“Pushkin’s poems about love” - Pushkina Natalya Nikolaevna. His passion for beautiful women inspired the poet and gave birth to beautiful lines. Olenina Anna Alekseevna. Years passed. Will you, with a humble soul, understand the aspiration of my heart? Vorontsova Elizaveta Ksaverevna. Appeal to readers. With whom can you be not cold, not empty?
“Pushkin Exhibition” - Exhibition concept. Title: Visiting A.S. Pushkin. Section 3 “Crossword”. Winners of the children's drawing competition. City of the poet. Miracle tales. Accessories: - drawings of fairy-tale characters. The crossword puzzle can be found in the “Library Publications” section. Material prepared by: Sanina T.B., head. library.
“The Tale of Pushkin’s Snowstorm” - Conversation. Purpose of the lesson: to reveal the plot of a work of art. Which hero is a true romantic hero? What happened in the church, what happened? When the game ends and it becomes scary for the heroes? Irony is a subtle, hidden mockery. What historical events obscure the story of Marya Gavrilovna and Vladimir?
“Alexander Pushkin” - Natalya Nikolaevna meets Dantes. In Mikhailovsky. Children. The eldest daughter, Maria Alexandrovna Pushkina (1832-1919). Brother, Lev Sergeevich Pushkin (1805-1852). The eldest son, Alexander Alexandrovich Pushkin (1833-1914). Sister, Olga Sergeevna Pavlishcheva (1797-1868). Childhood of A.S. Pushkin. The youngest son, Grigory Alexandrovich Pushkin (1835-1913).
“Goethe and Pushkin” - A rebellious gust of storms Dispelled former dreams, And I forgot your tender voice, Your heavenly features. “Then let the bell of the dead ring, then you (Mephistopheles) are free from your service, let the clock stop, the hand fall, and let time pass (pass) for me.” In the wilderness, in the darkness of confinement, my days dragged on quietly, without deity, without inspiration, without tears, without life, without love.
“Pushkin the poet” - Pushkin is a brilliant student. Uncle V.L. also supported the young poet. Pushkin. Pushkin created completely diverse works - both in content and form. Sincerity. The literary atmosphere of the 1830s was also unfavorable for Pushkin. Realism. Pushkin rushed towards the unknown and unknown. Love.
There are 48 presentations in total
Description of the presentation by individual slides:
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Objective of the lesson: To characterize the international and domestic situation of Russia at the turn of the 17th-18th centuries.
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Lesson objectives: Explain the reasons for Russia’s socio-economic lag behind European countries. Show the prerequisites for transformations in Russia and their understanding by leading people of the time. Continue to develop the ability to work with maps and historical sources.
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Russia at the turn of the 17th-18th centuries By the end of the 17th century, the country occupied most of the East European Plain, all of Siberia, and part of the Far East. Show the borders of Russia on the map.
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Conclusion from the map Our country in the south did not have access to the Black and Azov Seas. Crimea and Kuban belong to the Crimean Khanate. In the northwest there is no access to the Baltic Sea. In the north there is access only to the White Sea and the Arctic Ocean.
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Problems of Russia of this period. Russia's lag behind European countries. Attempts to improve the feudal system led to increasing economic problems. By the end of the 17th century in Russia there were only 17 (!!!) manufactories throughout the country. There are no mineral development activities. There are not enough metals. Many necessary goods are brought from abroad. - Why did some European countries develop successfully?
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Tasks facing the Russian state: Our country simply needed to master sea routes and gain access to the Baltic and Black Seas. Eliminate serious shortcomings in the organization of the Russian army. We need reform of the outdated system of governing the country.
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The main features of the socio-economic and political development of Russia at the turn of the 17th and 18th centuries.
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Feudal-serf system. Poor development of manufacturing production. Use of the labor of serfs. Lack of skills in geological exploration for mining. Weak development of international trade. Lack of a regular army and navy. Management shortcomings.
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In Russia, the socio-economic and foreign policy prerequisites for future transformations have matured.
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Internal prerequisites for reforms The need to restructure the army The need to replace the tax system Lack of its own industry Imperfection of the system of orders The need to develop education Imperfect management Lack of a unified court Lack of an annual budget Poor knowledge of mineral deposits. minerals Lack of mining, incl. gold and silver.
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External prerequisites for reforms: Lack of a fleet (commercial and military) Lack of access to the seas Lack of colonies as a source of wealth Try to divide all these prerequisites into economic, political and cultural.
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What were the upcoming reforms based on? Availability of undiscovered mineral resources Absence of threat of losing state independence Availability of an original and rich culture
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The main transformations of Fyodor Alekseevich Abolition of localism - 1682 Increase in the number of regiments of the “new system” - the regular army Strengthening the power of local governors Abolition of some orders, concentration of some orders under the control of one person What were the reforms aimed at?
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Strengthening Western influence on Russia Constant wars with the Polish-Lithuanian Commonwealth, Sweden, the Crimean Khanate and Turkey - increasing Western influence on foreign and domestic policy, on the life and traditions of the population of Russia. The Polish gentry introduced new customs and foreign words. An invitation to foreign specialists, primarily military personnel, for consultations and employment. Participation of 6 regiments of “foreign order” in the war with Poland1. Under Alexei Mikhailovich, the first military regulations based on Western models were adopted. Participation of Dutch specialists in the construction of a cannon factory in Moscow and the first Russian warship. Fashion for Western European clothing, dancing, foreign languages. - What do you see as the reasons for Russian rulers turning to the European experience of the 17th century?
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Simeon Polotsk Belarusian. He became a monk. He served in the Epiphany Monastery in Polotsk (hence Polotsk). He wrote poetry, taught, and was widely recognized among the population. He advocated the unification of the Russian, Belarusian and Ukrainian peoples. Was invited to Moscow. He raised the princes Fyodor and Sophia, who, under his leadership, received a Western education - the first among the Russian leaders of the country. During their reign, under his influence, deliberate attempts were made to carry out reforms along Western lines.
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Afanasy Lavrentievich Ordin - Nashchokin (1605-1680) - boyar, minister at court - “guardian of the sovereign’s great seal”, diplomat. It was thanks to him that Russia moved towards the West. He stood at the origins of the creation of the Russian navy.
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Reforms of Afanasy Ordin-Nashchokin One of the most famous political figures in Russia of the 17th century. As the head of the Ambassadorial Prikaz, he advocated the expansion of economic and cultural ties with the countries of Western Europe and the East. He proposed an alliance with the Polish-Lithuanian Commonwealth against Turkey. The Andrusovo truce is his merit. He proposed creating an alliance of countries against Sweden.
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Reducing the noble militia, increasing the number of rifle regiments, and introducing conscription are steps towards creating a standing army. An attempt to introduce elements of self-government on the European model, transferring some judicial and administrative functions to elected representatives of the townspeople. Abolition of the privileges of foreign companies and provision of benefits to Russian merchants, the founding of new manufactories. Establishment of postal communication between Moscow, Vilna and Riga. Which Ordin-Nashchokin measures do you consider important? Why was he disgraced?
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Transformative plans The de facto ruler of Russia during the regency of Sophia. With his support, the Slavic-Greek-Latin Academy was opened (1687). The main direction of domestic policy, in his opinion, is the correction of morals and the development of initiative. A course for the development and support of trade and crafts. What reform plans did V. Golitsyn build? Why weren't they implemented? Determine from the textbook.
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He proposed abolishing the death penalty for “outrageous words” against the authorities. Adoption of decrees on European forms of life. He proposed to free the peasants from the power of the landowners. He spoke out for the introduction of a “universal” tax on peasant farms. He proposed to abandon the noble militia and replace it with an army on the Western model - a mercenary army. Using the document “Foreigner De la Neuville on Golitsyn,” determine what other changes Golitsyn planned to introduce.
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Ideas of Yuri Krizhanich He advocated the introduction of a European education system in Russia, for educating the population, but warned about the danger of blindly borrowing Western experience. His main idea is to unite all the Slavs to fight the “German danger.” He proposed to unite the Orthodox and Catholic churches under the rule of the Pope and create a single Slavic state under the rule of the Moscow Tsar. He proposed reforming the autocratic Russian government, removing cruel methods of government from it, but maintaining the strength of the state. Did Russia need these ideas?
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V. Klyuchevsky. "Historical Portraits". Challenges facing Russia on the eve of Peter the Great's era. Here are the most important parts of this program: 1) Peace and even union with Poland; 2) the struggle with Sweden for the eastern Baltic coast, with Turkey and Crimea for southern Russia; 3) completion of the reorganization of the army into a regular army; 4) replacing the old complex system of direct taxes with two taxes, per capita and land; 5) development of foreign trade and domestic manufacturing industry; 6) the introduction of city government with the aim of raising the productivity and welfare of the commercial and industrial class; 7) liberation of serfs with land; 8) the establishment of schools not only of general education with a church character, but also technical ones, adapted to the needs of the state - and all this according to foreign models and even with the help of foreign leaders. Which of these problems did A. Ordin-Nashchokin, V. Golitsyn, Yu. Krizhanich propose to solve?
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Tests on the topic “Prerequisites for Peter’s reforms.” 1. The economic development of Russia was constrained by: a) the development of commodity production; b) the system of serfdom; c) specialization of regions in the production of particular products. 2. Unlike Western countries, in Russia the labor of a) hired peasants and serfs was used in manufactories; b) farm laborers; c) serfs; d) hired workers. 3. At the turn of the 17th-18th centuries. Russia lagged behind European countries because a) little steel was produced in the country; b) the education system was underdeveloped; c) there was a backward management system; d) feudal orders prevailed; e) Russia had no access to the sea. Indicate the reasons indicated on the left with serial numbers in descending order (from greatest to least) depending on their significance.
V. Surikov - “The Morning of the Streltsy Execution.”
N. N. Ge - “Peter I interrogates Tsarevich Alexei in Peterhof.”
M. P. Mussorgsky - opera “Khovanshchina” - a conspiracy of the Streltsy (led by Ivan Khovansky, a protege of Princess Sophia) and schismatics against Peter I. Scene of the execution of the Streltsy. Orchestral introduction “Dawn on the Moscow River”.
P. I. Tchaikovsky - opera “Mazeppa”.
A. Tolstoy - novel “Peter I”.
B.K. Rastrelli - monument to Peter at the Engineers' Castle
M. E. Falcone - monument to Peter on Senate Square
M. Shemyakin - monument to Peter in Peterhof
S. Eisenstein - film “Peter I”.
Results
1. The main content of the cultural process is the formation and development of Russian national culture.
2. Peter's reforms gave impetus to the accelerated development of Russia, which determined the uniqueness of Peter's era.
3. Important features of culture: openness to influences, the ability to creatively assimilate and process other people's traditions, a break with isolation and limitations.
Artistic culture of the 18th century
Features of cultural development
1. Formation of a capitalist way of life.
2. Autocracy reaches its culmination and enters the era of “enlightened absolutism.”
3. The influence of Enlightenment ideas on cultural development.
4. An understanding of the significance of the cultural process is formed in the public consciousness, and interest in humanitarian and ideological aspects increases.
5. Overcoming class limitations and locality in the field of culture, acquiring national significance.
6. The formation of national culture - the culture of a nation that has reached a certain degree of community, taking shape under the conditions of the emergence and establishment of the capitalist system.
7. The leading role of the nobility in the formation of national identity, awareness of unity with world culture.
Education
Formation of a comprehensive school. Creation of 2 gymnasiums at Moscow University.
Opening of public schools in provincial cities. The meaning is the creation of a unified system of secular schools from college to university. They began to accept girls from ordinary classes.
1725- Academy of Sciences in St. Petersburg, president was E. Dashkova
1755 - Moscow University, on the initiative of Lomonosov and Shuvalov, signed an order by Elizaveta Petrovna on Tatiana’s day (January 25).
1757 - Academy of Arts - founded by Shuvalov
A network of closed educational institutions has been created:
· Page Corps for noble children.
· 1764 - “Educational Society” of noble maidens in St. Petersburg at the Smolny Monastery (Smolny Institute) and Orphanages in Moscow thanks to I. Betsky.
· training of nobles from an early age - boarding houses, gentry corps, Land, Marine, Artillery, Engineering.
· Closed vocational art schools that do not accept children of serfs: Ballet School, Academy of Arts, etc.
I. Betskoy - did a lot for education in the 18th century. The idea of raising children in closed educational institutions in order to isolate them from the bad influence of society. Famous teachers I. Pososhkov and V. N. Tatishchev. The school remained an appendage of the class education system. “The mob should not be educated, ... will not obey us to the extent that it obeys now” (Catherine II).
Elizaveta Petrovna - taking care of the forests near Moscow, limiting deforestation, closing factories at a distance of 200 miles around Moscow. Illumination of Moscow with “glass lanterns”.
Publishing and periodicals
1795 - State public library - Imperial Public Library.
1769 - satirical magazine “All sorts of things”
Novikov’s magazine “Truten” is an educator.
Scientific knowledge
Scientific knowledge has reached the world level. In contrast to medieval culture, when science did not exist, but knowledge was accumulated, in the second half of the 18th century they moved to systematization and theoretical understanding.
Invitation by G. Euler - mathematician, physicist, mechanic and astronomer.
M.V. Lomonosov - the first Russian academician, encyclopedist, A.S. Pushkin about Lomonosov: “He himself was our first university.”
· Discovered the law of conservation of matter and motion, the atomic-molecular structure of matter.
· Inventions - introduced a microscope, created a periscope, his own telescope, a lightning rod, discovered the secret of making mosaics. Made the mosaic “Battle of Poltava”.
· The doctrine of the plurality of worlds in the Universe:
"The abyss full of stars has opened,
The stars have no number, the abyss has no bottom."
· Opening of Moscow University on his initiative. The decree was signed on January 12 (25), Tatiana’s day. The building was built by Kazakov. Moscow State University is named after M.V. Lomonosov.
The figure of Peter I is inseparable from the history of Russia and continues to cause sharp debate among historians, publicists, and philosophers. Great achievements in all areas of life, the transformation of Russia into a great world power, which has become a kind of historical phenomenon, explain the long, stable, increased interest in the era of Peter in Russian and foreign historical science.
After the death of Peter and his widow, Catherine I, an attempt was made to return the capital to Moscow, and yet the capital status of St. Petersburg was restored, which made it possible to continue Peter’s work - introducing Russia to the culture of the European Enlightenment. As a result, in a hundred years Russia went through a path that lasted four centuries in the West, and already at the beginning of the 19th century, in terms of cultural development, it became on a par with Western countries.
The assessment of the activities of the tsar-reformer - and, according to some historians, even the “revolutionary” or “first Bolshevik”, and his very personality was, naturally, extremely controversial and remains so to this day: some admire him as a brilliant political figure who turned the tide of Russian history, and pass over in silence the methods with which he did this, others angrily condemn precisely for these methods, for autocracy, and sometimes tyranny, for thousands of victims during the construction of St. Petersburg, for the murder of his own son, reproach him for the lack of secular manners, for mocking people, underdeveloped aesthetic taste, drunkenness and debauchery, and some even declare that all of Peter’s actions were generated by concern not for the development of Russia, but only for “strengthening his autocratic throne.”
All major historians and specialists in the history of Russia, from the 18th century to the present day, responded in one way or another to the events of Peter the Great’s time.
And the Russian thinkers were right, who more than once noted that if not for the reforms of Peter, Russia in both the 19th and 20th centuries. would remain at the level of Persia and China. Already the young tsar’s first foreign trip, which took place in 1697, shows the meaning of his interest in modern Western European culture - to introduce Russia to the achievements of European civilization.
After visiting one of the Leiden museums, the king left a note: “Peter, who was here for some future affairs.” A good commentary on these future affairs can be the founding of a Russian printing house at the request of the Tsar during the same trip to Amsterdam for the wide publication of books and their subsequent transportation to Russia.
He took the idea of creating his own - Russian - Academy of Sciences from the same trip; At the same time, Peter conceived the idea of building “his own city, which would be an exponent of a renewed Russia.”
The purpose of my work is to study the personality of Peter the Great in the context of the views of contemporaries and historians.
I set myself the following tasks: using the material from various books, look at the reforms of Peter I through the eyes of different historians, summarize the general results of the work done and draw conclusions.
In a letter to the French ambassador to Russia, Louis XIV spoke of Peter in the following way: “This sovereign reveals his aspirations with concerns about preparing for military affairs and the discipline of his troops, about training and enlightening his people, about attracting foreign officers and all kinds of capable people. This course of action and the increase of power, which is the greatest in Europe, make him formidable to his neighbors and excite very thorough envy.”
Moritz of Saxony called Peter the greatest man of his century.
August Strindberg described Peter as “The barbarian who civilized his Russia; he, who built cities, but did not want to live in them; he, who punished his wife with a whip and gave the woman wide freedom - his life was great, rich and useful in public terms, but in private terms it was what it turned out to be.”
Westerners positively assessed Peter's reforms, thanks to which Russia became a great power and joined European civilization.
CM. Solovyov spoke of Peter in enthusiastic terms, attributing to him all the successes of Russia both in internal affairs and in foreign policy, and showed the organic nature and historical preparedness of the reforms:
The need to move onto a new road was realized; At the same time, the responsibilities were determined: the people got up and got ready to go; but they were waiting for someone; they were waiting for the leader; the leader appeared.
The historian believed that the emperor saw his main task in the internal transformation of Russia, and the Northern War with Sweden was only a means to this transformation. According to Solovyov:
The difference in views stemmed from the enormity of the deed accomplished by Peter and the duration of the influence of this deed. The more significant a phenomenon is, the more contradictory views and opinions it gives rise to, and the longer they talk about it, the longer they feel its influence.
P.N. Miliukov, in his works, develops the idea that the reforms carried out by Peter spontaneously, from case to case, under the pressure of specific circumstances, without any logic or plan, were “reforms without a reformer.” He also mentions that only “at the cost of ruining the country, Russia was elevated to the rank of a European power.” According to Miliukov, during the reign of Peter, the population of Russia within the borders of 1695 decreased due to incessant wars.
S.F. Platonov was one of Peter's apologists. In his book “Personality and Activity” he wrote the following:
People of all generations agreed on one thing in their assessments of Peter’s personality and activities: he was considered a force. Peter was the most prominent and influential figure of his time, the leader of the entire people. No one considered him an insignificant person who unconsciously used power or blindly walked along a random path.
In addition, Platonov pays a lot of attention to Peter’s personality, highlighting his positive qualities: energy, seriousness, natural intelligence and talents, the desire to figure everything out for himself.
N.I. Pavlenko believed that Peter's reforms were a major step along the road to progress (albeit within the framework of feudalism). Outstanding Soviet historians largely agree with him: E.V. Tarle, N.N. Molchanov, V.I. Buganov, considering reforms from the point of view of Marxist theory.
Voltaire wrote repeatedly about Peter. By the end of 1759 the first volume was published, and in April 1763 the second volume of “History of the Russian Empire under Peter the Great” was published. Voltaire defines the main value of Peter’s reforms as the progress that the Russians have achieved in 50 years; other nations cannot achieve this even in 500. Peter I, his reforms, and their significance became the object of dispute between Voltaire and Rousseau.
N.M. Karamzin, recognizing this sovereign as the Great, severely criticizes Peter for his excessive passion for foreign things, his desire to make Russia the Netherlands. The sharp change in the “old” way of life and national traditions undertaken by the emperor, according to the historian, is not always justified. As a result, Russian educated people "became citizens of the world, but ceased to be, in some cases, citizens of Russia."
IN. Klyuchevsky thought that Peter was making history, but did not understand it. To protect the Fatherland from enemies, he devastated it more than any enemy... After him, the state became stronger, and the people poorer. “All his transformative activities were guided by the thought of the necessity and omnipotence of imperious coercion; he hoped only to forcefully impose on the people the benefits they lacked. “Woe threatened those who, even secretly, even in drunkenness, would think: “Is the king leading us to good, and is it not in vain Will these torments lead to the most evil torments for many hundreds of years? “But thinking, even feeling anything other than submission was forbidden.”
B.V. Kobrin argued that Peter did not change the most important thing in the country: serfdom. Feudal industry. Temporary improvements in the present doomed Russia to a crisis in the future.
According to R. Pipes, Kamensky, N.V. Anisimov, Peter's reforms were extremely contradictory. Feudal methods and repression led to an overstrain of popular forces.
N.V. Anisimov believed that, despite the introduction of a number of innovations in all spheres of life of society and the state, the reforms led to the conservation of the autocratic serfdom system in Russia.
A.M. Burovsky calls Peter I, following the Old Believers, the “Tsar-Antichrist,” as well as a “possessed sadist” and a “bloody monster,” claiming that his activities ruined and bled Russia. According to him, everything good that is attributed to Peter was known long before him, and Russia before him was much more developed and free than after.
Opinions about Peter's reforms differed extremely during his lifetime. Some of Peter's closest associates held an opinion, which Lomonosov later formulated with the words: “He is your God, your God was, Russia.” The masses, on the contrary, were ready to agree with the schismatics’ assertion that Peter was the Antichrist. Both of them proceeded from the fact that Peter carried out a radical revolution and created a new Russia, unlike the old one. What some considered useful, others recognized as harmful to Russian interests; what some considered a great service to the fatherland, others saw as a betrayal of tradition; finally, where some saw a necessary step along the path of progress, others recognized the whim of a despot. Both views could provide factual evidence in their favor, since Peter’s reforms mixed both elements - both necessity and chance. In all areas of public and state life - in the development of institutions and classes, in the development of education, in the environment of private life - long before Peter, the same trends were revealed, which were brought to triumph by Peter's reform. Being thus prepared by the entire past development of Russia and constituting the logical result of this development, Peter's reforms do not yet find sufficient ground in Russian reality, and therefore even after Peter they remain formal and visible. Russia is among the European powers, but for the first time only to become an instrument in the hands of European politics for almost half a century. Of the 42 digital provincial schools opened in 1716-1722, only 8 survive until the middle of the century; out of 2000 students recruited, mostly by force, by 1727 only 300 actually graduated in all of Russia. Higher education, despite the Academy's project, and lower education, despite all the orders of Peter, remain a dream for a long time.
The scale of changes that occurred during Peter's reign is enormous. The territory of the country has grown significantly, which, after many centuries of struggle, gained access to the sea and eliminated the state of political and economic isolation, entered the international arena, took a prominent place in the system of international relations and became a great European power. In Russia at this time a manufacturing industry arose, in which powerful metallurgy acquired particular importance. The nature and size of domestic and foreign trade and the volume of economic relations with other countries have changed radically. A powerful regular army and navy were created, and a huge step was taken in the development of culture and education. A strong blow was dealt to the spiritual dictatorship of the church in culture, education and other areas of the country's life. The old routine patriarchal life was being broken up.
All these changes took place in the context of the entry of feudal-serf relations into the stage of disintegration and the emergence in their depths of new bourgeois relations. Aimed at eliminating the technical, economic and cultural backwardness of the country, at accelerating and developing, they had enormous progressive significance.
It is also obvious that the resistance that each of the reforms caused, dissatisfaction with them on the part of a variety of social forces and strata: the boyars - because they were pushed aside by the “artistic”, and because the “autocracy with the Boyar Duma” ceased to exist; nobility - constant and hard service; the church - the loss of an independent political role and dominant position in culture and education, the seizure by the state of a significant part of its income; merchants and townspeople - an increase in taxes, duties and services; of the masses - by the strengthening of serfdom and the fact that reforms were carried out at their expense. Added to this was a general dissatisfaction with innovations that destroyed deep-rooted traditions and the medieval rigidity of patriarchal life and way of life.
Their implementation was to a large extent connected with the activities and personality of Peter the Great, perhaps the most important statesman of pre-revolutionary Russia, with his exceptional determination and courage with which he broke routine orders and overcame countless difficulties. An outstanding politician, military leader and diplomat, he knew how to correctly assess the domestic and foreign political situation, highlight the main thing, and draw the right conclusions from mistakes and failures.
Possessing wide knowledge and showing great interest in literature, history, law, art, crafts and natural sciences, he had an excellent knowledge of military affairs, shipbuilding, navigation and artillery. Pushkin’s lines “now an academician, now a hero, now a navigator, now a carpenter” aptly expressed the versatility of the vigorous activity of Peter I. He knew how to select active and energetic people in each of the branches and spheres of government activity. Among the “chicks of Petrov’s nest” were such major state and military figures of their time as A.D. Menshikov, V.P. Sheremetyev, F.M. Apraksin, A.A. Senyavin, B.A. Kurakin, Feofan Prokopovich, V.N. Tatishchev.
But all the changes and reforms were accompanied by the spread of serfdom to new territories and new categories of the population, to new spheres of economic life, the imposition of the crudest and most severe forms of serfdom, the spread of despotism and arbitrariness of the tsar, the bureaucratic apparatus and landowners. This slowed down the formation of capitalist relations in the country and did not make it possible to eliminate the technical, economic and cultural backwardness of the nation. The negative side of the changes and transformations was organically connected with the personality of Peter I himself, who was characterized by extreme cruelty and the manifestation of unlimited autocratic tyranny.
As a result of Peter's reforms, Russia quickly caught up with those European countries where the dominance of feudal-serf relations remained, but it could not reach the level of countries that had embarked on the capitalist path of development.
Despite the ambiguity of assessments of Peter’s reforms, we can say with confidence that all his activities were aimed at the benefit of Russia, at its development and protection of the country’s interests. Peter the Great, sparing neither mental nor physical strength, devoted his entire life to the prosperity of the Russian Empire.
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