History of the Russian Mennonites

Johann Cornies recommended “penmanship as the pedagogical means for [developing] a sense of beauty” ( note 1 ). Schönschreiben --calligraphy or penmanship--appears in the handwritten school plans and manuals of Tobias Voth (Ohrloff, 1820), Jakob Bräul (Rudnerweide, 1830), and Heinrich Heese (Ohrloff, 1842). Heese had a list of related supplies required for each pupil, including “a Bible, slate, slate pencil, paper, straight edge, lead pencil, quill pen, quill knife, ink bottle, three candlesticks, three snuffers, and a container to keep supplies; the teacher will provide water color ( Tusche ) and ink” ( note 2 ). The standard school schedule at this time included ten subject areas: Bible; reading; writing; recitation and composition; arithmetic; geography; singing; recitation and memory work; and preparation of the scripture for the following Sunday worship—and penmanship ( note 3 ). Below are penmanship samples first from the Molotschna village school of Tiege, 1869. This student

School attendance for Russian Mennonite boys and girls aged (6)7 to 14 was obligatory. The attendance lists, for example, are keys that have unblocked many a genealogical impasse ( note 1 ). But an understanding of the developments in the Mennonite schools as such is also indispensable for the stories of those families, their villages and of Mennonites in their context. In short, the momentum of school reform did not abate with Johann Cornies’ death in 1848. However we soon enter a period of “archival darkness.” Only a few pieces exist from this era which I have transcribed (more below; see selected pics ). As we know, education in the Mennonite colonies happened from the outset, but was largely dismal or at least very uneven ( note 2 ). This changed when the Guardianship Committee for Foreign Colonists gave oversight of Molotschna’s schools to the powerful Agricultural Society and Cornies, its chairman for life in 1843. Many a school was reconstructed to become roomier and brighte

After four decades in Russia, the president of the Guardianship Committee for Foreign Colonists, Andrei Fadeev, considered only eight of 116 Mennonite teachers in the two larger regions of Katerynoslav and Tauria—which included the Molotschna—fit to teach ( note 1 ). Jakob Bräul’s Rudnerweide schoolhouse was given the same status as Heinrich Heese’s Ohrloff Agricultural Society School with regard to policies and “especially for the teaching of Russian” ( note 2 ). Fadeev triggered great angst when by “imperial decree” he distributed a book to church elders written by German Mennonite Abraham Hunzinger on the modernization of Mennonite schools and church. It was a friendly gesture and poke. The Molotschna was already a tinderbox, and this spark introduced by a state official to strengthen the community ignited a fire in the colony. Fadeev wrote to Johann Cornies on January 12, 1832: “Most valued Cornies ... I advise you to acquire and read a booklet sent to your church leaders from

At a Mennonite wedding in Deutsch Kazun in 1833 (pic), neither groom nor bride nor the witnesses could sign the wedding register. A Görtz, a Janzen, a Schröder—born a Görtzen – illiterate. “This act was read to the married couple and witnesses, but not signed because they were unable to write.” Similarly, with the certification of a Mennonite death in Culm (Chelmo), West Prussia, 1813-14: “This document was read and it was signed by us because the witnesses were illiterate.” Spouse and children were unable to read or write. Names like Gerz, Plenert, Kliewer, Kasper, Buller and others. 14 families of the 25 Mennonite deaths registered --or 56%--could not sign the paperwork ( note 1 ; pic ). This appears to be an anomaly. We know some pioneers to Russia were well educated. The letters of the land-scout to Russia, Johann Bartsch to his wife back home (1786-87) are eloquent, beautifully written and indicate a high level of literacy ( note 2 ). Even Klaas Reimer (b. 1770), the founder t