Vladislav Rjeoutski (ENG)

rjeoutski_2Passed his Ph.D. defense in 2003. Teaching experience in France and the U.K. Managed two international research projects: “The French in Russia of 18th Century” and “Francophone Press in Russia”. In 2011-2013 Vladislav was involved in a scientific project on the social history of the French language in Russia at the Bristol University. Since 2013 research fellow of the German Historical Institute in Moscow.

Key research topics: history of nobility education in Europe; history of language learning in Russia of 18th century; social history of the French language in Russia and in Europe in general; geographical mobility of specialists in Europe in 18th century.

Publications related to the topic of the conference:

  • European Francophonie. The Social, Political and Cultural History of an International Prestige Language, eds. Vladislav Rjéoutski, Derek Offord and Gesine Argent, Oxford, Peter Lang, 2014.
  • Apprendre la langue de l’Europe: le français et d’autres langues dans l’éducation en Russie au XVIIIe siècle, eds. Vladislav Rjéoutski, Derek Offord and Gesine Argent, Vivliofika, Duke University, n°1 2013.
  • Le Précepteur francophone en Europe. XVIIe-XIXe siècles, eds. Vladislav Rjéoutski and Alexandre Tchoudinov, Paris, L’Harmattan, 2013.
  • Франкоязычные гувернеры в Европе. XVII-XIX вв. Под ред. А.В. Чудинова и В.С. Ржеуцкого. Ежегодник французских исследований. М., 2011.
  • (with A.V.Chudinov). Русские «участники» французской революции // Ежегодник французских исследований. М., 2010.



The Ideal of a Noble’s Education in Russia: Pro and Contra

During the 18th century Russian nobility assimilates a number of ideas about the way how a noble’s education should look like. So far it is difficult to say how deeply the ideas of a noble education “standard” penetrated into the nobility. Most likely they were familiar to the ршпр nobility and to a part of the middle nobility. The question of the penetration of these ideas into different layers of the nobility deserves a careful attention, but the present state of our knowledge would hardly allow us to give a definite answer. At the same time, on the basis of a number of documents it is possible to give a generic description of the noble education ideal among the aristocracy. Such features – if not mandatory, yet common ones – may include ideas of education of a “courteous person” (honnête homme), a “citizen”, a certain set of disciplines (including foreign languages, history, geography, arithmetic, etiquette, dancing, riding and some others), “Grand Tour” practice and a tradition of studying in or at a foreign university…

However, this general model periodically ran into resistance, which came from two sides: from teachers themselves and from their students or their parents. In my paper I will focus on the analysis of such „dissident“ trends in a noble’s education. This resistance has probably seldom been of a fully conscious nature. Tutor or pupil may not consciously go against those features of education, which they associated with the nobility as a social group. It is rather about personal views of the tutor on the usefulness of whichever educational practices, and sometimes, no doubt, about a poor understanding of real needs of a young noble. However, with the spread of the radical Enlightenment ideas both among those who was engaged in the education of the nobility and among the noblemen themselves, especially by the end of the 18th century and in the early 19th century, there were more cases of resistance to the common model of the noble education.

In my paper I have specific examples to demonstrate what concrete practices caused the rejection of tutors and/or parents of pupils, how this resistance was expressed, and what criticism it may have caused among adherers of the orthodox education of nobles. In this dispute not only the concept of the „right“ education of nobles may be better seen, but also those hotspots of the noble education, which were significant for a Russian aristocrat. Different kinds of documents served as materials for my paper (contracts with tutors, correspondence, educational plans, etc.), most of them unpublished, found in the archival holdings of several Russian aristocratic families (Golitsyn, Stroganov, Vorontsov, Scherbatov, Baryatinsky…).

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