Free Catherine the Great: Portrait of a Woman by Robert K. Massie Page A

devotion to her sister Anne. They also mentioned another, less noble motive: self-preservation. With Ivan under guard, Peter was Elizabeth’s only competitor for the throne. If he remained in Holstein and his Russian claim were to be backed by foreign powers, it could be dangerous for her. But if he became a Russian grand duke, living under her eye, it was she who would control his future.
    As for Peter himself, Elizabeth’s coup d’état turned the boy’s life upside down. At fourteen, he left the castle in Kiel and his native Holstein, of which he was still nominally the ruler, and, accompanied by Brümmer, his tormentor, traveled to St. Petersburg. His departure from Holstein was sudden and stealthy, almost an abduction; his subjects did not know he was gone until three days after he was across the frontier. Peter reached St. Petersburg at the beginning of January 1742. There, in an emotional reception at the Winter Palace, the empress held out her arms, shed tears, and promised to cherish her sister’s only child as if he were her own.
    Elizabeth had never seen Peter before that moment. When she examined him, she saw what Sophia had seen four years before. He was still an odd little figure, short for his age, pale, thin, and gawky. His straggling blond hair was combed straight down to his shoulders. Attempting to show respect, he held his puny body as stiff as a wooden soldier. When spoken to, Peter responded in a squeaking, prepubescent mixture of German and French.
    Surprised and disappointed by the appearance of the adolescent standing before her, Elizabeth was even more appalled by his ignorance.
    She herself was far from a scholar and even regarded excessive bookishness as injurious to health; she worried that this had caused the premature death of her sister Anne. She assigned Professor Staehlin, of the Imperial Academy of Sciences in St. Petersburg, an amiable Saxon, to accept chief responsibility for Peter’s education. Introducing Staehlin to the boy, she said, “I see that Your Highness has still a great many pretty things to learn and Monsieur Staehlin here will teach them to you in such a pleasant manner that it will be a mere pastime for you.” Staehlin began examining his new pupil, and it was immediately apparent that the boy was ignorant in almost every branch of knowledge. Staehlin also discovered that while his pupil was astonishingly childish for his age and so fidgety that it was difficult to fix his attention on anything, he nevertheless had a passion for everything relating to soldiers and warfare. On arrival, Elizabeth had made him a lieutenant colonel in the Preobrazhensky Guards, the senior regiment of the Russian Imperial Guard. Peter was unimpressed; he sneered at the loose, bottle-green uniforms of the Russian soldiers, so different from the tight-fitting, blue, Germanic uniforms of Holstein and Prussia.
    Staehlin adapted as best he could. He made everything as easy as possible. He exposed his pupil to the history of Russia using books filled with maps and pictures, and by showing his pupil collections of old coins and medals borrowed from the art gallery. He gave Peter an idea of the geography of the country he was one day to rule by showing him a huge folio displaying all the fortresses of the empire, from Riga to the Turkish and Chinese frontiers. To broaden his pupil’s horizons, he read news items from diplomatic dispatches and foreign gazettes, using maps or a globe to point out where these events were taking place. He taught geometry and mechanical sciences by making scale models; natural science by strolling with Peter in the palace gardens to point out categories of plants, trees, and flowers; architecture by taking him through the palace to explain how it was designed and built. As the boy was unable to sit quietly and listen while the tutor was talking, most of Peter’s lessons were conducted with the teacher and his pupil walking up and down, side by side. The attempt to