into account unsuccessful examples of such administrative entrepreneurship and projecting: such were an inalienable part of the emergence of the early modern state. In 1730, for instance, V. N. Tatishchev proposed an academy of handicrafts to Empress Anna. The empress supported him and granted 12,000 roubles a year in funding. Nevertheless, the project fell at the last hurdle, opposed by Count A. I. Osterman. It is not clear why: perhaps Osterman was afraid of Tatishchev’s competition for the monarch’s largesse. Thus, analysis of such ‘unsuccessful’ cases could also show the specific strategies of agents and the reasons why plans were dropped. As the above should make clear, Fedyukin’s book touches on subjects far broader than the emergence of education in early modern Russia. The author investigates the history of schooling in the Petrine and post-Petrine eras as a process wherein enterprisers promoted various projects in order to further their ambitions and agendas: this contrasts with the standard perspective that schooling was a state policy to enlighten Russia. Delivered in a highly readable narrative, his cogent analysis and challenging conclusions offer much to historians: there is also no doubt that students and the interested general public will find the work intriguing and illuminating. This review was prepared within the framework of the state project of the Ministry of Science and Higher Education of the Russian Federation ‘The regional identity of Russia: Comparative historical-philological research’, no. FEUZ-2020-0056 (Laboratory for the Study of Primary Sources, Ural Federal University).

中文翻译：

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Boris B. Gorshkov，从农奴到斯大林的俄罗斯农民：住宿、生存、抵抗

考虑到这种行政创业和计划的不成功例子：这是早期现代国家出现的不可分割的一部分。例如，在 1730 年，VN Tatishchev 向安娜皇后提议建立一所手工艺学院。皇后支持他，并每年拨款 12,000 卢布。尽管如此，该项目还是在最后一个障碍中失败了，遭到了 Count AI Osterman 的反对。原因不明：也许奥斯特曼害怕塔季雪夫争夺君主的慷慨。因此，对此类“不成功”案例的分析还可以显示代理商的具体策略以及计划被放弃的原因。如上所述，费秋金的书所涉及的主题远比现代早期俄罗斯教育的出现更广泛。作者调查了佩特里纳和后佩特里纳时代的学校教育历史，作为企业家推动各种项目以推进他们的抱负和议程的过程：这与将学校教育作为启发俄罗斯的国家政策的标准观点形成鲜明对比。他以极具可读性的叙述方式提供了令人信服的分析和具有挑战性的结论，为历史学家提供了很多东西：毫无疑问，学生和感兴趣的公众会发现这项工作既有趣又富有启发性。这篇综述是在俄罗斯联邦科学和高等教育部国家项目“俄罗斯的区域特征：比较历史语言学研究”的框架内编写的，没有。FEUZ-2020-0056（乌拉尔联邦大学主要来源研究实验室）。