On the way to defeat in the Crimean War: causes of the crisis of the Russian officer corps
XVIII century - the era of victories and prosperity
Let's continue what we started in the article Academy of the General Staff: from the era of Nicholas I to the Russo-Japanese War conversation.
In this material we will talk not about the Academy itself, but about aspects of the crisis that affected the army in the Nicholas era, which resulted in defeat in the Crimean War.
In the first half of the 19th century, the officer corps moved away from the mass of soldiers, since the military-administrative activities of Field Marshal G. A. Potemkin and aimed at educating the troops - Generalissimo A. V. Suvorov, as well as the admiral, now canonized, F . F. Ushakova.
This state of affairs seems paradoxical. For the 18th century was a time when serfdom was not questioned. At the same time, it is associated with the flourishing of the nobility, or rather, its best part, represented, in addition to those mentioned above, by V. N. Tatishchev, N. M. Karamzin, G. R. Derzhavin, D. I. Fonvizin, P. I. Shuvalov, P. A. Rumyantsev, S. R. Vorontsov, F. F. Ushakov, and the brothers G. G. and A. G. Orlov.
And it is no coincidence that it was in this century that not only the first Russian university was founded, but also the beginning of the national memoirist was laid - the memoirs of the comprehensively educated A. T. Bolotov (in a sense, the previously created Life of Archpriest Avvakum can be attributed to this genre, written by himself, but still this is not a memoir in the classical sense, but rather literature in the hagiographic genre).
And the entourage of Alexander I in the first years of his reign, represented by the Secret Committee and M. M. Speransky, close to the throne, dates back to the 18th century. Not a calendar one, of course.
The path from the service class to the privileged
In light of the above, the date is important: January 28, 1725, which is usually unfairly seen as a passing date in the literature. But it was on this day that an irreversible step was taken to transform the autocratic monarchy into a noble one and an impulse was given to release the creative potential that seemed to be dormant under a bushel and became the ruling class, which for the first time declared itself as an independent political force.
For the first time. For during the Time of Troubles, yes, there was P. Lyapunov, but still, a significant role in those events was played by the Cossacks, who took more of the side of the impostors, and then supported the election of Mikhail Romanov.
In general, in the “Rebellious” XVII century. The nobility did not act as an independent force, recognizing itself as a service class.
And everything changes radically in the next century, and quite rapidly, and from the accession of Elizabeth Petrovna to imagine that one of the Russian nobles could share the fate of governor M.B. Shein or princes I.A. and A.I. Khovansky - practically impossible. That is, the emancipation of the nobility occurs within the lifetime of literally one or two generations.
Imagine: in the 1740s, a grandfather born in the time of Alexei Mikhailovich and his grandson - say, a Transfiguration officer - live in the same provincial estate, but belong to completely different worlds.
And what is important: one is educated, and the second, perhaps not - not everyone was reached by the firm hand of Peter I, who forced them to study. And education has become the most important component of unlocking the creative potential of the “noble” class.
In order not to be unfounded, as confirmation of my arguments I will refer to the outstanding military theorist Major General A. A. Svechin:
And here there is a striking contrast with the 17th century, when most of the nobles were illiterate and in the military field could not compete with Swedish, Dutch or French officers.
Although, of course, the continued military reforms begun by Mikhail Fedorovich and his son, associated, say, with the creation of regiments of a new system, gradually changed the picture with the education of nobles. Another thing is how the pace of this process itself corresponded to the tasks of ensuring the country’s defense capability.
Actually, this is what it is historical the merit of Peter I: he forced the nobles to study, thanks to which, in general, their level of education became equal to that of Europe.
And taking into account the military way of life of the service class that had developed over the centuries, the fruits of enlightenment were realized primarily in the military sphere, as evidenced by the actions of our artillery и fleet, that is, types of troops requiring narrow specialization. The result was immediately reflected in a series of brilliant victories, including over the best European armies and their commanders.
Victory as a harbinger of defeat
But the heyday was short-lived. The Great French Revolution broke down class barriers, accumulating social elevators in society, and with them the rapid growth of educated people, primarily in military service.
This was partly manifested in Napoleon. But it also represented the transition from the 18th century. in the XIXth. And the inertia set by the brilliant 18th century allowed us to win.
The crowned grandson of Catherine II himself is still more of a type of her “golden age,” like the heroes of the Patriotic War of 1812. After all, many of them are the same infantry generals M. A. Miloradovich and P. I. Bagration – students of Suvorov, veterans of his Italian and Swiss campaigns, bearers of military traditions of the XNUMXth century.
And Alexander I: it feels as if after the Parisian triumph and the Congress of Vienna he no longer fits into the new century with its smoking steam locomotive smoke, railways and factory buildings that evoke aesthetic melancholy.
Hence the legend about his secret abdication of the throne and transformation into the elder Fyodor Kuzmich. And I think it’s not for nothing that Alexander I and Bonaparte die four years apart, not yet old people. As if their time was up, and they played their role in history, and brilliantly.
In military affairs, technology that requires specialized knowledge is beginning to play more and more importance. Especially in the navy and artillery. And home education, multiplied by combat experience, is no longer enough here.
In the second quarter of the 1810th century. Russia is critically lagging behind the leading countries of Western Europe. I repeat, in France and Prussia the industrial revolution begins around XNUMX, social elevators are launched, providing the armed forces with qualified personnel in the technical field.
And the creative potential of the Russian nobility: it feels like it has exhausted itself. We will no longer see such bright names born from the “noble” class in such numbers. On the contrary, it degenerates into characters brilliantly described, albeit in a grotesque form, by N.V. Gogol in his “Dead Souls.”
The situation for Russia was also aggravated by the downsides of the victory over Napoleon, because they,
Please note: it was at this time that the industrial revolution began in France and Prussia.
No, we also had certain changes in the military education system, due to the increase in the army in connection with participation in the Napoleonic Wars, which required a corresponding replenishment of officers.
On the internal contradictions of military education
Nicholas I saw the problem and tried to solve it. Thus, 17 cadet corps were formed. Of course, thanks to this, the general level of education of officers became higher, as well as their horizons. But not all the knowledge gained was of an applied nature.
The building of one of the oldest cadet corps
According to historian S.V. Volkov:
How necessary were so many languages and drawing? Shouldn't they be replaced with purely military disciplines, increasing the number of hours allocated to them?
Modern researchers also point out the discrepancy between the subjects taught and the tasks facing the officer corps.
One of them, V.N. Bibikov, writes the following:
With the Academy of the General Staff there was, as we remember from the previous material, the same picture: on the one hand, it was cut off from the troops, on the other, it was overloaded with secondary subjects.
Failed exam for ministers
The lag in education affected not only the military sphere. M. M. Speransky, who had returned from exile, proposed to Alexander I in 1821 to introduce exams in ministries in order to check the level of competence of employees.
The exams did not take place, but Speransky conducted a sample study. Result: 28% were competent in their positions. The most educated served in the Ministry of Education and the Ministry of Foreign Affairs; in the War Ministry there were 13% of them. Internal affairs - 9%.
War as a moment of truth
And if Nicholas I understood the problem, then the Crimean War revealed it:
The above assessment is confirmed by the words of the head of the Sevastopol garrison, Baron Adjutant General D.E. Osten-Saken:
Things were no better in the navy. The leading Russian expert on the Crimean War, historian Sergei Makhov, explains the real reasons for the sinking of ships in the Sevastopol Bay (see the video at the link below), and they are also related to the level of education of naval officers; as well as from his point of view:
In short, after the Paris Peace it became obvious: changes are needed in the military education system. And they, associated with the name of Field Marshal D.S. Milyutin, came, which we’ll talk about next time.
Использованная литература:
Volkov S.V. Russian officer corps. – M.: Voenizdat, 1993.
Glinka F.N. Sketches of the Battle of Borodino (Memories of 1812) - M.: in type. N. Stepanova. 1839.
Bibikov V.N. Training of officers of the Russian army in the first half of the 19th century.
Grebenkin A.N. Reforms in the field of military education in Russia in the second half of the 4673th – early XNUMXth centuries: sociocultural aspects // https://pish.ru/blog/archives/XNUMX
Morozov S.D. Military education in Russia at the turn of the 19th – 20th centuries.
Svechin A.A. The evolution of military art. – T. II. M.: RUGRAM, 2024.
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