Peter the Great by Robert K. Massie Read Free Book Online Page A

were sprinkled with holy water, Zotov bowed low to his small pupil and the lesson began. Zotov started with the alphabet and, as time passed, went on to the Prayer Book and the Bible. Long passages of Holy Scripture, drilled into Peter's early memory, remained with him permanently; forty years later, he could recite them by heart, He was taught to sing the magnificent Russian choral litany, and he took great pleasure in his talent. In later years, traveling through Russia, Peter often attended services in country churches. His practice on these occasions was to stride straight up to the choir and sing along in a loud voice.
    Zotov's assignment had been only to teach Peter to read and write, but he found his pupil eager to go further. Peter constantly urged Zotov to tell him more stories of Russian history, of battles and heroes. When Zotov mentioned the boy's enthusiasm to Natalya, she commissioned master engravers from the Ordnance Office to compose books of colored drawings depicting foreign cities and palaces, sailing ships, weapons and historical events. Zotov placed this collection in Peter's room so that when the boy was bored with his regular lessons, these books could be brought out, looked at and discussed. A giant globe, taller than a man, sent to Tsar Alexis from Western Europe, was brought to the schoolroom for Peter to study. Its depiction of the geography of Europe and Africa was remarkably accurate. The details of the eastern coast of North America were also correct—Chesapeake Bay, Long Island and Cape Cod were all precisely drawn-—but farther west the lines became more inexact. California, for example, was shown as separate from the rest of the continent.
    In the schoolroom, Zotov won Peter's deep affection and for as long as the tutor lived, Peter kept him close. Zotov has been criticized for giving his pupil an inferior education, inadequate to the needs of a boy who would be tsar, yet at the time of these lessons Peter stood behind his two half-brothers, Fedor and Ivan, in the succession. His education, though less severely classical than that given to Fedor and Sophia, was far better than that of the average Russian nobleman. Most important, it was perhaps the best education for a mind like Peter's: He was not a scholar, but he was unusually open and curious, and Zotov stimulated this curiosity; it is doubtful that anyone could have done better. Strange though it may seem, when this royal prince who was to become an emperor reached manhood, he was, in large part, a self-taught man. From his earliest years, he himself had chosen what he wished to learn. The mold which created Peter the Great was not made by any parent, tutor or counselor; it was cast by Peter himself.
    Between classroom and play in the Kremlin and at Kolomenskoe, Peter's life passed uneventfully during the six years (1676-1682) of Fedor's reign. Fedor seemed very much his father's son—mild-mannered, indulgent and relatively intelligent, having been educated by the leading scholars of the day. Unfortunately, his scurvy-like disease frequently forced him to rule Russia lying on his back.
    Nevertheless, Fedor did carry out one great reform, the abolition of the medieval system of precedence, a crushing weight on public administration, which decreed that noblemen could only accept state offices or military commands according to their rank. And to prove his rank, every boyar jealously guarded his family records. There were endless squabbles, and it became impossible to put capable men in key positions because others, citing higher rank, would refuse to serve under them. This system enshrined incompetence, and in the seventeenth century, in order to field an army at all, the tsars had been forced to set the system aside temporarily and declare that wartime commands would be assigned "without precedence."
    Fedor wanted to make these temporary waivers permanent. He appointed a commission which recommended the permanent abolition of precedence;