to be a cover to hide the acts made by officials at all levels. Back in those days, it was chinovniki who had real power, but not the Emperor, who was nothing more but a promulgator of laws. Nevertheless, if a certain law was not lucrative or was disadvantageous for government officials, it was not a problem to make legal obstacles to enforce such law. Sometimes a law was simply abolished without the Emperor knowing about it, as it was usually the case with the Emperor’s acts regulating commercial activity of Saint Petersburg negotiants (kuptsy). In any case, the Emperor always got a report that everything went well and all his instructions had been implemented. But he also attributed the nobles' disloyalty to a Europe-wide conspiracy aimed at destroying ruling monarchies, religion, and morale. Russia, according to his point of view, succeeded in Napoleonic Wars while more advanced regimes failed and saved Europe from plunging into decay and atheism. Forging the triad Sergey Uvarov, Minister of Education and President of the Russian Academy of Sciences since 1818, was also a writer, a scholar and at times was considered a freethinker. Yet, with a change in domestic politics, he easily adjusted to a tightened regime. In 1833 Uvarov forged the emperor's program into a brief statement of ideology: Tsar Nicholas I had remembered the Decembrist revolt for all his life. He always suspected secret societies and uprisings to be plotted around him. Such personal feelings of the Tsar had great influence on the development of Russia. In order to meet the demands of the new state of affairs under Nicholas I, the Minister of Public Education S. Uvarov proposed to give new original shape to the national educational system. He said that Russia needs such educational system which could produce skilled, professional, well prepared executors of the Emperor’s wishes. Such an educational system should not only provide knowledge to people, but also made them unconditionally loyal to the Emperor. Briefly speaking, Uvarov tried to deprive education of its most important integral part: an analytical and critical approach to an environment (specifically to the political environment). According to Uvarov's theory, the Russian folk (narod) were very religious and devoted to the emperor, the Orthodox religion, and autocracy as unconditional bases of the existence of Russia. Narodnost (nationality) is deemed to be the necessity to follow independent national traditions and to fight foreign