Leonid Eliashov, 1932
Our furniture was cheap – it was all purchased from the government. We ate simply, our clothes were plain. I never saw my father wearing anything but his military uniform, a vest and boots. Mother had her ‘special outfit’ for the theatre and one or two other dresses, but that was all… Trips to the theatre were our only luxury – that and lots of books.
Like many children of 1917, Liudmila and her sister were brought up to believe that self-denial was synonymous with moral purity and with the revolutionary struggle for the future happiness of everyone. In 1936, she wrote on the cover of her diary: ‘Suffering destroys the insignificant and hardens the strong.’27
For some families, the asceticism of the Party activist was too much of a strain. The Voitinskys are a case in point. Iosif Voitinsky was born in St Petersburg in 1884 to a liberal family of Russified Jews. His father was a professor of mathematics, his brother Nikolai an engineer, and, like his other brother, Vladimir, Iosif was a graduate of the Law Faculty at St Petersburg University. The family was broken up by the October Revolution. Iosif’s parents fled to Finland. Vladimir, a former Menshevik and a leading figure in the Provisional Government of 1917, emigrated to Berlin, where he became a vocal critic of the Bolsheviks. Iosif and his sister Nadezhda were the only members of the family who remained in Petrograd. Like Vladimir, Iosif was a former Menshevik, but he hoped to make good by joining the Bolsheviks and fighting in the Civil War. To prove his loyalty he even wrote to his brother in Berlin – no doubt with an eye to the letter being read by his superiors – pleading with him to ‘re-evaluate his political principles and return to Soviet Russia for our common work’. Terrified of punishment for his brother’s counter-revolutionary activity, Iosif gave himself entirely to the Party’s cause. ‘Because of my sins in a former life, they have only made me a probationary member,’ he wrote to Nikolai, ‘but I am taking on a lot of Party duties, and like a good Communist, I am always ready to be sent to hell.’28
In fact he was sent to Yekaterinoslav, where he worked in the legal department of the local trade union organization. Iosif lived with his wife Aleksandra in a damp and barely furnished basement room. ‘We cannot find anything better,’ Aleksandra wrote to Nadezhda in 1922. ‘Everywhere is very expensive and only the NEPmen can afford the rent. As for our domestic life, we are lacking the most basic things – linen,clothes, needles, thread. In a word, we are lacking everything.’ Iosif was too preoccupied to deal with such ‘domestic details’. He was ‘impractical and disorderly in everything except his work’, according to his wife. The couple had no money, because the ‘Party Maximum’ left them with a small amount, most of which they sent to Iosif’s mother in Finland. Aleksandra did her best to supplement their income by picking up casual jobs. But she resented having to work and blamed the Party for ruining her ‘dreams of a family’. In 1922, Aleksandra had an abortion. As she explained in a letter to Nadezhda, she had wanted to have the child but had terminated her pregnancy because she was ‘worn down by ill health’ and did not want to ‘add to Iosif’s burdens’ at a time when he was ‘weighed down by his Party work’. The couple’s marriage was suffering. There were constant arguments about money. Iosif had been having an affair with another woman, who gave birth to a son in 1924, and he was supporting them financially as well. Relations with Aleksandra were strained to breaking-point. Iosif would often go away on Party work, either to Moscow, where he taught a course on labour law, or to the Kuban, where he worked for the trade unions. ‘I rarely see my Iosif,’ Aleksandra wrote to Nadezhda in 1925. ‘It makes me bitter that it has ended up this way, but such is our way of life these days. There is no place for private life, and we must bury romance as a relic of the past.’29
Iosif and Aleksandra, Yekaterinoslav, 1924
2
The Bolsheviks saw education as the key to the creation of a new society. Through the schools and the Communist leagues for children and youth (the Pioneers and the Komsomol) they aimed to indoctrinate the next generation in the new collective way of life. As one of the theorists of Soviet schooling declared in 1918:
We must make the young into a generation of Communists. Children, like soft wax, are very malleable and they should be moulded into good Communists… We must rescue children from the harmful influence of the family… We must nationalise them. From the earliest days of their little lives, they must find themselves under the beneficent influence of Communist schools… To oblige the mother to give her child to the Soviet state – that is our task.30
The primary mission of the Soviet school was to remove children from the ‘petty-bourgeois’ family, where the old mentalities of private life undermined the cultivation of social instincts, and to inculcate in them the public values of a Communist society. ‘The young person should be taught to think in terms of “we”,’ wrote Anatoly Lunacharsky, the Commissar for Education, in 1918, ‘and all private interests should be left behind.’31
The dissemination of Communist values was the guiding principle of the Soviet school curriculum. In this sense, as Soviet educational thinkers acknowledged, the role of Marxism in Soviet schools was similar to the role of religion in tsarist schools. In the more experimental schools there was a strong emphasis on learning through practical activities rather than theory. Even in the United Labour Schools, which were meant to provide a national framework for all Soviet schoolchildren from the primary level to university, the programme was usually organized around a series of workshops (instead of classrooms) where children were taught technical and craft skills as an introduction to the mainstream academic subjects, particularly science and economy.32
Political indoctrination was geared towards producing activists. The propaganda image of the ideal child was a precocious political orator mouthing agitprop. Communism could not be taught from books, educational thinkers maintained. It had to be instilled through the whole life of the school, which was in turn to be connected to the broader world of politics through extra-curricular activities, such as celebrating Soviet holidays, joining public marches, reading newspapers and organizing school debates and trials. The idea was to initiate the children into the practices, cults and rituals of the Soviet system so that they would grow up to become loyal and active Communists.
Children were indoctrinated in the cult of ‘Uncle Lenin’ from an early age. At kindergartens they were called ‘October children’ (oktiabriata) from the moment they were able to point towards the picture of the Soviet leader. After Lenin’s death, when it was feared that a generation of children would grow up without knowing who he was, schools were instructed to establish ‘Lenin Corners’, political shrines for the display of propaganda about the god-like founder of the Soviet state. Legendary tales about Lenin and the other heroes of the Revolution were an important means of political education. Most children did not understand the ideology of the Soviet state – they saw the Revolution as a simple struggle between ‘good’ and ‘evil’ – but they could identify with the heroic deeds of the revolutionaries.