After the annexation of Bessarabia to the Russian Empire (1812), despite the declarations of Tsar Alexander I to maintain the laws, customs and language of the native people, here begins a process of gradual Russification. The locals were treated like foreigners, to be civilized, which meant their Russification. The establishment of the Lancastrian schools was an important step of tsarism, which created the necessary context, ie those specific conditions, favorable to the spread of Russian book science among the young generation. The Lancastrian school is perfectly included in that stage of “searching” for solutions to linguistic Russification, and we must not create any illusions about the linguistic “autonomy” offered by tsarism through the temporary recognition, along with Russian, of the “Moldovan language.” No doubt the Lancastrian schools were important centers of enlightenment at that time, but first and foremost they were imperial in nature. The student’s personality doubles. I don’t think he understood in primary school why he spoke his mother tongue at home, in the family, on the street, with colleagues, with relatives, and at school he had to learn a language unknown to him. It was this doubling of the student’s personality that was one of the main causes, which did not make the process of acquiring the Russian language more efficient. The inspection of the educational institutions showed that the measures taken were ineffective, the students knew very little Russian and by the middle of the fourth decade of the 19th century the plans of tsarism to Russify the inhabitants through the education system were far from being realized.