| Book Review | The American Historical Review, 109.3

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| Book Review | The American Historical Review, 109.3 | The History Cooperative

E. Thomas Ewing. The Teachers of Stalinism: Policy, Practice and Power in Soviet Schools of the 1930s. (History of Schools and Schooling, number 18.) New York: Peter Lang. 2002. Pp. xiv, 333. $29.95.
One of the greatest paradoxes surrounding the first decades of the Soviet "experiment" concerns the Bolsheviks' plans for building an industrial workers' state within what in 1917 was still largely a peasant society. Aside from the absence of basic economic infrastructure and technical know-how, much of Soviet society was too poorly educated to grasp even the most elementary aspects of party propaganda, much less the arcane materialism of Marxism-Leninism. How, then, did the Bolsheviks expect to revolutionize everyday life throughout the USSR?	1
Part of the answer to this question lies in the party's strong commitment to popular literacy and public schooling during the 1920s and 1930s. At least as influential as other priorities on the cultural front during these years, Soviet educational efforts led to the creation of a new elite and one of the world's largest reading publics. This emphasis on primary and secondary schooling also increased the indoctrinational power of Soviet mass culture, teaching the society how to "speak Bolshevik" in a way that explains some of the social support that Stalinism ultimately enjoyed.	. . .

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