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The Soviet Influence on the Russian Educational System. James P

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The Soviet Influence on the Russian Educational System. James P University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses 1911 - February 2014 1934 The soviet influence on the Russian educational system. James P. Reynolds University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/theses Reynolds, James P., "The os viet influence on the Russian educational system." (1934). Masters Theses 1911 - February 2014. 2365. Retrieved from https://scholarworks.umass.edu/theses/2365 This thesis is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1911 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. DATE DUE UNIVERSITY OF MASSACHUSETTS LIBRARY LD 3234 M268 1934 R4634 sal imrz& of kolenso Thesis 3u&Eltt*& far t&e Ingres of Baotor Massao*a«Mit.fca -tofco Collar 193*. TABLE OF CONTESTS Preface gart INTRODUCTIOH. • • The remaining Inadequacies. The Attituue of the old regime. The Ala* of the Hew Program. Scientific attitude of the Soviets. The attitude of the people. II BESMHISOS OF RGSSIAS SDUCATICH.I* • * Birthplace of Buasian Education. Peter the Oreat. Catherine the are&t. Alexander I. liioholss I. Activities of the Zeastvos. Re- actionary policies. Svidenoea of desired III THE H%¥ SOUCATI08 OV THS SOVIETS. 1^ Gfenogss brought by the World War. The decrees of the pmoplm' e Commissariat of Education 191&. I^machareky* s original decrees. Publication of a tentative plan 1920* Principles of the Soviet System. The minimum skills and abilities required. Administrative system. Commissar of Educa- tion the center. V revisions! Government's system as basis. Problems. The fundamental glides, student government. Miscellaneous propaganda. • n BUBAL EDUCATION...... • Corm>*rison with the City. Summary of the old regime acUviti- a witk peasants. Sfcffiparieea in 1926 ^ith Urban progress, national project in 1927. Work done by the Red Army. Keport on the villages or tint Dnieper 192?. V THE UNIFIED LABOR SCHOOL. 36 Interconnection of all grades. Peculiar- ities of the Labor School. Bise of the Re- cursion method. Complex method as a project curriculum. Program of 1927, ^ork and Labor ideal. Statistical table on the development, of the Unified Labor School. 2 VI TECHNICAL AND HIGH S EDUCATION.. * the need for trained technicians. The creation of trade and technical schools to solve the industrial problem. Types or A prentice schools. The situation in toe ; rural districts. Higher technical schools. Universities, their location. Coaaunist Universities. Research Institutes. The gala in eairollaent. 50 11 wm school iHNiAiiui * * ; * r Incomplete realization of plans. Principle* of the Drogrsaa. The part played by the Health department. Procedure in factory pre schools and In nurseries. Folicy of a kinder- «#rten for each elementary school. ^xperinsent^u. schools for el^entsry workers. irinclples laid do*n for the teachers. ........ 55 soviet xobTH • wm ideation- The s Vitus of student spYernstftnt. sole success. Early share in collective Qoam&amol activities. T- leaser origination. or the heasne of Cossamisst Youth. sa ix m^M^m^ si The Channels of activity, Pevelopsent of Juvenile literature through laboratories. Institutions for the Homeless, ^usis given by trade unions for educational advance. Chart on nuaber of books and libraries 19^9. SDOCATIOS OF SCUJlSSS Aiu) ADULTB ......•..•«•••••• X tne of the various schools. Aid given oy Hanee and "Down *ith Illiteracy" tsoveaent. Clubs 8 an Comers . I abas. Libraries as sjttfi byJj*the in the voxfc. apeeial eowale stone aided cress. Exhibitions by societies. KoucaUon of of soldiers in Uie Red 199, The use leadership In the rural districts. soldier course Political education of the soldier. The the array. of atudy for tixe literate group in Clubs and red corners in the arsay. Higaer training for skilled officers. ..........•.*««-•••*** w XI T* OHHRS AKJ> THE RE8I3E.. The ilaesaploysient situation. Pedagogical TfKjhnicussa. their entrance requirements. letSSishmeat of Teacher's Institutes. In- Uie Red Vrofessors, their etitute of Russian. standards, student body but 50$ Great Institute of syehology and Dafectology. oerimental schools for teachers in service. or Training in MtfflMl minorities. ?| union fear Book.p^ Attiuiaea,^ f tudes 1927 frosi the Soviet Unions and Salaries. 72 XII ?IH/-iiCTAL :>ITUfWW Division of th* into Vir«9 parttu Tim ®j£|?esdliur»e to 1927. mi Ka^AKX o?r' tag %&$m rciBro,.... ... t% m rshew or Lxi^.£fs?ye... ......... «m PREFACE. The recent recognition of Russia by the United btates Gov- ernment has quite naturally renewed and increased our interest in the affairs of that nation. Consequently a study of its educational system seems appropriate, particularly in view of the fact that Russia is engaged in what is probably the most sweeping educational reform ever attempted anywhere. Whether viewed through the pages of the romantic novelist or the more sober historian, Russia has always been equally a source of interest and of wonder. Sprawling as it does over half of Europe and Asia, it lias never belonged completely to either continent. All the efforts of Peter the Great and Cath- erine II to westernize their country could not alter the feel- ing of tiieir neighbors that Russia was an anomaly in the family of European nations. With the exception of spasmodic attempts at reform, the educational system remained very backward so that in 1917 the new government was confronted with a stagger- ing percentage of illiteracy. During the years following 1917 there were changes more radical than had ever before been attempted on such a large scale. These changes are of double interest to the American Educator, first, because they embodied at least partially sev- eral of the methods in vogue in this country, and secondly, be- cause they are an attempt to identify education with life. It is a system which seeuis likely to prove both safe and fruitful since it was conceived by philosophic minded men and women of broad and balanced enlightenment. ii Whetiier or not the observer approves of the new regime In its entirety, he cannot fail to be interested and deeply im- pressed by the heroic proportions of the efforts being made to so organize and expand the Educational system that it may ul- timately be the perfect medium for inculcating and propogating the political and social ldealogy of the Soviet. I wish to make full acknowledgement of my debt to the numerous scholars whose works I have consulted, since a thesis of this nature is of necessity built largely upon the labors of others. Especially helpful to me have been the suggestions of Professor Winthrop S. Welles, Dr. David Rozman, and Profes- sor A. A. MacKimmle of the faculty of Massachusetts State Col- lege who read and criticized the manuscript. To Liiss S. Lois Young, in particular, I owe a debt of gratitude for her en- couragement and cooperation in the preparation of the entire work. James P. Reynolds. Q \) i n (i 5 Q V I £ u P So R b lies e r i n d K_3>nc\K a-t k a. su. I a £ 8a+ Tut l< 1. YlJll 'e ' Northern fjrea. North Laucdbiah ffr-fid ^/ L| a k u + s lc R v<-r. 5. S. R. Pa 3 " /a t / o n \< I i f^. |_ e )i n cj r ad /J e r /i* 0,000 . iLevvin^raAfji-ea a stern Siberian f)rei .Ji Kara I b a K Rut. 5. i r f) °*<3 F| rc If/* 1/ £"oo,euo- t aoofiaa 3 UJ e. st e y> rea 3 Eastern S i be r Tan ft rta Par Eastern a A f PIqscow ft re a. e, i"a» S. S. 5. 5. o Odessa, * K«* hut . Ukc^a.nian ^. S I -T ia. yv o u& + r I r\**ea BisKk'i'r r.ut. 5. 5. R 5a mara 5o, - tOO , C<3q Central BUt-K So U ^rt,a feTarta r /jut. S, 5. ^. ^6 bai j a n Vi t e bs Jc OOO 7 Mi£.Kv)i-Mow^oirQci r ~r ft t a 7 Lrime an f?nt. S.5 R 27 f| tY\ vat* 5. 9 . R (3 d u m v — Pi icdlt. Area. ?Da<|estar. Hut. 5. S. ^ G«o rqiirv 5. S. R. a X h \ a. to,ooo 25,000 — ' ° , «> ^» 3 k a* a * fj ut. 5. S. R. Id LUbek i Star, 5.5. H- A UJa I a S Ooo o 6"ooo f i a- F| ut. 5. 5. 36 r k i' a r. S . S. Okhotsk Letstka v> k r <f H Tu rn n s f 3 / Ta t)z hi ks ra^ "b. k*. X. PART t* INTRODUCTION. Bismarck once said, "The Nation that has the schools has wisdom the future". Soviet Russia seems to have realized the into of the words for a review of her progress since she came power shows that she has devoted no small part of her plans come a to the future of her Eaucational system. She has long ^ay from the selective process of the old regime to the position she now maintains In her attempt to obliterate the etigma of illiteracy which has long been associated with the name of Russia. (vid.la) In the course of this work it will be my purpose to describe as far as possible the advance of the new regime. Education in Russia still is inadequate when one considers the the housing, the materials that are needed, the equipment, ability and knowledge of the instructors, and the number of pupils enrolled throughout the Union of Socialistic Soviet Re- publics. We are forced to admit, however, that her remarkable advance along these lines has been little short of miraculous, {vid.lb) Outstanding powers of organization and a willingness to her to listen to scientific advice have contributed much progress.
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