1. THE SCHOOL SYSTEM 2. ORGANIZATIONS FOR TEACHERS AND STUDENTS

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP82-00046R000500100007-8
• Release Decision: RIPPUB
• Original Classification: C
• Document Page Count: 22
• Document Creation Date: December 27, 2016
• Document Release Date: May 30, 2013
• Sequence Number: 7
• Publication Date: May 23, 1955
• Content Type: REPORT

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CENTRAL INTELLIGENCE AGENCY
This material contains information affecting the National Defense of the United States within the meaning of the Espionage Lime, Title
18, U.B.O. Bees. 193 and 194, the transmission or revelation of which In any manner to an unauthorised person is prohibited by law
COUNTRY
SUBJECT
DATE OF INFO.
PLACE ACQUIRED
DATE ACQUIRED
SOURCES
Czechoslovakia
1, The School System
2. Organizations for Teachers
and Students
REPORT
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REQUIREMENT NO.
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23 May 1955
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CONFIDENTIAL REPORT NO.
COUNTRY Czechoslovakia
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DATE DISTR. 26 April 1955
SUBJECT 1. The School System NO. OF PAGES
21
2.0rganizations
for Teachers and Students
DATE OF INFORMATION
REFERENCES:
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THIS IS UNEVALUATED INFORMATION
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Organization and Background
1. Education in Czechoslovakia is subordinate to the Ministry of
Education. Private'schools,-?'e44, linguistic schools, the English
Institute, etc" have not been in existence since 1948. The name
of the Ministry has been changed several times since 1945. From
1945 to 1948 it was known as the Ministry of Education and
Enlightenment (MSO - Ministerstvo skolstvi a osvety); from 1948
until 1952, as the Ministry of Education, Sciences, and Arts
(MSVU Ministerstvo skolstvi ved a umeni); and, since 1952, as
the Ministry of Education (MS - Ministerstvo skolstvi). The
headquarters of the Ministry of Education is in Prague on
Karmelitska Street. Until about 1952, there was only one Minister
of Education; however, in 1954, a Minister of Universities and a
Minister of Secondary Education were appointed.
2. Education has experienced two major reforms since 1948, After
February 1948, the so-called "uniform" school was introduced;
this meant), in fact, abolition of differentiation between senior
elementary-school and lower high school. Pupile attending lower
high school at that time were transferred to the "uniform" school,
which they attended together with pupils of senior elementary
school. This reform involved the first four years of high school
and four years of senior elementary school. The four upper
classes, previously known as the fifth through eighth classes
(kvinta oktava), were renamed the first through fourth classes
(prima - kvaiita) and remained in the high schools, which were
still referred to as "gymnasiums". As a result of this reform,
education was divided intotbUr categories known as "grades":
a. First Grade: Five years of national school, the previous
.elementary school (obeona skola).
b. Second Graoe: Four years of middle "uniform" school.
c. Third Grade: Four years of high school, pedagogical high
school, higher agricultural school, technical high school,
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etc. All of these were so-called "selection" schools, i.e.,
those who had completed their studies at these schools might
study at universities.
d. Fourth Grade: Universities and technical universities,
3. A second reform was introduced in 1953. This reform set up
eight-year middle schools (osmiletky) and eleven-year middle
snhools (Jedenaotiletky).
At the same time, studies at universities and technical
universities were extended from the previous eight semesters to
10 or 11 semesters. This reform was put into effect in September
1953. Pupils who had finished the third year of high school in
June .1953 and had one more year of high school to complete were
compelled to attend a six-week course during their summer vacation.
They were given the subject matter of the fourth year of high
school in condensed form. They completed this course in August
1953, were given a final examination, and, in October of the sate
year, began their studies at universities or technical universities.
4. In 1948, a law was passed making nine years of school attendance
compulsory, beginning with the age of six years. In larger dis-
tricts, where establishing kindergartens was feasible, there was
compulsory kindergarten attendance beginning with the age of five
years. After 1953, when the eight-year middle schools were
established, compulsory school attendance was one year less;
however, a pupil had to complete, all 'eight classes regardless of
the number of years he spent attending school.
There were only five years of the eight-year middle school in
villages. Pupils from these schools finished their studies at
an eight-year middle school in the nearest town.' There Were eight-
year middle schOols in all towns and eleven-year middle schools in
district towns. Universities and technical universities were
located only in regional towns.
6. Eight-year middle school consisted of five years of national school
and three years of middle school (the previous "uniform" middle
school). Teachers of the first grade taught in the five classes
of the national school and teachers of the second grade taught
in the three classes of middle school (see paragraph 2, a, and
b. above), After finishing the eighth class of the eight-year
middle school, pupils were given a final examination, also known
as the "little maturity examination". The eight-year middle
schools were co-educational,
7. Eleven-year middle school consisted of the eight,year. middle
school and three years of high school (gymnasium). Teachers
of the third grade (middle .school professors) taught the last
three classes. When entering the ninth class of the eleven-year
middle school, all pupils had to take an admission examination
which tested their knowledge of Czech, Russian, and mathematics.
After finishing the eleventh class, pupils had to take a "maturity"
examination. This examination included Czech, mathematics, Russian
(compulsory), and one elective (biology, physics, chemistry,
geography, history, or descriptive geometry).
Teachers' Organizations
Members of the teaching staffs were divided into groups according
to their specialities. Each individual group was subordinate to
a regional group, e.g., group of teachers of Czech, group of
teachers of Russian, group of teachers of modern philology, group
of teachers of mathematics and physics, etc., which called them
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together for professional meetings once a month. These meetings
usually involved attending lectures at various schools as visitors.
Attendance was compulsory. After the lecture there was discussion
and criticism of the teacher's method of instruction. Also, in
connection with a course called "Methodology" which was given to
advanced university students, similar visits to lectures given in
schools of the third grade were arranged. They were known as
"Lessons in Listening". "Methodology" was introduced into uni-
versities after February 1948.
All teachers entering the teaching profession automatically became
member of the ROH (Revolutionary Trade Union Movement), if they
were not already members. The teachers' organization in ROH,
in spite of its name, did not protect its members with regard
to their working and wage demands. Every member of the ROH had
to pay membership fees which amounted to two per cent of his gross
earnings. These membership fees were collected each month. The
only advantages of membership in thie organization were reduced.
prices for recreational trips and reduced expenses of child birth
and child death. Meetings were held twice monthly; they were
always very brief and concise, usually about 10 minutes in length.
One could choose to take advantage of either the summer or winter
recreation program. Older members had preferenoe 'recreation was,
in fact, a reward for pedagogical merit. Applicants were approved
by the district committee of the school organization in ROH.
10. Teachers entering the teaching profesSionfalso tUtomatioally became
members of the Union of Czechoslovak-Soviet Friendship 00SP -
Svaz ceskoslovenskp-sovetskehO pratelttvi). Towns were divided
into sections) and members living in each section met in a restaurant
or cafe once a,mOnth, There was also a School,Grbup (Skolska
skupina) of SCSP$ i.e., SS-SCSP;. Members of the SSi-SOSP were pupils
who elected their own chairman, Committee) and class trustees,
One trustee was a Member of the teaching staff who controlled the
work of the SS-SCSP committee and acted as advisor, The class
trustee, elected by pupils of individual classes, acted at a
connecting link between the committee and a class. In 1953, head-
masters were required to assure 100% membership in the 55-SOS?.
The SS-SCSP committee usually met twice a month; a meeting of all
members was usually held once a month; and, general meetings which
included all members, _ One or two representatives of the District
Secretariat, headmaster of the school, and members of the teaching
staff were held twice each year,
The Cze hosloval Youth anzat cm
11. The CSM (Ceskoslovensky svaz mladeze) was organized in schools and
factories for youth from 14 to 25 years of age. The school organi-
zations were called School Group (Skolska skupina) of the CSM, i.e.,
SS-CSM. All pupils had to become members of the SS-CSM after
entering the ninth class. During the candidate waiting period of
about two months, pupils of the ninth class went before a screening
committee of the CSM. These committees were composed of older
members of the CSM who made evaluations of the political conscious-
ness of newly accepted members. In November of each year, a formal
meeting of the SS-CSM was held at which new members were festively
accepted and given membership cards. They were given the cards by
the chairman of the school group and they confirmed their loyalty
by shaking hands with a representative of the District Committee
of the CSM. In addition to the main school oommittee of SS-CSM,
class committees were elected which consisted of a chairman, a
secretary, a treasurer, and a cultural reporter.
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12. Usually only Communists were proposed for membership in the main
school committee; however, occasionally non-Communists were elected
in order to fill all the positions. The main school committee,
with the assistance of members of the District Committee, compiled
a political screening examination to be given to pupils when leaving
the school and made out their cadre (political) evaluations for the
board of maturity examiners. The cadre evaluations were sent to
cadre departments of universities and technical universities after
the pupils had finished their maturity examinations. In formulating
the cadre evaluations, the Communist members had an authoritative
voice; objections made by non-Communist members of the main school
committee were not taken into consideration. Cadre evaluations
of the SS-CSM made university study an impossibility for many nem-
Communist students. The Communist members of the CSM also acted as
a controlling organ for teachers whom they denounced for anti-
Communist statements and remarks just as they denounced their
fellow pupils for the same "offense". If denounced by the SS-CSM,
teachers had to answer to the KSC (Komunisticka strana Ceskoslovenska
Czechoslovak Communist Party) and the KNV (Krajsky narodni vybor -
Regional'National Committee).
13. Headmasters of schools divided pupils sb,that each class had one
reliable informant. He served as a control for both the teacher
and his fellow pupils. Pupils did not usually worry much about
the class informant; however, it sometimes happened that a pupil
made an .anti-Communist remark during a..:1#0sion and the teacher re-
ported the incident to the b1401114-6terJb**00_the teacher feared
that the incident Might be reported :,Y:1102astinformant. The
headmaster usually reportedth.4,WW0e' CSC and to the District
Committee of the CSM. An inqUiiv:t06161*-Ctlinda report was written.
14.
The excessive-freedOm-given to.:MeMbarsHOfthe-CSM led to certain
eccentricities in edUcationFrom 1949 to 1951$ according to
instructions from the Ministry of Education aH public Classification
on the basis of marks proposed by pupils themselves was put into
effect. Pupils were also to organize one lesson per week in each
required subject. These experiments were halted in 1951 and the
authority of the teacher began to be stressed again. As might have
been expected, such an unusual procedure caused a considerable
decline in discipline.
1.5. Every pupil had to sign up for extracurriOular activity with the
class pommittee of the SS-CSM. This activity included cultural
and/or working brigaderand training for instruction in pioneer
units. The main school committee of the SS-CSM always determined
the compulsory brigade minimum. This extracurricular activity
often interfered with the work of the pupils.. and affected their
study discipline and school progress, Pupils. often excused their
lack of preparedness for4 lessons by the fact that they were pre-
occupied with extracurricular activities.
Ilrls1111
16. In spite of the fact that the Ministry of Education published
several edicts about noninterference with the organization of
lessons, every school had a working minimum for each school year.
Brigades took the place of lessons) thus the matter of instruction
was neglected. In addition to the working minimum, the school had
to make pupils available for urgent farm work which occurred during
the school year. Also, all pupils and teachers had to take part in
compulsory Sunday "voluntary" national shifts, These were agri-
cultural brigades in which all citizens of Czechoslovakia were
required to participate, although many citizens neglected these
brigades.
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17. The entire school took part in one-day brigades in the surrounding
areas or individual classes went to areas such as the Moravian
border land for several days. ? During one-day brigades pupils were
supervised by the whole teaching Staff and teachers worked together
with the pupils. They worked on Unified Agricultural Cooperatives
(JZD) or on state farms. Transportation of the pupils from school
to the place of work was arranged by the Czechoslovak Automobile
'Transport (CSAD) 9 National Enterprise,
or a tractor and trailer from the JZD or State Agricultural -
Machinery Pool (SSS Statni strojni stanice) transported the
pupils. Food served to pupils at the JZD and SSS was poor. The
school brigades were usually paid for their work; however, sugar
beet brigades received sugar instead of money. Wages were very
low. One pupil working eight hours received 10 crownsii,old
currency, i.e? two crowns ,new currency). Wages for schools
were usually miscalculated; they were not based on the actual
number of hours worked, and sums subtracted for food were incorrect.
The promised sugar for sugar beet brigades was not delivered to
the schools.
18. Brigades for perioalonger than one day were worked by individual
classes under the leadership of a master, usually their class
master. These brigades lasted one week or ten days and usually
took place"in September,for work with potatoes and hops or in
June for making hay. There were also forest brigades in May for
planting seedlings. Pupils were lodged in old vacant cottages
and slept On WOOden beds or on straw on the floor.' Boys and girls
were usually 10404 separately. Foot of poor .quality and in
insufficient :amounts was served to the pupils.
19, Every student WhO.WaS 15 pr more years of: age had to work for one
month on compulsory brigades duingthe:holidayt. until 1950,
students Were allowed to find holiday work themselves, on farms,
in construction work, in factories, or in offices. After 1950,
'students had to go with their school brigade to an appointed work-
ing place. Farming procedures at Unified Agricultural Cooperatives
and state farms went from bad to worse. Fields were poorly
cultivated, full of weeds, and crops were not harvested at the
proper time. It often happened that unthreshed grain lay in
stacks in the fields until late autumn. Students would be called
in to help with the threshing in September but.by this time the
grain had been spoiled by the rains.
20, In addition to the compulsory brigades, some pupils earned money
by brigade afternoon work in factories during the school year.
Collection Programs
21. A collection program for waste materials and curative herbs took
place during each school year. Each pupil had to deliver two
kilograms of old paper and one kilogram of bones during the school
year. They could also deliver scrap metals. Pupils delivered
this waste directly to the local collecting stations and had to
bring a receipt for their delivery to the School-. On a day set
aside by the Local National Committee (MNV Mistni narodni vybor)
as "collection day" all citizens of a town had to collect their
waste material and put it in front of their houses. Pupilso?under
the direction of a teacher, rode around in a truck, picked up the
waste thateria1i4nd deliVered it to a prearranged location for
storage. This work was compulsory, but the pupils were not paid
for it. In addition, each pupil had to 'deliver two kilograms of
dried curative herbs during the school year, i.e., one kilogram of
nettle leaves or hawthorn flowers and leaves in June and one kilo-
gram of horse chestnuts or lime blossoms in September. Pupils
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brought the curative herbs to school where one member of the teach-
ing staff was in charge of the collection. The teacher in charge
sent all curative herbs to the Krajska vykupna, narodni podnik,
"Lecive rostliny" (Regional Redemption Station, National Enterprise
"Curative Herbs"). The receiving center paid the school for the
herbs delivered according to a predetermined price list. The
teacher in charge divided the sum of money received and gave it
to the class treasurers of the participating classes. It was used
for class expenses. If a particular pupil did not collect the
required amount of herbs) he did not receive his school report at
the end of the year. He might receive it at the beginning of the
next school year if he supplied the necessary herbs.
Ski Training Trips
22. The Ministry of Education allowed schools of the third grade (see
paragraph 20) to take ski trips at reduced rates. Schools of the
third grade requested permission to organize these trips from the
KNV (Regional National Committee). Only one class could take part,
i.e.., the 10th or 11th class and 75 per cent of the pupils in a
class had to participate. The trips lasted for 10 days and were
? scheduled from January through March. Pupils who did not have
their own skis were given skis for this purpose by the KNV. The
? fee included traveling expenses, food and lodging, and was
determined for each pupil according to the financial status of the
parents and the number of children in the family. Such a trip cost
the poorer students from 30 to 50 crowns and. wealthy pupils up to
160 crowns (new currendy). There was a teacher in charge of every
20 pupils..,,t/Ihe gymnastics teacher Was: usually in charge of such a
trip-4 All teachers who acted atrleaderthad to undergo a compul-
sory ski training -program which was directed by the KNV.
School Excursions
23. School excursions took place at the end of each school year, during
May and June. Schools of the first grade took one-day excursions;
schools of the second grade took two-day excursions; and schools
of the third grade took three.!dayexcursions. Schools of the third
grade could prolong the excursion time with the permission of the
KNV. Special schools such as farmers, schools (rolnicka) and
industrial schools (prumyslovka) went for excursions lasting one
week or longer. Each class worked out its own independent
excursion plans and was supervised by the class teacher who was
sometimes assisted by another member of the teaching staff, In
Planning excursions, assistance was received from Turista, n.p.j
(Tourist, National Enterprise)) which arranged food, lodging, and
reduced fare for reserved seats in trains, busesmor steamers.
There was a 50 per cent reduction. on railway, and steamer fares for
pupils under 10 years of age and 25 per cent for older pupils.
The teadher in charge gave Turista, n,p.,the names of pupils and
teachers participating; the list was certified by the headmaster
and Turista,n.p.4-arranged the price reductions. When procuring
lodging, the teacher in charge had to submit a list Of all partici-
pants with their dates of birth and idehtity card numbers to the
manager of the lodging house, This list also had to be certified
by the school headmaster, Sometimes the pupils visited national
enterprises on these excursions if the production was not considered
"classified". The teacher in charge had to ask the permission of
the enterprise at leaat one month prior to the intended visit. The
request for permission had to include a list of pupils in the group.
When an .enterprtlie was: vlettedi a list similar to that required for '
lodging had to be submitted to officials of the enterprise.
24. In April 19540 the Ministry of Education introduced compulsory
hiking for the ninth classes of all schools. The Ministry worked
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out a route for each class which lasted three days. Pupils went to
the starting point by train and then walked for the prescribed time.
The Ministry arranged lodging for these pupils in special houses,
e.g., in school gymnasiums' or tent camps. The Ministry also
arranged for the use of Special places for meals, The Ministry
determined the dates for the hikes and arranged the program so that
classes from different schools followed each other; thus the
lodging and eating places could be in continuous use. Individual
classes from the same school followed different routes. This
hiking was very inexpensive. Fare, food,and lodging for three days
cost one pupil about 6o crowns (new currency) which was a very low
price in comparison with a normal school excursion. .SRPS
Sdruzeni rodicu a pratel skoly (Parents and School F*iends
Association) paid the expenses of the poorest pupils Of each class.
Military Exercises
25. Military exercises took place at schools of the first through third
grades (see paragraph 2) and were conducted twice during one year.
They lasted one-half day. Each class was divided into squads of ten
members. Individual squads were led by a pupil squad leader and
the whole class was led by a teacher. Before starting the exercises,
the pupils gathered in the school courtyard during the morning and
the classes formed squads. The main leader of the exercise (the
gymnastics teacher) reported to the headmaster when this was
completed and he then gave the command for starting the exercise.
The military exercise took place on the scheduled day regardless of
the weather. About 14 days before the exercise took place, the
gymnastics teacher worked out a plan with the help of the army.
The entire plan was then disCussed at a meeting of the teaching
staff and pupils were given instructions concerning the plan in
their lessons in military edUcation. There was a special route for
each class which was marked on a map. These maps were classified
"secret" and were given to the teachers who led the individual
classes before starting on the exercise. The teachers gave the
maps to the pupil-leaders of individual squads and these leaders were
to return them to the gymnastics teacher immediately after the
exercise was completed. The maps were then locked in the safe in
the office of the headmaster. Each squad was also given a
compass. Contacts between individual squads and the main leader of
the exercise were made by pupil scouts or messengers who were
previously designated, They rode a bicycle or motorcycle.
Pupils were to orient themselves with the aid of a map and compass.
Since about 1951 these military exercises were carried on with army
assistance. One or two soldiers and one officer were assigned to
each class, The soldiers carried submachine guns and fired blank
cartridges. Each class had a plan of battle. They had to effect
an attack, outflanking of a district, retreat, and practice
procedures to be followed in the event of an air raid. Individual
classes or squads "fought" against each other while the soldiers
fired their weapons to make the exercises appear realistic. There
was a predetermined meeting place where all classes were to meet
after completing their scheduled maneuvers. Here, the officer in
charge collected reports concerning the behavior of individual
classes which were made by the soldiers appointed to work with the
classes. He evaluated the entire exercise on the basis of these
reports. The evaluation was usually negative and stressed the lack
of discipline and non-military behavior of the pupils. Some of
the soldiers changed their evaluation to favor the pupils, other-
wise, the evaluations would have been even worse. After the
officer who accompanied the main leader during the entire exercise
had evaluated the results, the main leader made an evaluation and
finally the chairman of SS-CSM made one. The two latter evalua-
tions were very similar to that of the officer. The pupils left
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the meeting meeting place, three abreast, one class after another, and
returned to the school courtyard where the exercise was officially
concluded and the report of the main leader was given to the school
headmaster. This was the procedure for the summer exercise.
26. During a winter military exercise, ski, sledge, and foot squads were
formed. Orientation in the terrain was not practiced and there was
no military assistance. Only ski squads performed outflanking and
capture.
27. Sometimes bicycle squads were formed during the summer military
exercises. The bicycle squad rode along a route of approximately
30 km. but performed no military maneuvers.
28.. During both summer and winter exercises squads were composed of both
boys and girls and were compulsory for all pupils except those who
were excused from gymnastics on the basis of a medical certificate.
These pupils worked in libraries, etc., during the exercise,
Military Education
29. Military education was introduced in all schools of the third grade
(see paragraph 2) in 1950. The aim was to acquaint pupils with
military weapons and tactics, Courses in military education were
given in connection with gymnastics and were led by the gymnastics
teacher who had to undergo special training for this purpose.
Military education took Place..41,,tkl! afternoons, one two-hour lesson
every two weeks It was compulsoryfor both end girls. AS was
. ?
the case. With, gymnastics VAO, werep, separate military
"
education.clateeta'fbr bbysand:.
30. The teadhera had various MeanO,of P1401:.!Ettriel,'r disposal:
military air4unil'.(five Cartridga) air:OnlAsingle: cartridge),
calibre, 4i.mm; blank hand-granadas).field'Melephonas; targets to
study, and supplies of ammunitibn?. Theoretical military education
took place in the classroom; practical training took place in the
school courtyard or in the gymnasium. In the lessons in theory the
gymnastics teacher lectured on ballistics, importance of individual
weapons, along with Communist ideology and admiration for the
Soviet Army. In practical training lessons pupils learned to shoot
air guns and throw hand grenades into Outlined circles. Military
air guns were kept under lock and key in the office of the head-
master,
Badge Won in Youth Sport Contests
31. PPOV Pripraven k praci a obrave vlasti "Prepared to work and
defend the country". This was a badge which pupils received after
fulfilling certain tasks, This badge was formerly called TOZ
Tyrsuv odznak zdatnotsti - Physical Fitness Badge. The tasks
required were predominately gymnastic in character; additional
tasks included military training, hygienic and political examina-
tions, and fulfilling 20 hours of brigade work. Gymnastic tasks
included: light athletics such as high jump, broad jump, short
distance running, swimming, diving from various heights, drilling,
hand-over-hand climbing with and without the use of the legs.
These were compulsory tasks. In addition, work on gymnastic
apparatus, running long distances, glider-pilot examination, etc.
were also included. Military training included throwing grenades,
shooting, marching 10 km. with pack, riding a bicycle, and cross-
country skiing. Training was determined according to age. The
badge could be obtained by both boys and girls after fulfilling
different requirements. The PPOV tasks were fulfilled in gymnaa-
tic and military education classes, after which they were entered
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in a special PPOV record book. These registers were certified by
teachers of gymnastics.
Sokolovsky zavod (Sokolov? competition)
32. The so-called "Sokolov? competition" was also conducted through the
military education classes. This competition was named in memory
of Czechoslovak units participating in the battle of Sokolov? during
World War II. It was a skiing competition which consisted of cross-
country running and included military elements such as shooting,
throwing grenades, crawling, and transportation of an injured person.
The route was determined so that running, climbing) and descent were
included as well as surmounting obstacles such as streams, hedges,
etc. The length of the route was determined according to the age
of participants '14hol, could be from 6 to 15 years of age. Both boys
and girls took part in the competition. Actually, the competition
consisted of three-member patrols. Each patrol had a commander who
reported for the team, Reports were submitted to those in charge
of the competition, were formulated in a military fashion, and were
strictly evaluated, Not only individual performance was evaluated
but also the efficiency of the entire patrol. Patrol members were
allowed to aid each other when passing through difficult areas but
had to fulfill the specific tasks independently. The patrol receiv-
ing the highest number of points was the winner. The patrol with
the best time was not necessarily the winner since the evaluations
of the individual tasks and reports were also included. Individual
patrols were either all girls or,all.boys, There were no mixed
patrols. Each participant :9817riad a 1.0Sd'OP'about:five kilograms
in his knapsack and an ..aiz4'rifle,O'llsr:niaahoulder* For transpor-
tation of an inured person a stiatobir:was,:triInged on skis. A
splint for the "broken .leecitt:Wj'iniTuredperson was fashioned
with the aid of ski poles and,aCatTS*04.1:1953.).puPil partici-
pation in this competiion:wattOluntailri:At00'1953 it was compul-
sory for all those who took part it.the,1O-day School ski training.
Teachers leading the 10-day school trips also had to take part in a
Sokolovo competition which was included in a special course for
teachers.'
SVAZARM Svaz ro s olu mai a armadou - Union for Coo eration with
t e rmy
33. In October 1952, an evaluation for individual sections of SVAZARM
was put into effect at schools of the third grade. The evaluations
were made by gymnastic teachers in the schools, When the evaluation
for individual sections was finished,: pupils became members of
SVAZARM and were trained by SVAZARM teachers, Evaluations were
given in the following categories: powered aircraft flying, glider
flying, canine section, pigeon section, paratroop section, and
radio-telegraph section.
CsCK (Ceskolovensky cerveny kriz - Czechoslovak Red Cross)'
34, The Czechoslovak Red Cross had organizations at schools of the first
through third grades. Both boys and girls of the last class of the
second grade schools and third grade schools attended a hygiene
course at which lectures were given by teachers of biology, Red
Cross instructors, and physicians. The pupils also visited hospitals.
After taking an examination, pupils received a PZOV - Pripraven k
zdravotnicke obrane Vlasti (Prepared to defend the health of the
country) badge and a diploma. They received a CsCK uniform -- a
white summer coat with a red cross on the left sleeve, a light blue
winter coat with a red cross on the left sleeve, and, for women, a
white cap with a red cross on it. They organized health patrols
during public celebrations and administered first aid when necessary.
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CO - Qivilni obrana Civil Defense)
35. In September 1953, compulsory membership in the CO was ordered for
all pupils over the age of 16 years, CO instructors were appointed
by the MNV - Mistni narodni byvor (Local National Committee). For
the most part, they were professional instructors who received
wages for their lectures. They lectured to the pupils two after-
noons per week at the schools. The lecturers were usually people
with a poor education. The lectures were disorganized and poorly
presented, and the pupils disliked attending them. They were
supposed to prepare the pupils for civil defense of a town in the
event of an air raid. Also in September.19530 it was ordered that
student squads of CO be formed at all schools of the third grade.
The following squads were organized fire-prevention squads, squads
for maintaining order, shelter squads, health squads, and patrol
squads. These squads had from six to eight members and were led by
teachers. Each squad had pupil leaders who determined the meeting
places. Each teacher appointed the pupil members of his squad,
prepared nam lists, and gave the lists to the school headmaster.
These lists were classified and pupils were not allowed to speak pub-
licly about their membership in these squads. Meetings could not be
announced publicly.
36, CO instruction was compulsory for all members of the teaching staff.
In fact, all citizens over 16 years of age had to attend CO training.
In tenement houses, those dwelling in one house formed one troop
under the direction of an appointed lesder,. In. residential districts,
inhabitants of one street formed :one troop. Employed citizens
attended CO schooling at their places of workj housewives and
pensioners attended schooling at NOV headquarters.-
.
37. CO squads were formed in facitorietin.a Mannar similar to the way
they were formed at schools', 'Factory squad members were sent to
regional CC /centers for only a month of training. Firep-prevention
squads attended one month Of fire. training during which they learned
to drive various fire trucks and received a driver's license. This
license could be obtained by a 16-year-old member and *as valid for
all motor cars, including 3i ton trucks. This was true in spite of
the fact that regulations governing the issuance of driver's
licenses stated that only citizens over the age of 19 who had had
at least nine months of employment as professional drivers of motor
vehicles up to 3i tons were eligible to receive such a license.
This schooling was free; those attending were housed in the building
of the regional CO center; regular working wages were received during
attendance.
Alarms
38. Alarm drills took place twice a year at schools of all grades.
Pupils were instructed, by means of the school broadcasting system,
that the alarm signal would be given during a particular lesson.
At the designated hour the alarm signal was given by the school
bell -- three long interrupted rings. Pupils of individual classes
had to go to the school building shelter quickly and in an orderly
manner. The classes were led by their teachers. During the 1953-
1954 school year two alarms were scheduled, according to instructions
from the regional CO center, but they never took place,
FO Fucikuv odulkjalaulauslo)
39. During 1949 SS-ICSM (School Group of the Czechoslovak Youth Organi-
zation) in all schools of the third grade established FO groups.
These groups were led by pupil members of the CSM who had attended
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special traini4g forth4.8 PurPoaa "Mlada Fronta" issued Special
books with polikicaltemea for the .use of the group leaders:. These
grotpa. Metduring_the.afternpOnl:joolitical reports which were
prepared byJtieMbers were read and boogt4 designated as compulsory
reading were 'discussed. Compulsory reading consisted of: Ptoti
vsem by Jirasek, Anna proletarka by Ivan Oibracht? Reportazilana
ma_22:L,atoe- by Julius Fudik, Sirena by Marie Majeroya, Rytir zlate
hvezdy by Babayevskiy, Lido ne-krizovatce by Marie Pujmanova,
jitm_ein by Marie PujmanOva', Mlada garde by Fadeyev, ?ribeh
opraydoyeho clOveka by Polevoy. In addition to these books the
following political literature was compulsory: Gottwald to'Youth,
Lenin toAhe Youth, Gottwald's writings, and att7ii=a7R-71717-7
Soviet films. For this purpose "Mlada frontal" printed new issues
of this literature. They were very cheap paper-bound books printed
on newsprint. The pupils were given examinations by a committee
consisting of the school's CSM members and a representative of
OV-CSM Okresni Vybor (DiStript Committee. of CSM). Pupils reoeived
diplomas and badges at a general 'school CSM meeting.
Teachers' Conferences
O. 'Conferencles.were held eadh Week in the afternoon from 1400 to 1800
hOurs. They consisted of:
a. Pedagogical conferences. These were held twice a month on
Wednesdays. Pedagogical Problems were discussed at these.
conferences,. elgoi POOr..009111.41.$1:Te00.4ee 8110 lack of
discipline among pupils, Causes:td'illm104444.vere,d1.ectueeeds.
In SePtemberq954'0 was ordered that.Ak.02itidel report be
aVen:e.t..the-heOnni4::,of each.00nference4-' This report con-
sisted of a survey of political2:00pt0iii1.0:;t1011: occurred since
the .last conference,, TeaOhers'to5).X iii4rne:'ihriPeeentilig this
report, bUt:thay.ware 01* s'b,efiSialaaPpcilhted by the head-
master because ,no one Wanted to 06 it'."Voluntarily1? In September
1953, one-half to hour were also introduced
into the conferences. These reports were given by individual
teachers and concerned their particular field of education.
b. Operational conferences. These conferences met twice a month
on Wednesdays, alternating with the pedagogical conferences.
The school headmaster read proOlamations of the Ministry of
Education and the Bulletin of. 'the Ministry ot.Bducation at
these Con.f.erences.., The Proclamations concerned textbooks.?
removing "shocking" books from, librardesk and state celebra-
tions. Instructions were aleo given regarding when and in
what lessons political events .and personalities were to be
mentioned* The so-called "working plan" was compiled from
these political instructions; a copy was hung in the staff room
and the school headmaster appointed individual members of the
teaching staff to fulfill the various points.
c. Trade Union Conferences of the ROH (Revolutionary Trade Union
Movement). These took place twice a month and were usually
held in connection with the pedagogical conferences.
d. Classification conferences. These were held four times during
a school year in the middle of November, at the end of
January, in the middle of April, andat the end of June. Their
purpose was the classification of pupils as to their standing
in the class, etc.
1. Attendance at these conferences was compulsory for all?members of
the teaching staff. In September' 1953, the Minietry Or Education
introduced the use of secretaries at Eleven-Year Middle Schools;
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these secretaries also took part in all conferences and kept minutes.
Before 1953, individual teachers were responsible for keeping the
minutes of all meetings. A copy of the minutes was sent to the
fourth school department of the KI\TV a second copy of the minutes
was kept in the office of the schobl headmaster.
Teachers Salaries
42. All teachers were paid as state employees. Teachers' pay sheets
were computed by the counting house of the. KNV. Since 1953,.
teachers have received their salaries from the secretary; before
that time they received salaries from the school janitor who was
a2so a state employee. The basic pay scale for teachers of the
third grade was IV/1. This was about 1,000 crowns, new currency,
from which deductions were made.
43, After eaah five years of employment, a teacher was promoted into a
higher salary scale. This means that a teacher received a pay
increase of 100 crowns, new currency. The highest salary was
classified IV/6. The arabic number increased with each promotion,
i.e., IV/10 IV/2 ... IV/6. When due for promotionoteaohers were
called to he fourth school department of the ONV Okresni
narodni vybor (Dietriot.National Committee). There, they were
subjected to a so-called "promotion discussion" which was also
attended by a district school inspector, a school department
reporter, and the ROH chairman of the particular school. The
teacher wee asked questions such as, how he realized the ideological
aim in his lessons whet he had read from socialistic pedagogical
writings and how he applied these principles in his lessons) what
he had read from politt.cal literature, etc:Jr The discussion
committee of the fourth school department of the ONV announced
the results of this diecuseion to the fburth school department of
the KNV which arranged for the promotions* Within one month the
teacher received notice from the KNV regarding his promotion.
P--
.4. In 1949, pedagogical awards for teachers were introduced. They
were awarded not only for extraordinary pedagogical and educa-
tional accomplishments but also, in fact principally, for extra-
curricular activities. Work most commonly recognized included the
leading of brigades, collection, and lectures given in the rural
areas regarding tho merits of Unified Agricultural Cooperatives
(.70), etc. Proposals for pedagogical rewards were made by the
school headmaster in the presence of the entire teaching staff.
Pedagogical awards were made reluctantly and were usually not
given to really good teachers who fulfilled their teaching duties
well.
The compulsory teaching minimum for teachers of the third grade was
21 hours per week. Formerly any lessons given in addition to this
specified "duty" were paid in overtime; but, recently, payment of
overtime was discontinued. A headmaster of a third grade school
had a minimum teaching "duty" of seven hours per week.
Teachins Aid Groups
Teaching aid groups were introduced in February 1948, They were
established for those pupils who were particularly weak in certain
required subjects, These groups met in the afternoons ono, or
twice a week) depending on the need. Here, instruction material
was repeated and re-explained, Teaching aid groups were directed
by teachers or by pupils who excelled in the particular subject.
These groups were also introduced at universities and technical
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universities and were led by professors' assistants. Most frequently
these groups gave help in mathematics and foreign languages.
Interest Groups
47. Interest groups were also introduced in February 1948. These groups
were made up of students who wanted to broaden their knowledge of
a particular subject or study something that was not offered in the
school curriculum. The most common subjects were: chemistry,
biology, photography, dramatics, dancing, singing, and gymnastics.
At larger schools subjects such as mechanics, optics, typewriting,
etc., were available. Attendance was controlled and evaluated in
semi-annual and annual school reports. After February 1948, Russian
was introduced as one of the subjects. These groups were led by
teachers of Russian)and Soviet literature was read.
121219.211
48. School subjects were of two types -- compulsory and elective. Com-
pulsory subjects of the ninth through eleventh classes of the
eleven-year middle schools were as follows: Czech, mathematics,
Russian, physics, chemistry, history, geography, biology, philoso-
phy, gymnastics, and another language. Pupils of the ninth class
could elect German, French, or English for language study. German
was taught at most schools; French was being taught less than
before; English was introduced at some schools but has been
discouraged by the regime during the last few years. Some schools
offered German in the ninth class, English in the tenth class, and
French in the eleventh class. In all oases students were required
to take physics or chemistry and history or geography. Regulations
regarding compulsory subjects were changed by the Ministry of
Education each year*
49. Elective subjects of the ninth through eleventh classes included:
descriptive geometry, Latin, and a modern language. Latin and
geometry became electives in September 1952. Before that time these
subjects were compulsory. Pupils could choose a technical
curriculum in which descriptive geometry was compulsory and in
which they would take Latin as an elective, or a humanities
curriculum in which Latin was compulsory, and take descriptive
geometry as an elective. A pupil who intended to study medicine
was required to take a maturity examination in Latin. Until June
1953, knowledge of descriptive geometry was required when entering
a regular university. In June 1954, this requirement was
abolished because studies at the universities were extended by two
or three semesters and Latin and descriptive geometry were offered
at the beginning of university study.
50. In middle scilopl, mathematics was the subject most stressed; six
hours a weekvere devoted to the teaching of.mathematics. Pupils
attended from 30 .to.34 hours of compulsory subjects per week.. In
the mornings there'Were five or six 45-minute lessons. Only
elective subjects were taught in the afternoons, with the exception
of military education classes which were held twice each month.
"Methods" Associations
51. The Ministry of EOucatin ordered. ?methods" associatil to be inti
imSeptember i953,. These associations were made up
of teachers in the same field, i.e., mathematics, Russian, Czech,
etc. Afternoon meetings were held once each week in the school
staff-rooms. The headmaster appointed leaders; they were always
the best and most experienced teachers in their particular field.
Teachers were to perfect and discuss methods and specialized knowl-
edge in these associations. Minutes of the meetings were kept.
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Teachers of Russian
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52. Teachers of Russian were the most active in extra-curricular
activities. Every Russian teacher automatically became a member of
the district association of Russian teachers. Two hour work meet-
ings vere.held each week. These meetings were organized slmilar
to seminars. Tribst of the time was devoted to solving teaching
problems of the first and second grade schools. Teachers of the
third grade schools usually led the seminars, worked out special
lectures, and advised the teachers of the first and second grade
schools.
National Courses in Russian
53. National courses in Russian(LKR Lidove leursy rustiny (Peoples'
Courses in th ii,ian-LanLia) were introduced after February 1948.
They were designed for all oitizens, but chiefly for factory employ-
ees. Enrollment in LKR was "voluntary". Each fa,Itory had to
establish a specified quota of LKR groups. lql.;.v quota had to be
fulfilled. Therefore, factory managements pressured their
employees into attending LKR groups. All CP members had to attend
LKR groups as part of their Party duty, Attendance at these groups
was strongly disliked; members often missed lessons and only a
small number finished the entire course. A coarse consisted of 20
lessons -- one two-hour lesson each week during which one lecture
was to be completed. However, the course time was not limited; it
depended upon the intelligence of the participants. Fifteen was the
minimum number of members in a group, It was obligatory that there
be at least 60 per cent attendance at each lesson, When attendance
was less than 60 per cent for three consecutive lesapns, the group
was abolished. There were first, second, arid third grades of LKR.
Special textbooks were issued for each grade. Teaching at an LKR
was compulsory for all Russian teachers. This work was an extra-
curricular activity and was performed in addition to regular school
duties. Lessons took place in the afternom,and evenings, or
occasionally, at six o'clock in the morning. LKR groups were also
established in military units and these were also taught by school
teachers. The LKR movement was managed by the Institute of Modern
Languages which was, In turn, sponsored by the URO Ustredni rada
odbori (Central Trade Unions Council) whopaicl the LKR teachers.
The teachers were paid only if the entire course was completed.
Forms were provided by the Institute on which teachers had to record
attendance of members, subject matter, and percentage of attendance.
Upon completion of a course the teacher had to calculate the
overall percentage of attendancedwhich had to be at least 60 per
cent before the teacher could receive payment. These records had
to be certified by the teacher, the factory LKR reporter, and by
the chairman of the Central Trade Unions Council. The records were
forwarded to the Institute of Modern Languages and teachers were
paid on this basis. Actually, about 60 per cent of these groups
were abolished because of poor attendance because the groups were
disliked by both members and teachers. Wheil all LKR groups in a
district had finished the course (usually at the end of May or June),
a formal meeting of all LKR teachers and pupils was held on a Sunday
and the best LKR pupils were given book prizes. Those to receive
prizes were sel.ected by the teachers with the approval of the pupils
in the particular group. No examinations were given.
Extra-Curricular ActivIty_S2.12_22Aphers
54. At the end of each quarter, each teacher had to give a report of his
extracor-Aoial activities. On the basis of these reports, pro-
posals for pedagogical awards were made. The Ministry of Education
placed great emphasis on extra1 cuar activities,which they
defined as the emphasis
and professional duty of a teacher".
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Inspections.
55. District school inspectors performed "occasional" inspections and
general inspections. Occasional inspections were made four times
during a school year and lasted only one day. General inspections
were made twice during a school year and lasted from three to six
days. They were made by both district and regional inspectors at
the same time. These inspections were supposed to control the
performance of both pupils and teachers. An inspector attended an
entire class lecture and then held an evaluation discussion with
the particular teacher together with the school headmaster. The
teacher was obligated to present his written class preparation which
had to include a procedure outline, new instruction material, and the
ideological aim. The latter was stressed most of all and had to be
included in each class preparation report. The written preparation
was also to include the names of pupils who were to be questioned
and the teacher immediately recorded their marks. This was the
procedure followed in the "occasional" one-day inspections.
56. The procedure was similar during a general inspection; however, when
the inspection was completed, the entire teaching staff was called
together and the inspectors gave a public evaluation of the teaching
staff as a whole and of individual teachers. The inspectors them-
selves wrote a report of the general inspection.
Training of Teachers
57. The KNV called teachers for special training according to their
fields of teaching. Training courses could take place at any time
during the school year but they were usually held during holidays.
These courses usually lasted from 10 to 21 days. Language courses
usually required the most time, particularly the Russian and English
courses. These training courses were held at recreation centers
where housing and food were furnished. The schooling was compulsory
but free of charge. University professors served as lecturers.
Teachers of English and Russian in the third grade schools for all
of Czechoslovakia met at Vojkov not far from Kostelec nad Cervenymi
Lesy (N 49-59, E 14-52) for English arid Velke Mezirici (N 49-21,
E 16-01) for Russian. In spite of the fact that these training
courses were specialized, political and ideological aims were
stressed, especially in the training in English at Vojkov. Accord-
ing to the lecturers, non-Communist pupils looked to English
teachers as defenders of Western ideology; therefore, teachers of
English had to be very conscientious and always stress socialistic
ideology. During these courses teachers were given lists of authors
whose works were approved for use in teaching. Works of authors not
approved by the regime had to be eliminated from teaching material.
58. Political schooling was held chiefly for CP members and occasionally
teachers who were not members of the Party also attended. Details
of this type of schooling were not known to source.
59. Ski training courses were compulsory for teacher leaders of school
ski training trips. After completion of these courses teachers
were eligible to lead ski trips for three years and then were
required to take another training course.
O. Members of the SS-CSM took training courses lasting several days
which were sponsored by the CSM. They were relieved of their
teaching responsibility during this time;and,when they finished
their training theyreceived a special stamp on their CSM cards.
Textbooks
51, The State Publishing House printed new textbooks nearly every year.
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This was due to the fact that textbooks contained much political
ideology and therefore had to be rewritten when the Party line or
government functionaries changed. Textbooks were filled with large
quantities of material which could not be covered during the period
of instruction. Teachers could only extract some of it for pupils
to copy in their notebooks. The textbooks were often so unintelli-
gible that even the teachers themselves could not understand them.
This was due to the fact that recent Czech textbooks were a literal
and poor translation of Soviet textbooks. When new books were
published, the use of old textbooks was no longer allowed. If an old
textbook was found among a pupil's belongings he received a poor mark
In conduct. Textbooks were usually published at the end of a school
year and sent only to the teachers who had been designated by the
Ministry of Education to make criticisms and supplements during the
holidays. Actually, such criticism was never taken into considera-
tion. Pupils and other teachers received the new books after the
holidays. Schools ordered new textbooks directly from the State
Publishing House. Textbooks could be purchased at book shops.
Copy-books for all pupils were bought collectively by the school.
Pupils paid for their textbooks and copy-books at the school.
62. Russian language textbooks were written solely to express Soviet
propaganda and Soviet political events. The constitution 44 the
VLKSM Vsgsoyuznyy Leninskiy Kommunisticheskiy Soyuz Molodezhi
(All-Union Lenin Communist Union of Youth) was also given in detail.
63. Textbooks for the study of English included events from Czechoslovak
life which were poorly translated into English. For example, there
were articles about the JZD, etc. Pupils learned nothing at all
about English and American culture.
64. In textbooks used for the study of physics, chemistry, mathematics,
etc., the inventors and discoverers of all laws were alleged to be
Soviets.,
Plan of Instruction
65. At the beginning of each school year, a teacher had to prepare a plan
of instruction for each class he was to teach. The plan was made to
cover the entire year but was divided into monthly sections. The
plan was prepared according to the textbook used and according to
the school curriculum provided by the Ministry of Education. A
work plan for each month was posted in each classroom.
Libraries
66. Usually there was a library for the use of teachers and a library
for pupils. Each library was managed by a teacher who was appointed
by the headmaster of the school. Each year the Ministry of Education
published a list of books which were to be banned. Invariably among
these were the writings of Masaryk and Benes. The manager of the
library was supposed to send these books to the Ministry of Education,
67. The library for pupils contained for the most part4books which were
on compulsory reading lists. Authors were predominately Czech but
recently much socialistic and Marx-,Lenin literature had been added.
Books were banned in the same manner as in the libraries for teachers.
Reference Cabinets
68. The following reference cabinets were usually found in the schools:
biology., geography, history, chemistry, and physics. At eleven-year
middle schools they were usually outdated and in poor condition; at
special technical schools they were usually up-to-date and in good
condition.
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School Decorations
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69. A decorations chairman, usually the art teacher, was appointed at each.
school by the headmaster. The appointee was responsible for the
decoration of corridors and windows. Decorations could be prepared
during drawing classes but were usually done as an extra curricular
activity, The outside of the building was decorated only during
state celebrations. A cultural reporter was elected from each class
and he was responsible for classroom decorations. He appointed two
pupils each week who were responsible for preparing decorations
concerning political, cultural, or sports events for the walls of
the room. They were also responsib1for the classroom bulletin
board on which clippings from newspapdrs and magazines were posted.
The main committee of the SS-CSM, in the presence of the decoration
chairman and the class cultural reporter, evaluated the class
decorations once each quarter. The class with the best decorations
was awarded a special diploma. Decoration of school buildings and
classrooms was ordered by the Ministry of Education after 1948.
Decorations were also evaluated by inspectors during the general
school inspections.
flapAl2latcord Books
/0, Pupil record books were introduced by the Ministry of Education in
February 1951 for use in schools of the first through third grades.
One page of these books served for the record of an individual pupil
for one week. A mark was recorded each time a pupil was asked a
question, The pupil WrOe the name of the subject and the question
he was asked; his teacher recorded the mark. When a week was com-
pleted, the book was certified with the signature of the pupil's
parents. At the bottom of each page .was 'a place for comments where
either the teacher or parents couldWrite ,remarks The first page
of the book was signed by the(Pupl,14:the'class teacher and the head-
master4 The stamp Of the 50061 alSo appeared on this page. On the
second page there were 10 paragraphs giving instructions about
proper behavior for the pupil which were an extract from school
regulations. On the last page of the book was the pupil's
collection record. A pupil's absences were accounted for by his
parents in the spaee reserved for comments at the bottom of each
page.
Change of Teachers Titles
At the same time as the introduction of eleven-year middle schools
(September 1953), the official title of professor was changed to
"teacher of a third grade school". Since that time the compulsory
address "comrade teacher" has also been enforced. Previously, in
September 1951, it was ordered that the address "ocarade professor"
be used. Pupils of the tenth and eleventh classes still addressed
their non-Communist teachers as Mr. "professor" in spite of the
ordered title change.
211c222.2slmen
2. The so-called "day regime" was introduced at eleven-year middle
schools in September 1953. According to this regime, pupils had to
come to school as early as 0745 hours. The headmaster appointed a
control teacher for each week who had the responsibility of check-
ing the corridors between 0730 and 0800 hours and recorditg.late
arrival in the record books of the pupils involved. The period of
time between 0745 and 0800 hours was devoted to the reading of a
survey of political events by students who were appointed by the
chairman of the class committee.
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Celebrations
3. Celebrations were held at schools of all grades. Each school year
was begun with a celebration On the main square with all schools of a
town participating, In addition, there were compulsory celebrations
such as the Great October Socialistic Revolution and 1st May. On
the eve of these celebrations Chinese lantern parades were held and
these were compulsory for all pupils. In addition, socialistic
celebrations took place to commemorate the birthdays of Lenin,
Stalin, Gottwald and to commemorate contracts with the USSR. These
celebrations took place in the sbhool building during lessons and
were broadcast by the school radio*
SRPS Sdruzeni rodicu a p.ratelskoly_AParents and School Friends
Association
4. This association was established primarily for the parents of pupils.
The chairman and executive committee of this association were elected
from among the parents. A meeting of members of the SRPS was held
once a month; parents of children attending a particular school
automatically beep-ale members of the SRPS of that school. There were
no membership fees and parents Were invited to each meeting by the
school headmaster, Attendance was compulsory for all members of
the teaching staff* Pupils were not allowed to attend these meet-
ings.. Each meeting was begun with an explanation of the cultural
program of the pupils and the parents were told about the success
and work of the pupils as a Wt.i0.1:e* ..SRP-S, with the assistance of the
headmaster, planhed'ski-:_trita:eursiona, and programs (besidky) for
pupils of the i'irOt::endteCOndgMde'e and cultural evenings for pupils
Of the third grade, Profits from cUra]... Programs were
used to partiallyfinandeHthehOO;-0,0UrsiOns 4i10 ski ,trips and to
aid poor pupils, SRPS committees Were'elaOtedto Serve foraipSrtOd of
one year:*,
Student Academies
3. Communists considered the term "academe a bourgeois remnant and
substituted socialistic nettles such et "cultural evenings" for it.
These programs were arranged by pupils of the third grade. They
consisted of a short play and singing, orchestral, dancing and
gymnastics numbers* After a two-hour program,: a dance was held.
Girl pupils, with the help of the SPS, prepared cookies and
sandwiches and sold them at a buffet, The program was censored by
the school headmaster; it had to be well saturated with Communist
Id eology.
Workers 0 Courses
Courses for workers could be established at eleven-year middle
schools* The schoOl made's factory survey of those wishing to par-
ticipate and a course was established if a minimum of 20 members
expressed an interest, Attendance could not fall below 75 per cent.
A course could last one or two years, depending on the wishes of
the pupils and the teacher. During this time a condensed course of
instruction given in four classes of the previous high school
(gymnasium) was presented. The lecturers were teachers of third
grade schools. The subjects offered were the same as those offered
in the high mchools, Lessons were given daily, including Saturdays,
from 1430 to 1730 or 1830 hours. When the Course was completed,
the pupils were given a normal maturity examination and the oppor-
tunity to enter A university or technical university upon successful
completion of the examination,
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ADK Students AbsolventlAjaaisjach,kursu (Graduates of Workers'
Coutzgar---
77 . Special courses for workers were established after February 1948.
They were designed for factory workers who "did not have an oppor-
tunity to study under the previous regime". Those participating in
this program were called ADK. The courses lasted for 10 months and
students were given room and board at recreation centers. The
entire day was spent studying; teachers had to be available at all
times to discuss problems with pupils. The lecturers were teachers
from third grade schools who also received room and board at the
recreation centers. There were two types of courses; one designed
for those planning to enter technical universities and one for
those planning to attend regular universities. Those who completed
these courses were given maturity examinations and had the right to
enter universities or technical universities. All who completed ADK
were also automatically members of the CP and were given the function
of "political constables" at universities. Usually their technical
knowledge was very poor and they were not liked by the regular
students. University students receiving excellent grades were
forced by the university CSM to give supplementary teaching aid to
ADK students. The ADK students received their normal wages during
the 10-month-course and received the highest scholarship grant
(390 crowns, new currency) when attending universities. Their room
and board at the universities was paid by the factories. They were
lodged in the best university dormitories and ate at the student
restaurants.
50X1
78.
Maturity Examinations
Maturity examinations were given uponcompletion of studies at schools
of the third grade. At eleven-year middle schools pupils took
maturity examinations in the following subjects: Czech, mathematics,.
Russian, and one elective -- physics, chemistry, biology, history,
or geography, Pupils were given ,these examinations by the teachers
of the particular subject. In 19541 for the first time, pupils
could choose whether they would take these examinations according
to the old method or the new method. According to the old method,
one pupil finished his maturity examination in 911 subjects during
one-half day. In June 19520 the Ministry of Education introduced a
new plan for taking maturity examinations which was compulsory until
August 1953. All pupils took the maturity examinations together,
one subject each day. Pupils took these examinations in the presence
of a maturity examination committee which was headed by a chairman
who was a school inspector, a school headmaster, or a teacher from
another school of the third grade, In addition, the committee con-
sisted of the headmaster of the school attended by the pupil taking
the examination, the class teacher, the examiners and their special
witnesses who kept minutes of the questions given, a national
representative appointed by the ONV, and a representative of OV -
District Committee of the CSM. Since June 1954, the national
representative and the OV-CSM representative have not been allowed
to participate in the examination or aid in the classification of
the pupiliolowghey were allowed to do this from June 1950 until
August 1953 and during this period these two representatives had
the authoritative word.
Before the final maturity examination, the chairman was given the
following documents concerning the pupil: cadre decisions of the
teaching staff, the SS-CSM, and the MNV from the place of the
pupil's residence; resu:Its of written maturity examinations in Czech
and Russian; all annual and semi-annual school reports for the past
two years; and a preliminary university application. The chairman
inspected these documents during the examtnation of the particular
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pupil. After maturity examinations, the school sent all these
documents to the university or technical university concerned. They
also added a notarized copy of the maturity committee's report.
. In June 1951, the Ministry of Education ordered that all pupils wear
CSM shirts during their maturity examinations.
81. University applications of non-Communist pupils were not certified
by their school and they were recommended to work one year in a
factary_in order to prove their positive attitude to the democratic
republic; after a year of manual labor they could be recommended by
their factory for university study. This policy was in effect until
June 1953. Since August 1953, however, all pupils were recommended
for university study and all were called to the universities for
interviews; Admission committees at universities and technical
universities asked special, technicaland political questions; how-
ever, the real basis of admission was still the cadre report Non-
Communists who answered both political and special questions well
were usually told that they could not be admitted because of insuffi-
cient special knowledge. Communists were always admitted unless
they were complete imbeciles. Even then, they were given the oppor-
tunity to apply to another university or technical university in the
same year. Actually, about 90 per cent of the Communist students
were Communists on paper only. They did not really believe in
Communism but pretended that they did in order to be admitted to the
universities or technical universities.
32. True Communists receiving excellent cadre evaluations could study in
the USSR or Communist China. These students could return to Czeoho-
slovakia for summer vacations and during this time they gave lectures
about their studies in the USSR. The knowledge they acquired, in
comparison to that of Czechoslovak students, was very poor, particu-
larly in medicine. According to returning students, slander
campaigns directed against all People St Democracies existed in the
USSR. Shortages of consumer goods in the USSR were explained by
stating that the USSR was being "milked" of produce by the People'
Democracies. Posters were displayed on which the Peoples'
Democracies were depicted as rats eating their way into the USSR.
Such a poster was said to have been displayed at the University of
Leningrad where many Czech students studied.
2s(112.19.29.1Is
!, Cadre reports were introduced after February 1948. They applied to
all citizens of Czechoslovakia. When a pupil was enrolled in the
first class of a national school, an index card was prepared for
him. A school cadre report was prepared according to this card
when the pupil left the eighth class or eleventh class of the
school, or after finishing university or technical university
study. These cadre reports were a part of the individual's record
for life -- during schooling, when entering employment, or when
changing employment. No one could be employed without a cadre report.
The cadre report was secret; it was never shown to the individual
concerned. When the individual entered employment or changed
schools, he had to fill out a questionnaire giving all schools he
had attended and all past places of employment. The employer or
school then requested a cadre report and cadre material from the
last school or last place of employment listed. The main purpose of
the cadre report was to give information regarding the political
attitude of the applicant. A negative cadre report meant the person
was usually assigned to hard manual labor.
At schools the index cards were handled by class teachers and main
committees of the SS-CSM; in factories this was done by cadre
reporters. A school index card gave the following information:
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name, date and place of birth place and date of birth of parents,
employment of parents, amount of parents' income and their financial
status, political attitude of parents, membership in mass organiza-
tions before and after 1948, and their attitude toward the regime.
The following information concerned only the pupil: membership in
CSM (date of membership and card number), activities in CSM, and
membership in other mass organizations. Pupils over 18 years of
age had to give membership and activities in the CP and ROH. A
report was also made of all poor grades (4's and 5's) which were
obtained from school reports. Information was also given concerning
? fields of interest, whether the pupil had received any badges,
brigade work completed, and political consciousness. Similar index
cards were kept by the main committee of SS-CSM who, in addition to
the above-mentioned information, recorded any anti-regime remark made
by individual pupils.
5. A cadre report was actually a summary of the information on the index
card; it was prepared by the class teacher in agreement with all
members of the teaching staff. The tone of the cadre reports from
the teaching staff depended largely on the political attitude of
the class teacher.
The cadre reports of the SS-CSM were formulated by two members of
the main committee of the. SS-CSM and signed by the chairman of the
SS-CSM. University and technical university applicants were also
given cadre evaluations by the OV-CSM and by the MNV at the pupil's
permanent place:of residence:. The OV-CSM formulated a cadre report
on the basis of the SS-0SM. cadre report. MNV sent a member of the
National Security foroeste',trieteOdenee Of the pupil to get infor-
mation .001100eling people neighborhood. In small
districts, the MNV oheirMerepared-the 'cadre report since he knew
all the peOpleit his district.'
Classification
Since September 1950 a school report with honors has been given to
a pupil having marks of 1 or 2; the number of 2's received could
not exceed the number of l's. A maturity report with honors was
given only to a pupil who received a grade of 1 or 2 on his written
maturity examinations. Since September 19501 the grade for conduct
has included political consciousness of pupils as well as their
behavior,
Hell-112n
Lessons in religion at schools of the first and second grade were
voluntary. Parents had to state whether or not they wished their
children to attend classes in religion. There was a tendency to
suppress lessons in religion at schools of the first and second
grades. In 1952, lessons in religion at schools of the third grade
were abolished.
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