As has been pointed out, the world of the Russian peasant was largely self-contained and self-sufficient. It is no accident that in the Russian language the same word—mir—is used for the peasant commune, the world, and peace. The peasant’s experiences and concerns did not extend beyond his own and neighboring villages. A sociological inquiry into peasant attitudes carried out in the 1920s indicated that even after a decade of war, civil war, and revolution which had dragged the Russian peasantry into the vortex of national and international affairs, the muzhik had no interest in anything outside the confines of his canton. He was willing to let the world go its own way as long as it left him alone.33 Pre-revolutionary literary sources similarly stress the absence among the peasantry of a sense of belonging to the state or nation. They depict it as insulated from influences external to the village and lacking in awareness of national identity. Tolstoy emphatically denied the peasant a sense of patriotism:
I have never heard any expression of patriotic sentiments from the people, but I have, on the contrary, frequently heard the most serious and respectable men from among the masses giving utterance to the most absolute indifference or even contempt for all kinds of manifestations of patriotism.34
The truth of this observation was demonstrated during World War I, when the Russian peasant soldier, even while performing courageously under difficult conditions (shortages of weapons and ammunition), did not understand why he was fighting since the enemy did not threaten his home province. He fought from the habit of obeying: “They order, we go.”35 Inevitably, once the voice of authority grew faint, he stopped obeying and deserted. Equal to the Western soldier in physical courage, he lacked the latter’s sense of citizenship, of belonging to a wider community. General Denikin, who observed this behavior at close quarters, blamed it on the total absence of nationalist indoctrination in the armed forces.36 But it is questionable whether indoctrination by itself would have made much difference. Judging by Western experience, to bring the peasant out of his isolation it was necessary to develop institutions capable of involving him in the country’s political, economic, and cultural life: in other words, making him a citizen.
The majority of French and German citizens in the early 1900s were also either peasants or urban dwellers a mere generation or two removed from the peasantry. Until quite recent times the Western European peasant had not been culturally superior to the Russian muzhik. Speaking of nineteenth-century France, Eugen Weber draws a picture familiar to the student of Russia: large parts of the country populated by “savages” living in hovels, isolated from the rest of the nation, brutalized and xenophobic.* The situation was not much better in other rural areas of Western Europe. If by 1900 the European peasant had become something different, the reason is that in the course of the nineteenth century institutions had been created that pulled him out of rural isolation.
Using Norway as a model, several such institutions can be identified: the church, the school, the political party, the market, and the manor.† To these we must add private property, which Western scholars take so much for granted that they ignore its immense socializing role. All were weakly developed in late Imperial Russia.
Observers of pre-revolutionary Russia concur that the Orthodox Church, represented in the village by the priest (pop), exerted little cultural influence on the parishioners. The priest’s primary function was ritualistic-magic, and his main duty to ensure the flock’s safe passage into the next world. A. S. Ermolov, in discussing with Nicholas II the revolutionary unrest, disabused him of the notion that the government could rely on the priests to keep the villages in line: “the clergy in Russia has no influence on the population.”37 The cultural role of the Church in the rural districts was confined to elementary schooling, which taught children to read and write, with bits of religious didacticism thrown in. Higher values—theology, ethics, philosophy—were the preserve of the monastic or “black” clergy, which alone had access to Church careers but was not directly involved in parish life. Because, unlike his Western counterpart, the village priest received little if any financial support from the Church and had no hope of making a career in the clerical hierarchy—this was reserved for unmarried, monastic priests—the vocation did not attract the best elements. The peasant is said to have treated priests “not as guides and advisers, but as a class of tradesmen, who have wholesale and retail dealings in sacraments.”38
