In what year did the first cadet corps appear? Cadets in the modern world. “Good and solid teaching is for all the benefit of the fatherland, like the root, seed and foundation”

Cadet(fr. - junior, minor) - this was the name in pre-revolutionary France of young nobles who were determined for military service, young children of noble families, before they were promoted to the 1st officer rank. Here is what Igor Andrushkevich, chairman of the Association of Cadets of the Russian Cadet Corps in Argentina, gives on this issue in his report “Education of Russian military youth”, read by him in St. Petersburg and Moscow at the XVI All-Cadet Congress in 1998: comes from the diminutive “capdet” in the Gascon dialect, derived from the Latin “capitelleum”, which literally means “little captain” or “little head”. The French "cadets" gathered in special schools became the heralds of the future cadet corps in Prussia and Russia.
In tsarist Russia since the establishment Anna Ioannovna in 1731 of the “corps of cadets of the gentry” and until the closure in the fall of 1920 of the last cadet corps in different years, in total, there were about fifty cadet corps or military educational institutions, similar in essence to the cadet corps. Outside of Russia, after the October Revolution, at various times functioned up to five Russian cadet corps.
The word "cadet", meaning from the 30s. 18th century and in the Russian language of a pupil of a military educational institution, did not lose its significance in Soviet times. In the difficult years of the Great Patriotic War for the Soviet Union, by a resolution of the Council of People's Commissars and the Central Committee of the All-Union Communist Party (Bolsheviks) of August 21, 1943, for the placement, training and education of children of Red Army soldiers, partisans of the Great Patriotic War, as well as children of Soviet party workers , workers and collective farmers who died on the fronts of the war and in the fascist occupation, special military educational institutions were created, which were supposed to enable children to receive, along with secondary education, the military and military-technical knowledge necessary for further successful learning in secondary and higher military educational institutions of the Armed Forces and subsequent service in officer ranks.
schools were created according to the type of cadet corps of pre-revolutionary Russia, and they were given the names "Suvorov" in honor of the great Russian commander Generalissimo Alexander Vasilyevich Suvorov.
When Peter was proclaimed emperor in 1689, one of his primary tasks was to create a permanent army in Russia with a competent command staff and protect the state from external enemies. Peter was aware that by attracting foreigners to serve in the Russian army and sending young Russian nobles to study military affairs abroad, he would not completely solve the problem of training military personnel for Russian army. The creation of a regular army by Peter, armed with modern weapons, made it necessary to train command personnel in Russia itself to lead military units and units. formed by the beginning of the 18th century. the officer training system was unable to supply the army with officers. The history of the deeds of the great reformer of Russia proves that he was constantly guided by the firm consciousness of the truth expressed by him, that “good and solid teaching is of every benefit to the fatherland, like the root, seed and foundation.”

Before Peter I in Russia, two Guards regiments served as schools that trained officers for the army: Preobrazhensky and Semenovsky - for the infantry and the Life Regiment - for the cavalry. There, young nobles served as soldiers and reached the rank of sergeant, which allowed them to receive the lowest officer rank (ensign or cornet) when they left the guard for the army.
AT 1701 G. Peter founded in Moscow “School of Mathematical and Navigational Sciences” (since 1715 - the Academy of the Naval Guards, later transformed into the Naval Cadet Corps), which, according to Peter himself, was "needed not only for sea traffic, but also for artillery and engineering." Until 1706, this school was under the jurisdiction of the Armory, and then was subordinated to the Order navy and the Admiralty Office. The school accepted the sons of “noble, clerk, clerk, from the houses of boyars and other ranks from 12 to 17 years of age; subsequently even 20-year-olds were accepted; the set of students was defined as 500 people, and those who had more than five peasant households were kept at their own expense, and all the others received “feed” money from the treasury.
One of the first teachers of the school was a well-known mathematician at that time. L.F. Magnitsky, who published in Moscow in 1703 the first Russian arithmetic with Arabic numerals. The school's curriculum included Russian literacy, arithmetic, geometry and trigonometry, with practical applications to geodesy and navigation; the school also taught fencing. Those of the students who belonged to the lower classes were taught literacy and numeracy at school and then were assigned to serve as clerks, as assistants to architects and in various positions in the admiralty. Apprentices from the nobility upon graduation full course schools graduated from the fleet, into engineers, into artillery, conductors to the quartermaster general and "to architectural affairs, and they had to acquire further knowledge and skills necessary for each specialty already in the service itself." Here, for the first time in Russia, teachers began to be trained, who were sent around the provinces to teach mathematics in schools attached to bishops' houses and monasteries, in Admiralty and “digital schools”.
Around the same time, special engineering and artillery schools arose. AT 1712 in Moscow is being created engineering school for 23 students. In St. Petersburg in 1719 the city also formed an engineering school, which in 1723 was merged with the Moscow school transferred to St. Petersburg. As for the artillery schools, in addition to the school that existed under the bombardment company, in 1712 year in St. Petersburg was established artillery regiment school . In 1721, a special school was created at the St. Petersburg Laboratory House, in which artillerymen already in the service were trained. In the same 1721, by decree of Peter, garrison schools for soldiers' sons were established. In each of the 50 infantry garrison regiments, it was supposed to have 50 vacancies for soldiers' sons from 7 to 15 years of age. Ten years later, the number of students in garrison schools increased to 4,000 people. By decree of 1744, these schools taught “verbal and written science, singing, soldier's exercise, arithmetic, artillery and engineering science". Upon reaching the age of 16, most of the students were determined to serve in army regiments and garrisons. Garrison schools, being in the department of the military collegium, were subordinate to local commandants.
However, all the military educational institutions listed above could not provide in the proper quantity and with the proper quality in the 20s. 18th century training of officers for the army and navy of Russia. The Empress also understood this. Anna Ioannovna, who ascended the throne in January 1730 and responded to the proposal of the President of the Military College, Count B.K. Minikha and Russian Ambassador to Berlin Count P.I. Yaguzhinsky establish in Russia cadet corps.

The decree on the establishment of the cadet corps, prepared with the direct participation of Empress Anna Ioannovna, said: “Eternally worthy of memory, our uncle, Sovereign Peter the Great Emperor, with his vigilant labors, military affairs brought to such an already perfect state that the weapons of Russian action showed their bravery and art to the whole world, and for production it was determined by decree of His Majesty, all the younger gentry in the guard from the beginning to write, and in this way, like a school, further to serve ... But since military affairs are still in a real good order ... it is very necessary that the gentry from the young years to that in theory are trained, and then they are suitable for practice were. For this reason, We have indicated: to establish a Corps of Cadets, consisting of 200 gentry children, from thirteen to seventeen years old, from both Russian and Livonian and Estland provinces, who will be taught arithmetic, geometry, drawing, fortification, artillery, epee action, ride horses and other necessary sciences for military art. And since not every person, nature is inclined to one military one, even in the state political and civil education is no less necessary, for the sake of having teachers of foreign languages, history, geography, jurisprudence, dancing, music and other useful sciences in order to see the natural inclination, according to that, and to the teaching to determine ... For the news to all the gentry, this decree of ours should be published, so that those who wish to appear in the Senate.
The development of a draft regulation on the corps was entrusted to Count Munnich. The charters of the Prussian and Danish cadet corps were the basis of the first charter of the corps. In 1653, in Prussia, under Elector Friedrich Wilhelm, three cadet schools were established, which in the early 1700s. were transferred to Berlin and made up the cadet corps. By 1730, 236 cadets were studying in the Prussian Cadet Corps, divided into four companies. Young candidates were preparing to enter the corps at the Potsdam Orphan Institute. Pupils of the cadet corps filled the main vacancies of the Prussian army. In Berlin, and met Count P.I. Yaguzhinsky with the Prussian Cadet Corps.
Pavel Ivanovich Yaguzhinsky was born in 1683 into the family of a poor Lithuanian organist who came to Moscow with his family in search of work. AT German settlement Peter I met Paul and was amazed by the great abilities of the young man. He made him his batman, and in essence - an adjutant. Pavel Yaguzhinsky became one of the closest people to Peter. Peter said about Yaguzhinsky: "What Paul examines is as true as if I saw it myself." When Peter introduced the post of Prosecutor General, Pavel Ivanovich was appointed to it. Under Catherine I, Yaguzhinsky was ambassador to Poland, and under Anna Ioannovna, he was ambassador to Berlin. He was one of the most educated people of his time. In 1735 Yaguzhinsky returned to Russia, was appointed cabinet minister and received the title of count. Yaguzhinsky died in 1736.
Initially, in June 1731, classes were opened in St. Petersburg at the direction of Munnich, figuratively called the “Knight's Academy”. This was followed by a decree of the Empress from July 29, 1731 on the establishment of the Corps of Cadets of the Gentry.
For the leadership of the gentry corps of cadets, the positions of chief director and director of the cadet corps were established. Chief Director was supposed to carry out general management of the cadet corps and the educational process and ensure the communication of the corps with the empress, who showed great interest in the corps, and the Governing Senate, which was directly related to the recruitment of cadets into the corps. The first chief directors of the corps were Count B.-K. Minich(1731), princes Anton-Ulrich of Brunswick-Wolfenbüttel and Ludwig of Hesse-Hamburg (1741), princes V. A. Repnin (1745), B. G. Yusupov(1750), Grand Duke Petr Fedorovich(1759), Count I. I. Shuvalov(1762). The first director of the corps was appointed Major General Luberas (1731-1734).
AT 1734 For the first time, the position of chief professor (a prototype of the future position of class inspector) appeared in the corps, whose task was to establish the educational process in the corps and ensure control over the work of teachers and the classes held in the corps. The first chief professor was appointed a German Wenjamin von Sichheim . Subsequently, in all the cadet corps of Russia, the second person after the director of the corps was the class inspector (in the Suvorov schools, this is the deputy head of the school for education). It was the duty of the senior professor to keep a journal of the progress of the cadets and evaluate their capabilities and abilities in each specific period of time, so that it was possible to determine in advance the possible prospects for using one or another cadet after graduation.
November 1731. The charter of the corps was approved, the main features of which were as follows:

When pupils are transferred to the senior class and before graduation from the corps, the general council of commanding persons decides in which area it is better to use this or that cadet. Cadets who successfully graduated from the cadet corps, bypassing the service in the soldiers, were intended to serve in infantry and cavalry regiments with the rank of ensign or non-commissioned officer, and the most successful cadets in the teachings could receive the rank of lieutenant or second lieutenant or equivalent civil ranks.
February 17, 1732 the opening of the cadet corps took place. On the opening day of the corps, 56 pupils were in the ranks. The total number of their corps was determined at 200 people. However, soon, at the request of Munnich, the number of pupils was increased to 300. With an increase in the total number of pupils in the corps, there were 223 Russian cadets, 27 Estonian, 16 Livonian and 16 children of foreign officers serving in the Russian army, aged 13 to 18 years . The corps was divided into three companies. Permission for admission to the Cadets was given by the Governing Senate, Count Munnich or the Cabinet of Ministers.
Based on the experience of Denmark and Prussia, in training program cadet corps, along with special military items, the basics of accurate, natural and humanities. Special attention was paid to the teaching of the latter. The corpus studied "Russian literature" (language and literature), history (including the history of Ancient Greece and Rome, the course of which involved familiarizing students with the works of ancient authors not only in modern French and German translations, but also in Latin), heraldry and genealogy, cadets were trained in riding, fencing, dancing, law, new and ancient languages.
Since the time of Peter's "Table of Ranks" in tsarist Russia, there was no hard border between military and civil service. The transition from military to civilian service with the preservation or even an increase in rank was not something special. Accordingly, the system of education and upbringing in the cadet corps was created taking into account these features, and the range of subjects taught there was quite wide.
In the early years of existence educational process in the corps adjusted with great difficulty. Cadets of different ages were accepted into the corps, without exams, most of them knew foreign languages ​​poorly or did not know them at all, and there were no textbooks in Russian. The report of the director of the Tetau corps to the Governing Senate dated August 27, 1737 stated that almost a quarter of the cadets studying in the corps, both Russian and foreign, were over 20 years old. The overage cadets did not know any science, and the main goal was to teach them elementary literacy and the rules of arithmetic, as well as drill, fencing, dancing and riding, so that they could be assigned to the army after graduation from the corps.
By the time of the establishment of the cadet corps in Russia, there was no pedagogical science as such, theoretical and practical developments in teaching most of the subjects defined for study in the cadet corps, there were no textbooks either. There was no training program. In St. Petersburg it was impossible to get most of the books and instruments necessary for the Cadets to study. We had to ask military engineers in Narva, Reval, Riga to send books, mathematical instruments, especially compasses, various ammunition and other items necessary for the cadets to the cadet corps. There was no experience of teaching civil and military disciplines at the same time. Everything had to be done for the first time. That is why the system of training cadets, which was suffered during the first years of the existence of the cadet corps, later went far beyond the scope of this educational institution and began to serve as a definite example for the programs of the newly created cadet corps and other educational institutions.
During the formation of the first cadet corps in Russia, there were not enough teachers who could teach cadets the subjects indicated in the curriculum. The first teachers were hired without any checks, their training in most cases did not meet the necessary criteria. First of all, teachers who had housing not far from the cadet corps were accepted to work in the corps. The insecurity of the teaching staff with housing for many years limited the circle of those wishing to teach in the building. Subsequently, residential buildings for officers and teachers were simultaneously laid next to the educational buildings.
A teacher of Latin, a certain I. Magnitsky, in a petition filed in 1733 addressed to the director of the cadet corps, honestly admitted that “the Latin language is not skillful and then the position does not send it properly, only taught the cadets to write in Russian, and therefore wished for release from these burdensome duties.” Especially bad was the composition of teachers of foreign languages ​​invited from abroad. There was no idea of ​​their teaching experience. In addition, teaching work in the corps was not considered particularly honorable and brought very modest income. At the same time, Russian teachers received significantly less than foreigners. Many teachers (especially of the lower grades) were poor and went to class in shabby clothes. It was not uncommon for cases when talented senior cadets who had successfully mastered the basics of the disciplines taught were sent to teach in the lower grades. When the number of students in the corps of mathematical sciences exceeded 200, by order of the director of the corps Tetau, cadets Ivan Remizov and Dmitry Yakhontov were promoted to corporal and captain, respectively, and assigned to teach arithmetic, geometry and fortification in the corps. To characterize the morals that prevailed among the teachers, an example can serve when the teacher of the corps, Konrad Trevin, exchanged his position for the place of a lackey under one of the senators.
At the same time, teachers of exceptionally high qualifications also worked in the cadet corps. The level of teaching of obligatory Latin can be judged by the fact that for some time it was taught by the translator of the Synod, Philip Anokhin, who, under Peter I, received the task of translating into Russian "French grammar with a Latin dialect in favor of teaching the Russian gentry."
In January 1735, a captain was appointed to the corps. Rudolf von Damm with the sole purpose of supervising the quality of teaching of all mathematical sciences and determination of the Cadets most capable of these sciences. With the most capable cadets, he personally had to conduct classes for 30 hours a week on fortification, civil and military architecture, on the design of various models, devices in optics and mechanics, on the creation of new mathematical tools. With the assistance of Damm, the cadet Unkovsky translated geometry from German into Russian, and several cadets translated into Russian Vauban's well-known essay on the fundamentals of offensive combat. Over time, Count Munnich begins to use the cadets to prepare and copy the engineering drawings he and the Russian army need. In 1739, the most trained cadets were sent to the military units of Moscow and Vyborg to assist in surveying the area and conducting engineering work.
caring about training in the corps of persons for the civil service a decree of the Governing Senate was called from August 12, 1740 who were instructed to identify cadets in Corps 24 to prepare for the civil service and organize their training in jurisprudence, arithmetic and other disciplines necessary for civil institutions. These cadets were exempted from drill and guard duty.
Initially, teaching in the building was conducted according to the so-called individual-typical system of education taken as a sample from Western countries. Under this system, a twelve or thirteen-year-old student studied one or another section of the subject according to an individual plan and a personal schedule of classes. Each cadet for the current month received from his officer-educator a schedule of classes indicating what time, what subject and what teacher he should study. The order of passage of educational subjects was established. The cadet was determined by the number of subjects that he had to deal with. Usually a cadet studied two or three subjects at the same time, attending classes according to the schedule and independently studying the material assigned to him. The teacher made sure that the pupils were not distracted, did not interfere with conversations, laughter and walking. On a monthly basis, teachers submitted progress reports to the director of the corps. The material at the lessons was explained quite rarely, it was required to memorize the studied material by cramming. Teachers who vividly explained educational material, demonstrating experiments, diagrams, drawings, were at first a rarity. It should be noted that drill training was taught with special zeal in the corps, which, in fact, was the real drill, and was often used to “educate” especially negligent ones. The empress became aware of this, and she, noting that “daily military exercise can have a harmful effect on the passage of sciences,” ordered that cadets be trained in formation no more than one day a week, and those newly enrolled in the corps no more than twice a week.
The quality of education was affected by the fact that the cadets were on numerous business trips to the Russian embassies, on vacation for various reasons. To arrange household chores, visits with elderly parents were allowed for a period of 2 to 3 months. Often the Cadets, pretending to be sick, lengthened their holidays. There were up to 40-50 people on such holidays at the same time.
Basically only in the classroom "on the front", in other words, on drill training , the entire educational departments gathered. Teaching methods were imperfect, stay in each class was not limited to a certain period. As soon as the cadet mastered the program he was studying in any of the subjects, he moved on to the next subject and studied it until the teachers found his knowledge sufficient. Depending on the success, each cadet could be promoted to the next class at any time.
Decree of the Empress March 30, 1737 it was ordered to expose the Cadets exams when they reach the age of 12 and 16. Cadets who reached the age of 16, but did not adequately master the Law of God, arithmetic and geometry, were sent to the Admiralty Board for assignment as sailors. By the same decree, it was determined that the draft rules for exams for cadet corps should be prepared by the Russian Academy of Sciences. The first general exam in the cadet corps took place on September 21, 1737. For this exam, the teachers of the corps presented statements on the subjects of study, and the cadets were arranged according to the years of admission to the corps.
Researchers and historians who analyzed the activities of the corps of cadets in the first years of its existence came to the conclusion that in the presence of the serious shortcomings noted above in the organization educational process the corps could not give all the young people who entered it to study, a complete and versatile general education. This applied both to preparation for service in the Russian army and to civil service. However, gradually, through the efforts of the main directors of the corps, the quality of training and education was brought into line with the high requirements that were laid down during its creation. Professors of the Academy of Sciences and teachers with university education began to be widely involved in teaching in the building. The selection of teachers and corps officers became more thorough.
From the first days of its existence, the corps was under close attention and guardianship of the reigning persons of Russia. None of the cadet corps was subjected to the introduction of such a number of innovations and such frequent adjustment of curricula as the first cadet corps. Each of the rulers of Russia sought to contribute to the education of the Cadets, considering this as their highest good. The royal persons regularly visited the building, presented it with their portraits, ceremonial uniforms, and provided other signs of royal favor. Corps directors were appointed only with the consent of the empress or emperor.
The highest manifestation of benevolence towards the corps was the adoption by the reigning person of the title of chief of the corps. Catherine II took control of the Corps. With accession Alexander I the practice included sending the sons, grandsons and other relatives of the Russian emperors to the corps for training in the “front” (drill training), for summer camp gatherings. At the same time, it was believed that the cadet corps should form a good future emperor, help him get a proper upbringing and education. Alexander I placed in the ranks of the Cadets the heir to the Tsarevich, and then other sons and grandson. At Nicholas I Tsarevich Grand Duke Alexander Nikolaevich, Grand Dukes Konstantin Nikolaevich (1837), Nikolai Nikolaevich (1839), Mikhail Nikolaevich (1840) were trained in the corps. In the lists of the corps, it was ordered to include the Grand Duke Nikolai Alexandrovich - the grandson of the emperor (1843). In 1845, Nicholas I donated portraits of his ancestors to the corps. Emperor Alexander II upon accession to the throne, he assumed the rank of chief of the corps and ordered that the image of Emperor Nicholas I be left on the shoulder straps and epaulettes of His Majesty's company. The Grand Dukes Alexander Alexandrovich, Vladimir Alexandrovich and Sergey Alexandrovich joined the ranks of the cadets.
On the day of the 175th anniversary of the opening of the building February 17, 1907 of the year Nicholas II and assumed the title of chief of the corps and ordered the 1st company to be called the company of His Majesty. In 1909, Tsarevich Alexei Nikolaevich was enrolled in the lists of the corps. In 1911, Nicholas II granted the corps a large portrait of the heir to the Tsarevich in a cadet uniform.
Under the empress Elizabeth Petrovna (1747-1761) There was a gentry cadet corps. renamed to Land gentry cadet corps . There was less drill in the corps, a passion for fine literature and the arts was encouraged, a Society of Lovers of Russian Literature was created in the corps, one of the founders of which was cadet A.P. Sumarokov, and an amateur theater in which A.P. Sumarokov staged his plays, and the cadet F.G. Volkov, one of the founders of the Russian drama theater, received his first acting skills. Soviet researcher of the activities of A.V. Suvorov, Kirill Pigarev in the book “Soldier-Commander” writes that the students of the Land Cadet Corps were directly involved in the publication of the magazine “Monthly Essays, Serving for Use and Amusement”. In the August book of the magazine for 1755, the prose “Conversation in the kingdom of the dead between Alexander the Great and Herostratus” is placed, and in the July book for 1756 another “Conversation” is between Cortez and Montezuma. The first is signed “Works of A.S.”, the second - “Composed by S”. According to the author, the initials A.S. disclosed: Alexander Suvorov. Suvorov was not a pupil of the cadet corps, but, being a soldier of the Semenovsky regiment, he attended classes in the corps. The importance of the Land Corps in the cultural life of St. Petersburg increased significantly by the middle of the 18th century. His library consisted of up to 10 thousand volumes and was one of the richest in Russia.

December 15, 1752 in St. Petersburg is being established Naval Cadet Corps
From January 14, 1701 - School of Mathematical and Navigational Sciences. From December 15, 1752 - Naval gentry cadet corps. Since 1762 - Naval Cadet Corps. From 1867 - Maritime School. Since 1891 - Naval Cadet Corps.
Into the reign Peter III(1761-1762) prepared by I.I. Shuvalov, the law on the unification of all then existing military educational institutions, including the Naval Cadet Corps, into one expanded institution for 920 pupils, divided into 8 companies, with one cavalry squadron for training officers for both the army and artillery, and for the navy. However, the decree was canceled by Catherine II immediately after she ascended the Russian throne as a result of a coup.

October 25, 1762 by decree of Catherine II (1762 - 1796), on the basis of the United Artillery and Engineering School, a Artillery and Engineering gentry cadet corps (since 1800 - the 2nd Cadet Corps) for the training of officers for artillery and engineering units. The corps existed until the revolution of 1917. Its last name: “2nd Cadet Corps of Emperor Peter the Great” . The corps was created on the initiative and with the direct participation of Feldzeugmeister General P.I. Shuvalova,
Thanks to the persistence of P.I. Shuvalov in Russia, various engineering and artillery schools were created. AT 1758 Mr. Shuvalov translated the Petersburg artillery school to the engineering yard, where 1733 housed engineering school. Thus he created United Artillery and Engineering School and took this educational institution under his command. Captain was appointed as the immediate head of the school. M.I. Mordvinov, a former pupil of the Land Cadet Corps (graduation of 1750). The school initially trained up to 135 noble children. From school teachers Shuvalov demanded high-quality teaching of military sciences and mathematics. At his direction, the school teacher Ya.P. Kozelsky compiled a guide to teaching arithmetic and Nazarov's "Practical Geometry" was published. P.I. Shuvalov personally approved the position of each of the teachers, for which he himself attended the exams and practical classes of the pupils of the school. Shuvalov was well acquainted with M.V. Lomonosov, and it is not at all excluded that Lomonosov helped P.I. Shuvalov when compiling the training program for the future cadet corps,
Back in 1758, P.I. Shuvalov introduced Elizabeth Petrovna the project of “establishing a corps for artillery and engineering”, the main purpose of which was to provide future officers with a thorough general education, as well as theoretical and practical knowledge in the military specialty. It was supposed to create a corps of general classes with a 5-year course of study and a special officer class with a 2-year course of study. However, P.I. Shuvalov failed to realize his idea. At the beginning of 1762 he died. The charter of the designed cadet corps was approved Catherine II. And the first director of the corps was M.I. Mordvinov. The building began to function only in 1763 since there were not enough teachers to organize the educational process (and after all, 30 years have passed since the establishment of the Ground Cadet Corps, many of whose graduates reached significant heights in the military and civilian fields, and teachers in Russia were still in short supply).
From the first days of the existence of the new cadet corps, special attention was paid to strengthening practical exercises. A good library and one of the first printing houses in Russia were created in the building. Artillery in the corps taught I.A. Velyashev-Volintsev , the author of a textbook on artillery, which was the only guide for Russian gunners until 1816. Fortification was taught according to Vauban's classic textbook of that time “On the Attack and Defense of Fortresses”.
The ideas of Catherine II in the field of education and upbringing of the younger generation were carried out by a privy councilor, then a lieutenant general Ivan Ivanovich Betsky , who headed the Land Cadet Corps from 1766 to 1787. Betsky became the author of a new charter of the cadet corps , which was approved by Catherine II on September 11, 1766. Since that year, the corps has become known as the “Imperial Land Cadet Corps”. Betsky favored enlightened figures who were distinguished by assertiveness and dexterity in achieving near-throne goals, and at the same time, he treated officers without due respect, who, in his opinion, were only capable of fighting on the battlefield.
Designed by Betsky “firm rules according to which it was appointed to receive, educate and train noble youth” , demanded that “upbringing in the cadet corps was more practical than theoretical, and young people learn more from looking and hearing than from rejecting lessons” . The statute submitted by Betsky to the empress for signature stated that education in the cadet corps “has the goal of:

a) to make a person healthy and able to endure military labor and

b) adorn the heart and mind with deeds and sciences that are needed by a civil judge and a warrior.

“We need to raise a baby , - it was said in the appendix to the charter, - s healthy, flexible and strong, to root in his soul his calmness, firmness and fearlessness.
As main conditions correct, from the point of view of Betsky, education“new people” two rules were adopted: firstly , to accept children no older than six years into the corps (at this age it is still possible to free a child from vices borrowed by him in the family) and, Secondly , non-stop stay in the corps for 15 years with rare meetings with relatives established by the authorities under the supervision of educators (again, isolation from the harmful influence of the "old breed"). The management of the corps was to be carried out by the general director and the council, whose members were appointed by the empress.
Starting the transformation of the cadet corps, Betsky carried out early release from the corps of pupils who have reached the age of 20. The horse company was liquidated. The cadets who remained in the corps were divided into three ages: senior - from 17, middle - from 14 to 17, junior - up to 14 years. The first two ages made up four combat companies, each under the command of a captain and two subaltern officers, who were obliged to watch the cadets day and night.
According to the new charter, approved by the Empress on September 11, 1766, it was supposed to have children of five ages in the corps: from five to nine years old, from 9 to 12, from 12 to 15, from 15 to 18, from 18 to 21 years old.
The right to enter the corps was granted not only to the sons of the nobles, but also to the children of persons in the staff officer ranks; priority in admission was given to children from poor families and those whose fathers were wounded or killed in the war. Upon admission to the cadet corps, a signature was required stating that they voluntarily send their children to an institution for at least fifteen years and “they won’t even take temporary leave.”
Junior First Age Cadets were divided into ten departments with 12 pupils in the department and were entrusted to the teacher; general leadership over the first age group was entrusted to a woman - the manager of the age. Second age cadets consisted of eight departments of fifteen people each; each department had its own teacher, and an inspector was at the head of the age group.

AT third age each of the six departments had 20 pupils.

Each of two older ages divided into two divisions - military and civilian. The first at each age consisted of two companies commanded by captains; an inspector commanded over the pupils of the civilian unit at both ages. The cadets were kept under vigilant supervision not only in the dormitories and recreational halls, but also in the classrooms, for the teaching staff were charged only with "teaching", and the educational officers observed the behavior of the cadets everywhere.
According to I.I. Betsky, the internal order in the institution was supposed to help the cadets get accustomed to independent work, self-care, and outdoor games should help them mature and develop strength and endurance. For the convenience of the transition to the new system from 1770 to 1773. admission to the corps was temporarily suspended, and then from 1773 the charter of the corps began to be applied in full.
Heinrich Stroch, a German who spent many years in Russia and had extensive connections in high circles, noted in this regard: “Upon admission, the cadets are enrolled at the 1st age, they are dressed in brown, like marine, pea jackets with a blue belt, and they are assigned to women, including one headmistress, ten governesses and many nannies. After three years, the boys are transferred to the 2nd age, where they receive a uniform similar to the previous one, but in blue, and are entrusted with the care of 8 tutors with an inspector at the head. At this "age" the Cadets are already more left to their own devices. After a three-year stay, they are transferred to the 3rd age, in which they wear a gray uniform, and fall under the supervision of field officers. After serving again a three-year term, they are transferred to the 4th age, or the so-called “1st military age”, and put on a military uniform. At this and at the 5th age they are in charge of corps officers, who are one rank higher than the officers of the field troops. The staff of corps officers consists of one lieutenant colonel, two majors, six captains, twelve lieutenants and six warrant officers, 65 teachers” .
The best cadets received the rank of lieutenant upon graduation, the rest received the rank of ensign or cornet. The worst could only be released by non-commissioned officers. A special procedure was established for the service of persons expelled from the corps for poor progress.
The cadet corps played a huge role in the development of classical education in Russia in the second quarter of the 18th century. When I. Betsky proposed to exclude the Latin language from the number of subjects studied, the commission that worked in the corps, headed by Count P.V. Zavadovsky rejected his proposal precisely because of the uniqueness of this educational institution, designed to train not only officers, but also civil officials. Latin was excluded from the program only in 1801 under a new regulation on military schools.
Teaching of French, English, German languages ​​was thoroughly organized in the building. The three-year course of study assumed during the first year that the pupils mastered the initial skills of reading and writing in the corresponding language, during the second year they mastered grammar and translation techniques, by the end of the third year they were able to express their thoughts in writing, observing the rules of style.

AT 1775 at the Artillery and Engineering Cadet Corps opened " Greek gymnasium "(later -" Corps of foreign co-religionists "), originally created to educate children of immigrants from Orthodox countries (mainly Greeks) who lived in Russia. Its first commander was Lieutenant Colonel Walchovsky, and then A.I. Musin-Pushkin , a well-known connoisseur of antiquities, discoverer and researcher of the Tale of Igor's Campaign. Within the walls of military educational institutions, teachers and directors began to appear, who played a significant role in the history of Russian culture of the 18th century.
AT 1774 By decree of Catherine II, it was allowed to enroll in garrison schools except for soldiers' sons and "indigent noble children."
AT 1778 general Zorich in the city of Shklov, granted to him by Catherine II, opened at his own expense Shklov noble school for the poor nobles. Up to 250 pupils studied at the school at the same time. Thanks to the care of General Zorich, the school was equipped with everything necessary for high-quality training of cadets. Since 1785, many graduates of the school were immediately promoted to officers. AT 1792 "Noble School" was transformed into Shklov Cadet Corps . Lieutenant General Zorich became the first director of the corps. After the death of Zorich in 1799, by order of the Belarusian governor P.I. Severin's corps in the summer of 1800 was transferred to the city of Grodno to the palace of the Polish kings and was called the “Department of the Grodno Cadet Corps”. 211 pupils were transferred from Shklov to Grodno. By 1801, the Shklov Cadet Corps produced a total of about 470 artillery and army officers. However, the Grodno Cadet Corps was never fully formed. AT 1806 d. all of its staff are transferred to Smolensk, where the Smolensk Cadet Corps. The corps remained in Smolensk until 1812, when its pupils were transferred to Tver, then to Yaroslavl and, finally, to Kostroma, retaining the name of Smolensky. AT 1824 the corps is transferred to Moscow, where it receives the name Moscow Cadet Corps. Its last name is 1st Moscow Empress Catherine II Cadet Corps . It existed until the revolution.
Pavel I(1796-1801) contributed to the system of preparing young people for service in the Russian army. AT 1798 year he establishes Military orphanage and his divisions at the garrison regiments. According to the charter of the Military Orphanage, it was divided into two departments: the first was intended for 200 sons of poor nobles and officers, and the second - for soldiers' sons. AT 1829 year the Imperial orphanage received the name Pavlovsk Cadet Corps (ceased to exist in 1863).
AT 1800 Year Imperial Land Cadet Corps was renamed to 1st Cadet Corps , a Artillery and Engineering Gentry Cadet Corps- in 2nd Cadet Corps . Prussian supporter military system, Pavel ordered to establish strict military discipline in the cadet corps.
In January 1798 was appointed chief director of the 1st Cadet Corps Grand Duke Konstantin Pavlovich . During the first 70 years of the existence of the 1st Cadet Corps, 3300 pupils were released from its walls, many of whom achieved outstanding achievements in the field public service, science and art. Corps graduated from the famous Russian commander P.A. Rumyantsev-Zadunaisky , prince M.N. Volkonsky , prince A.A. Prozorovsky, directors of cadet corps generals M.I. Mordvinov, P.I. Mellisino , playwrights A.P. Sumarokov, M.M. Kheraskov, V.A. Ozerov , field marshal M.F. Kamensky, general A.S. Miloradovich , heroes of the war of 1812 generals P.P. Konovitsyn, I.I. Kulnev , graph K. F. Tol.

By the beginning of the emperor's reign Alexander I(1801-1825) in Russia there were four military educational institutions for the training of officers. In the very first year of the reign of Alexander I, Prince Platon Zubov with the consent of the emperor, prepared a draft law, according to which it was supposed to establish 17 military schools , whose pupils would receive a general primary education and then could continue their studies in the cadet corps. Such schools were opened only in three cities: in 1801. - in the city Thule, in 1802 - in the city of Tambov and in 1825 - in Orenburg(Nepluevskoe). The Tula school for the education of poor nobles was named Aleksandrovsky. At the school, at the expense of the nobles, scholarship holders were kept who received scholarships named after the late Field Marshal M.I. Golenishchev-Kutuzov Smolensky. In 1817, the Alexander Tula Noble School received a new charter, according to which it became known as a military school and, in terms of its status, stood next to the cadet corps. In 1837, the school was renamed into the Alexander Tula Cadet Corps. In Tambov, in a school with a staff of 120 people, the children of the poorest nobles were accepted for free maintenance. Pupils who graduated from college with honors were subject to transfer to the cadet corps and to the university. In Orenburg, the military school was named Neplyuevsky in memory of the former governor of the region I.I. Neplyuev, who bequeathed ten thousand rubles for the opening of a cadet corps in the region. The school was intended for the children of officers of a separate Orenburg corps. In 1844 the school was transformed into a cadet corps.
At the same time, the emperor invited the nobility to think about creating provincial military schools at the expense of the nobility. March 21, 1805 d. appears developed with the direct participation of the emperor "Military Education Plan" . Military schools (in some provinces they were called noble schools) were to be created now in each province, and their graduates were sent exclusively to the cadet corps. By decree of March 29 of the same year, a special “Council on Military Educational Institutions” , whose primary task was to unify the entire system of upbringing and education in the cadet corps. The Emperor's brother Grand Duke Konstantin Pavlovich became the first chairman of the council. The creation of the council marked the beginning of the activities of the state body, which was obliged to coordinate the preparation of curricula for military schools, graduation teaching aids and textbooks and exercise control over the quality of teaching and education in the cadet corps.

AT 1802 year in St. Petersburg is established Corps of Pages, although pages and chamber pages in Russia were known even under Peter I, and the Page Corps itself leads its seniority from 1742 g. from a special institution that received in 1769 the name of the Court boarding house. In the Corps of Pages, it was supposed to have three page classes and one chamber-page class.
The page corps in the system of cadet corps had a special place. The court boarding house, turned in 1802 into the Corps of Pages, under Catherine II was exclusively elite educational institution . Only sons and grandsons could get into the number of pages full generals from cavalry, infantry and artillery. Some exceptions were made only for the offspring of the most noble Russian, Georgian or Polish families. In 1785, the Court boarding house received a program, according to which an eight-year period of study was established, and the pupils of the boarding house were divided into four classes with a two-year period of study. The curriculum included the Law of God, Russian, French and German languages, Latin, calligraphy, drawing, arithmetic, ethics, geometry, statics and mechanics, artillery, fortification, history, geography, jurisprudence, as well as dances, horseback riding and additionally music (optional) that are mandatory for a young aristocrat. It was especially emphasized that all subjects should “be taught in Russian, except in cases where there are no Russian teachers, then they should be taught in the language in which the students will be strong.” Such a requirement was first introduced into the practice of teaching in cadet corps and was caused by the need to have highly educated aristocrats in Russia who were fluent in Russian.
By decree of October 10, 1802, the Corps of Pages was turned into a military educational institution of a closed type. The charter noted that “this corps is such a military establishment, where noble youth through education is prepared for military service strict obedience, perfect subordination and strict coercion, but voluntary performance of their posts. The Corps of Pages is a privileged educational institution, the purpose of which is to deliver to the sons of honored parents, destined for officer service mainly in the troops of the guard, both general military education and upbringing corresponding to their purpose.
In 1810, the Corps of Pages was transferred to the building of the former Vorontsov Palace, where until 1801 the Chapter of the Order of Malta was located, which was patronized by Paul I. This fact of purely external continuity received an unexpected development in the system of education of pages. The white Maltese cross became its official sign: Maltese crosses were depicted on the corps banner, they were preserved in the interior decoration of the premises. The sign of the Corps of Pages was also executed in the form of a Maltese cross. It was received by graduates of the corps. In the body, in addition to Orthodox Church in memory of the former owners of the building, there was also a Catholic (Maltese) chapel - an unprecedented case in the history of military educational institutions in Russia. The testaments of the knights of Malta, carved on the walls of the chapel, were taken by the pupils of the Corps of Pages as moral and ethical standards. They said: “You will believe everything that the church teaches”, “You will respect the weak and become his protector”, “You will love the country in which you were born”, “You will not retreat before the enemy”, “You you will wage a constant and merciless war with the infidels”, “You will not lie and remain true to this word”, “You will be generous and will do good to everyone”, “You will everywhere and everywhere be the champion of justice and goodness against injustice and evil.”
The emphasized exclusivity of the corps was also reflected in the very organization of the life of the pages, who were called upon to combine military and court service. As a graduate of the corps, Lieutenant General P.M. Daragan, this educational institution in its structure most of all resembled an “aristocratic court boarding school”, where the tutor played the role of a company commander. The functions that were performed by the company commander in ordinary military educational institutions were in charge of the chamberlain of the pages.
On the level of education in the Corps of Pages, its graduates often had a diametrically opposed opinion. If P.M. Daragan thought “that everyone learned little by little something and somehow” , then, according to F.Ya. Mirkovich, “in an era when the government did not pay much attention to educational institutions, students of the Corps of Pages graduated with the best education for that time” . Especially successful was the teaching of the Russian language and literature, history, statistics and mathematics. In the course of teaching foreign languages, much attention was paid to oral practice and translations (the pupils were given short courses in the history of French and German literature). Since 1802, for pages, as a special subject, training in business correspondence was introduced not only in Russian, but also in foreign languages studied in the corpus.
In December 1811, Emperor Alexander I personally examined the pages and was pleased with the knowledge of the graduates. The first in this issue was the future Decembrist P.I. Pestel, and the second - graph Adlerberg, who later became a general and minister of the court under Emperor Alexander II, a close friend and adviser to the monarch. He was one of the active participants in the preparation and implementation of the reforms of the 1860s-1870s. And yet the Corps of Pages was primarily a military institution. This is directly reflected in the curriculum. In two special classes preceding graduation, military history, tactics, fortification, artillery, topography and a number of other subjects were systematically studied.

FROM 1804 years, special rules were developed for the soldiers' sons enrolled in the military orphanage departments, and the pupils themselves began to be called cantonists; in 1824, all cantonists were subordinate to the head of military settlements, Count A. A. Arakcheev.
AT 1812 in Finland is being created Gaapanyem Topographic Corps, renamed to 1819 in Finnish Cadet Corps , which was disbanded in 1903. The Finnish Cadet Corps played an important role in preparing military topographers for the Russian army, necessary for reconnaissance of the region, for the study of navigable rivers. Initially, there were 6 cadets and 10 officers in the corps. Four years later, the special nature of this institution changed, and with an increase in funds for its development, the corps began to train young people, natives of Finland, for all branches of the Russian army. In May 1819, the topographic corps was transferred to the city of Friedrichshamn and began to be called the Finnish Cadet Corps. According to the staff, the corps was supposed to have 30 state-owned and 30 private pupils.
AT 1815 In connection with the annexation of the Grand Duchy of Warsaw to the Russian Empire, the cadet corps, founded in 1793 in Kalisz by the Prussian king Friedrich Wilhelm, simultaneously passed to it, when the Duchy of Warsaw was under the rule of Prussia. With the transition to Russia, officers from the Kalisz Corps were issued both into the Polish army, created in the Kingdom of Poland, and, at the request of the Cadets, into the Russian one. Kalisz Cadet Corps was disbanded in 1831 after the Polish uprising.
During the reign of the emperor Alexander I in connection with the wars with the French there was a significant increase in the army. The existing cadet corps were not able to provide the army with officers, and the complete reorganization of the guard under Emperor Paul I, which since the time of Peter I had been a school for training non-commissioned officers for officer positions in the army, deprived it of this opportunity. In 1805, by order of the emperor, a separate Volunteer Corps to train young nobles as officers for the army, in 1808 the corps was reorganized into two noble battalions, and in 1810 this military educational institution received the name “Noble Regiment”. AT 1855 The Noble Regiment is renamed into Konstantinovsky Cadet Corps . By the end of the first year of its existence, the number of the Noble Regiment was 600 people. Most of the poor nobles were in a hurry to take advantage of the right given to them to give their sons to state maintenance. As a result, among those who arrived in the regiment, there was a significant number of nobles incapable of military service. By the beginning of 1808, 276 officers had already been released from the regiment. By 1815, the number of the Noble Regiment had reached 2,500 people.
Under Alexander I, the military principle laid down by Paul I continued to strengthen in the corps. Differences with the system of civilian education became more and more obvious. The noble regiment, in particular, was aimed more at practical (tactical and drill), rather than theoretical training of pupils for service in officer rank. 3 years of training in the Noble Regiment made it possible to obtain a non-commissioned officer rank, and 4 years - a chief officer (starting with an ensign and cornet), since young people over the age of 16 were accepted into the Noble Regiment, as a rule, already having a secondary education ( including students). Graduates of cadet corps were sent to the Noble Regiment, who did not have special classes for attesting graduates of the corps as officers.

In an effort to increase the prestige of teachers, the government went on to introduce for them a purely military benefits. In 1810, teachers of the 1st and 2nd cadet corps were granted the advantages of one rank against their army colleagues. At the same time, the size of the salary did not increase significantly, but the weak string in the heart of any military man was touched. Higher in formal position now were only guards officers, who had an advantage of two ranks. In 1811, the same benefits were extended to officers of the Corps of Pages, and in 1825 to officers of the Military Orphanage and the Moscow Cadet Corps. According to the states in 1816, in the 1st and 2nd Cadet Corps it was supposed to have one reserve, three musketeers and one grenadier company. Since 1811, cadets were transferred to the grenadier company not by height, but by academic success and decent behavior. In the grenadier company, non-commissioned officers were selected for other companies of the cadet corps. The right to be promoted to officer at the end of the course was granted to non-commissioned officers and cadets of the grenadier company. The organization of the educational process in each specific corps was carried out by the corps command. There was no strict distribution of pupils by class. A cadet studying mathematics in one class could be two or even three classes higher or lower in other subjects.
By this time, as the author of one of the most complete research on the history of cadet corps Lalaev, in the cadet corps there were teams of educated corps officers, elected mainly from among the graduates of the same corps. Although most of them were more line officers than educators. Officers, as the cadets note, they rarely saw. The company commander appeared only on duty, company training or during executions.
Supported in the hulls strict discipline . Corporal punishment was widely used. Company commanders and other officers had the right to punish cadets with rods. According to one of the commanders of the cadet battalion, "it was a shame to give the grenadier less than a hundred rods." In the absence of the good and constant influence of the officers-educators on their pupils, the inner life of the cadets gradually began to be determined by the cadets themselves. The cult of the “old cadets” appears, the factor of superiority of physical strength begins to operate. In the cadet milieu, their own notions of a sense of honor and duty take root, firmly binding classmates with the spirit of disinterested friendship not only within the walls of the corps, but also outside the walls of the corps for many years of life. Pupils of different editions met among themselves as brothers. Upon arrival in St. Petersburg, each of them considered it his first duty to visit his corps.

In 1813, a Omsk Military Cossack School , renamed to 1845 in Siberian Cadet Corps .
In 1823, a School of Guards Ensigns . The idea of ​​creating this school belonged to the future Emperor Nikolai Pavlovich. Commanding the 2nd Brigade 1st guards division, Nikolai Pavlovich drew attention to the weak military training ensigns and shared his thoughts with the emperor. By decree of Alexander I on May 9, 1823, the School of Guards Ensigns was established. Its opening took place on August 18, 1823, and on August 28, classes began at the school. In 1826, a squadron of cadets of the guards cavalry was formed at the School of Guards Ensigns, and from that time it was called the School of Guards Ensigns and Cavalry Junkers. It was supposed to have 192 ensigns and 99 cadets in the state. A two-year training period was established. At first, the school was located in the barracks of the Izmailovsky regiment. In the future, on the basis of the school, Nikolaev Cavalry School and Nicholas Cadet Corps .
AT 1824 in the Ekaterininsky barracks in Moscow, the arrived from Yaroslavl is accommodated Smolensk Cadet Corps . Then the corpus was renamed to 1st Moscow Cadet Corps .
Under Alexander I, a foundation was laid management system of military educational institutions Russia from a single center. AT 1832 in order to further strengthen the control of the military department over the corps, organized Headquarters of the Military Educational Institutions , later transformed into the General Staff. The powers of his chief were equated with the power of the minister. In the context of these transformations, the gradual tightening of disciplinary measures should also be considered; Pupils were under vigilant supervision of educators. Their orders were non-negotiable. Exit from the gates of the building for the cadet was possible only accompanied by a servant or relatives.
By the end of the reign of Alexander I, the following military educational institutions existed in Russia:
1. Corps of Pages (170 pupils).
2. 1st Cadet Corps (1000 pupils).
3. 2nd Cadet Corps (700 pupils).
4. Imperial military orphanage (500 pupils).
5. Moscow Cadet Corps (500 pupils).
6. Noble regiment with a cavalry squadron (2236 pupils).
7. Tula Alexander Military School (86 pupils).
8. Tambov Military School (80 pupils).
9. Finnish Cadet Corps .
10. School of Guards Ensigns .
11. Orenburg Neplyuev Military School .
12. Omsk Cossack School.
13. Engineering and Artillery Schools .
14. Kalisz Cadet Corps (abolished in 1831).
The first eight military educational institutions were subordinate to Tsarevich Konstantin Pavlovich and the chief director of the cadet corps. The remaining schools at that time were not part of the department of military educational institutions, and each of them was subordinate to its superiors. Subordinate to the Naval War Department Naval Cadet Corps .

The greatest contribution to the creation and development of the Russian cadet corps was made by the Emperor Nicholas I(1825 -1855). existed in the first quarter of the 19th century. military educational institutions far from satisfied the needs of the army in staffing it with officers. Military educational institutions, which developed separately from one another, did not have a reliable uniform organization, each institution was managed at the discretion of its immediate superior. Admission to the corps was often carried out without well-defined rules and in many cases depended directly on the director of the corps. There were no uniform programs, instructions and instructions for educational work. The experience of one educational institution served as an example for the newly created institution. During the period from 1800 to 1825, 4845 officers were released into the troops from the Pages and the 1st and 2nd Cadet Corps, i.e. the average number of officers annually graduating was 200. According to Lalayev, the educational institutions listed above ensured the replacement of no more than a sixth of all officer vacancies that opened annually in the army. Junker schools first appeared in Russia only in the last year of the reign of Alexander I.
Nicholas I showed interest in the cadet corps as emperor already on December 25, 1825, on the day of the Decembrist uprising, when the cadets of the 1st cadet corps had the courage to help the participants in the uprising on Palace Square. Nicholas I, learning about this, expressed his deep dissatisfaction with the behavior of the cadets. However, he soon changed his anger to mercy.
Under Nicholas I the most harmonious and rational system of organizing cadet corps and managing them is taking shape . Nicholas I decided "to give military educational institutions a new structure, to tie them together into one common branch of state administration, to direct the same thought towards the same goal." According to Nicholas I, by the time of his accession to the throne, the cadet corps had fulfilled their educational function, originally entrusted to them at the time of creation, and now they had to focus their attention on training exclusively officers.
To develop a new regulation on military schools at the direction of the emperor May 11, 1826 a committee was formed chaired by the engineer-general Opperman. The Committee was to consider in detail the organization of the educational process and educational work in all the then military educational institutions and make its proposals for the further development of military education in Russia. The result of four years of work was the project “general position and the Charter for Military Educational Institutions” . According to the new provision, all military educational institutions were divided into three classes :

The purpose of all educational institutions was to prepare the sons of nobles for military service. Nicholas I decided to return to the project presented by Platon Zubov to Alexander I in 1801. However, the practical implementation of P. Zubov's proposals took a slightly different direction. The Zubovs proposed to create 17 "military schools" - preparatory educational institutions, whose graduates, according to the established quotas, would be sent after graduation either to the cadet corps or to the university. Eight large schools were supposed to be created in Dorpat, Grodno, Volyn, Kyiv, Nizhny Novgorod, Kazan, Vologda and Smolensk. Nine more were to appear in Tver, Vladimir, Yaroslavl, Ryazan, Orel, Kharkov, Saratov, Orenburg and Tobolsk.
Nicholas I took the path of creating new cadet corps. At the beginning of 1830, the emperor approved a project for the establishment of provincial cadet corps. Initially, it was proposed to establish corps in Novgorod, Tula, Tambov, Polotsk, Poltava and Elizavetgrad, each for 400 pupils. Children from nearby provinces could enter the cadet corps in these cities. At the same time, it was specially painted which province was assigned to one or another corps.
In total, during the reign of Nicholas I, it was formed 17 new cadet corps , ten of which lasted until the October Revolution. Due to financial and organizational issues some cadet corps were closed before they could start normal functioning.
1) 1829 city ​​- on the basis of the Imperial military orphanage is being created Pavlovsk Cadet Corps . The first director is K. F. Klingenberg. Disbanded in 1863
2) 1829 city ​​- is being established Alexandrovsky juvenile cadet corps in Tsarskoye Selo, exclusively for young children aged 7 to 10 years. Created on the basis of a noble boarding school at the Alexander Lyceum and preparatory classes at the first Cadet, Pavlovsk and Naval Corps. Opened on July 6, 1830. The first director was Major General A. Kh. Schmidt. Disbanded in 1857.
3) 1830 city ​​- is being established Tambov cadet corps from the Tambov noble school founded in 1802. In 1846, the corps was transformed into an unranked company of the Mikhailovsky Voronezh Cadet Corps.
4) 1830 - Tula Alexander Military School, formed in 1817, is transformed into Tula Alexander Cadet Corps . In 1844, the corps was transformed into an unranked company of the Orlovsky Bakhtin of the Cadet Corps.
5) March 13, 1834 G. - Novgorod Count Arakcheev Cadet Corps . The first director was Major General AI Borodin. Since 1864, the Nizhny Novgorod Count Arakcheev Cadet Corps.
Since 1866 - a military gymnasium, since 1882 - the Nizhny Novgorod Count Arakcheev Cadet Corps. Disbanded in 1918
6) 1834 G. - Kazan Cadet Corps . Soon disbanded.
7) 1834 - an attempt is being made to create in Gruzino (the estate of Count Arakcheev) Georgian Cadet Corps from unranked companies of the Novgorod and Polotsk cadet corps. The corps was not created.
8) June 25, 1835 open Polotsk Cadet Corps . The first director is Major General Khvoshchinsky. Ceased to exist in 1918.
9) AT 1836 A decision is made to create a cadet corps in Poltava. In the same year the building was named Petrovsky Poltava Cadet Corps . It was opened on December 6, 1840. The first director was Major General V. F. Svetlovsky. Since 1865 - a military gymnasium. Since 1882 - Petrovsky Poltava Cadet Corps. Ceased to exist in 1918.
10) April 16, 1841 d. a decision is made to establish Alexander Brest Cadet Corps in Brest-Litovsk. On August 30, 1842, the opening of the building took place. The first director is Major General Gelmersen. In 1854 the corps was transferred to Moscow, in 1860 - to Vilna (Vilnius). On August 25, 1863, the corps was disbanded.
11) AT 1843 d. is being created Orlovsky Bakhtin Cadet Corps . The first director of the corps is Colonel Tinkov. Since 1864 - a military gymnasium, since 1882 - the Orlovsky Bakhtin Cadet Corps. Ceased to exist in 1918.
12) November 8, 1845 open Mikhailovsky Voronezh Cadet Corps . The decision to establish it was made in June 1836. The first director was Colonel AD Vintulov. Since 1865 it has been a military gymnasium. Since 1882 - Mikhailovsky Voronezh Cadet Corps. Since January 4, 1905 - the Voronezh Grand Duke Mikhail Pavlovich Cadet Corps. Existed until 1918.
13) November 8, 1845 building was opened Orenburg Neplyuevsky Cadet Corps , formed on the basis of the Orenburg Neplyuevsky military school, founded in 1824. The first director of the corps was Lieutenant Colonel Markov. Since 1866 - a military gymnasium, since June 22, 1882 - the Orenburg Neplyuevsky Cadet Corps. Ceased to exist in 1918.
14) December 22, 1845 d. is being created 1st Siberian Emperor Alexander I Cadet Corps on the basis of the school of the Siberian linear Cossack army, founded in 1826. Since 1866 - a military gymnasium, since 1882 - the Siberian Cadet Corps. Since 1907 - Omsk Cadet Corps. Since 1913 - the Siberian Emperor Alexander I Cadet Corps. Ceased to exist in 1918.
15) December 6, 1849 G. - 2nd Moscow Cadet Corps of His Imperial Majesty Grand Duke Mikhail Nikolayevich . The first director is S.P. Ozerov. Since 1864 - a military gymnasium. Since 1882 - the 2nd Moscow Cadet Corps. Since 1896 - the 2nd Moscow Emperor Nicholas I Cadet Corps. Since August 27, 1908 - the 2nd Moscow Cadet Corps of His Imperial Majesty Grand Duke Mikhail Nikolayevich.
16) December 6, 1851 Alexandrinsky Orphan Institute was transformed into Alexandrinsky orphan cadet corps . Disbanded in 1863.
17) January 1, 1852 d. created Unranked Vladimir Kyiv Cadet Corps . The first director - Colonel A. V. Volsky. Disbanded in 1857. On August 30, 1857, the Vladimir Kyiv Cadet Corps was created on its basis. Since 1865 - a military gymnasium, since 1882 - the Vladimir Kyiv Cadet Corps.
The cadet corps, subordinated to the Chief Commander of military educational institutions, were divided into three military educational districts. To Petersburg district were included: Corps of Pages, School of Guards Ensigns, Noble Regiment, 1st, 2nd, Pavlovsky, Novgorod Count Arakcheev, Finland, Alexandrovsky (for minors). To Moscow: 1st and 2nd Moscow, Alexandrinsky orphan, Orlovsky Bakhtin with Tula Alexandrovsky, Mikhailovsky Voronezh with Tambov, Orenburg Neplyuevsky and Siberian. To Western : Polotsk, Petrovsky Poltava, Alexander Brest, Unranked Vladimirsky Kyiv.

All the cadet corps of that time were boarding schools with headcount from 100 to 1000 pupils divided into companies (grenadier, musketeer, unranked). Each company consisted of 100-120 cadets, approximately the same age, and was directly subordinate to the company commander. An unranked company was supposed to be for newly enrolled juvenile pupils. The cadet company consisted of four departments of 25-30 pupils in the department. 4 junior officers were the closest educators of the cadets. To maintain strict order to help them, sergeant majors and non-commissioned officers were assigned to all companies from among the best senior cadets, who not only looked after the squads and companies entrusted to them, but also had the right to punish the cadets. Combat companies made up a battalion; the cadets armed themselves with guns and received all the soldier's ammunition. The director had the closest assistants: for the combat and educational part - the battalion commander and junior staff officer, and for the educational part - the class inspector and his assistant, for the economic part - the chief of police and other persons.
Each company for its placement had classrooms for classes, a recreational hall, dormitories (bedrooms) and other premises. For the summer, the cadets were taken to the camp and lived in large tents, 50 people each. For the St. Petersburg cadet corps, the camp was located until 1829 in Krasnoye Selo, and then near Peterhof. Since 1832, the Moscow corps were encamped near the village of Kolomenskoye. The main camp activities were drill exercises (company, battalion.

In the cadet corps it was expanded teaching mathematics so that the troops graduating into artillery and engineering have sufficient general training. In 1834, for the first time, the teaching of gymnastics was included in the programs. In the premises of the company, red boards were to be displayed to display the names of excellent students of the cadets and black boards for the negligent, or, as they liked to say then, “bad cadets”. An attestation notebook was kept for each cadet, where the good and bad deeds of the cadets were entered, their characteristics and measures to correct bad inclinations. Forms for attestation notebooks were issued by the headquarters for each cadet by name, were laced and sealed. Attestation notebooks were reviewed three times a year by the educational committee of the corps. Among the most severe punishments were the removal of epaulettes, writing on a black board, putting on a gray jacket, rods (with the permission of the director), transfer to a battalion of military cantonists, appointment to the lower ranks. Measures to encourage pupils were: commendation sheets, books as a gift, placing the names of the most distinguished cadets on red boards, promotion to corporals, junior and senior non-commissioned officers, sergeant majors, and providing various benefits upon graduation. The leadership of the cadet corps was obliged to submit monthly statements to the headquarters about all the pupils of the corps and their progress.
As agreed in 1836 curriculum the following subjects were taught in the cadet corps of those years: in the preparatory classes - the beginning of the Law of God, reading and writing in Russian, French and German, an initial course in arithmetic, calligraphy and drawing; in general and special classes - the Law of God, Russian language and literature, French and German, arithmetic, algebra, geometry, trigonometry, analytic geometry, mechanics, natural history, physics, chemistry; Russian and general history, geography, jurisprudence, statistics, artillery, tactics, military topography, descriptive arts, gymnastics, fencing and dancing. In the senior classes, differential and integral equations were passed for those preparing for artillery and engineering schools. During summer camps and holidays, the senior cadets who remained in the corps were engaged in topographic work. A special literary magazine was published for reading, representing a collection of the best works of that time. There were no children's books at that time.
Each subject was assigned such a volume that all subjects, in accordance with their importance, constituted a coherent program of the course. The program was designed for the average cadet and was subject to mandatory assimilation. In addition to detailed programs, notes were drawn up; textbooks for these programs have been commissioned from professors and eminent teachers. More than 50 textbooks were compiled by the most famous teachers of that time. A graduate of the 2nd Cadet Corps, General M.I. Lelyukhin, recalling the life and customs in the corps in 1837 - 1845, wrote: “The mental development of the cadets was very limited, they learned a lot, but they completely mastered little for themselves, mainly due to shortcomings in the mentors who could help the cadets in preparing lessons. The cadets had no shortage of things that made up clothing, the linen was good and in sufficient quantity, and finally, they fed quite well in the corps. I do not remember that any of the former cadets treated the corps with a hostile feeling, on the contrary, love for the corps prevails in the recollections of officers, some kind of feeling related to it.
The degree of behavior and moral dignity of pupils was usually determined by points: 12 points - excellent behavior, 11 and 10 - very good, 9, 8, 7 - good, 6, 5, 4 - mediocre, 3, 2, 1 - bad.
Since 1841, the following acted in the cadet corps schedule :
6.00 - 7.00 - getting up, washing, dressing, cleaning shoes and clothes, prayer service. Breakfast - in the morning, in addition to rolls, they began to give sbiten; general attention was paid to the improvement of nutrition.
7.00 - 8.00 - preparation of lessons;
8.00 - 11.00 - two lessons, between which a walk for half an hour in the open air, no matter what the weather; up to 10 frost - without overcoats.
11.00 -12.00 - front-line (combat exercises).
12.00 - 13.00 - gymnastics, fencing, dancing, singing.
13.00 - 13.30 - a walk in the fresh air.
13.30 - 14.00 - lunch (three courses).
14.00 - 15.00 - rest.
15.00 - 18.00 - two lessons, between which a walk.
18.00 - 18.30 - rest.
18.30 - 20.00 - preparation of lessons.
20.30 - 21.00 - dinner, then verification and prayer.
21.00 - 21.30 - dawn, washing, lights out.
Under Nicholas I created Office of Military Educational Institutions which was headed by the Emperor's brother Grand Duke Mikhail Pavlovich . In 1836, the chief head of military educational institutions, Grand Duke Mikhail Pavlovich, introduced a new Charter of military educational institutions . The number of classrooms in the buildings was reduced to 8: 2 preparatory, 4 general and 2 special. Special classes, in accordance with the Charter, were provided only in the capital's buildings: in St. Petersburg in the 1st Cadet, 2nd Cadet and Pavlovsk, in Moscow: in the 1st Moscow, as well as Finland. In other buildings, there were only general and preparatory ones, and in the Alexander juvenile - 3 preparatory ones. Upon completion of special classes, cadets were promoted to officers.
The directors of the cadet corps were considered an honor to have in the corps special classes and after the corps gained strength and acquired a certain authority, they began to make petitions for the introduction of special classes in the corps. At the end of the forties of the nineteenth century, it was decided to establish special classes in the Orenburg Neplyuevsky, Siberian, Alexander Orphan, Konstantinovsky, Vladimir Kiev Cadet Corps.

In a memo filed in the name of Alexander II, the Minister of War Milyutin noted that, in his opinion, “the combination in one institution of general education and the upbringing of children with the education of specially-military youths is disgusting pedagogical principles and the requirements of military service. To lead together the upbringing of children from the age of 10 and youths up to 20 years of age is extremely inconvenient in general moral terms; but most importantly, the subordination of both to the general combat calculation and military situation inevitably leads to a double disadvantage: on the one hand, pedagogical conditions do not allow military discipline and forms of military service to be applied to them in the upbringing of young children; on the other hand, deviations from the real requirements of military service, which are allowed by necessity in an educational institution, teach young men to look at these requirements a little like a toy until they become officers. From this consideration, I deduced the need for a complete separation of general educational institutions from special-military ones, which should be arranged for adolescence with an indispensable condition for strict observance of all the actual requirements of military service.

All the cadet corps that existed by that time were renamed into military gymnasiums or disbanded. In the newly created general educational military educational institutions, instead of military discipline, correct, according to the then requirements of pedagogy, education was introduced under the guidance of educators, without the participation of non-commissioned officers from senior cadets. Before the reform of military educational institutions in 1863, the cadet corps had a purely military organization - they were subdivided into companies, and banners were granted to them. In terms of education, the corps had 10 classes: 2 preparatory, 6 general and 2 special, after which the cadets were promoted to officers.
Pupils of each military gymnasium with a boarding school were divided into ages, placed in the building separately from one another; each age was subdivided into 4 - 5 departments, made up of pupils of the same years and one class, up to 35 people in the class. Separate educators, appointed by the directors of gymnasiums, both from persons in the military and civil service and who received a thorough education, were approved in their positions by the chief head of military educational institutions. Each educator was obliged to closely monitor his department on all issues of moral, mental and physical education.
The basis educational process in military schools laid down the following provisions:
1) Each educator is personally responsible for the upbringing of the pupil who is subordinate to him.
2) The necessary acquaintance with all the activities of the pupils, with their needs, concepts and beliefs can be achieved only by the frequent presence of the educator in the environment of the pupils of his department; during the preparation of lessons by them, the educator directly fulfills the duties of a tutor or organizes in all detail the training sessions of his pupils outside the classroom.
3) The educator monitors the neatness of the pupils, the serviceability of their clothes, premises and food, all their physical exercises, the whole way of life of the pupils entrusted to him, both in the institution and, if possible, outside it.
4) The duty educator remains inseparably in the institution during the day and observes both the behavior of pupils of his age, and the timely execution of all scheduled daytime classes.
5) At the meetings of the pedagogical committee, issues of teaching and educational practice arising from the life of the institution are comprehensively discussed in order to establish unity in the views and actions of all mentors of each gymnasium.
AT military gymnasiums The following cadet corps were converted:

Emperor Alexander III(1881-1894) to a certain extent had to eliminate those mistakes that were made by his predecessor in the field of military education, in the training of officers. Already by the beginning of the 80s. the negative features of the innovations undertaken at the initiative of the Minister of War Milyutin appeared. Being unaccustomed to the severity and severity of the military routine and not having the necessary knowledge, graduates of military gymnasiums did not fully meet the requirements of either civil or military service.
On July 22, 1882, the military department announced that “taking into account the merits of the former cadet corps in the Empire, whose pupils, “having glorified Russian weapons in memorable wars of the past and current centuries, valiantly labored in various fields of useful service to the Throne and the Fatherland”, the emperor commanded:
1) all military gymnasiums will henceforth be called cadet corps;
2) in memory of the fact that military educational institutions in the empire owe their development most of all to the cares of Emperors Nicholas I and Alexander II, to call: the preparatory boarding school of the Nikolaev Cavalry School - Nikolaevsky, and the 3rd St. Petersburg Military Gymnasium - Alexander Cadet Corps.
As a result of the renaming of military gymnasiums into cadet corps, it was decided:
a) preserving the general educational curriculum and the general principles of education established in these institutions, equalize them in the means of maintenance and give the entire structure of the internal life of the corps such a character that would fully meet the purpose of establishing these military educational institutions;
b) to replace the positions of educators from now on exclusively by officers appointed with the strictest legibility;
c) leaving as before the division of pupils into groups according to age and class, give them the name of companies with the restoration of the position of company commanders, appointed from the most experienced and reliable educators.
In the summer of 1885, the senior companies of the cadet corps were for the first time withdrawn for combat and tactical training in the camps. In 1887, the Alexander Cadet Corps was transformed into a boarding school, and the 3rd Moscow was closed. In the same year, the 2nd Orenburg Cadet Corps was established; The 1st Cadet Corps in St. Petersburg was moved to its historic building on Vasilyevsky Island, where by that time the Pavlovsk Military School was located, which was transferred to the building built in 1837 for the former Noble Regiment, occupied by the 1st Corps. Due to the closure of the 3rd Moscow Cadet Corps, the 4th Corps was renamed the 3rd.
under the emperor Alexandra III was re-formed 9 cadet corps :
1) 1882 G. - Alexander Emperor Alexander II Cadet Corps on the basis of the 3rd St. Petersburg military gymnasium, founded in 1873. The first director - Major General Rudanovsky K. V. February 11, 1903 - Emperor Alexander II Cadet Corps. Disbanded in 1917
2) 1882 G. - Simbirsk Cadet Corps on the basis of the Simbirsk military gymnasium, formed in 1873.
3) 1882 G. - 3rd Moscow Cadet Corps on the basis of the 3rd Moscow military gymnasium, formed in 1874. Disbanded in 1893.
4) 1882 G. - Tiflis Grand Duke Mikhail Nikolayevich Cadet Corps on the basis of the Tiflis military gymnasium, formed in 1874. Since 1909 - the Tiflis Grand Duke Mikhail Nikolayevich Cadet Corps.
5) 1882 G. - Pskov Cadet Corps on the basis of the Pskov military gymnasium, formed in 1874.
6) 1882 G. - 4th Moscow Cadet Corps on the basis of the 4th Moscow Military Gymnasium, formed in 1874. Since 1893 - the 3rd Moscow Cadet Corps. Since 1908 - the 3rd Moscow Emperor Alexander II Cadet Corps.
7) 1882 G. - Nicholas Cadet Corps on the basis of the preparatory classes of the Nikolaev Cavalry School, formed in 1864 from the general classes of the school of guards ensigns.
8) August 30, 1883 G. - Don Cadet Corps . City of Novocherkassk. The first director is Colonel I. M. Levachev. February 18, 1898 - Emperor Alexander III Donskoy Cadet Corps. It ceased to exist on the territory of Russia in 1920.
9) May 29, 1887 G. - 2nd Orenburg Cadet Corps . The first director is Major General Bogolyubov. Ceased to exist in 1920

During the reign of the emperor Nicholas II have been established 9 cadet corps :
1) 1896 G. - Yaroslavl Cadet Corps . Founded from the Yaroslavl military school, formed in 1868
2) Suvorov Cadet Corps in Warsaw.
3) AT 1889 G. - Odessa Cadet Corps . In 1915 - the Odessa Grand Duke Konstantin Konstantinovich Cadet Corps.
4) AT 1900 G. - Sumy Cadet Corps .
5) AT 1900 G. - Khabarovsk Cadet Corps . In 1908 - Khabarovsk Count Muravyov-Amursky Cadet Corps. Founded from a preparatory school at the Siberian Cadet Corps, formed in 1888.
6) AT 1902 G. - Vladikavkaz Cadet Corps .
7) AT 1904 G. - Tashkent heir to Tsarevich Alexei Nikolayevich Cadet Corps .
8) AT 1908 G. - Volsky Cadet Corps .
9) AT 1913 G. - Irkutsk Cadet Corps .

Organization and training

Restored in 1882 and subsequently founded cadet corps were secondary military educational institutions ; they had only general education classes and conducted preliminary preparation to military service.
The corps had a military organization and strict norms of behavior for cadets, which largely determined the formation of the personality of the future officer of the Russian army.
Every cadet must be pious, infinitely devoted to the Fatherland, be truthful in everything, unquestioningly obey his superiors, be brave and patiently endure all the hardships that are sometimes inevitable.
A cadet is obliged to strictly and accurately observe military discipline and order in the corps. He is also obliged to accurately and conscientiously fulfill all the official duties assigned to him in the internal, military and economic services.
During the first year of training, the cadet must master well the basic service requirements that are mandatory in his daily life.
For all needs, he must always turn only to his immediate superior. For personal matters that concern him and are not related to the service, he has the right to apply directly to the hundredth commander, but only with the permission of his immediate superior. The cadet is obliged to immediately report to his immediate superior about the illness that has happened to him.
A cadet does not have the right to arbitrarily leave the corps without obtaining permission to do so.
Every cadet must have a cheerful and valiant appearance outside the corps. Observe with all precision the rules of saluting military honor.
A cadet is obliged to behave decently, to be polite with strangers, not to interfere in disputes, not to participate in street gatherings and riots. He must remember that his behavior outside the corps will be judged not only about him, but also about the corps as a whole and the uniform he wears.
The cadet is obliged to report to his immediate superior about all remarks made to him by the superiors who met him or orders passed on to him.
Weapons, equipment, uniforms and other state-owned things contained on it, the cadet is obliged to protect and always keep in perfect working order. When sent to the infirmary, on vacation or to a punishment cell, he is obliged to hand over state things (indicated in the list) to the arsenal.
A cadet must be clean, tidy and observe the following rules in this respect:
getting up in the morning, make the bed, clean clothes, boots, mend the torn, wash your face, neck, hands, rinse your mouth, brush your teeth and comb your hair, then, having prayed to God, come to the morning examination in good order;
go to the bathhouse at least 2 times a month, change linen at least once a week;
in summer, swim only in designated areas and with the permission of superiors;
keep your feet clean and change your socks more often. Nails on the hands and feet should be trimmed;
hair on the head to be cut short; comb them daily with a comb;
do not wear underwear; do not wear wet underwear or socks. Do not dry linen in the living (sleeping) room and do not hang it anywhere;
wear clothes carefully. Fix it in a timely manner. Hooks and buttons must be sewn securely and firmly. Shoes should always be in good condition and cleaned;
pillows and bedding must be made and maintained neatly by the cadet himself, airing and knocking them out at least once a week (usually on Saturdays). Do not keep anything under the mattress and pillow. Do not have litter under the bed.

Uniforms of cadets of cadet corps

The uniform in the cadet corps changed many times, depending on changes in the clothes of the troops and for other reasons. Cadets at one time wore tailcoats, camisoles (frock coats), uniforms, boots, pantaloons with leggings, trousers; had braids, powdered their hair; the headdress was a hat with feathers, a cap, a shako, a helmet, a cap, a cap, a cap.
The uniforms of cadets of all corps at the end of the 19th century, with the exception of Emperor Alexander III of Nicholas and Donskoy, were almost the same, and the corps differed only in the color of shoulder straps with their piping and the upper colored edging on the crown of the cap.
Single-breasted uniform made of black cloth with 8 copper buttons along the side and 2 at the collar for fastening shoulder straps. Collar made of black cloth with a red buttonhole, with gold galloon sewn on it on the full dress uniform and shoulder straps of different colors assigned to each corps. Buttons with the image of a double-headed eagle with radiance.
1) Trousers made of black cloth outside.
2) An overcoat made of black cloth with a black turn-down collar and a strap with 5 buttons in one row along the side in the middle of the overcoat, 2 buttons at the shoulder straps and 2 at the back of the strap, shoulder straps as on a uniform.
3) A cap with a black visor, a red band with a soldier's cockade on the band, with a colored edging at the top of the crown, the color assigned to each corps.
4) Belt made of black leather with a copper plaque depicting a double-headed eagle on a shining shield.
5) Cadets of the 1st combatant company wore a bayonet in a sheath at the left thigh.
The upper edging on the cap was the color of the shoulder strap, but with black shoulder straps - the color of their edges: in Yaroslavl - blue, in Pskov and Khabarovsk - white, in Orlovsky - yellow, in the 2nd Orenburg - yellow.
The epaulettes of the vice-non-commissioned officers were sheathed around with a gold galloon, like that of the junkers, and the vice-sergeant majors, in addition, had a galloon sewn on longitudinally in the middle of the epaulette, which was preserved on the junker epaulettes.
In the Nikolaev Cadet Corps, a special uniform was assigned to “former pupils of the preparatory class of the Nikolaev Cavalry School: red shoulder straps with a dark blue edging, dark blue trousers, a belt made of white elk skin, eagles with buttons and a badge, without lights. The cadets of the 1st company wore bayonets of the dragoon type on a elk harness.
In the Don Emperor Alexander III Corps, the uniform of the Don Cossacks: dark blue shoulder straps with a red piping and monogram, trousers with red Cossack stripes. Cadets of the senior classes wore checkers of the Cossack sample.
In 1910, the daily routine in the cadet corps was as follows (the schedule of the 3rd Moscow Emperor Alexander II cadet corps):
6.00 - rise;
6.00 - 7.00 - washing, prayer, morning tea;
7.00 - 7.45 - morning educational examination, morning classes;
7.45 - 8.00 - rest and walk;
8.00 - 14.40 - lessons (six lessons, 50 minutes each with breaks of 10 minutes each);
10.50 - 11.50 - a big break, during which - breakfast and a walk;
15.00 - 16.00 - lunch;
16.00 - 18.00 - free time, music, manual labor, singing, swordsmanship and other optional activities;
18.00 - 20.00 - self-preparation, preparation of lessons;
20.00 - evening tea, cleaning, washing;
21.00 - junior cadets go to bed (grades 1, 2, 3, 4 and 5);
22.00 - senior cadets go to bed (6th and 7th grades).
In summer camps, cadets were engaged in reading books, solving problems, repetition, cheating from books, dictations. During excursions and walks, the cadets collected herbariums, insects, and minerals. From 1911-1912, shooting was introduced in the cadet corps starting from the 4th grade. Walks-excursions are organized in relation to the program of "Young scouts (scouts)" of Baden-Paul in all classes. Young men who successfully completed the corps received the right to enter military schools or, in case of incapacity for military service, to the particular rank of the 14th class.
By 1917, there were 31 cadet corps in Russia, including the Naval and Page Corps. The total number of cadets by 1917 exceeded 10,000. After February Revolution the cadet corps were renamed into the gymnasiums of the military department without changing the curricula. In 1918, in connection with the liquidation imperial army cadet corps were closed.
By February 1917 years in Russia there were the following cadet corps.
Founded by Empress Anna Ioannovna:
First Cadet Corps. Chief His Majesty - 1732, director - Major General Fyodor Alekseevich Grigoriev.
Founded by Elizaveta Petrovna:
Naval Cadet Corps - 1752
Founded by Empress Catherine II:
2nd Cadet Corps of Emperor Peter the Great - 1762, seniority from 1712, director - Major General Alexander Karlovich Lindeberger;
1st Moscow Empress Catherine II Cadet Corps - 1778, director - Major General Vladimir Valeryanovich Rimsky-Korsakov.
Founded by Emperor Alexander I:
Corps of Pages of His Imperial Majesty, director - Major General Vladimir Alexandrovich Schilder - 1802, seniority from 1742
Founded by Emperor Nicholas I:
Nizhny Novgorod Count Arakcheev - 1834, director - Major General Leonid Pavlovich Voishin-Murdas-Zhilinsky;
Polotsky -1835, director - Major General Modest Grigorievich Chigir;
Petrovsky-Poltava Cadet Corps, 1840, director - Colonel Nikolai Petrovich Popov;
Voronezh Grand Duke Mikhail Pavlovich - 1845, director - Major General Mikhail Pavlovich Borodin;
Orlovsky Bakhtin - 1843, director - Major General Robert Karlovich Luther;
Orenburg Neplyuevsky - 1844, seniority from 1825, director - Major General Nikolai Aleksandrovich Puzanov;
1st Siberian Emperor Alexander I - 1845, seniority from 1813, director - Major General Alexander Ardalenovich Medvedev;
2nd Moscow Emperor Nicholas I - 1849, director - Colonel Vladimir Eduardovich Dankvart.
Founded by Emperor Alexander II:
Vladimirsky Kyiv - 1857, seniority from 1851, director - Major General Evgeny Evstafievich Semagikevich.
Founded by Emperor Alexander III:
Emperor Alexander II - 1882, seniority from 1873, director - Lieutenant General Alexander Tosifovich Malinovsky;
Simbirsky - 1882, seniority since 1873, director - Major General Karl Velyamovich Shpigel;
Tiflis Grand Duke Mikhail Nikolayevich Cadet Corps - 1882, seniority from 1862, director - Major General Ivan Petrovich Tomkeev;
Pskov Cadet Corps - 1882, seniority from 1858, director - Major General Vladimir Pavlovich Rodionov;
3rd Moscow Emperor Alexander II Cadet Corps - 1882, seniority from 1858, director - Major General Valeryan Lukich Lobachevsky;
Nikolaevsky - 1882, seniority from 1833, director - Major General Vladimir Viktorovich Kvadri;
Donskoy Emperor Alexander II - 1882, director - Major General Pavel Nikolaevich Lazarev-Stanischev;
2nd Orenburg - 1887, director - Major General Vasily Vasilyevich Grigorov.
Founded by Emperor Nicholas II:
Yaroslavsky - 1896, seniority from 1858, director - Major General Iosif Anufrievich Latour;
Suvorovsky - 1899, director - Major General Alexander Nikolaevich Vatlin;
Odessa Grand Duke Konstantin Konstantinovich - 1899, director - Major General Nikolai Alexandrovich Rodkevich;
Sumy - 1900, director - Major General Andrey Mikhailovich Saranchov;
Khabarovsk Count Muravyov-Amursky - 1900, director - Major General Konstantin Nikolayevich Grishkov;
Vladikavkaz - 1900, director - Major General Ivan Gavrilovich Soymonov;
Tashkent heir to the Tsarevich - 1901, director - Colonel Vladimir Matveyevich Kokh;
Volsky Cadet Corps - 1908, seniority from 1858, director - Major General Pyotr Viktorovich Moralevsky;
Irkutsk - 1913

Directors of cadet corps and their role in the formation of corps and the organization of educational work

The system of relations between teachers and pupils in the buildings was determined primarily by the military nature of the educational institution. Cadets obeyed the requirements of military regulations, strict military discipline was maintained in the corps, cadets regularly participated in combat reviews, went on guard duty. However, not only these factors determined everyday life cadets. Much depended on the personality and views of the director of the corps, who had considerable power and was quite autonomous in his decisions and preferences. It should be emphasized that in most cases the director of the cadet corps was for the cadets in the full sense of the word "God, tsar and military commander." This is especially true of the period when there was no centralized management of the cadet corps and the director of the corps alone had to make decisions regarding the formation and development of the corps. In the XVIII - early XIX centuries the change of directors of the corps often entailed a complete change in the system of pedagogical methods and approaches.
Almost all organizational measures in the cadet corps had the character of “household” orders, which were adopted and canceled at the personal discretion of the director, without prior collegial discussion. Therefore, the correctness of the organization of the educational process in the cadet corps was mainly determined by the degree of skill and diligence of the corps director. The choice of training programs and the training manuals involved in teaching depended largely on the director, since there were no mandatory programs, especially in the early years.

Management of military educational institutions

For the first time, the issue of centralized management of military educational institutions in Russia arose at the very beginning of the reign of Alexander I during the discussion of the project for the creation of new ministries in May 1802 d. Initially, it was planned to subordinate the military educational institutions to the Ministry of Public Education, but this idea was soon rejected. In 1805, it was decided to entrust the management of the cadet corps and military schools to the Council of directors of the capital's cadet corps and other persons at the direction of the emperor. Under the leadership of the council, a committee of specialists was supposed to function to develop charters, states, instructions, programs for corps and military schools. Periodically, the council intended to carry out inspection checks in the military educational institutions entrusted to it.
In late March 1805 In the 18th century, the Council on Military Schools was established under the chairmanship of Tsarevich Konstantin Pavlovich. The council included the Minister of Public Education P. V. Zavadsky, the Minister of Military ground forces S. K. Vyazmitinov, engineer-general P. K. Sukhtelen, artillery inspector A. A. Arakcheev and others. Already in May 1805, the council submitted to the emperor a draft charter and staffing of provincial military schools. However, the subsequent activities of the council did not bring any major changes to the life of the cadet corps. The archives contain documents on the work of the council in 1805-1809. In later years, the council only existed in name. And only in 1830, the collegial management of the cadet corps and military schools was entrusted to the Council on Military Educational Institutions.
In addition to the establishment of the Council for the highest supervision of the economy, discipline and order in the cadet corps, a position is established chief director of cadet corps , which becomes Tsarevich Konstantin Pavlovich. But since Konstantin Pavlovich spent most of his time in Warsaw as a viceroy in Poland, in 1819 the post of chief director of the Page and Cadet Corps was established, directly subordinate to the crown prince. A graduate of the 2nd Cadet Corps is appointed to this position, the hero of the war of 1812, General P. P. Konovitsyn. All matters related to the management of military educational institutions at that time were concentrated in Warsaw in the military office of the Tsarevich. In St. Petersburg in 1820, a special duty was established under the chief director with an office of three departments: inspection, training and economic. Inspection department was in charge of affairs for the identification and release of pupils, for the personnel of employees of military educational institutions. Educational department considered the issues of improving the educational process in the buildings, controlled the recruitment of teachers and educators in the cadet corps, monitored the replenishment of libraries and museums. AT economic department all issues related to the provision of buildings with clothing, food, construction of new buildings, etc. were concentrated. In 1823, in connection with the death of P.P. P. V. Golenishchev-Kutuzov .
In April 1830 by decree of the emperor is restored in his rights, but with a new name - Council on military educational institutions . The duty of the council was to monitor all activities related to the improvement of all institutions subordinate to it, to monitor the exact execution of all decrees issued to them. All proposals to improve the educational process in institutions, control over compliance with cost estimates were subject to consideration by the council. The meetings held by the council were chaired by its chairman, Count P. A. Tolstoy. O decisions taken Tsarevich Konstantin Pavlovich was directly informed.
After the death of Konstantin Pavlovich in 1831, the brother of Nicholas I, Grand Duke Mikhail Pavlovich . Under Mikhail Pavlovich, the influence of the Main Directorate of Military Educational Institutions on the process of forming cadet corps, developing and approving training programs, publishing textbooks and teaching aids, and monitoring the learning process in cadet corps has significantly changed. Mikhail Pavlovich, having taken up his duties, first of all took up the creation of a centralized administration of the vast department again entrusted to him.
AT 1832 The formation of the headquarters of His Highness for the management of military educational institutions began. The first Chief of Staff was appointed Lieutenant General A. I. Krivtsov, and the duty staff officer is Colonel Ya. I. Rostovtsev. Since 1835, the headquarters for military educational institutions headed Ya. I. Rostovtsev, who made an exceptionally large contribution to the creation and development of cadet corps. The headquarters consisted of five departments: the first - admission, transfer, exclusion, release of pupils; the second - control over the service of all employees of the department; third - educational work; fourth - economic; fifth - reporting. At the same time, the institute of inspectors of military educational institutions is being introduced.
Throughout your stay Mikhail Pavlovich as the chief head of military educational institutions, a new system of military education was constantly developed in all details and that strictly defined order was established in the internal life of the cadet corps, which, according to researchers, was practically preserved in its main features until the time when, in the early 1920s, gg. of the last century, the corps ceased to exist.
The goal pursued by Mikhail Pavlovich was formulated in “Instruction for the education of pupils of military educational institutions” , compiled under the direct supervision of the Grand Duke: “A Christian, a loyal subject, a Russian, a kind son, a reliable comrade, a modest and educated young man, an executive, patient and efficient officer - these are the qualities with which a pupil of these institutions should move from school to the ranks of the army with pure desire to repay the Sovereign for his good deeds with an honest service, an honest life and an honest death. In accordance with this goal, primary attention in the cadet corps was turned to moral education, the cornerstone of all training and education was religion as a reliable foundation of morality.
Shortly after assuming the position of chief commander, Mikhail Pavlovich introduced duty of directors of cadet corps “Strictly observe that only people who are truly worthy, with pure morality, with knowledge and abilities for education, are admitted to the position of educators.” As in the period of the creation of the 1st Cadet Corps, in the 30s of the XIX century in Russia there was a shortage of qualified teaching staff. Heavy duties, a relatively small material reward, the inability to create any noticeable career in this field - all this made it necessary to avoid this service; teachers who fell into it for one reason or another often treated their duties negligently, behaved inconsistently with their calling to lead the upbringing of youth, and “often turned into drunkenness.” There were almost no permanent teachers in military educational institutions, except for teachers from cantonists and corps officers. Most of the qualified teachers were in the service of other departments.
At the direction of Mikhail Pavlovich, drastic measures were taken and radically improved in the buildings position of teaching staff . In 1836, the “Regulations on Service in the Educational Unit in Military Educational Institutions” drawn up at the direction of the Grand Duke was approved, which in its main features remained in force until the dissolution of the cadet corps. An opportunity was created to attract the best pedagogical forces to the teaching service, which contributed to the practical success of the measures that were taken to properly organize the educational process in the corps and to improve the system of educating cadets in them.
In 1840, detailed programs in all subjects taught in cadet corps. At the suggestion of Mikhail Pavlovich, one of the most enlightened generals at that time, Baron N.V. Medem, was sent abroad for a long time with the assignment to “monitor the improvement of military sciences in Europe and thereby contribute to the development of their teaching in Russian military educational institutions ". The programs of 1840, shortly after the messages received by Medem, were carefully revised and published in a corrected and significantly updated form. In 1848, the above-mentioned “Instruction for the Education of Pupils of Military Educational Institutions” was compiled, approved by the emperor on December 24, 1848.
Much attention was paid to instilling in the Cadets a love for extracurricular reading . To this end, at the Main Directorate of Military Educational Institutions, the publication of “Magazine for reading pupils of military educational institutions” . The magazine came out twice a month and was published for almost thirty years, it was sent to all institutions, one copy for every five pupils. In 1848, the headquarters of military educational institutions published a catalog of books, guided by which, each of the corps was obliged to systematically replenish its library in all sections of knowledge.
Significant attention in the curriculum was given to drill future officers. In addition to the usual reviews, the chief commander personally took part in the drill training of the cadets, conducting frequent, general and so-called eight-line exercises for the St. Petersburg cadets, in which graduate cadets took the places of platoon commanders. Several times during the summer, he raised the camp on night alert for tactical exercises. Those cadets who, destined for service in the cavalry, were seconded to the corresponding exemplary military units and were promoted to officers, were subjected to especially strict tests in horseback riding in cavalry training, only on the direct instructions of the Grand Duke. However, at the direction of the prince, the directors of the cadet corps were strictly forbidden to abuse. military training classes. At the beginning of his leadership of the military educational department, the Grand Duke saw in the reports that many pupils who were intended to be expelled from the corps due to illness turned out to be incapable of military service “due to heart palpitations and aneurysms”, recognizing that “such diseases are often born and take root from frequent and prolonged drills that do not correspond to the forces of young people. The directors of all military educational institutions were ordered to measure the drill training of pupils with their physical strength.
The Grand Duke did a lot to improve life of cadet corps . Under him, the construction of new buildings of the cadet corps began, and the reconstruction of buildings in which the cadet corps were already located was carried out. For summer camps, it was ordered to look for the appropriate area and notify the Main Directorate in order to secure suburban areas for the cadet corps.
For the treatment of chronically ill pupils, the Grand Duke set up a hospital in his Oranienbaum estate, and then in the city of Staraya Russa. During his personal inspections of the cadet corps, Mikhail Pavlovich entered into all the details of the life of the pupils, carefully examining all their premises, clothes and linen, and strictly punished for the omissions noticed. The Grand Duke paid special attention to the cadets, distinguished by their successes and behavior, often invited them to his palace, sent tickets for theatrical performances for the cadets, arranged concerts and pleasure walks for them at his Kamenno-Ostrovskaya dacha, in Pavlovsky and Oranienbaum park. By this time, home performances, dance evenings, outdoor gymnastic exercises and various outdoor games began to be held in the cadet corps. The authorities of the buildings were instructed to encourage pupils to study music.
The emperor appreciated the activities of his brother as chief head of military educational institutions, repeatedly showing him his disposition. Nicholas I personally often visited the cadet corps and invariably emphasized that the Grand Duke had done exceptionally much to improve the entire system of officer training for the Russian army. The emperor noted that “these establishments, improving every year, managed to achieve in all respects the goals of their establishment and that they were brought to such an excellent state by the vigilant care of His Highness.”
Mikhail Pavlovich died in August 1849. Being himself always a model of unswerving diligence, from exact observance to the smallest details of the established form, he was very demanding and exacting in matters of service in relation to subordinates and severely punished for all sorts of violations and omissions. Pupils of military educational institutions always found in him a caring father. In the papers of the deceased Grand Duke, a document was found written by his hand and entitled: “Farewell to my children of military educational institutions.” This "Farewell" was then ordered to be placed in all the then military educational institutions under the bust of His Highness. The Grand Duke ended his spiritual testament with the following words: “I thank all my colleagues for their zeal and for their power of attorney to me; if I have offended anyone, then with all my heart and sincerely I ask them to forgive me and believe me that I never wanted to upset them with intent.
September 19, 1849 of the year, the heir to the crown prince was appointed the chief head of military educational institutions Alexander Nikolaevich . The management of military schools brought Alexander II closer to General Rostovtsev.
Having ascended the throne in 1855 after the death of Nicholas I, Alexander II entrusted the command of military educational institutions to Adjutant General Rostovtsev, who had been the chief of staff of the Main Directorate of Military Educational Institutions for 25 years.
February 6, 1860 Y. I. Rostovtsev died, and the Grand Duke became the chief head of military educational institutions Mikhail Nikolaevich . With him and under his chairmanship, a commission is being created to reform military educational institutions. Soon after the end of the Crimean War, people began to talk about the shortcomings of education and the educational process in the cadet corps. At the same time, many referred to the works of the famous doctor-teacher Pirogov, who in his pedagogical activity and his works persistently pursued the idea that in the younger generation it is necessary, first of all, to educate a person. According to some high-ranking military men, the entire organization of the corps allegedly ceased to meet the new needs of Russian life. As an abnormality in the organization of the educational and upbringing process in the cadet corps, they pointed out the inappropriateness of the joint upbringing of almost adult young people with children and the upbringing of both equally in the spirit of military discipline, as well as the enthusiasm for military disciplines in the learning process.
When Mikhail Nikolayevich was appointed governor of the Caucasus, the department of military educational institutions was introduced into the Military Ministry and organized (January 21, 1863) Main Directorate of Military Educational Institutions The Ministry of War, headed by the head, and since 1867 the chief head of military educational institutions, Major General N. V. Isakov. The Minister of War at that time was Adjutant General Milyutin, according to whose plan the transformation of military educational institutions was carried out. Simultaneously with the transformation of the cadet corps into military gymnasiums, the lower ones, the so-called schools of the military department, were also transformed into military elementary schools (1866), and then transformed into military progymnasiums (1868).
In August 1863, the Regulations and the staff of the Main Directorate of Military Educational Institutions were published. In 1864, instead of the “Magazine for Reading Pupils of Military Educational Institutions”, published since 1836, a monthly magazine called “Pedagogical Collection” began to appear, which was published until 1917 and was intended to discuss pedagogical methods of education and the teaching system in gymnasiums various items. In 1869, a new “Regulations on Military Educational Institutions” was published, and in 1871 their second edition was entitled: “Regulations on Military Educational Institutions”, which included detailed states, tables, descriptions of uniforms, curricula with the distribution of lessons for each subject.
Simultaneously with the formation of the Main Directorate, the foundation was laid for the central Pedagogical Library of the department with a museum, for which the premises of the printing house abolished in 1864 were allocated on the Neva embankment, in one of the buildings of the former 1st Cadet Corps. In 1871 the museum and the library were transferred to a building near the Summer Garden.
For the preparation of teachers for military educational institutions, the Teachers' Seminary of the Military Department was established in Moscow in 1866. Until that time, teachers for schools of the military department left the Teachers' Department at the St. Petersburg School of the Military Department, which was transformed into the Military Drawing School.

AT March 1900 was appointed to the post of chief head of military educational institutions of His Imperial Highness the Grand Duke Konstantin Konstantinovich .
In the life of the cadet corps came new era- a return to the old glorious traditions of the corps from the time of Emperor Nicholas I. The corps, turned into military gymnasiums in 1863 and again restored in 1882, were returned to their old banners, which were kept in museums; New corps were granted to the newly established corps during the reign of Emperors Alexander III and Nicholas II. Being in the position of inspector general of military educational institutions, the Grand Duke, until his death on June 2, 1915, energetically led the development and improvement of the cadet corps.
Konstantin Konstantinovich was born on August 10, 1858 in the family of Grand Duke Konstantin Nikolayevich and Princess Alexandra Iosifovna. Since 1866, Konstantin Konstantinovich studied at the Naval Cadet Corps. Since 1870, he began to sail annually on the ships of the training squadron of the Naval Cadet Corps. In 1876, at the age of 16, he was promoted to midshipmen, and the following year, on the frigate Svetlana, he made a two-year long voyage. He participated in the war with Turkey, showed courage and diligence, was awarded high awards for military exploits. In 1882 he returned to Russia, promoted to captain of the guard and enrolled in the Life Guards of the Izmailovsky Regiment, where for 7 years he commanded a company of His Highness.
From a young age, Konstantin Konstantinovich showed a love for art. Having a good musical education and being a good pianist, the Grand Duke headed the Russian musical society, corresponded with P. I. Tchaikovsky, and helped young composers. Under the pseudonym K. R. wrote poetry and published several collections. "Lullaby", written by K. R., became widely known throughout Russia.
While serving in the Izmailovsky Regiment, K. R. created an excellent regimental library and, with congenial friends, founded the Izmailovsky Leisure Literary and Drama Society. He wrote the play The King of the Jews, which had great success at the beginning of the century, and himself played the role of Joseph Jeremiah in it. Under Alexander III, he was president of the Academy of Sciences, and in 1900 he headed the Main Directorate of Military Educational Institutions.
Upon taking office chief head of military educational institutions The Grand Duke made a tour of all the cadet corps. Two months of close communication in a relaxed atmosphere was enough for him to get acquainted with the organization of the education and training of cadets, to get acquainted with the administrative staff of the corps. The order on military educational institutions (1905, No. 5) pointed out the desirability of giving special double attention to the life of the cadets of the graduating classes to give them more development, seriousness and self-consciousness. For this, it was recommended “reading suitable books and talking with teachers, arranging conveniently and comfortably furnished reading rooms for the 7th grade” with an extract periodicals. From an educational point of view, the new organization of summer classes, especially the educational excursions of the cadets of the senior classes, proved to be very useful, and at the same time measures were taken to prevent the development among them of luxury and foppery and the habit of living beyond their means.
Within a short time, the Grand Duke became the favorite of the Cadets. It got to the point that when he visited the cadet corps, buttons were cut off from his overcoat as a keepsake, after visiting the canteen of the corps they dismantled cutlery, tried to get his autograph.
Konstantin Konstantinovich died on June 15, 1915 at the age of 57. The funeral was attended by the Corps of Pages, consolidated companies of the cadet corps. The Odessa Cadet Corps bore the name of the Grand Duke. After the emigration of the cadet corps from Russia, the name of the Grand Duke was given to the cadet corps in Yugoslavia. It lasted until 1944.
Literature:
From the experience of cadet corps and military gymnasiums in Russia. M. 1958. S. 45-50). (Charter for His Imperial Majesty's Corps of Pages - RGVIA. F, I (Chancery of the War Ministry). Op. 1. item 958. L. 242-248).
(Quoted by: Levshin D. M. Page corps for 100 years (1802-1902). St. Petersburg, 1902. S. 593).
(Quoted from: Levshin D. M. Decree. cit. P. 254).
(Miloradovich G. A. Materials for the history of the Page EIV corps, published by the adjutant wing Count G. A. Miloradovich. Kyiv, 1871. P. 43).
RGVIA f.725, op.48, d.339.
Magazine "Cadet Roll Call", 1972, No. 2.
Military Encyclopedia, v.13, St. Petersburg, 1913, p.132.
Nemotin G. Grand Duke Konstantin. Fri., 1916
Magazine "Military story", 1956 No. 19.
Ibid., 1971 No. 19, p.32.
Krasavin O.A. In the Suvorov Cadet Corps, M., ed. Manager, 1999 80 pages