Encyclopedia of Russian History

by James Millar

  Russia was highly dependent on Western imports of manufactured goods, largely from Germany. Raw materials, such as cotton, wool, silk, and nonferrous metals, comprised about 50 percent of all imports. Exports were dominated by grains and other foodstuffs (55% of the total). Russia was the world’s largest grain exporter, supplying Western Europe with about one-third of its wheat imports and about 50 percent of its other grains.

  The productivity of labor was extremely low because of the deficient capital endowment per worker. In 1913 horsepower per industrial worker in Russia was about 60 percent of that per worker in England and one-third the level per an American worker. In addition, many industrial workers were still connected to their villages and spent part of their time farming. Because of these factors the costs of production were considerably higher in Russian industry than in Western Europe.

  Russian workers faced wretched working conditions and long hours with little social protection. Wages were so low that virtually the entire income of a household went to pay for basic necessities. Living space was meager and miserable, and there were few if any educational opportunities. In the face of these circumstances, some turned to self-help, and the cooperative movement made rapid advances. Many workers began to organize despite the restrictions on trade unions even after the Revolution of 1905. The labor movement renewed its efforts in the years before the war, combining political and economic demands. From 1912 strikes rose dramatically until in the first half of 1914 almost 1.5 million workers went on strike.

  The tsarist economy collapsed under the strain of World War I, inhibited by political as well as economic limitations from meeting the demands of total economic mobilization and undermined by bad fiscal policy that led to destructive inflation. But part of the collapse must be traced to prewar roots. Chief among these was the still unresolved legacy of the old serf system: an agricultural system that was inefficient and inflexible, lacking in capital and technology, heavily taxed, and, as a result, unable to provide a reasonable standard of living for a rapidly growing population. Of near equal importance were the consequences of the rapid industrialization in the two decades before the war. Industrialization created the possibility of escaping the limits of the agricultural system, but the way it was carried out imposed most of the costs on the common people and uprooted peasants from the old society before the institutions and policies of a new society had been created. See also: AGRICULTURE; GRAIN TRADE; KULAKS; INDUSTRIALIZATION, RAPID; PEASANTRY; STOLYPIN, PETER ARKADIEVICH; TRADE UNIONS; WITTE, SERGEI YULIEVICH

  BIBLIOGRAPHY

  Dobb, Maurice H. (1948). Soviet Economic Development since 1917. New York: International Publishers.

  EDINONACHALIE

  Gerschenkron, Alexander. (1962). Economic Backwardness in Historical Perspective. Cambridge, MA: Harvard University Press. Gregory, Paul R. (1994). Before Command: An Economic History of Russia from Emancipation to the First Five-Year Plan. Princeton, NJ: Princeton University Press. Mosse, Werner E. (1996). An Economic History of Russia, 1856-1914. London: Tauris.

  CAROL GAYLE WILLIAM MOSKOFF

  EDINONACHALIE

  The one-person management principle used in the Soviet economy to assign responsibility for the operation and performance of economic units, from industrial enterprises and R amp;D institutes to ministries and state committees.

  Under edinonachalie, the head (rukovoditel or edi-nonachalnik) of each administrative unit issued all directives and took full responsibility for the results the organization achieved. Edinonachalie was a key feature of the Soviet management system from the beginning of central planning in the early 1930s. It did not literally mean, however, that one person made every decision. In industrial ministries, major manufacturing plants, and other large organizations, deputies or other subordinates who specialized in one or another sphere of operations were authorized to make decisions in their designated areas of expertise on behalf of the head of the organization. Moreover, although fully responsible for the organization’s performance, the edinonachalnik was obliged to work with a consultative group of deputies, department heads, workers, and other technical personnel. This group could make decisions and give advice, but their decisions could only be implemented by the edinonachalnik, who, in both principle and practice, was free to ignore their advice.

  Edinonachalie made enterprise managers responsible for the collective of workers and the outcome of the production process because it gave them the authority to direct the capital, material, and labor resources of the firm within the constraints of the targets and norms in the annual enterprise plan (techpromfinplan). Since the plan was law in the Soviet economy, this identified the manager as the person to punish if the plan was not fulfilled.

  The concentration of decision-making authority and responsibility in the hands of the head of the administrative unit was based upon a strict hierarchical order. Subordinates to the edinonachal-nik could not deal directly with higher authorities, although they could report to higher authorities that their superior was violating laws or rules. See also: ENTERPRISE, SOVIET; TECHPROMFINPLAN

  BIBLIOGRAPHY

  Kuromiya, Hiroaki. (1984). “Edinonchalie and the Soviet Industrial Manager, 1928-1937.” Soviet Studies 36:185-204. Kushnirsky, Fyodor. (1982). Soviet Economic Planning, 1965-1980. Boulder, CO: Westview Press. Malle, Silvana. (1985). The Economic Organization of War Communism, 1918-1921. Cambridge, UK: Cambridge University Press.

  SUSAN J. LINZ

  EDUCATION

  Education and literacy were highly politicized issues in both Imperial and Soviet Russia, tied closely to issues of modernization and the social order. The development of an industrialized society and modern state bureaucracy required large numbers of literate and educated citizens. During the Imperial period, state officials faced what one scholar has dubbed “the dilemma of education”: how to utilize education without undermining Russia’s autocratic government. During the early Soviet period, on the other hand, the Bolsheviks attempted to use the education system as a tool of social engineering, as they attempted to invert the old social hierarchy. In both cases, the questions of which citizens should be educated and what type of education they should receive were as important as the actual material they were to be taught.

  THE EDUCATION SYSTEM IN IMPERIAL RUSSIA, 1700-1917

  Before 1700, Russia had no secular educational system. Literacy, defined here as the ability to comprehend unfamiliar texts, was generally taught in the home. Although there was a considerable spike upwards in literacy in seventeenth-century Muscovy, the overall percentage of literate Russians remained low. In 1700 no more than 13 percent of the urban male population could read-for male peasants, the rate was between 2 and 4 percent.

  EDUCATION

  The Communist Party brought free education and mass literacy to the Soviet people. © DAVID TURNLEY/CORBIS This was well below Western European literacy rates, which exceeded 50 percent among urban men. The hostility of many Orthodox officials towards education and the absence of a substantial urban class of burghers and artisans were two factors that contributed to Russia’s comparatively low literacy rates.

  Like many aspects of Russian society, the educational system was introduced and developed by the state. Peter I opened the first secular schools- institutes for training specialists, such as navigators and doctors-as part of his plan to turn Russia into a modern state. A number of important institutions, such as Moscow University (1755), were created in the next decades, but it was not until 1786 that a ruler (Catherine II) attempted to create a regular system of primary and secondary schools.

  This was only the first of many such plans initiated by successive tsars. The frequent reorganization of the school system was disruptive, and since new types of schools were opened in addition to, rather than in place of, existing schools, the situation became quite chaotic over time. This confusion was compounded by the fact that many schools lay outside the jurisdiction of the Ministry of Education, which was created in 1802. Other state min
istries regularly opened their own schools, ranging from technical institutes to primary schools, and the Holy Synod sponsored extensive networks of parochial schools. As a result, there were sixty-seven different types of primary schools in Russia in 1914.

  Most schools fell into one of three categories: primary, secondary, or higher education. Primary schools were intended to provide students with basic literacy, numeracy, and a smattering of general knowledge. As late as 1911, less than 20 percent of primary school students went on to further study. Many secondary schools were also terminal, often with a vocational emphasis. Other secondary schools, such as gymnasia, prepared students for higher education. Higher education encompassed a variety of institutions, including universities and professional institutes.

  EDUCATION

  From Peter I onward, the Russian state devoted a disproportionate amount of its educational spending on higher education. This was partly due to the pressing need for specialists, and partly because these institutions catered to social and economic elites. Ambitious plans notwithstanding, Russia developed a top-heavy educational system, which produced a relatively small number of well-educated individuals, but which failed to offer any educational opportunities to most Russians until the end of the nineteenth century. The number of primary school students in Russia grew from 450,000 in 1856 to 1 million in 1878 to 6.6 million in 1911; even then, there were still not enough spaces for all who wanted to enroll.

  Access to education was, as a rule, better in cities and large towns than in rural areas, though it was still limited in even the largest cities until the 1870s. In 1911, 67 percent of urban youth aged eight to eleven were enrolled in primary schools (75% of boys, 59% of girls). In the countryside, the school system developed more slowly. Many rural schools opened before the 1870s were short-lived, and it was only in the 1890s that a concerted effort began to establish an extensive network of permanent rural schools. In 1911, 41 percent of rural children aged eight to eleven were enrolled in primary school (58% of boys, 24% of girls). Peasants in different areas had different attitudes about education, and there has been some dispute about how useful literacy was considered by rural populations.

  The better access to education in urban areas is reflected in literacy statistics. The literacy rate among the urban population (over age nine) was roughly 21 percent in 1797 (29% of men, 12% of women); 40 percent in 1847 (50% of men, 28% of women); 58 percent in 1897; and 70 percent in 1917 (80% of men, 61% of women). In rural areas, the literacy rate was 6 percent in 1797 (6% of men, 5% of women); 12 percent in 1847 (16% of men, 9% of women); 26 percent in 1897; and 38 percent in 1917 (53% of men, 23% of women).

  SOCIAL AND CULTURAL ASPECTS OF IMPERIAL EDUCATION POLICIES

  While military and economic needs forced the Russian state to create an educational system, social and political considerations also played a role in shaping it. Tsars and their advisers carefully considered who should be educated, how long they should study, and what they should be taught. Above all, they were concerned about the educational policy’s impact on Russia’s political system and social hierarchy, both of which they wanted to preserve.

  This was evident in the higher educational system, which was shaped to a degree by the tsars’ desire to maintain social order and the nobility’s support. Special institutes, such as the Corp of Cadets (1731), were created exclusively for the sons of hereditary nobles. While non-nobles were not barred from higher education (with a few 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.

  EDUCATION IN THE SOVIET UNION

  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 progr
essive 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.