mark. It meant that, who knows science "in the form in which it was taught to him", but is limited to a book or the teacher"s words, and it is difficult for him to answer questions comparing different elements of what he has studied. "It is at this level that those gifted much more in memory than in self-thinking stop".
… "5th degree (excellent achievements). The student has mastered the science: very clearly and definitely answers questions, easily compares different parts, brings together the most distant points of the teaching … analyzes new and complex cases offered to him, knows the weak points of the teaching, places where there is doubt, and what can be said against the theory. the student made the science taught an inalienable virtue, so that lessons served him only as a field for practicing independence. Only an extraordinary mind, with the help of a good memory, in combination with a fiery love for science, and consequently with tireless diligence, can rise to such a height in the field of knowledge".

"A poor grade was not viewed as a disaster, but rather as a rather common occurrence, and it did not prevent one from being awarded a certificate—all that was required was an average of three or higher.

Free – only elementary education

Textbooks and instruction were provided for free in parish and zemstvo schools. Simultaneously, the state covered less than half of the expenses (38.6% in 1914).

A further 22.5% came from zemstvos, 13.3% from local government agencies, and 10.9% came from peasants who shared maintenance; benefactors covered 7.3% of the expenses. A portion of the funding for certain schools came from manufacturers, bankers, and merchants. As we would say today, "volunteering"—free labor in schools performed by enthusiasts from among educated people—was a common form of charity.

However, secondary education—in gyms, seminaries, and actual schools—was typically paid for. During the reigns of Alexander II and III, the amount in the gymnasium was approximately twenty-five rubles a year, or the worker’s monthly salary.

The money that parents paid for their children’s education went into special funds, which were used to pay for teacher salaries, classroom supplies, and even financial aid for the most needy pupils.

Some children from low-income families were exempt from paying fees at state-run schools. In actual schools, the "quota" for preferential education was no more than 1/7, and in gymnasiums, it was no more than 1/10 of the total student body.

Who taught in schools in Tsarist Russia

It was mandatory for a gymnasium teacher to hold a university degree. A job like that paid well and earned respect. In city schools, teachers with less substantial "crusts" and lower pay were employed.

And among teachers in elementary and middle schools, a totally different picture surfaced. At that place, you could train as a teacher after finishing:

• special teacher seminaries,
• teacher institutes,
• one-year courses,
• special pedagogical senior classes in secondary schools (colleges and gymnasiums), theological seminaries (for teaching in parochial schools).

Furthermore, anyone could pass special tests to become a people’s teacher and teach in a primary school, regardless of their level of education.

Only primary or home education was obtained by 16.5% of female primary school teachers and 20.8% of male primary school teachers, according to the 1911 census. Pedagogical knowledge was, of course, not in question here.

During the early 1900s, women made up the vast majority of primary school teachers. The profession’s lack of prestige and low pay were cited as explanations for this.

In pre-revolutionary Russia, there were many different types of schools: zemstvo schools provided rural children with a basic education, real schools emphasized practical and technical skills, and gymnasiums focused on classical education and university preparation.

Vacations lasted from a month to six months

Even today’s schoolchildren find it hard to believe that three summer months (give or take a week) do not include summer vacations and exams. However, this was not at all the case previously!

The school year in district schools and gymnasiums started on August 1 and ended on July 1. Yes, there were two weeks off for Christmas as well.

The academic year in elementary schools was only five months long! It started in October and ended in December or March, depending on the area. Children spent the remaining seven months of their "vacation" assisting adults with agricultural tasks. Furthermore, classes were not held very frequently because it was frequently impossible to get to school in bad weather—such as muddy conditions or intense frost.

In pre-revolutionary Russia, educational institutions were crucial in forming the society of the time. Every kind of school offered traditional and practical education, but with a focus unique to itself.

Latin and philosophy were heavily stressed in gymnasiums, which were renowned for their classical education and for preparing students for higher education. Real schools, on the other hand, catered to those interested in trade and the sciences by emphasizing technical and practical subjects. Zemstvo schools gave children from less fortunate homes the opportunity to receive a basic education, especially in rural areas.

Despite the fact that the educational system was constrained by geography and social class, these establishments set the stage for later educational reforms in Russia by establishing a broad foundation for knowledge that reached all societal strata.

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