Past: Why Aksakov's mother had to use trickery to get him out of school

Content:

• Context

Context

This episode from the memoirs of Sergei Timofeevich Aksakov, the famous author of "Notes of a Gun Hunter" and "The Scarlet Flower", tells about the events 1799, when he first entered the Kazan Gymnasium. The scandal described in the director's office resulted in Aksakov's mother losing consciousness, and it was this circumstance that convinced the gymnasium administration to allow her to remain with her son in the hospital throughout the day. However, securing the return of eight-year-old Sergei proved nearly impossible, as if they were trying to free an adult from the army or prison—Aksakov himself called the gymnasium a "stone prison." Sergei's father, who remained at home, did not believe in the success of this undertaking, but his mother demonstrated steadfastness and perseverance, refusing to give up.

What happened? Five months earlier, Sergei Aksakov had been sent to the gymnasium on state support with full board. At this educational institution, he not only studied but also lived, as if in a closed educational and correctional institution. This was common practice for students arriving from out of town or country estates, and all expenses were covered by the state.

The Spartan living conditions at the gymnasium, including the coldly maintained dormitories, the strict discipline of the adults, and the noisy atmosphere where so many students lived, had a serious impact on Sergei. At eight years old, he was impressionable, sensitive, and strongly attached to his mother. Being thrust into such a harsh environment was a real challenge for him. Furthermore, his relationships with his classmates weren't the best—he was teased, which exacerbated an already difficult situation. Because of his sensitive nature, Sergei became a constant target for the harassment of the school's chief supervisor, known by the last name Kamashev. This supervisor wielded considerable influence, often exceeding that of the principal, which added further pressure to the boy. Although Sergei showed good academic results, his preparation for the gymnasium could not compensate for the difficulties he faced in the new environment.

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Hazing in Institutes for Noble Maidens: History and Modern Realities

Hazing in institutes for noble maidens is a phenomenon that has deep historical roots and continues to be relevant in modern society. In the past, when these educational institutions were closed and strict, they had their own rules and hierarchies, which sometimes led to cruel treatment of new students. Under such conditions, older female students could display aggression and harassment toward younger students, creating an atmosphere of fear and insecurity.

Today, although many traditions have changed, the problem of hazing remains. Modern educational institutions must actively combat aggression and discrimination. It is important to create a safe and supportive environment for all students, where every girl can develop and learn without fear of harassment.

Understanding the history of hazing in institutes for noble maidens helps us identify the roots of this problem and work to eliminate it. Discussing these issues in society and within educational institutions is key to creating a comfortable educational environment free from violence and harassment.

After five months of studying at the gymnasium, Sergei began to suffer nervous breakdowns caused by stress. The boy was admitted to the gymnasium hospital, and his parents were notified. His worried mother urgently traveled to Kazan to take her son home, but encountered difficulties. She had to fight for this right with the gymnasium council, enlisting the support of the school doctor. However, even the specialist's conclusion that Sergei needed home rest and treatment did not convince the council—they demanded a medical consultation.

With the boy's health in doubt, his mother and doctor decided to resort to a ruse. They suggested the boy feign leg pain to create the impression of a more serious health condition than was actually the case. As a result, two independent doctors confirmed the school doctor's diagnosis, allowing Aksakov's mother to take her son home until he fully recovered. This approach, although questionable, highlights how the emotional state and fears of relatives can sometimes influence medical decisions.

The strict rules in gymnasiums are explained by the fact that education at state expense was considered a privilege, not a "guaranteed right." Even by the beginning of the 20th century, education in Russia, including primary education, was not compulsory. In the late 18th and early 19th centuries, completing a gymnasium opened the door to civil service or a teaching profession, equivalent to that of a civil servant. Gymnasiums played an important role in training personnel for the state, and graduates were expected to recoup their investment by working for a certain period of time. Thus, the education system was aimed at developing qualified specialists necessary for the functioning of the state apparatus.

Aksakov's story ended happily: a year later, he was able to transition to the status of a self-funded student, meaning he could study at his own expense. He began living not at the gymnasium, but in a teacher's apartment. This was a common practice: teachers, for an additional fee, would take in several students and tutor them after classes. This approach facilitated deeper learning and an individualized approach to each student.

Living conditions outside the gymnasium proved significantly more comfortable, both materially and psychologically. Sergei, having matured somewhat, easily weathered the separation from his mother. As a result, his second stint at the gymnasium was a success.

I attended the gymnasium with interest. I can't say whether my classmates or I myself had changed, but I didn't feel the same discomfort interacting with other students. We developed common interests, a desire to interact, and I began to eagerly await the time it would be time to go to school.

Aksakov successfully completed the new school year, receiving a certificate of honor. In his senior year, alongside the core school curriculum, he began studying for a university degree along with several of his classmates. These students became the first students of Kazan University, which opened on the basis of their gymnasium.