During the quarter century from 1803 to 1828, the Russian imperial government followed an educational policy which ranged from practical to classical, democratic to class-oriented, progressive to conservative. The decrees, rescripts, and regulations may have been contradictory, but they are simply pieces of a puzzle which, in the end, provide the outline of a rather clear picture. This picture, as we shall see in more detail later, shows a movement, in the most elementary terms, from functional to classical, from open to restricted, from modern to traditional. In all respects, the law of 1828 opposed those of 1803 and 1804, but the line of march between the two points was straight and constant.Another puzzle, however, is more difficult to solve: why did Russian educational policy follow this particular trend ? Among the possible solutions to this question, the activities of Count Joseph Marie de Maistre deserve more study. Maistre is remembered today as a theocratic political philosopher with an eloquent pen, but during his term in Russia (1803-17), as the diplomatic representative of the Sardinian king, he deeply involved himself in the internal questions facing the Russian government. Education particularly interested Maistre, and he turned his attention to this topic from June of 1810 until the end of the following year. During this eighteen-month period, he wrote four works dealing with the question of education in Russia, hoping to influence policy and bring about specific changes.
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