The tales of puckishness and delinquency from Confession are required reading for anyone seeking to comprehend Yeltsin’s life, but he was not above embellishing them. The Zyryanka, dammed to form First Pond, is about the width of a city street downstream (where it is five minutes down the hill from John the Baptist church). Even in the annual snow melt, it is not the raging torrent Yeltsin depicts—which is not to rule out jousting on the logs. Vladimir Zhdanov has no remembrance of the fifth graders going out the window; the railway school, he points out, was all on one floor, and it would have been easier to play hooky than to follow a showoff outside. Some of Yeltsin’s defiance of his teachers may have been more impish than impudent. When Zhdanov was asked by the reporter if teachers had tonguelashed Yeltsin for passing his problem sets around, he replied, “They are only finding out about it now.”69 For some events, memoirist Yeltsin mistakes the fine points yet not the main meaning. The jump out the window seems indeed to have occurred, but at the Pushkin School, which has two stories and where Yeltsin’s homeroom (which I saw in 2005) was on the second floor.70 While the mean trick on his elementary school German teacher is uncorroborated, again there appears to have been such an incident with a chair at the Pushkin School. A boxer’s nose and a maimed hand, about which he was always self-conscious, were fleshly mementos of his adventures. Conversations in 2005 with clergy and parishioners at the reopened Church of the Beheading of John the Baptist substantiated that it was used as a furniture factory and munitions warehouse during the war, and that a daredevil could have slipped in and made off with small projectiles. None doubted that Yeltsin had done so. For the wilderness trek and the infection in 1948, we have verification by a fellow pupil.71
The episode that remains mysterious is the one to which Yeltsin gives the most import: the stand against his oafish teacher at School No. 95 and the struggle for exculpation that followed. Yeltsin’s own account does not quite add up. He writes that after the fracas he “decided not to return” to the school and to enroll at Pushkin, the place that was to open doors for him. But School No. 95 offered seven years of classes only, and so he would have had no choice but to move on to a secondary school had he finished the seventh grade there; the one secondary school in Berezniki that accepted boys was School No. 1, the Pushkin School. Muddying the waters is a prosaic detaiclass="underline" Pushkin School records, and the commemorative plaque outside, show Boris Yeltsin to have transferred there in 1945—in the second half of or at the end of sixth grade or in the first half of seventh grade—and not, as he says, after seventh grade, which would have been in mid-1946.72 The acting up with his teacher, if it happened, could not have been at his graduation, since he never passed out of School No. 95.73 But something got Yeltsin in hot water there. His mother told relatives later that he left his first school because of a disagreement with a female teacher. It was unheard-of for a pupil to quit a Soviet elementary school without completing the sequence of instruction in it. Teachers at the Pushkin School believed that the decision was mutual, that friction over behavior such as the theft of the grenades had coiled to a level where young Boris was happy to go and the exasperated staff of School No. 95 was relieved to see the last of him.74
A bloodline in the free and religious peasantry, a proud and individualistic family, the confiscation of hard-earned property, the arbitrary arrest and loss of loved ones, a closet anti-communist of a father—any one ingredient would have shortened the odds that Yeltsin would eventually strike out on another road. He was not unique in any one of these respects, and not in the millstone of hardship he carried. Other Soviet leaders had poverty and politically driven private tragedies in their blood. For Yeltsin, it is not the particulars but the gestalt that commands our attention.
Already his life’s plotline diverged from that of his future ally and antagonist, Mikhail Gorbachev. Although the Gorbachevs of Privol’noye, Stavropol province, had their share of tears, the family had been dirt poor and supported the collectivization drive that was at its climax when Gorbachev and Yeltsin were born in 1931. Gorbachev’s maternal grandfather, Pantelei Gopkalo, was a communist, the organizer of a peasant cooperative in the 1920s, and the first chairman of the local kolkhoz; his father, Sergei, to whom he was close, joined the party at the front during World War II.75 While still in Privol’noye, in 1948, young Gorbachev was awarded the Order of the Red Banner of Labor, one of the USSR’s highest laurels, for his norm-busting work at bringing in the harvest (Sergei, a tractor driver, won the Order of Lenin), and won a medal in school for a hagiographic essay about Stalin.76 Yeltsin, the son and grandson of kulaks, would be torn from the village by collectivization, grew up in a city, had a twinge of doubt about Stalin, had strained relations with his father, and would wait until 1971 to win his first Order of the Red Banner. In 1950, still a teenager and about to leave Privol’noye for university in Moscow, Gorbachev applied for the Communist Party and was made a probationary member; he was promoted to full membership in 1952, with Stalin still in the Kremlin.77 Yeltsin was to take out probationary membership ten years after Gorbachev and full membership nine years after him.
To deal with the demands of his provincial youth, Boris Yeltsin developed a repertoire of life scripts. They were not mere coming-of-age stereotypes but were to be of ongoing relevance in later life. The scripts implied various relationships with the social environment. Survival was for the lonely individual, and the few others he trusted, to achieve, leaving nothing to chance and saying not a word more about it than needed to be said. Duty was about conforming to conditions and meeting the standards of family, equals, and superiors. Success was earned in contestation with others, not primarily through the pursuit of security at all costs or through cooperation. Testing was also a comparative exercise, though more about the capability of acting than the doing. And rebellion, in the confines of the Soviet system, required a break with convention and with lines of subordination. Artistry in one role did not negate the next. The boy with the mathematical cast of mind also had a Tom Sawyer–like taste for adventure. Yeltsin could give teacher Khonina the sense that he “never violated” the rules, and get faculty approval as class monitor year after year, while showing her a “fiery temperament” and coming on to the other young people as someone who could contravene the rules to his and sometimes their benefit. As his friend Sergei Molchanov put it, “He stood out, without a doubt. He… was someone who made things a little dangerous.”78 As both propagator of and occasional scoffer at the constituted ways, he was more than a face in the crowd. One comparative study of modern rulers finds that as youths 61 percent of them tended to conform to authority and 16 percent were nonconformists. Yeltsin in a sense was these two things together.79