FOUNDATIONS - ERIC

frwrao'N''

011-14037"WW1* 1960, N. 17

A

FOUNDATIONS

CURRICULUMS

TEACHER PREPARATION

WILLIAM K. MEDLIN, Specialist in Comparative Education'for Eastern Europe, Division of Intetttational Education

CLARENCE B. LINDQUIST, Chief for Natural sciencesand Mathematics, Division of Higher Education

MARSHALL L. SCHMITT, Specialist for Industrial Arts,Division of Stale and Local School Systems

U. S. DEPARTMENT OFHEALTH, EDUCATION, AND WELFARE

ART }IUR S. FLEMMING, Secretary

Office of EducationLAWRENCE G. DUTHICK, COMMilliOtttr

FOREWQRD

fL ACKNOWLEDGMENTS

INTRODUCTION

CliAPTEk I.- FOUNDATIONS OP SOVIET EDUCATIONAL.PRACTICES

Historical ProblemEconomic developmentSocial developmentGeography

, School systemPolitical systemPhilosophy and concepts of education

. School organization . ..

..... - ................ -

Cenlral Planning, Controls, and Methods

Principles and methods of instructionThe lesson plan el

Marking systemOutside school activities . .

Pedagogical and educative leadership ___

Pupil promotions

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Problems and Changes in Soviet Education__________

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e a -

L. Curriculum en. 0- '0. ft eo Ow -0- fr.E nrol knitohts ...Labor marketYouth attitudis ".Selection and differentiationMain features of

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19308136

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vi SOVIET EDUCATION PROGRAMS .

CHAPTER II.-- SCIENCE AND MATHEMATICS IN THEGENERAL SCHOOLS _ __

Some Fundamental- Soviet Ideas

Relation to polyteellnic trainingBroad aspects of the curriculumGent6ral teaching methodsQuizzes and examinationsTextbooksEnrichment programLaboratories, equipment, and facilities

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The Teaching of Biology

Botany _

ZoologyAnatomy and physiology of manPrinciples of DarwinismMethods used to strengthen knowledge of biology.Biology curriculum

The Teaching of ChemistryGrade 7Grade 8Grade 9Grade 10

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Some examples of, quizzes in chemistryChemistry curriculum

The Teaching of Mathematics

polytechnic emphasis _ _ ..

Parallel presentation of subject matter _

ArithmeticAlgebraGeometry ____ __ _

TrigonometryMathematics curriculum

..... or..

The Teaching of PhysicsRelation to polytechnic education.__Aspects of the programGrade 6Grade 7GradeGrade 9Grade 10

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Flag

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5254555556'57

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67686970717272

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76777777787979

CONTENTS

Visits to classesPhysics curriculum

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The Teaching -of Astronomy.Astronomy curriculum

Pedagogical ResearchEducational research on subject-matter teaching

Mathematics __

Biological sciencesPhysical sciences

Educational research on methods ___.___'___

Expected innovations in curriculums _

MathematicsPhysicsChemistryBiology ______ ..-Proposed distribution of hoursHow new curriculum will be introduced

CHAPTER III.-POLYTECHNIC EDUCATION'IN THEGENERAL SCHOOLS _____ _

Introduction

Terminology\ Definition of polytechnic educationWork experience education________

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Page

8082

8485

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868686878989899192929293

94

94

94

9595

Philosophy and Purpose of Polytechnic-Education 96

Relation of polytechnic education to otherstudies

Polytechnic Courses

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11.11. 97

98Labor as a subject in grades 1 through 4 99

Manual arts 99Drawing 100

Labor training in grades 5 through 7_____________________ 101Woodworking 101Metalworking 102Electrical work 105School plots 107School production ivork______ 108

Fundamentals of production in grades 8 through 10 110Technical drawing (grades 7 through 10) .1. 113

4vm SQVIET EDUCATION PROGRAMS

Machine study (urban schools, grade 8) 115Fundamentals of plant breeding (rural

schools, grade 8) _ 116rFundamentals of industrial production in the

form of a specific enterprise (urban sthools,grade 9) 119

Fundamentals of animal husbandry (ruralschools, grade 9) 123

Electrotechnics (grade 10) _____ 124Automobiles or tractors (grade 10) ______________ 124

125The New Curriculum

Concepts, purpose, and implementation of thepolytechnic reforms - - - 127

Worker specialties , 129Proficiency degree _____ 199

Curriculum changes 131

Changes in grades 1-8 131

Changes in the upper grades (9-11) 131

Work experience 131

Polytechnic education and Soviet vocationaleducation 132

Organization and Operation of School Workshops andProduction Training

Budgets for polytechnic education 135Description of workshops and workshop equipment 135

Drawing 136Labor (manual arts) facilities in grades I

through 4 136

Woodworking shop 136Metalworking shop 136Size of shops 138Machine study shop 138Sewing rooms _, 138Automobile and tractor shops 138Electrotechnic laboratory 140

Organization of polytechnic courses_____,_,, 140Organizational plans for production training

(work experience) _____ _____ MP141

Coordinating groups 141Selection of specialties by 142Schedule of production training (work

experience) m.Mlb 142

134

411

a

CONTENTS

Organizational plan for student at plant 143Enterprises and the 143

Organization and Methods of Teaching PolytechnicSubjects

TeachersAssistant teachers __

- Methods of instruction__Tqchniques used in teachingExamples of methods of instruction in

production trainingHomework _____

Books __

Correlating subjectsEvaluation _ _

Research

Research problemsInterrelationship of subjectsSpecific research problems in polytechnic

education

..... Ia. O.

143

144145145145

149162162162163

165,

165165

4-166Examples of research 166Other research in polytechnic education _ ... 169Results of some research 170

CHAPTER IV.---TEACHER EDUCATION 172

Control of Teacher Education 172

Pedagogical Institutes 173

Administration and organization 173Admissions 177Curriculum 177F`rofessionar training for new teachers 179

Theory and general methods 179Special methods 180Practice teaching 180

Schedule of instruction 182Methods of instruction 182Examinations and grading 184Recording of students' performance 186Stipends for students__ ...W.AM WINN ........... a IwomM 185Student life ... M.. 187

187Composition of the student body

I SOVIET EDUCATION PROGRAMS

PeetGraduation and job placement__ 188Teaching staff 188

Rank and salary 188Work loads* _ _______& -. 189Selection ____ g___ 189"Retirement 190Training of faculty for pedagogical institutes 190

191Training of Teachers for Polytechnic Education_ ___

Pedagogical Schools 193University Programs for Teacher Training ____ 194Correspondence and Evening Programs for Teacher

Trainitig 195Inservice Institutes 197

Academic-year courses 198Summer program 198Seminars 198Conferences _ _ _ 198Local school programs of inservice training__________ 199

Pedagogical Readings

CHAPTER V.-CONCLUSIONS

The School System ___

The Teaching

200

201

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202Circlesd& ow a+ =.1. 203

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206

207Quality of Education

oman, 207Reforms

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The Curricuhim'Teacher TrainingEducational ResearchPhysical Plant

BIBLIOGRAPHY.-SELECTED MATERIALS ON SOVIETEDUCATION ....... 211

APPENDIXES217

Appendix I. Curriculums for Schools of General ducation 218A.Curriculum for 10.9year schoa . 218

CONTENTS XI

PageB.Curriculum for 10.year schools, to be implemented

by 25 percent ott the schools during school year1957-58, and by 50 percett during 1958-59 219

C.Experimental curriculum for grades 9, 10, and 41of urban schools 0957-58) 220

D. Experimental curriculum for. grades 9, 10, and 11of rural schools (1958-59) 221

Appendix 11. Curriculums for Labor Polytechnic Schools ofGeneral Education 2224

E.Study plan for 8-year school _ _ ____ 222F.Study plan for urban secondary school with

production training (planned after 1963) ___ __ 223G.Study plan for rural secondary school with produc-

tion training (planned after 1963). 224H.Study plan for evening (shift, seasonal) secondary

general educational school (planned after 1963) _ 225

Appendix III. Experimental Schools R.S.F.S.R.(1957-58)

I.Urban schoolsJ.Rural schools

226

226226

Appendix. IV. Course Outline for Polytechnic Instruction(gra-des 8 through 10) 227

Appendix V. Study Plan for Training Turners 230

Appendix VI. Inventory of kquipment for SchoolWorkshops (grades 5 through 7) 234

Appendix VII.- Inventory of Basic Materials Which AreNecessary for Studying and for Working Outside of ClassAssignments in the Shop 237

Appendix VIII. Curriculums for Pedagogical institutes__ 239K.Specialty: Russian language, literature, and

history 239L.Specialty: Russian language, literature, foreign

language 242M.--Specialty : Foreign languages 245N.Specialty : Mathematics and physics 24ii

: Mathematics and mechanical drawing__. 261P.Specialty: Physics and the fundamentals of

productionQ.--Speefalty: Biology, chemistry, and the fundanlen-

254

SOVIET EDUCATION PROGRAMS

tale of agriculture..R.Spetialty: Geography and biologyS.-- Specialty : Physical education

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Appendix IX. Curriculum for rintversity

Pew.257

260263

267Specialty : Physics, Moscow State University (1957-58) 267

Appendix X. Topical Outlines of Required Courses inEducation at Pedagogic& Institutes 272

Appendix XI. Sample State Examinations in PedagogicalInstitutes

Text Tables

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1.-- Trends-in curriculum concentrations (1956-1960) 372.Science and mathematics curriculum in the general

10-year school 453.Distribution of hours in science and mathematics in the

proposed new 11-year curriculum (urban school) 924.Drawing (grades I, through 6) 1005.Selected polytechnic courses 1266.Selected courses from study plan of 8-year and second-

ary school (urban) with production training 1277.Making manufactured object by meinamachines 1478.Example of study plans for workshops in schools 1509.Plan for relating program topics in physics to problems

of production 16310.Offerings and enrollments by type "of program in cer-

tain pedagogical institutes (1959) __

Illustrations

1- 1. Returning from physical exercise, rural school,Moscow Oblast

17$

101- 2.Ten-year school, Zagorsk. Built in 1952 141- 3.Children waiting for school rally, Moscow_____________ 22

4.Manual arta work in second grade 281- 5.Work experience program In 11-year school__ ___ 392- 1.Tractor driving in 11th 432- 2.--Fifth-grade biology pupils________________ _____ 52

CONTENTS Kill

P.uge

.Sixth-grade biology clas Len 'grad 534.----- Socially useful work at rural school. Building a

rabbit pen 585.Eleventh- r ders in electrotechnics laboratory 806.Nlembers of Pioneer Club from 11-year sthool 881.Sixth-grade boys in woodworking class (labor

training) 101.1 Sixth-grade girls in woodworking class :74bor

9 t

training) 1023- 3. Feedrack for chickens 1003

<3- 4. Box with a cover3- 5. Dustpan 1043- 6.Corner (A) flat corner and (B) hinge 105

7.Mechanic's hammer 1063- 8.Dynamometer for laboratory work _y 1073- 9.illustrations of useful articles made by students

in grade five and slave 1083-10.Electric motor 1093-11.Pendulum controlled by electrical excitation 111, 1123-12.Girl stapling a paper box in a school production job 1133-13.Seventh-graders in sewing class _ 1143-14.An example of a problem in "how to read a technical

drawing'. 1153-15.Determining the number of projections needed to

make a drawing of each object--a problem in tech-nical draving _

3-16.Eighth-grader studying machines3-17.Instruction in autonlobi!es

117,118119125

3-18. An example of a student's work in patternmaking 1303-19. Woodworking (joiner) shop and metalworking

(mechanic) shop 1393-20.An individual tool set used by students in metalwork 1483-21.Grease cup made by students in school workshops _ 1614- 1.Physics laboratory at Kiev Pedagogical Institute 1744- 2.School children of Experimental School No. 16,

Moscow _ 1804- 3.Krupskaia State Pedagogical Institute, Moscow_ _ 1864- 4.Experiment in physics laboratory, Kiev Pedagogical

Institute _ 1914- 5.Physics laboratory, Lenin Pedagogical Institute,

Moscow DWM .. 196

4.

CHAPTER V

ComOUR STUDY is not a comparative one of the Soviet and

American systems of education, nor is it an attempt toevaluate the schooling and teacher education provided fin theUs.S.S.R. To accomplish both of these tasks, it would require,first, an extensive and intensive investigation into every subjectarea at every level of the educational structure, in order toestablish an Inventory of quantity and quality, and second, rwearchinto the historical, philosophical, sociaLand economic fpundationsof the two societies from which the schools are created and whichthey must serve. Any other "comparison" must necessarily be ageneral listing of differences derived from differing cultural pat-terns. This latter exercise can nonetheless be useful and be madeto abide by scientific methods.

We have aimed here to provide the interested reader with adocument based on our own studies of, and experiences in, theSoviet Union's educational domain. We have also drawn on thcoieof others. Our efforts are buttressed by official Soviet views,educational materials in daily use, and Government statements.With special attention to the sciences and polytechnic training,we have presented factual materials which carefully describethese curriculum areas. This approach has enabled us to becomefurther acquainted with Soviet educational practices, and to pointout what appear to us to be some of their strengths and weaknesses.While we tend naturally to be influenced by our own culturalexperiences in making these' observations, we attempt to placethem within the Soviet context. The reader is invited to considerthese observations.

The fidwitil System

Building on 'modest but strong foundations, educators in theSoviet Union have erected, in a little more than one generation,a system of mass education. Soviet general education is a vigor-

201


ous and dynamic institution, embracing, until the 1958--53 ref- ut-,the traditional curriculum patterns characteristic of variousEuropean schools. It is in form a 4+3+3 (or 7+3) systemwith differentiation of pupils at the end of grade 7. The systemseems to be designed mainly to provide higher institutions antitechnical schools with students well grounded in be mathe-matics, science, and the mother tongue. Students admitted tohigher education include the best ones, determined on a merit(subject-matter achievement) basis. Perhaps the outstanding, feature of the system is its trend in recent years toward offeringcomplete secondary education on a MIMS his and with a dualpurpose,acadernic and polytechnic. Partly to improve on theopportunities available to all Soviet children aspiring to completesecondary education, and partly to respond to State new and toweaknesses in the old curriculum, Soviet educ-ators are adjustingtheir school structures to render them more practical for theirsociety and more accessible to all children. Thus two majoraspects of the system starN1 out; Maas education on a scalehitherto not practiced in Europe and Asia (for the U.S.S.R. Is aEurasian country) ; and advancement by children through a uni-fied school establishment or "ladder" system in accordance withtheir individual capacities and, within State-specified limits, theirpreferences. The changes now underway are considered later inthis chapter.

The Tsaching

Until recently, the major emphasis IR. schools has been onformal methods of learning and teaching. Teachers have aimedprimarily to give children measurable quantities of fact-learning.A unified curriculum was designed for the academic preparationof pupils going toward higher institutes. Classroom methods of-long-established use, like the textbook and recitation, have oc-cupied the center of pedagogical work. Controlled by centralizesforms of political authority, this formalism has foctioped .as aninstrument of the authoritarian philosophy of education practicedin the Soviet Union. Couplefl with a program of ideologicalindoctrination, this situation has apparently tended to hindercreative and self-conscioua activities among children, activitieswhich might emerge from practicing other pedagogical ideas.Teachers are, on the whole, skilled in the use of their methods andknowledgeable in their respective subject areas. Consistency ap-

CONCL TSIONS ft 0 3

pear3 to reign and to produce satisfactory results for the purposeof Soviet education.

Circles

('la.: room teaching is supplemented in many effective waysthrough circle (club) activities in the Pioneer organizations.St.hool formalism yields to pupil interests and talents in theseafter-Kchool hours, and .so provides a certain balance in the overall(Audition, at least for some children.

The Curriculum

The curriculum is unified, the game f0r all schools in the country.Slight variations occur in non-Russian nationality areas in ra-ture, history, and gtography. Subjects are taught in parg111sequences over a period of years, rather than in concentratiottsat different levels of the educational ladder. While the parallelmethod of instruction may allow for more flexible treatment ofiubjetts and interrelationships with other subjects than do' someother methods, there are potential disadvantages of limiting thelevel of maturity achieved in a given branch and of makingimpossible a flexible program of electives for serving variedinterests and specialties. Some evidence of limited maturity wasseen in the social studies work carried on in Soviet schools. Thequestion is, however, admittedly open to more extensive research.

We found that Soviet schools offer strong, basic education inmathematics and sciences. The mathematics curriculum in par-ticular is designed to prepare youth for specialization in engineer-ing and scientific work. According to our observations, theirprograms in mathematics, physicg, chemistry, and biology areroughly comparable to those given in American high schools wberestudents take a mathematics-science oriented curriculum in thecollege preparatory program ; but the main difference lies in twoareas: First, in the U.S.S.R., all graduates of the Sovi6t. 10-yearschool receive the same amount of mathematica and science in-struction, whereas in the United States some of the same subjectswhich are required of Soviet youngsters are elective. Smondly,the Soviet curriculum advances the pupil, especially after grade 5,at a faster rate in mathematics and science concepts than do theusual American high school curriculums. From these standpoints.Soviet high school pupils may appear to have on the average a

204 SOVIETS EDUCATION PROGRAMS

better grounding in fundamentals of science .mathematicsthan do their American counterparts on completing secondaryeducation; but we see 6iese differences primarily as differences inemphasis, not necessarily as a difference in the adequacy ofmathematics and science prepaiation for the respective societies.Many American high school science programs *be richer andbroader than the Soviet curriculum. Each school system hascurriculums designed to prepare youth for living in the conditionsof their own country. Likewise, each has identifiable :strengthsand weaknesses within those contexts.

As a kind of diversification from the unified curriculum, Sovieteducators encourage pupil participation in the Pioneer circle ac-tivities, which in their subject, and cultural-centered programs,provide opportunity for development of talents. We wish toemphasize particularly this aspect of their program, its facilities,organization, and apparent successes. In addition to offering thiscreative and formative foyer, Soviet educators are beginning toprovide other afterschool classes for curriculum enrichment,especially in the sciences.

Trends in Soviet curriculum development are definitely towardintroducing vastly and life-related experienaafor children and youth during their entire educational career.The aim appear's to be twofold : To facilitate mastery of themathematics and sciences subjects ; and to inculcate on pupils aninterest in, and respect for, labor. In regard to the practicalapplications of theory, the Soviet trend contrasts with that inthe United States. Some leading American science educators areadvocating that teachers pay less attention to application andgive greater emphasis to understanding basic scientific principles.There is considerable ferment concerning America,- mathematicscurriculum, and work is going on with the objective of introducingcurricular reforms consonant with modern trends in math ticsproblems and thinking. We did not detect this particular tr d inSoviet education, although their educators do speak aboutneed to modernize instruction in'matematics and sciences.

Physics curriculum offers another:Utipple. For several yearsthe Physical Science Study nitnittee; nth headquarters at theMassachusetts Institute of ,.7ilechnokogy and supported by a grant,from the National Science F4tindatimi, has been working on arevision of the physics curribOup yin the high school. A numberof physicists working in collalloration with high school teachershave produced curriculum materials which are designed to developunderstanding of basic concepts and principles. In this material,

a CONCLUSIONS 205

technology, which is the application of science, receives secondaryemphasis. It is the belief of the Committee that once 'the basicunderstanding of physical notions has been achieved by the pupil;it will be easier for him to comprehend the 'specific applicationslater in life as he, encounters them. The Committee has felt thatin past years too much attention has been given . to specificapplications, such as the way a refrigerator operates. Numeroussimilar examples could be cited.

The Soviet(' school's curriculum in mathematicsscience seemscomparatively stronger than its social studies-humanities cur-riculum, with the probable exceptiori of Russian language educa-tion and training in the arts. While our mission did not aim tocover the social sciences or arts, oppcittunities for some observa-tionii did occur. Coupled with kpowledge of Soviet syllabus andtextbook material in this area,' these visits left us with animpression' that there are shortcomings here, especially in regardto scientifically derived information about other peoples and theircultures. At the same time, ambitious programs are well under-way in the teaching of foreign languages.

,Teacher Training

Soviet education is moving steadily toward 4-year program ofelementary teacher training and has a 5-year program in secondaryteacher education, both at the higher (college) level. The 2-yearpedagogical school is disappearing,. and the universities, as wellas the 6-year pedagogical institute, are preparing importantsegments of secondanischool teaching personnel. Soviet secondaryteachers (i. e., from grade 5 up), and increasing numbers ofelementary teachers, are therefore now receiving preparationsimilar in time period (but not in total hours) to that nowreceived by corresponding American teachers. While the secondaryteacher in the U.S.S.R. receives more instruction in subject-matter areas than does his average American counterpart, wenoted certaip deficiencies in the general education taken by theSoviet student Professional training and pragtice, in pedagogyare provided by Soviet programs in considerable measure, butwe did not have Gpporttmities to observe student teachers inaction. According to criticism by some Soviet educator's, facilitiesfor, and the carrying out of, student praitice need improvementelftsztessolomssolmi=4

1 For sump* ow W. K. Media sad caw% reto Tosekkg. of Social Maws and ffnessuitioois Soda Schools. U.S. Department of Hooltb. EduestIon. and Wolfant, Moo of tion..Waoldastois 1911% 0 p.

41,

vs;

206 Bonn EDUCATION PROGRAMS

All graduates of the iiiirear programs must write a thesis andpass a State examination in addition to passing regular coursetesta. Considering the entire teacher education program, ouropinion is that except in the field of general education (liberal'arts), the Soviet secondary teacher graduating today has a levelof preparation abeut equivalent to that achieved by a graduatefrom a 5-year program in an accredited American university orcollege. Up until the present time, the Soviet studint has required15 years to complete his program; the American, 17 years. Wenote, however, that Soviet schools are increasing their primary-,secondary program to 11 years. It 'should also be remembered thatthe school work in the U.S.S.R. goes on 6 days, compared to 5days in the United Statek.

In connection with this observation, we wish to point out thatin the United States the trend is to require 4 years of college-level preparation for elementarras well as secondary school teach-ers. At the present time the average classroom teacher in thepublic elementary and secondary schools of the United States hashad 4.7 years of higher education. In an increasing number of theStates a fifth year of training is required either before a personmay begin to teach in secondary school or within a stated periodof time thereafter.

Inservice training for teachers is highly developed in theU.S.S.R. The emphasis, facilities, and .personnel relating to theinservice institutes' programs impressed us, and teachers areencouraged to upgrade and update their teaching periodically.This situation appears to aid considerably in the adoption of newmethods and practices, which is now taking place on a massivescale.

Educational Rssearch

The magnitude, *scope, and energies characterizing Soviet re-search programs in education impressed us. While this work ismore or less centrally directed by the Russian Academy of Peda-gogical Sciences in Moscow, much work is going onrboth system-atically according to plans and experimentally. The findings ofthe large and coordinated staffs in the various research institutesappear to influence considerably whit goes on An the schools: Inthis regard, through current changes, Swift sithoola are feelingthe effect of educational research and most likely will continueto do tux Limitatips imposed by central controls &Amor, ho-

CONCLUSIONS 207

ever, to circumscribe research activities and to hinder develop-ment of regional solutions to meet regional needs.

Physical Plant

Buildings and =Aerial equipment that we observed seemedinferior in design and construction to standards in U.S. education.Soviet educators with whom we talked tended to put less emphasison material facilities than on mastery of subject matter. Howeversome of them admitted that more and better material equipmentand facilities of higher quality could enable Soviet students toacquire better habits in performing practical work. In the schoolswe ited, visual aids, were plentiful and often skillfully made.

Quality of Educationtt

It is unwise to attempt to reach valid and definitive judgmentso the quality of education on the basis of limited observations.

the schools and classes that we visited, indications were that, .

the main, Soviet education is effective in teaching certainemic and technical subjects. The academic curriculum directs

upila to steadily rising conceptual maturities, in mathematicsand sciences at a fairly rapid pace. That 'has been the designand purpose of Soviet education, but as we know, that design isundergoing change in the U.S.S.R. The same pattern has appliedto studies in the social science and humanities area.

In our view, there is no adequate testing system used in theSoviet schools to ascertain the .real level of achievement reachedby students. Nationil requirements are indeed published annu-ally for examining purposes, but the required content of these,examinations varies little from -year to year. Furthermore,questions in the sciences are made up from official problemsmanuals which are available' to all schools and which providepupils with the very material to be used in the examinations.local schools and distrbga make up their own questions in othersubjects (in line with 'national norms), and these can 'varysignificantly In difficulty and appropriateness ;* and we do not have

f-sily published information by Soviet authorities on the scoresmade by students .on a lational scale. All of these factors, and

0

208 SOVIET EDUCATION PROGRAMS

others of a leas tangible nature, prevent true' evaluation of Sovietschotastic achievement.

In classes of polytechnic education, we found that the workdone in workshops was not as high quality generally as that donein American school workshops. Similarly, the quality of thefinished technical drawings that we saw could be improved, al-though there were exceptions. Furthermore, the scope of thetechnical drawing courses is narrower than in American schools :for example, architectural plans are not included in these clams.A number of workshops (wood-'and metal-working) were poorlylighted; their benches and equipment seemed crowded and in needof space, and machines sometimes lacked safety guards.

ReormsThe most impre3sive aspect of Soviet schools today is their

tremendous effort to reorganize their curriculums.,and methods.The focus of this effort is to introduce 'polytechnic-labor educationalong with the traditional academic program. In this way. Sovieteducators aim to transform their schools into dual purpose Insti-tutions which can furnisb yoyfrah the academic basis for highereducation as well as a practical preparation for Soviet living.This new program is the first attempt to diversify Soviet secondaryeducation since the reforms of 1981 -82. The diversification lip-pears to be limited in kcope, concentrating on deepening y6t4hs'practieal understanding and ability to apply theory, and on tridn-ing them in a worker specialty in one of several main occupatiOnalsectors (industrial, agricultural, trade, transport, etc.) of thenational economy. In general, It appeaiss to us that Soviet leadenin education have also assigned themselves the task of building asolid basis for the general and technical upgrading of youth, notonly of this generation but also of future geirrations.

Industrial and agricultural/ sciences and technical developmentsare now causing °Soviet educators to think about future needs forreadapting the schools to give mon appropriate instruction forthe incipient age of automation, atomic power, and space', Weconsider the new Soviet program to be a dynamic move, indseems to promise the crystallization of new philmophic mix:optsin education ale well as the emergence of many practic4I endmaterial problems. Soviet educ.ators tell us that, on the who*they are optimistic about the prospect for their important plans.4It will be interesting, to say the Wet, to observe the

CONCLUSIONS 209

Soviet educational measures and their role in Soviet culturaldevelopment

In the light of our own- experience and our knoivitdge ofAmerican programs resembling polytechnic education, we are ofthe opinion that at the present time Soviet general schools requiremore time in practical arts ork than. do similar American schoolsgeneraW. At the same si e, the Soviet curriculum is narrowerin scope than the American curriculum. We feel that differencesin economic requirements-. and technical background in the twosocieties account in the main for this situation.. the size, character;and future plans of the polytechnic program in the U.S.S.R. aresuch that we must consider it as an integral part of the Sovietphilosophy of education. It is not a subject but in fact a type ofeducation, and other subjects in the curriculum, such as hysica,mathematics, .chemitit4r, and biology, contribute to the polytech-nic arts. Geography and language training are also consideredto be pertinent to the development & polytechnic education.

The new polytechnic curriculum, if fully implemented, will givethe, Soviet general school a technical-work experience grogram nitbefore attempted by schools of a modern industrial nation on ellenvast scale. The skills aspect of this program, begun in the school'shop (or garden plot) and culminated in the factory (or on thefarm), alms to provide pupils with a choice of specialty training,but this choice tends to be limited by the enterprise located nearthe school, with which the school officials arrange cooperativework programs. The shop work and cooperative work experiencewith industry and agricultaw are fo organized as to contributeto the national economy while teaching youths the applicationsof theory, general technical knowledge, and Inculcating attitudestoward labor and laboring people. After the tenth grade, how-ever, it seems to us that the work experience has more productivethan educative significance. By that time, the student has chosenhis work specialty, knows its basic requirements and techniques,and has acquired a certain proficiency. Apparently related tothis situation is the Government's new requirement that first-time enrollees In schools of higher education have 2 years' workuperienee.

One important part of the reforms -tinder way Is the grmnumber of boarding. schools.... While our vhdts to this typeschool were brief, it was clear to us that Soviet authorities aregiving careful attention to this pew school.. pe

Otw aducatkmal mission to the 1.1103./L helPed.to deepen outof Soviet.educalloii; already nourillied by others'


previous visits and reports, and helped us to determine moreprecisely than before the actual performance of teacher and pupil.This understanding enables us to appreciate the 'fact that theschools in Russia and other Soviet' republics have been striving,.on an increasingly mass basis, to meet the particular needs oftheir type of society. These needs are determined manly byindustrial plans and by a centralized political system dedicatedto a materialistie philosophy. We are encouraged by the factthat our Soviet visit reconfirmed our dedication to developingAmerican educational institutions along the lines that they havehistorically taken and to stimulating that development still morethrough such experiences u this one.What the end-results of the major Soviet reform in educationwill be is not for speculation here. We have attempted to describesome Of the }prominent aspects of that reform and the pathdesignated by Soviet authorities for it to take. We sincerelyhope that our efforts will be of service to American educators,and to interested educators everywhere.

V

acted atedalls en &MetEducatilen

RINRINCI WORKS APO IMILIOORAPOIMIS

Borskaia oovetsksia .n edits.. (Laarge Soviet Encyclopedia.) 2d ed.Moscow, U.f3.8.R. Academy of Sciences, 1949-1958. 50 vols., plus yearbook.

CINTILL STATISTICAL ADMINISTRATION IMP R.S.F.S.R. Kurtu'lpos etroiterstvoR.S.F.S.R. Statistickeskii abornik. (Cultural development of the R.S.F.S.R.A statistical collection.) Moscow, Goa. stet. lsdat., 1958. 459 p.

CINft&L STATIIIMCAL ADMINISTRATION ZNr412 THI U.S.S.R. CouNai OFNUMMI= Na rodsof Mosiastvo S.S.S.R. v 1951 godw. Statistichoskiiatkegodnik. (National Economy of the U.S.S.R. in the year 1966. Atkal yotrbook.) Moscow, Goa. scat. izdat., 1957. 296 p.

Narodnoe khosiaistvo v 1968 godw. Statisticitoskii ezkagodnik.(National economy of the U.S.S.R. in 1958. A statistical yearbook.)Moscow, Gos. stat. Mat., 1959. 959 p.

Cultural Progress in the U.S.S.R. Statistical returns. Moscow, Foreign Lan-guages Publishing House, 1958. 325 p.

Eziov, A. Soviet Statistics. Mossow, Foreign Language* Publishing House,1%7. 132 p.

Forty Years of Soviet Power, In Facts and Figures, Moscow, Foreign Lan-guages Publishing Holm, 1968. 819 p.

JASNY, NAM. The Sovist 1950 Statistical Handbook: A commentary. EastLansing, Mich., The Michigan State University Press, 1957. 212 p.

KALARIINIKOV, A. G., and EIPIIITIEN, T. S., 4 Podagookkeskaia Entaildo-pediia (Tim Pedagogical Encyclopedia.) Moscow, 19274930. 8 volumes.

IIINIIIITRY or iknicATION or R.8.F.8.R. Bilety dlis eksomenov na ,attestat'rebid sa kuis shkoly as 1957.-48 uckebnyi god. (Tickets for exami*nations for the certificate of maturity for the course.of samndary school inthe'114748 schoig year.) Moscow, Uehpedgia, 1958. p.,

Proiressuny . naeharnoi akkoly. (Syllabuies for elementary school.)ilime;271, %am** 1956. 168. p.

Progrenasny Raelmirsoi *kb* tut 11504? sigeinegi god. Ruchnoi trnd.(ilyliabwies for aleinentary schootin the 1956757 school year. Manual artf.)Miaow, Ueltpesbis, IOW 16 p.

all9

r.-; -.--- -:-'- -'--' -w

+ L.

.-.--


MINIBTRY'oF Progrn,pmy ,rednei ihkoly. Bwh,ga.(Syllabuaes for secondary acbooL Biology.) Mdscow Uehpedgiz 1958. 4 p.-

-T; PrkVnzmmy sre'dnej skkoly. KktMiIa. (SyU&bu for ..condryaebooL ,bemistr.) Moscow, TJChI*dg, 1959. 23 p.V

-. Progriinmy *rtdn.i shk1y na 1957-48 ickebnvi god. Riot'*7ie.(SyU*bui for secondary acboo1Iñ the 195748 school year. Dflwing.)M05c0W, Uchpedgiz, 1957. 16 p

Progrummy #red*ei ikkoly na 1958-49 uckebyi god, Fixika, Astronomia (Syflabuse. for secondary school in the 19&8--69 school yr. Phyics,Astronomy.) Moecow, Uchpedgiz, 1958. 53 p

- Uckebnye plany peMgogiekeskikk institttov. (Study p1an for pcdagogical inititutes.) Moscow, Uchpedgiz, 1957. 31 p.

or ilicn EDUCATION OP U,S. S.R. Spra toch*ik tWa pot hi paivakckikk v tiy#*kii ti,%ebnye zsvedenita Soi.tza S.&R. v 19U g (Altandbook forstudenta enrolling in higher eduestlonsi InItItUt1OTU of the Union of theS.S.R. in 1958.) Moscow, "Sovetskata Nauka," 18. 272 p.

ROK1TL&NSKT, Nicaoz&s J. and MEou, WIUL&M L, coips. RibUograpky ofPitbliaked Mater1. on Ruasian and SOVt Edsu,atio*: A Research a,.dR.fernc. TooL StUdIS in ComparsUvo EduesUon. WUhLDgtOD, U.S. Department of Health, Edue*tion, and Welfare Oce of Eduestion, Divisionof IntsrnaUonal Education. Feb 1960, iv, 75 p.

Aictw Socirry oa ENGINEERING EDUCATION. ASE Engineering EdsncitionExckange Mision to the Soviet U*i.n, November 1958. Final ReportR.prtntM from "Journal of Engineering Education," vol. 49, No. 9 (May),1959, UniversIty of flhlnoli, Urbana, III., pp.889-911.

AxtN'iv, B. G., a*d SoioxiNA, A. K., .d Pervowko$no. obuch.ni i vospitaw,ii ddei.Pervyi klau. (Elementary ducation and training of children.The first grade.) Moscow, Academy of Pedagogical Selencee R.SF.S.R.,1958. 671 p.

BUNcHZVULU. F. L., and ZiLxxo, G. I. Profunok,ckukoeobrt2ovani rabockikk V SSSR. (Vocational and Technical Education ofWorkers In the USSR.) Moscow, TrUdYeZ.TVIZd*t, 1957. 158 p.

Bowyiiv, N. I. Direktivy VKP(b) i Po.tanovieniia Sovetakogo PravithtvaoNcrod,tom Obrazvanii; Sb.nsic Dokunentov za 1D17-47. (DIrsctLv of$I.Y!!1Ii'r rirtI Lgi LT '7' i . ?'U'4P. rç w r;r-- z

. ',V W&$ V J' &$1IM W 4 bW$ p bi'JU UI !&J £5 IU

:;1917 to 1947.) Moicow, Academy PedagogIaI Science, 1947. 2 vol.. I

;

coN, EDWAW M A,. A&,.ia of the 5Y.ar Psytic. Program et Moocow. .

stat. UISiVtWit W$hIfl(tOfl, U. S. Dep*TtMflt of HSa1th, Education andWelfare, Office of Education, February 1959. 43 p., tables, charts. (In; .

formation on Education A round tk. World, No. 11. )

..-

: .. .. .

:

:;

,:..

: . : .',: ..

;,:;

Str4 4

BIBLIOGRAPHY 213

asuNirs, Gaon= S. Khrsach4Oksv and the Central Committee Speak on Educa-tion. Pittsburgh, Pa., University of Pittsburgh Prater 1959. ix, 66 p.

DEINEKO, M. M. Forty Years of Public Education in tA. U.S.S.R.: Facts andFigyres. D.Myshne, trans. Moscow, Foreign Languages Publishing Haase,1957. 117 p.

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FIBM12, nazi( TALCOTT, Jr. Pattern for Soviet Youtk. A study of the Con;groom of the Komsomol, 1918-1954. New York, Columbia University Press,1969. rvi, d i2 p.

GOROKHOPT, B. I. Materials for Ow Study of Soviet Specialized Education.Washington, National Research Council Office of Scientific Personnel, 1952.238

KAGANOVICH, I. Z. Ockerk rasvitiia statistiki shicornogo obrasovaniia, v SSSR.(Development of educational statistics in the U.S.S.R.) Moscow, 1957, 101 p.

KARPOV, L. L, and Szvszersov, V. A., ed. Vysikaia skkola; oenovnye pasta-.novieniia, prUcasy i instruktsii. ( Higher School; basic resolutions, direc-tives and instructions.) Moscow, Sovetakaia N4uka, 1957. 666 p.

Knausiliclizvo N. 8. "Ob ukreplenii shkoly s shisniu i o dannishemrarvitti sistemy narodnogo obrasovaniia v atrane." (On strengthening thea:nued:ions of school with life and on further developing the country'ssystem of public education.) Sofoetaktaia pedagogika, 22 : 1-14, October1958.

GEORCM L., ed. Soviet Education. New York, Columbia UniversityPress, 1957. 192 p. (Studies of the Research Program on the US$R,-18.)

K01101., ALI:KMM G. Soviet Education for Science and Technology. NewYork, Technology Press of Massachusetts Institute of Technology/JohnWiley & Sons, Inc., 1957. 513 p.

KULIKOV, S., M., Melds i vypoinenie cherteshei v proekteiiakk. (Reading andperformance of technical drawings in projections.) Moscow, coos. ach. ped.Wet., 1959. 179 p.

lizmAti, WILLIAM K. Report on New Source Rook on Soviet Higher Education.Washington, U.S. Department of Health, Education and William Office aEducation. July 1958. 11 p. (Informatkm on Education Around the Workl,Na S.)

amid APANABZWICS, Mum. Programs in Secondary Teacher Rdsteat.

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qe


tion ix tke U.S.S.R. Washington, U. S. Department of Health, Education,and Welfare, 0&%e of Education, Diviske of International Education, Dec.1958. 82 p. (Information on Education Around tile World, No. 9.)MEDuN, WkLIJAM K.; LEvrr, MARIIN;Ltum., FRP:M(1c; and BEDNAR, CiiTeaching in the Social Sciences and the Huvnanities in the U.S.S.R. Studiesin Comparative Education. Washington, U.S. Department of Health, Educa-tion and Welfare, Office of Education, Division of International Education,1959. 49 p.

, and MYRO, GEORG& Final E.ravninations in ate RUStiaSt Tew-YearSckool. Wouthington, U. S. Department of Health, Education, and Welfare,Offke of Education, Oct. 1958. *31 p. (Information on Education Aroundthe World, No. 6.)

NARODNYI KOMISSARIAT PROsvESHCIIENttA (Pe-Alp le's C nmis ari tof Education of the R.S.F.S.R.). Osnottnye usakoneniia i rasporiazhenitanarodnonth proatiealicheniiii. (Basic degreee and orders on public educa-tion.) V.N. Kasatkin, ed. Moscow-LOningrad State Publishing House, 1929.6117 p.

ROILITLANSKY, NteHOIA,13 J. and FREDRIKA M. TANDUIL Textbooks for RUA-time Scitools. Washington, U.S. Dtpartment of Ilee,Ith, Education, andWelfare, Office of Education, June 1960. 18 13.

SHAPOVALENKO S.G., ed. Saedinenie obuch_eniia a proistioditenytn trKliOffluritaskekikkeid. Opyt putt id ti shkol RSFSR. (Combining instructionwith production work of pupils. An experience of fifty schools in theR.S.F.S.R.) Moscow, Academy of Pedagogical Sciences of R.S.F.S.R. 195&203 p.

SIIIIRN0v, A. k, sd., and °THEM Peikkologiia; ucltebnik due pedagogicheakiainstitutov. (Psychology; a textbook for pedagogical institutes.) Moscow,Uch. Fed. GIs., Ministry of Education of R.S.F.S.R., 1966. 547 p.TIMORMENKO, 82.. Engineering Education in Russia. New York, Toronto,London, McGraw-Hill Book Co., Inc, 1959. 47 p.

SICONDARY SOWN= .

BENNETT, CHAN= A. History of Manual and industrial Education, 1870 to1917. Peoria, Ill., Manual Arta Press, 1937. 566 p.BIEREDAY, GIDOWE Z. F. and PZNNInt, JAAN, ed. Me Politics of Soviet Educa-tion. New York, Frederick A. Praeger, Publishers, 1NO. vi, 216 p.DANILOV, M. A., and Euro; B. P. Didaktika. (Didactics.) Moscow, Academyof Pedagogical Sciences of R.S.F.S.R., 1957. 515 p.DIWITT, NICHOWL Soviet Professional ifanpower: Its Education, Training,and Supply. Washington, National Science Foundation, 1955. 400 p.HANS, NICHOLLS. History of Russian Educational Policy (1701-1917). LOIKkititP.S. King and Son, Ltd., 1931. xii, 255HAN% N. A4 and HIC88ZN, S. Educational Policy in Soviet Russia. London,P.S. King and Son, Ltd., 1930. 260 p.HINCHINGER, FRED M. The Big Red Schoolhouse. New York, Doubleday andCo., 1959. 240 p.

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.1 =

MIDISEarn', B. "Tlw Prob)em of Curricula in Secondary &hoots in the U.S.S.V. "Th. Yftr B-Gok 3f E 195S Thy Stkoomia._Gerge 7.A. F. Ltereiday and r-prey7s,, Mi. Pr wired =ler theauspieft of the University of 1.. non Institut* of Education arid rm.:litreCollege. Yonkers-on-Hudson, N.Y., Columbia University, 1M& p.

GONCRABOTI, Nit. vveidenii furkstsii v starshikh kiaasikkh srednei shit I).(On Introducing Multiple-trazi Edutatioa in the Senior Grades of Sec-ondary School.) Sovotakam g O : June 194.Sg, pp. 1LIPVIT, MARTIN. "Soviet Version of Jon Dewey and Prvirmatism." HistoryE'er (ion Jewnizi, 4: No. 4, pp. 126-141.LIPaquirr, CLARZNes B. "Sciencv an4 Mathematira Edama in the U.S.S.R.Today." Scab Life, 42: No. 3, Nov. 194S9, pp. S-12.Ilamat, G. "La Formation Profeatkomite en U. .8.." L'EdurAttoi16 mars 16, p.MAN, WILLIAM K. "Soviet Educational ReseArds: Its Organiaatim andTasks". ScAool Life, 42: No 2, Oct 109, pp. 1 g-21amm "Soviet Pedagogical Academy and the\ New 8a001 Comparv-Ore Edwration Review, 2: Oct 19Mi, pp. 12-14.Pamtoerv, M.A. "Unix stet i altkola." (The University and the Schoot.)Varna rypeAri 8)444, 16: May 11)8, pp.. 11-18.SCHMITT, MARSHALL La. *Practical WoritAn Esmntial Pa t of So i Edt,ication." Sckool Life, 42 : No. 43, Nov. 109, p 13-17.

i1 H, J. TAIMUBZ "New Models in Soviet tion." ossparativy(ion Review, 3: No. 2, Oct 1959, pp. 6-13.

,$)

(7

Tut DOCUMENTARY MA 7101UAL8 that follow have been selected so as to Otte ascomplete a factual aceourq RS possible of the situation and devrlopments inS-off education, with -special reference to our mission. An attempt is made towire the interested reader and student a body of referent* materials inEnglish, not otherwise available, which can be of as both in ma_k ngstudies and in following trends of genera]-polytechnic and teacher educationin Ow

To accomplish fully this service, an even more complete tlocumentationcould be provid_ed. Normal spa,* considerations, however, require representa-tive It,.

NOTLThe curriculum tables that follow have been adapted fromofficial study plans (tlefietrnye plant') published byMinistry of Educktion aid the U.S.S.R. Ministry of Higher and SpecialSecondary Education. 4:urricrulums for pedarogical institutes are takenfrom. Liatbrrye plan -Wagogicheskikk ilistittitov (1957).

In eadi of the turriculums reproduered here the following symbols;have absen used consistently:

"Ix!" after the number of hours per week in a semester column andseparated by a &aroma' ( 1) indicates a report required in that semester;for example, SIR=. This report is an oral test taken by the student Inthe preeemv of the instructor in charge.

", a r1y ple4.-.ed, indicates an examination required in thatampeatir.

"P", similarly placed, indicates a special projett required In thatasme4ter.

MLR", similarly placed, indicates a laboratory report due in thatsemester.

1

t,?7i*

4411

218I

T. .,,


APPENDIX 1Curriculums for khools of General Education R.S.F.S.R.

A

Toblo A. Currkulum for 10yoor school (195546)

Subjecti

1

1. Russian language and litera-ture 1

2. Mathematics3. History4. Constitution of the U.S.S.R..... _5. Geography--- - -' - -- - ... as6. Biology_7.8. AsVonomy. '9. Cbunistry

10. Psyehology11. Foreign language12. Physical education13. Drawing14. Technical drawing15. Singing16. Work and practical exercises_ _ _17. rractice in wiculture with

agriculture machinery andin electrotachnology18. Excursions

Total

Number of hours a week in each grade 1

1 2 3 . 4 8

6

6 7 8 0

I,

10

2 3 4 5 7 8 8 ti......s.._

ter_ r13 13 13 9 9 8 6 6/5 4 46 6 6 '6 6 6 6 6 6 62 2 2 2 4 4 4

-__-_ --i 3 1.. --42-:-.: 2 i iii 3 _. .2 2 2 3 2 1 . _ _

12 3 ,3 4 5/4

_ _ _ _ i 2 a 3/44 3 3 3 32 2 2 2 2 2 4 2 2 21 1 1 1 1 1 _ _ -w_ _ . _ _ _ , _ _ _

i 1 i i1 1 1 11 1 1 1 7 2 _ _ _ . _ _ J.

- - - - - - -- --- - - - -- - - 2 2 2

24 24 24 26 32 32 32 33 33 33

Totalhours

Bythe

week

12

84.56020

I14.51218.5

10.51

2020646

10

6

Bytheyear

13

2,788180iteoas

479396514

31347

33663660198132198330

293

198188

9,8571 In grades 1, 2, 8, and 10, the school year is 33 weeks: in grades 4-9, 34 weeks. Six school days

in each year are devoted to e:CCurtions.2 From the general number of hours, given over in grades 1-3 to the Russian language, 2.hours a week are allotted for teaching penmanship in grade 1, and 1 hour a weekAvrades 2and II

3 The course in the Constitution of the U.S.S.R. was not taught in the 1957-58 school year tograde 10, since the students in grade 10 had already bad the mune in grade 7; in this way 1 hour aweek in grade 10 was released in the 1957-58 school year for the improvement of the knowledgeof those studying in the Russian lankuage or other coursesat the discretion of the pedagogicalcouncil of the school.

SOURCILE. N. Medynskii. Proeveshchenie v SSSR. (Education in the U.S.S.R.) Moscow,1955, p. 84.

.,

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APPENDIXES

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It I11111111 III III& III -a I 1I1 18111 I I11111111 Ina III III is 11101 1 III I 1 1 I11114 III I 1 1 0 1:: I

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1

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I I I I 1 I 1 1 0 II I I I I II: 1 2 I1 i s s I I P ,o e I 'I I I t : / I I1 II.II I 1 , .I 1 I

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Table C. Ixperimental awriculunt for grades 9, 10, and 11of urban schools (195741)1

Subjects

Number of hours a week*in each grade Ibtal hours

a 10 11

1 2 4

1. Literature. 22. Mathematics- 43.4. Ulittlii. Cosetitution II,

36. Zeosomic pograPhY .., 36,

47.L Chemistry 2Biology

110.0. P.=11. dra 3

212. 'donation 213. of iadustrial vsoductioo 2Total

14. Production (theoretical and practical)training and production work

4

a44

2/13a

20/2

24

12

a431

2

2

2

1

By theweek

By theyear

6

29712 44610 W5

1 34a 117a $411 $97 2521

302se

82 78

36 1

19017

1$

IS

70

36

1,640

1.314Total 34Extracurriadar -astivities (sport, var-ious typos of art, etc )4101.10011

36

3

36

3

106

a

Noirs.(1) Acadian's year in grades 9-1 is 31 weeks, and In grade 11 le $4 weeks. (2) Fromthe total number of hours whisk are provided in ptyduction training and production work. fortheoretical study there are allocated 2 bows per week in grads 9,4 hours in grade 10, and hoursfa grade 11.Sousas.--8. G. likapovalasko. Seedfasaie obsehesi's prefecoditeragac !rodeos whim&°UMW.. (Combialair instruction with produetiou work of pupils. An =perform of fifty eshoolsin the Ilt.S.F.Lit.) Moscow, R.S.P.S.Rt Academy of Pedagogical Selwasse, 1$11S. P. 111S.

FOOTNOTES TOR TABLE B

(Coatinued from Page 219)bad already bad the mune in grade 7. Therefore from the 5 hours a week.devoted is the essond halt year Is grade 1 to the Meters of tkaboar was used at the discretion of the direstor of the mho&Oat at the total boils. devoted to the Russian knew.. Man per weekis allocated p in grade 1, aad in grades 1 and 3, 1 hour a week lausually

4 In S. d, sad 7, hours week is allotted in each for fall sad springwork at the whoa pried.. area.II In adages to praetisal ezersiess and odasationally productive practim°conducted is grades 1-7 and 3-10 during the school (rear, there Is provided fora. Zdocationally precluctive practise is urban achooleA-at the school's primp-ties area --wt the transitions from grad* i to 6--1 working days, and from grads.6 to 7-6 mating dam at Ube r,ta of I hours a day; in the rural schools, thesehoore plot ors a oWlye farm. on the transition trona grade to 7-12days at the rate at a boors a day.b. ea productiva practise In airricultan upon the transition fromgrade S to 9 foe mai In the tutu sad rural oeboolo for 24 working days at4 hours a day.

e. At tie transition from grade 9 to 16, educational prodostive praetiseagrieulturo foe peptic Is rural eshoob-414 working days, and is industrialseta fee pupils in urbsa "chub for 14 working days at 4 hours41116001,ti_. B. Department of Health, Zdaeatkva, aura Whir% Nies oflabasstiva. !WM Cemesiteboat -fe idoestiels. (Bulletin 1959, No 1$) Reportf the First 011isial U. B. Edgestios Wok. to dm VAAL Washington.. S. Coverseasat Pristing Oise, 1069 pp. 46-41.NolaTor bashing puplb in %tee 10 soradleal advise of a meter oar(trootoe) then is &Moe le Wood he mob pup11.

APPENDIX1113

Tab le D. Ibtporimontal curriculum for grades 9, 10, and-11of rural schools (195$49)1

6

Subjects

Number of bolus a weekis each grade Total bouts

10 11By theweek

111 4

1. Men tos2. Mathematics3. Histoty4. Corti WOG. d the U.S.S.R. (Civics)3. Economia geogymby6.

7. =tinyS. ChemistryS. Ma sa10. Zlcd

4 11.12. Technical drawing

Total

13. Psi of agricultural=atiot. andpractical)

Total

14. Productive labor (6,hours per day)...Extraeurrieula 1vities: (sport, var-

ious types of art: etc)

4a

4

I3

1

28

4 4a 64 a

0/223 4

2/03 a

3 32

2

28

S

36

64 days

as

54 days 18 days

a a

lay12

1

4111

S29

3

By theyear

St

24

108

126 days

9

363400370

32130238

$2246

4102761St90

2.376

786

3.312

756

276

1 This curriculum was tried out In a number of different schools.NomAcademic year In grades 11-10 is $0 weeks, and in grade 11 is 12 weeks.Sounci.-8. G. Shapovaleako, ed., op. eit.. p. Ni.


APPENDIX IIDb.

Currkulums for Labor-Polytochnk Schools ofGeneral Education

Table E. IMP Study plan for 8-year school

Subjects

I

1. Russian language2. Literature_3. Mathematics4. History. Constitutiop of U.S.S.R_5. Nature study8. GearaPb77.8..9.

10. T1eehni I drawing__ ___11. Foreign language

Total12. Drawing13. Music and singing14..-- Physical education

Total15. Labor instruction16. Socially-useful work17. I N productive practice in

es 5-8, 2 weeks earth year atend of the school year.i

.. 1M. M. IN. . .1

Total

Grand Total

Number of hours a week in each grade Total hours

12

6qk a. to

1.01111...110.

2 3

4

12

6

12

-a-

4

10MD

62aal

IP MD Mb

6By the

7 8 weekBy theyear

3 le 11

,6 62 36 -IP 62 2

2 22 2

2IM m. DM

qo

IM DO

DP M 4

18 18 18 21 24 251 1 1 1 1 11 1 1 1 1 12 2 2 2 2 2

aamanall

3 2 62 2,1842 3 10 3576 5 47 J,8632 3 11 391- 8 1052 8 2862 2 8 2862 3 7 2492 2 4 142

1 1 2 713 3 13 465VIMMAme valmMIO

25 26 175 6,199248

1 1 8 2832 2 16 566

4 4 4 4 4 42 2 2 2 3 3

2 2 2 2

2

24

=a,MME.MMIMMID

2

24

4

26

1MMED

4 3 31- 3 3 20 7092 2 12 426

41 5 5 5

29 133 34 34 34

32

180. eaMaIDDI

1,315

238 8,611

1 Rumples of practice are : Tending public parks, raising poultry and rabbits at collect:iv,farms, performing simple shop operations in industry, et. Si. K. Afanseenko. "The SovietSchool System Reorganised," in USSR, No. 10 (37) , 1959, Washington, Illisbassy of the U.S.S.R.in the U.S.A. P. 47.NomThe school year will begin on September 1, and terminate 1) for grades 1 to 4, onMay $1; 2) for grades 6 to 7, on June 19; and 3) for grade 8, on June U (including examinationperiod).The year is divided into 4 quarters; a vacation period follows each quarter as Mows: No-vember 54 (5 days); December 30-Januar 10 (12 days); Mira 2441 (8 dais) ; and mann*vacation after seised closes.The length of the school year for the various grades is as follows: Grades 1 to 4, $5 mob;arias' 5 to 7, 38 weeks (including 2 weeks for socially-productive practices); and grade 8, 119weeks (including 2 weeks for sociall-productive practice and t weeks for preparing for andtaking the final examinations).Souscas.Uekiterebsie gasete, August 29, 1959; and Neredisoe obvesovenie, No. 11 (No-vember) . 1259, PP. 9 if.

a

Igt;h2:51.1f"C4 +,`,40 " `

- .. -

APPENDIXES

Table F.Study plan for.urbon 'mondial? school withproduction training (planned aftor 1963)

Subjects

.1

MMOIMMIMIONMImo.

1. Literature... .2. Mathematics3. History4. Constitution of U.S.S.R..5. Booboos* geographY6.7.8.9.lOe

11. 11 --r-12.

=1:and=roo

Number of hours s weekin each grade

9 10 11

Total hours

By thewear

By theyear

842

13. General technical su(theoretical sad inand productive

Grand TotalOptional activities 1

2a222

,22

.4

344222

2

a2

41111..M.

24

12

362

24

110

362

24

12

362

912924

10173

7a

72

1086

6

33945283570

14838239

26511778

261, 226.

2,712

1,558

4,068228

1 Indications of kinds of optional activities offered are not available to us.Not. The school year will beghron September 1 and end on Jun. 26 (including 4 weeks

for preparing and taking final examinations. The year is divided into two parts, front Septem-ber 1 to December 2$, and from January 11 to the end of the school year. Each grade will havea school year of 29 weeks.

Sounals.Bante as cited in footnote to table I.

a

r


Table S. IM1 Nadi plan for rural secondary school withproduction trIthting (planned OW 1963)

Malabar d bowsaws*la sash grade Total bouts

a By the By the10 11 week Year

1 a 4 S

esimo....S

1. Lltevaturs.....,...2.3. History4, Coustitutiose5. Zeomariegscierspity..........,

=a%stya.7..S. CIMMOhOr, ..... ft M geo im ft .............

OM*MILO *10.11.

.0 .1420 111.111=lamo lb

Total- _18, Fundamentals of pevductioa

aad procketion tiascasties1 and Oast1604 isetneetion.... gib 11

O

I

$1

a

a 4 11 3354/3 & 14.5 4454a4 11

a $436. 643/2 2/3 is 155a 3/2 i 12.5 310

1 1 soa 3 5.5 1614 130X.& 75a a 9 276

2 K-,./- a 7 1161.0.

as 29 a 2 AN

14. Productiv. labor seceediag be seasoss: ,

days- ft,

bouts:- .Grand .

13. Optional activities 14 ow

614-

ae 106 3.312sr,

1.1)ft .

2.. .. ...C.._ --Cm...

2 44,062

164

1 No indication of the specific kinds of optional setivkies to be offered is aow available.Noes --$M remarks under Not* in table F.Betracs.---Nerednee ebresovenis. (Public Zdueatioa). No 11 (November). 1355. pp. 111-11.

.11

V

-)

I

APPENDIXES 226

Table H. Study plan for evoniqg (shift, seasoned) secondarygeneral educational school (plasmed. after 1963)

Asammttl.=411111.1.1111.1110.1111

1

1 Literature- -4 MatIssenstie;

Vat lartitko of VAAL5. geosomie gsograpkw,

7.PhYsita.,_Astreaseny

IL Chemistry9. -- -

I0.11. Payslips lameness-

Total-12. Optional sties ;Rising popes' vocational

quailitations. .4L

13. Cousnitatioas

°road Total

Nungrei al hewn a,wesilin sash grade Total hours

by the week

9 10 11

2 4

1

i1/22/11/22/1

2 .23

3/1 21

2/1 1/23 2

0/12/1.....

1/1

Im

-2115

2

lb -1b

2 23 3

a4.31

a0.3

1.51.3

45

aa

eo

MM.Poi evening shift sebook. the school year will be 36 weeks; mid for walking seesonalwhoa'. IS weeks. Is tin -eleventh grade of the evening kldft salted, 3 weeks are to be takenyear final exandnations.

Tbe sebool year starts as September 1 for ~slag shift schools, and it is divided into twoparts. with a vacation of 10 days (January 1-14) separating them. .Correspondence lessons are to be organised for those persons wbo cannot for various reasons

. Mew the regularly establisbed program.Sems.---Narsdnes ebreseeessie (Public Education). No 11 (November). 1 SU, pp. 11,13.

IP

3

I

SOMT EDUCATION PROGRAMS

APPENDIX III

nNntal Schools In R.S.F.S.R. (195748)UM* I. a- Urban% schools

i

I .

Number and location of school 15 i Number and location of schoolVill

IS] I* i 111 I 11Z Z Z.....__.-

1 2 i 4 II II01.10....... . ..........

1. 475 Moscow 65 16 21. 22 Rostov-on-Don. _ . _ . .... 58 132. 881 Idoecow 64 6 22. 28 Taganrog_ . _ . .. . _ __ . __ 63 43. 204 Maectow 46 14 23 U Ivanovo 58 54. 807 Moscow 46 7 24. 1 ftelisarnd........___. 41 3q. 287 Moscow. 52 10 25. 4 &alingrad... . . _ _ . _ . . 46 3& 503 Idasoow 65 10 26. 6 Nevinnomyek . _ _ ..... _ . 86 137. 16 Mosoow 46 3 27 47 Knestodar 125 98. 529 Moscow te 1$ 28. 17 Sven:Gov* 52 49. 441 Moscow 55 8 O. 27 Sverdlovsk._ . _ _ . _ . . ___ 57 710. 155 Mowry, 53 7 30. 10 Novobitek. _ _ ..... _ . . 4$ IL.11. 3 Orokbovo-lnevo 31. 47 Novosibirsk._ ..... _ ... M 9(Moscow Maser). - ... S.I 8 32. 911 Novosibiralc.... _ . .. .. 44 1112. 3 8 Le n i n g r a d- 8 2 8 33. 17 _ _ . . - - - -_ ... _ ...._ 55 313. 118 Leaiograd 58 12 $4. 91 Cheliabinek......,... ... 57 814. 139 Leningrad- 52 12 U. 2 Mocehanek____ _____ ___ 59 k 515. 866 Leningrad. 53 11 38. 10 Ufa. 65 716. 4 . _ .1:2ii7i.iiii 41 , 8 37. 9 Nishnii Tagil__ . _ ... _ . . 80 220. 4 33. 26 liesan°17. Oblast) 65 7 39. U Krasnodar- .. _ ..... . - - - - - - - - - -18. 133 °aria 111 9 40 281 Leningrad19. 13 Deershinek 57 7 41. 20 Rostov-on-Dos22 Tuts ao 16 42. 110 Kasalmok-Urolsek

8ounam.-43. G. Sbapovalenko, op. sit.. p. tOL The reader le advised that this list of expo.rimental school is by no means vs. We love evidence that a number of other schoolsin the Ruodan Federation, not to ineation other Soviet Republica, have significant exporimental'program&

Table J. 11.1. Rural schools

Nome of School.414

1. Starondnekil Secondary. No 11__._2. lillisavotecokil Seeondar,------ -S. Siverekii Secondary__ ___

4. School in Mentor/ of Lenin5. Irminehinskil Secondary__L Pokrovskii Secondary7. Olginskil

9

ma

.11

vs

.1

111 111,....111.

Location Of Scheel

re

Krasnodar Kral. R.S.F.S.R.Leningrad Oblast', R.S.F.S.R.Leningrad Oblast', R.S.F.S.R.Moscow Most'. ILS.F.S.R.Masan' Oblast'. R.S.F.S.R.Rostov Oblast'. R.S.F.S.R.Stavropolskil

9IST

91

=!,..Itettlrw...91.e.MIMSfr 1/1"willuaunirre00108 Ps telksa0 pawn

OM alb 411 lb

g

V9

8Mo e 0.

9

0I

V

'10111PIN-"'"IPPriunutsel agInworn WPM11131711014wa

(01' Islegatel$9131 'AI

tr; wpm* (co(v)

`ligiA14) 4=2V es-44nV P 4rdeli Pug sattimPragn '111 stdol....... .......

1Paisluell Morn Pm, $"671aggolsrif

IlttlougelnY P Ihrustari =a-11 oldnVT 0004,

-atopogoonlicrpraswi Is Grin''''',IFIcoloin, FP lad NoPsuslt '11 *fin

'''''111/90tuolinv P notsuPags.341.= 1 tatift

toP Irnt '2 *fin

9699-901

gig

tg

4',11111110 Ist sick%'t etd01

laRNI4KI 311111120 `IretfrunnY 'I sidtkl,

"10,Pfarmial 'y

I (01 11,20) geFlouiSaY 'III

'318" S m/m4 linPIAIP61 PoreFIV pcm zapraKnfl luind1 LavgprniZiltr up= v; wpm)

annum town(' -gis tras saw' et

'1147144=Piti g

enaluirss Pe 4111110: ,ternsJOV4141 pacaoakod Aicitloo pow nottoopool to

Pa* won IMAM.= wiz seepdpinuasofuloFob ***sag aolutipoxl po Apow)

smalianirs mislays!! Via wavitilonaing PIM.°01 ermit)) idatluX eV /0*ft to

au 11© slusulloW4INg

""Plarit 3P0A1 per accion41100 st *Onpo iirom PU uown,3 I 99ldo1,

I*214.6n1) AISU. Puy aillawN P Wad '1 old°1:IsaPPIFPIpulp sompivtioen No ;noir vompsuopq open -3

"NMI P parleini Pay atiquigaN 1-tumno Aq oporpg p tarmaram .1 coolgriorraWn IguTPfallAKIPPePt '1 gidol.:omen ;a Xicioungez 1° woman ff

lsoliosPorlul 'V

91919

I

I 1

01 Pos0) Alonig 01MM '1

ipcur 111010911

11110nOlUdsmoq01010

11111, .orcvs mqiin w o l %Pismo a winam)giewnpaidsgpsishiumPuni

qinano 8 soPase)impeuisui apiapfthithi muno3

Al XIGNIddif

oinamsdav

I

P1

9

I

S

9

0 0

0 0

0 I

0

91

I

0

111111y....

ZWIDMaeftill=

- 9.

01.

0 I

0

gt

611.1111

0

0 0 0 0 0

0

0 1P. 0

1111111:110=aum

0

0

0

0

0

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I

I

I

it II

*Nromenexc=

, 1

I

I

I

I 1

eltuniukainq Puyinsp sap gt :plum/ Jo Papstrpo

setilxne vonsidusoo uodn stop Lt 311613 p arrj

*arms' volWaid nottoop441=gursqug

LIM socIA01:1 socrfaX Go VD& '11 No tuTtoA

10 ItaPPYII Pav IfFa!tri In talPoull M L' o "MA P A Pus L'3 30 lhaTUPI .41 pea/ aolvezrampen '11041MTV P 'M11,11111 Pal fruTrivA '3 ismunfaiav ems Pima Puy PPM 'CI

0-ano PvvviuuraV r SuldevN all 0 6 (We Jo IlPI) AllAtnim1)614 P d 1L .I Pill 'IMO P PIM!

"loRDUI

.0

(8 W140) *CiPmis111 PlaMY P IPIPumuvPuna 'III (vsuppice Putsisoo (11) Pin

410Upr200 Ituyssa.uutzirg (a) tvourploo sunss4t -4nrq -*mod (c0:11041Flum arta (v) P Alx443)

(gtufl) arTgavri sulatil '9 mallosii suluvet3-41TaiD 'V

"126111-69P13 p' avallunl 't samnd -Ipurspregaem

Pu, ivd inimr 1"Irmalqu1 °Mg .1 arMimPulal SE

War° 'V

Laarrovri IssminoVitY

latep CI) ekes() snit% tulrog 041 paIR IremereAron : (issAmrii ftl.nv) pops," pgcsasg

-orep ed013 P $A0 ftcad *au :6 rEw voPsio emaSI voIsssid sol$mPeagtasturisi, mann% '31

°WWII " at "CIVI Pr Manimild P a st 'lawn( oft Pal *10a3 lvdivelid 0111 P v2,0 'I

nem ridruga p mirstrew Pate =ail 'H 0,

lhamisoasvi paw sai pplasirpg &maim ?Rs P Agvnb .q tuTaluisysCI '0 - - - SIKIOata VonlIWYU Meg flennregallY Pal "MO Pt i .

liad 91 .41 siveMallvi

P summits. so P tvitsviA 11444.11t o

'PH all Pvg ost4adeAd aftnelogh '41 6L"fi MI. '3 P spouldoPAIK1 pa, IftiacuiD P vuoIMPoD3

-AsolionpoaIII Ir

1. (9 scous0) PalsolD 111114 p 41.1nourVend 'I

autoq 110041.

SUOMI WINS

110i$011141

mop -ataatz

SMOI/ 1113 tassacuti

0

1(s1ecos Pau In 01 W e sops" utimPsad punnet:4Am speuftuomma

t."

SNY80011d Nouyonaz ISIAOS

411i b

(gum; *MIR) sele144:4 Pule (01-1,1 "Ildutra) orfiff°, UO P4KuAlsod el 'Pm* 110143141 e*Iff1191 471-41/ I ,( 01 *pita eialwaise puoass whoa gas U) 3RD asp $ soluVonozPoili) 'd 67191 *

8$1-.91 *d "-ep *de sligAgli usPionP2 Jo AzialuINIn 'd Vivid SUINIng "143111 "4 I-12n 41 "Ill" Mi4411 "V

.2). 'Wutatieizas stuoq supreme p) inernwo soormauf ono pa soupern wk.red uo 31.1011 fUenaalci t

"OUlifYfUlBUIMU1 10 ( Suitum ) uo iaixop el Samna IA velem Jo Buivegowd JO) llama 1194111,41 g

'PL-t9 "d 4141 'ilwtwN (mt-tter Avo4 Jrga-nrguy 401 roles Atiove~g 34I rogiemssoasdlPhatt11011 Of/MI .14 Atorto &Inlik.400.41 P

4

an)

illzwa41114**Pa -104 "TNr JOVilaia%Ma ftPtrnalk fir411 tIMPelo AOP43

1-4a4,1 91taw-s1 '9lx-vpsia r

ro au-rimy-pin promitnry sictmttraLryjo tinuuivii pule itirmiousluj

:ftreihra Ja.and pm*1111'101;1 teur4lprif- so) auilGuartrurv-

3111J4 I.red r4131111 pt411 l_OLICatalPM qsyptua, it)

.2110044 64141TPCOIGIMUIit

eass-iTtustrau trv-At tram) Poildir seTs

osuueo sompoutsinof my wiry lisrlarks0:ascfpluj. imiwttastrasje a,

JOVILII 10ituranittnuiv

-ums.46. vivre-3 111-usees493 pu

utiimp uon fkitauntuirtpn .nparive,u3

ow:atm Jew.kL eaxisitAg sumuiwonSee!*I saPe-kl, 141 *144 't

r tm"14.000 fume° uopliagmewO, *g

F"uptolud,

crpmevieso puftwo pay asnexpoPet) *guolsonvanui

. . ..... . . .. ....4comrpew rumttlalin A I

-,...044.11,....1.0.10.111.01111441.11.840osommmommoludoramm24110=0.0.111000.....00.--

esesioid

93XIGNaddif40


APPENDIX V

Study Plan for Training Turners'

Showing the hours per week devot"i to each class during the four yaws oftraining in ak,cial vocatJonal .scbools

I

FtEIFT YILAS

Geebend studs', elver1. GOCW101310 isetruhre for th ti.cv,guin

2. t=guke laugueile for tiv.11watenp

3. Rtamman language aad htweliure towthe OptArpa rrottp .

4 . U114,111-n tr *Ad LAW*WT. fatRwomez crow..

Matbetuatua..

Geftrapkv_ . .

Btoloscy .

Phrime10. Chewvistrp11. reireNrn language .12. P-cipkW1 ftiticatum_ .

6.i.

a.o.

Proda.tc-wm and Itvi-intiairmal eyri4I. Prtidurthie trianms2. Svemal technoLloy. _3. Gtml IdactakokAp' .

4. Itirraminwel dragnet_ _ . .3. PTUNZ1460 0# Mar-UAW* .

6. Prtnevkis of eiwtriniii7. Etionomine and to-tic

tat ttaft

Dotty el end of table.

I

3

44

2

2

$

3

442

I

Thardquarter

(13eveks) I 10 3

umeace IntI4v

Foe rahcrtmaliew 1

4

3

1

3

II4'

S

I

32

2

$

a

1

3

44

22

2

I/1

121

160101

60

110

".~114111.111011011.011

APPEND-XES

&KV Kb If a,ks. 44. ,V...1....

t443ates6r4...04v ito the Crecovtuzi

I mewl:um her totee. _ _ .

I. Rimtwit_r. 4F-r4wmpo sad b-torimire k_ _ .

4_ athoulw -=== 67.44-.01 sad tiwattwit kitthlie riwpNtat-CilvALTIL4AY -

ft 11-

to. Clium4_-- wiry . _

1 1 r--Ato40- tarArtuhr.12 P---btvz-ai tOwnr.

III

istAwx-.11,-Ipark1 rya@ .

. Pft-4-tmiAR7mo triaialug. . . .

2. ?vox-4*i tte,r-soirigy . . . _ _

3 Covitv,wi tsw-1-4_m_--zkiety e4 teat4464.. M firtoral44 drs rigS. Prtro-244ea (11 rww+ktkr,vne. .

6 Prt_ax*pies riftf-trit-4,1 utqctinve_7 . EADICIOCittLiell prOd

&SUM

TEAMtrasket-ft

3

igt-*w:t11 10 3levegt-2 wtwks

4

FourttiquArtet I

4

3

I

3

44I

I

22

I

3

1

3

44I

I7

2

$

Ttyts.Ibouts

121

SkS

121

143143

S790go

Aid

III. Pknikialtidtumitice

Set fmt.w-4.41, at end of t*i_Mt.

nwnor.

SO 411

Ir.'

;

.i. I

232 SOVIET EDUCATION _PROGRAMS

TmaD YRAZ

1

I. General studies cycle:1. Georgian language for the Georgian2.

=dmlanguage for the RussiantrouP--;3. Russian language and literature forthe Geo a group

4. Russian and literature forthe group5. Mat64 History

8, gtolgogy_____raP7. hY

9. Physics10. Chemistry............... -11. Foreign

111. SID12. Political echtcation.II. Production and technological cycle:1. Production training2. Special technology3. General

4. Mec5. Principles of mechanics_....... _Principles of electrical technics_ _7. EConoMics and production organi-sation

a

... 416 f Olo .....

III. Physical education

l

Pintquarter

(9weeks)

....

3,

2

3

54

2222

12

1

Q

2

Secondquarter

(8weeks)

asm ...

3

2

3

54

11

2222

122

1

2

2

Thirdquarter

(13weeks)

4

3

1

3

45

mlb

2222

122

1

2..... _

2

Fourthquarter

8weeks

3

1

3

36

Mlb

2222

122

GED

12

111

2

2weeks=111

111. .

1

m

40 am

Totalbourn

71l121

55

121

161181

787676

241 am

Oa mm

M Mb MD OD

a a

Mb.

52876

ss76

76

See footnotes at end of table.

4

Ir %

41°

j

$

1P

4.

1

APPENDIXES

Fourru Y SASa

233

Classes

______

Firstquarter

(9weeks)

Seoondquarter t

(8weeks)

Thirdquarter

(11weeks)

Fourthquarter 7

Totalhoursfor thefourthyear

Totalhoursfor allfouryears

13weeks

1week

____

1 2 4 5 6 7 8

I. General studios cycle-1. Georgian language for the

.s

,

Georgian .. _ _ _ .... 4642. Georgian for the

Russian 4 A 484and8. Russian literaturefor the rgian group . _____ ______ _______ 137

4. Russian and litera-ture for th Russian group 137

5. Mathematics6. History ______ ______ _______ 1567 .,, 76,Geography8. Biology 2369. Physics 2 2 2 56 132..

II. Production and teehnologic,a1 cycle:1. Production training 20 20 27 0 41 41 1,211 4,8232. : - .ial technology__ .. _ 5 4 2 10 2 125 3693. I' eneral technology of metals _., 160

.)1. Mechanical drawing or r_ 1985. Principles of mechanics 4 4 2 ______ ____._ 90 1666. Principles of electrical

technics 5 4 2 _ _____ 99 997. Economics and production

organisation 2 2 38 38

LI. Physical education 2 2 2 56 292

Uchableyi plan. (Curriculum.) Approved by Main Administration of Labor Reserves attachedto U.S.S.R. Council of Ministers (June 20, 1957). Curibriculum used in Vocational School #6,Tbilisi, Georgian S.S.R.

2 Followed by 1 week and 5 days of vacation.3 Followed * 6 weeks and 5 days of vacation.4 Study of the principle of personal hygiene and industrial sanitation has been transferred

from product:Jai! training to special technology.5 Three days 'are allocated for taking examinations in the Course on the general technology

"Arlikehefourth quarter of the third year is followed by 2 weeks of examinations.Followed by 3 weeks of eximinations and 6 weeks and 6 days of vacation.

.1 The total urs for the fourth year when calculated by multiplying the hours per week bythe number of weeks, do not always coincide with the total given in column 7; nevntheless theyare shown op the original Russian document givis to us in Tbilisi.

9 Students who have not reached 18 years of age in the last year of the study program *illreceive only 86 hours per week in production training.

to Two hours per day are devoted to consultation dealing with final performance work.

4

.4

V'

234

-Nt. 1 tfr

t


APPENDIX VI

'Inventory of Equipment for School Workshops

r

Name of Equi'

I,.

instruments, a tvices

(Grades 5 through 7)'I. Machine Tool Equipment

QuantityScrew-cutting lathe with at-

tachments ........ dawn.ab

Drill (table mounted) withbits for drilling holes, di-ameter of 12 mm.

Woodturning lathe with at-

2

Name of Equipment,Instruments, and Devices Quantity

tachmentsCombined joiner machine with,

circular sawGrinder

4 Wet grinder with mechanicalpower-driven motor

2

II. The Equipment, Instruments, and Devices for Metal Work

A. For General UseChecking (surface) plate--

small 1Marking gage for mechanic

(height gage) 1Micrometer (from 0 to 25 mm.)Angle gage 1Spiral drills, various types 120Steel plates, 300- x 400 mm.

(or anvil on table) 2Vise with jaws, 120-240 mm.____ 1Hand clamp vise ..... _______

Hammer for mechanic, 500 g. ___ 3Sledge hammer, 1 kg. 1Metal shears 1Hand drill 1Tap wrench 2Die plate 2Screw taps 20Cutter die and thread chaser 40Thread gage - 2Electric soldering iron 6Simple soldering iron. _ 2Blowpipe torch 1Various types of wrenches for

nuts 20Monkey wrenches ...I...am,

ea, N. aa

Files, various types 50

Needle files 100Various cutter bits (face cut-

ters, cutoff cutters, etc.) _____ 80Countersink reamers, various

typesaa...M.7.M.araaroam

Broach bits, various typesGroove chiselCombination cutting and,

twisting pliers ______ 10Mandrels and holder for

riveting 15Handles for tools 100Brusies for cleaning files

7108

B. For Individual UseWorkbench (combination) 20Steel plates for table 20Vises for mechanics with 100

mm. jaws 20Hammers for mechanics 20Electric solders (hammer type) __ 20Steel scale ruler 800 20Sliding calipers 20Compass marker 20Outside calipers wa .= ao mlab awn.. ass.a. O. 20Scriber (marking tool) 20

2020

Center punch 40 .1.00 aaam ...mho MP OM.. - off*.w. :a aram..

1 A. G. Dubov, Prakticheskie saniatiia v sechebssykk issaaterskilsh (Practical Stadia. in VWSchool Workeheyith. Moscow, R.8.F.S.R. Academy of Pedagogical Sciences, 1967, p. 1911402.

,T

.; --it !.:'

APPENDIXES

Nome of Equipment,Notnitssonte. and Devices Qwentitit

Chisels for metal.__________ 60Hand hacksaw __ 20Snippers for cutting metal by

hand 20Bastard and smoother files,

various cross sections andsizes _____ 100

235Nome of Equipment,

Znetrumost, thud Devices QuelgigtV

Flat pliers _ 20202020

Round nose pliers___________Cutting pliersScrewdriversWooden mallet for working

with sheet metalDrawing set

mo M2020

III. Equipment, Instruments, and Devices for Work with Wood

A. General Use -

Marking compassBevel square __

Protractors rPincers _____

Clamps (metal and wooden)_Frame saw, various typesSaw, rounding (keyhole) ____________

Handsaw for joiners, wide andnarrow

Coping saw 0Tables for coping saw_____

PlanesChannel molding planeGrooving planeWood chisels, various widths _____

Wood chisel semicircle (roundnose)

Gouge, variousBits and brace___________ ________

Flat drills, various designs

.. ay... a.m. a. .6 aa..1m a.m.

.mo

and sizesGimlet, various sizes.______________

Awl for woodwork._______________-Bastard files of various sizes

and crossRasp, flat and semicircle

10Scraper%Light axe

111100

0..m. 84 Circular cutter, 24 Grinding stone 10

Honing stone for sharpeningtools . . m... 10

Blades for coping 200

1020

621

41010

2A

21

15

1010

B. For Individual Use

Workbenches (combination)Folding meter (folding rule)Steel rule for scaling 500 nn._Marking squaresSurface gage (simple) __---- - - - - --

Light hammers for carpentry__Hacksaw blades with raker

toothon a m. .41M .M.= . 2040

2020.20202020

Flat chisels, 10 and 15 mm.Butt chisels

3 Mallet ______

Rough planePlanesSmoothing planesScrewdriversGlue pot, volume .5-1 liter____Handles for the

Map ..

305

20

2010

ma.. a. ...m.

2020202020202

100

W. Various Equipment, Instruments,. and Devices

Saw blade clampsSaw set .M1 . 40..Device for sharpening plane

iron, chiselsElectric platesGlass cotter

41101414

dn.& ammo in, ,...m.... .1Drawing set 4

The set of drawing instrui-

1 ments (drawing board, rule,1 squares, irregular curves)._ 1

Oiler (oil can) 21 Spatula .M.SOMPOPMNIMINOmFrolil

2 Brushes for glue 201 Brushes for various painting1 putposes aro. .. 20

re.

L

SOVIET EDUCATION PROGRAMS..

V. Visual Aids, Charts, and Literature

Nam. of Equipment,Instrumento, end Doric*, Quantity

Collection of samples of wood __ 1Collection of samples of

metals and alloys_i_Collection of samples which

could be extracted from woodStudy chart on treatment of

woodwork 1 MEMO. .110 M. a. 0.

Study chart on metalwork._.on safety engineering.__.__

Nome of Equipment,instrumento, and Doi/icor Quantity

Chart on individual types ofjoiner work, mechanic, and

1 electric assembly work . ________ 1Library pertaining to method

1 and technology of joinerwork, mechanics, electric

1 and assembly work, and1 various types of reference1 material 1

VI. Furniture and Inventory

Table for teacher____________

Chair fot teacher_____________Stools for stidentsBlackboardBlackboard, movableLockers for keepingLockers for books______First-aid kit ___

Wastebasket _____

2 Brushes2 Brushes for clothes__ _

40 Towel (to be used only by the2 leaders)6 Shop coat for leaders _____________2 Hanger for the shop coat.2 Brushes for the Boor_2 Table for assembly work,2 chopping, etc. _

Ispwiromm 1-2020

21,6

'2

APPENDIXES

APPENDIX VII

237

Invsntory of Basic Materials Which are Necessaryfor. Studying and for Working Outside of Class

Assignmants. In the Shop'

(Quantity indicated according to calculation for work of six 5 to 7 gradesduring the academic year)

Noose of Material Sias QuantityPine boards (from 18 to 35 mm.), first grade______________ cu. m. 2.25Pine boards already cut to thickness (from 40 to 50

mm.), first grade ______ " 2Birch boards 25 mm., first grade _ _ .5Linden boards, thin, first and second grades_____. .5Plywood birch 3-4 mm., first and second grades___ .5Glue for carpentip _ t

____ kg. 4Wire nails for construction from 10 to 50 mm.._________ 20Screws, semicircle and flat sinking heads

(round and fiat heads)____ _ ______ _______________. 5Sheet metal steel (also iron for roofing) ______ 100The black sheet metal, polished, Nos. 25, 28, and 50 ______. " 20Sheet metal wide, thickness .24 to .48 mm. ______1,__L. __________

A 20Round .steel, diameter 10, 20, and 50 mm.,

manufacture ST-3_________ ___________ _.._...._:. 75Strip steel 4 x 12 mm., manufacture ST-8__________________________ 25Galvanized sheet metal_______ ___. " 50Cold rolled steel strips .5 mm.___ ________, _____ _ kg. 5Steel wire, round, thickness .1-2 mm. _________________ 15Aluminum sheet metal, thickness .5-S mm.______ " 40Aluminum, round (rod type) , diameter 8-10 mm. " 20Aluminum wire, thickness 24 mm. . _ 3Aluminum, pipes from 10 x 8 to 25 x 20 mm. 10Bass sheet metal, thickness .5-.8 mm. _ " . 4Brass wire, thickness 1-2 mm.________________ _ " 3Coiling copper wire, type PESHO and PEBO " 3Coiling copper wire, type PE or PEL___________ 3Copper wire for assemblying, naked (plain) " 2Cord for electric wiring, insulated with cotton fabric, meters,

type PR or PRO _____.___.____........____ linear 120Solder, tin4ead (type POS-60 or others) ___________________ kg.' 8

" 2Tin . fir1111=111111111111.10111111111111Straws, diameter 8, 4, or 5 mm., various lengths, type

11341t4 MNuts). er..+0Washer with Kerma'Glass, ordinary and colored, 24

81

10

1 A. G. Dubow. Praistiokoesk vaisistiia v whsle g/th inaatarskikh (Practical Studio. in theSchool TIorlsolsoo), Moscow, R.S.F.8.R. Academy of Padagegied tielances, 1W!. p. 205 -204.


Ebonite sheets, thickness 3-4 mm._________________________ ... 5Textolite sheet, thickness 2-4 mm..... ... .. 1. I 4. . I.5Porcelain pulley _________ .........._______________ ............. ...... pieces 200Porcelain tubes ______... .......... er .... Or 50,,Tape for insulation ........ . ......_______. ________ .........._ kg. 1Various types of electric flits, such as fuses, re-, ceptacles, light switches, cutting-in safiguard (cir-cuit breaker) , lamp socket,. etc.____ 4. a.Alcohol lac light______________. _______________________.._.___.____

Oil lac light (No. 1, 2; 8; or 6) .. ._ _.Lacquer of various colors____. __....___________________. ... 3

seta 50kg. 5

2

Sealer______________ Mb .

EnamelThinner

.1 11.

1-

. .-.. wVIM_ .Ob. ...rm.

gem a. yob mo.

5.. 8

4Turpentine 111 O - imp _ ..... M.. 1111 6Sandpaper, Nos. 1 to 8_. . sq. meter 20

Emery paper (from No. 20 to Na 30)

g."

s

p

. - - a =11111

0

t

Haarmeter 30

Subj

ects

APP

EN

DIX

VII

IC

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culu

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for

Peda

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cal I

nstit

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K. -

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ty:

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no,

and

hist

ory

1

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ry o

f C

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trai

ning

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ting

extr

acur

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and

outr

of-s

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l act

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rs.)

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atin

lang

uage

(68

hrs

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n Sl

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inst

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ricel

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rpe

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rm

eani

ng o

f R

and

lsy

mbo

ls,

see

note

on

page

217.

5. M

useu

msc

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s.)

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isto

ry o

f cu

lture

(60

hrs.

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tical

trai

ning

inex

pres

sive

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ing

(60

hrs.

)8.

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tical

trai

ning

in c

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ruct

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sual

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prov

ing

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hrs

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n la

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8 an

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140

hrs

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. Mus

ic a

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g (2

50hr

s.)

12. I

ndiv

idua

lin

stru

ctio

n in

play

ing

mus

ical

inst

rum

ents

(250

hrs

.)in

stitu

tes.

) M

osco

w,

1114

17, 3

1p

.

4

Tab

leL

am S

peci

alty

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ussi

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atio

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foro

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lang

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Subj

ect.

MM

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tory

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ater

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m-

4.Ps

yelo

iogy

.....

s.Pe

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gy6.

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tory

ol p

edag

ogy

I*7.

Scho

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e8.

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oduc

tion

tolia

rdot

ice_

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0.R

ani=

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014

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udy

ofdi

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rsm

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ry o

f 11

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tion

to th

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erat

ure

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year

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by s

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not

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page

217.

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ctic

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ext

racu

rric

ular

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out-

of-s

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tiviti

es(1

00 h

rs.)

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tory

of

tlfe

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try

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king

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lang

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died

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hrs.

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of

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re o

f th

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eaki

ng th

e Ia

n--

guag

est

udie

d(4

0 hr

s.)

qr.

.

14;4

4s;4

101,

.1.

A.

a

Geo

grap

hy o

f th

eco

untr

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eaki

ng th

ela

ngua

gest

udie

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0 hr

s.)

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ussi

anla

ngua

ge (

120

hrs.

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Lite

rary

sty

le(4

0 hr

s.)

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ecia

lco

urse

inph

ilolo

gy (

120

hrs.

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ial s

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(120

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ign

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rs.)

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gsp

orts

skill

s(4

20 h

rs.)

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Log

ic (

70 h

rs.)

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hora

lsi

ngin

g (2

60 h

rs.)

13.

Indi

vidu

al, i

nstr

uctio

nin

play

ing

mus

ical

inst

rum

ents

(250

hrs

.)

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peci

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: Mat

hem

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san

dph

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s

Subj

ects

His

twy

of th

eC

.P.S

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litic

alec

onom

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lect

ical

and

hist

oric

alm

ater

ialis

m_

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ycho

logy

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sgog

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6:Sc

hool

hygi

ene

7.H

isto

ry o

fpe

dago

gy__

____

_

8.M

athe

mat

ical

anal

ysis

___

9.A

naly

tical

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10.1

"Pr

ojec

tive

and

desc

ript

ive

geom

etry

___

____

_

11.

Foun

datio

nsof

geom

etry

__

12.

Hig

her

alge

bra

-

13.

The

ory

ofnu

mbe

rs

Hou

rspe

rw

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bysc

hoci

lye

aran

dby

sem

este

r

14.

Foun

datio

nsof

arith

met

ic__

15.

Tra

trar

Ofi

tela

ctio

nsof

a

1-

(18

wee

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2

4/R

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4 (16

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9

4

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(18

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4

No.

MD

411

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1,

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ber

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140

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42 60 34 50 18 18

204 86 32 10 88 12

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47

'

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18.

The

ory

of f

unct

ions

ofa

com

plex

var

iabl

e

17.

Spec

ial s

emin

ar in

mat

he-

mat

ics

or s

peci

al p

ract

ical

trai

ning

in p

hysi

cs_

_ _

_

18.

Ele

men

tary

mat

hem

atic

s19

.M

etho

ds o

fte

achi

ngm

athe

mat

ics

20.

Spec

ial p

ract

ical

trai

ning

(mat

hem

atic

al m

odel

s,su

rvey

ing,

calc

ulat

ion)

_N.re'

Mpc

hani

stal

dra

win

g22

.G

ener

alph

ysic

s23

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heor

etic

al m

echa

nics

24.

Ast

rono

my

25.

Met

hods

of

teac

hing

phys

ics

26.

Prac

tical

trai

ning

in s

cheo

tw

ork-

shop

swith

ele

men

tsof

tech

nor

of m

ater

ials

_ _

27.

Ele

ctri

cal a

nd r

adio

engi

neer

ing

28.

Mac

hine

tech

nolo

p w

ithpr

actic

al tr

aini

ngin

aut

o-tr

acto

r te

chno

logy

29.

Edu

catio

nal m

ovie

s

30.

Spec

ial c

ours

e(e

lect

ive)

31.

Fore

ign

lang

uage

32.

Phys

ical

edu

catio

n33

.Sp

ecia

l Tra

inin

g34

.Pe

dago

gica

l pra

ctic

e in

extr

acur

ricu

lar

activ

ity__

_

Tot

al h

ours

----

-4 3/

It

IMP

1 2/R

E

2/R

8/R

E

2/R

2/R

34

2/R

2/R

34

9/R

E

2/E

2/R

-Fo

r moa

ning

ofR

and

Elim

bo's

,see

not

e on

page

217.

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9/R

E

3/E

4/R

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R

2/R

2/R

9/R

E

3/R

3/R

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3/R

5/R

6/R

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341

34

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4/R

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2/R

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54 84 400

194 92 86 620

112

72

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188

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4,81

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54 180 92 18

272 56 54 60 32 48 54 54

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16 92 63 201 18

100

150

80 110

36

1,81

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102

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sem

este

r)

OPT

ION

AL

CO

UR

SES

(fal

cuPt

ativ

nye

dist

sipt

iny)

1.Pr

actic

altr

aini

ng in

extr

acur

ricu

lar

and

out-

of-s

choo

lac

tivity

(100

hrs.

)2.

Met

hods

ofIn

athe

mat

ical

phys

ics

(40

hrs.

)8.

Dif

fere

ntia

lge

omet

ry(4

4 hr

s.)

4.T

heor

y of

prob

abili

ty(4

0 hr

s.)

5.M

etho

dsof

appr

oxim

ate

calc

ulat

ion

(40

hrs.

)6.

Alg

orith

ms

and

com

putin

gm

achi

nes

(40

hrs.

)

2 3 5 7

.

.A

st,'

ele

Num

ber o

f exa

ms,

repo

rts,

and

proj

ects

by

sem

este

r

2

34

45

4 56 1

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oder

nal

gebr

a(4

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s.)

8.N

ucle

arph

ysic

s(4

0 hr

s.)

9.Ph

ysic

s of

sem

icon

duct

ors

and

diel

ectr

ics

(40

hrs.

)10

.A

er&

lyna

mic

s(4

0 hr

s.)

11.

His

tory

of

phys

ics

(40

bxs.

)12

.H

isto

ry o

fm

athe

mat

ics

(40

hrs.

)13

.Se

lect

edto

pics

inel

emen

tary

mat

hem

atic

s(4

0 hr

s.)

14.

, Spe

cial

topi

cs in

bie

met

hodo

logy

of

phys

ics

(40

hrs.

Y15

.Im

prov

ing

spor

ts s

kills

(420

hrs

.)16

: For

eign

lang

ume

(in

year

s3

and

4, 1

40hr

s.)

17.

Cho

riil

sing

ing

(250

hrs.

)18

.hi

divi

dual

inst

ruct

ion

;inpl

ayin

g m

usic

alin

strt

men

ts(2

50)i

rs.)

0

Tab

leS

peci

alty

: Mat

hem

atic

s an

dm

echa

nica

ldr

awis

eg

-Su

bjec

tI

1

1.H

isto

ry o

f th

e_

2.Po

litic

Al

econ

omy

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iale

ctic

al a

ndhi

stor

ical

mat

eria

lism

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ycho

logy

5.Pe

dago

gy6.

Hiit

tory

of

peda

gogy

7.Sc

hool

hygi

ene.

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Gen

eral

phys

ics

9.A

stro

nom

y10

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heor

etic

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echa

nics

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athe

mat

ical

ana

lysi

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bry

of f

unct

ions

ofa

/co

mpl

ex v

aria

ble

13.

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ory

of f

unct

ions

ofa

real

var

iabl

e

14.

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lytic

alge

omet

ry15

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iffe

rent

ial g

eom

etry

16.

proj

ectiv

e an

dde

scri

ptiv

ege

omet

ry

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rw

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by s

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l yea

r and

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ster

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este

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este

r an

d10

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thse

mes

ter)

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ndus

tria

l(2

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sem

este

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CO

UR

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ul'ta

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sdi

stsi

plitt

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actic

altr

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racu

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etho

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mat

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of

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cula

tions

(40

hrs.

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ogra

phy

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hrs

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ory

of s

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ces

(40

hrs.

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hebr

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pro

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lity

(410

hrs.

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mat

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tistic

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mat

ical

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14.,

His

tory

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athe

mat

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ngua

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ing

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ts s

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hrs

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ral

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mus

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TIO

NA

LC

OU

RS

ES

( fal

curt

ativ

nye

dist

sipl

iny)

°1.

Pra

ctic

altr

aini

ng in

extr

acur

ricu

lar

and

out-

of-s

choo

lac

tiviti

es(1

00 h

rs.)

2.Im

prov

ing

driv

ing

skill

s(a

utom

obile

or tr

acto

r)(S

Ohr

s.)

8.N

ucle

ar p

hysi

cs (

-40

hrs.

)4.

Phys

ics

ofse

mic

ondu

ctor

san

d di

elec

tric

s(4

0 hr

s.)

5.Ph

ysic

s of

elec

tron

icph

enom

ena

(40

'hrs

.)6.

Spec

ial

cour

se in

optic

s (4

0hr

s.)

7.H

ydro

dyna

mic

s an

dae

rody

nam

ics

(40

hrs.

)8.

Geo

phys

ics

(40

hrs.

)9.

His

tory

of

phys

ics

(40

hrs.

)10

.Sp

ecia

lto

pics

in th

em

etho

dolo

gy o

fph

ysic

s(4

0 hr

s.)

11.

Sele

cted

chap

ters

of

gene

ral

chem

istr

y(8

0 hr

s.)

12.

Impr

ovin

gsp

orts

ski

lls(4

20 h

rs.)

13.

Fore

ign

lang

uage

(140

hrs

.)14

. Cho

ral

sing

ing

(250

hrs.

)'16

.In

divi

dual

inst

riet

ion

inpl

ayin

g m

usic

alin

stru

men

ts(2

60 h

rs.)

APPENDIXES 257

JO VMSMIMEO

riC)9C4L111

1 14

4

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4

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a a a a a I ClI I I 1 I I4 4 a I 1 I I I

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1

15:

BO

NO

ofag

ricul

ture

.._

16.

Mee

hani

sitio

ts o

f agr

i-cu

lture

17.

Zoo

logy

38.

His

tolo

gyw

. em

bryo

logy

19.

Ana

tom

y of

man

211.

Phy

siol

ogy

ofm

an a

ndan

imal

s

21.

Dar

win

ism

.22

.G

eolo

gy_

23.

Met

hods

ofte

achi

ngch

emilt

ry24

. Mm

1ths

ofte

achi

ngw

it-,

ural

Mes

sad

flind

srno

ontid

e of

agric

ultu

re_

26.

Spe

cial

prac

tical

trei

nins

(ele

ctiv

)N

.S

peci

alco

ulee

(el

ectiv

e)_

..

27:

For

eign

lang

uage

..28

.P

hysi

cal e

duca

tion.

.4.

29S

pect

idtr

aini

ng..

80.

Ped

shou

gate

al-t

ictL

mtie

een

etas

activ

i tie

s

Edu

catio

nal m

ovie

.

Tot

alho

urs.

._

_

5/E

4/R

E

4 I E f

2/R

34

4/R

E

4 -

1/R

2/R 4 34

4/R

2/R

E

2/E

2/R

3/R

.

2/R

32

5/R

E

....1

11.

82

4/E

2 5/R

F.

4/R

32

51R

13/

E'

2/R

4 4

32

2 7 4/R

3 4/E

4/R -./

4/R

E

3/a

4/R

E

3/R

E

2 3/R

4

5/R

E5

Ial

2/R

E2

2/R

E2

4,'R

4

3/R

3

-.01

1111

16.a

dd/1

1111

16 -

*wad

,....

.30

226

I

120

770

72 90 )90 70 17)0

1 S

6

168

110

24 140

34 38

.

100

.

110

..

62

112

4848

to.

1LO

48 Co

3.6

4.11

0

For

mea

ning

of R

and

2sy

mbo

ls,

es n

ote

onpa

se11

7.

I .8

14

140

140

48 60 36

110

96 130

36 52 80 20 50 106

106

112

0

AM

. a*,

.*o

wl

-a...

.

750

1.52

6

alita

imM

itarm

.mM

men

imM

uliM

ium

mal

Mat

omoi

mam

.

Em

us (

36)

Pro

jellt

s (4

)

4

Item

TR

AC

E=

'TR

AIN

ING

(46

wks

.)

O

1

rj

.

4 a

mim

mM

IMIM

imem

dmra

mm

adam

iam

mom

amom

111

1.

N u

mbe

r d

swim

, rup

orts

.an

d pr

ojec

t. by

ser

aeor

ter

.T

able

R. c

- Spe

ci6I

tisG

eogr

aphy

and

biol

ogy

Sub

ject

1

1.H

isto

ry o

f the

C.P

.S.U

._--

2.P

oliti

cal e

cono

my

8.D

iale

ctic

al a

ndhi

stor

ical

mat

eria

lism

4.P

sych

olog

y5.

Ped

agog

y6.

His

tory

of p

edag

ogy

7.S

choo

l hyg

iene

&F

unda

men

tale

of

topo

gra-

Phy

and

cart

ogra

phy

9.F

unda

men

tals

ofge

nera

lea

rth

scie

nce

10. P

;cal

geog

raph

y of

the

U z

.S.R

.

11.

Phy

sica

l geo

grap

hy o

f the

part

s of

the

wor

ld12

.E

cono

mic

rogr

aphy

ofth

eU

.S.S

.

18.

Eco

nom

ican

dpo

litic

alge

ogra

phy

offo

reig

nco

nutti

es

Hou

rspe

rw

eek

by s

choo

lye

aran

dV

emes

ter

1

1

we(

e1ks

)

2

4/R

3 3/E

14.

Pra

ctic

altr

aini

ng in

the

itudy

of r

egio

ns

2 (18

wee

ks)

3

3/E

2/E

2

3 18w

e(ek

s)

4

4/R

2/R

3

3

45

.(13

9w

eeks

)w

ee (1k

s)

5

3/E

3/E

5/R

E

6

6 (18

wee

ks

7

2/R

2/E

3/E

5/R

E

3/R

4/R

6/E

4/R

4/E

45

7 (19

,w

eeks

)

AN

NE

1111

1. 1

1

89

10

(17

(11

(19

wee

ks)

wee

ks)

wee

ks)

8

3/R

.....

1111

1.4.

9.

,10

I11

3/E

I3/

R4/

E

OO

PA

M-

...-

5/E

5/R

8/R

8/R

3/E

3/E

4/R

--

- -

AA

M.

ow41

10M

D A

D

V

3/E

.....

a.A

D IE

.

4111

.O

Dop4.

.....

.M

b...

../*

IP

3/R

33/

E_

5/E

I4/

RI

5/E

4/R

13

/ R

Num

ber

of h

ours

--12 22

4

140

140

84 120

72 36 136

204

220

.

198

218

200

1314

120

144

9842

8060

5034

7050

5418

1818

68 138

148

28

tad(

144

138

6 1

_ _

30

cn15

.11

41.

e

68 68 46 38

45 32 04

15.

Met

hods

of te

achi

ngge

ogra

phy

/8.

Che

mis

try

17.

Bot

any

18.

oola

gy

19.

Phys

iolo

gy o

f pl

ants

20.

Phys

iolo

gy o

f m

an a

ndan

imal

s

21. H

uman

anat

omy

22.

Dar

win

ism

_

23.

Met

hods

of

teac

hing

natu

ral s

cien

ce

24.

Fund

amen

tals

of

agri

cul

ure

25.

Geo

logy

W. E

lem

ents

of

soil

cultu

re

r.

5/R

E

4/R

4/R

2'7.

Geo

grap

hy o

f an

imal

life

`

28.

Geo

grap

hy o

f pl

ant l

ife

29.

Edu

catio

nal m

ovie

s

30.

Ast

rono

my-

,$1

.Sp

ecia

lco

ulee

in g

eogr

aphy

or b

iolo

gy (

elec

tive)

4/E

3/R

6/R

E

4/E

4/E

4/E

,4/

R

3/R

5/E

.5/

E

3/E

32.

f*ec

ialp

ract

ical

trai

ning

'an

d sp

ecia

l sem

inar

s in

phy

or b

iolo

gyel

ectiv

e)

33.

Peda

gogi

cal p

ract

ice

inex

trac

urri

cula

r an

d ex

tra-

scho

ol a

ctiv

ities

34.

Fore

ign

lang

uage

38.

Phys

ical

edu

catio

n__

... T

-

84.

Spec

ial t

rain

ing

Tot

al h

ours

2/R

2/R

34 4.

2/R

2/R

34

6/R

3/R

2/E

2/R

.2/R

-/R

3432

4 .....

4/R

E

4/R

1.

2/R

2/R

2 2 32

3 3/R

E

2/R

1/R

30

4 ta

4 /1

...

5/R

E'

4/R

30

4/R

4/E

30

3/FL

3 26

3/E .

4/E

2/R

5/R

26

10 180

9i;

270

140

270

140

116

64

180

100

7638

7050

104

44

116

52

170

120

7839

3838

3838

36 56 40 100

60 140

140 48

4,48

42.

3-17

60

sh 1

0

1-10 48 823

eim

msa

mia Fo

r m

eani

ng o

f E

and

E s

ymbo

ls, s

ee n

ote

on p

age

217.

5.2

.1 I

130

130

52 80 38 20 60 64 50 39 36 18

100

1,31

4t\i

,

I

3.af

t

I

Item 1

Rau

=(3

8)

Rep

orts

(51)

Proj

ects

(4)

4P-

Ni r

oter

of

exam

s,re

port

s, a

ndpr

ojec

ts b

yse

mes

ter,

12

34

F

51

23

45'

6A

7I

89

102

a4

li6

,7

89

1011

:3

55

52

53

5_

____

__

57

65

56

67

'

3-4

2-

- -

--1

'1

1-

1T

EA

CH

ER

TR

AIN

ING

(43

wks

.)1.

In

the

scho

ol(6

wks

.in

the

8th

sem

este

r, a

nd10

wic

*.in

the

9th)

2.Su

mm

eifi

eldw

ork

(7 w

ks. i

n th

e2d

sem

este

r, 7

wks

. in

the

4th,

6 w

ks.

in th

e6t

h, a

nd7

wks

.in

the

8th)

OPT

ION

AL

CO

UR

SES

(fak

urta

tivny

edi

stsi

ptin

y)1.

Prac

tical

trai

ning

inex

trac

urri

cula

ran

dou

t-of

-sch

ool

activ

ities

(100

hrs.

)2.

His

tory

of

geog

raph

ical

disc

over

ies

(40

hrs.

)8.

Geo

grap

hyof

popu

latio

n(4

0hr

s.)

4.E

cono

mic

cart

ogra

phy

(38

hrs.

)5.

Met

hods

ofge

ogra

pjlic

alfi

eld

obse

rvat

ion

(40

hrs.

)

6.H

isto

ry o

fth

eN

atio

nal

Eco

nom

y of

the

U.S

.S.R

.(8

0hr

s.)

7. 8. 9. 10.

11.

12.

13.

14.

15.

16.

Eco

logy

of

plan

ts(4

0hr

s.)

Eco

logy

of

anim

als

(40

hrs.

)A

picu

lture

(40

hrs.

)Sk

etch

ing

^(40

hrs

.)C

onst

ruct

ion

ofvi

sual

aids

(60

hrs.

)Pr

actic

alst

udy

ofag

ricu

ltura

lm

achi

nery

(60

hrs.

)Im

plov

ing

spor

ts s

kills

(420

hrs.

)Fo

reig

nla

ngua

ge(i

nye

ars

3 an

d4,

140

hrs.

)C

hora

lsi

ngin

g-(2

50hr

s.)

Indi

vidu

alin

stru

ctio

nin

play

ing

mus

ical

inst

rum

ents

(250

hrs.

)

t

o- .1

Tab

leS.

---

Spoc

iaity

:Ph

ysic

al e

duca

tion

Hoa

r*pe

rw

eek

by ,d

rool

year

and

by a

mm

eter

Sub

ject

s

1

1.H

isto

ry o

f the

c.P.

8.U

.P

oliti

es' e

emom

yi.

bial

ectio

alan

d hi

stor

ical

mat

eria

lism

4.P

sych

olci

gy(in

clud

ing

.ps

ycho

logy

of s

port

e)I.

Ped

agog

y-

I.H

isto

ry a

t ped

agog

y

7.T

omlin

lang

uage

S.

Che

mis

try

I. H

uman

anat

omy

10. H

uman

phys

iolo

gy11

.M

etho

ds o

f tea

chin

g hu

man

anat

omy

and

phys

iolo

gyIL

I:G

low

ers'

biol

ogy

with

fund

amen

tals

of

Dar

win

ism

_

13.

Hyg

iene

,gen

eral

and

of

phys

ical

ese

rcis

en

1

1 (19

wee

ks)

2

4/R

2/R

3/R

E

6/R

E

A

2 (11

wee

ks)

3/E

2/E

2/R

4/E

6 /R

E

3/E

2

3 (19

wee

ks)

4 4/R

2/R

4 (11

wee

ks

3/E

3/E

-

44/

RE

2/E

2/R

3

a (19

wee

ks)

S

2fR

2

45

67

(8(1

1w

eeks

)w

eeks

)

7

4/E

4/E

8

8

wee

ks)

3/R

2

4/R

roe

mea

ning

of R

and

Esy

mbo

ls,

see

note

on

page

217.

6/R

E6/

RE

2

4/E

3/R

9 i

- .

-- - --

10 11"

4/E

2/R

8/E

---

- --

AI*

OW

gm...

..

- -

-

......

Al

Num

ber

of h

ours

1..T

all

12

.

is I .1

1314

AS

224

120

104

._

. _ ..

...

140

98

140

80

100

50

120

7050

.....

_. _

7254

18...

_ . _

140

140

40M

Ial

OP

M,

104

54...

. _ .

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180

.eo

_ _

.. _

. I...

120

258

150

106

5420

1420

4111

266

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46

.12

460

2440

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1 SmarmContinuedTotal laboratory reports'Total ex#minations 37Total oral reports 47

i'PENDDEES 269

II. )0PTI ON AL COMES- Seowsitoy How'

Foreign languare 5-8 120Physical education and spurt 1 --$ 420Astrophysics , ..--. 6-7 68-Preliminary seminar 1 -A 204'Educational photography and film manairerven

III. EX PERIENCE iN PROD1TTION WOR It-

Semester 8: 3 ireeks (Aug. 10-31)Semester 9: 5 weeks (Sept,1-Oct 5)

TYPICAL Cot DI 0 Irr FRED ioa AJLEAS or S 16C IA LI ZA TI 0 N

Thooevt icy a hi siAsemat coal rhirrica1. Theory of continuous media2. Further toOks in mathematical physics3. Further topicsein statistical physics4. Further topics in electrodynamics5' Quantum electrodynamics

Theory of relativity;7. Quantum chemistry8. Theory of elementary particles9. The atomienucleus .

10. Quantum theory of NH.11. Theoretical physics stminar _

12. Qualitatifte theory of differential equations13. Theory of functions of a real variable14. Integral equations15. Elliptic differential equations16. Hyperbolic differential equations _

17. Operational calculus .

18. Analytic theory of differential equations19. Computational techniques .

20, Special seminar ..

ismTOTAL °um

. 952

A

Hours

Eft

343468686834

. 6834346834683434

. 34

34343468

Pkvstes of Solids Hours1. Fundamentals of crystallography and X-rays 682. Structure ahalysis ___ . .._. _ 688. Physicochemical analysis ._. 684. Roentgenography of metals _. . 345. Special topics in physics of Xrays 34S. Theory of solids __,_________ __... 6fil7. Electron theory of metals-____________ _ _ _____........___._ U& Special topics in crystal chamistry__-____, ..________________________" 84

_

9. Physics of smiconducton_.1._.__ 88


It

10. Semicouductor devices11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.

Elements of high frequency technology______

44Technology of semiconductorsCrystallographyGrowth of crystalsCrystal'opticsCrystal physicsAlternating currentsElectromagnetic and magnetic measurementsFerromagnetism

-M.....

41IMMom.

Physics of metalsMagnetic analysisQuantum theory ofSpecial topics in quantlim statistics

a

Special methods of measurement _____

Theory of transformers (regenerators) ____T26. Theory of elementary particles27. Magnetic analysis of structured materials28. Special seminar

4

TOTAL HOURS

Optics & Spectroscopy1. Spectroscopic technique2. Geometrical optics3. Spectrum analysis4. Theoretical optics5. Atomic spectroscopy6. Luminescence7. Theory of oscillations and waves8. Electronics (radio techniques)9. Molecular spectroscopy

10. Further topics in nuclear physics,11. Further topics in chemistry

. 0 ______

TOTAL HOURS __. ..._____

=-4

. w

3,48484083434

4 ,

6868348434

3434

68

1292

m- M. -

a

Molecular Physic,1. Further topics in mechanics of continuous media.2. Fundamentals of theory of heat and mass transfer__________3. ,Molecular-kinetic basis of theory of condensed matter, I _4. Special topics in. thermodynamic and statistical physics________5. Gas dynamics

Hours

68

3468

68

8484846868

84

544

6. Independent student project _______

7. Special seminar

....- . ...mi..

8. Molecular-kinetic basis of theory of .condensed matter, II....9. Physics of burning processes___

10. Method of (radio tive) indicator 84TOTAL, HOURS wo

Hours

848484343484683468

Phila.* of Low Temperature* Raw1. Low temperature techniquee..........1._... 182. Special topics in low tioperature physics (uperiments) 611

APPENDIXES

Special topics in low temperature physics (theory).4. Special seminar

TOTAL HOURS

1. Acoustics2. Theory of oscillations___

3. Electronics4. Fundamentals of radiolocation _____

M....1...w low Ilimi aft. wm

Radio-Physics

4 .

5. Theory of waves-6. Impulsive systems _____ -7. Special course

8.ICI N

9,.

10.11.12. Special seminar

...........

m.

A

........

271

10268

_ 840

mr 4m.

- m mom...

.. a.

m. moo. "P.n...1. a.. mom.. . .0. m. Mb my MM.

1.2.3.4.5.6.7.,8.9.

10.11.12.13.14.15.16.17.18.19.20.21.22.

.23.24.25.

TOTAL HOURS

Geophysics

...sm. * gm 11.1. we

MP.

MM. .1. 4.... . 1 m mo _4.Mo mo.

a. a. w. omm ....MM..... o. moomm

Hydrodynamics... ______ a.

Theory of turbulence__Hydrometeorolofical measurements .

Thermodynamics of theDynamics of the sea___ - .

011.

Hours

84

64-34

.8484

-84!$4-34348468

4. 4.. .

.. Mho.

Hydrometry ......... .....Physics of ground waters

......Ms m 4. ......

m

=no - -- - - - - - -Physics of the atmosphere........... ....,Oceanography

4.

HydrochemistryDynimics of riverOptics of the eeaAcoustics

..- _ MED.

11 a.m.

Molecular physics of the seaSeismology

; . .--_ _ _

. . .oo ......... .. as

UMW.MN. 0. WMSehlIMOMetrY 4Ornorm Im 0.01 .wEarth magnetismGravimetzics

. WOM . WmIIIMIMO- .......-Physical geology mom ...mom Mo., 01Thermodynamics and dynamics of the atmosphere______________Economics of the sea.__ 11.1.......Theory of p..........____.......... i v. a.m.,. . MI. Mr MO .. Mb m M..... MD.. O..

Synoptical meteorology ....Mb 41 . a

640

Hours

68688484686884e84

102102848434848484848484346868

13868

Physics of the upper 162alliML11111.11111111111110

TOTAL 1110rnte Mo ...4. 1826

t

272 SOVigT EDUCATION PROGRAMS

alg

4

APPENDIX X

.Topical Outlines 0 Required Coursis in Ethicationat Pedagogical Institutes

PEDAGOGY (120 hrs.)A. Lectures (70 hrs.)

1. General Theory of Educationa. The subject and its methods (2 hrs.)b. Aim and tasks of Communist education (4 hrs.)C. Development and upbringing of children at various ages (2 hrs.)d. The system qf public education in the U.S.S.R. (2 hrs.)

2. Principles of InstruNon and Didacticsa. Nature of the teaching process (4 hrs.)b. Principles of didactics (4 hrs.)c. Contents of instruction (4 hrs.)d. The lesson (4 hrs.)e. Methods of teaching (6 hrs.)f. Theory of upbringing (2 hrs.)g. Tests and measurements'

3. Moral and Aesthetic Educationa. Principles of character education (6 hrs.)b. Education in Soviet patriotism and proletarian internationalism

(2 hrs.)c. Education in Communist attitude toward work and public property

(2 hrs.)Ito

d.. Education in conscious discipline (2 hrs.)e. Aesthetic education (2 hrs.)f. Physical education (2 hrs.)g. ROle of pupil groups (Pioneer and Komsomol organizations, and

class groups) (8 hrs.)h. Extra-curricular activities (2 hrs.)

4. School Management and Home Relationsa. The teacher and the class leader (4 hrs.)b. Upbringing at home (2 hrs.)c. School administration (faculty council, control, etc.) (2 hrs.)

B. Practical exercises (50 hrs.)'1. Introduction (1 hr.)2. General acquaintance with the school (2 hrs.)8.. The lesson (10 hrs.)4. Polytechnic education (8 hrs.)5. Work of the class leader (4 hrs.)6. Komsomol organizations (8 hrs.)7. Pioneer organizitions (8 hrs.) 114

8. Preparing pupils for summer pioneer camp (14 hrs.)9. Extra-curricular and other school-related activities (18 hrs.)

I Although the official syllabus (palagogilts) published by the R.8.R.8.R. Ministry of Educa-tion in 1567 did not include this topic, Soviet educators told us 'that in fact it is- coxered in thiswarm2 The topics form a program of active field and practical experiences whereby actual isiooloperations ars Studied.

.4

APPENDIXES

HISTORY Of PEDAGOGY

273

Outline of textbook in history of pedagogy for pedagogical institutes'Part 1. Short Survey of the history of foreign education (32.2 percent of text)

Education in primitive society.

Education, the school, and the origin of pedagogical theory in slave-hold-ing society.Education and the school in feudal society.pedagogical theory of Jan Amos Komensky (Comenius).Pedagogical views of John Locke,

Pedagogical theory of Jean-Jacques Rousseau.110

Pedagogicil views of the French materialists of the 18th century(Helvetius, Diderot).

Pedagogical thought and the scho9I during the period of the Frenchbourgeois revojution-of the 18th century.Pedagogical theory of Johann Heinrich Pestalozzi.Pedagogical theory of Johann Herbart.Pedagogical activity and views of Adolph Diesterweg.Pedagogical activity and views of Robert Owen.Teaching of K. Marx and F. Engels° on education.Pedagogical thought at the end of the 19th century and the first half ofthe 20th century in Western Europe and the USA.

Part II. History of Russian education (39 percent of text)Short survey of education and pedagogical thought in Russia from the10th to the 17th century inclusive.

V.

Enlightenment, schooling, and pedagogical thought in the 18th- century.School and pedagogy in the first half of the 19th century.Pedagogical theory of Russian revolutionary democrats V.G. Belinskiiand A.I. liertsen.Social-educational movement of the 1860's; the pedagogical, views andactivity of N.I. Pirogov.

The great Russian pedagog K.D. Ushinskii.Revolutionary-democratic pedagogical theory of N.G. Chernyshevskii and

Dobroliubov.

Pedagogical activity and views of L.N.School reforms of the 1860's.School and pedagogitial thought in the period of government reaction inthe 1870's and 1880's.

Education, school, and pedagogical thought at the end of the 19th century

a N. A. Nonstaatinov, I. N. Mgdynskii. good M. F. faiabggva. Mores podagogiki. (Histo7 ofPatiesegs.) Mosorow. GOL ook.-pad. isdat..,1959. 417 p.


and- beginning of the 20th century, and during the first Russian people'srevolution of 19054907. The struggle of the Bolshevik Party for educa-tion and school at that time.

Public education and pedagogical thought in Russia during 1908-1917 (upto the Great October Socialist Revolution) . The struggle of the BolshevikParty for public education at that time.

Part III. History of the Soviet school pedagogy (26.2 percent of text)V.Is Lenin on Communist up-bringing, education, and school.The Great October Socialist Revolution and basic reforms in the Attid ofeducation and up-bringing (1917-1920) .

Soviet school and pedagogy (1921-1929).Soviet school and pedagogy (1930-1941).Soviet school and pedagogy in the years of the Great Patriotic(1941-1945).

Soviet school and pedagogy during 1946-1958.

N.K. Krupskaialife, pedagogical activity, and pedagogical views.The outstanding Soviet pedagog A.S. Makarenko.The outstanding Soviet State leader, M.I. Kalinin, on Communist educa-tion.

Part IV. School and education in countries of tke people's democracies (2.5percent of text)

War

. .APPENDIXES

APPENDIX XI

275

Sample State Examinations In Pedimogical Institutes

AT THE END of the 5-year program in pedagogical institutes students arerequired to pass what are called "State Examinations" in the specialties whichthey studied. The examination questions are prepared locally at the institutesby examining committees from a list of topics published by the Ministry ofEducation in each of the Republics. This list of examination topics is madeavailable to the students in advance of their examinations. They are expectedto be able to answer questions relating to these topics. On the manner of con-ducting the state examinations, see the text, page 184.

In the following pages are reproduced two examples of these examinations,one in physics and one in mathematics. These requirements have been in effectsince 1957, when teacher education for secondary schools was increased to 5years.

The State Examination In Physics In Pedagogkal Institutes1(Topics from which examining committees will prepare

examination questions)

PROGRAM

IntroductionMatter and motionSpace and time. Marxian and Lenin philosophy as a

basis of studying physical phenomena. Objective character of laws of nature.Interrelation of physics with engineering. Role of Russian and Soviet sciencein development of 'physics.

I. ifschanics1. Dynamics of rigid bodies.--Understanding of force and mass. Newton's

Laws. Inertial systems and the force of inertia. Centrifugal force and itsmeaning in technology. The motion of a rigid body. The center of mass. Themotion of center of mass. Rotation of a rigid body around an axis. Themoment of inertia. The moment of force. Momentum. The basic equationsof dynamics in rotating motion.

2. The law of conservation of energy.The law of conservation of momen-tum. Work, energy, and power. Kinetic and potential energy. etic energyof surotating body. The law of conservation of energy in mechanic& ApplicaaLion of law of conservation of energy.

8. Oscillation*. and waves.---Harmonic oscillations. Natural oscillations.Pendulum. Damped oscillations. Amount of dampening. Forced oscillations.Resonance and its meaning in technology. Diffusion of waves in elastic media..Transverse and -longitudinal waves. Monochromatic plane wave equation.Interference of wimps. Moving and standing waves.

1 Ministry of Eduoatios, R.S.F.8.R4 Preemies's,- pselsgog011slieskikk iisstitstos. Programme ,goeuelarsteenftbk Amasses ye *ifs*. . (Syllabuses of Pedagarkol Institutas. Program forState Final Zaandaatioa in Pbyelea.) Mosesivb Uebpedgis. 7 p.


4. Hydrodynamics and aerodynamimeStationary movement of an idealliquid. Bernoulli's equation and technical applications. Laminar and turbulent'flog of liquid& Motion of a body in viscous media. Head resistance. Reiistanceof media (Stokes' Law) . Streamlining. Lifting capacity of an aeroplanewing. Understanding of treatise of Zhukovsky.

U. Molecular Physics and Thermodynamics1. The prircipie of kinetic theory of gases.--Equation of state of an idealas* Lomonosov's idea. Derivation of equation of gas pressure from mole-cular-kinetic motion, Maxwell's distribution law concerning the speeds ofmoleeules. Experimental definition of a s - L. of the gas molecule. Mean freepath of a moleculis. Btownian motion. De . ition of Avogadro's number.2. Thermal oapacity.Theory of equal distribution of energy according todegrees of freedom. The classical theory of thermal capacity of gases and solidbodies, and its drawback. Quantum theory interpretation of thermal capacity.8. The rya/ gauss. Van der Waal's equation. Isotherms of Van der Waal.The works of Mendeleev, Andrews, and others. Internalenergy of real gases.Joule-Thomson effect. Liquefaction of gases. How to obtain low tmperature.4. Thernsodynamies.The law of conservation and transformation ofenergy. Equivalence of heat and its performance. Mechanical equivalent of

. heat. They first law of thermodynamics. Isothermal, isobaric, isochoric, andadiabatic processes. Reversible and irreversible processes. Formulation ofsecond law of thermodynamics. Circular process. Carnot's cycle. Entropy.Heat engines (item engines, engines of internal combustion, and turbines)and their eekiency. Statistical interpretation of second law of tUrmo-dynamics. Interrelation betty tropy and plrobability. Criticism ofidealistic distortion in interpret: second law of thermodynamks.

III. glectricity1. Iffisctric fteid.--Electi4c charge. Coulomb's Law. Intensity of an electricfield in a vacuum and dielectzic induction in the electric field. Flow of in/-tensity. Flu:. The theorem of Ostrogragsky-Gauss. Potentials. Interrelationbetween variation and intensity. Capacitance. Parallel plate capacitor.Energy of electric field. 'ElIctric field as a special type of matter. Electricapparatus: eketroscopes, electrometers, and capacitors.2. Bieitron.--Determination of the charge of an electron according tomet.ixod of Millikan. Movement of electrons in electric fields. Sped&charge and man of an electron.3. Direct ourrent.---Applied voltage. Electromotive force. Ohm's Law.Resistance of conductori. Kirchoff's Laws. Lens-Joule Law and its applies-tkon. Performance and power of current. Apparatus and metlwds of deter-mining the power of current. Voltage and resistance.4. Electric current ist electric lights and geses.--Eleetrical dissociatka.'Metrical conductivity. Faraday's Law. Application of electricity in tech-nology. Mechanism of conductbrity of gases. Ionisation of gases. Saturationcurrents. Cathode rays. Thermoelectsic emission. The electron tube and itsapplieatioli.

6. Maris* Aid of a eurront.---Laws of Biot-Savart and Laplace. Mat,

APPENDIXES 277

netic !!el il near a straight "-ire and a circular coil. Ampere's Law. Movementof condator with current in a magnetic field. Lorentz force. Determinationof the specific charge of an electron. *

6. Electromagnetic induction.Discovery of the phenomenon. Lens' Law.Derivation of law of induction based on law of conservation and transforma-tion of energy. Self-induction. Energy in the magnetic field of a current.Energy density of a magnetic field. Practical application of electromagneticinduction.

7. Alternating cirrent.Methods of production and applications. Re-sistance, inductance, and capacitance in alternating current circuits. Ohm'sLaw for alternating current Performance and power of alternating current.Three-phase current. Electrical measuring apparatus.

8. Electric machines.--Direct and alternating current, generators, andmotors. Transformers. Rectifiers of alternating cu nt. Applications ofdirect and alternating current. Electrification of .S.S.R. and the roleplayed by Lenin in electrification of U.S.S.R.

9. Electromagnetic oacillations.Thompson's formula. Damped and un-clImped oscillations. Excitation of undamped oscillations with the aid of anelectron tube.

10. Electromagnetic fields.----Displacement current. Hypotheses of Max-well. Equations of Maxwell. The speed of propagation of electromagneticwaves. Reception and detection of electromagnetic waves. Invention of radio'by Popov. Broadcasting and reception of radio signals. Fundamental elementsof radio apparatus.

Iv. Optics1. Geometric optics.--Reflection and refraction of light at the boundary,

between two dielectrics. Thiin lens. Formulas of the thin lens. Magnification.Formation of an image by a thin lens. Optical apparatus : Photo apparatus,projectors, magnifying glasses, microscopes, astronomical telescopes. Focusingproperties of these instruments and magnification.

2. interference of lighLCoherent sources of light. Experimental proofof interference of light. The color of thin plates. Interference fringes ofequal thickness and of equal inclination. Interferometers and their applies-time.

8. Diffraction of light.Principles. -Huyghen's principle. Fresnel. Dif-fraction of parallel light; the case of single or double slits. Diffractional vat-ings (screen or mesh as a method of production). Application of the diffrac-tion grating.

4. Sped of tight.--Astronomical and laboratory methods of determiningspeed of light. Phase and group speed.

5. Optics of moving systemse--Experimenta of Fizeau and Michelson. Theprinciple of special theory of relativity. Formulas of the Lorentz tzansforma;don (without conclusion) and conclusions from them, Interdependetwe ofmass and speed. Interrelation between mass and energy.

6. Qusatstai characteristics of light.---Photo erect Works of Stoletov. Thefundamental laws of photo effect. Photons, their energy and mmnentum.


Einstein equation and its experimental confirmation. Photo elements andtheir applications. Pressure of light and its experimental proof by Ledev.7. X-rays.Discovery of x-rays. Their characteristics. Diffraction ofx-rte, The principle of structural analysis by means of x -rays. Spectri ofx-rays. Compton effect.. Production of x-rays and their application in medicineand technology.

V. Nuclear Physics1. Structure of atom..---Nuclear model of the atom. Experimental proof ofthe existence of the nuclear atom. Postulate of Bohr. Electronic levels andshells. Experiments of Frank and Hers. The origin of spectra.2. Natural radioactivity.Discovery, of radioactivity,. Radioactive emis-sion. Statistical law of decomposition. Radioactive series. The displacementlaw. Isotopes..A.lpha disintegration: Betakdisintegrations.3. Elementary particles.Electron, proton, neutron,. positron, and meson.Their discoveries. The methods of observation (spinthariscope, Geiger counter,Wilson chamber, and thin layer photo cells). Accelerators of particles (cyclo-tron and betatron) .

4., Wass 'lam characteristics of particles.---Waves of de BrNglie. Diffrac-tion of electrons and its experimental realization. Principles of operation ofthe electron microscope, and its use for solution of problems.5. A tomic characteristics of the atomic nucleus: mass,charge, radius. Proton-neutron model of the nucleus according to Ibiutenko.Periodic system of Mendeleev. Error in the metaphysical explanation aboutatoms as unchangeable particles. V. I. Lenin's theory on inexhaustibleparticles.

6. Nuclear reaciimis.Mass defect Energy relations in atomic nuclei.Splitting of. nuclei. Some examples of nuclear notions. Energy of reactions.Artificial radioactivity.7. Division of heavy nuciii.Fission of uranium under action of neutrons.Spontaneous fission. Chain reaction. Delayed neutrons. Reactors. Use of

aatomic energy for national economy in the U.S.S.R.Explanatory Notes.--The purpose of the examination is to examine thepreparation of graduates of pedamrical institutes for teaching physics in thesecondary school. Each student will be examined in Tigard to the following.1. Extent of the theoretical knowledge absorbed by the student during theof course in'physles.2. Ability to apply this knowledge to problems, in techmlogy and in poly-technic education.8. Knowledge of physical apparatus and measuring instrumenis and howto use them.It is recommended that this entire program be broken up into a number oftickets (bitty) so that there be at least two questions taken from differentsubdivisions of the prwram.

APPENDIXES 279

The State Examination in Mathemailcs In Pedagogical Instituteal(Topics from which examining committees will prepare

examination questions)

PROGRAM

I. Arid* motic

.1. Axiomatic structure of natural numbers. Principles of complete mathe-matical induction and its mqpning for the seconder schoOl course.Arithmetic processes.

2. Problems of understanding numbers (analysis of one of the followingproblems) :

a. Construction of whole numbersb. Construction of rational numbersc. Construction of complex numbers

3. Division of whole numbers. Common multiples and least common multi-ples of two or several numbers. Fundamental theorenVeoneerning thefactoring of natural numbers intb primes. Presentation of the contem-porary view on the problem concerning the distribution of prime numbers.

4. Basic characteristics of comparison. Complete and reduced systems ofsubstruction. Thporems of Euler and Fermat. Arithmetic theory of theapplication of comparison.

5. Structure of teal numbers. Decimal forms of real numbers.6. Elementi of approximation. Sivspie means of precise and approximate

calculation.

H. Algebra1. Investigation and solution of systems of x linear equations with n un-

knowns. Elementary methods of solving linear systems. Systems of linearequations with 2 and 8 unknowns and their geometric interpretations.General criteria fir consistency of arbitrary systems of linear equations.

2. Equivalency of algebraic eqizations and systems of equatkna.3. Solujdons of algebraic fnequalities and their geometric interpretations.4. Number rings and fields. Gtmeral theory of divisibility of pojynomials

into a product of irreducible factors.5. Solution of second degree equations. Existence of roots of polynomials in

in the field of complex numbers. Reduction of polynomials into linearfactors. Integral and rational roots of polynomials.

III. Geometry1. Relations between lines and planes in spec". Study of this problem by

the nuitUds of elementary and analytic geometry.2. Study of sPace curves by methods of differential geimmitry.

I Ministry' of 1.0ostios. Prepreempw posIefoodethesbak iststigutim Oseuderetvossileokessattey so asstawatats. Miaow of Pedigegisal lastitidas. Fragrant for Iltate Finialazaadantlies Matberstke.) liasesw. thaseigis, UN. S p.


t

8. Projective invariance of elements of the first degree. Projective limiti-egtionsof a curve of the second d ree. Problem of constructing a curve

of the second degree, using five points (lines) . Theorems of 'Pascal,Brianchon.

4. Geometry and groups of transformations. All collinear groups in a planeand the most important subgroups. Characteristics of various branchesof the geometry of invariant groups.

5. Basic understanding of geometry as a postulate system. The system 4.faxims of elementary geometry. The axiomatic method of cbnstruct.ion ingeometry (derivation of some theory).

6. Concept about consistency and independence of the axiom system. Arm-lytical interpretation of the axiom system of Eueli 's plane geometry.i

7. Independence of the axiom of parallelism from o er axioms. Interpreta-tion of geometry of Lobecherskii.

8. Problems based on plane constructions. The system of postulates on con-struction with aid of compass and ruler. Surrey of basic methods ofsolving the problems. Criteria of solution of problems based on construc-tionaith compass and ruler.

.11.Iv. Mathematical Avialieria and Theory of Furtrtiorts

1. Sets and operation& Countable sets and their basic properties. Non-cf,antability of the continuum of real numbers.

k. Sets of real numbers and their basic properties. Existence of upper andlower bounds of bounded sets. Limit points of seta of numbers. Theoremof Bolzano and Weierstrass.

3. Numerical sequences. Concept of the limit of a number sequence and itsproperties. Existence of limits of monotone sequences. Necessary andsufficient conditions for convergence of sequences.

4. Concept of functional dependence. Determinlition of limits of function.Functions continuous at a point and classification of points of discon-tinuity. Properties of continuouslunctions on closed and bounded seta.

6. Derivatives and differentials of functions of one variable and their geo-metric and physical interpretations. Differentiability of functions of twovariables. Conditions for differentiability.

6. Applications of differential calculus in the study of functions of onevariable.

7. Definite integrals. . The theorem of 'existence of the definite integral.Plane area and the length of a curve, and their calculation with aid ofdefinite integrals.

,,

8. Numerical series. Concept of convergence. Conditions for convergence.Absolute and conditional convergence. , Power series and their basicproperties.

9. Exponential and logarithmic functions and their basic properties.10. Functions of a cmplex variable. Power series in the complex domain.

Ccrncept of analytic continuation and the uniqueness theorem. Delinttimof basic elemntary functions with aid.of power series.

APPENDIXES

11. Ordinary differential equations, their oIutien and integral curves.Initial conditions. Linear equations of second order with constant coefri-dantx and au:4r applications in willation theory.

Erpiana/ory notes.- The purpose of the State examination in matte tit*18 to give a thorough check on the preparedness of graduates of pedagtvgiLalinstitu-i.- who are to teach mathematics in secondary schools, particulany:

I. The extent of their theoretical knowledge.

Their ability to apply mathematical methods in the solution of proleiu the natural sciences and engineering.

3. Their ability to solve problems in elementary rnathernatica which requireknowledge of methods and ideas of higher mathematics.

In conducting State examinations it is recommended that the programshould be divided up into tickets (bilety) 9,o that each ticket should rontainor 3 Toe tions taken from different sulxdirisions of the program. After studenthas answered the asztign-thi questions, it is rtvomrnended that additional ques-tions be given from subdivisions not included on the ticket_ The arutwer ofthe student to each question should include example or interiviateA pr- f ofhis understanding of the qution.

* U GOVEffilItildah, PlitifiTIPIQ Office 1114110-447/117

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