 Keywords: training, formation, high school, institute, academy, university, a history of domestic formation, 19 century, XIX century, formation in RussiaEDUCATION IN RUSSIA XIX centuryAccording to the decree accepted in 1803, the country has been divided into 6 educational districts, in each of which it was planned to base university. But in 1804 Only Kazan university was open. In 1819 started to operate Petersburg. At Nikolay I it was not open any university. At the biggest university, Moskovsk, in 1811 studied only 215 students, in 1831 of them was 814. Nikolay I has forbidden to accept in universities of children of serfs. The level of knowledge close to university, was given by licea - TSarskoselsky near Petersburg and Demidovsky in Yaroslavl. Licea basically kept soslovno-nobiliary character. In 1815 known Armenian family Lazarevyh has based Institute of east languages in Moscow and maintained it on the means within hundred years. Lazarevsky the institute has made much for acquaintance of Russia to culture of the East, for preparation of the Russian diplomats directed to east countries. To the beginning of XIX century in Russia there was only one higher educational institution of a technical structure - the College of mines in Petersburg. At Alexander I the Wood institute was open. Nikolay I patronized nonproduction and military formation. At it the Petersburg institute of technology and the Moscow technical school, and also Academy of the Joint Staff were open. Engineering academy and Artillery academy. Average educational institutions (grammar schools) under the decree of 1803 were supposed to be opened in each provincial city. It maded up farly from being at once. In 1824 in territory of Russia 24 grammar schools operated only. To all Siberia there was only one grammar school (in Tobolsk). In 30 years the number of grammar schools has been finished up to 43. In Siberia three grammar schools (in Tobolsk, Tomsk and Irkutsk) began to operate. Many nobiliary children were brought up in individual boards or domestic teachers. Guvernery, it is routine the Frenchmen or Germans, did not differ the big erudition. After the termination of Domestic war captured French officers have come back home, and soldiers of " Great army " have gone in guvernery and have brought up the whole generation of Russian noblemen. In first half XIX century developing system of female formation which bases have been incorporated at Ekaterina II proceeded. New institutes for nobiliary daughters were open in Petersburg, Moscow, Nizhni Novgorod, Kazan, Astrakhan, Saratov, Irkutsk and other cities. Before these institutes the purpose to bring up " kind wives, careful mothers, provisional nastavitelej for children, mistresses " was put. Developing initial national education strongly lagged behind. Church, some landowners, separate departments (for example, the Ministry for state property) opened here and there schools for children from people. But the general system of an elementary education was not. The significant part of urban population was competent (though illiterate met even among merchant class). Among peasants literacy made about 5 %. Nevertheless among Russian scientists there were also natives of simple people. Basically in a science there were young men from nobiliary families, from clergy, merchants, and also from hereditary intelligency. In an education system of Russia of the last century there were some elite educational institutions among which a paramount place borrowed TSarskoselsky liceum. It was the teaching and educational institution equal to university. In TSarskoselskom liceum known scientists, literatures, state and military figures have received formation. Training in liceum was divided on two rates, one of which referred to initial, and another final. Everyone proceeded for three years. At the first stage languages (Russian, latin, French, German), bases of religion, logic, mathematical, natural, historical sciences, " the initial bases graceful pismen were studied: the elected places from the best writers with analysis of these... Fine arts... Calligraphy, drawing, dances, fencing... " [23]. At the first grade level to teachers the special attention was made to give verbal sciences. Was considered, that " as verbal sciences for age in which pupils will pass a rate initial, clear... " [24], and in allocating time by a priority the subjects concerning verbal sciences that the last " made preferable occupation of the pupil before sciences which refer to exact " [25] should use. Lessons of literature should learn pupils clearly and logically to think, impart to them taste to a graceful word. That concerned lessons of dances, singing, drawing they at the first grade level should deliver pleasure and entertainment. At the second grade level the emphasis was done on developing of rational thinking. It was reached not so much by initiating of new disciplines, how many a basic change of the maintenance before investigated. On the foreground at this stage sciences "moral", telling about the device of a civil society, the rights and duties of the citizen, physical and mathematical sciences were pushed. At studying the sciences connected to fine arts, the emphasis was done on consideration of their theoretical bases: " The literature in the second rate should come nearer also more to exercises of reason, rather than memories and as the circle of words, gradually extending, at last is done adjacent with all numbers graceful in that rate to literature actually so-called, the knowledge graceful in general in arts and the nature joins, that actually and refers to as an aesthetics " [26]. That is in the beginning of XIX century we collide that in a general educational educational institution (the truth, an educational institution of completely special sort) begins studying an aesthetics. And it is remarkable, that europeanized as a whole corrected teaching in liceum with reference to an aesthetics depart from traditions of the European philosophy (in particular, the Edging and Gegelja) and order to teach an aesthetics not as philosophy of art, and as " knowledge graceful in general in arts and the nature ". The similar approach to aesthetic subsequently became widespread in Russian aesthetics. What represented grammar schools of XIX century from the point of view of a subject interesting us? First, it is necessary to pay attention that all XIX century for grammar schools has passed in an atmosphere of discussions about advantages of classical and real formation. A basis of classical formation, as is known, was studying an ancient art (the Greek and latin languages, monuments of the antique literature and art). It was some kind of process gumanitarizatsii the formations, begun in Russia in the beginning of the last century. Classical formation has been caused by a civil orientation, sobornostju the Russian life, proceeding from what the tutor should prepare the generation following it so that it was able to continue business of construction of a building " histories of people " (A.S.Homjakov). The ancient art for these purposes was optimum "tool". Opponents of classical formation called to refuse studying the gains achieved in the last cultures on the ground that there is nothing to repeat indefinitely that knowledge which do not bring "seen" advantage for life. In this occasion one of defenders of classical formation, the public figure and one of leaders zapadnichestva T.N.Granovsky wrote, that true creations of spirit differ the inexhaustibility, and speech follows a message not about the superiority of an ancient art above new, and that one cannot replace another " that the ancient art and art should be studied for the reason that they are irreplaceable anything " other means of moral, aesthetic and logic formation ". Monuments of the classical antique literature bear in themselves, by T.Granovskogo's words, " the perfect combination of the graceful form to the noble maintenance ", an ancient art as any another, is capable to bring up feeling of beauty and " so raised feelings of the moral debt and human advantage ". This tradition, on T.Granovskogo's ideas, should continue and the Christian culture, and its studying can become a spiritual obstacle " against callousness of hearts and intellectual decline ". the List of the literature:
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