SOVIET SECONDARY EDUCATION

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP81-01030R000100270004-7
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 15
• Document Creation Date: December 27, 2016
• Document Release Date: September 12, 2013
• Sequence Number: 4
• Publication Date: November 2, 1953
• Content Type: REPORT

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Lev
CENTRAL INTELLIGENCE AGENCY
INFORMATION REPORT
?510tEr
,SECURITY INFORMATION
?
This Document contains information affecting the Na-
tional Defense of the United States, within the mean-
ing of Title 18, Sections 793 and 794, of the U.S. Code, as
amended. Its transmission or revelation of its contents
to or receipt by an unauthorized person is prohibited
by law. The reproduction of this form is prohibited.
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COUNTRY USSR
SUBJECT Soviet Secondary Education
DATE OF INFO
PLACE ACQUIR
REPORT
DATE DISTR.
NO. OF PAGES
REQUIREMENT
REFERENCES
2 November 1953
15
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THE SOURCE EVALUATIONS IN THIS REPORT ARE DEFINITIVE.
THE APPRAISAL OF CONTENT IS TENTATIVE.
(FOR KEY SEE REVERSE)
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2. Follow corrected spellings of some Russian words
report: _ . .
Page 42 Paragraph 21: For zaveduyushchi uchebnoi
' uchebnoy chastyu
Page 122 Paragraph 80: For Yevrei read YevTey
TEURrr--
appearing in
chastyu read
the attached
zaveduyushchiy
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STATE
fix
ARMY
NAVY
AIR
Pic
FBI
AEC
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(Note: Washington Distribution Indicated By "X"; Field Distribution By "#".)
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COUNTRY : USSR
SECURITPIMM'ATION
. lk
SUEECT Soviet Secondary Education
.PLACE
.
? ACQUIRED
DATE
AcCIUIRED
'DATE OF
THIS IS UNEVALUATED INFORMATION
k,
ORT.
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DATE DISTR. Pi 0 c? T$.3
NO. OF PAGES 14
NO. OF ENCLS.
(LISTED BELOW)
SUPPLEMENT TO 50X1-HUM
REPORT NO.
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' Table of Contents
Curriculum Udd Texts' 1
4
Aims, Methods and Effectiveness of Political. Indoctrination 6
9
iSoial Aspects Of Seven- and Ten-Year Schools 10
Other Political and Social Attitudes of Soviet Youth 12
Teaohere and: Teaching Methods **
The Komsomol
? Curriculum and Texts ?
The. following :courses. were taught in the seventh grade during the years
1948 to 1950: Russian language and literature (five hours), Ukrainian.
language
language and literature (five hours), history. (the Middle Ages), the Soviet
Constitution, physiobrfohemistry,' Xethematioe (algebra, geometry, and trigo-
nometry), zoology, geography (world geography), german :and physical culture'.
? The 'same 'courses were taught in the eighth grade during the academic. years
]S49-5O and 1950-51, with the exception that Russian history until 1800 was
substituted for the hi0ory of the Middle Ages, anatomy for zoology, and
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geography of the USSR for world geography. Military training for boys
was also added. Courdes taught in the ninth grade during the academic
year of-195041 were the? dime as inthe eighth grade with the exception
that Michurin-Lysenko biOlogy was substituted for anatomy and Russian
history from 1860 to 1917 was substituted for the previous history course.
Only one foreign language was taught in each of the three ten-year schools
ih Rubezhnoye. German was taught at their school and French and English
vrere-taught at the other two schools. Students who wished to s tudy a foreign
language not taught at his school had to visit another school in the city
for this instruction. This was evidently caused by a shortage of foreign,
language teachers.
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3. Every student was required to purchase his awn texts and school supplies. .
These were obtained through the school authorities. -Textbooks were relatively
cheaps.the most expensive being nine rubles:. The average student was required
4 to,spend_from 30 to 140 rubles per year for texts, notebooks and other study
material. Incidentally, the German students observed that most teits in use
at the school had been printed in the Soviet Zone of Germany. This was
apparent from the wrapping paper and book bindings.
4. Some textbooks were in short supply. In geography, for example, only five .
books were available for the entire. clads. 'Frequent shortages of notebooks
and writing paper also ?Stirred. .On a-few OCCasiODB, none was available
and, the students were forced.towrite on wrapping paper. Ninth-grade students
were once forced to use speoially lined notebooks which were designed for the
use of first-grade students. Nothing else was available.
5. The substance of textbooks was frequently-changed. New editions of each text-
book were brought out almost every year in an effort to conform to Changing
Party instructions-3 and new emphasis in communist dogma. In such cases, the
Studenti were strictly forbidden to use the old textbooks. The teachers
frequently justified these changes by stating that the old texts were no
longer ideologically correct. Or else they stated that Soviet science was
making progress and the texts had to be adjusted accordingly.
6. The Soviet students said nothing about textbook changes which were brought
about in conforianoe with shifting Party dogma. Such alterations seemed to
have made .no impression on them.' A few students 'didcomplain, however, that
they had to pay money for new books. ' (Sone texts were used in two successive
grades.)
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7. Recent Soviet claims to prior discovery of technological innovations produced
perhaps?the most striking changes in Soviet textbooks,
Physics, chemistry and biology texte were all altered to reflect this aspect
pf Soviet propaganda. Theee changed were introduced in 1949 and 1950. For
example, Watt was 'still described as the' inventor of the steam engine in class-
room literature used in 1948.. In 1949 and after, a Russian was given full
'credit for this invention and 'Watt was dismissed with a few lines in fine print.
8. Biology' texts were altered to conform to the official support given to the
theories of EICRURIN and LYSENKO. Authors suddenly out of vogue were no longer
mentioned-in'literature texts and ,the events 'Of history were sometimes rewritten
Language classes were required to study Stalin's article on linguistics beginning
with 1950-51 but no changes,were.made in the basic text on Russian language.
No one understood Stalinte article', not even the teachers. The information
was simply learned by heart..
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9. To judge by. the language they spoke; the. overwhelming majority of the popu-
lation-of RUbezhnoye wore.Ukrainiane. Areat.fiUssians occupied most of the
leading.pciets-inthe.townle?induitry-and adminiatration. Only educated
Russians who Could-disband-goad jobs. would wish to settle in this newly
establiihed induitrial tenter. It wis.true that the Russians on the whole
were more. intelligent and better educated than the indigenous Ukrainian
population.
10. Classes at the two other ten-year schools in Rubezhnoye were conducted in
Ukrainian. -Otherwise., there was no difference betweenthe two types of
schools. -Graduates of the "Russian" school were apparently not given any
sort of preferential treatment. And evidently a Soviet student was given
free choice' in determining which of the two typeb of school he would attend,
as most of the students at the Russian school were Ukrainians. '--
11. We are not aware ofoany recent developments indicating greater emphasis on
the Russian language in RubeihnoYe scheols or a nrussificationn of the Ukrain-
ian,schoel curriculum, The teachers stressed the nationality policies of the
USSR in their classroom instruetion. Pointed'out that in contrast to
tsarist .Russia, the Stalin constitution guaranteed equal rights, cultural..
freedom, its own-Constitution and .government administration to each national
group in the Soviet Union. The theme that the Great Russians are considered
the big brothers of 'other Soviet nationalities, as leaders among equals .,..
was brought out from time to time) but this received far less attention than
the equality thesis.
12. Every boy attending the eighth through the tenth grade was required to attend
a military training course for one hour per week. This was in addition to
the normal physical culture Classes. Participation in military training
was compulsory for all boya. The director, for some unknown reason, was
particularly insistent that the German youths participate.
Military instruction in the eighth grade included close-order drill, target
practice with small' caliber rifles instruction in disassembling of a standard
army rifle, military courtesy, extended-order drill and other textbook in- ?
struction. Military instruction in the ninth and tenth grades was the same
as in the eighth grade with.the exception that military regulations were
also discussed. It iS possible that marksmanship also received greater
attention. On the whole, the entire course of instruction was mainly theoret-
ical, consisting of textbook instruction. Relatively little practical or
field work was carried out.
This military: training teried a practical purpose. It provided preliminary
instruction in normal military duties. It thus shortened the time required
for basie training When the time came for Service in the Soviet Ar'. This
course had the "winery Purpose of preparing the students psychologically for
eventual military service and that the practical training was of secondary
importance. At any rate, it was time that this instruction successfully
served the former goal. The Soviet youths attending the school were extremely
patriotic and were willing, alMost eager, to defend their fatherland if neces-
sary. For example, they all Showed an inordinate amount of pride when they
were registered for military service in the ninth grade. Their heads were
shaved at this time (they were allowed to let it grow out lategand they
considered this to be a symbol of approaching manhood.
15. In this connection his Soviet classmates were generally extremely patriotic.
They responded enthusiastically to military instruction. They considered it
a great honor and a thrill to hold a rifle in their hands when they engaged
in target practice.
13.
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16. Military mitterd were brought into many nerually non-military courses,
Wait stories Were given Partieular emphasis in literature classes, a geography
class to needle an exeuee for A lecture on the border defenses of the USSR
and exertises concerning Military problems were dealt.with in mathematics.
These topies were apparently introduced to deVelop a feeling of patriotism
in Soviet students. It was frequently emphasized that the Soviet Union was
encircled by hostile Capitalist countries and that therefore the Soviet Union
required a strong army in a state of readiness. It was reiterated that. it
mas_the duty of each student to take up arms in defense of his fatherland
if necessary.
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17. The theme, "capitalist encirclement", was given more emphasis than the idea
of peaceful co-existence between the capitalist and socialist camps, although
the latter idea was mentioned ind.attributed to Stalin I
18. teachers always spoke of a "defensive war" when they
mentioned the possibility of war between' theSoviet Union and its enemies
or when they discussed the Soviet Union's participation in previous wars.
INT
Teachers and Teaching Methods
19. The teaching staff at the Rubezhnoye ten-year school consisted of the
director, his assistant.and about-25 teadhers. The director, Andre 50X1-HUM
Filippovich SAMOKHOT I He was a former
high-ranking army officer and had "a pile of medals". He probably was a
teacher by profession and had served in the army only during the war .7
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taught history in addition to serving as director of the school.
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20. SAMOKROTKIN was a Party member and apparently.held.a hitt Party position.
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21. His assistant was entitled' "zavuch" or zaveduyushchi uchebnoi'chastru -
.(.chief of the educational seRT3E).1
his formal duties _consisted .of helping the
director in establishing the teething plan, insuring adherence to pedagogical
standards, and procuring.textbooks,Aidle the 'director handled administrative
matters (in addition tO teaching history).
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22. One Unofficial (and probably the principal) function of the avuoh was to spy
on the teachers and thereby determine their political reliability and pro-
fessional qualifications. He was &Mesa an informer. He frequently sat
in on. our classes and took notes: This was no absolute proof that he acted
as apolitical inforner. He might have siMply been checking up on the manner
in which the teachers conducted their classes, But the fact that he was In-
tensely disliked by the teaching staff was a strong indication
that he was also onthe.alert.for any expression of anti-communist sympathies
by the teachers. The zavuch also conducted spot checks of the stude74.01 ein+24-
books and papers. . 50X1-HUM
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231. a staryr----1which is pertinent to the subject. The
teacher thought that a child was standing outside the partially open classroom
door .and was dietracting the Children in the Class. She opened the door sud-
denly in order to catch the child in the act and was much surprised to find
the zavuch standing there. He had been listening secretly to the classroom
instruction. The teacher cautioned not to tell the incident to anyone else.
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the teachers felt and realized that they were being spied
upon by the zavoch? by otherteachers, by visiting commissions and perhaps
by some stodgier In regard-tOthe last point, it was at least true that
some Soviet children acted as inforiers among the German students. When-
ever a German student said some in the company of his Soviet class-
mates that sounded at all off color politically, he could expect that this
would be reported immediately to his home room teacher and that he would
be called in for explanation.
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25. About 80 percent of the teachers at Ten-Year School No. 3 were women. And
about one-;third of the teachers in grades ssvpn tn +cm warn map,. +hall K
yeare of age. . the teachers
(grades six to nine) were Well qualified professionally., Some of the Older
teadhers were as capable as the average teacher in a German gymnasium. The
fact that the SoViet secondary school teachers weremore specialized than
their. German counterparts was to their advantage. Most of the former were
required to teach but one course and so were very well acquainted with the
instruction material. Although some if the younger teachers were not well
qualified for their positions, this was not generally true. no ?
signs of deterioration of the teaching staff as a result of acceleratAA
courses of instruction introduced after the war for student teachers
26.
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some, but not-ierY many, teachers were members of
the Communist l'arty. It was diffiCult to determine the true politics' -^--
victions of teachers. Everyone was so cautious in expressing
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opinione? especially to the Germans. To judge by classroom appearanc 50)(141UM
teachers were in complete sympathy with the Soviet regime. IltAt; wax'
merely a facade on the part of one or two teachers. SWAIM-
were not in sympathy with the regime
27. Classes were conducted-in a very stiff and regimented manner. Neitiler
received the impression that the teachers were attempting to develop independ-
once of thought or a spirit of inquiry among their etudents. The contrary. was
true. The students were encouraged to memorize, to accept facts as they were
given to thervnd not-to ask questions on their own initiative. Clas -
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28. A. typical class lasted for 4o minutes. The first 25 minutes were taken up
by the teacher who delivered a lecture on the material contained in the new
assignment. The teacher stuck strictly. to the study material is contained
in the textbook. He never said-anything contrary to the text nor even intro-
duced any of his own ideasa?dTne remaining minutes were devoted to a review
of. the students' homework/ the teacher's lecture of the previous day. In
accordance with.a rigidly adhered-to system, three or four students were
called upon to give a report. As was true when a teacher left or entered a
room, they were required to stand up when responding to or asking the teacher
a question.; After a brief five-minute recitation, the student sat down and
the teacher entered a grade in his dnevnik, or school calendar.
29. There were various degrees of disciplinary measures, differing in accordance
with the seriousness of the infraction. A'student who Misbehaved might
expect a warning from his teacher. After several such warnings, remarks to
such effect were registered in his dnevnik. These remarks had to be initialed
by a parent of the student. In the eventmore serious infractions, a student
was dismissed from the class.. He had to see either his home-room teacher or
the school director before he wasedmitted again. The worst a student would
receive in such cases was a lecture from the director and a grade of "four',
or "three,' for behavior entered in his dnevnik. Each week a Student received
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a grade for behavior in his dnevniko. He normally received a nfiven
excellent.
30. A student was expelled or was threatened with expulsion in the most serious
cases of misbehaviour. Students were frequently warned that if they did
not behave, they would be expelled and sent to a trade school (remeslennoye
uchilishche). This happened but once or twice during our attendance at the
Rube zhnoye school.
31.
never any particular disciplinary measures against anti-Party
or anti-state expressions of opinion. Such a thing never occurred. How-
ever remarks and recommendations concerning a student50X1-HUM
political attitudes and behaviour.were'entered in his personal record, or
lichnoye delo. Upon entering a school, each student was required to. purchase
a small notebook which served as his lichnoye delo. This was turned into
the school authorities and was never seen again'. A student was not allowed
to-see his. lichno e delo once entries had been made in it. However
repor car s, araduation certificates and political recommenda-
tions were entered in it. k a student was required to pre-
sent his lichnoye delo when he entered a higher educational instituti
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32. As mentioned earlier, a 'student was also required to maintain a school
calendar, or dnevnik._ Every student purchased a notebook which was printed
for this purpose. Spacefor each course was listed under every school day.
'When a student recited, he was given a' mark in his .dnevnik ranging from none"
(very poor)to'nfiven (excellent). Every student was alsogiven A mark for
behaviour at the end, of each. week by his home-room teacher. One of his
parents had to initial the dnevnik at the end of each week. The grades listed
in the dnevnik were averageritira the end of each quarter and the end of each
school year.
33. . Quarterly and annual grades were determined on the basis of these average
grades arid marks received on quarterly and yearly examinations. Examinations
administered at the end of each school quarter were referred to as oblastnaya
rabota as they were administered on an oblast-wide basis. Final examinations
administered at the end of a school year were presumably given on an all-Union
basis. Report cards were issued at the end of each school quarter and at the
end of the school year but only the final grades were considered valid.
Aims, Methods and Effectiveness of Political Indoctrination
34. Soviet schools sought to develop uncritical and unthinking individuals who
acted and thought only in accordance with the government's wishes. Their
teachers also taught the general 'lines of the Communist Party program which
the students were expected to accept without reservations. The students
were told of the glories of life which would be achieved in a communist
society, were told of their government's efforts to attain that goal2and
were encouraged to sacrifice and to contribute to its realization. Another
primary goal of Soviet education, Was the glorification of Russian history
and culture. Their teachers also deprecated and preached against capitalism
and capitalist countries.
35. Communist ideology was brought into and emphasized in all courses. There
were'some'variationt in its intensity of treatment. Some teachers omphasized
the subject more than others. And, of course, history, literature and geo-
graphy courses, as well as the course on the Soviet Constitution, proVided
more opportunity for the discussion of the doctrines of Marx-Lenin-Stalin than
courses in chemistry and mathematics.
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36. For example, it was emphasized in literature courses that the great Russian
authors of the past Who now have the Approval of the Soviet regime always
worked for the rights of the working classes and Strived (Unconsciously at
times) for the realization of Marxist ideals. Some way was always found
to connect an author with communism or with.the umassesn. Furthermore,
literature dealing with such events as the five-year plans and collectivi-
zation was always emphasized in modern literature courses.
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37. Although it was difficult to determine the real sentiments of teachers,
most of them approached the subject of Marxist doctrine with considerable
enthusiasm. The majority of the teachers seemed to be convinced of the
truthfulness of what they were teaching. Some literally beamed when they
dealt with the subject.
38. The overwhelming majority of their Soviet fellow students accepted as true
the instruction they receivedin communist doCtrine. This is explained
above all by the fact that the Soviet school children had no means of com-
paring the claims of communist doctrine with life as it exists in other
countries. Even children of-parents who were dissatisfied with the regime
were influenced by their teachers. For one thing, such parents would not
have dared to influence their childrenin the opposite direction. And
secondly, the school system was probably more influential than the fAmtly
in shaping the attitudes and opinions of Soviet children.
39. It was very difficult to determine the real opinions of his Soviet class-
mates. Everyone Was so cautious in expressing personal opinions. This in
itself was perhaps an indication that the Soviet school children had some'.
reservations concerning the correctness of the regime but, nevertheless,
it seemed that an overwhelming majority of his fellow studaso Xl-HUNhed
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Marxism as the gospel truth.
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The Soviet as well as German school children considered communist doctrine
to be A dull subject. It was too theoretical and no one liked that.
it was dull because no discussion was allowed. Communist
doctrines were presented as an accomplished fact and that was all there
was to it.
Soviet patriotism, or Russian nationalism, was also a major theme in their
classroom instruction. It was stressed under this heading that-Scoviet
patriotism was not the same as the narrow patriotism of the past which was
nothing more than a defense of one's awn soil for egoistic reasons.
42. Patriotism in the Soviet Union demanded that every citizen defend the material
and social achievements of communism from outside aggressors. It was also
emphasized in this connection that it was the duty of every Soviet citizen
to take.up arms in defense of his country. Of course military duty was dis-
cussed only in terms of a defensive war on the part of the USSR.
43. It wad also noted in the classroom that some Russian tsars and pre-revolu-
tionary military heroes were to be commended for their role in defending
their country from outside invidere. Any contradiction between this thesis
and the claims that Russian war heroes fought for the preservation of the
tsarist system and thus hindered the development of revolutionary forces was
simply passed over in silence by their teachers. In fact, the two subjects --
the. achievement of communism and the military victories of tsarist generals
were generally treated as one. It was pointed out that most heroes of the
past had had some connection with the ',masses". Pier example it was stated
that the hero was of proletarian birth or in some way or another helped the
cause of the "people",
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44. But not all contradictions could be avoided. For example, the history
teacher in discussing Peter the Great did not say a word about Peter's
policy of importing western European specialists and his interest in
western'Eutopean culture. The literature teacher, on the other hand,
mentioned that Peter the Great had brought western culture to Russia by
employing German and French scholars at his court.
45. The subjects of Soviet patriotism and Russia's glorious history were dis-
cussed about as frequently as the subject of communist ideology. But
Again, Our teachers made no distinction between the two. They were
treated as two stages of one continuous development.
46. The teachers showed no particular enthusiasm in approaching these subjects.
In facto it was generally true that a teacher was unable to interject any
opinion of his awn and thus to demonstrate any particular like or dislike
for a given subject. They were expected to sti,ck to the textbook material
and that was all.
47. The Soviet school children probably reacted more favorably to these subjects
than to the topic of communist ideology. The latter was too theoretical and
too difficult to understand, whereas the former were more concrete and
appealed to their imagination. The contradictions inherent between the
extolling of both comnunism and some aspects of tsarist Russia were neither
resolved by the teachers nor were regarded as contradictions by the students.
The Soviet students were not old enough and were too narrow in their outlook
to make such a critical analysis of their study material.
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48. Stalin was discussed in classrooms at the Rubezhnoye ten-year school 1n the
manner characteristic of all Soviet propaganda media, an
effort was made to picture Stalin as a demigod, as a substitute for God or
Jesus Christ. Although Stalin was forever being praised during classroom
instruction and -at school meetings, no formal ceremonies devoted to Stalin
worship were observed. The Soviet school children believed every word of it.
Stalin was more worshipped than loved. The Soviet school children would
consider it unthinkable to tell a ioke about Stalin or to ridicule him in
any way. There WAS no doubt that among school, children at least,.
.Soviet propaganda had been successful in raising Stalin to a nnnitinn of
demigod. 50X1-HUM
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49. If this symbol of worship were removedordifStalints successors suddenly
ceased the praatice'of deifying him, such a switch in policy would
not leave ax strong impression on the minds of their Soviet classmates.
For one thing, such a change would probably be made very slowly, imperceptible
to the average student. Secondly, the Soviet youth demonstrated no inclina-
tion to indulge in critical or analytical thinking. Policies have been com-
pletely reversed in the past and no one seemed to be bothered by such switches,
at least not the school children. The whole concept of the Soviet school
system is not to teach students' to. think but to memorize facts and to accept 1
them as the truth. Furthermore, the entire Soviet system including the school
system kept people. so busy that they never had any time to think.
.50. The Soviet claims of prior discovery of technological innovations were in-
creasingly stressed in classroom instruction. After 19480 more and more
Russians were given credit far inventions in dhemistry? physics and mathe-
matics courses. .And less Space was devoted to foreign authors in literature
courses. The teachers usually explained these changes by pointing out that
documents had recently been discovered proving Russians to be the true in-
ventors of certain articles. It was also.explained that these Russian dis-
coveries had not taken root in tsarist Russia as the tsars wished to keep
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Russia in a backward state in order tO maintain their hold over the
country. It was also claimed that-foreign agents had stolen Russian
patents or that the tsars, more interested in gold than in the interest
of their own people, had sold patents to foreigners.
51. The students accepted all these claims and explanations as the truth.
The German students were immediately overruled when they expressed some
doubt*about-the authenticity of these "discoveries". The Soviet students
were quick to point out that it was in the book and therefore must be true.
After all, the Soviet students had no standard of comparison. Even the old
teitbooks which stated, for example, that Watt was the inventor of the steam
engine were withdrawn.
52. Another central aim of the Soviet educational system was to instill in the
Students a feeling of distrust and hatred of capitalism and the West. Several
.specific themes were stressed under this general subjeCt. The teachers
pointed to the danger of attack by the West. The capitalist countries feared
the revolutionary potentialities of communism and, therefore, wanted to destroy
its. .center of power.. And so, the students were told, the Soviet Union had to
be powerful and ever vigilant. The teachers also deprecated Western, or
capitalist, culture and science.
53. The United States was selected as the main target of this onslaught. America
was represented as the most advanced capitalist country and, therefore, the
most dangerous. It had the most developed industry and technology, which was
being put to aggressive purposes. Like other capitalist countries, it was
the aidcof the United States to destroy Soviet socialism. The United States
was also Characterized as the land of cultural barbarians and a country
where dollar kings ruthlessly exploit the toiling masses. 50X1-HUM
54
It is possible that this propaganda was not so intense during the years
1947-48
50X1-HUM
50X1-HUM
55. the primary purpose of these attacks on the West was to pre-
pare the Soviet-youth 'mythologically for a possible mar. This propaganda
would convince.theYouth.::_iha-virteousness of their cause in the event
of hostilitied. However, 4.1 attempt to engender hatred
of the American people. e American "proletariat" was always held un.es
blameless and not subject to attack. . 50X1-HUM
50X1-HUM
The Komsomol
56. Almost all students in the appropriate age group (seventh grade and under)
were members of the Pioneers. Komsomol membership was limited to students
in grades eight through ten. Perhaps 15 percent of the students in these
three grades were members pf the Komsomol, ranging from ten percent of
eight-grade to 20 percent of tenth-trade atuaAnta
57.
anyone who wished to could ml
tne nomsomoi (but German students were excluded).
their teachers indirectly
encouraged boviet students to join. They always praised the Komsomol and
held up its members as model students.
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.58. Although there were apparently no specifie entrance requirements, it WAS
true that the organization tried to recruit the best Students. Two Soviet
students (both made excellent grades) were put Under considerable pressure
to join the Kothsomol although they personally did not want to. This fact
plus the fact that the Komsomol demanded good grades from its members pro-
bably explain why Komsomol members were generally the best students in the
school.
_ . 50X1-HUM
59, Most Soviets joined the KomsoMol out of idealism. They considered it an
honor and were willing and enthusiastic members.
Isome (ti minority) joined the organiza-
tion simply because they knew it would further their careers. 50X1-HUM
6o.
?
I At least it was true that
most of the best students were Komeothol members and most of the Komsomol
members were good students. There was no particular need for favoritism.
?
Social-Aspects of Seven- and Ten-Year Schools
61. Compulsory seven-year education was a
Rubezhnovis area
? ?
rent
an ac
? I. ?
50X1-HUM
62. School authorities at Ten-Year School No. 3 attempted to graduate as many
students as possible from the seven-year school. No policy of selecting
out and promoting only the better students during the seven-year course of
studies *as apparent. The method of administering examinations was indica-
tive of this. The examinations were relatively easy. m" "-50X1-HUM"lre helped
the weaker students to pass them. -
63. As a matter of fact, the school authorities propagated the idea that as
many students as possible should complete -the full ten-year course of
studies. Al]. students who passed the final seventh-grade examinations
with 'gradesof "three" or better were allowed to enter the eighth grade.
And a student wherreceived a "two" in one course was allowed to make it
up the following fall, no other entrance 'requirements for
eighth grade. A minimum of 60 percent of seventh-grade graduates went on
to attend eighth grade. More than 80 percent of the boy's seventh-grade
Class (about 31 out of 36) entered eighth grade.
50X1-HUM
64. It is possible that fewer graduates of the Seven-year school in Krasnogorsk
and of seven-year schools in the nearby countflraidaantered and completed
the last three grades of secondary education, no distinction
drawn between students attending the first seven grades. of their ten-year
school and students attending seven-grade schools. But it is possible that
parents who wanted their children to obtain a full secondary education
entered them in the ten-year ?Ohba. The Rubezhnoye Ten-Year School No. 3
had the beet teaching staff of any school in the town.
65. As was true during the first seven grades, every effort was made to bring
all Students successfully through the upper grades of the ten-year school.
It was in the interest of each teacher that as many students as possible
pass their courses. This was a measure of a teacher's success. And the
director wanted to see that a larger pereentage of students received good
grades and graduated at his school than at any other school in the rayon
or oblast.
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66. Very few student dropped out or "flunked out" of the eighth and ninth
grades, perhaps twolon three out of a class each year.
of the fatality rate in the tenth and final grade might
be slightly higher. Certainly no attempt was made to promote and graduate
only the best students or only a certain percentage of all students as is
true in some German gymnasiums. 50X1-HUM
67. It was not difficult for teachers to help weak students through the yearly
final examinations. These examinationi were condUcted according to the
ticket& or bilet system. TheY were giten for most courses. About 30 tickets,
mr.bilety, were issued-for.each course, each of which contained one or more ?
questions. TheSe questions were not supposed to be shown to the students
prior to the examinations. But the teachers always dictated them to the
class or passed around a portfolio of questionsso the students 'Could copy
them down. This was done several months before examination time so the
students would have ample time to prepare for it. Classes were dismissed
several weeks before the examinations to give the students tine for cramming.
68. About half of each Class took an examination at the same time. Students were
called up one by one and selected one of the 30 or so tickets which were
gpread face dawn on the table. A student was given about 15 minutes to prepare
his answer to the question he selected. He then appeared before the examining
board and gave an oral answer of about ten minutes' duration. (Written exam-
inations were given only in mathematics and languages.) The examining board
consisted of the examining teacher, the directorand one other person (usually
the zavuch).* ?
50X1-HUM
69. The examinations were not difficult and "were no real exams". This method of
oral examination allowed a certain flexibility in giving grades and permitted
the teacher to aid weaker students by giving hints and asking leading questions.
70.
71.
72.
73
Ithe political recommendations contained in a student's
lichnoife delo were undoubtedly taken into consideration in making these awards.
Relatively few students received gold or silver medals, no more than two or
three in each class.
A knowledge of Marxist doctrine and the current Party line was not absolutely
necessary in passing examinations' in history, literature and other quasi-
political courses. 'However, it was desirable to throw in a few quotations
from Marx or atalin if a student wished to get a good grade: 50X1-HUM
50X1-HUM
. .
a tuition fee of 150 rubles Fur je4C
was charged for students attending the last three grades of their ten-year
school. Each Student was required to pay in addition about 30 to 40 rubles
for books and materials. A few needy students were exempted from paving
tuition, two war orphans who fell into this category.
financial necessit and not Pcadnmie attinelina

mining 'actor here.
50X1-HUM
roughly one-third of the Soviet students attending the
upper grades of the ten-year school were children of parents belonging to
the intelligentsia, one-third from working-class familie5 and one-third from
kolkhoz families. Children of the intelligentsia were, therefore, better
represented than other social elements.
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74, presuming that the same conditions prevailed in other schools in Rubezhnoye
aid statiatics concerning the large number of students
entering eighth grade were correct, this would indicate that approximately
one-half of the urban population of Ruhezbnoye eoneisted of the intelli-
L: ia; an obviously false conclusionj In answer to this point
.e igh percentage of children of the intelligentsia at their school (the
the Russian ten-year school in-RU5ezhnoye was probably an exception.
:
Russian school) WAS probably explained by the 'fact that the intelligentsia
of the town consisted largely of Great Russians, the
students of their. school were more capable and more ambitious in gena-el
-HUM
than students in other schools in the town and in outlying areas. TP.2X1
student body
ilwavs won first-place
in the oblast competition
for school grades.
Finally
school had the best
teachers ands therefore.
attracted more talented students.
\ 50X1-HUM
Other Political and Social Attitudes of Soviet Youth
. .... _, ?
. .
75. The overwhelming majority of our SoViet.classmates supported and were in
favor of the Soviet regime. To be true, some of these individuals, the
slower and less alert students; could be classified as passive supporters
of the regime. They merely supported the government because it was there.
But the great majority were convinced of the correctness of their present
form of goverrment and were active supporters of it. This was apparent
from our Soviet classmates' behavior in classes, reaction at political
meetingsland personal statements.
. . . 50X1-HUM
76.- No other attitude could be expected of the Soviet youth. They had been
exposed to no other way of life, and their knowledge of conditions in the
USSR was also very limited. Some could be expected to change their opinions
after they came in contact with the realities of life as adult Soviet
citizens, the school, aided by the Pioneer and Komsomol
organizations, was more iMportant than family life in shapinp thp nnlitical
opinions and social attitudes of the Soviet youth.
77.
50X1-HUM
? 50X1-HUM
a few Soviet students who were opposed to the regime. One student
was .openly opposed to thstegime. ili11 boy regularly visited a German
ramilY despite the dangers involved. 'He told this fUrtly
that his brother had Soviet Army during the tar and was probably
now living in Germany. He dipressed.his hatred for the Soviet Government
and said that he*would.follow-his brotherfe example when .the opportunity
presented itself. There might have been other Soviet students 14" HUMp who
50X1-
were more discreet in expressing their opinions.
50X1-HUM
78. few if any ,of Soviet classmates attended church or were
religiouely inclined. At least nothing was said or done to indicate the
contrary. The entire religious propaganda which was carried out in school
would have coenteracted any religious inclinations. Although the church
wee not direbtly attacked by their teachers, the subject was alwos cropping
up in their classroom instruction. It was pointed out that religion was un-
scientific, the opiate of the masses and a product of capitalist ideologv.
50X1-HUM
79. No. church was located in the town of, Anbezhnoye. However, religious services
were regularly held at a prayer house And were tolerate by city authorities.
Ino indications from Soviet classmates that the latter regarded
their family life as anything but normal. 50X1-HUM
80,
Soviet Jews were disliked by most Great Russian and Ukrainian
students at their school. The word "Jew,' (Yevrei) was spoken as a swear
word. Their teachers, on the other hand, ern' indication of anti-Semitic
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feelings in conducting classroom instruction. The subject of
or mcosmopolitanise was never mentioned in their classes.
_
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flcosmopolites11 I
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81.
to
attitude of superiority on the part of Russians and Ukrainians in regar
-to -other Soviet minority groups. It was true, as mentioned .earlier, that
,the Great Russians constitute the majority: .df. the intelligentsia of Rubezh-
naye. This created a certain social division between the two nationalities
but apparently no tension, dislike or envy.
50X1-HUM
Comments:
Soviet educational authorities have been very success-
ful in indoctrinating Soviet high school students with their stated political 50X1-HUM
and social standards and beliefs. This is demonstrated in the section
of this reportdevoted to this subject regard-
ing political-and social attitudes of Soviet youth, the
influence of the Soviet school system is greater than, that of the family in
shaping these attitudes, and thus would be successful in eradicating any "devotion
to the past" which might be passed on by the older generation These conclusions
are contradicted by a previous report 50X1
150X1-HUM
children of the intelli-
gentsia or of kclkhoz parents had doubts about the Soviet system.
50X1-HUM
it appears that a much largc50X1-HUM
percentage of children from families of the intelligentsia attend the last three
years of ten-year school (and hence higher educational institutions) than Child-
ren of working class families.
a student's political activities were taken into con-
sideration in awarding gold' and silver medals. 50X1-HUM
It is interesting to note that equal time was devoted to Russian and
Ukrainian languages from-he seventh to 10th grades at this mRussianPschool.
classes at the two mUkrainianm ten-year schools in
Hubeznnoye were conducted in the Ukrainian language.
50X1-HUM
pne llukrainiann ten-year
school in Severo-Donetsk, located A short distance
Oblast.
School were conducted in Russian
from Rubezhnoye in Voroshilovra ?
I dais se s at this nUkrainiant50X1
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