Znt. Libr. Rev. (1977) 9,351-354

A Comparison of a Soviet and a U.S. Primer

CAROL GALLAGHER* AND IRMGARD GESUND

A study of readers currently used in the Soviet Union in first grade shows great differences between them and their counterparts in the United States. Learning to read poses far fewer difficulties for Ivan than for Johnny. For purposes of comparison, this paper will discuss some of the major areas of difference encountered. The books used in this study were : Our Nutive Speech (Moscow: Proveschenije, 1972)) the series used through- out the fifteen Soviet republics; and On Cherry Street (Ginn : Boston, 1966)) a traditional and widely used U.S. series.

Areas in which the books were compared include difficulty of reading material, subject content, and the societal values reflected therein. Format, comprising the entire physical condition of the book and includ- ing binding, paper quality, frequency and quality of illustrations, and the over-all appearance of each page, was also included.

Why is learning to read easier for Ivan than it is for Johnny? Russian, in sharp contrast to English, is an almost completely phonetic language. This, of course, greatly facilitates the learning process and shortens the time required for the development of reading skills. As a consequence, the emphasis need not be very great on repetitive material in the Soviet readers, allowing more complex and interesting texts to be introduced at a much earlier stage than is possible in the corresponding U.S. series.

Within the period of September to February of the first year, the Soviet child will master the phonetic values of his alphabet (consisting of 33 letters) learn to combine them into syllables, and from there into words. This procedure progresses rapidly and naturally and leads finally to the combining of words into simple sentences. At the end of this first semester (comprising two out of the four sessions of the Soviet academic year) Soviet pupils are able to read simple stories and poetry.

From February until June the Soviet first graders are out of the primer and into the reader, and owing to the phonetic nature of the language, able to read many words which they have not seen before. The constant repetition in U.S. primers and readers is based on the

* Lecturer, College of Library Science, Unhrersity of Kentucky, U.S.A.

352 C. GALLAGHER AND I. GESUND

necessity for memorizing whole words because English is not a very phonetic language. Therefore, the level of difficulty of the material which Soviet children can read at the end of grade 1 is vastly higher. The Soviet readers contain, even at the most elementary levels, stories, features and poetry on a variety of subjects, taken from classic Russian authors, as well as from contemporary Soviet writers.

The Soviet reader always has an accompanying grammar book, (the grammar is complex), but up until now “workbooks” as they are known in the U.S.A. have not been used. Abbreviated workbooks are presently being introduced into the system. In contrast, in the U.S.A. accompany- ing grammar books are rarely used, but workbooks are used through grade 8 in many places. Teachers in both countries usually have teachers’ guides to accompany the pupil’s edition.

Format is relevant here. The Soviet children in the first grade may go four pages without an illustration of any kind. The pictures in the Soviet books are frequently very small sketches, in two or three colours-often charming and detailed vignettes of everyday life and emotions. One shows a young pony-tailed mother sitting by a sick child’s bed, another, a small child making a bed, ironing or taking care of a smaller child. Colours are usually muted. There are naturalistic animal pictures, car- toons and frequent sentimental portraits of Lenin. Also included at the end of the readers is an eight-page section of colour reproductions of great Russian paintings.

U.S. primers and workbooks typically show a large page-size picture on each facing page (every other page) in bright primary colours, on glossy paper. Paper used in most Soviet books, including primers, is of much lower quality than that used in U.S. books. It has no rag content and is less white and shiny. Binding reflects similar disparities both in quality and durability.

Noting the titles of the stories gives an idea of their value-content. Most of these in the U.S. series are typically “Fun with . . .“, “Play with

,, . . . , “Surprise”, “Party”. Life is presented as essentially carefree and school as a carefree place of fun. Some emphasis is shown on help- ing, making people happy, independence and doing things for one’s self, but the predominant emphasis is on playing-games, tricks, and on parties, circuses, magic school buses, and so on.

The Soviet approach is much more serious-actually didactic. The emphasis is on work, much more than on play, and not just work, but “working together in a friendly way” (druzhno)-a vital, but untrans- latable concept.

In On Cherry Street the first story concerns fun at school-beautiful pictures of brightly-coloured balloons and carefree atmosphere. The

A SOVIET AND A U.S. PRIMER 353

main feature of the first section in the corresponding Soviet reader is a long letter by Soviet space hero Gagarian to every first grade child. The letter says two things :

(1) *Learning is very important and every great person-presidents, cosmonauts, dancers, athletes, etc. was once a beginner as you are now-and so you must study and work hard in order so someday you can also achieve the worthwhile positions your heroes represent.

(2) *Helping each other is very important, you must “work and play in a friendly way” striving to be a “collective, not just a classroom”. “One for all, all for one” is your motto.

*Authors’ translation

The children are organized by the teacher into the junior branch of the Communist Youth Movement, “October Stars” in the first grade classroom. Many stories in the reader concern activities of the Soviet youth groups. As the children get older, they become “Young Pioneers”. These groups are comparable to Cub and Brownie Scouts and Boy and Girl Scouts except that they are more political and all-encompassing. Most children do belong as they are organized in the schools, and almost all available extra-curricular activities of any kind, including summer camps, are under their aegis.

In the Soviet stories, women are seen in many different work roles: farm-worker, factory-worker, professional, but these roles are almost always combined with motherhood. The sole role which is not shown for women is that of being a housewife-mother only. Although sometimes attractive, mothers and grandmothers are shown in utilitarian, every- day, or work clothes and low-heeled shoes.

In contrast, the U.S. primer shows almost all the women as full-time housewives and mothers. The exceptions are rare: nurse, teacher and librarian. All the women, even mother scrubbing the floor, wear high heels and elaborate hairdos. Mother plays a supportive feminine role to father and to the children.

In the Soviet series children (both boys and girls) participate in household chores and responsibilities. This represents a practical con- tribution to the smooth running of the household, especially since everyone in it works full-time outside the home, or attends school. It also develops the concept of the “family as collective” corresponding to that of “classroom as collective” . Interestingly enough, no job or activity except the armed forces, seems to be completely sex-role typed. How- ever, although boys and men are shown sharing household chores, the bulk of this work actually seems still to be performed by women. Women are shown in all types of jobs, including articles on scientists, doctors, engineers and cosmonauts.

354 C. GALLAGHER AND I. GESUND

In the section on the armed forces in the Soviet readers, much empha- sis is placed on the protection of the Soviet people and land against any possible threatening aggressors from outside. The theme that the Soviet Union is a peaceful nation, ready to “defend” world peace is also stressed. This type of militarism is definitely not present in U.S. primers or readers. No talk of war or defence exists at all.

No Soviet reader is complete without a substantial section on Lenin. He is held up as the canonized leader and hero. Depending on the level of the readers, all aspects of his life and teachings are examined and drawn upon for their ideological and practical lessons.

The educational system in the U.S.S.R. is extremely centralized- every remote corner of the Soviet Union is reading the same primer at the same time and is studying the same curriculum.

Much talented planning and thought is put into the making of the readers, as well as the curriculum as a whole. What the children learn is in no way a local matter, but is centralized in every detail and reflects the aims and values of the central government. In the U.S.A., education is traditionally a more local matter, and there are wide variations on what the schools teach, and when they teach it. At least theoretically, the U.S. system reflects in its course of study and choice of primers, local values and individual initiative, rather than the political views of the central government and party, as is the case in the Soviet Union.