Navigation school in the Sukharev tower. Education reform

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Navigation school in the Sukharev tower. Education reform

Veselago F. Essay on the history of the Moscow Cadet Corps. St. Petersburg, 1852

1695 - the beginning of shipbuilding in Voronezh “and celebrated the christening of the newborn fleet with the capture of Azov and the opening of two seas for our flag: the Azov and the Black” P.3

1697 - Grand Embassy, Holland and England, "replenished his maritime information with everything he could learn in the two glorious maritime powers"

“In the first years of the existence of our fleet, except for the sovereign himself, there were almost no knowledgeable Russian sailors, and all officer positions were occupied by hired foreigners. Probably there was just no opportunity, or there were no people at hand capable of carrying out the Tsar’s idea of a naval school.

Finally, while he was in London (1698), the sovereign ordered to find a good teacher of mathematics and marine sciences, and on this order, they introduced him to Professor Farvarson of the University of Aberdeen, who, at the invitation of the sovereign, decided to join the Russian service.”

Henry Farhvarson (1675-1739) came to Russia at the age of 26; he was a teacher at one of two colleges in Aberdeen (Scotland), as a result of which the University of Aberdeen later emerged. His students, 15-year-old Stefan Gwyn (d. 1720) and 17-year-old Richard Gries, came with him. The latter decided to return to England in 1709, and was killed on the way home by robbers on the Narva postal route.

For the needs of the Sukharev School, the tower is being completed: a third tier appears, which houses classrooms and a foil hall, where students practiced fencing.

A wooden amphitheater is being built on the western side, in which the masquerade boat “Peacemaker” is kept.

P.6 If you believe the legend, then the stone Sretensky Gate “with a tent,” which began construction in 1692, was supposed to resemble a ship with a mast. The galleries of the second tier represented shkhants (the upper deck of the ship), the eastern side represented the ship's bow, and the western side represented the stern. According to the inscription preserved on the tower, its construction was completed in 1695, but as it is clear from the deeds that it was still being completed from 1698 to 1701, it may have received its current appearance at that time.

P.7 The plan for the establishment of the school was drawn up by the sovereign himself with Farvarson, and although the main and highest subject of study was marine sciences, at the same time it was assumed from this, so far the only secular school, to graduate young people into all branches of military and civil services, which required some scientific information, or even just knowledge of Russian literacy. Thus, in addition to sailors, the Navigation School produced engineers, artillerymen, teachers in other new schools, surveyors, architects, civil officials, clerks, craftsmen, etc. In a word, capable servicemen were required from the Navigation School for almost all services .

Leonty Filippovich Magnitsky (1669-1739) (the son of a peasant from the Ostashkovskaya Patriarchal Settlement), in 1700 was granted the title Magnitsky by Peter I and “was appointed a teacher of mathematics to the Russian noble youth.” His name is not included in the decree establishing the school, but already in February 1701 he was hired by the Armory to write a textbook on arithmetic. This is evidenced by the corresponding “extract”: “On the 1st day of February (1701) the Ostashkovite Leonty Magnitsky was taken into the payroll of the Armory Chamber, who was ordered for the benefit of the people to publish, through his work in the Slovenian dialect, a book of arithmetic. And he wants to have with him, with the help of the Kadashevite Vasily Kiprianov for the sake of the speedy publication of the book..." Arithmetic was published in 1703 and was a complete work of mathematics, including arithmetic, trigonometry, geometry and the basics of navigation.

The full title of the textbook: “Arithmetic, that is, the science of numbers. Translated from different dialects into the Slavic language, and collected into one, and divided into two books.” The book is a fairly large volume, has 662 pages, is typed in Cyrillic, decorated with engravings, the text is illustrated with drawings and drawings, and poetic inserts are used. At the bottom of the title page the compiler is indicated: “This book was written through the works of Leontius Magnitsky.” On the back of the title page is encrypted with the acrostic “Theodore Polikarpov Ruled”, participation in the work on the book by F.P. Polikarpov-Orlov, manager of the Moscow Printing House, where “Arithmetic” was published.

The two books mentioned in the title have the following titles: “Arithmetic of politics, or civil” and “Arithmetic of logistics not only according to citizenship, but also belonging to the movement of celestial circles.”

The first book is divided into five parts. The first one contains information about numbering and four arithmetic operations with integers, a section on money counting, measures and weights, the next one is devoted to fractions. The third and fourth are for practical tasks. The latter discusses (as applied to naval and military affairs) algebraic rules, progressions and roots. Finally, decimal fractions are given, which were new to the corresponding educational literature.

The second book (arithmetic-logistics) is divided into three parts. The first one deals with quadratic equations. The second is devoted to geometry and trigonometry: problems on measuring areas, theorems on trigonometric functions of various angles. The final part relates to the mathematical foundations of navigation - “Generally about earthly dimensions and what is necessary for navigation.” Here we consider the mathematical application to navigation of information already obtained in arithmetic, algebra, geometry and trigonometry. Using the attached tables, the navigation problem of determining the latitude of a place by the inclination of the magnetic needle is solved, the time of high and low tides is calculated, etc.

The Navigation School was ordered to accept children of nobles, clerks, clerks, from the houses of boyars and other ranks, from 12 to 17 years old, but since in these summers a small number came from the houses of boyars, they began to accept 20-year-olds. (and even older)

P.10 The number of pupils was set at 500 people.

P.11 Whoever had peasants with more than five households had to live at his own expense, receiving nothing from the treasury; others received, according to their level of knowledge, a decent salary (“feed money”). In 1701, the larger salary was 5 altyn, the next hryvnia or less, and after (1709) from 6 money to a hryvnia and even up to 4 altyn (12 kopecks) per day.

All expenses were allocated 22,459 rubles. 6 alt. and 5 money

At school they taught: arithmetic, geometry, trigonometry, with their practical applications to geodesy and, most importantly, to navigation, for which navigation and part of astronomy were taught.

One of the gymnastic exercises was fencing, for which students received an additional salary.

Those who did not know Russian literacy were initially taught to read and write; the class where literacy was taught was called the Russian School; and the arithmetic class is the Numerical School. Young men of the lower classes, “commoners”, having learned to write and count, completed their studies and were appointed clerks, to various positions in the admiralty, as assistants to architects, pharmacists, etc. Children of the noble “gentry” from the Russian and digital schools entered the higher classes for further education.

P.12 The course taken at school, in principle small and not difficult, at that time required great effort, patience and diligence from the student. The heavy scholastic system of teaching and the news of the Russian scientific language obscured the simplest things to the last extreme. Often, after months of hard work, it turned out that most of the knowledge gained was rote useless phrases, empty definitions and a lot of scientific tricks that only seemed like science to the layman. Moreover, in the first years of the school’s existence, foreign teachers did not know Russian well, and therefore their lessons were difficult to understand.

The reading proceeded in the generally accepted order, hallowed by antiquity: it began with the ABC, continued with the Book of Hours, the Psalter and ended with the civil press, the degree of success was proportional to the number of memorized pages or, in the psalter, kathisma. The rest was all pretty complicated at school. Arithmetic was obscured and stretched out in such a way that, for example, operations on each type of named numbers were presented as separate, independent subjects. In geometry and trigonometry, there were only results without proof, but here, too, the definitions were frightening. Navigation, an essentially simple and easy science, was divided into several rather difficult parts. The necessary parts of marine astronomy came from astronomy, and under the name “geography” they meant some information from mathematical geography.

Some books published in Russian in Amsterdam at the Tessing printing house, and then in Moscow, served as aids. In Amsterdam, the following were published in Kopievich’s translation: “An Introduction to Every History” (1699), “A Brief Introduction to Arithmetic (1699), “A Book Teaching Sea Navigation” by Abraham de Graaf (1701). In 1703, Magnitsky’s “Arithmetic” was published in Moscow. For his work on the publication of Arithmetic, Magnitsky, according to the Highest Decree, was given feed money, from February 2, 1701 to January 1, 1702, 5 altyns per day, which amounted to only 49 rubles, 31 altyns and 4 money.

In addition, the students used Farvarson’s notes, which the students rewrote under the name “Farvarson’s Navigation” (very poorly translated into Russian).

In 1703 (church seal with Arabic numerals), at the behest of the sovereign, tables of logarithms and trigonometric lines were printed in Moscow, republished in 1716 by the civil press, “with the care and testimony of Farvarson, Gwin and Magnitsky.”

Also used were Mercator maps of the whole world, made especially for students of the Navigation School by engraver Vasily Kupriyanov.

The class of each teacher was, as it were, a separate school, independent of the others, and the teachers, not subordinate to one another, each on their own had contact with the highest authorities of the school, and observed not only the teaching, but also the behavior of their students.

In the first years of the school's existence, students were given, against their receipts: Arithmetic, apparently from Magnitsky, tables of logarithms, slate boards and slates. The instruments distributed included plan and Gantir scales (rulers), radii (city rods), sectors and quadrants (all three instruments served to measure the heights of luminaries), nocturnals (tools for determining time from observations of the stars of Ursa Minor and Ursa Major), “books of sea hartins” , prepared sets with copper tools, simple and tripod compasses, “hartin” compasses (used for maps), some of which were ordered from abroad, while others were made in their own workshop at the school. At the end of school, manuals and tools were taken away.

In 1704, 49 dragoons from Voronezh were sent to the school, among whom were several sergeants, ensigns, captains, corporals and privates.

Some students lived at the school, others in apartments.

For major offenses they were punished in the schoolyard with whips; noble nobles were fined for truancy by decree of February 28, 1707: for the first day of truancy - 5 rubles, for the second - 10, for the third and all subsequent days - 15. Such fines for five months of 1707, 8545 rubles accumulated.

Children of almost all noble families studied at the Navigation School - the Volkonskys, Solntsev-Zasekins, Lopukhins, Shakhovskys, Khilkovs, Urusovs, Dolgorukys, Prozorovskys, Khovanskys, Sheremetevs, Boryatinskys, Sobakins, Shcherbatovs, Golovins, Dmitrievs-Mamonovs, etc., many of them are also found on the penalty list.

School teachers, in addition to teaching and writing, also had other responsibilities. They reviewed and approved books for publication, and treated them with all scholarly questions. The king himself watched them, shared their labors, talked as equal to equal, he himself learned something else, and sometimes gave them various jobs that required higher knowledge. So, in 1709, he wrote from Voronezh, asking the professors to send him telescopes to observe the eclipse of the sun, calculate the time of the eclipse and make a drawing of how it would be visible in Voronezh. In 1712, Farvarson appointed a road from St. Petersburg to Moscow, which was then started and brought to Novgorod.

The attention of Peter I to the Navigation School gave rise to all the rumors associated with the Sukharev Tower.

P.23 Taking care of the mental education of his students, the sovereign wanted to arouse in them a desire for the pleasures of an enlightened society. For this purpose, at the very founding of the school in 1701, a troupe of actors was sent from Danzig, which, together with the students of the school, in the halls of the Sukharev Tower, presented secular comedies, often visited by the sovereign himself.

During the reign of Peter I, music was played in the gallery of the Sukharev Tower at the Admiral's hour, and in the evening, in front of the Tsar.

The Emperor, at every opportunity, made his associates understand the importance of the school he founded. Concerned about filling the opening vacancies with new students, he wrote to Apraksin: “Even though they have recruited and multiplied too much, you can still see for yourself what the benefit is, that this school is needed not only for naval navigation, but also for artillery and engineering.”

Strict decrees ordered that minors be sent to inspection, and not be assigned to schools of their choice. Those who disobeyed were severely punished: they were forced to study for five years without pay, or, for example, those who voluntarily enrolled in the Slavic-Latin Academy were sent to “the galley” for three years, i.e. into hard labor.

P.26 Pupils who successfully completed the course at school were sent everywhere. Most of the nobles were appointed to the navy, others to engineers and artillerymen, to the Preobrazhensky Regiment as bombardiers, as conductors to the Quartermaster General, to architectural affairs, etc.; and others, more capable and richer, for practical improvement, were sent abroad under the name navigators.

Navigators were also generally called older students who had completed a full course of marine sciences, some of them served in the navy, while others remained in school, where they first helped professors in teaching science, and then became teachers themselves.

There was no proper graduation and admission at the school; they graduated according to requirements, and only cared to fill the remaining vacancies as quickly as possible.

Navigators were sent to science abroad in Holland, England, Denmark, France, Venice and even Spain. Young people usually volunteered there to serve on warships or galleys, depending on who was preparing to serve in the sailing or rowing fleet, and served for five years or more. Others, before entering active service, studied at the local naval schools.

Having become practically familiar with maritime affairs, the navigators returned to Russia, and after a strict examination, sometimes done by the sovereign himself, in accordance with their successes, they were promoted - the best to the first S.27 officer rank, non-commissioned lieutenant, and the mediocre ones to midshipman - a non-officer rank at that time . Along with the nobles, students from commoners and minor nobility were also sent. They studied the art of navigating and upon returning to Russia they became navigators.

Persons who supervise navigators and students abroad in their reports called the former masters, and the latter navigator students and simply students. The “gentlemen” supported themselves for the most part at their own expense, and the students received a salary of 8 efimki per month (7 rubles 20 kopecks).

P.29 Navigators produced many excellent naval officers who received their education at this time and subsequently reached the highest ranks and brought great benefit to the fleet. Of these, we can point to Konon Zotov, the son of Nikita Moiseevich. Zotov was an excellent officer, wrote several useful essays on naval matters, and rose to the rank of rear admiral. Nikolai Fedorovich Golovin, admiral, president of the admiralty board, Prince Mikhail Mikhailovich Golitsyn, admiral general and president of the board, Fedor Ivanovich Soimonov, hydrograph writer, smart, talented man, who was still a lieutenant favorite of Peter I, Beloselsky, Kalmykov, Lopukhin, Dmitriev- Mamonov, Sheremetev, etc.

The navigation school, from its foundation, was under the jurisdiction of the Armory Chamber, under the control of the boyar Fyodor Alekseevich Golovin, “with his comrades.” Although the sovereign ordered Golovin about everything related to the school, he, due to many other activities and frequent absences from Moscow, could not have personal direct influence on the school. (Correspondence with Kurbatov regarding school). After the death of Golovin, teachers and students of the school, December 15, 1706, were ordered to be in the Order of the Navy and then in June 1712 under the jurisdiction of the Admiralty Chancellery. From the time the school entered the naval department, the main supervision over it was held by the Admiralty, and later by the Admiral General, Count Fedor Matveevich Apraksin. While managing the entire naval unit, he also paid attention to the school. All the royal decrees relating to it went through him, and although Apraksin, in his service, was also often absent from Moscow, but, receiving reports, he did not stop working on the affairs of the school. In the absence of the sovereign, he examined the children of the nobility, assigned them to school and sent them abroad.

P.33 The navigation school, during its fifteen-year existence, brought great benefits. She formed the first Russian naval officers, who made the hiring of foreigners almost unnecessary. Our first engineers, artillerymen, and in general many figures of the new Perov order were pupils of the school. Our hydrographers and topographers, known as “surveyors,” studied within its walls. They were the first to penetrate for scientific purposes into the most remote regions of Russia, drew up maps of entire regions, seashores, explored rivers, described forests, designated roads, etc. Due to the imperfection of the methods and tools of that time, their work was far from perfect, but the works of surveyors, due to the enormous benefits they brought and the dedication with which they worked, deserve full respect.

Before surveyors, we did not have our own geographical maps, but we had geographical drawings, those. descriptions put on paper, preserving the distances between cities, and almost without respecting the relative positions of places. The latest geographical drawing was the atlas of Siberia, compiled by Remezov (1701), and the first survey according to the rules of science was made by the sovereign himself during his voyage along the Don River, from Voronezh to Azov (1699). From this time on, a series of works by surveyors began, the maps of which, in addition to fulfilling the private goals of the government, served as material for the compilation of the first complete atlas of Russia, published by the Chief Secretary of the Senate Kirillov, also a graduate of the Navigation School.

Finally, from this school, literacy began to spread among the people, aimed at civic benefits. In all the newly established schools, teachers were taken from the Navigation School and everywhere, in addition to reading and writing, they taught arithmetic and geometry, which were, if necessary, very useful for any occupation and craft.

There was a moment in Russian history when the question not only of succession to the throne, but also of the fate of the state, was acute. Either follow the path of development, or remain in the Old Testament slumber.

Ruler Sofya Alekseevna was in Moscow with the Streltsy army, and 17-year-old Tsar Peter I was in Preobrazhenskoye with his amusing regiments. Sophia decided to gather the most faithful people, go to Preobrazhenskoye and beat all of Peter’s supporters. But among the archers there were people loyal to the king.

On the night of August 7, 1689, he was awakened by the news that the archers, raised by the ruler, would now appear in Preobrazhenskoye. Peter jumped out of bed, rushed barefoot into the stable and, with a handful of like-minded people, took refuge in Trinity. Amusing regiments followed there.

On the same alarming August night, the Streltsy regiment of Lavrentiy Pankratyevich Sukharev went to Peter. And, as if on cue, the troops began fleeing there.

Sukharev's regiment was stationed in a settlement near the Sretenskaya outpost with an earthen rampart in which watchtowers and fortifications were erected above the city gates. The Sretensky Gate protected the entrance to Moscow from the side of what is now Prospekt Mira.

The Tsar uniquely appreciated the devotion of Colonel Sukharev. He named after him one of the tallest structures in the Mother See, built on the site of the Sretensky Gate in 1692-1695: a stone building with a passage gate to the Trinity and a clock tower. According to legend, the author of this architectural project is Peter I. The work was performed by the Russian architect and painter M. Cheglakov.

After the Boyar Duma adopted the historic decision “There will be sea vessels” and the beginning of the construction of a regular fleet, Peter took urgent measures to train personnel. The role of Moscow was especially great in this matter. It was from here that noble young people first went abroad to “learn maritime affairs”: 39 people to Italy and 22 to Holland and England. They had to “know drawings and nautical maps, a compass, and other nautical features,” as well as study the sailing armament of ships, the design of running and standing rigging and sails, and methods of controlling sails, both in normal sailing and during battle. However, sending noble children to study abroad could not satisfy the growing need of the Russian Navy for officer personnel, and it was also costly to the treasury.

In Moscow, by decree of Peter I of January 14, 1701, the School of Mathematical and Navigational Sciences was established, which marked the beginning of maritime education in Russia. At first, the Navigation School was located in the “Workshop Chambers” at the Khamovnichesky yard in Kadashi. But Professor Henry Farvarson, invited by Peter I from abroad to organize the educational process, found this room cramped and inconvenient, primarily for conducting astronomical observations. At the request of the professor, the royal decree followed - “On the donation of the Sretenskaya (Sukharev) tower for the premises of a mathematical school.” Boyar Fyodor Alekseevich Golovin was ordered to be in charge of the school.

Count Admiral Fedor Alekseevich GOLOVIN, first director of the Navigation School.

Together with an expert in mathematical sciences and the theory of maritime affairs, Henry Farvarson, two more Englishmen, Stephen (Stepan) Gwin and Richard Grace, began to teach young people “voluntarily willing or recruited under duress” “mathematical and navigational, i.e., seafaring, cunning arts.” .

There were no class restrictions on admission to the school; boys from 12 to 17 years old were accepted. But since recruitment was difficult, 20-year-olds were also accepted. The school taught literacy, arithmetic, geometry, trigonometry, geography, geodesy, navigation and astronomy. The training consisted of students going through three levels or departments: “Russian School” (elementary department), “Digital School” (digital department), “Special classes” (navigation or maritime department). Illiterate recruits were trained in a first-level school, where they learned reading, writing and basic grammar. At the second-level school they studied arithmetic, geometry and trigonometry. Many students from the lower classes completed their studies here. They were appointed as clerks to orders, to lower positions in the Admiralty, as students of pharmacists and doctors, as well as to other similar positions in other departments. Children of the “gentry,” that is, nobles, and the most successful students from the lower classes, after passing intermediate exams, continued their studies, acquiring knowledge in geography, astronomy, geodesy and navigation.

The Sukharev Tower - a four-tiered structure fully corresponded to the purpose of the school. It was placed in a “decent” and high place. The latter, as well as the presence of a tower, “where you can freely see the horizon,” allowed students to make observations (that is, determine their place by the measured heights of the luminaries) and observe the celestial sphere along the entire horizon. High ceilings and bright rooms created favorable conditions for working with maps and drawings. The building itself seemed to resemble a certain ship, in which the galleries of the 2nd tier, encircling the building, played the role of the quarterdeck - the most honorable place on a sailing ship (part of the upper deck at its stern).

The eastern end of the house could be “seen” as the bow of a ship, the western part as its stern.

The third tier housed classrooms and a “foil hall” intended for fencing lessons and gymnastic exercises. On the western (“aft”) part of the building, an amphitheater-storage for a “masquerade boat” was built, that is, a model of a sailing ship used “for fun.”

On especially solemn days, for example, on the day of celebration of the conclusion of the Treaty of Nystadt with Sweden in 1721, that boat with sails set, colored with signal flags during the day and lanterns at night, was driven through the streets of Moscow, glorifying the Russian fleet, whose victories were a significant contribution to the matter of successfully ending a long-term war. The number of students did not exceed 300-350 people.

The students went through all the sciences sequentially. There was no specific time for exams, transfers, or graduations, and students were transferred from one department to another, or in the then language “from one hand to another,” as they learned; were released from school as soon as they were ready for work and at the request of various departments. New students were immediately accepted or recruited to fill the vacant places.

The learning conditions at the school were in the spirit of that era - quite harsh. The progress of the classes was monitored not only by the teacher, but also by the “guy” present in the classroom with a whip. He punished for extraneous conversations in class, for “causing inconvenience to a neighbor on the bench,” and he punished without considering the ranks and titles of the parents of the offenders. But, perhaps, the equality of the students ended there. Not only the appointment of a school graduate largely depended on the position of the parents, but even the place on the bench in the classroom and at the dinner table. For any violation, students were punished with rods, usually on Saturdays after the bath. Students from the “noble” class could pay off the flogging, provide a replacement, or, at worst, accept the punishment clothed. Students of the “bad breed” were flogged “by taking off your pants.”

Regardless of class, there was a gradation between students: first-year students were called “grouse” and had to unquestioningly fulfill the demands and wishes of their elders, who sent them shopping, forced them to clean their clothes, etc. But it did not come to assault. Noble children were sent abroad to continue their studies, where they sailed as volunteers on warships, and upon returning home they passed exams and were promoted to the first rank of officer. There were cases when, along with the nobles, students from commoners were sent abroad. Those who mastered navigation upon returning to Russia were appointed navigators on warships.

The first graduation of the Navigation School took place in 1705 in the number of 64 people, among whom were the future heroes of the Northern War (1700-1721), the battles of Gangut, Ezel and admirals: N. Senyavin, P. Chikhachev, V. Larionov; closest associates of Peter I: N. Golovin, S. Lopukhin and F. Soimonov; navigators and discoverers of new lands: S. Malygin, A. Skuratov and G. Zolotarev.

Leonty Filippovich Magnitsky played a responsible role in the activities of the Navigation School. He was a widely educated man, knew Greek, Latin, Italian and German. Since the founding of the School of Mathematical and Navigational Sciences, Magnitsky taught arithmetic there. In fact, the school rested on him - the confidant of the forever absent F.A. Golovin. Magnitsky was the author of a famous textbook published in 1703 - “Arithmetic, that is, the science of numbers...”. It was a whole encyclopedia of mathematics and its applications of the 18th century. It covered the basics of algebra, geometry and trigonometry and provided a fairly comprehensive guide to nautical astronomy and navigation with many tables.

Immediately after the founding of St. Petersburg (1703), military shipbuilding began to rapidly develop on the banks of the Neva. The governing bodies of the Maritime Department and the training of maritime personnel began to gradually move to the shores of the Baltic Sea. On October 1, 1715, by decree of Peter I, the Naval Academy or, as it was also called, the Academy of the Naval Guards, was opened in St. Petersburg. Its first students were senior students of the Navigatskaya school, which remained in Moscow as a preparatory department of the Academy. The Maritime Academy was supposed to have 300 students, and the Navigation School - 500 people.

G. Farvarson and Stepan Gvin were transferred from teachers to St. Petersburg. L. F. Magnitsky remained at the head of the teachers of the Moscow school with several assistants from the best students who had completed a full course of science. The “Russian” and “digital” schools were left in the Sukharev Tower. L. F. Magnitsky remained the head of the educational institution in Moscow, which existed until 1752. For his success in science, he was awarded by Peter I with villages in the Tambov and Vladimir provinces and a house on Lubyanka. Leonty Filippovich died in 1739.

On December 15, 1752, the Naval Academy was transformed into the Naval Noble (Noble) Cadet Corps, which existed until the Great October Socialist Revolution. From its walls came remarkable naval commanders, outstanding navigators and cultural figures who brought well-deserved glory to the Russian fleet.

In October 1918, on the basis of the Naval Cadet Corps, the first educational institution of the RKKF was created - Command Courses. Nowadays it is the St. Petersburg Naval Institute (until 1999 - the Higher Naval School named after M. V. Frunze).

The oldest naval school was graduated from many outstanding Soviet and Russian naval commanders and naval figures, heroes of the Civil and Great Patriotic War, commanders of fleets and flotillas, admirals and officers. The school is preparing a worthy successor to continue the work of the older generations of sailors of the Russian Navy.

The role of the Moscow navigation school in the formation of the regular Russian fleet is great. In addition to the fact that it provided the state with its own domestic builders, architects, and surveyors, the school trained the first Russian maritime specialists. Its first graduates served on naval ships and took part in battles and campaigns.

The decree on the establishment of “mathematical and navigational, that is, nautical, cunning sciences of teaching” was issued by Peter I on January 14, 1701.

The school accepted “voluntarily willing” people, and also forcibly recruited boys and young men aged 12 to 17-20 years from the nobility and “various ranks”: clerks, townspeople, clergy, etc. The poor were given money for “feed” depending on on the subject being studied and success in mastering it. The student population was initially set at 200 people, but subsequently grew to 500 or more. So, in 1712 there were 538 people studying at the school. Strict rules were established at the school, for violation of which students were punished with fines and canings.

Professor A.D. was invited to Moscow from England. Farvarson, who became the director of this school, and marine science specialists S. Gwin and R. Grace. Farvarson, a major expert in his field, had a certain influence on the organization of mathematical and maritime education in Russia. As for S. Gwin and R. Grace, then, according to the testimony of A.A. Kurbatov, they “treated the matter carelessly, those who study acutely, they scold those and tell them to wait for the smaller ones.”

The soul of the school was one of the most educated people of his time, the outstanding Russian mathematician Leonty Magnitsky, who taught mathematical subjects with great success. He was also in charge of all the educational work of the school.

At the School of Mathematical and Navigational Sciences, classes began with the study of Russian literacy and numeracy in preparatory classes, called the “Russian school.” Then, in mathematics classes (“number school”), students mastered knowledge of arithmetic, geometry, plane and spherical trigonometry. In the senior navigator classes they taught navigation, naval astronomy, geography (mainly mathematical), geodesy, and fencing.

As a rule, only noble children continued to study navigation science in the upper classes. The school adopted a class-subject grouping of students: academic subjects were studied sequentially, as students mastered them they were transferred “from one science to another,” and they were released from school when they were ready for work or at the request of various departments. New students were immediately accepted to fill vacant positions. There were no specific deadlines for the admission and graduation of students at that time.

Textbooks and teaching aids were issued to students for permanent use. Visual aids were used in training: a globe, geographical maps, tables, instruments and tools. An observatory was equipped for astronomy classes, which had the best telescope for that time. Much attention was paid to the practical preparation of students for navigation and geodetic work. Navigators underwent practice on sea ships every year from February to October. To improve the general culture of future navigators, a theater was set up at the school.

Those who graduated from school were assigned to the navy, sent to the artillery, the guard, appointed as engineers, topographers, teachers, and also sent to study abroad. The important national significance of the School of Mathematical and Navigational Sciences was especially emphasized in the decree of Peter I in 1710, which stated: “This school is not only needed for unified navigation and engineering, but also artillery and citizenship...”.

In 1715, the highest classes of the school were transferred to St. Petersburg, where the Maritime Academy was formed on their basis. By this time, the school had trained about 1,200 maritime specialists. Since 1716, it was considered a preparatory school for the Maritime Academy and taught mainly mathematics. The school existed until 1752. According to the time of its establishment, the School of Mathematical and Navigational Sciences was the first and largest real school in Europe.

The Naval Academy was created on the model of the French naval schools - as a privileged military educational institution. It was supposed to admit only “young nobles” into it, but under Peter I, children of other classes were also trained at the academy. The students had guns, were trained in formation and performed guard duty. The entire life of the academy was organized on the basis of instructions drawn up for it, which required adherence to a strict regime and strict military discipline. During vacations, they were required to sign that if they failed to appear on time, the culprit would be sent to hard labor, and for escaping would be subject to the death penalty.

The Academy prepared in the 18th century. many major naval specialists, naval guards and surveyors underwent internships under her. Teachers for digital, admiralty and garrison schools were selected from the academy's students.

School of Mathematical and Navigational Sciences

Concept

When creating a fleet in an initially land-based country, the main task, undoubtedly, is the training of naval personnel. Inviting foreign masters, Tsar Peter strove to prepare his own, Russian specialists as quickly as possible, dreamed of “inventing the shortest and most capable way to introduce science and train his people as quickly as possible,” and, of course, he was impatient to replace foreigners at the shipyards and on the decks of warships. It didn’t work out quickly, not always, and not everything. In the first quarter of the 18th century, the personnel problem emerged as the need to speed up the training of officers and crew training, which turned into a grandiose task of introducing the people to the sea.

The new century for the Russian naval forces began with the organization of an educational institution with a naval focus. Historians have repeatedly suggested that attempts to organize maritime training had been made earlier at the Slavic-Greek-Latin Academy. V. Berkh, without any particular reason, attributed the role of organizer to A.L. Ordyn-Nashchokin (Berkh V. Lives of the first Russian admirals. Part 1. St. Petersburg, 1831. P. 45-46), which is not excluded, since he was the organizer of the construction ships and Caspian trade navigation.

But only after the return of the Great Embassy, an environment arose around the king, within which an atmosphere of reverence for the sea developed, an understanding of the need to create a maritime school emerged, and an idea of what it should be was formed. People appeared who were able to take on part of the solution to this problem, the first of them were F. Lefort, F. Golovin, V. Bruce.

“Sretenskaya in Zemlyanoy Gorod” tower (it was called Sukhareva after the death of Peter I after the Streltsy Regiment of Lavrentiy Sukharev) stood on the outskirts, on a high place. From the observation decks of the tower one could clearly see the horizon, which is important when studying astronomy. The dimensions of the building in plan were approximately 42x25 m. The total area of the three floors, excluding internal walls, reached 2394 sq. m. m. In the upper tier there were classes and the “Rapier Hall” with 19 axes - window openings, here they practiced fencing, gymnastics, etc. In the lower floor of the building, in the vaulted chamber, there was a large copper globe, brought to Tsar Alexei Mikhailovich from Holland, with From 1733 to 1752 it was stored in a barn next to the tower. On the western side, a wooden barn was added to the Sukharev Tower, where a model of a sailing ship was placed to study the structure of the ship. The students arranged themselves in an amphitheater around him. The ship was taken to processions on special occasions, for example in 1722 and 1744.

F. Benoit. Sukharev Tower, 1846

In the hall of the Navigation School, a troupe of actors from Danzig, together with schoolchildren, staged secular comedies, and the sovereign was sometimes present at the performances. This was Yagan Kunsht's troupe of nine comedians, who performed in 1702-1704. on the Red Square. Music was played in the tower galleries at admiral's hour, in the evening and before dawn.

Ya. Bruce worked in the Sukharev Tower, his library was kept here, there was a cabinet of mathematical, mechanical and other instruments, as well as “nature” - animals, insects (insects), roots, all kinds of ores and minerals, antiquities, ancient coins, medals, carved stones , personalities and in general both foreign and domestic “curiosities”. Bruce instructed Pastor Gluck, who was captured along with Martha Skavronskaya (in Orthodoxy - Ekaterina Alekseevna, from January 28, 1725 - Catherine I), to compile a list of all objects and books.

Jacob Bruce

Astronomical observations were made from the tower platforms. Bruce organized an observatory in the tower, equipped it with instruments and himself taught observations to those who wished, including Tsar Peter himself, to determine the longitude of a place by observing solar eclipses. Peter instructed Bruce to inform him of upcoming eclipses and personally observed the eclipses of March 22, 1699, May 1, 1705, and possibly others. Teacher A.D. Farvarson, on behalf of Peter, was engaged in pre-calculation of eclipse times, compiled astronomical calendars, and prepared textbooks on astronomy and mathematics.

Directorate of the Navigation School

The school was transferred to the department of the Armory Chamber, where records of all artisans were kept. Its head, Fyodor Alekseevich Golovin, admiral general, also became the first head of the Navigation School, a kind of chief manager. The actual management and supervision of the state of affairs at the school was entrusted to the clerk of the Armory Chamber, Alexei Alexandrovich Kurbatov. The former slave of boyar B.P. Sheremetev, who accompanied him on a trip to Italy, received this position for submitting the idea of issuing stamp, or “eagle”, paper, long invented in the West. Sometimes he is called the secretary of the Arsenal, mistakenly identifying the Arsenal with the Armory. In 1705, A.A. Kurbatov headed the Burmist Chamber and the Town Hall, and this ended his leadership of the Navigation School.

The navigation school had a general education direction, and its full name - School of Mathematical and then Navigational Sciences - was not given to it by chance. The school did graduate young people “into all branches of service, military and civilian,” who required knowledge of some scientific information, mainly geometry and geography. After the death of F.A. Golovin in 1706, Admiralty Fyodor Matveevich Apraksin was elevated “to his level” (Letter of Peter I to F.M. Apraksin dated March 11, 1707 from Zholkva), but he only managed the naval department.

By decree of February 22, 1707, the Navigation School was ordered to be a member of the Order of the Navy. Apraksin’s attempts to manage the School in the interests of his department were stopped by Peter in a letter dated August 3, 1708: “Mr. Admiral! ...You can see for yourself what good there is in that, that not only does naval navigation need this school, but also artillery and engineering...” The school was supported by fees contributed by the courtiers to the Order of the Navy (Admiralty Order), and the same money was used to support students sent overseas. In 1714, the amount of fees was 22,459 rubles, and only 3,037 rubles were allocated for the maintenance of the Engineering School. (Decree (PSZ. Part I, vol. 4. No. 2542 dated June 9, 1712); Part I, vol. 5. No. 2798 dated April 16, 1714. From the list of clothes purchased for the schoolboy Shchukin, one can judge , that for the students they determined a French uniform, consisting of a caftan, camisole, shirt, stockings, shoes and a hat (Tkacheva N.K. On the history of the Navigation School // Soviet archives. 1976. No. 2. P. 93). in the uniform of an artillery school student, she looked luxurious.

Peter I examines the recruits

Magnitsky Arithmetic, Kipriyanov Library and Printing House

At the time of the founding of the Navigation School, Magnitsky and Kipriyanov, residents of the Kadashevskaya Sloboda, which stretched across the river opposite the Kremlin, were in the field of view of its organizers. An interesting extract has been preserved: “On the 1st day of February, Ostashkovite Leonty Magnitsky was taken into the records of the Armory Chamber, who was ordered, for the sake of the people, to publish a book of arithmetic through his work in the Slovenian dialect. And he wants to have the Kadashevite Vasily Kiprianov with him for the sake of quickly publishing the book. About which he admitted that he had some knowledge and desire in those sciences. According to his report, his great sovereign, by command, he, Vasily, was taken to the Armory on the same February 16th day and, through teachers of mathematical schools, testified about the art of the above-mentioned sciences. And according to the testimony of him, the great sovereign, the decree was written down in the Armory Chamber of his, the great sovereign, and he was ordered to quickly complete the publication of that book in whatever way he could assist Magnitsky, in which he worked on the very completion of that book.”

Three weeks later they received money from the Armory Chamber. But they went down in history separately: Magnitsky as the author of the unique “Arithmetic”, and Kipriyanov as a librarian and typographer. In 1705, he headed the established Civil Printing House, which printed educational literature, as well as the first Russian educational maps. He compiled a tabular version of the mathematics textbook “A new method of arithmetic, pheorics or visual, composed with questions for the sake of a convenient concept” - a visual way to study theoretical arithmetic. Kipriyanov’s isolation or independence is visible in the example of the library he created, which originated from the book warehouse of a printing house with a monopoly right of trade. Vasily Kipriyanov received the title of librarian from the sovereign.

Taking into account the people with whom he interacted, the printing house and library are sometimes attributed to the Navigation School (Magnitsky) or to the Artillery Order (Bruce). In fact, the printing house was created on the personal initiative of its director, existed as a commercial enterprise in the period from 1705 to 1722, the business he started was continued in 1723 by his son Vasily, and the experience of its activities was taken into account when creating new centers of Peter the Great's book printing.

The printing house of Vasily Anufrievich Kipriyanov was famous for the publication of geographical maps and secular books. Bruce translated Christiaan Huygens's book Cosmoteoros (1698, published 1717, 1724), which outlined the essence of the Copernican system and Newton's theory of gravitation. In Russian translation it was called “The Book of the World View”. Kipriyanov published a map of the starry sky and mathematical and geographical textbooks for navigators. Kipriyanov’s maps, created not without the influence of J.V. Bruce, reflected the latest achievements of world geographical thought, but with Russian amendments, which is written on the maps: “I pray and ask, even if there are sins in these maps, correct them with your hand. We ask for forgiveness” (See: P. Pekarsky. Science and literature in Russia under Peter the Great. T. II. Description of Slavic-Russian books and printing houses 1698-1725. St. Petersburg, 1862). By the happy will of fate, the first correctors of his works were the students of the Navigation School.

The educational process at the Navigation School

It is believed that the school had two primary preparatory classes: Russian and digital schools. However, the “Russian school” appeared in the minds of historians due to an inaccurate interpretation of the initial stage of education - the school of the native language. The native language was not studied at the Navigation School; Thus, on June 18, 1710, the ruler of the admiralty office, Belyaev, wrote to Count Apraksin: “Soldiers’ children are admitted to school if they can not only read, but also write, since it is impossible to be ignorant of letters.” Another thing is the digital school. In the list of students studying maritime science, the school in 1705 consisted of 198 people, of whom 134 studied “tsifiri” (mathematics), 64 completed the navigation school (Materials for the history of the Russian fleet. Part 3. St. Petersburg, 1866. pp. 295-300, 304). The majority completed the course in 5 years; those who stayed too long were sent to become soldiers or sailors.

The teachers at the school were mathematics professor Andrei Danilovich Farvarson and navigators Stefan Gvyn and Richard Grace. Professor Farvarson was considered a master, the other teachers were considered apprentices. From the report of A.A. Kurbatov: “... only Farvarson takes his work seriously,” and “the other two, although they are called navigators, know much less about their science than Leonty (Magnitsky - V.G.)” (Quoted from : Solovyov S.M. Works: in 18 books. Book 8, vol. 15. M., 1993. pp. 1347-1348).

Kurbatov spoke particularly poorly of Grace, describing him as worthless and that teacher Farvarson did not like him. In January 1709, at five o'clock in the morning, Grace went to visit, or rather was returning from visiting, and on Sretenka, next to the school, he encountered robbers, they robbed and killed him (S. M. Soloviev, History of Russia. Book. III. SPb., 1911. P. 1346. Letters from Kurbatov to Golovin and Peter I, see: Veselago F.F. Essay on the history of the Naval Cadet Corps. Note.

Teaching took place in English, and the students' command of English was poor. Only the Russian 30-year-old literate L.F. Magnitsky taught arithmetic, geometry and trigonometry in his native language. His course was based on the textbook “Arithmetic” he wrote, the last part of which was devoted to navigation. In 1712, the teacher Protopopov was mentioned. It is known about the remaining teachers that they all come from graduates of the same school.

Students sequentially studied geometry (“land surveying”), plane geometry, stereometry, and in parallel trigonometry and drawing. The students wrote on slate boards with slates. All senior students in the upper classes, as well as school graduates, were called navigators. They studied geography, diurnals (keeping a navigation journal), flat and mercator navigation.

In the then definition, “flat navigation is rectilinear navigation on a flat superficio of the sea (Latin superficio - surface). On long journeys across the sea, it is impossible to really hope for this, because this shipping, in its use, means the earthly superficies to be a flat square, and not a spherical body.”

Round navigation “is the shortest navigation of all,” it arose because the line on the ball is curved when projected onto a flat map, which should be taken into account when plotting a course on the Mercator map. Geography, which studies the body of the earth in conjunction with the properties of celestial bodies, is what was then called cosmography. The most capable students mastered spherics - spherical trigonometry, the basis of mathematical geography and marine astronomy; these students grew up to be navigators and surveyors.

Book teaching sea navigation

In 1701, Abraham de Graaf’s “Book Instructing Sea Navigation” was published in Amsterdam; I.F. Kopievsky translated it, and he also published it. The book contained brief information from mathematics, cosmography, geometry and geography. It talked about the points and circles of the celestial sphere, about the compass, about correcting points (a point - in maritime navigation - a measure of the angle of the horizon circumference, divided into 32 points) (reduction to the true meridian), about sea maps, about determining latitude from the heights of the sun and stars (a table of declinations for 32 years was attached), about the current of the sea. Many foreign words in the book are translated into Russian: tools - utensils, equator - layout, zodiac - life-giving circle and horizon - eye. But foreign terminology has taken root. The equator, for example, began to be called “linea equinocucialis” - a line equidistant from the poles.

Mordvinov Semyon Ivanovich

For drawing, schoolchildren used plan and Gantir scales (Plan and Gantir scales are special graphs for solving navigation problems. See: Mordvinov S.I. Book of the complete collection about Navigation... Part 4. St. Petersburg, 1744), simple and tripod compasses. Goniometer tools: radii (?), sectors, quadrants, nocturnals. There were books of sea paintings (geographical maps) - atlases.

Book by S.I. Mordvinov

The main goniometer tool is a grad rod. Gradient rods of various designs consisted of a rod itself with a scale in degrees and a movable cross member; in principle, they determined the angle by its tangent. A quadrant (90 degree sector) is similar to a protractor with a plumb line. Nocturnals were used to determine time at night. There were also astronomical tubes in the arsenal of technical teaching aids.

Gradstock

Navigators were trained in the use of instruments, calculations using astronomical and mathematical tables, and keeping a ship's log. The great difficulty was studying the spar and sail control; to make things easier, there were mock-ups. True fanatics who were in love with this difficult but romantic profession could successfully master maritime affairs. Studying was intense. Teachers were responsible for academic performance and reported “those who completed science” to the Naval Order, and later to the Admiralty. Holidays were established for Christmastide, then summer holidays were added - from July 15 to August 15. From 1711, from the best school students, they began to choose tens to supervise their own brethren, “so that these schoolchildren do not get drunk and do not absent themselves from school without permission, fight with anyone and do not offend anyone in anything.”

Composition of students

Initially, the Navigation School was designed for 200 students, and although in 1701 only four students entered there, which was associated with the move to the Sukharev Tower, by July 1702 the planned number of students was recruited, and this number continued to grow. By January 1703, there were already 300 people (Materials for the history of the Russian fleet. Part 3. pp. 295-300; Vedomosti. 1703. January 2. In 1710, after another sovereign pressure, 250 people enrolled in the school, from of them: from noble families - 41, children of guards soldiers - 209. The following year, 500 students aged 15 to 33 years were recruited, in 1712 - 538 people. Ultimately, the school became the largest practical school in Europe.

Of the 200 people of the first composition, 15% were aged 13-17 years, 71% were 18-23 years old, the remaining 14% were over 23 years old. The school accepted not only the children of nobles, but also clergy, townspeople and other persons (only the children of serfs and working people were not accepted). In 1705, the largest number of students consisted of children of clerks (hunters and grooms) and church workers; The children of nobles and even boyars also studied; in 1715, out of a total number of 427, there were more children of soldiers and non-commissioned officers - 194, of nobles - 116.

According to data from 1708, in all disciplines, courtiers (nobles) predominated among successful students, since many of them received training at home. However, in the future, flat navigation was studied by 15 people from the townspeople, and the boyar and soldier children were equally divided - 9 each; One of the soldiers' children studied spherics, but none of the boyar children, which suggests that they were transferred to the upper classes not according to class, but according to ability. Only one nobleman was responsible for perfecting circular navigation.

Until 1711, the children of courtiers studied and voluntarily left for the Senate: Prince F.N. Gagarin, Prince I.V. Volkonsky, A.P. Verderevsky, P.I. Bartenev, A.P. Doroshenkov, I.I. Kaisarov , A.I.Kaisarov. They are considered to be on the run. But, judging by the Kaisarovs and Verderevsky, they had some good reasons for this, which did not prevent them from later becoming excellent sailors and founders of maritime dynasties.

In 1712, the teacher Protopopov compiled a statement dated March 17: in total there were 517 people in the school, 15 people were sent to St. Petersburg, 6 were sent to engineering science, 10 were sent to architectural affairs. 50 were ready to be sent “for science overseas”. people, “towards engineering science” – 170.

From the Order of the Navy, 22 people were sent to study the maritime profession in 1707, in 1709 - 28, in 1710 - 6. Not a lot, considering that in 1711 there were 311 navigators at the school who completed the initial course in navigation . This means that the bulk of the students entered this class from outside (Report of teacher Protopopov dated March 17, 1712). As a result, from 1701 to 1716, 1,600 people studied at the school, of which 400 later served as sailors, non-commissioned officers and navigators, in the artillery - gunners, gunners, and guards. Mastering a profession from the lowest level was common even for nobles.

The training of sailors was not limited to training at a navigation school. To continue their studies, young people were sent abroad. Practical training on domestic ships was not excluded.

Graduates of the Navigation School

The first students left the school in 1703, when an order was given to send two people from among the best students to Voronezh “for the sake of teaching sailors.” The first official graduation took place in 1705 - 64 people. In 1706, Denis Kalmykov went to England and returned 7 years later (future admiral). Thanks to another inaccuracy of Golikov, who portrayed Denis as a natural Kalmyk in the service of Maxim Spafariev, the episode with their participation ended up in the novel by A.N. Tolstoy, and then in the film “Peter I”. In fact, Denis Kalmykov and Maxim Spafariev were abroad in different years. Denis Spiridonovich belonged to the noble family of Grigory Stepanovich Kalmykov, solicitor at the court of Tsarina Praskovya Feodorovna, and no one during Admiral D.S. Kalmykov’s entire service noted Kalmyk traits in him. The only truth was that Spafariev really did not make a sailor.

Kalmykov Denis Spiridonovich

In 1707, the scribe's son Ivan Kirilov (1689-1737) graduated. At the age of 13 he came to the Navigation School (1702), completed his studies in Amsterdam and London, in 1712 he served as a freelance scribe in Yelets, in the same year he was transferred to St. Petersburg and from 1715 for 20 years he led all cartographic activities in the country.

In 1708, Stepan Vasilyevich Lopukhin (1685-1748), cousin of Queen Evdokia, graduated from school; continued his studies in England. Pyotr Kalinovich Pushkin, the son of steward Kalina Gavrilovich, was assigned as a volunteer to the navy and in 1710 was sent to Holland. Fyodor Soimonov studied at school for 3 years (from 1708 to 1711) and 5 years in Holland, known as the first Russian hydrographer.

Soymonov Fedor Ivanovich

By 1715, the School of Mathematical and Navigational Sciences had trained about 1,200 specialists in various fields. At the same time, according to the decree of December 20 (Decree of December 20, 1715, Named, announced from the Senate. On the expulsion of noble children to the St. Petersburg school (PSZ. T. 4. No. 2968)), the division began into the Navigation School and the Naval School academy, the students were transferred to St. Petersburg. The Emperor indicated: “Which there are children of noble persons in Russia, all of them, from 10 years old and above, should be sent to the St. Petersburg school, and not sent to foreign lands, and so that these minors are sent away this winter.”
The question of who and where studied at this time and where they completed their studies is extremely confusing. Fyodor Luzhin, “a young church child,” was allowed to finish his studies at school. Semyon Chelyuskin, an orphan, was sent to St. Petersburg in October 1715 and was soon returned back as an “unnoble person.” 20-year-old Ivan Borisov, son of the Evreins (Russified Swede Yagan Rodilgusov), was already studying “Mercatorian navigation” in January 1716, but soon, in mid-February of the same year, among 135 students, he went to St. Petersburg to be assigned to the Naval Academy. This number included Stepan Malygin (at school in 1711-1715), three Koshelev brothers and recently enrolled 15-year-old Pyotr Chaplin, Alexey Chirikov and his cousin Ivan.

Arriving at school on February 23, 1716, 14-year-old Vasily Pronchishchev, the son of the hero of the Crimean campaigns (1687-1689), asked to be transferred along with his cousins: Alexander, Peter and Mikhail, but he was refused. Magnitsky placed him in the same class as Chelyuskin. Vasily studied diligently, and already in the fall of 1717 he, together with the Chelyuskins, was sent to the Naval Academy. Pyotr Skobeltsyn, a gifted young man, went to St. Petersburg at the end of 1718, when a geodesy class was opened there.

It is clear that Magnitsky collected gifted children and especially nurtured them. In total for 1715-1716. 305 students of the School of Mathematics and Navigation left Moscow for the Maritime Academy. Mark Antipovich Golovin entered school in 1719, Dmitry Leontyevich Ovtsyn as a 17-year-old boy - in January 1721. After mastering the mandatory “mathematical sciences”, both entered the Naval Academy in 1722. From 394 students in 1724, by April 1725 Only 180 remained. From 1724 to 1727, the head of the Navigation School was Ipat Kalinovich Mukhanov, one of the first Russian captains. Then the management of the school again passed to Magnitsky, who taught at the Navigation School for 38 years, until the last days of his life. He was replaced by Ushakov.

The School of Mathematical and Navigational Sciences brought the greatest benefit: it gave the army and navy many officers - engineers, artillerymen, sailors and other specialists. Some went to the navy or other industries, others stayed at school, where they helped professors, and then became teachers. The transfer of the highest navigation class to St. Petersburg did not break the connection between the Sukharev Tower and the fleet. It was still called the “school of Admiral Count Apraksin”, or the Admiralty school. The school took on a preparatory character and supplied students to the Naval Academy or naval artillery, as well as engineering and artillery schools.

Nartov Andrey Konstantinovich

School graduates were needed everywhere. After graduating from school, A.K. Nartov invented the world's first lathe with a caliper. There were also architects among the graduates. For example, the Russian architect Ivan Fedorovich Michurin (1700-1763) from the Kostroma province entered the school to study in 1718, and upon graduation he was apprenticed to the architect N. Michetti, who in those years worked on the construction of a palace in Strelna near St. Petersburg. Then he studied in Holland, and in 1731 he moved to Moscow, where he began drawing up a plan for the city, which received the name Michurinsky. In 1733-1741 A graduate of the school, the future “chief Moscow architect” Dmitry Vasilyevich Ukhtomsky, worked under his leadership. In the 1720s. The famous architect Savva Ivanovich Chevakinsky studied at the school (born into a family of Moscow nobles in 1709 or 1713), and in 1729 he was transferred to the Naval Academy, from where he fled...

Ukhtomsky Dmitry Vasilievich – Red Gate

Chevakinsky Savva Ivanovich – St. Nicholas Naval Cathedral

Since 1723, only noblemen were admitted to the school (now called the “Moscow Academy”). After Peter in 1727, out of the established set of 500 people, only 181 were available. The “old-timers,” who pretended to study for years, were ordered to be sent to sailors, the rest to be checked, and those who had completed their studies to be sent to St. Petersburg to the Admiralty Collegium for determination. The remaining ones should be supplemented to 500 from minors from 12 to 17 years old and determine the training time. In 1726, only 6 people got into the Admiralty College, the rest, adding years to 17 years, went to the regiments.

In 1731, Mikhail Lomonosov, who arrived in Moscow, visited the school: “... he popped into the digital school that was in the Sukharev Tower, but this “science” seemed not enough to him” (Morozov A.A. Mikhail Vasilyevich Lomonosov. M., 1955. P. 112); The coryphaeus was lying - he was not accepted as a non-nobleman, and on January 15 he submitted an application for enrollment in the Slavic-Greek-Latin Academy, where he introduced himself as the son of a priest.

The story continued. In 1734, a graduate of the Navigation School, Secretary of the Senate Ivan Kirillovich Kirilov, was going to go to the southeast, to the Ufa province, to put in order the southeastern border of the Russian state. By decree of the Empress, he was ordered to be “a priest from among the scientists from the Spassky school or someone worthy.” On September 2, 1734, the rector of the Moscow Slavic-Greek-Latin Academy, Archimandrite Stefan of the Spassky School Monastery, nominated a 23-year-old student of the school of rhetoric, Mikhail Lomonosov, as a candidate. But then it turned out that Lomonosov’s father, Vasily Dorofeev’s son, was not the priest of the Church of the Presentation of the Blessed Virgin Mary in Kholmogory, but was a simple peasant paid a capitation salary. The meeting of the two great sons of Russia did not take place.

In 1731, a school enrollment of 100 people was established. In this form, the Moscow Mathematical, or, as it was also called, the Admiralty School or Academy, continued to exist until 1752. Then the Admiralty Office was transferred from the Kremlin to the Sukharev Tower, which existed here for quite a long time - until 1806.

An important event in the development of science and education was the opening of the School of Mathematical and Navigational Sciences in Moscow. The decree on the establishment of “mathematical and navigational, that is, nautical, cunning sciences of teaching” was issued by Peter I on January 14, 1701.

Professor A.D. was invited to Moscow from England to teach special mathematical and navigational sciences. Farvarson, who became the director of this school, and marine science specialists S. Gwin and R. Grace. Farvarson, a major expert in his field, had a certain influence on the organization of mathematical and maritime education in Russia. As for S. Gwin and R. Grace, then, according to the testimony of A. A. Kurbatov, they “were careless about the matter; those who study sharply understand, they scold those and are told to wait for the smaller ones” (i.e., those lagging behind).

The soul of the school was one of the most educated people of his time, the outstanding Russian mathematician Leonty Filippovich Magnitsky, who taught mathematical subjects with great success. He was also in charge of all the educational work of the school. L. F. Magnitsky adhered to progressive pedagogical views and was familiar with the works of J. A. Komensky. Based on progressive pedagogical ideas and methodological principles, he wrote a wonderful textbook “Arithmetic, that is, the science of numbers.”

At the School of Mathematical and Navigational Sciences, classes began with the study of Russian literacy and numeracy in preparatory classes, which were called the “Russian school.” Then, in mathematics classes (“number school”), students mastered knowledge of arithmetic, geometry, plane and spherical trigonometry. In the senior navigator classes they taught navigation, naval astronomy, geography (mainly mathematical), geodesy, and fencing. The majority of students, mainly of non-noble origin, limited themselves to attending Russian and digital schools and entering the service.

As a rule, only noble children continued to study navigation in the upper classes. The school adopted a class-subject grouping of students: academic subjects were studied sequentially, as students mastered them they were transferred “from one science to another,” and they were released from school when they were ready for work or at the request of various departments . New students were immediately accepted to fill vacant positions. There were no specific deadlines for the admission and graduation of students at that time.

Textbooks and teaching aids were issued to students for constant use. Visual aids were used in training: a globe, geographical maps, tables, instruments and tools. An observatory was equipped for astronomy classes, which had the best telescope for that time. Here, under the leadership of L.F. Magnitsky and A.D. Farvarson, astronomical observations were carried out. Much attention was paid to the practical preparation of students for navigation and geodetic work. Navigators underwent practice on sea ships every year from February to October. To improve the general culture of future navigators, a theater was set up at the school. A group of actors, drawn from Danzig, staged performances together with their students.

In 1715, the highest (seafaring, or navigator) classes of the school were transferred to St. Petersburg, where on their basis they were formed Marine Academy. By this time, the school had trained about 1,200 maritime specialists. Since 1716, it was considered a preparatory school for the Maritime Academy and taught mainly mathematics. In this form the school existed until 1752. According to the time of its establishment, the School of Mathematical and Navigational Sciences was the first and largest real school in Europe. Her students also became the organizers and first teachers of many new schools created in the country.

Opening of the Maritime Academy in St. Petersburg in 1715 was an important step in the development of school education in Russia. A.D. Farvarson, S. Gwin and eight Russian navigators were transferred from Moscow to teach there. The general management of the Maritime Academy was carried out by A. A. Matveev.

The Naval Academy was created on the model of the French naval schools - as a privileged military educational institution. It was supposed to admit only “young gentry” (children of the nobility), but under Peter I, children of other classes were also trained at the academy. Students were considered called up for military service and constituted the “naval guard,” divided into six brigades of 50 people. At the head of the brigades were officers called "commanders of the naval guard." The students had guns, were trained in formation and performed guard duty. The entire life of the academy was organized on the basis of instructions drawn up for it, which required adherence to a strict regime and strict military discipline . Students were subjected to corporal punishment for misconduct. During vacations, they were required to sign that if they failed to appear on time, the culprit would be sent to hard labor, and for escaping would be subject to the death penalty.

The content of education at the Naval Academy is determined by the official order of Peter I of January 11, 1719: “... teach... arithmetic, geometry, navigation, artillery, fortification, geography.” Mathematics was studied using the “Arithmetic” of L. F. Magnitsky and the notes of A. D. Farvarson. When teaching artillery, fortification, and navigation, books by foreign scientists translated into Russian were also used. A. D. Farvarson wrote a textbook on geometry “Euclidean Elements, Selected from Twelve Nevtonian Books...” (1719), and G. G. Skornyakov-Pisarev, who taught artillery and mechanics at the Academy, compiled the first Russian textbook on mechanics - “Static Science, or Mechanics” (1722).

On the initiative of A.L. Naryshkin, a practical study of naval architecture was introduced at the Maritime Academy, for which students built a model of the ship. For practical study of maritime affairs, students took part in sea voyages.

The Academy prepared in the 18th century. There are many major naval specialists; naval guards and surveyors underwent internships under her. From Academy students were selected as teachers for digital, admiralty and garrison schools.

With the participation of the Maritime Academy, the first geographical and hydrographic expeditions were equipped.