1. The following types of higher educational institutions are established in the Russian Federation: federal university, university, academy, institute.

(as amended by Federal Law of 10.02.2009 N 18-FZ)

(see text in previous edition)

1.1. Federal University is a higher educational institution that:

implements innovative educational programs of higher and postgraduate professional education, integrated into the global educational space;

provides systemic modernization of higher and postgraduate professional education;

carries out training, retraining and (or) advanced training of personnel based on the use of modern educational technologies for the integrated socio-economic development of the region;

carries out fundamental and applied scientific research in a wide range of sciences, ensures the integration of science, education and production, including by bringing the results of intellectual activity to practical application;

is a leading scientific and methodological center.

(Clause 1.1 was introduced by the Federal Law of 10.02.2009 N 18-FZ)

2. University is a higher educational institution that:

implements educational programs of higher and postgraduate professional education in a wide range of training areas (specialties);

carries out training, retraining and (or) advanced training of highly qualified workers, scientific and scientific-pedagogical workers;

carries out fundamental and applied scientific research in a wide range of sciences;

is a leading scientific and methodological center in its fields of activity.

2.1. With regard to universities under the jurisdiction of the Russian Federation, equally effectively implementing educational programs of higher professional and postgraduate professional education and performing fundamental and applied research in a wide range of sciences, the category "national research university" may be established. The category "national research university" is established by the Government of the Russian Federation for 10 years based on the results of a competitive selection of university development programs aimed at staffing priority areas for the development of science, technology, technology, economic sectors, social sphere, development and implementation of high technologies in production. The regulation on the competitive selection of university development programs (including the procedure and conditions for their financing) is approved by the Government of the Russian Federation. The list of indicators, criteria and frequency of assessing the effectiveness of the implementation of such programs are established by the federal executive body responsible for the development of state policy and legal regulation in the field of education. According to the results of assessing the effectiveness of the implementation of development programs, the Government of the Russian Federation may be deprived of the category "national research university".

(Clause 2.1 was introduced by the Federal Law of 10.02.2009 N 18-FZ)

3. Academy is a higher educational institution that:

implements educational programs of higher and postgraduate professional education;

carries out training, retraining and (or) advanced training of highly qualified workers for a specific area of ​​scientific and scientific-pedagogical activity;

performs fundamental and applied scientific research mainly in one of the fields of science or culture;

is a leading scientific and methodological center in the field of its activity.

4. Institute is a higher educational institution that:

implements educational programs of higher professional education, as well as, as a rule, educational programs of postgraduate professional education;

The main type of secondary educational institution is secondary school three stages: I - initial; II - basic, providing basic education; III - senior school, providing complete secondary education.

Specialized school provides in-depth study of one or more courses for students from 6-7 to 17-18 years old and from 11-12 to 17-18 years old.

Gymnasium- secondary educational institution of education of the second and third level, provides general cultural, scientific-theoretical, humanitarian training of gifted and talented children.

Collegium- a secondary educational institution that, in addition to the state educational minimum, provides humanitarian, social and humanitarian, humanitarian and scientific training of talented youth of a particular region or all of Ukraine. Students are enrolled in the collegium, as a rule, after graduating from secondary school.

Lyceum- a secondary educational institution that provides the state general educational minimum and carries out scientific and practical training of capable and gifted student youth. The Lyceum works with students who graduated from the 8th grade of a general education school (grade 4 of the gymnasium).

In accordance with the educational and qualification level of training of students, methods of implementing educational and professional programs, social functions in the education system, higher educational institutions of such levels of accreditation can operate *:

* Accreditation of an educational institution is an official determination by it of the right to organize its activities at the level of state requirements and standards. The educational goal of accreditation is to determine the capabilities of an educational institution to train personnel of a certain qualification level and assign it a certain status. The main principles of accreditation are focus on advanced, constantly updated quality standards of higher education; frequency and publicity; reliability and objectivity; authority and independence. Based on the results of accreditation, a higher education institution is granted the right to award graduates with a qualification of a certain level and issue a diploma of a state-established sample.

Educational institutions of the I level of accreditation(technical schools, colleges and others equated to them) train junior specialists on the basis of secondary education and, on the basis of basic education, guarantee the receipt of secondary education and the assignment of the qualifications of a junior specialist.

Higher education institutions of the II level of accreditation(colleges and others equated to them according to the results of accreditation) prepare specialists on the basis of complete secondary education with the assignment of the qualifications of a junior specialist, bachelor.

Higher education institutionsIII-IV levels of accreditation prepare specialists on the basis of complete secondary education with the assignment of bachelor's, specialist's, master's qualifications; on the basis of higher education - with the award of the scientific degrees of candidate and doctor of sciences in the prescribed manner.

In accordance with the status of the educational institution, its graduates receive documentation a certain sample established by the state. Upon graduation from basic school, music, art and other educational institutions of this type, a certificate is issued; at the end of a complete secondary school, gymnasium, lyceum, specialized schools - a certificate; upon graduation from technical schools, colleges, institutes, academies, universities and other educational institutions equated to them - a diploma of the state-established sample.

Postgraduate education includes internship, clinical residency, professional development and retraining of personnel. Its purpose is to deepen the theoretical, special training of specialists, primarily in major disciplines, familiarize them with the latest technologies, prospects for the development and organization of production, modern equipment, mastery of mathematical methods of scientific research, etc.

Work on postgraduate education is carried out according to appropriately drawn up educational and professional programs (internship - according to an individually compiled program based on general requirements for advanced training), which are developed and controlled by vocational and higher educational institutions of the corresponding level of accreditation. The normative period of study is determined by the program. Persons who have successfully completed retraining receive documents of the established form. Interns submit to their place of work a report on the work and a review of the institution where the internship took place.

Let's consider some educational institutions where you can get specialized secondary and higher education.

Features of secondary educational institutions

In colleges, pedagogical and medical schools, legal and veterinary technical schools, graduates of the basic school can study. They appeared in our country thanks to the revolutionary reform of Lunacharsky. In the thirties, technical schools were created in the Soviet republic, which became the middle link between higher institutions and schools.

At that time, secondary specialized educational institutions became a tool for the mass training of workers in factories and agriculture. In parallel, the development of factory schools, which were called vocational technical schools, took place.

Terms of study in colleges

Middle-level educational institutions are designed for two to three years of study. The duration of study depends on the direction, the initial level of the applicant. After the reform of Russian education, admission rules have changed in many secondary educational institutions; only secondary school graduates are taught.

Composition of the secondary education system

Educational institutions of this kind operate in St. Petersburg and Moscow.

Pedagogical colleges

Despite the fact that recently interest in teaching specialties has significantly decreased, in every Russian region there are educational institutions of a similar orientation. In addition to traditional specialties related to the training of primary school teachers, such special educational institutions are engaged in training future teachers of a foreign language, educators. For example, the Arkhangelsk Pedagogical College offers applicants additional courses in English, computer literacy training.

College enrollment is based on secondary education. The USE results are not taken into account, but an additional competition of certificates is necessarily held. Additional points can be earned for providing a portfolio of personal achievements.

Almost all educational institutions, after completing their studies, help graduates with employment.

Documents for admission to colleges and technical schools

Regardless of the direction of activity, there are general requirements for the documents provided by the applicant to the admissions office. In addition to the original certificate, the first page of the civil passport (copies), four photographs measuring 30 by 40 mm, a medical certificate is provided confirming the absence of contraindications to training.

Top-level establishments

Let us find out which educational institutions are considered in demand among modern graduates. In recent years, there has been a significant increase in the number of schoolchildren choosing medical universities and academies for training. What is the reason for the demand for such universities? What specialties can you get there? Medicine has become an attractive direction after the transformations that have been carried out in our country in this industry.

Higher wages, job opportunities have made medical education in demand and prestigious. Regardless of the geographical location of the medical university (institute), training is carried out in the following areas:

  • dentistry;
  • general practice (therapy);
  • pediatrics;
  • pharmaceuticals.

When submitting documents to the admissions office, the applicant provides the results of passing the unified state exam in chemistry, biology, and the Russian language. The average score depends on the faculty, region, number of enrollments.

For several years, competition for higher institutions of legal and economic profile. Despite the fact that not all graduates are then employed, it is quite difficult to enter such universities on a budgetary basis.

Conclusion

After our country signed the Bologna Declaration in 2003, the higher education system has undergone significant transformations. Among the positive innovations, one can note the possibility of the unimpeded movement of students between the countries - participants of the Bologna Treaty.

Numerous international projects, internships, a chance for employment in any country have appeared. In addition to the specialty, the master's and bachelor's degrees have appeared in Russian higher education, which is the norm for the European system. Graduates of large domestic universities now hold two diplomas: domestic and European.

In 1992, the legislation of the Russian Federation introduced educational standards into the higher education system. This had a positive effect on the quality of training of qualified personnel. Currently, postgraduate studies are distinguished as a separate level of higher education.

Some domestic educational institutions, for example, Lomonosov Moscow State University, St. Petersburg State University, received the right to independently develop educational standards, as well as to introduce additional entrance examinations for applicants. It is up to the graduate of Russian schools to choose which educational institution to choose for receiving professional education. Currently, special courses are being organized for students in the ninth and eleventh grades to help them choose a profession.

here: three types of higher educational institutions that train students in psychological and pedagogical specialties: 1. Pedagogical higher educational institutions; 2. Universities and institutes that carry out (including) training of students in psychological and pedagogical specialties; 3. Non-state universities, licensed and accredited. See also Non-State Higher Education Institutions, Pedagogical Higher Education Institutions, Universities

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HIGHER EDUCATION INSTITUTIONS

universities, carry out higher education and provide students with programs of different levels to meet education. needs of the individual and prof. training in decomp. branches of culture, economy, health care, science; lead investigate. work, retraining and professional development of specialists.

To V. at. h. include high fur boots (including technical, medical, agricultural, ped.), in-you decomp. profile (engineer, agricultural, artistic, etc.), academy, conservatory. In some countries colleges are referred to as universities. In pl. countries besides secular there are spiritual V. at. h.

V.'s concepts. h. were not equivalent in decomp. era and in different countries. Means. the difference in the levels of the highest. education, in the methods and timing of the training of specialists exists in the present. V. at. h.

The prototype of V. at. h. were the highest philosophers for their time. schools of the period of antiquity, in which teaching was guided by the comprehension of all the known totality of theoretical. knowledge, and the forms of classes were lectures, conversations, disputes. This organization of education was inherited by medieval universities, which spread to Western Hebrews. cities ch. arr. from the 13th century In some of the high fur boots the uch was also known. practice of the highest Muslim studies. institutions (see in the article. Muslim culture). With the development of cities, prof. schools, some of which accumulated Means. method. teaching experience and became widely known: legal in Beirut (8th century), Constantinople (8th century) and Bologna (10th century), medical in Salerno (10th century), Montpellier (10th century). The social significance of higher education determined the attention to it from the side of the church. and the secular authorities who endowed high fur boots and some prof. schools with special privileges.

Un-you imposed Means. imprint on the design of higher education and the appearance of V. at. h. approval of the principles of the so-called. academic freedoms - the freedom of the student to independently build a program for studying the subject, the freedom of the teacher to independently conduct research and present their results to students, the election of governing bodies, the participation of students in self-government, etc. The formation of secular science (16-17 centuries) and associated with the needs of societies. production-va strengthening of the "real" direction in teaching led to the expansion of specialization in higher education. In high fur boots (even within the framework of traditional medical and legal f-tov) and in addition to them, relatively independent ones began to arise. scientific. and practical schools.

In the 18th century. branch V. at. h. in pl. Europ. countries have become an organic part of the state. education system. Means. influence on the content of teaching in V. at. h. and his methods provided the ideas of W. Humboldt, implemented in the practice of Berlin University. Faculty organization V. at. z., the connection with science and practice determined the activity and many others. tech. institutions, both state and private. For Europe. countries of the 19th century development of hl is characteristic. arr. state medical, page - x. and tech. universities. This trend was reflected in the creation of higher education in Russia and the United States.

In the end. 19th century N. and I. began to arise. subdivisions not only in high fur boots, but also in medical, technical, agricultural. and others in-takh, etc. N.-i. V.'s activity. h. often came into conflict with the pragmatic. production requirements. and other companies to specialists. In high fur boots scientific. work was often concentrated in special. laboratories, departments, research institutes, moving away from the account. tasks. One of the important problems of V. at. h. became the preservation of the unity of the scientific. work and teaching. Through the efforts of many scientists and teachers took shape in a specific way. scientific. the sector of higher education, the links to-rogo became the basis. N.-i. centers in pl. countries.

In the conditions of scientific and technical. revolution from the 2nd floor. 20th century the types of high fur boots and universities of university status have diversified; and adm. whole several relatively independent areas of training, which made it possible to rationally distribute the study of different. disciplines by students of close specializations, to avoid duplication of uch. courses. They are close to multidisciplinary in terms of the principles of work and the nature of teaching. creative V. at. z., only in the subject of study allocated to a special group. Most branch V. at. h. focuses on the transfer of solid knowledge and skills to prof. activities and does not put specials. task of carrying out scientific. research by students, although the programs themselves and uch. courses of these V. at. h. are regularly updated taking into account the latest scientific. data and practice inquiries.

V. at. h. pl. countries are usually distributed according to the categories of state, municipal, and private (this group also includes spiritual cultural institutions). Both paid and free training is practiced. In the 60s and 70s. 20th century there was a tendency towards the strengthening of the role of the state in determining the content of education, its profiling. For this purpose, decomp. state systems accreditation V. at. h. and management of the system of universities in the interests of a unified scientific and technical. and educate. politicians. Specials are being created. state bodies for the coordination of science and higher education.

Uch. plans and organization of the account. process in higher education in each country have their own characteristics. The general trend was the strengthening of general cultural and general science. preparation and increase in specific gravity are independent. work of students. Much attention is paid to the organization of practical. learning. Evening and correspondence courses are developed. Great importance is attached to the so-called. postgraduate education, advanced training of specialists, there is a constant search for ways to improve the academic., scientific. and prof.-practical activity V. at. h. and ensuring the continuity of education. process.

In the conditions of continuous education, the work of V. at. z., the possibilities of their influence on science, production, cultural life depend on the content and level of general secondary education. In pl. countries legislatively secured the possibility of admission to V. at. h. after the completion of the full Wed. education with a total duration of school. training 12-13 years. The concept has become widespread, according to a cut, all the training received after the end of a full cf. schools (in the USA, for example, the corresponding educational institutions are classified as post-secondary). In these conditions, the majority of V. at. h. conducts active work on recruiting the contingents of its students, including making high demands on the knowledge of applicants. Some will investigate. universities provide for a high selectivity in relation to applicants, weeding out in the course of preliminaries. tests, interviews and exams from 20 to 70% of those who expressed a desire to get higher. education in this university. At the same time, there are high fur boots and in-you, to-rye accept everyone. However, the diplomas of such V. at. z., as a rule, do not enjoy a high reputation. An increase in V.'s efficiency seems to be promising. h. when deepening general education. and general science. preparation of applicants to conclude. stage of general secondary education. In a number of countries, some

V. at z. passed also to dec. options for the gradual acquisition of higher education by students on the basis of secondary vocational or secondary specialized (for example, starting from a junior college with a two-year study period).

Established in the 18-19 centuries. faculty system of building V. at. h. acquired in the 20th century. more free nature. In connection with the expansion of the training profile of a specialist, high fur boots and other universities have moved to the organization of multidisciplinary departments and departments, including interdisciplinary ones. Most of the leading modern. V. at. h. - these are large educational and scientific production. complexes that provide not only education. interests of the student, but also ample opportunities for the individual, and collective scientific. work, rational use of account. time not only for theoretical, but also for practical. classes in the chosen specialty. In pl. countries high fur boots and some other V. at. h. - main. will investigate. public centers values. The core of such centers can be a department, a problem department or a specialist. council uniting scientists, heads of enterprises, etc. In most countries of the world, high fur boots and high school have a decisive influence on the system of higher education. h. university status. This applies to both the number and the quality of training of specialists.

Means. influence on the structure and direction of activity of the modern. V. at. h. rendered the American model of un-that, which took shape in the late. 19-1st floor. 20th centuries and used plural. V.'s achievements. h. decomp. countries, including Russia. This model was adopted by Japanese high fur boots and many others. other countries. Main part of the general education. and general science. preparation students receive in academic. colleges of fur boots (with predominantly theoretical training for 3-5 years). After the first stage, they continue their education in prof. or investigate. (postgraduate) schools of the same or other un-that. At the end of the academic. college students receive their first academic degree - a bachelor's degree, which gives the right to classes prof. activities and further education at higher. school (in high fur boots - before obtaining master's and doctor's degrees). If the profile of training at a university is not actually scientific, but practical. character, then at the end of the second stage the graduate is issued a diploma of specialization. In Great Britain they are independent. branch colleges, the term of study is 3-4 years. Upon graduation, their graduates must work for a certain period (up to 2 years) in their chosen specialty and pass certification in prof. society or association. Preparation for obtaining academic degrees is carried out in the system of the so-called. further education (master's degree - 2 years). The alternation of periods (from 3 to 6 months) of classes and practical training is widely used. work. University graduates are issued state. diploma of completion of a two-year full-time course and higher state. diploma of completion of a three-year course, and correspondence students - the corresponding state. certificates. Graduates of industry colleges receive the highest state. certificate.

The French are also widespread. the system of higher education, combining high fur boots and specialists. universities, among which a group of so-called. large schools (see Art. France). General education graduates are admitted to universities. Wed schools with a bachelor's degree. The course of study in universities for 4-6 years, is divided into 3 cycles: prepares, (up to 2 years), general (with admission by competition; training lasts 3-4 years and ends with the award of the academic degree of a licentiate with the receipt of the corresponding certificate and state diploma "General scientific knowledge") and special (lasts 1-2 years and ends with a final exam and a diploma of "higher scientific education" degree of doctor in the specialty and doctor of the "third cycle"). In specialized in-ta full course of preparation 5-7 years (the diploma is equal to the university one, i.e. at the level of the first stage of the third cycle; doctors are issued a doctor's diploma of the third cycle).

In the universities of most Spanish and Portuguese-speaking countries, the staggered structure of education is less pronounced (except for Brazil). Main the cycle of study is associated with the assignment of a licentiate degree (4-6 years, depending on the specialty). In a number of specialties, instead of awarding a degree, prof. diplomas awarded by the corresponding prof. titles. Individuals with a degree or a university degree can continue their education until they receive a doctorate degree (with additional training for 2-3 years). In Argentina and Colombia, the second degree is Master. In Brazil, bachelor's, licentiate (depending on the specialty - master's) and doctoral degrees can be obtained by students after completing the corresponding cycle of study.

In the Federal Republic of Germany in the system of higher education there is a significant share of high fur boots and V. at. h. with a university status (mining and medical academies, higher technical schools). Unlike other countries, there are no confessional high fur boots. Competitive enrollment is practiced only in medical, vet. and some other specialties for which restrictions on admission have been introduced. The education system is two-stage. Education lasts 4-6 years and ends with the defense of the thesis and the final exam. Acquisition of academic degrees is attributed to Ch. arr. to postgraduate education.

The system that took shape in the USSR was genetically linked to the priority development in Russia (from the 18th century) of prof. schools - in contrast to European, mainly university, nat. systems of higher. education - and retained these features. In the USSR, high fur boots were approx. 10% of the total number of universities. The system of owls. V. at. h. Ch. sbr. at the end. 20s and 30s. 20th century, during the period of industrialization, which played a role in providing industry and transport and other industries of the people. x-va by qualified specialists. In the conditions of the administrative-command system, the higher school faced many others. difficulties; V.'s development at. h. followed an extensive path, the growth in the output of specialists was not accompanied by a proper improvement in the quality of their training. The material base of military equipment systematically lagged behind the requirements of science and practice. h. A profound reform of the higher school system, which began at the end. 80s, continues from the beginning. 90s in sovereign states that were previously part of the USSR (see also articles about these states). In many of them, the structural restructuring of V. at. z., the superior edge envisions a multi-level education system: the first level of higher education (4 years of study) provides basic higher education and ends with the assignment of a bachelor's degree in one of the areas of training; The 2nd level (1.5-2 years of study, depending on the specialty) is provided by prof. training in this specialty and ends with the award of a master's degree; The 3rd and 4th levels (lasting 3 and 2 years, respectively) are provided by scientific ped. preparation and completion of the implementation and defense of the thesis with the award of the degree of candidate or doctor of science. In V. at. h. the principles of autonomy are restored (including in the choice of the method. system, the sequence of passing the training courses, etc., the rules for recruiting student contingents, etc.) and internal. self-government. Provides state. accreditation of V. at. h. See also Art. Russia.

Lit. see at Art. Higher education. A. Ya.Savelyev.

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The university must be accredited (accreditation is given to the university, as a rule, after attestation). Education at a university, as a rule, lasts from 4 to 6 years and can be full-time (full-time), evening (part-time) and part-time. The most common forms of training are classroom and distance learning. Universities are conditionally subdivided into humanitarian and technical ones.

Types of higher education institutions

In Russia

  • Federal University is a leading higher educational institution in the territory of the Federal District, a center for science and education. As of 2016, there are 10 FUs in Russia.
  • The University is a multidisciplinary educational institution with a large selection of study programs in a wide variety of fields of knowledge.
  • Academy - prepares a wide range of specialists in any area of ​​human activity (agriculture, health care, art, tourism, economics, finance, etc.).
  • - is engaged in the preparation of specialists for work in a specific area of ​​professional activity.

Research is carried out in all types of institutions of higher education, but in universities it is usually fundamental.

Belarus

The head of the higher educational institution is the rector, his deputies in various areas of work are the vice-rectors who solve operational and tactical issues of the university. The strategic issues of the development of the university are usually resolved by its Academic Council.

The main divisions of higher education institutions

  • Faculty is an educational, scientific and administrative structural unit of a higher educational institution that trains students and graduate students in one or more related specialties, professional development of specialists, as well as the management of the research activities of the departments that it unites. In universities and academies, individual faculties can function as intra-university institutes.
  • Department is a subdivision that prepares students within the framework of a certain specializations.
  • Postgraduate and doctoral studies.
  • Preparatory department for applicants.

Also, colleges can exist at universities (in this case, upon graduation, a university diploma is also given, but not about higher education, but about secondary vocational education). The structure of a higher educational institution may include libraries, computer centers, pilot plants, agricultural land, clinics, research institutes, etc. Many higher educational institutions publish their own newspapers.

The Higher Attestation Commission organizes dissertation councils for the awarding of academic degrees at leading higher educational institutions.

Types of universities

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Literature

  • Federal Law "On Higher and Postgraduate Professional Education" (as amended on December 31, 2005)

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Excerpt from the Higher Education Institution

Napoleon noticed Balashev's embarrassment when uttering the last words; his face trembled, the left calf of his leg began to tremble regularly. Without leaving his place, he began to speak in a voice higher and more hasty than before. During the subsequent speech, Balashev, more than once lowering his eyes, involuntarily observed the quivering of the calf in Napoleon's left leg, which intensified the more he raised his voice.
“I wish peace no less than Emperor Alexander,” he began. - Am I not for eighteen months doing everything to get it? I have been waiting for an explanation for eighteen months. But in order to start negotiations, what is required of me? He said, frowning and making an energetically questioning gesture with his small white and plump hand.
“The retreat of the troops beyond the Niemen, sir,” said Balashev.
- For the Neman? Repeated Napoleon. - So now you want to retreat beyond the Niemen - only the Niemen? - repeated Napoleon, looking directly at Balashev.
Balashev bowed his head respectfully.
Instead of the demand four months ago to retreat from Numbers, now they demanded to retreat only beyond the Niemen. Napoleon turned quickly and began to pace the room.
- You say that they require me to retreat beyond the Niemen to start negotiations; but they demanded of me in exactly the same way two months ago to retreat beyond the Oder and Vistula, and in spite of that, you agree to negotiate.
He silently walked from one corner of the room to another and again stopped opposite Balashev. His face seemed to be petrified in its stern expression, and his left leg trembled even faster than before. Napoleon knew this trembling of his left calf. La vibration de mon mollet gauche est un grand signe chez moi, [The trembling of my left calf is a great sign,] he said later.
“Proposals such as cleaning the Oder and Vistula can be made to the Prince of Baden, not to me,” Napoleon almost cried out, completely unexpected for himself. - If you had given me Petersburg and Moscow, I would not have accepted these conditions. You say I started a war? And who first came to the army? - Emperor Alexander, not me. And you offer me negotiations when I wasted millions, while you are in alliance with England and when your position is bad - you offer me negotiations! And what is the purpose of your alliance with England? What did she give you? - he spoke hastily, obviously, already directing his speech not in order to express the benefits of concluding peace and discuss its possibility, but only in order to prove both his innocence and his strength, and to prove Alexander's wrong and mistakes.
The introduction of his speech was made, obviously, with the aim of showing the benefits of his position and to show that, despite the fact, he accepts the opening of negotiations. But he had already begun to speak, and the more he spoke, the less he was able to control his speech.
The whole purpose of his speech now, obviously, was only to exalt himself and offend Alexander, that is, to do exactly what he least wanted at the beginning of the date.
- They say you made peace with the Turks?
Balashev inclined his head in the affirmative.
“Peace has been made…” he began. But Napoleon did not let him speak. Apparently, he needed to speak on his own, alone, and he continued to speak with that eloquence and intemperance of irritation to which spoiled people are so inclined.
- Yes, I know, you made peace with the Turks without getting Moldavia and Wallachia. And I would give these provinces to your sovereign just as I gave him Finland. Yes, - he continued, - I promised and would give to Emperor Alexander Moldavia and Wallachia, and now he will not have these beautiful provinces. He could, however, annex them to his empire, and in one reign he would expand Russia from the Gulf of Bothnia to the mouth of the Danube. Catherine the Great could not have done more, - said Napoleon, flaring up more and more, walking around the room and repeating to Balashev almost the same words that he had said to Alexander himself in Tilsit. “Tout cela il l" aurait du a mon amitie… Ah! Quel beau regne, quel beau regne! ”He repeated several times, stopped, took out a gold snuff-box from his pocket and eagerly pulled out of it with his nose.
- Quel beau regne aurait pu etre celui de l "Empereur Alexandre! [All this he would owe to my friendship ... Oh, what a beautiful reign, what a beautiful reign! Oh, what a beautiful reign could be the reign of Emperor Alexander!]
He glanced regretfully at Balashev, and just now Balashev wanted to notice that he again hastily interrupted him.
- What could he desire and look for such that he would not find in my friendship? .. - said Napoleon, shrugging his shoulders in bewilderment. - No, he found it best to surround himself with my enemies, and by whom? He continued. - He summoned the Steins, Armfelds, Vintsingerode, Bennigsenov, Stein - a traitor driven out of his fatherland, Armfeld - a lecher and an intriguer, Vintzingerode - a fugitive subject of France, Bennigsen somewhat more military than others, but still incapable, who could not do anything to make in 1807 and which should awaken in the Emperor Alexander terrible memories ... Suppose, if they were capable, one could use them, - Napoleon continued, barely having time to keep up with the constantly arising considerations showing him his rightness or strength (which in his concept was the same), but that is not the case either: they are not suitable either for war or for peace. Barclay, they say, is the most efficient of them all; but I will not say that, judging by his first movements. And what are they doing? What are all these courtiers doing! Pfuel proposes, Armfeld argues, Bennigsen considers, but Barclay, called upon to act, does not know what to decide on, and time passes. One Bagration is a military man. He is stupid, but he has experience, an eye and determination ... And what role does your young sovereign play in this ugly crowd. They compromise him and blame him on everything that happens. Un souverain ne doit etre al "armee que quand il est general, [The sovereign should be with the army only when he is a commander,] - he said, apparently sending these words directly as a challenge in the face of the sovereign. Napoleon knew how the emperor wanted Alexander to be a military leader.
- It's been a week since the campaign began, and you failed to protect Vilna. You are cut in two and driven out of the Polish provinces. Your army murmurs ...
“On the contrary, your Majesty,” said Balashev, who barely had time to memorize what was being said to him, and with difficulty watched this fireworks of words, “the troops are burning with desire ...
“I know everything,” Napoleon interrupted him, “I know everything, and I know the number of your battalions as well as mine. You do not have two hundred thousand troops, but I have three times as many. I give you my word of honor, "said Napoleon, forgetting that his word of honor could not have mattered in any way," I give you ma parole d "honneur que j" ai cinq cent trente mille hommes de ce cote de la Vistule. [Honestly, I have five hundred and thirty thousand people on this side of the Vistula.] The Turks are no help to you: they are worthless and have proved it by making peace with you. The Swedes are destined to be ruled by crazy kings. Their king was insane; they changed him and took another - Bernadotte, who immediately went mad, because only a madman, being a Swede, can conclude alliances with Russia. - Napoleon grinned maliciously and again raised the snuffbox to his nose.
For each of Napoleon's phrases, Balashev wanted and had something to object; incessantly he made the movement of a man who wanted to say something, but Napoleon interrupted him. For example, about the madness of the Swedes, Balashev wanted to say that Sweden is an island when Russia is behind it; but Napoleon screamed angrily to muffle his voice. Napoleon was in that state of irritation in which he needed to speak, speak and speak, only in order to prove to himself his justice. Balashev was finding it hard: he, as an ambassador, was afraid to drop his dignity and felt the need to object; but, as a man, he shrank morally before forgetting the unreasonable anger in which Napoleon evidently found himself. He knew that all the words now spoken by Napoleon did not matter, that he himself, when he came to his senses, would be ashamed of them. Balashev stood with his eyes downcast, looking at the moving thick legs of Napoleon, and tried to avoid his gaze.
- What are these your allies to me? - said Napoleon. - My allies are Poles: there are eighty thousand of them, they fight like lions. And there will be two hundred thousand.
And, probably, even more indignant that, having said this, he told an obvious lie and that Balashev stood silently in front of him in the same submissive posture to his fate, he turned back abruptly, went up to Balashev's very face and, making energetic and quick gestures with his white hands, almost shouted:
“Know that if you shake Prussia against me, know that I will erase it from the map of Europe,” he said with a pale, distorted malice face, an energetic gesture of one small hand, striking the other. - Yes, I will abandon you across the Dvina, across the Dnieper, and I will rebuild against you the barrier that Europe was criminal and blind, which allowed to be destroyed. Yes, that’s what will happen to you, that’s what you won by moving away from me, ”he said and silently walked several times across the room, shuddering his thick shoulders. He put a snuff-box in his waistcoat pocket, took it out again, put it to his nose several times and stopped opposite Balashev. He paused, looked mockingly into Balashev's eyes and said in a low voice: - Et cependant quel beau regne aurait pu avoir votre maitre!
Balashev, feeling the need to object, said that from the Russian side, things did not appear in such a gloomy form. Napoleon was silent, continuing to look at him mockingly and, obviously, not listening to him. Balashev said that Russia expects all the best from the war. Napoleon nodded his head condescendingly, as if saying: "I know, it is your duty to say this, but you yourself do not believe in it, you are convinced by me."