exceptions), the very nature of the Russian school system made it difficult for such students to qualify for advanced institutions. Escalating student fees at gymnasia and universities in the nineteenth century provided an additional barrier.
Just as the nobility’s position had to be defended, the lower classes had to be protected from “too much knowledge.” Nicholas I and his Education Minister Sergei Uvarov (1831-1849) believed that excessive education would only create dissatisfaction among the peasantry. Accordingly, they placed strict limits on the curriculum and duration of rural primary schools. But they also increased the number of such schools, since they understood that basic literacy was of social and economic value. Uvarov, like many other Russian pedagogues, saw education as an opportunity to instill in young Russians loyalty to the tsar and proper moral values. A centrally controlled school inspectorate was created to ensure that teachers were imparting the right values to their students. All textbooks also required state approval.
Schools were used in other ways to maintain or modify the social order. A separate school system was created for Russia’s Jews, and strict limits were placed on the number of Jewish students admitted into higher educational institutions. In the annexed Western provinces, schools were used as a weapon in the aggressive Russification campaign of the 1890s. And while most primary and secondary schools were coeducational, higher educational institutions were not. Separate women’s institutes were only opened in 1876, and Russia’s first coed university, the private Shaniavsky University, was established in 1908.
In order to prevent the circulation of subversive ideas, the state placed strict limits on private and philanthropic educational endeavors. In the 1830s all private educational institutions and tutors were placed under state supervision. The activities of volunteer movements trying to provide adult education, such as the Sunday School MoveEDUCATION
Moscow State University-the Soviet Harvard-rises above the Lenin Hills. © PAUL ALMASY/CORBIS ment (1859-1862), were severely constrained, though zemstvos (local governmental bodies) were later allowed more leeway in this area. Alarm over the proliferation of unofficial (and illegal) peasant schools helped motivate the state’s expansion of its rural education system in the 1890s.
Ironically, it was the educated elite the state had created that ultimately challenged the tsar’s authority. Discontent became widespread in the 1840s, as large segments of educated society came to see state policies as retrograde and harmful to the peasantry. Frustrated by the conservative bureaucracy’s disregard of their ideas, many educated Russians began to question the legitimacy of the autocratic form of government, with a small number of them becoming revolutionaries. This was one reason why the tsarist government found itself with little support among educated Russians in February 1917.
EDUCATION
Even as educated society was becoming estranged from the autocracy, its members were growing distant from the masses they wished to help. As educated Russians adopted Western values and ideas, a vast cultural and social divide developed between them and the mostly uneducated peasantry, which largely retained traditional beliefs and culture. The growth of the education system in the last decades before 1917 was starting to bridge this gap, but the inability of these groups to understand one another contributed to the violence and chaos of 1917. Scholars debate whether a more rapid introduction of mass education into late Imperial Russia would have stabilized or further destabilized the existing order.
While the Bolsheviks shared their tsarist predecessors’ belief in education’s potential social and political power, they had a different agenda: swift industrialization, social change, and the dissemination of socialist values. Although they lacked an educational policy upon seizing power, the Bolsheviks pledged to make education accessible to all, coeducational at all levels, and to achieve full literacy.
The Russian Republic’s educational system was placed under the control of the Russian Commissariat of Enlightenment (Narodnyi kommisariat prosveshcheniia, or Narkompros), a republic-level institution created in October 1917. Its first leader was Anatoly Lunacharsky (r. 1917-1929). Like all Soviet institutions, Narkompros was controlled by the Communist Party. Before 1920, however, it had little authority. Many instructors had supported the Provisional Government’s moderate reform program, and they refused to cooperate with the Bolsheviks. During the civil war (1918-1921), education was under the control of local authorities.
After 1920, Narkompros’ officials tried to implement the ideas of progressive pedagogues, such as John Dewey, in primary and secondary schools. Their attempts were largely unsuccessful, hampered by a lack of funds and teacher opposition. Narkompros also faced challenges from the economic commissariats, which eventually took control of vocational education. This was the first round in a decades-long debate over the roles of general and vocational education. Teachers were frequently harassed by members of the Leninist Youth League (Komsomol).
Bolshevik higher educational policies were even more ambitious. Most members of educated society did not support the communists. Bolshevik leaders responded by creating a “red intelligentsia” to replace them. The children of “socially alien” groups were largely excluded from higher education, their places taken by young, poorly educated workers and peasants, known as vydvizhentsy. The number of technical institutes was expanded to accommodate the rapid growth of industry. A network of communist higher educational institutions was also opened. The influx of vydvizhentsy into higher education, and the persecution of “socially alien” teachers and students at all levels, climaxed during the cultural revolution (1928-1932). It has been argued that the vydvizhentsy, many of whom rose to prominent positions, provided an important base of support for Stalin’s regime.
After 1932, experimental approaches were abandoned in favor of more practical teaching methods. Primary schools were returned to a more traditional curriculum, class-based preferences ended, and the separate communist educational system eliminated. The minimum duration of schooling was raised from four to seven years. Schools were now open to all students, though children whose parents were arrested faced serious discrimination until Stalin’s death in 1953. Most of Narkompros’ functions were transferred to the new Ministry of Education in 1946.
By the late 1950s, all children had access to a free education. Social mobility was possible on the basis of merit, although inequalities still existed. Children of the emerging Soviet elites often had access to superior secondary schools, which prepared them for higher education. Members of some non-Russian ethnic minorities had spaces reserved for them at prestigious higher educational institutions, as part of the Soviet Union’s unique affirmative action program. After the 1950s, however, unofficial quotas again limited Jewish students’ access to higher education.
There were also numerous adult education programs in the Soviet Union. These ranged from utopian attempts to train artists during the civil war to ongoing literacy campaigns. Literacy rates continued their steady rise after 1917 (88% in 1939, and 98% in 1959). Adult education programs were run by many groups, including the trade unions and the Red Army.
Soviet schools were expected to teach students loyalty to the state and instill them with socialist values; teachers who did otherwise were liable to arrest or dismissal. Political material was a conEHRENBURG, ILYA GRIGOROVICH stant part of Soviet curricula. In some periods, it was restricted mainly to the social sciences and obligatory study of Marxism-Leninism. During Stalin’s rule, however, almost every subject was politicized. Rote memorization was common and student creativity discouraged.
Despite its flaws, the Soviet educational system achieved some impressive successes. The heavily subsidized system produced millions of well-trained professionals and scientists in its last decades. After 1984 the state began to loosen its grip on education, allowing teachers some flexibility. These tentative steps were quickly overtaken by events, however. Since 1991 the Russian school system has faced serious funding problems and declining facilities. Control of education has been transferred to regional authorities. See also: ACADEMY OF ARTS; ACADEMY OF SCIENCE; HIGHER PARTY SCHOOL; LANGUAGE LAWS; LUNARCH-SKY, ANATOLY VASILIEVICH; NATIONAL LIBRARY OF RUSSIA; RUSSIAN STATE LIBRARY Matthews, Mervyn. (1982). Education in the Soviet Union: Policies and Education Since Stalin. London: Allen amp; Unwin. McClelland, James C. (1979). Autocrats and Academics: Education, Culture, and Society in Tsarist Russia. Chicago: University of Chicago Press. Mironov, Boris N. (1991). “The Development of Literacy in Russia and the USSR from the Tenth to the Twentieth Centuries.” History of Education Quarterly 31(2): 229-251. Sinel, Allen. (1973). The Classroom and the Chancellery: State Educational Reform in Russia under Count Dmitry Tolstoi. Cambridge, MA: Harvard University Press. Webber, Stephen L. (2000). School, Reform, and Society in the New Russia. New York: St. Martin’s Press. Whittaker, Cynthia H. (1984). The
