The cadet schools were also improved.
An entirely new feature of this epoch was the inauguration of public education for women. After serfdom had been abolished it was necessary that the daughters of the growing class of cultured persons and the daughters of the nobility should have better tuition. There was an increasing demand for women teachers, women doctors—for skilled workers, without distinction of sex. Middle schools for girls (gimnazijas and progimnazijas) were established in 1869. Higher university training was rendered possible for women, at first by special courses, and subsequently (1878) by free admission of women to the universities. Before long, however, reaction became apparent in this field.
In general terms it must be said that all these "great reforms" were seriously defective because they were mere half-measures. The power of the centralised bureaucracy remained intact. The ancient caste system continued in operation, and thus the liberation of the peasantry failed to do all that progressive intelligences had anticipated. The segregation of classes which had characterised the Muscovite state persisted. The customs that had been established for centuries still dominated society.
