The main reforms of Catherine II the Great - reasons, goals, significance.

During the reign of Peter I, artillery schools were opened in St. Petersburg, Moscow and other large cities, navigational schools - in port cities, as well as surgical, engineering and "multilingual" schools in Moscow.

At the beginning of the 18th century, the first metallurgical plants were created to develop the Ural ore, which needed mining specialists.

In 1721, the first mining school was created in the Urals under the leadership of the Russian scientist and statesman V. N. Tatishchev, who at that time managed the Ural mining plants. Later, arithmetic schools were opened at all Ural state factories, at some - mining schools, in Yekaterinburg, the Central School, which led all the arithmetic and mining schools of the Urals. These schools skillfully combined general education and special training of students.

At the beginning of the 18th century, an attempt was made to create state general education schools. In 1714, a decree was sent to all church dioceses on the opening of digital schools for teaching literacy, writing and arithmetic, as well as elementary information on algebra, geometry and trigonometry.

In 1718, 42 digital schools were opened, in them, as well as in the school of mathematical and navigational sciences, children of all classes, with the exception of serfs, were enrolled not only voluntarily, but also forcibly.

Along with the organization of secular schools, a reform of spiritual education was carried out: elementary bishops' schools and theological seminaries were created, which had a fairly broad general education program. Sometimes the children of the tax-paying population also studied there. The serf peasantry was deprived of the opportunity to receive education in public schools. Only rare loners from the people learned church reading and writing from deacons and home teachers. For all their class limitations, the reforms had a great influence on the development of education and the school.

In 1725, after the death of Peter I, the Academy of Sciences was opened in St. Petersburg. Even during his lifetime, in 1724, the Charter of the Academy was published, major scientists were invited from Western Europe, equipment was ordered, and other measures were taken to organize the Academy. A university and a gymnasium were opened at the Academy, in which foreign scientists were to train Russian scientists and specialists.

Theology was not represented at the Academy of Sciences, and all its work was of a secular nature. Within its walls, prominent foreign scientists (Euler, the Bernoulli brothers, Gmelin, Pallas, and others) and Russian people worked together, who now had the opportunity to prove themselves in the field of scientific research. These were mainly people from the democratic strata of the population. The first place among them rightfully belongs to M. V. Lomonosov.

2. School reform 1782-1786 F.I. Jankovic de Mirievo.

In 1782 Yankovic moved to Russia. On September 7, 1782, a decree was issued on the establishment of a commission of public schools, headed by Peter Zavadovsky. Academician Franz Epinus and Privy Councilor P. I. Pastukhov were appointed members of the commission. Yankovic was brought in as an expert employee, which did not quite correspond to his leadership role, since he was entrusted with the entire burden of the work ahead: it was he who drew up the general plan for the new educational system, organized the teacher's seminary, and translated and revised educational manuals. He had to prepare materials on various issues and submit them for discussion to the commission, which almost always approved them without changes. Only in 1797 Jankovic was introduced to the commission.

According to the reform developed by Yankovic, public schools were to be divided into three categories: small schools (two grades), high schools (three grades) and main schools (four grades).

In schools of the first category, they were supposed to teach - in the first grade: reading and writing, knowledge of numbers, church and Roman numbers, an abbreviated catechism, sacred history and the original rules of Russian grammar. In the 2nd - after repeating the previous one - a lengthy catechism without evidence from scripture, reading the book "On the Positions of a Man and a Citizen", arithmetic of the 1st and 2nd parts, calligraphy and drawing.

In schools of the 2nd category, the first two classes of small schools were joined by a third class, in which, while repeating the previous one, they were supposed to teach a lengthy catechism with evidence from the Holy Scriptures, reading and explaining the gospel, Russian grammar with spelling exercises, general history and of general and Russian geography in an abbreviated form and calligraphy.

Schools of the 3rd category (main) were supposed to consist of 4 classes - the course of the first three is the same as in secondary schools; in the fourth grade, the following were to be taught: general and Russian geography, general history in more detail, Russian history, mathematical geography with tasks on a globe, Russian grammar with exercises in written exercises used in a hostel, such as: in letters, accounts, receipts etc., foundations of geometry, mechanics, physics, natural history and civil architecture, and drawing.

The preparation of the first teachers for public schools, who were familiar with the requirements of didactics and pedagogy, lay exclusively with Jankovic. In this matter, he was a complete master, he examined young people who wanted to devote themselves to the teaching profession, introduced them to teaching methods and, at the request of the commission, appointed them to one or another place, depending on the abilities of each.

In 1785, the commission instructed Jankovic to draw up a regulation for private boarding houses and schools, which was later included in the charter of public schools, approved on August 5, 1786. According to the regulation, all private boarding schools and schools were to be subordinated, along with public schools, to the orders of the Public Charity. Education in private schools, equated with the public, was to be distinguished by family friendliness, simplicity in lifestyle and be done in a religious spirit.

The teaching methodology according to Yankovic was to consist of cumulative instruction, cumulative reading, image through initial letters, tables and a survey.

Jankovic was a supporter of live teaching of subjects, as opposed to the then prevailing scholastic and mechanistic teaching methods. Subsequently, his methods were extended, in addition to public schools, to religious schools and military corps.

The main events during the uprising S.Datula.

The organizer of the uprising Syrym Datuly (1712-1802)

The main goals of the uprising:

1. Return the lands of traditional nomadic Kazakh clans

2. Stop the conquest of the Kazakh lands by the Ural Cossacks

3. Limit the arbitrariness of the Khan of the Younger Zhuz Nuraly and his entourage

In the spring of 1783, the Kazakhs began to raid the Ural line: they raided the Giryal redoubt, captured soldiers and stole cattle. The Orenburg commandant sent punitive troops from the Orenburg Cossacks and a detachment of 1,500 Bashkirs to the steppe in order to prevent Kazakh raids in the northeast: the stone fortification was taken by attack, 56 people were captured and sent to government work.

In the summer of 1783, the Kazakhs attacked fortifications and trade caravans, which led to a decline in trade with the Central Asian khanates. The rebels stormed the Karagay fortress and controlled the traffic on the highway between Orenburg and the Iletskaya fortress. Active operations were carried out in the area of ​​the Orsk fortress and at the Nizhneuralsk distance.

In 1785, the Kazakhs fought against the tsarist detachments in the region of the Nizhneuralsk line. The detachment of S. Datula consisted of 2700 people, foremen Barak - from 2000 and Tlenshi - from 1500 people. Three detachments of Cossacks acted against them.

Since 1785, internecine struggle intensified around Nuraly. Khan showed his impotence in suppressing the popular uprising and the rebels advocated his removal from power and in 1786 Nuraly was expelled from the Younger Zhuz. Khan was taken under the patronage of the tsarist authorities and for some time took refuge in the Kalmyk fortress. Then he was exiled to Ufa, in 1790 Khan Nuraly died there.

In the current conditions, there was a need for new forms of government in the Junior Zhuz.

In 1784, Baron O.A. became the head of the Orenburg province. Igelstrom. He was known as a person capable of pursuing a flexible policy for the management of the region. He quickly delved into the current situation and could not help but see the weakening of the khan's power and the strengthening of the position of the batyr Syrym. The latter advocated the transfer of supreme power to the Council of Biys.

O.A. Igelstrom in 1786 proposed a project to reform the khan's power. The essence of the reform is the complete elimination of the khan's power, the opening of the Border Court in Orenburg. The Junior Zhuz was supposed to be divided according to the tribal principle into three parts - alimuly, bayuly and zhetyru, where the main reprisals with judicial functions were to be created, headed by chairmen. The work had to be paid from the treasury. Catherine II approved Igelstrom's proposal. It was necessary to build two or three cities in the zhuz, mosques and schools for the children of the Kazakh nobility - these measures were aimed at eliminating the political isolation of the Younger zhuz from the Russian Empire.

The congress of elders, held in 1786, agreed with the creation of only the Border Court, six influential tribal elders were elected to its composition: Tlenshi, Zhanybek, Tlep, and others. The sultans were replaced by tribal elders in administrative positions. Elections were held only in three clans of the Younger Zhuz and the Border Court was not connected through reprisals with all the clans of the Younger Zhuz.

Using the powers of the Border Court, the foremen raised the issue of land, the expansion of winter pastures at the expense of the interfluve of the Urals and the Volga. It was proposed to cancel the rent for the use of vacant lands, and the Governor General complied with this decision. But for the use of privately owned lands, payment was not canceled.

A mass transition of the Kazakhs began in the interfluve of the Urals and the Volga in the winter of 1786-87. Then the foremen raised the question of returning the runaway slaves to the zhuz.

Igelstrom managed to partially fulfill the requirements of the foremen, but set a condition to stop border raids. The foremen demanded an end to violence against the Kazakhs by the linear administration and the Ural Cossacks. The massacres created caused opposition from the sultans to the tsarist government, which limited their privileges. In the Younger Zhuz, the internecine struggle between the sultans and elders continued, which led to the confrontation between the elders and the sultans. S. Datuly tried to escape from the influence of the tsarist government, and Igelstrom's reforms failed. Syrym Datuly begins negotiations with Khiva on providing assistance to the Kazakhs with weapons, cavalry, food, and in case of defeat he promises to provide nomad camps within the Khiva Khanate.

The tsarist government tried to limit the rights of the Kazakhs in the use of pastures in the interfluve of the Urals and the Volga, which led to increased confrontation in this area. Kazakh raids on the fortifications of the Ural line became more frequent. In 1791, the Sultan of Yeraly was elected Khan of the Younger Zhuz. And after his death, Yesim, the son of Nuraly, became Khan.

Measures were taken to strengthen the nobility in the center and locally. For the first time, a document appeared in Russian legislation that determined the activities of local government bodies and the court. This system of local organs lasted until the Great Reforms of the 1960s. The administrative division of the country introduced by Catherine II was preserved until 1917.

On November 7, 1775, the “Institution for the Administration of the Provinces of the All-Russian Empire” was adopted. The country was divided into provinces, in each of which 300-400 thousand male souls were supposed to live. By the end of Catherine's reign in Russia, there were 50 provinces. The governors were at the head of the provinces, reporting directly to the empress, and their power was significantly expanded. The capitals and several other provinces were subordinate to governors-general.

Under the governor, a provincial government was created, the provincial prosecutor was subordinate to him. Finance in the province was handled by the Treasury, headed by the vice-governor. The provincial land surveyor was engaged in land management. Schools, hospitals, almshouses were in charge of the Order of public charity (to look after - to look after, patronize, take care of); For the first time, state institutions with social functions were created.

The provinces were divided into counties with 20-30 thousand male souls in each. Since there were clearly not enough cities - centers of counties, Catherine II renamed many large rural settlements into cities, making them administrative centers. The main authority of the county was the Nizhny Zemstvo Court, headed by a police captain, elected by the local nobility. A county treasurer and a county surveyor were appointed to the counties, following the model of the provinces.

Using the theory of separation of powers and improving the management system, Catherine II separated the judiciary from the executive. All estates, except for the serfs (for them, the landowner was the owner and judge), had to take part in local government. Each estate received its own court. The landowner was judged by the Upper Zemstvo Court in the provinces and the district court in the counties. State peasants were judged by the Upper massacre in the province and the Lower massacre in the district, the townspeople - by the city magistrate in the district and the provincial magistrate in the province. All of these courts were elected, with the exception of the lower courts, which were appointed by the governor. The Senate became the highest judicial body in the country, and in the provinces - the chambers of the criminal and civil courts, whose members were appointed by the state. New for Russia was the Constituent Court, designed to stop strife and reconcile those who quarrel. He was unassailable. The separation of powers was not complete, since the governor could interfere in the affairs of the court.

The city was singled out as a separate administrative unit. It was headed by the mayor, endowed with all rights and powers. Strict police control was introduced in the cities. The city was divided into parts (districts), which were under the supervision of a private bailiff, and the parts, in turn, into quarters controlled by a quarterly warden.

After the provincial reform, all collegiums ceased to function, with the exception of the Foreign Collegium, the Military Collegium and the Admiralty Collegium. The functions of the collegiums were transferred to the provincial bodies. In 1775, the Zaporozhian Sich was liquidated, and most of the Cossacks were resettled in the Kuban.

The existing system of administration of the country's territory in the new conditions solved the problem of strengthening the power of the nobility in the field, its goal was to prevent new popular uprisings. The fear of the rebels was so great that Catherine II ordered to rename the Yaik River into the Urals, and the Yaik Cossacks into the Urals. More than doubled the number of local officials.

Letters granted to the nobility and cities

April 21, 1785, on the birthday of Catherine II, at the same time, letters of commendation were issued to the nobility and cities. It is known that Catherine II also prepared a draft letter of grant to the state (state) peasants, but it was not published due to fears of noble discontent.

By issuing two charters, Catherine II regulated the legislation on the rights and obligations of the estates. In accordance with the "Diploma on the rights, liberties and advantages of the noble Russian nobility", it was exempted from compulsory service, personal taxes, and corporal punishment. The estates were declared the full property of the landowners, who, in addition, had the right to start their own factories and factories. The nobles could only sue their peers and without a noble court could not be deprived of noble honor, life and estate. The nobles of the province and county constituted the provincial and county corporations of the nobility, respectively, and elected their leaders, as well as officials of local government. Provincial and district noble assemblies had the right to make representations to the government about their needs. The charter granted to the nobility consolidated and legally formalized the power of the nobility in Russia. The dominant class was given the name "noble". "The letter of rights and benefits to the cities of the Russian Empire" defined the rights and obligations of the urban population, the system of governance in cities. All townspeople were recorded in the City Philistine Book and constituted a "city society". It was declared that "philistines or real city dwellers are those who have a house or other structure, or a place, or land in that city." The urban population was divided into six categories. The first of these included the nobles and clergy who lived in the city; the second included merchants, divided into three guilds; in the third - guild artisans; the fourth category consisted of foreigners permanently living in the city; the fifth - eminent citizens, who included persons with higher education and capitalists. The sixth - the townspeople, who lived by crafts or work. Residents of the city every three years elected a self-government body - the General City Duma, the mayor and judges. The General City Duma elected an executive body - a six-member Duma, which included one representative from each category of the urban population. The city duma decided matters on improvement, public education, compliance with the rules of trade, etc. only with the knowledge of the mayor appointed by the government.

The letter of grant placed all six categories of the urban population under the control of the state. The real power in the city was in the hands of the mayor, the council of the deanery and the governor.

Education reform

Catherine II attached great importance to education in the life of the country. In the 60-70s of the XVIII century. she, together with the president of the Academy of Arts and the director of the land gentry corps, I. I. Betsky, made an attempt to create a system of closed class educational institutions. Their structure was based on the idea of ​​the priority of upbringing over education. Considering that “education is the root of all evil and good,” Catherine II and I. I. Betskoy decided to create a “new breed of people.” According to the plan of I. I. Betsky, Orphanages were opened in Moscow and St. Petersburg, the Smolny Institute for Noble Maidens with a department for bourgeois girls in St. Petersburg, the Commercial School in Moscow, and the Cadet Corps were transformed.

The views of I. I. Betsky were progressive for their time, providing for the humane upbringing of children, the development of natural talents in them, the prohibition of corporal punishment, and the organization of women's education. However, "hothouse" conditions, isolation from real life, from the influence of the family and society, of course, made I. I. Betsky's attempts to form a "new man" utopian.

The general line of development of Russian education did not go through the utopian undertakings of I. and Betsky, but along the path of creating a system of a comprehensive school. It was initiated by the school reform of 1782-1786. The Serbian educator F. I. Janković de Mirievo played an important role in carrying out this reform. Two-year small public schools were established in county towns, and four-year main public schools were established in provincial towns. In the newly created schools, uniform start and end dates for classes were introduced, a classroom lesson system, methods of teaching disciplines and educational literature, and uniform curricula were developed.

New schools, together with closed gentry buildings, noble boarding schools and gymnasiums at Moscow University, formed the structure of secondary education in Russia. According to experts, by the end of the century there were 550 educational institutions in Russia with a total number of 60-70 thousand students, not counting home education. Education, like all other spheres of the country's life, basically had a class character.

A. N. Radishchev

The Peasant War, the ideas of Russian and French enlighteners, the Great French Revolution and the War of Independence in North America (1775-1783), which led to the formation of the United States, the emergence of Russian anti-serfdom thought in the person of N. I. Novikov, the advanced deputies of the Legislative Commission influenced the formation views of Alexander Nikolayevich Radishchev (1749-1802). In "Journey from St. Petersburg to Moscow", in the ode "Liberty", in "Conversation about what is the son of the Fatherland" A. N. Radishchev called for the "complete destruction of slavery" and the transfer of land to the peasants. He believed that "autocracy is the most repugnant state of human nature" and insisted on its revolutionary overthrow. A. N. Radishchev called a true patriot, a true son of the Fatherland, the one who fights for the interests of the people, “for freedom - a priceless gift, the source of all great deeds.” For the first time in Russia, a call was made for the revolutionary overthrow of the autocracy and serfdom.

“A rebel is worse than Pugachev,” Catherine II assessed the first Russian revolutionary. On her orders, the circulation of the book "Journey from St. Petersburg to Moscow" was confiscated, and its author was arrested and sentenced to death, replaced by a ten-year exile in the Ilim prison in Siberia.

Pavel I

Some historians call the reign of Paul I (1796-1801) "unenlightened absolutism", others - "military-police dictatorship", others consider Paul "Russian Hamlet", others - "romantic emperor". However, even those historians who find positive traits in Paul's reign admit that he equated autocracy with personal despotism.

Paul I came to the throne after the death of his mother at the age of 42, already a mature, mature person. Catherine II, having given her son Gatchina near St. Petersburg, removed him from the court. In Gatchina, Pavel introduced strict rules based on iron discipline and asceticism, opposing them to the luxury and wealth of the St. Petersburg court. Having become emperor, he tried to strengthen the regime by strengthening discipline and power in order to exclude all manifestations of liberalism and freethinking in Russia. Characteristic features of Paul were harshness, imbalance and irascibility. He believed that everything in the country should be subordinated to the orders established by the tsar, put diligence and accuracy in the first place, did not tolerate objections, sometimes reaching tyranny.

In 1797, Paul issued the "Institution on the Imperial Family", which canceled Peter's decree on succession to the throne. From now on, the throne was supposed to pass strictly along the male line from father to son, and in the absence of sons, to the eldest of the brothers. For the maintenance of the imperial house, an department of “destinies” was formed, which managed the lands that belonged to the imperial family and the peasants who lived on them. The order of service of the nobles was tightened, the effect of the Charter to the nobility was limited. Prussian orders were planted in the army.

In 1797, the Manifesto on the three-day corvee was published. He forbade landlords to use peasants for field work on Sundays, recommending that corvée be limited to three days a week.

Paul I took the Order of Malta under his protection, and when Napoleon captured Malta in 1798, he declared war on France in alliance with England and Austria. When England occupied Malta, having won it from the French, a break in relations with England and an alliance with France followed. By agreement with Napoleon, Paul sent 40 regiments of Don Cossacks to conquer India in order to annoy the British.

Paul's further stay in power was fraught with a loss of political stability for the country. The foreign policy of the emperor did not meet the interests of Russia either. On March 12, 1801, with the participation of the heir to the throne, the future Emperor Alexander I, the last palace coup in the history of Russia was carried out. Paul I was assassinated in the Mikhailovsky Castle in St. Petersburg.

4. Baron Igelstrom's reforms and an attempt to eliminate the khan's power in the Little Juz

In the current conditions, the tsarist government faced the question of new forms of government in the Younger Zhuz.

In 1784, a baron stood at the head of the Orenburg province.

O.A. Igelstrom. He was known as a person capable of pursuing a flexible policy for the management of the region. He spoke very respectfully about the local population: "... according to the observations that I managed to make, I find that the natural character of this people is kinder." He quickly delved into the current situation and could not help but see the weakening of the khan's power and the strengthening of the position of the batyr Syry-ma. The latter advocated the transfer of supreme power to the Council of Biys.

In 1786 O.A. Igelstrom proposed a project to reform the khan's power. The essence of Igelstrom's reform was the complete elimination of the khan's power, the opening of the Border Court in Orenburg. The junior zhuz was to be divided according to the tribal principle into three parts - alimuly, bayuly and zhetyr. In each of these parts, the main reprisals with judicial functions were to be created. They were to be headed by chairmen, two assessors from among the nobility and one mullah. Their work had to be paid from the treasury. Catherine II approved Igelstrom's proposal. It was proposed to build two or three cities, mosques and schools for the children of the Kazakh nobility in the zhuz. All these measures were supposed to eliminate the political isolation of the Younger Kazakh zhuz from the Russian Empire.

But Igelstrom's reform provoked a protest among the sultans and some of the elders of the Younger Zhuz, who did not want to put up with the loss of influence in the Steppe. Genghisides of the Middle and Senior zhuzes were in solidarity with them. Therefore, the new governing bodies were not viable. Reprisals were practically not going to and actually did not function. The Khan-Sultan group proclaimed Kaip, the son of Sultan Batyr, as Khan.

In 1786, a congress of foremen was held, where consent was given to the creation of only the Border Court. Six tribal foremen were elected to its composition. Thus, in administrative positions, the sultans were replaced by tribal foremen. But the elections were held only in three clans of the Younger Zhuz. The border court was not connected through reprisals with all the clans of the Younger Zhuz. This prevented him from influencing the political situation in the zhuz.

Taking advantage of the opening of the Border Court, the foremen raised the issue of land, the expansion of winter pastures at the expense of the interfluve of the Urals and the Volga. At the same time, it was proposed to abolish the rent for the use of land. The governor-general abolished payment only for the use of free lands. But for the use of privately owned lands, payment was maintained. In addition, in order to go to the inner side, it was necessary, as before, to provide amanats.

A mass transition of the Kazakhs began in the interfluve of the Urals and the Volga. In their demands, the foremen went even further. They also raised the issue of returning runaway slaves to the zhuz.

Igelstrom partially complied with the requirements of the foremen, but set a condition to stop border raids. In response, the Kazakh foremen demanded an end to violence against the Kazakhs by the local administration and the Ural Cossacks. The creation of massacres played a role in the removal of the sultans from the management of the zhuz.

This caused the opposition of the sultans to the tsarist government, which limited their privileges. In the Younger zhuz, the struggle of sultans and elders continued on the issue of organizing power in the zhuz. The sergeant-sultan confrontation began. S. Dat-uly took measures aimed at getting away from the influence of the tsarist government, which in no way suited the latter. Igelstrom's reforms failed.

Syrym Datuly began to negotiate with Khiva to provide assistance to the Kazakhs with weapons, cavalry, food, and in case of defeat, to provide nomad camps within the Khiva Khanate.

The government tried to limit the rights of the Kazakhs to use pastures in the area between the Urals and the Volga, which led to increased confrontation in the area. Kazakh raids on the fortifications of the Ural line became more frequent. In 1791, the Sultan of Yeraly was elected Khan of the Younger Zhuz. And after his death, Yesim, the son of Nuraly, became Khan.

In 1792, S. Datuly, at the head of a detachment of a thousand people, attacked the Iletsk defense. Then he attempted to storm the Krasnogorsk fortress. Heavily fortified fortresses and well-armed defenders thwarted the plans of the rebels.

Fedor Ivanovichi was born in 1741 in Kamenitsa-Sremskaya not far from Petrovaradin.

When the Turks captured Serbia, the Janovich family was one of the oldest noble families and owned the village of Mirievo near Belgrade, together with many noble Serbs moved to Hungary in 1459. In Hungary, the family became famous in numerous wars with the Turks, for which Emperor Leopold I awarded her certain privileges.

Fedor Ivanovich was educated at the University of Vienna. There he studied jurisprudence, cameral subjects and sciences related to internal state improvement.

After graduating from the university, he was employed as a secretary to the Temesvar Orthodox Bishop Vikenty Ioannovich Vidak, who later became the Metropolitan of Karlovac.

In 1773, Fedor was appointed the first teacher and director of public schools in the Temeswar Banat. While in this position, he also took part in the implementation of the education reform undertaken by Empress Maria Theresa. The aim of the reform was to introduce into Austria a new system of education, which had already been introduced in Prussia. The advantage of the new system, introduced in 1774, was to build a coherent system of elementary and higher public schools, thorough training of teachers, rational teaching methods and the establishment of a special educational administration. It was Janković's responsibility as director of schools in a province inhabited by Orthodox Serbs to adapt the new educational system to local conditions.

In 1774, Empress Maria Theresa granted Yankovic the nobility of the Austrian Empire, with the addition of the name de Mirievo to his surname, after the name of the village that belonged to his ancestors in Serbia.

In 1776, he visited Vienna and got acquainted in detail with the local teacher's seminary, after which he translated into Serbian the German manuals introduced into the new schools, and compiled a manual for the teachers of his province.

During a meeting in 1780 in Mogilev with Catherine II, the Austrian Emperor Joseph II told her about the reform of education in Austria. He told the Empress about Jankovic. In 1782 Yankovic moved to Russia. On September 7, 1782, a decree was issued on the establishment of a commission of public schools. Academician Franz Epinus and Privy Councilor P. I. Pastukhov were appointed members of the commission. Yankovic was involved as an expert employee, which did not emphasize his leadership role, since the whole burden of the work ahead was entrusted to him: it was he who developed the plan for the new educational system, organized the teacher's seminary, and translated and revised educational manuals. His duties included preparing materials on various problems and submitting them for discussion to the commission, which almost always approved them without changes. Only in 1797 Jankovic was introduced to the commission.

The school reform plan of 1782-1786 was drawn up by Fedor Ivanovich. According to his developments, two types of public schools should be created: main and small. The main ones were in the provincial cities, and the small ones were in the counties. Small schools were two-class. The first two classes according to the curriculum coincided with the plan of the first two years of the main schools. They taught writing, reading, arithmetic, calligraphy, catechism. In the main schools, training took place for four years. Here in the senior classes such disciplines as the Law of God, arithmetic, Russian language, geography, history, geometry, mechanics, physics, architecture, foreign language were studied. Education was free, but teachers were instructed not to neglect their parents' money.

In 1783, the Main Public School was opened in St. Petersburg, which became a teacher's seminary, where future teachers for public schools were trained. The knowledge of the teacher played a very important role for success in studies. By 1786, the first graduation of teachers was prepared.

As a result, at the end of the 18th century there were 228 public schools in total. More than 22 thousand people studied in them, of which one and a half thousand are girls. The reform did not completely solve the issue of the education of Russian children, but a system of unified curricula has already appeared