<?xml version="1.0"?>
<feed xmlns="http://www.w3.org/2005/Atom" xml:lang="en">
	<id>https://www.lessonresources.org/wiki/index.php?action=history&amp;feed=atom&amp;title=Catherine_the_Great</id>
	<title>Catherine the Great - Revision history</title>
	<link rel="self" type="application/atom+xml" href="https://www.lessonresources.org/wiki/index.php?action=history&amp;feed=atom&amp;title=Catherine_the_Great"/>
	<link rel="alternate" type="text/html" href="https://www.lessonresources.org/wiki/index.php?title=Catherine_the_Great&amp;action=history"/>
	<updated>2026-04-21T16:24:16Z</updated>
	<subtitle>Revision history for this page on the wiki</subtitle>
	<generator>MediaWiki 1.40.1</generator>
	<entry>
		<id>https://www.lessonresources.org/wiki/index.php?title=Catherine_the_Great&amp;diff=642&amp;oldid=prev</id>
		<title>Admin: 1 revision imported</title>
		<link rel="alternate" type="text/html" href="https://www.lessonresources.org/wiki/index.php?title=Catherine_the_Great&amp;diff=642&amp;oldid=prev"/>
		<updated>2021-12-22T17:52:08Z</updated>

		<summary type="html">&lt;p&gt;1 revision imported&lt;/p&gt;
&lt;table style=&quot;background-color: #fff; color: #202122;&quot; data-mw=&quot;interface&quot;&gt;
				&lt;tr class=&quot;diff-title&quot; lang=&quot;en&quot;&gt;
				&lt;td colspan=&quot;1&quot; style=&quot;background-color: #fff; color: #202122; text-align: center;&quot;&gt;← Older revision&lt;/td&gt;
				&lt;td colspan=&quot;1&quot; style=&quot;background-color: #fff; color: #202122; text-align: center;&quot;&gt;Revision as of 13:52, 22 December 2021&lt;/td&gt;
				&lt;/tr&gt;&lt;tr&gt;&lt;td colspan=&quot;2&quot; class=&quot;diff-notice&quot; lang=&quot;en&quot;&gt;&lt;div class=&quot;mw-diff-empty&quot;&gt;(No difference)&lt;/div&gt;
&lt;/td&gt;&lt;/tr&gt;&lt;/table&gt;</summary>
		<author><name>Admin</name></author>
	</entry>
	<entry>
		<id>https://www.lessonresources.org/wiki/index.php?title=Catherine_the_Great&amp;diff=641&amp;oldid=prev</id>
		<title>MainPage&gt;Admin: 1 revision</title>
		<link rel="alternate" type="text/html" href="https://www.lessonresources.org/wiki/index.php?title=Catherine_the_Great&amp;diff=641&amp;oldid=prev"/>
		<updated>2017-08-13T02:47:16Z</updated>

		<summary type="html">&lt;p&gt;1 revision&lt;/p&gt;
&lt;p&gt;&lt;b&gt;New page&lt;/b&gt;&lt;/p&gt;&lt;div&gt;&amp;lt;center&amp;gt;'''Catherine the Great’s Grand Instruction to the Legislative Commission'''&amp;lt;/center&amp;gt;&lt;br /&gt;
&amp;lt;center&amp;gt;'''Catherine the Great'''&amp;lt;/center&amp;gt;&lt;br /&gt;
&amp;lt;center&amp;gt;'''(1767)'''&amp;lt;/center&amp;gt;&lt;br /&gt;
&lt;br /&gt;
6. Russia is a European state.&lt;br /&gt;
&lt;br /&gt;
7. This is clearly demonstrated by the following observations: the alterations which Peter the Great undertook in Russia succeeded with greater ease because the manners which prevailed at that time, and had been introduced amongst us by a mixture of different nations and the conquest of foreign territories, were quite unsuitable to the climate. Peter the First, by introducing the manners and customs of Europe among the Europeanpeople in his domains, found at that time such means [success] as even he himself did not expect. …&lt;br /&gt;
&lt;br /&gt;
9. The Sovereign is absolute; for there is no other authority but that which centers in his single person that can act with a vigor proportionate to the extent of such a vast Dominion. …&lt;br /&gt;
&lt;br /&gt;
13. What is the true end of Monarchy? Not to deprive people of their natural liberty but to correct their actions, in order to attain the Supreme Good. …&lt;br /&gt;
&lt;br /&gt;
15. The intention and end of Monarchy is the glory of the Citizens, of the State, and of the Sovereign. …&lt;br /&gt;
&lt;br /&gt;
66. All laws which aim at the extremity of rigor, may be evaded. It is moderation which rules a people, and not excess of severity.&lt;br /&gt;
&lt;br /&gt;
67. Civil liberty flourishes when the laws deduce every punishment from the peculiar nature of every crime. The application of punishment ought not to proceed from the arbitrary will or mere caprice of the Legislator, but from the nature of the crime. …&lt;br /&gt;
&lt;br /&gt;
68. Crimes are divisible into four classes: against religion, against manners [morality], against the peace, against the security of the citizens. …&lt;br /&gt;
&lt;br /&gt;
74. I include under the first class of crimes [only] a direct and immediate attack upon religion, such as sacrilege, distinctly and clearly defined by law. … In order that the punishment for the crime of sacrilege might flow from the nature of the thing, it ought to consist in depriving the offender of those benefits to which we are entitled by religion; for instance, by expulsion from the churches, exclusion from the society of the faithful for a limited time, or for ever. …&lt;br /&gt;
&lt;br /&gt;
76. In the second class of crimes are included those which are contrary to good manners.&lt;br /&gt;
&lt;br /&gt;
77. Such [include] the corruption of the purity of morals in general, either publick or private; that is, every procedure contrary to the rules which show in what manner we ought to enjoy the external conveniences given to man by Nature for his necessities, interest, and satisfaction. The punishments of these crimes ought to flow also from the nature of the thing [offense]: deprivation of those advantages which Society has attached to purity of morals, [for example], monetary penalties, shame, or dishonor … expulsion from the city and the community; in a word, all the punishments which at judicial discretion are sufficient to repress the presumption and disorderly behavior of both sexes. In fact, these offenses do not spring so much from badness of heart as from a certain forgetfulness or mean opinion of one’s self. To this class belong only the crimes which are prejudicial to manners, and not those which at the same time violate publick security, such as carrying off by force and rape; for these are crimes of the fourth class.&lt;br /&gt;
&lt;br /&gt;
78. The crimes of the third class are those which violate the peace and tranquillity of the citizens. The punishments for them ought also to flow from the very nature of the crime, as for instance, imprisonment, banishment, corrections, and the like which reclaim these turbulent people and bring them back to the established order. Crimes against the peace I confine to those things only which consist in a simple breach of the civil polity.&lt;br /&gt;
&lt;br /&gt;
79. The penalties due to crimes of the fourth class are peculiarly and emphatically termed Capital Punishments. They are a kind of retaliation by which Society deprives that citizen of his security who has deprived, or would deprive, another of it. The punishment is taken from the nature of the thing, deduced from Reason, and the sources of Good and Evil. Acitizen deserves death when he has violated the publick security so far as to have taken away, or attempted to take away, the life of another. Capital punishment is the remedy for a distempered society. If publick security is violated with respect to property, reasons may be produced to prove that the offender ought not in such a case suffer capital punishment; but that it seems better and more conformable to Nature that crimes against the publick security with respect to property should be punished by deprivation of property. And this ought inevitably to have been done, if the wealth of everyone had been common, or equal. But as those who have no property are always most ready to invade the property of others, to remedy this defect corporal punishment was obliged to be substituted for pecuniary. What I have here mentioned is drawn from the nature of things, and conduces to the protection of the liberty of the citizens. …&lt;br /&gt;
&lt;br /&gt;
348. The rules of Education are the fundamental institutes which train us up to be citizens. …&lt;br /&gt;
&lt;br /&gt;
350. It is impossible to give a general education to a very numerous people and to bring up all the children in schools; for that reason, it will be proper to establish some general rules which may serve by way of advice to all parents.&lt;br /&gt;
&lt;br /&gt;
351. Every parent is obliged to teach his children the fear of God as the beginning of all Wisdom, and to inculcate in them all those duties which God demands from us in the Ten Commandments and in the rules and traditions of our Orthodox Eastern Greek religion.&lt;br /&gt;
&lt;br /&gt;
352. Also to inculcate in them the love of their Country, and to ensure they pay due respect to the established civil laws, and reverence the courts of judicature in their Country as those who, by the appointment of God, watch over their happiness in this world.&lt;br /&gt;
&lt;br /&gt;
353. Every parent ought to refrain in the presence of his children not only from actions but even from words that tend to injustice and violence, as for instance, quarreling, swearing, fighting, every sort of cruelty, and such like behavior; and not to allow those who are around his children to set them such bad examples. …&lt;br /&gt;
&lt;br /&gt;
511. A Monarchy is destroyed when a Sovereign imagines that he displays his power more by changing the order of things than by adhering to it, and when he is more fond of his own imaginations than of his will, from which the laws proceed and have proceeded.&lt;br /&gt;
&lt;br /&gt;
512. It is true there are cases where Power ought and can exert its full influence without any danger to the State. But there are cases also where it ought to act according to the limits prescribed by itself.&lt;br /&gt;
&lt;br /&gt;
513. The supreme art of governing a State consists in the precise knowledge of that degree of power, whether great or small, which ought to be exerted according to the different exigencies of affairs. For in a Monarchy the prosperity of the State depends, in part, on a mild and condescending government. …&lt;br /&gt;
&lt;br /&gt;
522. Nothing more remains now for the Commission to do but to compare every part of the laws with the rules of this Instruction.&lt;/div&gt;</summary>
		<author><name>MainPage&gt;Admin</name></author>
	</entry>
</feed>