Not just a great scientist, but also a super-rector: Lobachevsky as a manager

Contents:

• How Lobachevsky's career began
• Where Lobachevsky first showed his organizational talents
• How Lobachevsky became rector at 34
• What kind of boss Lobachevsky was
• How Rector Lobachevsky communicated with students
• How Lobachevsky developed the scientific base
• What the rector did for education in general
• How Lobachevsky saved the university from an epidemic and fire
• He also taught. And he did that well too!
• How he managed to do it all and what it cost him
• Why Lobachevsky was appreciated and why he was criticized
• How Lobachevsky lost his job

There is a stereotype of a brilliant scientist as an eccentric, unable to cope with everyday tasks and unable to communicate with others. However, the biography of Nikolai Lobachevsky, one of the most outstanding Russian mathematicians, refutes this myth. Lobachevsky not only made significant contributions to mathematics but also demonstrated organizational skills and actively participated in the educational process and scientific life of his time. His achievements in geometry and his influence on the development of science make him not only a great scientist but also an example of successfully combining scientific work with social skills.

He combined his scientific work with teaching and administrative work as rector, a position he held for 19 years. In this role, he not only fulfilled his duties, but also demonstrated outstanding qualities of an effective manager, demonstrating a high degree of involvement and effectiveness in the management of the educational institution.

Historian Nikolai Zagoskin noted that Nikolai Ivanovich Lobachevsky became the "great builder" of Kazan University, turning it into one of the most progressive educational institutions of the Russian Empire in the 19th century. He managed to transform the university, which was not successful at the time of its founding and was almost closed 15 years after its opening. It was thanks to Lobachevsky's efforts that the university achieved significant success and became a center of science and education, attracting students and scholars from all over the country.

That's how it happened.

How Lobachevsky's Career Began

Nikolai Lobachevsky, one of three sons of a minor official who died early and the grandson of serfs, was able to achieve outstanding results in his career, despite his humble origins. He became a renowned mathematician and the founder of non-Euclidean geometry, which had a significant impact on the development of mathematics. Although his career ended unexpectedly and unsuccessfully, it is important to note that this was not his fault. The difficulties he faced at the end of his life do not diminish his achievements and contributions to science.

After completing high school, Nikolai Lobachevsky entered Kazan University, which was just beginning its activities at that time. In 1811, he successfully graduated from the university, receiving a master's degree in physics and mathematics with honors. Due to his outstanding achievements, Lobachevsky remained at the university to prepare for a scientific career, which became an important stage in his subsequent research and contributions to science. From 1812 to 1814, Nikolai Lobachevsky taught arithmetic at the university, tutoring officials preparing for exams for class rank. For the next two years, from 1814 to 1816, he held the position of adjunct professor, which corresponds to the modern concept of associate professor. At the age of just 23, Lobachevsky was appointed extraordinary professor and entrusted with teaching the basic mathematics courses. Four years later, from 1820 to 1827, he became dean of the physics and mathematics faculty, actively influencing the development of science at the university.

The young Lobachevsky's first years at the university coincided with a difficult period, when Mikhail Leontyevich Magnitsky was appointed trustee of the Kazan educational district. This man became known for his careerism, fanatical religiosity, extreme conservatism, and intolerance of any manifestations of freethinking. An important event in his work was the proposal to close Kazan University, which negatively affected the scientific atmosphere at the educational institution and created additional difficulties for teachers and students.

In 1819, Magnitsky sent a proposal to Alexander I following an inspection of the university. The audit uncovered serious violations, including falsified reports, financial embezzlement, and the unacceptable behavior of some faculty members, who drank alcohol in the company of students.

According to Elena Vishlenkova, a doctor of historical sciences, at the beginning of the 19th century, the university, which had 40 faculty members on staff, faced low student enrollment. In 1816, only three students were admitted to the institution, in 1817 – also three, and in 1818 their number increased to 13. Thus, the university at that time was unpopular with applicants, and, according to the trustees, funding for its maintenance was spent ineffectively. This situation highlights the problems faced by educational institutions of the time and the need to improve their reputation and attractiveness to students.

The monarch rejected Magnitsky's offer, emphasizing that what can be fixed should not be closed.

The relationship between Lobachevsky and Magnitsky was contentious, despite Lobachevsky's recognition as one of the few worthy teachers in Magnitsky's devastating report, where he noted that "there is a man who is extremely knowledgeable." Lobachevsky refused to deliver a eulogy in honor of the trustee, which testifies to his independent position. However, Magnitsky did not resort to open repression against the young scientist, which indicates the complex nature of their interaction.

Where Lobachevsky first demonstrated his organizational talents

Nikolai Ivanovich Lobachevsky, before his appointment as Rector of Kazan University, actively contributed to its development. This emphasizes his nature - the desire to establish order and improve conditions. He was a member of the committee for the construction of the main building of the university, since in the early years of its existence, the educational institution was located in the Kazan Imperial Gymnasium and surrounding houses. In 1825, Lobachevsky headed this committee, which testifies to his significant contribution to the development of the university. In the same year, he was appointed librarian, a position he held for ten years, until 1835, continuing to perform his duties even after his appointment as rector.

Both affairs came to Nikolai Ivanovich in complete disarray. The construction committee's drawings, plans, and estimates were in disarray, and the library lacked proper book records—there were no lists or catalogs of publications. In both cases, Nikolai Ivanovich demonstrated his organizational skills, skillfully bringing everything into order. His systematization skills and attention to detail were key to successfully streamlining the work and increasing the efficiency of processes. To gain a deeper understanding of construction, Lobachevsky studied architecture, which suited his nature: he always strove for a profound understanding of things. It was thanks to his efforts that the complex of buildings of the Imperial Kazan University was created, including a library, astronomical and magnetic observatories, anatomical theater, physics laboratory, and chemistry laboratory. Lobachevsky's intelligent planning and integrity during the construction of these facilities saved 50,000 rubles. This approach not only contributed to cost savings, but also to the creation of a functional and aesthetically pleasing learning space.

Svetlana Frolova, Director of the Kazan Federal University History Museum, spoke about Nikolai Lobachevsky's innovative approaches in the "Knights of Eternity" program. He insisted on using tiles produced by a local pottery factory in the construction of the university library's vaults. These tiles proved to be a lightweight and effective building material compared to traditional bricks. Despite the committee's resistance, which for a long time could not agree to this proposal, Lobachevsky persistently substantiated his idea with mathematical calculations and practical examples. His persistence and innovative approach became a milestone in the architectural history of the university and emphasize the importance of a scientific approach to construction.

In the library, Lobachevsky introduced cataloging and personally systematized works using alphabetical order, as well as classification by fields of knowledge and subjects. He developed a unique book classification system, which significantly improved the organization of the library collection. When construction of a new library building began in 1825, Lobachevsky emphasized the importance of not only functionality but also aesthetics. In his presentation to the university board, he emphasized the need to create a space that would inspire students and scholars, facilitating their study and research.

Library design must consider capacity, costs, ease of use for librarians and readers, and, ultimately, aesthetic appeal. Although aesthetics are secondary in importance to functional aspects, library design should not be neglected. An attractive appearance fosters public interest and respect for the sciences, which is essential for public education. An effective library must combine both intrinsic and aesthetic qualities to inspire learning and a love of knowledge.

At Lobachevsky's initiative, the university library became accessible not only to students but also to city residents, which facilitated educational activities. To popularize science, the observatory and science rooms were open on certain days, providing everyone with the opportunity to learn about new knowledge and research.

How Lobachevsky became rector at 34

Lobachevsky's appointment was linked to a change in the post of trustee of the Kazan educational district. Mikhail Nikolaevich Musin-Pushkin, who replaced Magnitsky, was characterized as a rude and hot-tempered man. Despite not completing his higher education, Musin-Pushkin showed sincere sympathy for Kazan University. His support had a significant impact on the development of the educational institution and on Lobachevsky's career.

The time came to choose a new rector, and Musin-Pushkin nominated Lobachevsky. His positive characteristics, presented in the audit materials, played a significant role in this decision. Furthermore, it's worth noting Lobachevsky's active participation in the construction committee and the library, which may have also influenced his nomination.

In his book "Lobachevsky," M.S. Kolesnikov describes how the mathematician himself initially did not aspire to the position of rector. However, Musin-Pushkin persuaded him to accept the offer, promising to grant him freedom of management. In 1827, Lobachevsky's candidacy was put to a vote, and by a margin of 11 votes to 3, he was elected as the new rector of Kazan University. He became the first graduate of this educational institution to occupy such a high position.

The trustee did not deceive the future rector: Lobachevsky successfully developed the university, following his convictions. Thanks to Musin-Pushkin's support, he was able to continue his work, despite the criticism and ill-wishers who did not leave him alone.

A year after his appointment, Lobachevsky gave a speech in which he noted that he was not looking for career advancement, but intended to do everything possible to achieve the goals of the organization.

I will not complain that you decided to remove me from my favorite activities, which I have long devoted myself to out of vocation. You have imposed on me new responsibilities and concerns that were previously alien to me. However, I have no right to express dissatisfaction, since you have provided me with new opportunities to be useful.

This speech is a manifesto of Lobachevsky's views on the ideal university and its role in higher education. According to the young rector, he aimed to create an environment conducive to the comprehensive development of students. Lobachevsky emphasized the importance of not only academic knowledge but also the development of critical thinking, creativity, and social awareness in future professionals. He believed that the university should become a place where young people can develop their talents, implement their ideas, and prepare for an active life in society. In this context, higher education should be not only a source of knowledge but also a catalyst for personal growth and professional development. At this institution, young people will not encounter empty words and meaningless sounds. Here they are taught what really exists, not what some slacker has invented. The curriculum emphasizes the exact and natural sciences, as well as the study of languages ​​and historical knowledge. This allows students to gain a deep understanding of the world and develop critical thinking, which is an important aspect of education. Education plays an important role in a person's life, but it is not limited to intellectual knowledge alone. To become a full-fledged individual, it is necessary to develop other aspects as well—in particular, the ability to enjoy life. An important element of this process is the development of taste. To live means to feel, to discover new things, and to enjoy every moment. A cultivated sense of taste helps us perceive the world around us more deeply and better understand ourselves, which is an integral part of true happiness.

At one of the university council meetings, Lobachevsky addressed his colleagues: "Gentlemen! We must train qualified specialists, not empty talkers. Curriculums and lectures must be purged of unnecessary chatter, idle talk, superstition, and useless speculation." This approach emphasizes the importance of practical education and the development of critical thinking in students, which is the key to their successful careers in the future.

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Her ascension to the position of Director of the Academy of Sciences was an important step in the history of Russian science. Dashkova managed to overcome the stereotypes of her time and prove that a woman can successfully lead a scientific organization. Her work was aimed at expanding the scientific community and popularizing scientific knowledge among a wider audience.

Princess Dashkova left a significant legacy in the fields of science and education, inspiring future generations on the path of exploration and discovery. Her achievements serve as a role model for modern women in science, demonstrating that dedication and determination can lead to significant change.

What kind of boss was Lobachevsky?

Managerial decisions at the university were made collectively by a council of professors, and not by the rector alone. Nevertheless, the rector remained a key figure in this process, playing a significant role in the formation and implementation of university strategies. A collective approach to decision-making contributes to a more balanced and objective analysis, which ultimately impacts the quality of the educational process and scientific research.

At the time of Lobachevsky's appointment as professor, the faculty was divided into various factions, and careerists were actively involved in intrigues directed against each other. This created a tense atmosphere within the educational institution and hampered the development of science and education.

Lobachevsky did not tolerate denunciations and actively fought squabbles. He devoted considerable attention to the timely awarding of awards, ranks, and titles to all his employees. This effort was aimed at eliminating self-interest and envy within the team. Although successes in this area can be debated, the policy itself deserves praise.

Another of the rector's management techniques was that when overly emotional discussions arose at meetings, he preferred to postpone the discussion of the controversial issue. Later, he held separate conversations with the parties to the dispute, which allowed for a deeper understanding of the problem and the search for the optimal solution. This approach facilitated a more constructive dialogue and reduced tension within the team.

How Rector Lobachevsky Communicated with Students

Lobachevsky's biographers note that his main concern was students. He always sought to communicate in detail with everyone who turned to him for help. If it became necessary to refuse a request, he tried to offer at least advice. However, when he had the opportunity to help, he did so readily.

His daughter Varvara Nikolaevna Akhlopkova recalled that one day Nikolai Rozov, the son of a poor priest who dreamed of entering the medical faculty, came to Lobachevsky. Nikolai traveled to Kazan on foot from the Nizhny Novgorod province. Lobachevsky assisted him, securing him a free place. After graduating, Rozov became a surgeon, defended his doctoral dissertation, and achieved high ranks, including privy councilor. He eventually moved to the capital, where he headed the Veterinary Committee, achieving success and recognition. This story about Nikolai Rozov demonstrates how support and the opportunity to study can change a person's destiny and lead to professional growth.

Lobachevsky actively supported young talents, without being asked. One day, while visiting a store, he noticed a clerk diligently working on calculations. Nikolai Ivanovich offered the young talent the opportunity to study, entered into an agreement with the store owner, and secured the boy a place in the gymnasium. This student later successfully graduated from university and became a professor of physics. The name of this outstanding man was Iosif Antonovich Bolzani.

Lobachevsky was tolerant of student pranks, although he did reprimand the offenders. His loyalty likely stemmed from the fact that in his youth, he himself spent three days in solitary confinement on bread and water for experimenting with pyrotechnics—launching a rocket in the university courtyard. During those same years, he attended masquerades, despite prohibitions. For these actions, the young Lobachevsky nearly suffered expulsion, but was saved by two professors, Martin Bartels and Franz Bronner, who intervened in his defense.

When Lobachevsky served as rector, one of his students broke a church window and was detained by the police. The matter reached the district trustee, and the young man faced military service. However, the rector intervened, and the student was able to successfully complete his studies at the university. He later received a prestigious position in Siberia. According to Varvara Akhlopkova's recollections, many years later, when her father had already lost his sight, this student visited him and sincerely expressed gratitude for saving his life.

Under Lobachevsky, the university began educating representatives of Russia's indigenous peoples, such as Tatars, Bashkirs, Kyrgyz, Kalmyks, and Buryats. In an era when discrimination based on ethnicity was widespread, this decision was a true breakthrough and demonstrated a progressive approach to education and the integration of various ethnic groups. Such initiatives contributed to cultural exchange and the development of tolerance in society, which is relevant to this day.

Reading is an important part of our daily experience. It not only helps broaden our horizons but also develops critical thinking. In today's world, where information is abundant, it's important to choose quality sources. Reading books, articles, and scientific publications helps deepen knowledge and understanding of various topics. It's also important to take the time to analyze what you've read and discuss it with others, which significantly enriches your understanding. Immersive reading helps improve writing and communication skills, making us more prepared for life's challenges. In the Russian Empire, students were required to follow certain rules, which were defined by both university statutes and state laws. Basic requirements included maintaining academic discipline, regularly attending classes, and completing homework. Students were also expected to respect their teachers and maintain order within the educational institutions.

Compliance with these rules was monitored by various bodies. At the university level, these were deans, department heads, and other administrative officials who monitored student behavior. External oversight was carried out by government agencies, including the police and the Ministry of Public Education, which added an additional layer of responsibility.

Failure to comply with the rules could result in various penalties, including reprimands, fines, or even expulsion from the educational institution. Thus, the system of controls and rules was aimed at maintaining order and fostering discipline among students, which, in turn, influenced the level of education in the Russian Empire.

How Lobachevsky Developed a Scientific Base

The rector actively sought new books for the library, equipment for laboratories and classrooms, and also maintained the mineralogical collection, thereby expanding the university's base. Lobachevsky recognized that to develop an academic environment, the young university needed to create its own scholarly journal. Therefore, already in his second year as rector, he focused on the development of the Kazan Herald and headed its publishing committee. At that time, this publication already had a history, but lacked scholarly content: its publications primarily focused on religious and theological topics. Under Nikolai Lobachevsky's leadership, Kazan University began publishing international news, translated scholarly articles, and reviews. Lobachevsky himself was actively involved in translations. By 1834, the publication had become a full-fledged scholarly journal, entitled "Scientific Notes of the Imperial Kazan University." He also published his own scholarly works in this journal. To integrate into the international scholarly community, Lobachevsky proposed the idea of ​​regularly publishing scholarly articles in foreign languages ​​and then distributing them to the libraries of European universities. However, despite all efforts, it was possible to publish only one issue of the new journal.

Under Lobachevsky, expeditions were organized to study Eastern peoples. During this period, departments of Eastern languages, including Tatar-Turkish, Mongolian, Chinese, Armenian, and Sanskrit, were established at Kazan University. The departments of Mongolian and Chinese literature first appeared in Russia at Kazan University, which became a significant contribution to the development of Eastern studies. The district trustee, Musin-Pushkin, also had a great influence on this direction, but Lobachevsky himself attached particular importance to language education. Moreover, during his time, a statutory department of technology was established, which testifies to the desire to integrate various scientific disciplines.

The number of students increased significantly during Lobachevsky's rectorship. In 1827, when he took over as rector, the university had a total of 92 students, including two masters, six physicians, 17 candidates, 43 students, 24 listeners, and auditors. By 1845, when Lobachevsky left his post, the total number of students had more than doubled, reaching 238. During this period, the university had one doctor, seven masters, 22 physicians, 29 candidates, 128 students, and 44 auditors. This indicates a significant increase in educational opportunities and interest in studying at the university during his leadership.

What the rector did for education in general

Nikolai Lobachevsky paid significant attention to the development of secondary education in the Kazan educational district. His program for applicants to Kazan University was so successful that the Ministry of Public Education decided to entrust Kazan University with the development of educational programs for all colleges and gymnasiums under its management. This decision underscores the importance of Lobachevsky's contribution to the reform of the education system and his influence on the formation of quality standards for secondary education in Russia. The faculty went beyond curriculum development and developed methodological guidelines for teachers. Lobachevsky personally prepared instructions for teaching mathematics and physics, which contributed to improving the quality of school education in the region. With his participation, 19 mutual education schools were opened, significantly expanding access to education and raising the level of knowledge among the population. Nikolai Ivanovich was actively involved in public education. He gave popular science lectures that attracted a wide audience. For those who could not read, reading aloud events were organized, which helped to increase interest in knowledge. These events attracted a significant number of listeners, and families came together, creating an atmosphere of community and learning.

Lobachevsky was not able to realize all of his ideas, but he repeatedly raised the issue of organizing the educational process for the lower classes of society. His commitment to accessible education emphasizes the importance of equal opportunities for all. The issue of educational reform remains relevant today, as quality education is the key to social progress and improving the lives of everyone.

How Lobachevsky saved the university from an epidemic and a fire

During the rectorship of Nikolai Ivanovich Lobachevsky, the university faced two significant trials that demonstrated his outstanding organizational skills. In 1830, a cholera epidemic broke out in Kazan, requiring prompt measures to ensure the safety of students and staff. In 1842, the university suffered a major fire that destroyed almost half of the educational institution's buildings. These events served as a test for the university's leadership and allowed Lobachevsky to demonstrate his leadership qualities by organizing the restoration and further development of the educational process.

During the cholera epidemic, he took measures to isolate the university grounds, effectively imposing a quarantine. Thorough disinfection became mandatory. Of the 600 people confined within the walls of the university, including officials, faculty, their families, and students, only 16 died, while the mortality rate in the city was significantly higher. For his effective fight against the epidemic, the mathematician received a personal commendation from the emperor in 1831. His actions demonstrate the importance of crisis management and the application of scientific knowledge in the field of healthcare.

During the fire, Lobachevsky showed outstanding initiative by organizing the rescue of astronomical instruments from the observatory. Unfortunately, the observatory building burned down completely. However, thanks to his efforts, books were evacuated from the library, which had caught fire but, fortunately, remained intact. This incident underscores not only Lobachevsky's dedication to his work, but also his desire to preserve the scientific heritage for future generations.

He also taught. And he did it well, too!

As rector, Lobachevsky continued to be actively involved in teaching. He taught courses in geometry, trigonometry, algebra, probability theory, mechanics, physics, astronomy, and hydraulics. He often filled in for absent colleagues, which attests to his deep dedication to education. According to students' recollections, Lobachevsky was not only an outstanding scholar but also a talented lecturer who skillfully conveyed his knowledge and captivated students with his subject.

Lobachevsky delivered his lectures leisurely, thoroughly, and clearly. Despite the complexity of the subject, his presentation allowed us to easily absorb the material. Nikolai Ivanovich's lectures were distinguished by their clarity, making them easy to transcribe. My detailed notes served as an excellent guide for exam preparation. In his presentations, he always carefully analyzed each formula, unlike his published works, where he often limited himself to brief references.

The transition from one formula to another often remains unclear, which complicates understanding the topic. In his oral lectures, the teacher diligently explained each point, making it accessible even to students with minimal preparation. This approach promotes better assimilation of the material and enables a deeper understanding of complex concepts.

The memoirs of P. P. Pertsov, a graduate of Kazan University in 1846, are a valuable historical source reflecting the atmosphere and educational traditions of that time. Pertsov shares his experiences and impressions of the educational process, professors, and student life at the university. He describes how the knowledge and skills he acquired influenced his subsequent career and personal development. These memoirs not only provide insight into Kazan University in the 19th century but also serve as an important testimony to the cultural and social changes in Russia at that time. They emphasize the importance of higher education and its influence on the formation of the student's personality, as well as the role of the university in the development of the scientific and educational environment of the country.

Lobachevsky discouraged mechanical rote memorization and always encouraged independent thinking. He valued the ingenuity of his students and often tested their strength. He placed high demands on graduates: sometimes he would keep a student at the blackboard for hours, asking them to derive various integrals. This wasn't motivated by nitpicking, but by a genuine desire to ensure that university graduates were truly prepared to become highly qualified specialists. This approach fostered deep knowledge and critical thinking, which are the foundation of successful professional work. Students completing the course are required to put in more effort. It's essential to ensure they have fully mastered the material, not just answered a random question. It's important to understand whether they deserve to receive a candidate's degree. Weak students can be identified from the very first words, and there's no point in wasting time on meaningless questions.

N. I. Lobachevsky was a prominent mathematician and geometer, renowned for his revolutionary ideas that transformed the field of geometry. The memoirs of P. P. Pertsov, a graduate of Kazan University in 1846, capture key moments in Lobachevsky's life and work. Pertsov shares his impressions of Lobachevsky as a person and a scientist, emphasizing his unique approach to mathematics and passion for exploring new ideas. He describes the atmosphere at Kazan University during the years when Lobachevsky was formulating his theories and the significance of his work for the scientific community. Pertsov's memoirs provide valuable insight into the life and achievements of N. I. Lobachevsky and highlight the importance of his legacy in the development of mathematics and education in Russia.

Nikolai Ivanovich carefully studied the dissertations of future doctors, despite his significant administrative workload. He wrote detailed reviews, analyzing each work with a high degree of thoroughness.

Reading is an important aspect of development and acquiring new knowledge. It helps to broaden horizons, improve critical thinking skills and enrich the inner world. It's important to devote time to both fiction and nonfiction to create a harmonious balance between entertaining and educational content. Books, articles, and research help you gain a deeper understanding of the world around you and foster a mindful approach to life. Regular reading can significantly improve your literacy and self-confidence. Also, don't forget the opportunity to share what you've read with others, which can lead to interesting discussions and exchanges of opinions. Faculty at the Imperial Universities received varying compensation for their work depending on a variety of factors, such as experience, qualifications, and job responsibilities. Importantly, faculty salaries varied significantly across universities and regions. In general, full professors and associate professors received higher salaries than assistants and junior lecturers. Furthermore, in addition to their basic salary, many faculty members received additional payments for research and conference participation. This created an attractive environment for academic careers and helped attract talented professionals to the field of education. It is important to note that the teachers' salaries influenced the overall level of education and scientific achievements in the country.

How did he manage it all and what did it cost him?

The list of all the activities of Lobachevsky, who was also engaged in science, is admirable. It is impossible to cope with such a volume of work using only energy; a significant amount of time is also required. The secret of Nikolai Ivanovich's high productivity lay in his habit of sleeping only three to four hours a day. According to the recollections of students at Kazan University, the light in the rector's office almost never went out. This emphasizes his inexhaustible dedication to his work and pursuit of knowledge.

Considering his constant workload and chronic fatigue, it is not surprising that Nikolai Ivanovich went from a cheerful person to a gloomy and withdrawn one. This transformation highlights the impact of stress on his emotional state and social interactions. Sustained stress and lack of rest can negatively impact psychological health, leading to changes in personality and mood.

Lobachevsky's dark gray eyes always reflected sullenness and thoughtfulness. His brows, usually furrowed in thought, only softened in rare moments of good humor. During these moments, he surprised listeners with his good-natured humor, which left a lasting impression.

His character was remarkably balanced, and his speech was quiet and measured. He spoke smoothly but slowly, as if carefully considering each phrase. A profound prudence was evident in each of his utterances.

N. P. Wagner's memoirs of N. I. Lobachevsky represent a valuable source of information for studying the biography and scientific work of the great mathematician. These memoirs, cited in L. B. Modzalevsky's work, reveal the personal and professional aspects of Lobachevsky's life, his contribution to the development of non-Euclidean geometry, and his influence on mathematics as a whole. By analyzing these memoirs, one can gain a deeper understanding of Lobachevsky's character and methods of work, as well as his relationships with his contemporaries. This allows us not only to appreciate the significance of his achievements but also to better understand the context in which mathematics developed in the 19th century.

Why Lobachevsky was valued and criticized

Nicholas I highly praised the work of the active rector. In 1836, he personally visited the easternmost university of the Russian Empire and was extremely pleased with what he saw. For his achievements, Lobachevsky was awarded the Order of Anna, 2nd degree. In 1838, for his significant contributions to science and service, the rector was awarded hereditary nobility and a personal coat of arms.

Lobachevsky's students held him in high regard and respect, but the academic world's attitude toward him was complex. Lobachevsky's non-Euclidean geometry gained recognition only after his death, as often happens with theories ahead of their time. During his lifetime, his ideas were harshly criticized and even ridiculed. Although Carl Friedrich Gauss, a prominent mathematician of his time, highly valued Lobachevsky's work, he believed that society was not yet ready to accept non-Euclidean geometry. Gauss did not support Lobachevsky in his public statements, limiting himself to positive comments in private correspondence. The only person who openly supported Lobachevsky's scientific ideas in Russia was Pyotr Ivanovich Kotelnikov, a professor of mechanics at Kazan University.

The scientist's dubious reputation negatively affected Lobachevsky's career as rector. This is likely what led to his unexpected resignation. It is noteworthy that his departure was not preceded by any scandals associated with his activities as rector. Nothing foreshadowed such a change, but...

How Lobachevsky Lost His Position

In 1845, after the promotion of Musin-Pushkin, a trustee who had supported Lobachevsky, the latter moved to St. Petersburg. This event became a turning point in the career of Nikolai Ivanovich, who was forced to take the post of trustee of the Kazan educational district. That same year, he was unanimously elected rector of Kazan University for the sixth time, underscoring his authority and recognition among his colleagues.

The following year, Lobachevsky's term as a professor in the department expired, and according to the charter of the Ministry of Public Education, a decision had to be made regarding his future: whether to retain him in his position or appoint a new candidate. The Kazan University Council appealed to the ministry with a request to retain Lobachevsky in his position, emphasizing that the university would be honored to have such an outstanding scholar and experienced educator. However, the ministry ignored the council's opinion and decided to relieve Lobachevsky of his duties as both professor and rector, a significant event in the university's history.

Although Lobachevsky was formally appointed assistant to the trustee of the Kazan educational district, this position did not grant him the same powers as the trustee himself. The trustee was a representative of one of the oldest noble families of the Kazan province, which emphasized the social inequality in this system. Lobachevsky had no real influence and did not even receive a salary for his duties in this position.

One of the versions explaining Nikolai Lobachevsky's fall from grace is the reactionary policies of the Minister of Public Education, Shirinsky-Shikhmatov. Lobachevsky, being an independent rector, may have seemed undesirable to the minister, which contributed to the deterioration of his position in the educational system of that time.

Despite leaving his post, Lobachevsky continued to actively participate in the life of the university, to which he devoted many years. He attended exams, ceremonial meetings, and academic debates. Nikolai Ivanovich did not abandon his academic work either: his last work, Pangeometry, was written down by his students from dictation in 1855, when Lobachevsky began to lose his sight after his retirement. The following year, the great mathematician passed away.

Primary sources of information play a key role in forming knowledge and making informed decisions. They can include scientific research, books, articles, and data from authoritative online resources. Quality sources of information provide reliable facts and up-to-date data, which is especially important in a rapidly changing world. When choosing sources, you should pay attention to their reliability, relevance, and authority. Using a variety of sources allows you to get a more complete understanding of the topic and avoid distortion of information. The correct approach to analyzing information sources helps improve critical thinking and increase awareness.

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