title: Academic links between Russia and Germany in the 18th–19th centuries
metadata.name: dc.contributor.author
metadata.value: Frolov, Eduard D.
metadata.lang: -
metadata.name: dc.date.accessioned
metadata.value: 2016-11-11T11:18:18Z
metadata.lang: -
metadata.name: dc.date.available
metadata.value: 2016-11-11T11:18:18Z
metadata.lang: -
metadata.name: dc.date.issued
metadata.value: 2016-09
metadata.lang: -
metadata.name: dc.identifier.citation
metadata.value: Frolov E. D. Academic links between Russia and Germany in the 18th–19th centuries. Vestnik of Saint Petersburg University. History, 2016, issue 3, pp. 57–67.
metadata.lang: en_GB
metadata.name: dc.identifier.other
metadata.value: 10.21638/11701/spbu02.2016.305
metadata.lang: -
metadata.name: dc.identifier.uri
metadata.value: http://hdl.handle.net/11701/5615
metadata.lang: -
metadata.name: dc.description.abstract
metadata.value: It seems that there is no national culture, not even the most original and strong, which can be formed
  without absorbing external influences. The purpose of this article is to show how profoundly the development
  of Russian humanitarian culture was influenced by borrowings from German practice, in
  particular on the example of the science of world history and, even more precisely, of classical studies.
  The rise was taken in the reforms of Peter the Great. The Academy of Sciences was founded in St.
  Petersburg during his reign, and careful consideration of the Western European practice by the Russian
  Tsar and his staff preceded this event. L. Blumentrost, the German-born physician of Peter the
  Great, was in charge of preparations for the establishment of the Academy, and the German scientist
  G. S. Bayer represented the humanitarian class which was nearly identical to classical studies. The next
  important step was made at the turn of the 19th century when the harmonious system of education
  based on elementary schools, secondary gymnasia and universities was created in Russia. It was to a
  great extent a replica of the German example, the very system of standard classical education was also
  borrowed from Germany. From this point on this system of education was constantly fed by reference
  to German practice. Russian classical scholars fulfilled their education in German classical learning
  centers — the Professorial Institute in Dorpat and the Russian Seminar in Leipzig. The same was the
  goal of regular educational trips to Germany by Russian students who were trained there for the professorial
  career. Refs 13.
metadata.lang: en_GB
metadata.name: dc.language.iso
metadata.value: en
metadata.lang: en_GB
metadata.name: dc.publisher
metadata.value: St Petersburg State University
metadata.lang: en_GB
metadata.name: dc.relation.ispartofseries
metadata.value: Vestnik of St Petersburg University. Series 2. History;Issue 3
metadata.lang: -
metadata.name: dc.subject
metadata.value: classicism
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: antiquity
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: the higher school
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: historiography
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: general history
metadata.lang: en_GB
metadata.name: dc.title
metadata.value: Academic links between Russia and Germany in the 18th–19th centuries
metadata.lang: en_GB
metadata.name: dc.type
metadata.value: Article
metadata.lang: en_GB
resources.filename: 05-Frolov.pdf
resources.url: https://dspace.spbu.ru/bitstream/11701/5615/1/05-Frolov.pdf
resources.format: Adobe PDF
resources.size: 135,35 kB