11 Ways to Get a Profession in Pre-Revolutionary Russia

Contents:

• Become an official, teacher, doctor - at the university
• Become an engineer, agronomist, secondary school teacher - at a specialized institute
• Become a mid-level specialist or get a working profession - at a vocational school
• Become a professional military man - graduate from a cadet school, and then a military school
• Become a priest or a teacher of theology (and not only) - graduate from a religious school
• Become an artist, musician or actor - at a specialized school
• Become almost anyone, from a lawyer to a telegraph operator or draftsman, - in courses
• Become a craftsman, salesman, worker or pharmacist - after studying and working with a master
• Become a worker - right in practice, at the factory (but with a risk to life)
• Become an elementary school teacher or a craftsman - in specialized senior classes of schools
• Become a journalist, writer, actor and, oddly enough, also a teacher - on your own

Become an official, teacher, doctor – at the university

Imperial universities represented the highest level of the educational system of the Russian Empire, providing opportunities for higher education and scientific degrees. By 1917, there were only 11 such universities in the country, each serving a separate educational district. These educational institutions played a key role in the training of qualified specialists and the development of science in Russia.

Universities were originally intended to train civil servants, doctors, teachers, and scientists. At that time, the system of faculties did not provide a variety of choice, and included only a few areas:

• Law — one of the two most popular faculties, since people came here specifically for a civil service career, as well as simply for the easiest education, representatives of wealthy families who did not need a profession as such, but were supposed to receive some kind of education;
• Medicine — also very popular, people came here for a stable, in-demand profession;
• History, Philology and Physics and Mathematics — these were attended by those wishing to engage in science, make a career at the university, or at least become teachers in gymnasiums;
• Some universities also had faculties of Oriental languages. In them, one could obtain the profession of a translator or diplomat, or remain at the faculty and engage in science.

The most talented graduates, striving for a scientific and teaching career, were left at the universities for further training. They had the opportunity to become privatdozent and then professors. However, the wait for a university vacancy often dragged on for years, and during this time they had to subsist on modest wages. Graduates of the empire's most prestigious secondary schools, namely classical male gymnasiums, were considered the prime candidates for university admission. The gymnasium curriculum was specifically designed to prepare for university studies. It's worth noting that simply completing gymnasium training provided the right to enter civil service. In addition, anyone who successfully passed the final exams of the gymnasium could enter the university.

While anyone from any social class had the right to become a university student, women faced significant difficulties in obtaining higher education. In practice, people from peasant families were rarely able to enroll in universities. As of January 1, 1914, only about 13% of students in the Russian Empire were peasants, and in previous years this figure was even lower. The largest shares belonged to hereditary nobles and officials (36%), as well as the petty bourgeoisie (24%). Thus, the higher education system in the Russian Empire was highly hierarchical, which limited access to knowledge for certain social groups.

This text examines the 1913 report of the Minister of Public Education, published in Petrograd in 1916. This document contains key data on the state of the educational system in Russia at that time. The report emphasizes the importance of reforms in the field of public education and analyzes the achievements and problems facing the education system. Particular attention is given to quantitative and qualitative indicators, as well as initiatives aimed at improving the educational process. This source provides valuable historical material that allows for a deeper understanding of the development of educational policy in Russia in the early 20th century.

While there were no formal restrictions on university admission, there was a de facto class filter for applicants based on financial status and educational level. In most cases, university tuition was fee-based, although there were some benefits for certain categories of students. Nevertheless, young people from poor families could rarely afford to spend years studying. They were forced to quickly return to work to earn a living and support their relatives.

Entering a gymnasium with the goal of further study at a university was a difficult task for members of the lower classes. Firstly, admission required passing exams, which meant that the child had to have a high-quality basic preparation. Secondly, gymnasium tuition was fee-based, which added to the financial burden on the family. In addition, it was necessary to take into account the additional costs of the mandatory uniform and related school supplies.

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Samuel Marshak: "I was not accepted into the gymnasium, but the gymnasium came to my home." This aphorism reflects the poet and writer's unique approach to education, which enabled him to create his own unique educational environment. Despite his unsuccessful admission, Marshak actively pursued his knowledge and interests, making him a role model for many. His work inspires generations, demonstrating that true education is not always tied to formal institutions.

Passing the gymnasium exams while studying at other types of schools, such as district schools or real schools, was very difficult. The main difficulty was Latin, which was taught in gymnasiums but was absent from other educational institutions. This created significant barriers for students seeking to obtain a gymnasium certificate and continue their education.

Members of the upper nobility often chose elite educational institutions for their children, such as the Alexander Lyceum, the School of Law, and the Tsarevich Nicholas (Katkovsky) Lyceum, rather than universities. These educational institutions combined elements of general gymnasium and higher education, preparing the future bureaucratic elite. This category also included military academies and higher military schools, such as the Page Corps, the Pavlovsk Cadet Corps, and the Naval Cadet Corps. Education at such institutions provided not only knowledge but also the development of the necessary skills for a successful career in public administration and the military.

Become an engineer, an agronomist, or a secondary school teacher—at a specialized institute

Alongside universities, various educational institutions, most often referred to as institutes, operated in the empire. These institutions trained specialists in specific fields. However, the education received at such institutes was not always recognized as higher education. In some cases, they provided secondary vocational education, while in others they offered only courses. By 1917, there were 124 institutes operating in Russia, 59 of which were private, with the possibility of state co-financing. Most of the institutions had a technical or applied focus. These institutes taught in fields such as engineering, electrical engineering, agronomy, transportation and mining, forestry, land surveying, and medicine. Notable was the Imperial Midwifery Institute, which trained specialists in obstetrics. There was also the Lazarev Institute of Oriental Languages, as well as two archaeological institutes in St. Petersburg and Moscow. In 1907, neurologist, psychiatrist, and psychologist Vladimir Bekhterev founded the world's first Psychoneurological Institute, which studied the brain and its functions. These educational institutions significantly contributed to the development of science and technology in Russia.

In Russia, there were pedagogical institutes designed to train teachers for city schools, which were one of the most common types of schools. The first such institute opened in St. Petersburg, and in 1872, closed-type teacher training institutes were established. Interesting fact: the famous scientist Dmitri Mendeleev graduated from the Main Pedagogical Institute. These educational institutions played a vital role in the formation of the teaching profession and the provision of high-quality education in the country.

Unlike universities, knowledge of Latin was not required for admission to institutes. This contributed to a broader social composition of students at institutes compared to universities. By 1917, more than half of the students at institutes were peasants, townspeople, and artisans, reflecting the accessibility of education for various social strata. Institutes offered opportunities for vocational training and facilitated social mobility, making them an important element of the educational system of the time.

Of the 59 private institutes that existed in the Russian Empire, 30 were for women. Towards the end of the imperial era, the first state institutes for women began to open, including medical and pedagogical institutes. These educational institutions were an important step in expanding opportunities for women to obtain higher education and professional training.

Some institutes in Russia were very popular, and competition for admission to them exceeded that at universities. For example, in 1897, 1,013 applicants competed for 167 places at the St. Petersburg Technological Institute, which meant competition of six people per place. This demonstrates the high level of interest in technical education and the importance of the institute in the educational system of the time. High competition underscores the quality of training and the demand for graduates in various fields.

The excitement in the labor market has justified causes. A university or college graduate simply had to complete their studies and receive a graduation certificate to begin a career. At that time, even diploma exams weren't always mandatory. This was due to a shortage of higher-educated specialists, especially in technical fields. Having a graduation certificate opened the door to full-fledged professional activity and ensured stable career growth.

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People's universities in the Russian Empire represent a unique phenomenon in the educational system that emerged in the 19th century. These educational institutions sought to make knowledge accessible to a wide audience, including peasants and workers. The main goal of people's universities was to educate the population and develop the cultural level of society.

The idea of ​​creating people's universities arose against the backdrop of socio-economic changes and the need for education for all segments of the population. Educational institutions offered courses in various disciplines: from history and literature to natural sciences and agriculture. Classes were conducted in the form of lectures, seminars, and practical exercises, which facilitated active learning and the exchange of knowledge.

People's universities played an important role in shaping public consciousness and cultural identity. They became platforms for discussing current issues, which contributed to the development of civil society. Despite the existing restrictions and pressure from the authorities, people's universities continued to function and develop, leaving a significant mark on the history of education in Russia.

Thus, people's universities in the Russian Empire not only provided knowledge, but also contributed to social change, shaping a new generation of educated citizens.

Become a mid-level specialist or obtain a working profession - in a vocational school

In the Russian Empire, there was an analogue of modern secondary vocational education, represented by specialized schools and schools. These institutions combined general school education with vocational training. Some of them focused exclusively on vocational training. Among them are technical, craft, commercial, railway, art, pedagogical and medical schools that trained midwives, paramedics and dentists. There were also agricultural, river and maritime schools. These educational institutions played an important role in training qualified specialists for various sectors of the economy, contributing to the development of vocational education in the country.

Throughout the history of education in the Southern Urals, various educational institutions existed, including secondary technical and lower technical schools, vocational schools, as well as schools for apprentices and lower vocational schools. These institutions trained skilled craftsmen and workers for industrial enterprises, handicrafts, and small-scale handicraft industries. Graduates included specialists such as carpenters, turners, blacksmiths, and foundry workers. The bulk of the student body was formed from representatives of the common classes of the cities and villages of the Southern Urals, which at that time was an important industrial center.

Teacher seminaries, the predecessors of modern pedagogical colleges, trained specialists for primary schools. However, a significant portion of graduates did not choose a career in education. At the Voronezh State Seminary, for example, from 1875 to 1910, 57% of graduates refused to teach in schools. The reasons for this choice were financial hardship and the difficult working conditions for teachers in underprivileged institutions. Many students, upon entering teacher training seminaries, did not initially plan to become teachers. For them, it was an accessible path to education, as was the case with Sergei Yesenin.

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Teachers in the Russian Empire: income level and living conditions

In the Russian Empire, teachers played an important role in the educational system, but their earnings and living conditions often left much to be desired. Teachers' salaries varied depending on the region and type of educational institution. In cities, especially the capital, teachers could earn more, but even here their incomes were often modest.

Most teachers received a salary that was not always stable. Many of them lived in conditions limited by financial means, which affected their social status. Teachers often faced a lack of resources for teaching, which also made their work difficult.

An important aspect of the life of teachers in the Russian Empire was the need for constant professional development. They sought advanced training, which allowed them to improve their skills and, in some cases, increase their income. However, for most teachers, access to additional education and resources was limited.

Thus, the life and income of teachers in the Russian Empire were full of difficulties. Despite this, they continued to fulfill their mission, forming the foundations of education and culture in the country. Vocational schools were initially established by government agencies such as the Ministry of Internal Affairs, the Ministry of Railways, and the Ministry of State Property. These educational institutions often admitted the children of employees of these agencies in order to continue the professional traditions of their families. This approach contributed to the training of specialists who met the requirements of government agencies and ensured continuity in the professions. In the post-reform era, private vocational schools, including for women, began to open rapidly. They responded to the need for qualified personnel. Commercial schools were often founded with funds from associations of merchants, industrialists, and bankers. These educational institutions trained accountants, bankers, and professional salespeople. These professions acquired particular importance against the backdrop of Russia's rapidly developing capitalist industry. The development of vocational education during this period contributed to the formation of a new workforce necessary for the effective functioning of the economy.

Vocational schools typically accepted children with a primary education, starting at ages 10-12. At the beginning of their education, students were provided with additional general education, and in the senior grades (sixth and seventh), specialized subjects were introduced. Commercial schools emphasized such disciplines as commercial arithmetic, geography, political economy, commodity science, accounting, law, and correspondence. This approach contributed to the preparation of qualified specialists prepared for work in business and trade.

Vocational schools, like secondary schools and higher education institutions, were mainly tuition-based. This created difficulties for low-income families who could not afford to educate their children in such institutions. As a result, access to quality education for this category of the population was severely limited.

To become a professional soldier: graduate from a cadet school and then a military school

Cadet corps were very popular among the nobility, representing specialized secondary educational institutions. These institutions prepared young people for complex military professions, such as navigator, artilleryman, and engineer. The curriculum at cadet corps corresponded to the curriculum of real schools, which allowed officers' children to study for free. Upon completion of their training, cadets were assigned to troops depending on their academic achievements. Many famous figures in Russian history, such as Alexei Arakcheev, Thaddeus Bellingshausen, Ivan Kruzenshtern, Mikhail Kutuzov, Mikhail Lazarev, and Kondraty Ryleyev, were educated in cadet corps. These educational institutions played a key role in the formation of future leaders and figures in the Russian armed forces.

After the 1860s, cadet corps became known as military gymnasiums, and their primary mission changed. They began preparing students for entry not only into the army but also into military academies, which were higher-level educational institutions. During this period, cadet corps also began accepting children of government officials, clergy, and Cossacks, which contributed to a broader social composition of students and an improved educational standard at these institutions.

Approximately 10% of cadet corps graduates choose civilian professions, while the majority continue their careers in the armed forces.

Military academies began their history in the late 18th century and became an important element in the training of officers and military specialists. These educational institutions, along with institutes and academies, trained personnel for various military professions, including doctors, navigators, shipbuilders, engineers, artillerymen, column leaders, and topographers. After the reforms of the 1860s, military education at a military academy became practically mandatory for those aspiring to a career as an officer. This led to significant changes in the system of military education and training of personnel for the army.

The course of study at military schools continued two years and included the study of Russian and foreign languages, mathematics, history, natural sciences, tactics, fortification, artillery, and other specialized subjects. By 1914, there were 22 military schools in the Russian Empire. From 1900 until the start of World War I, more than 21,000 students successfully completed their studies at these educational institutions.

In the post-reform era, cadet schools began to open—military educational institutions that provided lower-level training. These educational institutions accepted graduates of city schools, which were the equivalent of modern schools, as well as young men with incomplete secondary education. The cadet schools played an important role in training personnel for the army and helped expand opportunities for young people aspiring to a military career.

Members of the royal family, as a rule, had a military education. This education played an important role in preparing them for state duties and army command. Military education contributed to the development of leadership qualities and strategic thinking necessary for governing the country during difficult historical periods.

To become a priest or a teacher of theology (and not only) - graduate from a theological school

In the Russian Empire, along with "secular" educational institutions, there was an extensive network of religious educational institutions. The Church developed its own educational system designed to prepare future priests. This system included three levels of education: primary - theological schools, where students mastered the basics of grammar, arithmetic, history, geography and singing; middle - theological seminaries, where in addition to studying the Holy Scripture, literature and history were added to the subjects; and highest - theological academies, which provided the opportunity for in-depth study of theology. After completing a theological school, graduates could become psalm readers in parishes, and after seminary - take holy orders. Graduates of the academies had the opportunity to earn a master's or doctorate in theology, which opened up new prospects in religious life and ministry.

Initially, theological schools were created exclusively for the sons of clergy, with the goal of preparing them to continue the family tradition. However, beginning in the 1860s, seminaries began to accept students from various backgrounds. One of the significant advantages of these educational institutions for young people from families with limited financial means was free education for the first two years of study. In subsequent years, free tuition was provided to those who agreed to be ordained to the priesthood upon completion of the courses. Moreover, the most successful students could receive a scholarship, which further contributed to the attraction of talented young people to the study of spiritual disciplines.

As with pedagogical seminaries, not all graduates of theological schools chose a career in their field. Completion of the seminary opened the door to admission to a university or institute, similar to graduates of classical gymnasiums. Seminaries, unlike real schools, taught Latin, which allowed graduates to take matriculation exams for the classical gymnasium course, thereby providing the opportunity to continue their education at university.

After graduating from the seminary, graduates had the opportunity to work as teachers. In rural schools, they could teach all subjects, and in more developed educational institutions, they could teach theology. An example of such a choice is the famous storyteller Pavel Bazhov. Born into a working-class family, his parents lacked the means to attend high school, so they sent him to the Yekaterinburg Theological School, and later to the Perm Theological Seminary. Bazhov did not aspire to become a priest and could not enter university due to financial difficulties, so he chose the profession of a rural teacher. This path allowed him not only to earn a living but also to continue developing his literary talents.

Many graduates of theological schools abandon clerical careers, which is a concern for the Synod. In response to this problem, attempts have been made to change the situation, in particular by reducing the Latin curriculum in seminaries. However, these measures have not produced significant results. The situation requires further analysis and the development of more effective strategies for attracting young people to church ministry.

Since 1843, thanks to the initiative of Empress Alexandra Feodorovna and under the patronage of the spiritual department, schools for the daughters of clergy began to open. The main goal of these educational institutions was to prepare worthy wives for priests. However, starting in 1868, these institutions were called diocesan women's theological schools. They became open to girls from various classes, and graduates could work as rural and home teachers, expanding their educational opportunities.

Become an artist, musician or actor - in a specialized school

Specialized educational institutions played a key role in the training of musicians, artists, sculptors and actors. Students were selected on a competitive basis, based on their abilities. At that time, there were art and industry schools, art and craft schools, training workshops, schools, and drawing classes. In the 1914/1915 academic year, approximately six thousand students studied at these institutions. These institutions contributed to the development of creative skills and the formation of the professional qualities necessary for a successful career in art.

The only state art university in Russia at that time was the Higher Art School of the Imperial Academy of Arts. Students studied here for five to six years, gaining knowledge and skills from the leading masters of their time. Among the school's teachers were such outstanding artists as Alexander Benois, Arkhip Kuindzhi, Vladimir Makovsky, Vasily Polenov, and Ilya Repin. Their experience and artistic vision had a significant influence on the formation of a new generation of artists, contributing to the development of the Russian art school.

The academic school accepted young people from various social classes who possessed certificates from junior art educational institutions. However, a significant portion of students, up to half, did not have such certificates and passed the entrance exams by demonstrating their skills in drawing from life. Graduates of the school received the title of "artist" or "artist-architect," which allowed them to work as full-time art teachers or hold specialized positions in the field of art.

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One day of Ilya Repin at the Academy of Arts is A unique immersion into the world of creativity and art. At this educational institution, renowned for its outstanding artists and masters, Repin was not only a student but also an inspiration for many students. His classes and master classes enriched students with new knowledge and approaches to painting, and also shaped their artistic perception.

During his time at the Academy, Repin actively worked on his paintings, employing a variety of techniques and styles. His pursuit of perfection and deep understanding of human nature inspired other artists. Repin devoted great attention to the study of anatomy, light, and shadow, which was reflected in his works, lending them realism and emotional richness.

The importance of one day with Ilya Repin at the Academy of Arts lies not only in his personal creative process but also in the influence he had on the future of Russian art. His legacy lives on and inspires new generations of artists, emphasizing the importance of academic education and practice in developing artistic skills.

Women were admitted to this educational institution as auditors.

A private fine arts school existed in Moscow—the Moscow School of Painting, Sculpture, and Architecture. Although it was not formally considered a higher educational institution, its curriculum was comparable to that of the Academy of Arts and even surpassed it in terms of student numbers. Famous graduates of this school include such artists as Konstantin Korovin, Mikhail Larionov, Isaac Levitan, Alexander Makovsky, and Nikolai Bogdanov-Belsky. This institution played a vital role in the development of Russian fine arts, training numerous talented artists who made significant contributions to Russian culture and painting.

Members of the royal family showed an interest in drama and ballet, leading to the creation of specialized classes that later became the foundations of the imperial schools. These educational institutions began to emerge in the late 1700s and early 1800s in both St. Petersburg and Moscow. These institutions included the Imperial St. Petersburg Theatre School and the Moscow Theatre School, known today as the M.S. Shchepkin Higher Theatre School. Also worth mentioning was the Imperial Theatre School, which trained opera, ballet, and drama dancers and orchestral musicians, now known as the Moscow State Academy of Choreography. These educational institutions played a key role in the development of theatrical arts in Russia and the training of highly qualified specialists for the country's stages.

All conservatories in Russia, including those in St. Petersburg, Moscow, Kyiv, Saratov, and Odessa, were privately funded. The Moscow Philharmonic Society's Music and Drama School also played an important role in training musicians and actors. The school provided not only professional training but also general education, including courses in the seven-grade girls' gymnasium curriculum. Vladimir Nemirovich-Danchenko taught there, and notable alumni included Olga Knipper-Chekhova and Vsevolod Meyerhold. These institutions significantly contributed to the development of musical and theatrical arts in Russia.

You could become almost anything, from a lawyer to a telegraph operator or draftsman, by taking courses.

From the second half of the 19th century, the Russian Empire saw the widespread opening of educational courses, both private and officially sanctioned by government agencies. The Ministry of Public Education used these courses to address the shortage of teachers in primary schools. Similarly, the Ministry of Posts and Telegraphs organized postal and telegraph courses at city schools, which were a type of primary school, to train qualified specialists. These initiatives were an important step in the development of the country's educational system and contributed to improving the quality of education in various fields.

Private courses for women's education were very diverse. For example, higher women's courses provided a de facto academic education, following the university curriculum and offering similar faculties. Teaching was often carried out by university professors. However, the main problem was that completing these courses did not qualify for a profession. Women were not allowed into government service, the legal profession, or university teaching, with rare exceptions. As a result, many graduates found work as teachers or telephone operators, and their advanced education was perceived as a personal achievement rather than a means to career advancement.

There were courses for both sexes that taught professions in rapidly developing fields. These courses could be compared to institutes or vocational schools. Their curricula included such specialties as accountant, banker, insurer, agronomist, livestock specialist, land surveyor, agricultural specialist, statistician, geographer, secretary, and telephone operator. These professions remained relevant and in demand in the labor market, providing students with a wide range of career opportunities.

There were also courses in industry, which can be classified as modern continuing education programs. For example, technical courses for workers organized by the Russian Technical Society provided the opportunity to learn new skills and improve their level of professional training. These educational initiatives contributed to the development of the workforce and improved productivity in enterprises.

Reading is an important aspect of our lives, as it provides access to new knowledge and ideas. Books, articles, and blogs help expand our horizons and develop critical thinking. When reading, we not only gain information but also immerse ourselves in a world of imagination, which contributes to personal growth. Therefore, it is important to devote time to reading and choose quality sources. By reading regularly, you improve your skills, enrich your vocabulary, and develop analytical skills. Read a variety of materials to find inspiration and new perspectives.

How Russians studied in courses a hundred years ago and earlier

Education in Russia has undergone significant changes over the centuries. A hundred years ago, at the beginning of the 20th century, courses and educational institutions offered a variety of forms of study adapted to the needs of society at the time. While access to education was limited for many, various opportunities for acquiring knowledge still existed.

Evening and special courses were an important element of the educational process, allowing workers and peasants to acquire new skills. Such courses covered a wide range of topics—from the basics of literacy to the professional skills needed to work in new sectors of the economy. Education became accessible not only to the privileged classes but also to the general population.

Furthermore, significant attention was paid to the education of women, a revolutionary step for the time. Women's courses and schools opened the door to education, which contributed to the elevation of women's status in society and their participation in various spheres of life.

Teaching methods also changed. Teachers used lectures, practical exercises, and group work, which contributed to a deeper understanding of the material. The courses emphasized practical skills that allowed students to apply their acquired knowledge in real life.

Thus, educational courses a hundred years ago became an important tool for improving the skills and living conditions of Russians. This historical context underscores the importance of education as a means of social and economic development.

Becoming a craftsman, salesman, laborer, or pharmacist—by training and working under a master

Until the 20th century, the practice of apprenticeship among artisans remained relevant, dating back to the Middle Ages. From an early age, children became apprentices to masters, learning a craft by working alongside them. Gradually, having progressed from apprentice to journeyman, they became masters. Similarly, merchants and small traders hired "boys" to work in their shops, using them as free labor while simultaneously teaching them the basics of the trade, albeit sometimes with the use of physical punishment. This system of training was an important part of the transmission of knowledge and skills from generation to generation in crafts and trade.

Schools for apprentices and lower artisan schools constituted an organized system of apprenticeship. In these educational institutions, groups of students, under the guidance of experienced masters, mastered the specific techniques of their craft. Applied arts, including icon painting, could also be studied directly on the job, participating in the corresponding artel groups.

An apprentice's training in the artisan workshops of the Russian Empire lasted from three to five years in accordance with a contract with the master. Compliance with the terms of this contract was monitored by guild organizations. In the private craft industry, the apprenticeship method was legally enshrined in the Craft Charter. According to this charter, the master was obliged to "teach decently," treat the apprentice humanely, and not overload them with "excessive and unusual work unrelated to the craft." The apprentice, in turn, was expected to be obedient to the master and his family. As a result of this system, many artisans remained untrained, limiting their opportunities for further development.

Parents often gave their children to craftsmen, including recruits, soldiers, and peasants. This allowed young people to learn trades and acquire the necessary skills for their future lives.

An apprenticeship system was used in the training of future pharmacists. Pharmacists had three levels of professional qualifications: assistant, pharmacist, and apothecary, also known as a master of pharmacy. The highest rank—apothecary—was awarded after successfully defending a thesis at the university's medical faculty. The training system for pharmacists was comprehensive: to obtain the status of pharmacist, it was necessary to work for at least three years as an apothecary apprentice, followed by three more years as an apothecary assistant. In addition, future pharmacists completed lecture courses in specialized programs at the university, which lasted one and a half to two years. These courses were not related to higher education, but included passing qualification exams, which provided the necessary preparation for successful professional work in the pharmaceutical field.

Becoming a worker - right in practice, at the factory (but with a risk to life)

Industrial enterprises had a practice similar to apprenticeship, but much more chaotic. Children came to factories, started with menial tasks and gradually tried to master the production process. However, success in training depended on many factors, which often led to a high rate of injuries in the workplace. This situation required attention, since the lack of systematic training and supervision could negatively affect occupational safety.

In this system, even after obtaining a specialty, the worker did not acquire deep systematic knowledge. He did not understand the essence of the work performed, but only mechanically memorized the sequence of actions. For example, he might use various files, but he didn't understand why they functioned differently. This limited his professional growth and reduced the quality of his work. Understanding the mechanics of tools and processes is key to improving the efficiency and quality of his work. Without understanding the basics, an employee cannot adapt to changes and new requirements in their field.

The system, which had existed since the construction of the first factories during the reign of Peter the Great and had its roots in the Middle Ages, persisted until the second half of the 19th century, despite the industrial boom. Significant changes became possible thanks to the pedagogical system of Dmitry Sovetkin, which we mentioned earlier. These reforms played a key role in transforming production processes and educational approaches of that time.

Becoming an elementary school teacher or a craftsman - in specialized senior classes of schools

It was also possible to obtain a profession in a comprehensive school. As already noted, it was possible to become a low-ranking official immediately after graduating from a classical gymnasium for boys. A high school diploma provided certain advantages when entering civil service and facilitated promotion to the first rank.

In girls' high schools, institutes for noble maidens, and schools for the commoners, it was possible to complete additional pedagogical classes, which gave the right to teach younger students. Without this additional education, one could become a home teacher, which essentially meant working as a tutor or governess. Graduates of city schools had the right to work in elementary schools, and after completing parochial school, they could teach in similar educational institutions.

General and elementary schools often had classes with a vocational focus, including crafts. For example, Anton Chekhov and his brothers, while studying at the Taganrog Gymnasium, additionally attended craft classes at the local district school, where they mastered tailoring and bookbinding. This approach contributed to the development of practical skills in students and broadened their educational experience.

In the past, this was practically the only way for women to earn money. Women of that time faced limited employment opportunities, and many of them were forced to rely on this method for financial stability. Earning money through such means allowed them not only to support themselves but also to care for their families. The importance of this aspect is historically significant, as it reflects the social and economic conditions in which women lived.

Becoming a journalist, writer, actor, and, oddly enough, also a teacher—all on their own

Obtaining a profession became possible thanks to practical training. This is especially relevant for representatives of creative fields, who often master their skills directly on the job. Practical experience allows them to develop creativity and adapt to the demands of the industry, which makes them sought-after specialists.

Not all actors of that time had a specialized education. Many of them entered provincial stages, beginning their careers in amateur home theaters, which were popular among the intelligentsia. They began with small roles and learned by observing more experienced colleagues. In some cases, actors received private lessons, but this was the exception rather than the rule. This applied not only to dramatic actors but also to vocalists. A striking example is the legendary opera bass Feodor Chaliapin, who was born into a poor peasant family. His musical education began in the church choir, where he learned to read music. Initially, he found work in the theater as an extra, but soon, thanks to his talent, he began performing vocal parts. Thus, the story of many artists shows that the path to the stage often begins in the most inconspicuous circumstances.

Writing for a long time had no formal training, and many classic writers were self-taught. Literary studios and seminars began to gain popularity in the pre-revolutionary years. Nevertheless, future writers often received a high-quality education in prestigious schools or through home schooling, which included a wide range of reading. This provided them with a good grounding in Russian literature.

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The poets of the Silver Age underwent a variety of training, which had a significant influence on their work. Many of them received a classical education at universities such as Moscow and St. Petersburg, where they studied philosophy, literature, and art. Others preferred more liberal forms of education, immersing themselves in the atmosphere of literary circles and artistic associations. Meetings with prominent figures of the time, such as artists, musicians, and philosophers, played an important role in their development, facilitating the exchange of ideas and inspiration. Poets also actively read foreign literature, which enriched their style and the subject matter of their works. Key themes in the works of the Silver Age were love, nature, philosophical reflections, and social issues. They sought to convey their thoughts and feelings through unique poetic forms, which makes their works relevant today. The education and cultural influences received by the poets shaped their individual style and left a noticeable mark on Russian literature. The profession of journalist could only be mastered through practice, as specialized faculties did not exist. The first journalism courses appeared only in 1905, but they were soon closed. Success in this profession requires literacy and a broad outlook, which members of the common people often lacked. A case in point is the future writer Ivan Bunin, born into an impoverished noble family. At 18, he began his career on the editorial board of the provincial newspaper "Orlovsky Vestnik," where he wrote theater reviews and other articles. His formal education was limited to four and a half years at a classical gymnasium in Yelets, which he left due to his aversion to mathematics. Thus, journalism at that time required not only talent but also perseverance to overcome barriers related to education and social status. It was possible to become a zemstvo school teacher even without formal education. This required independent preparation and passing the qualifying exam for the title of public teacher as an external student. Konstantin Tsiolkovsky is a striking example of this approach. Deaf from childhood, he acquired most of his knowledge through self-education. At 22, Tsiolkovsky successfully passed the exam and taught mathematics and physics for 42 years at various educational institutions in Borovsk and Kaluga. This incident highlights the importance of self-education and the pursuit of knowledge, which remains relevant today.

According to the 1911 census, 20.8% of primary school teachers, and 16.5% of female teachers, had only a primary or home education. These data highlight the low level of qualifications of teachers at that time, which could have negatively impacted the quality of education received by children. It is important to understand that teacher training plays a key role in the educational process and influences student development.