Латынь и церковнославянский как языки «ученого духовенства»: к истории духовного образования в XVIII веке

Abstract

In the XVIII century, the clergy went through the most important processes related to the formation of the estate; the creation of a system of spiritual education plays an important role in this process. We will look at how the idea of literacy and scholarship as mandatory components of self-image was formed among the clergy, and how the languages included in these ideas have changed over the century. Having analyzed "literacy" and "scholarship" as elements of state regulation of the number of clergy, we will consider the concepts of literacy focused on the Church Slavonic language and literature, and their transformation after the spread of regular seminary "Latin" education. The material of archival documents allows you to see the assessment of the literacy of children of the clergy at admission to the seminary, as well as to understand exactly what skills were included in this assessment. Next, we reconstruct the semantic shift that has been taking place in the attitude of the clergy to seminary education over the course of a century: what kind of learning outcomes did the parents of seminarians expect when sending their children to educational institutions, and how these formulations have changed over the century. The system of spiritual education turns out to be built in such a way as to have priority over home schooling, and Latin is in the focus of attention as the main "filter" that allows separating the "learned" clergy from the "unlearned", i.e. "illiterate. But with the spread of seminary education, the status of "scholarship" begins to be associated no longer with the Latin language, but with less common languages: European (French and German) and "theological" (Greek and Hebrew).