New-York daily tribune. [volume] (New-York [N.Y.]) 1842-1866, 1855-03-19

vital influence on the destiny OF humanity. stu
there have not been wanting men who were
privileged BY fate to call into beings world of ne
| events. But, 10 general. the mighty incidents
ard issues that are commonly ascribed to the Gre
alive power OF individuals. have been the result
of a succession Of causes entirely independent OF
their individuality At toe utmost, they have
merely facilitated certain movements by their CO
operation. enabling them to attain maturi-
" at an earlier period than they would have done
without their aid The real greatness OF such
individuals, Therefore, consists chiefly in the spr-
it in which they have wOrked-io the aims they
have chosep-and 10 the methods which they have
adopted for the realization Of their purposes.
A few of them, like Mshomet or Charlemsgue,
have left the print of their feet on the character
Of their times or given to nations An impulse that
continued to vibrste for centuries. The rest
have been merely the god. fathers of events.
This is the historical position of the deceased
Emperor. He did not master the epoch in which
he lived nor stamp it with the impress of his
own personality. But, In all his activity and aims
in whatever he accomplished or purposed-he
was among the most powerful workers of the
| age TIE vast Empire, over which he ruled,
served as pedestal for his position connecting
him with the development Of human events.
Russis was the instrument by which he acted on
the external world. Like every other ruler,
therefore, he must be judged, first, from the
special national stand point, and then in his rela
tons to cotemporsueous history.
The position which Nicholas secured to Rdssis
in European and Asiatic affairs enabled him to
influence the destiny of Other nations. No human
beirg can create vital forces in a nation unless he
finds the preeXisting germs. But wise and
vigorous ruler, under Whatever name he may
fulhll his functions can detect these germs in
their latent forms, clear them from shapeless aud
extraneous particles, reduce them to living
system, and then prepare for their ma
tural and effective development. This is
especially true of the nations Of Europe,
which have been accustomed for long
centuries of existence to receive direction from
Governments instead of relying upon themselves.
Morally in. llecturlly, and even physically, this
Ia, to a remark able extent the condition Of Rus
STA. Tswas still more so at the time of the ac,es
|
decessor, he received the Empire in the most
desolate state resulting fro n the compl.te ab-
sence Of any vivifying idea in the Government,
TO redeem it from tho character of an efete and
decrepid de'potism. Every thing seemed fall
ing into ruin. No healthy pulsstons of life were
ptrceptible. Decay and dissolution had touched
the very vtals of the nation. 1t was the mission OF
Nicholas to arrest the fatal progress-so restore
the Empire, already struck with death. He ad
dressed himself to the taxk with undsunted
courage, with pfexible will, with scute sagacity
We cannot detail his measures to cure the
rational atony. One or two of them only can
come within our limits
The Emperor Alexander had taken lively in
terest in schools, wishing to spread general infor-
nation among the people. Semnaries of different
degrees were accordingly established, in various
cities and towns of the Empire, intended for the
nobility, the burghers, and the free peasantry.
But toward the close of Alexander's reign, these
schools had fallen into neglect and were left
nearly without pupils. Parents felt no impulse
to send their children to them, and the grass grew
before their thresholds. One Of the first objects
Of Nicholas on ascending the throne, was to re-
vive an interest in these schoOs-tO create among
bis subjects, an appetite, if not craving, for
instruction. It is known that he devoted
much of his life to visiting the diferen. por-
lions of his Empire. Ia such excursions,
he always visited the schools, inquirng into their
condition, and correcting their defects. The
people, observing the interest of the E nperOr in
the work of education, were aroused to new
interest themselves, and began more generally to
send their children, not indeed so much from
sense of the value of instruction. as from desire
to please the Car. The pupils rapidly increased
In number, and q new impulse was given to intel
lectusl life AMI activity. We do not assert that
the Russian schools, under the patronage of
Nicholas satisfied the exigencies Of civilization,
or came up to the European standard of instruc-
ton. His aim was to create intelligent but do
cile tools for his purposes. Still, seeds were
sown which could not remain dormant. better
future was prepared by the process. mental
activity was aroused that can never be destroyed.
Results not dreamed Of by the Emperor will fol-
low In the history Of the nation.
Nicholas, in one word, was reformer both for
good and for evil. Some of his plans for improve
ment were carried out-others were attempted
and left unfinished. He cherished q genuine
spirit Of Russian nationality, exciting to fame
the spark which before existed. This was at the
basis Of all bis measures and projects. To attain
this he avaled himself Of the actual civilization
Of bis people, without attempting to divert it into
new channels. In all his governmental and sd-
ministrative relations he displayed prodlgious