A prominent representative of the merchant class of the late XIX - early XX centuries. is our fellow countryman Nikolai Polikarpovich Glukharev. Briefly, he can be described as a multi-faceted person with a fairly broad outlook, not indifferent to the history of his Fatherland and his small homeland, eager to share his knowledge with others. True, his enormous merits have still not been appreciated, and therefore the Borovsk Museum of History and Local Lore appeals to the heads and deputy corps of the cities of Balabanovo and Borovsk with a proposal to award Nikolai Polikarpovich the well-deserved title of Honorary Citizen of the city of Balabanovo and Honorary Citizen of the city of Borovsk.

Nikolai Polikarpovich was born into an Old Believer family and was the eldest son of the Borovsky merchant of the 2nd guild Polikarp Aksenovich. According to data from the end of 1879 - beginning of 1880, Polikarp Aksenovich and his wife Pelageya Ivanovna also had a two-year-old son Ivan, daughters Marya, Alexandra and Olga. They lived in Borovsk, near Torgovaya Square, on Kaluzhskaya Street, in their own two-story stone house. The head of the family was engaged in “trading tea, sugar, wooden oil and wax candles.” He owned several small factories. In the city of Borovsk in his own house on the street. Kaluzhskaya in 1868 he opened a factory for the production of wax candles. (In 1889, it produced 50 pounds of white wax candles worth 1,350 rubles. They were sold in Borovsk). He opened another small chemical plant for the production of wood powder and wood vinegar in 1881 on his land near the village of Kochetovka, Spasoprognanskaya volost, Borovsky district. (In 1889, it produced 1,300 pounds of wood powder worth 1,950 rubles. It was sold in Moscow).
Nikolai Polikarpovich in 1901, being a merchant’s son, was in the service of a fairly large chemical plant owned by the Moscow merchant of the 1st guild, Pyotr Ivanovich Sanin. The plant was located near the village of Litashev, Kurilovsky volost, Borovsky district, not far from his father’s. In 1903 June 1 P.I. Sanin died, and Nikolai Polikarpovich a few years later became the owner of the Litashevsky chemical plant. In addition to this plant, Nikolai Polikarpovich at the beginning of the twentieth century. owned a factory (the profile of the factory requires clarification - N.L.) near the village of Balobonova on the bank of the river. Isti. Here he built a two-story house, in which he lived for a long time with his family. By this time, he was already married to Lydia Ivanovna (her origin requires clarification - N.L.) and had two daughters Ekaterina (born 1901) and Tatyana (born 1903). It is also known that they had another daughter and son. Workers' houses grew up near the factory. In August 1910, during the election of councilors to the district zemstvo assembly, in which Nikolai Polikarpovich won, newspapers such as Kaluzhsky Courier (1910, No. 93), Russkoe Slovo (1910, No. 192) and Russkie Vedomosti "(1910, No. 196), they called him a manufacturer, a progressive.
True, by this time the business of the manufacturer Glukharev was not going so successfully. Chemical production declined sharply due to competition with similar, but cheaper, large-scale handicraft production, which was actively developing among the peasants of the Yaroslavl and Kostroma provinces. Nikolai Polikarpovich had financial problems, as evidenced by this fact. On his estate near the village of Balobonova on January 26, 1912 from 10 a.m. In the morning, a sale was announced at public auction “of the movable property belonging to him, which consisted of various summer and winter carriages, an iron tank for kerosene and two fire pipes, for non-payment of arrears of the zemstvo tax and penalties in the amount of 1269 rubles. 2 k." The property was valued at 1,340 rubles, and since the auction was announced for the second time, the property could have been sold below the stated valuation. In 1914, he hoped to find a partner with 100,000 rubles. in order to expand a chemical plant that produced white lead.
The financial and production problems that arose did not prevent Nikolai Polikarpovich from conducting active social activities. So, in 1904-1905. he sought permission to place F.P. on the grave of the noblewoman. Morozova and Princess E.P. Urus cross. The Kaluga governor was puzzled in response: “What is Glukharev’s goal in placing a cross on the grave of the Old Believers?” Glukharev replied: “The goal of a Christian is to put a cross on the grave of Christians.” After some time, the Kaluga governor gave permission, and a cross was placed on the sisters’ grave, and the grave was surrounded by a fence. In 1910-1913 he was elected as a member of the district zemstvo assembly. In 1911 he was listed among the jurors for the Borovsk district, in 1916 - a member of the trade tax committee, in 1917 - a member of the board and secretary of the telephone circle, a member of the district executive committee from the craftsmen of the city of Borovsk, and on July 23, 1917 he was elected to the Borovsk City Duma from the Trade and Industrial Union. Nikolai Polikarpovich was worried about literally all spheres of life of the population of Borovsky district. In 1913, as an authorized society of peasants in the village of Balobanova, he petitioned for the need to move the bazaars in the village of Balobanova from Tuesdays to Sundays. He argued and proved his point of view on issues of education, medicine, the sanitary condition of the populated areas of the county, the activities of a veterinarian and agronomist, an agricultural warehouse maintained by the zemstvo, and many others.
In addition, from April to October 1917, at his own expense, he published the first socio-political newspaper in Borovsk and the district, “Borovskaya Zhizn,” being also its editor. The newspaper was printed in the local printing house A.V. Muratova. There are six known published issues: No. 1 (April 2) – No. 6 (May 14). The editorial statement in the first issue stated: “The newspaper “Borovskaya Zhizn” set out to historical days a renewed and free Russia to speak one truth and cover all aspects of the life of the city and district and thereby give every citizen the opportunity to monitor everything that is happening in his native land..." The newspaper, as an organ of the Borovsk Executive Committee, regularly published minutes of meetings of the Borovsk Executive Committee, published material about the life of the county in the first months after the February Revolution of 1917, about the abolition of old authorities and the establishment of new ones, about the preparation and holding of the county teachers' congress, reports from settlements of the district: Abramovsky, Tarutin, Shemyakin, Rusinov and others, indicating the awakening of the masses to political life. All published materials were not signed.
Nikolai Polikarpovich was also known as a philanthropist, educator and playwright. So, back in the 90s. XIX century he, together with teacher S.E. Chertkov and treasurer I.A. Kazantsev took part in the publication of a book by K.E., a friend of his. Tsiolkovsky’s “Controllable Metal Balloon”, in 1901 he published in Moscow his brochure “The Arrangement of Urban, Rural and Home Libraries”, and in 1903 – his vaudeville “Two Friends - a Blizzard and a Blizzard”. In 1904 in the village. Tarutina, Borovsky district, Glukharev opened a free library, and in 1913 - a reading hut in the village of Balobonova. Being a lover of dramatic art, together with others like himself, he took part in a charity performance on February 4, 1901, where scenes from A.N.’s comedy were played. Ostrovsky and N.Ya. Solovyov “Happy Day” and vaudeville D.A. Mansfeld "The Entertainer".
To educate workers, Nikolai Polikarpovich organized free literary readings, popular at that time, in one of the buildings of his chemical plant. For this purpose, they equipped an elevated place and installed several rows of chairs and benches. The equipped room could accommodate up to 400 people. At first, the readings were organized exclusively for the workers of this plant, then outsiders began to come to them. The newspaper “New Word” in No. 6 for 1906 wrote: “The readings are arranged in an interesting way: priority is given to topics on modern social and political issues. Thus, they read “The Manifesto of October 17 and its significance”, “On the election of representatives to the State Duma”, “What is a constitutional government”, “On freedom of the press”, “On personal freedom”, “The Black Hundred”, etc. Then with vague The full course “History of the Russian State” was taught over several evenings with paintings. Fine literature was also read, namely: the works of Turgenev, Tolstoy, A. Tolstoy, Chekhov, Garshin, Nekrasov, Nikitin, Koltsov, Lermontov, Pushkin, Yakukhtin, Korolenko, Grigorovich, Gorbunov, Gogol, O. Moshkov, N. Uspensky, Pisemsky , Danilevsky, Surikov, etc. In addition to reading, a number of paintings on geography, natural science, astronomy, etc. were shown. Both workers and peasants attend the readings very willingly; even children and old people from villages 7 miles away from the plant come... The hall is always crowded. Now in some villages there is even a queue to attend these readings: in each family, some stay to guard the house, while others go to the readings.”
Nikolai Polikarpovich did not stand aside during the mourning days after the death of L.N. Tolstoy, writing a short note about this in the provincial newspaper Kaluga Courier. And back in 1902, he was listed as the head of the meteorological station in the village of Bolshaya Litashevka. He was interested in the coordinates of the location of Borovsk, for which he wrote a letter to the Nikolaev Main Physical Observatory in St. Petersburg.
Nikolai Polikarpovich had a special interest in the history of the city of Borovsk and its district. Like no one else at that time, he realized the significance of his native places in the historical context of the Russian state. In the preface of the first volume of “Materials for the history of the city of Borovsk and its district”, published by him in 1913, he wrote: “More than fifteen years ago I decided to write full story his hometown of Borovsk and its district. When the work plan was developed, I was amazed at its size and the fact that my life would hardly be enough to implement it. Therefore, I had to abandon the big plan and I decided to write popular historical essays and published them in various magazines, newspapers and in publications of historical and archaeological commissions. But this work did not satisfy me, it was not the work I was striving for, and I soon stopped it and again took up the implementation of the original plan...”
Before writing the history of his native places, Nikolai Polikarpovich began to collect material. Why, in 1901, did he apply to the provincial statistical committee for permission to work “in the Committee to extract the information and certificates he needed” on the history of Borovsk and its district. In 1914, on October 4, he turned to the Kaluga Provincial Zemstvo Assembly with a request to “donate one copy of all publications of the Kaluga Provincial Zemstvo Council published from 1864 to 1915, as well as all newly published publications.” Pursuing the same goal, he addressed the population through the newspapers “Kaluzhskie Provincial Gazette” No. 26 and “Kaluzhsky Courier” No. 28 for 1910: “Intending to write the history of the city of Borovsk and its district, I make a request to all persons who have documents, notes, manuscripts, memoirs, letters, books, brochures, magazines and newspapers related to the city of Borovsk and its district, reports, announcements, appeals and other printed publications in which articles and correspondence about the city of Borovsk and its district, portraits of public figures and heroes, maps, plans, paintings, photographs of all kinds, fortifications, monuments, churches, buildings, etc., coins of the Borovsk princes, etc., provide your addresses and, if possible, send copies and descriptions of them . I especially ask the authors of notes, correspondence, articles and individual publications who published their works in newspapers and periodicals, not to refuse to send one copy of each.”
Nikolai Polikarpovich systematized the material collected in this way and published it in the Borovsky printing house of A.V. Muratova in the form of “Materials for the history of the city of Borovsk and its district.” IN Volume I, published in 1913, he published legends, rituals, customs, beliefs, signs, fortune-telling, proverbs, sayings, fairy tales, songs of crippled passers-by and songs of residents of the city of Borovsk and its district (free assistance in correcting these materials was provided to him by A.P. . Smirnov), in the second volume, published in 1914 - copies from documents from his archive. Both volumes were published with funds different persons and institutions, the income from which was to be used for the publication of further materials on the history of the city of Borovsk and its district. In particular, it was reported that volume III was being prepared for publication.
Nikolai Polikarpovich had to identify, collect documents and record historical information alone. He wrote about this in the same preface to the first volume of “Materials...”: “But, unfortunately, I didn’t receive anything and I have to work alone. But the work is enormous, especially in the archives, where there is no complete description of documents and one has to look for papers necessary for the history of the city of Borovsk and its district among papers not related to the city of Borovsk and its district.” Nevertheless, Nikolai Polikarpovich does not despair and further writes: “Releasing this work, I again appeal to all persons with a convincing request not to refuse to inform me about everything that concerns the city of Borovsk and its district. […] Authors in whose works anything relates to the city of Borovsk and its district, as well as all private and administrative institutions that publish their reports and charters, I kindly ask you not to refuse to send me one copy; I will be very grateful for everything sent.” Apparently, this time he was heard, which he considered necessary to mention in the preface to volume II of “Materials...”, thanking everyone who sent their articles and articles of other authors, as well as the Borovsk district zemstvo government.
In various archaeological and historical publications and local newspapers, Glukharev published popular historical essays and notes about the Borovsky region. For example, in 1901-1902. in the magazine “Picturesque Russia” he published popular historical essays and notes “The Miraculous Icon of St. Ryzhkoy”, “Monuments of the Tarutino Battle”, “Prince M.K. Volkonsky - defender of the city of Borovsk”, “Boyaryna Fedosya Prokopyevna Morozova”. In 1912, in the “Anniversary Collection in Memory of the Patriotic War of 1812” (Kaluga. Issue 1) together with I.F. Tsvetkov, he published an article about the events that took place in October 1812 in Borovsky district.
Simultaneously with his publishing activities, Nikolai Polikarpovich was engaged in collecting items on the history of Borovsk and its district. As a result, he created the first private Museum of the local region and the Patriotic War of 1812 in Borovsk and the surrounding area. Presumably, this happened in 1912 in connection with the centenary of the victory of the Russian army in the Patriotic War of 1812. Its funds were replenished at the expense of the collector and partly thanks to the same newspaper appeals to the population. So, in the May issue of the newspaper “Borovskaya Zhizn” in 1917, Nikolai Polikarpovich. wrote: “N.P. Glukharev, Borovsk, Gostiny Dvor. Buys antique items made of iron, cast iron, lead, tin, copper, silver, gold, glass, earthenware and porcelain. Buys copper, bronze, silver and gold coins, medals, tokens and anniversary badges. Buys books, geographical maps, plans, paintings, engravings, manuscripts, archival documents, all kinds of antiques and objects.”
After the October events of 1917 over the N.P. Glukharev is in danger. House on the street Kaluga No. 120, where he lived with his family and where the museum was located, in 1919. local newly-minted officials from the Soviet government intended for eviction and the placement of a nursery there. To prevent this from happening, Nikolai Polikarpovich turned for help to the Collegium for Museum Affairs of the NKP. He was supported by members of the Organizing Committee of the 1st Experimental Station for Public Education at the People's Communist Party (the Village branch of the station was located in Borovsky and Maloyaroslavets districts, and N.P. Glukharev was his employee), in their appeal to the Board dated October 28, 1919. Borovsky Uyezd Committee The RCP reacted to this in a manner traditional for bureaucrats, which found clear expression in the publication of one of its members, who wished to remain anonymous. In the Kaluga newspaper “Commune” for July 30, 1919 we read: “... you see, he wrote a statement to the center, which instructed the district control to investigate this matter, it still lies under the carpet, and the bourgeois lives happily ever after...” (emphasized me - N.L.).
Still, despite the obstacles caused, the “bourgeois” N.P. Glukharev “as a collector of a museum in the city of Borovsk” received a safe conduct for No. 10562/11123 on December 17, 1919. The All-Russian Collegium for Museum Affairs appointed Nikolai Polikarpovich himself as the head of the museum.
But on May 31, 1920, Nikolai Polikarpovich died “from a blow.” This was recorded in the metric book of the Old Believer Church of All Saints, of which Nikolai Polikarpovich and his entire family were parishioners for a long time. He was confessed, given communion and buried by Archpriest Karp Teterkin. What caused the “impact” is still not known. The burial place of this is not known. wonderful person(there is no entry about this in the metric). The fate of the museum, library and archive, the house itself and the Glukharev family who lived in it was predetermined.
The Museum Affairs Department was initially forced to take steps to maintain the museum. In June 1920, he asked Borovsky UONO to transfer the museum, archive and library to N.P. Glukharev for temporary use of the 1st Experimental Station for Public Education for scientific processing, proposed to appoint a new head. Until October 16, 1920, the museum was examined by employees of the Department for Museum Affairs A.A. Rybnikov and A.M. Skvortsov. However, nothing is known about the results of the survey. It is only known that in 1920 only a watchman worked at the museum. For the maintenance of the museum, for its equipment, heating, lighting, replenishment of collections, for the purchase of display cases, cabinets, for restoration and expert work, for the purchase of stationery and household affairs, 282,760 rubles were required.
What the museum looked like, what the composition of its collections were, how many items N.P. managed to collect. Glukharev, at present it is impossible to say. Only a few records from the early 20s have survived. XX century One is on a torn piece of paper, written in pencil by an unknown person.
First, the icons were listed: 12 months - 10 vershoks, 12 holidays - 7 vershoks, 1 Savior, 1 Kyiv. miracles, 1 fold for every day, 1 Resurrection - 12 Vers., 1 Mother of God of Korsun, 1 Tenderness of Evil Hearts, 1 Paraskeva Friday, 1 Paphnutius of Borovsky, 1 Venerable Nile, 1 Recovering the Lost, 1 Three Saints, 1 cross, 1 John the Baptist in the desert, 1 Panteleimon the healer, 1 Polycarp, Pelagia.
Then 1 measure of towels, pillowcases, various handicrafts, various things: porcelain, paintings with beads and wool, 1 painting “The Flight of Joseph with Mary”, 1 painting “Peter I on a Boat during a Storm”, 1 painting with beads Mazurok, scales, 3 antique candlesticks, ladders, copper icons, measures of flour and vegetables, icons totaling 80 or more. (Is this an inventory of objects, or an inventory of the family’s property, or maybe all at once? - N.L.) Another is a record of the provincial museum instructor A. Pokrovsky, who examined the collections of the already closed museum in 1923. He highlighted the objects and collections, in his opinion, of museum value: a cast-iron bell of the 17th century, photographs of monasteries and churches of Borovsk and the district, including 35 pieces, various weapons, 20 pieces. and 2 small cannons, a silk Old Believer sundress, an Old Believer cloth overcoat and 32 pieces of porcelain. At the same time, A. Pokrovsky noted that the Kaluga Historical Museum requires them, “since the Historical Museum either does not have such items at all or has them in limited quantities...”.
In fact, the closure of the museum apparently occurred by 1922. Thus, the head of the Borovsky UONO, a certain Siblievsky, in his message to the Gubmuseum on January 13, 1922, reported that the museum, by order of the People's Commissariat for Education, was transferred to the Borovsky UONO along with the building. By order of the PEC, part of the building was transferred to a children's sanatorium of the health department, and the exhibits had to be piled up. Negotiations about the continued existence of the museum with representatives of the People's Commissariat for Education, who promised to help in the “systematization of the museum” and its management, ended without result. The museum, according to Siblievsky, cannot support itself without state help. “Therefore, I ask you to send a representative to inspect the museum and resolve the issue of its continued existence. – I believe that it will be possible to take valuable exhibits to the Provincial Museum, eliminating ours completely. In any case, I ask that the issue of the museum in Borovsk be resolved hastily.” The resolution of this issue “on paper” dragged on for several years.
Only between July 5 and July 15, 1924, museum objects and part of N.P.’s library. Glukharev was transferred to the Pafnutiev monastery-museum for the organization of the State Historical, Art and Local Lore Museum on its territory. Museum objects, in the opinion of the same head of the Borovsky UONO Siblievsky, which he expressed on March 14, 1923 at a meeting of the responsible employees of the UONO entrusted to him, were suitable for household use and had no artistic value, should have been used for the needs of cultural and educational institutions. As for the other part of the library, it should have been preserved by Lydia Ivanovna Glukhareva.
In conclusion, I would like to emphasize that, despite the rather sad fate that befell the museum collection and library of N.P. Glukharev, the memory of him, and first of all, as a local historian, educator and philanthropist, is carefully preserved by the workers of the Borovsk Museum of History and Local Lore. Currently, two books with glued-in ornamented sheets and the inscription “Library of Nikolai Polikarpovich Glukharev” (donated by S.Ya. Glukharev), a barn book with newspaper clippings and notes by N.P. are kept here. Glukharev, prepared by him for publication in the third volume of “Materials...” (published in 1998 by Borovsk local historian Alexei Alekseevich Antipov). The museum also stores the aforementioned “Anniversary Collection in Memory of the Patriotic War of 1812” (Kaluga, 1912. Issue 1), “Materials for the history of the city of Borovsk and its district. Copies from documents from the archive of N.P. Glukhareva" (Borovsk, 1914. Vol. 2) and several issues of the newspaper "Borovskaya Zhizn". In Borovsk on the street. Kaluzhskaya, in the house where N.P. Glukharev spent his youth on the initiative of the director of the Borovsk Museum of History and Local Lore A.M. Morozov in 2010, a memorial plaque was installed. Nikolai Polikarpovich is remembered and appreciated in the city of Balabanovo: in 2014, the city library was given his name, and at the entrance to it there was a memorial plaque with text about the founder of the free reading hut in the village of Balobonova and a bust of N.P. Glukharev, made by sculptor Sergei Lopukhov.
*All dates up to February 1918 are given in the old style, subsequent dates are given in the new style. The article was written mainly based on archival documents of GAKO and BIKM.
N.P. Loshkareva,
Researcher
Borovsky historical
-local history museum

Where can our children get a good, quality education? How to raise children as believers? What makes up the notorious and elusive “ comprehensive development personality"? We are not the first in human history to encounter these problems. And before us, there were parents on earth who quite successfully resolved the same issues.

In biographies and especially in interesting autobiographies, outstanding people we can see how that “comprehensively developed personality” gradually grows out of a small child. We can see how from tiny scraps, from random circumstances and purposeful pedagogical efforts is formed Human.

Of course, these are memories of only one child from this family. In addition, we will not be able to see everything - after all, not everything can be tracked and recorded, even when such a task is set. We cannot apply everything to the upbringing and education of our own children. But of course, nothing stops us from drawing some conclusions for ourselves. In any case, this story is the real experience of living people.

So, there lived a priest Nikolai Mikhailovich Bogolyubov (1872–1934) in pre-revolutionary Kyiv. Rector of the Church at the Kiev Imperial University of St. Vladimir; teacher of the Law of God, geography, Russian language, didactics; philosopher. In the future - a confessor who spent several years in Soviet prisons. Member of the Local Council of the Russian Orthodox Church. Student of the Archbishop, then Metropolitan Anthony (Khrapovitsky). Bishop Anthony even presented Father Nicholas with his “doctoral” cross - the insignia of a doctor of theology.

When the father of the family began teaching at the university, he was given a three-room apartment. After the revolution, the Bogolyubov family lived in a rural house. And then the dispossessed pop wandered with his family in strange corners, without a fixed place of residence. Future academicians grew up in such living conditions.

Faith of scientists

That scientists are often believers and churchgoers is, of course, not surprising. But the fact that Father Nikolai Bogolyubov managed to convey his faith to his children, to convey it in such a way that it remained for the rest of his life, seems like a feat and a miracle.

From the memoirs of Alexei Nikolaevich Bogolyubov, we learn that the Bogolyubov children, already in childhood, were keen on studying sacred history. I went to church with my parents. They were completely immersed in Orthodox culture - for example, at Christmas, future academicians “glorified Christ.”

How exactly did Father Nikolai teach his sons faith? Let us immediately say the obvious: he himself was not only a priest, not only a theologian - but also a deeply religious person. That is, the main educator and teacher of future academicians was himself truly a Christian.

And Father Nikolai not only served in the church himself, but took his children with him. For example, he will take his sons by the hands and walk with them, across the field, to the temple. And he talks to them along the way.

The children served their father-priest during services. And dad also introduced his sons to those bishops with whom he himself communicated, with whom he served. It is difficult to say exactly how these meetings took place; Alexey Nikolaevich did not cover these topics in detail. But in his memoirs, he said that the memory of these meetings, the memory of such services was preserved by the sons of Father Nikolai forever.

Father's example

The children saw that their dad worked, that work was interesting, work was important

Father Nikolai was a busy man: serving as a priest, teaching, and scientific work. But he tried to spend more time with his children - for example, he worked a lot at home. His work was not easy, requiring seemingly solitude - for example, working on a doctoral dissertation. But Father Nikolai set up a workplace for himself in his apartment, in the corner of the common dining room.

He worked - and the children saw that their dad was working. The children saw that work, scientific work exists, work is interesting, work is important.

Here's how Nikolai's father's son Alexey writes about it:

“The sons’ interests developed under the direct influence of their father’s knowledge. They see their father reading an English book. “Dad, do you understand everything?” - "Yes!" This means that they need to understand everything, and interest in languages ​​grows on its own. Then an interest in writing arises. Dad sits and writes a book (he was working on his doctoral dissertation...). Both sons, the eldest was about seven at the time, also decided to write books: they sewed themselves a small notebook and perched themselves in different corners of their father’s office.”

Exactly aspiration Parents' desire for education - education in the broadest sense - gives rise to this same aspiration in children. In such a situation, the apple will probably not fall far from the tree.

Elementary education

Father Nikolai Bogolyubov planned to send his children to the 1st Alexander Classical Gymnasium. But at the same time, parents did “preparation for school” and primary education with their children themselves, at home.

Alexey Nikolaevich writes about it this way:

“The parents taught them: the father taught his sons German, French, and a little later English language. He developed in them a love for languages, preparing them to enter another world, unfamiliar at first. He taught all subjects, including penmanship. Later, he himself prepared his sons for admission to the gymnasium... Mother... taught her sons to read music and play the piano...".

If the father’s pedagogical activity in relation to his children turned out to be very successful, then the mother “lacked the rigor” to finish teaching her sons to the end.

Parents purposefully, consciously, and organizedly opened the world of learning to their children

This is how parents purposefully, consciously, and organizedly opened up the world of science, the world of knowledge to their children. Thus, education itself became an interesting and significant thing in life for children. Because they were taught in their own home by their dear and beloved parents.

But Father Nikolai did not at all contrast home education with school education. When his eldest son Nikolai turned 8 years old, Father Nikolai sent him to a preparatory class at the gymnasium. A year later, nine-year-old Nikolai - his family name was Kotey - moved to the first grade (about the fifth grade of the current high school), and eight-year-old Alexey entered preparatory school.

Basic secondary education

When Nikolai finished the second grade of the gymnasium (Alexey, respectively, the first), Archpriest Nikolai Bogolyubov and his family were forced to leave Kyiv - from street shelling, “hunger, cold ... from the tyrants with whom the people’s power was so rich.” Now the university teacher continued serving at a parish in a distant village. In this village there was a seven-year school where self-taught enthusiasts taught. “Given their level of knowledge, the Bogolyubov brothers were accepted into the sixth and seventh grades of the school. It was in the fall of 1920,” recalls Alexey Nikolaevich. Alexei, who was accepted into the sixth grade of a rural school, was 10 years old, Nikolai, a seventh-grader, was 11.

This is how Alexey Nikolaevich writes about this school, remembering his brother Nikolai:

“The fact that he became a scientist was, of course, a considerable merit of this rural school. By the way, the certificate of completion of the seven-year school was the only document of education that he received throughout his life.”

The disorganization of the rural school during the Civil War turned out, oddly enough, to be a big plus in the education of children. It seems that the main task of the teachers was simply to preserve the education of children in this difficult time for our entire land, and they did it as best they could, but clearly conscientiously. Education here was so unsystematized that the eldest son of Father Nikolai, after finishing the seventh grade... went back to the seventh grade of the same school. To learn a little more. And this is “on the advice of my father.”

Rural work has again become an occasion for communication with children, another form of their upbringing

During this time of famine, Father Nikolai combined his service as a parish priest with hard agricultural labor in order to somehow feed his family. But this work itself again became an occasion for communication with children, another form of their upbringing and education. This time labor training: for example,

the father “taught his sons to thresh bread with flails. This operation was carried out by the father and his three sons, moving in a circle...” recalls Alexey Nikolaevich.

The children looked after the cattle and the garden. And all this - together with the parents.

Although the children studied at school, Father Nikolai taught them at home. It was organized, systematic home schooling:

“Despite the difficulties and lack of textbooks, he continued to teach his sons languages. He introduced them to Latin and Greek and continued to teach them French,” recalls Alexey Nikolaevich.

Many years later, the eldest son Kotya, already a famous scientist, worked for the benefit of science and the country in closed Arzamas-16. One of my colleagues once looked in on the priest’s son while he was listening to the radio in some unknown language. It turned out - in Hebrew. During the years of the civil war, in famine, in illness and labor, Father Nikolai really helped the children master ancient languages. This is how not just specialist scientists grew up, but also erudites, polyglots, those same “comprehensively educated people.” People of great culture.

Note: just like the Artobolevskys’ father, the Bogolyubovs’ father worked with the children at home “in parallel” schooling. Both Father Artobolevsky and Father Bogolyubov did not help the children do their schoolwork - they themselves were “teachers” and “leaders” of their children’s education.

Becoming a mathematician

What was the general approach to the education of children in this family, what was the relationship between school and family education, is well illustrated by the study of mathematics by the future mathematical genius - the eldest son of the Bogolyubovs.

IN preparatory class gymnasium (level primary school) the unique abilities of the future great mathematician and theoretical physicist N.N. Bogolyubov not only did not show up in any way, but even “there were some problems with arithmetic, and one day the teacher told him: “You, Kolya, will not make mathematics!” This remark is a consolation to every parent struggling with “underachieving” children.

Then, in a rural seven-year school, barefoot and hungry 11-year-old N.N. Bogolyubov followed the example and advice of a self-taught teacher, a lawyer: he simply solved all the problems “from the famous Malinin-Burenin problem book.” Then “Kotya begged” from the algebra teacher “a problem book on algebra by Shaposhnikov and Walter and re-solved all the problems. This was the second stage,” says Alexey Nikolaevich.

Thus, Nikolai Bogolyubov’s passion for mathematics was based on the child’s independent work; the school in this case served as support for this independent work, for the work and passion of this particular child. A very, very important thing. This point can be seen in most of the studied biographies of great scientists and outstanding people: not special special schools, not multi-story programs, not the number of hours in the schedule, and certainly not sophisticated electronic gadgets allow a child to become interested in a subject, get carried away by it, figure it out, discover the beauty of work , the beauty of science, the love of knowledge, the thirst for education...

And at the next stage in the study of mathematics by the future great mathematician, the father-priest again plays an important role. A.N. Bogolyubov writes:

“Apparently, it was Nikolai’s father who was the first to notice Nikolai’s extraordinary talent... My father decided to study with him mathematical analysis, which he himself had once been interested in. The year 1922 began, and Nikolai was already 12 years old. Father got from someone two Grenville textbooks on differential and integral calculus. Despite the fact that he himself had never seriously studied mathematics, now, having nothing in his specialty, he decided to study analysis himself... He began to study Grenville and at the same time tried to explain to Nikolai the basics of mathematical analysis. It soon turned out that the student quickly surpassed the teacher.”

Father Nikolai was not a mathematician. But he still began to teach his son - simply because the priest was truly attentive to his son. And he truly strived to help the child, as they say, “unleash his potential.” The father-teacher doesn’t even teach here - but together with the child masters a new and very difficult subject.

A father-teacher and his child are mastering a new and very difficult subject - and this also requires humility

But teaching a child a subject that you don’t know yourself is not only difficult. This also requires humility. In this situation, Father Nikolai allows the student - his son - to see his own inability. But at the same time, Father Nikolai showed his son his desire for education.

We complain that we don’t have time, that the textbooks are bad, that there is no money for tutors. And Father Nikolai served in the village church, grinding flour himself to feed his wife and children. Hunger, need: the children were barefoot and naked - there was literally nothing to wear to school, there was only one shoe for two sons, and that one was a woman's... And the father of the family finds time to study mathematics with the child. Integral calculus...

And then the opportunity arose to return to Kyiv. So the Bogolyubovs found themselves back in their hometown. As a priest, Father Nikolai could no longer teach at the university (although he was offered to resign his priesthood on condition). But the relationship with the university teachers remained. And taking advantage of this, Father Nikolai Bogolyubov took his Kotya to the university. And here the cream of Russian science has gathered. Those who were not shot, those who could not or did not want to emigrate, preferred the calmer Kyiv to the bloody Petrograd. Therefore, Father Nikolai managed to introduce his son to Academician D.A. Grave, a major representative of the St. Petersburg mathematical school, who happened to be in the city at that time.

The priest thought that his teenage boy was quite prepared to enter college. After all, by the age of 13, Kotya “had worked through a number of textbooks in Russian, English and French, studied the five-volume treatise by O.D. Khvolson in physics". By the way, my father’s studies in languages ​​responded here.

But the boy did not go to college. It turned out that Kotya already had knowledge no less than a graduate of the university’s mathematics department. And D.A. Grave told priest Nikolai Bogolyubov that “there was no point in Nikolai attending lectures at any higher educational institution; he needed to work with him individually.” At 15- summer age the boy defended his postgraduate work - what is now called a candidate's thesis. In April 1930 general meeting The Physics and Mathematics Department of VUAS awarded Nikolai Nikolaevich Bogolyubov the academic degree of Doctor of Mathematical Sciences.

Educational space

Of course, Nikolai Nikolaevich Bogolyubov is a genius. But this genius had to reveal itself, manifest itself, grow. In addition, two more prominent scientists grew up in this family. So we are not talking about the phenomenon of Nikolai Bogolyubov - but about the phenomenon of the Bogolyubov family. And since we have the opportunity to see the “educational trajectory” of only the eldest son, let’s see what it is.

At the base here - family educational space, in which the child grows. Where culture, book culture, scientific culture are the background of life, an organic part of life at home.

At the base here also example parents. The example is, let's say, active. And at the base - formed attachment to parents. And one more banal thing: there is a big amount of time children spend with their parents.

That is, the amount of time that children spend in this very educational space, with these parents, in this atmosphere. So this space, this example could really influence the children.

The father works with the children - and thus sets the tone for the child’s entire education. Sets attitude towards study and work

And besides this elusive, but such an important atmosphere, there is also a very specific thing: the conscious work of parents. When a parent perceives himself as a teacher. After all, this is where the child’s perception of his parents as teachers begins. We see how a busy father of a family sits down with a small child at a desk and carefully, systematically works with him. And then we see how an even busier and at the same time literally poor father is doing the same thing. He works with children - and thus sets the tone for the child’s entire education, no matter where and how this child studies. Sets attitude to study and to work.

Undoubtedly this is exactly what attitude turned out to be more important than the subjects that Father Nikolai studied with the children. Although the subjects turned out to be important, and knowledge is important. But what is more important is attitude. This is exactly what is missing for those children who graduate from expensive gymnasiums, study with tutors around the clock - and at the end of the day the mountain gives birth to a tiny mouse: an indifferent, indifferent, uncultured and unattached, ugly young man...

Where did the future academician Bogolyubov study? At the gymnasium for two or three years. A couple more years at a rural school. Then there were also some courses. Lessons from private teachers, sometimes from excellent teachers. Now here, now there, now with textbooks, now without them. There was no exclusive home education here, and there was no cult of home education. But the house in this family was the place where children were educated.

Education began at home. Always home education accompanied training in educational institutions. Not only the father was the teacher of his children. But among teachers at every stage of education, my father was a teacher too.

But in this education of the Bogolyubov children, the most important role of the father was not even that he taught his children, not that he sat at the desk with them. And the fact is that he directed this education. The fact that he put together all the disparate pieces of his children's education. He built all the elements of training, upbringing, and education. With love and attention, he led each of his children along that very “individual educational trajectory” to that very “realization creativity" The father carefully and sensitively supervised the self-education of his children, created conditions for continuous self-education child, supported the desire for education in children. In the most difficult conditions...

Here's the story. Family history. History of cultural attitudes towards children. Attitudes towards education. A relationship that has borne fruit. A relationship that we can not only marvel at, but also learn from.

1) etiquette 2) customs 3) morals 4) traditions

384.Are the following judgments about the institutions of society correct?

A. Social institutions designed to satisfy the basic needs of man and society in comfortable material conditions of existence include business, market, and property.

B. Towards social institutions designed to satisfy the basic needs of man and society for stability and security

and social order include the state.

385. Many European countries abandoned their national currencies and switched to a single European currency; the borders between the countries of the Schengen Union are conditional. Problems of world politics are discussed by two clubs: the Big Eight (G8) and the Big Twenty (G20). Which social process illustrate the given facts?

1) migration 2) stratification

3) integration 4) social mobility

386.Are the following judgments about a person true?

A person can determine what he is like

A. comparing yourself to other people.

B. listening to other people's opinions about themselves.

1) only A is true 2) only B is true 3) both judgments are true 4) both are false

387. Read the text below, in which a number of words are missing. Select from the list provided the words that need to be inserted in place of the gaps. “Observation is a purposeful systematic (A) object. By concentrating attention on an object, the observer relies on some (B) he has about it, without which it is impossible to determine the purpose of the observation. Observation is characterized by activity (B), its ability to select the necessary information, determined by the purpose of the study. In scientific observation, the interaction between subject and object is mediated by (D) observations: devices and tools with which the observation is carried out. Microscope and telescope, photographic and television equipment, radar and ultrasound generator, and many other devices transform objects that are inaccessible to human senses - microbes, elementary particles, etc. – into empirical ones (D). As a method of scientific knowledge, observation provides the initial information (E) about an object, necessary for its further research.”

388. The words in the list are given in the nominative case. Each word (phrase) can be used only once. Choose one word after another, mentally filling in each gap. Please note that there are more words in the list than you will need to fill in the blanks.

1) perception 2) knowledge 3) objects

4) information 5) cognition 6) observer

Empress Alexandra Feodorovna wrote: “Parents should be what they want their children to be - not in words, but in deeds. They must teach their children by the example of their lives.” And indeed, Tsar Nicholas and Tsarina Alexandra, throughout their entire earthly lives, taught children mercy, compassion, and brotherly love by their own example.

Hieromonk Jerome (Mironov), clergyman of the Novo-Tikhvin Convent, candidate of pedagogical sciences, spoke about the “Spiritual and moral aspects of raising children in the Royal Family” in 2013 to the participants of the VIII Congress of Orthodox teachers of the law of the Yekaterinburg Metropolis. His work was included in the Collection of Reports, which was published following the results of the Congress with the blessing of Metropolitan Kirill of Yekaterinburg and Verkhoturye.

We bring to your attention the text of the report, in which the author, using the example of the Royal Family, shows the principles of raising children in a modern family.

Spiritual and moral aspects of raising children in the Royal Family

Autocratic monarchs rarely have time to express their views in lengthy conceptual documents. Monarchs act based on their worldview; they preach by action, providing others with the theoretical justification for these actions.

In pre-Petrine times, education and upbringing in Russia were under the jurisdiction of the Church and the clergy, which determined their national, religious and moral character.

From Peter I, attention was drawn to both the teaching of useful knowledge and the religious and moral education of the people, and the Church and the clergy were entrusted with monitoring the matter of religious and moral education. From the same time, the establishment of home education and education began, mainly in the houses of the nobility and aristocracy. For this purpose, teachers were sent from France, Switzerland and other European countries. But, despite this, training and education under Peter and Catherine II were distinguished by the spirit of patriotism and were strictly national. This made it possible to obtain for an independent life and a useful social life people who were vigorous in spirit and body, who loved their people and their Fatherland, devoted to the teachings of the Orthodox faith, their Supreme Power and the legitimate Government.

Great harm was caused to the Russian people and the Russian state during the reign of Emperor Alexander I, when the Pole Adam Czartoryski was the all-powerful ruler in the matter of education.

Under Alexander II, liberal reforms in education continued, and only Alexander III clearly and definitely led the Russian national policy in the field of education. His successor, the passion-bearer sovereign Nikolai Alexandrovich, saw himself as a continuator of his father’s policy in this area.

It would not be far from the truth to say that the main thoughts of the “Moscow Collection” by K.P. Pobedonostsev, published at the very beginning of the reign (in 1896), were identical with the original views of the tsar. So, in any case, this publication’s contemporaries believed.

“Moscow Collection”, touching on the issue of public education, notes: “The concept of a public school is a true concept, but unfortunately it has been overdone everywhere new school. According to the popular concept, school teaches reading, writing and counting; but in inseparable connection with this, it teaches to know God and love Him, and to fear, love the Fatherland, and honor parents.”

And the most striking example of raising children in this spirit is the family of the passion-bearer emperor Nicholas II.

To see a person in everyone... In the Royal Family this was not just a principle, but a way of life. The well-known simplicity and modesty of this family were not feigned, and besides, they did not bring it popularity at all. On the contrary, the king and queen were most condemned for these qualities. In their personal life, the Royal Family did not make any distinctions between social levels. First of all, the person and his individual qualities were valued.

The views of the sovereign and his family on human relationships were chivalrously noble, pure, imbued with goodwill, and the atmosphere in which they lived at home was modest. monotonous life, was clear evidence of this. During family conversations, their conversation was always far from any petty gossip that affected anyone family life and casting any shadow on one of their sides. The sovereign demanded from his children respect and attention to the needs of any person, even in small things, which, as we know, make up the whole.

Nikolai Dmitrievich Semenov-Tyan-Shansky recalled: “The Emperor swam very well and loved to swim. After a long rowing on a double in the Finnish skerries, we moored to some island and swam. In these rare chance meetings, the sovereign showed extraordinary simplicity in communication. When we were in the water, the Tsarevich, who was frolicking on the shore (he was not swimming), knocked my things, neatly folded on the bench, into the sand. I started to get out of the water, wanting to pick up things, since there was a wind and they were scattered; His Majesty, turning to me, said: “Leave your things, Alexey dropped them, he must collect them” - and, turning to the heir, forced him to pick up my things.”

Let’s think about whether we are missing out on our children in precisely such seemingly insignificant little things, whether thanks to “trifles” we are allowing selfishness and inattention to other people to develop in a fragile child’s soul?

Here is another one of the main principles of education: do not hide children from life, not only in its joyful, but also in its sorrowful manifestations. And, it would seem, how easy it was to surround the emperor’s children with only pleasant things! But this simply did not occur to the august parents. This was fully demonstrated during the First World War, when not only the empress herself, but also her young daughters worked in hospitals and visited the wounded.

They also raised a son. To show the boy, the heir, real life His future subjects, suffering from the war, the sovereign took Alexei Nikolaevich with him to the front, despite the fact that this caused some damage to his health and teaching.

“As for children, it is the duty of parents to prepare them for life, for any trials that God sends them,” wrote Empress Alexandra Feodorovna.

But at the same time, the royal couple protected their children from everything indecent. Yes, the prince and princesses saw not only the beauty, but also the sorrow of life. But they did not know the abominations of vice. The older princesses saw the soldiers' purulent wounds and amputated arms and legs. They could feel the stench of wounds - they did not feel the stench of human vices even in prison, when the obscene guards tried in every possible way to insult the purity of young girls.

There was not a drop of parental egoism in the emperor and empress. The great love for children that Alexandra Fedorovna lived with did not translate into exaltation of children.

What did the Holy Empress Alexandra Feodorovna teach the children? From a letter to his daughter Olga: “My girl, you must remember that one of the main things is to be polite and not rude both in manners and in words. Rude words in the mouths of children are more than ugly. Always think about your behavior, be honest, listen to your elders..."

“Children must learn self-denial,” the empress reasoned. - They won't be able to have everything they want. They must learn to give up own desires for the sake of other people. They should also learn to be caring. A carefree person always causes harm and pain unintentionally, but simply through negligence. In order to show caring, not much is needed - a word of encouragement when someone is in trouble, a little tenderness when someone else looks sad, coming to the aid of someone who is tired in time. Children must learn to benefit their parents and each other. They can do this without demanding undue attention, without causing others to worry or worry about themselves. As soon as they are a little older, children should learn to rely on themselves, learn to get by without the help of others, in order to become strong and independent.”

The Christian principles of life of the royal couple became the principles of raising children: “Love is the greatest thing in the world. We must try to ensure that everything we do, our entire life, is for the benefit of other people. We must live in such a way that we do not harm anyone, so that our life serves as an example for others...

Even what we don’t like, we must do with love and care, and we will stop seeing what was unpleasant to us. We must provide help not only when asked, but also look for opportunities to help... Fill your days with love. Forget yourself and remember others. If someone needs your kindness, then show that kindness immediately, now. Tomorrow may be too late. Love does not grow, does not become great and perfect suddenly and on its own, but requires time and constant care... Always loving is a duty” (Martyr Queen Alexandra Fedorovna).

Why is obedience needed in children?

Empress Alexandra Feodorovna would not have difficulty answering this question. “Listen, dear,” she writes to her most “difficult” daughter, Olga, “you should try to be more obedient. When I tell you to do something, do it right away, even if others are busy with their own things. Learn obedience while you are young, and you will learn to obey God when you are older.”

Children need obedience not in order to please their parents’ pride, but in order to learn to obey God; acquire reasonable obedience, i.e. Christian virtue is one of the conditions for salvation. And if reasonable parents project their children’s obedience onto the highest - onto God, naturally, they will try to behave like Christians themselves.

When teaching children obedience, the Empress is strict and consistent: “Say there are things that you like to do, but you know that I have forbidden them, strive not to do them, even if my prohibition seems strange to you and you do not understand the reason for it, but I know her and I know that this is for your benefit. Carry out my orders quickly, and don’t waste time to see if others are doing it. You must set a good example, and others will follow it. Instill in them that they need to obey me and dad and, of course, Marie and S.I. I myself was a little girl, I was taught to obey, and I am grateful to those who taught me and were strict with me.” Absolutely right: there are parental requirements that children must, of course, fulfill. Prohibitions should be reasonable, few in number, but clear: if it’s impossible, then it’s impossible. However, why is there no sense of order in Alexandra Fedorovna’s letter? Only maternal love

and warmth. Because love determined everything in the empress’s life, and mentoring was generally alien to her as a Christian. The Royal Family is an example of true, instilling in children such godly character traits as kindness, honesty, simplicity, meekness, forgiveness, sympathy, modesty. We see how much attention was paid to Orthodox education.

The entire external and spiritual way of life of the Royal Family was a typical example of the pure, patriarchal life of a simple Russian religious family. All children were raised in conditions of extreme modesty and simplicity, and were taught not to like luxury. The Emperor and Empress were faithful to the principles of their own upbringing: camp beds without pillows, cold baths, simple food (beef, pork, borscht and buckwheat porridge, boiled fish, fruit).

From childhood the Emperor was accustomed to physical work and taught his children to it from an early age. Tsarevich Alexei in Alexandria Park, near Peterhof, himself sowed, grew and harvested wheat.

While in captivity, the royal children and their father, at their own request, prepared firewood for the winter, grew vegetables in the garden, cleared paths of snow, etc., and did this, as their letters testify, with great pleasure.

These children did not live in a monastery. They moved in a world full of luxury and debauchery, but remained modest and pure, as if nothing dirty or cruel had touched their souls. The entire life of this family remained the same; the children grew up in an atmosphere of love and purity.

Thus, children in the Royal Family were raised strictly, but with love for God, parents and others. Despite the fact that Nicholas II was the head of a huge state, he raised his children in strictness, without any excesses, and could serve as an example for any Christian. The example of upbringing in this family is not an isolated phenomenon, but a whole layer in our domestic spiritual culture.

List of sources:

1. Kravtsova M.V. Raising children using the example of the Holy Royal Martyrs / M.V. Kravtsova. M.: Blago, 2003. – 288 p.
2. Oldenburg S.S. Reign of Emperor Nicholas II. T. I / S.S. Oldenburg. Belgrade: Publication of the Society for the Dissemination of Russian National and Patriotic Literature, 1939. – 384 p.
3. The Tsar's Children: Sat. / Comp.: N.K. Bonetskaya. M.: Sretensky Monastery, 2005. – 448 p.

Who in childhood did not dream of being in the place of a princess or prince? By all accounts, the royal children sleep on soft feather beds, eat only cakes and generally do whatever they want. But if such a dreamer were to change places with one of the scions of the Romanov royal dynasty, even for one day, he would be severely disappointed.

Prosperous childhood of Alexei Mikhailovich Romanov

From B.I. Morozov, the Tsarevich got “fun”: children’s armor made by the German master P. Schalt, a toy horse and pictures for three altyns in the Vegetable Row. Alexei's children's library contained 13 volumes, there were not only liturgical books, but also Cosmographies, Grammar and Lexicon published in Lithuania. Morozov was the first to dress the prince in German clothes. A diverse upbringing had a beneficial effect on mature years reasonable rule of Alexei Mikhailovich (Quiet).

"Golden Boy" Peter II

In his infancy, Tsarevich Peter was supervised by a nanny, Chamberlain Roo, chosen in advance by his mother, and two illiterate protégés of his father from the German settlement - the widow of a tailor and the widow of an innkeeper. The “mothers” gave the baby wine to drink so that he wouldn’t whine. After the death of his son, Peter I drove out the widows, and Menshikov, on his instructions, assigned Catherine’s page S.A. to the grandson of the emperor. Mavrin and dance master Norman, a former sailor. At the age of seven, I.A. took on young Peter. Zeykin, Carpathian Rusyn. They taught the prince maritime affairs, history, geography, mathematics and Latin.

However, science was not good for the boy. Possessing a mind that is “alive and penetrating,” in the words of H.G. Manstein, he was distinguished by his complete aversion to serious studies. Drawn into the circle of unchildish amusements by Ivan Dolgorukov at the age of 9, Tsarevich Peter became interested in hunting and feasts with copious libations. “The hours free from horse riding, hunting, and entertainment are spent listening to empty tales,” wrote a resident of British intelligence in a report. Peter II was not given the opportunity to grow up and settle down. He died of smallpox at the age of 14.

Difficult childhood in the imperial family

Remembering his unhappy childhood, Emperor Nicholas I banned physical punishment. The means of education were: food restrictions and a ban on meeting with parents. Little ones could be put in a corner. Thus, the future Alexander II, because of an unlearned poem, dined on soup alone, and for “extraordinary apathy” during a history lesson, the royal father forbade the boy to approach him before bed.

But the harshest childhood befell the children of Alexander III. “I don’t need porcelain. I need normal, healthy, Russian children,” he announced, adopting English customs close to asceticism. The royal boys and girls slept on hair mattresses, ate oatmeal for breakfast and took cold baths. The upbringing of the future Nicholas II and his brothers and sisters was supervised by a typical English nanny, Elizabeth Franklin.

The children were instilled with strict rules of etiquette, which caused them to suffer from hunger, and forced Tsarevich Nicholas to commit sacrilege. So, at family dinners, where there were many guests, food according to the regulations was served first to Alexander III and the Empress, then to the guests, and lastly to the children. When the imperial couple finished eating, the plates were immediately taken away. Grand Duchess Olga recalled that she and her brothers barely had time to swallow one or two pieces. “We couldn’t sneak into the buffet and ask for a sandwich or a roll,” Olga recalled. “Things like this just weren’t done.” And Nikolai, completely hungry, one day swallowed the filling of the baptismal cross - a piece of beeswax with a particle of the Life-Giving Cross.

The gentle regime of Tsarevich Alexei

Tsarevich Alexei, the only son of Nicholas II, escaped the fate of his uncles and cousins, but that was not why he was happy. Doctors diagnosed hemophilia on the baby's second day of life after seeing that the navel continued to bleed. Any bruise for the boy turned into a problem; any push could lead to internal bleeding.

Alexey received a classical education, but instead of racing and fencing, he studied dancing and music. At the same time, he was the ataman of all Cossack troops by birthright, and at the age of 11 he received the rank of corporal.

The Tsarevich was an active boy, he dreamed of riding a bicycle and playing tennis with his sisters, which was strictly prohibited. French teacher Pierre Gilliard wrote in his memoirs that when he failed to keep an eye on Alexei, he fell and hit his knee on the corner of the bench. The next day, the Tsarevich was no longer able to get up. The whole leg was swollen and causing severe pain.

The court doctor gave the boy 16 years to live, but at the age of 13 the Tsarevich was overtaken by death from a bullet from a Red Army soldier.

When it comes to the Romanov family, many people have a question:
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