EDITORIALLY S P E A K I N G
Soviet Commitment to Education," the report of the Government's education mission to the Soviet Union should be required reading for all Americans. The document, available from the Government Printing Office for 70 cents, puts into sharp focus the differences between our system and that under the new Soviet "Law on Strengthening the Ties of School with Life and on the Further Development of the System of Public Education in the U.S.S.R." The best use of our space will be to quote and let our editorial urging shout from between the lines. Since the report studiously avoids comparisons with the United States system, we hope the danger of quoting out of context is minimal. A nation committed: The one fact that most impressed us was the extent to which the nation is committed to education as a means of national advancement. In the organization of a planned society in the Soviet Union, education is regarded as one of the chief resources and techniques for achieving social, economic, culturel, and scientific objectives in the national interest. Tremendous reponsihilities are therefore plaoed on Soviet schools and comprehensive support is provided for them by all segments and agencies of Soviet society. . . . I t is generally conceded that from 10 to 15% of tho total national income is channeled into education of all types. One of the leading Soviet educators told us, "We believe in a planned society; you believe in individual initiative. Time will tell." Teacher education: In the preparation of both elementary and secondary school teachers, there appeared to be an increasing emphasis an solid subject matter content, with less on pedagogy.. . It is estimated that Soviet teacher trainees spend 40% of their time on preparation of their major subject, 15% on technological applicstion of their specialty, and 15% on the specific method of teaching their major subject. The remainder is divided among general pedagogy, psychology, foreign languages, physical education, and political indoctrination. Soviet teacher educittors consider prsctical work, that, is-ohservation of teaching, student participation in classroom activities, and practice teaching-to be of the highest importance. Five years of Soviet teacher training add up to about twice the number of classroom and practice hours a8 a five year course in the U. S. Out of approximately five students who apply for admission to an institution of teacher education, one is accepted.
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Science education for Soviet children: The State pays particular attention to the education of scientific workers. It provides for their early yearsof scientificeducation and training, encourages them in various ways, and helps them develop in the science field. Pupils without the ahility or talent to become scientists use the scientific training they receive as a base for a polytechnical education which prepares them for industrial work. Science education begins in the kindergarten. There a groundwork for scientific habits in the observation of natural phenomena and plant and snimal life is laid before they enter the general ~chool. . . . Natural science subjects occupy an important place in the study plan. Particularly important is physics, which aims a t acquainting the pupil with natural phenomena and the basic principles of production processes. The study of chemistry begins in the seventh grade with elementary i n s t ~ c t i o non substances and their transformetions; on atomic and moleoular studies and the principal laws of chemistry; on oxides, bases, acids, and salts; and on the properties of oxvnen. hydrogen. - , the air. and water. In erades 8. 9., and 10 a syatemstic course c& for the study of chemical elements aooording to the periodic table as well as a study of their combinations. Demonstration experiments are designed t o point up the industrial aspects of the subject by emphasizing the chemical basis for obtaining substances in industrial production. For this purpose the students do laboratory and practical work and visit local chemical plants.
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The Academy of Sciences:
BY sciences Soviet educators mean all branches of knowledne the humanities, the social sciences, and the natural sciences. It was of special interest to note the virtually unlimited s u p port for basic research that the Soviet Union is providing through the U.S.S.R. Academy of Sciences and the Republic academies. Apparently, the Soviet Government considers basic research to be the most practical investment it can make. This attitude, along with the high prestige accorded brain power in the Soviet Union makes the Academy of Sciences the mast powerful scientific institution that many of us have ever known.
Conclvsians: The strongest impreesions we retain include the aeal of the people for education and the rapidly increasing degree of educational opportunity. In the light of all we saw, we cannot stress too firmly our conviction that our nation must never forget nor underestimate the power and potential of education.
Volume 36, Number 10, October 1959
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