Russian-Persian Schools as an Element of Imperial Russia’s Soft Power Policy in Northern Persia: Late Nineteenth – Early Twentieth Centuries

Introduction. The late nineteenth and early twentieth centuries witnessed an intensified Russia–UK confrontation in Persia, which was paralleled by penetrations of other great powers (France, Germany, USA) into the Near and Middle East. Under those conditions, Russia’s traditional economic methods of influence in Persia became insufficient. Goals. The study seeks to examine the phenomenon of Russian educational institutions in Northern Persia as another way of pursuing own national political goals in the designated country. The work aims at confirming — with evidence from archival documents — the activities of Russian-Persian schools during the specified period were to shape a positive image of Russia in Persian society. Materials and methods. The most important sources characterizing the process of opening Russian-Persian schools in Northern Persia (their goals and objectives, training agenda, certain results) are documents of both central authorities and diplomatic, economic and military institutions of the Russian Empire to Persia discovered at the Russian State Historical Archive. Analytical and generalization methods — with comparative into historiographic and archival materials — have proved most instrumental therein. Results. The article identifies some prerequisites for the emergence of Russian-Persian schools in Northern Persia, determines the validity of their activities in this particular region of the country, clearly outlines the context of Russia’s competition with other governments in this matter to conclude as follows: the Russian government was perfectly aware of the need to open such schools that would disseminate the Russian language and Russia-related ideas among Persia’s population; graduates of those educational institutions would serve an important element in pursuing Russia’s interests both in trade, economy, and politics; despite various difficulties — primarily financial ones — the schools were popular enough among ethnic Persians both in Tehran and in other cities of Northern Persia.

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