Leisure Management at the Educational Institutions of the Labour Reserves System During the Post-War Recovery of Ukraine (1945-1950)

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Leisure Management at the Educational Institutions of the Labour Reserves System During the Post-War Recovery of Ukraine (1945-1950)

Serhiy Korol, Vitaliy Korol, Mateusz Kamionka, Anna Zinchenko

Sumy State University, Sumy, Ukraineю Pedagogical University of Cracow, Cracow, Poland

Abstract: Introduction. The study is relevant due to considering of socio-cultural life arrangement positive and negative domestic experience at the current reformation of professional education in Ukraine. Purpose and methods. The aim of the article lies in the analysis of arrangement peculiarities of students' leisure at professional schools in the period of the Post-war Recovery of Ukraine (1945-1950). The study used methods include general scientific (analysis, synthesis, induction, deduction, typology, abstraction) and special (problem-chronological, comparative, systematic, retrospective, hermeneutics and content-analysis elements) methods. Results. The research reveals that the extra-curricular activity and organized leisure time of students at labour reserves educational establishments, primarily, were additionally political-ideologically and military-physically oriented. It also used the principles of authoritative pedagogy. Conclusions. The scientific novelty of the research results is that for the first time the analysis, classification and characterization of specific types of students' free time organization were made, as well as efficiency of the motivation and control means of leisure arrangement model was evaluated. The practical significance of the results is reflected in the presentation to modern educators and students of the leisure organization peculiarities in the post-war period, which has an important pedagogical and educational role and can be used in the preparation of specialists in the specialty “Management of Socio-Cultural Activities”.

Keywords: management, control, planning, administration, leisure arrangement, professional education, extracurricular activity.

Introduction

pedagogical labour reserve student

Some meetings were of high impact. For example, in 1945 S. Kovpak, twice the Hero of the Soviet Union, was the guest at the Kyiv Vocational School No. 2 and spoke about the creation of his guerrilla squad and struggle against the German occupiers (Otchet Respublikanskogo Upravlenija, 1945, p. 40). In 1948 P. Voronko, the former guerrilla commander and later the famous poet and public figure, in the same way, visited Putivl Special Vocational School No. 44 (Yevstratov, 1948, p. 4).

National holidays and significant anniversaries like Red Army and Fleet Day, International Women's Day (particularly at institutions with female students), Victory Day, the anniversary of the Great October Socialist Revolution, birthdays of V. Lenin and J. Stalin and more were celebrated at the labour reserves institutions with distinctive attention. October 2 was the direct professional holiday of the state labour reserves system, in fact, its foundation date, that later was called “Tradesman Day” (Rozofarov, 1950, pp. 138-140).

Educational institutions, where student prepared for certain industries (e.g. mining, metallurgy, construction) often celebrated professional holidays at their responsibility. In addition to the official lineups, and heads' speeches of the facility managers and guests of honor, the celebration usually included concerts and sports competitions.

Cultural and physical activities

Educational institutions opened libraries, clubs and “red corners” had reading rooms as well, regularly supplied with literature by booksellers. Librarians had to report systematically on the literature promotion campaigns at methodological meetings with the head of an educational institution. So far, educational institutions annually planned “book weeks” (Rozofarov, 1950, p. 141).

Each “red corner” at the dormitories should have provided board games (chess, checkers, dominoes, lotto), musical instruments, and in the absence of a library also books, newspapers and magazines. At the same time, gambling (especially playing cards for stakes) was strictly forbidden.

Satiric billposters with jokes, caricatures and cartoons revealing negative aspects of school life were widely used to affect offenders and careless students, to improve the discipline as well as the success of educational and production activities. Such publications were called by analogy with the most famous at the time relevant all-Union magazine “Crocodile”. However, in Western Ukraine billposters were titled as “Pepper” in line with the Ukrainian satirical issue (Otchet o kul'turno-massovoj, 1947, pp. 3, 5).

Usually, billposters were eagerly published almost at every institution of the state labour reserves system. The prevailing number of satirical newspapers over the analogical issues of serious ideological and political nature particularly indicates their extremely high popularity. Thus, in 1945 were issued only about 4.9 thousand ordinary newspapers, whether satirical “crocodiles” and “peppers” reached the number of 6.5 thousand (Otchet Respublikanskogo Upravlenija, 1945, pp. 41-42).

In order to direct students' creative activity to more solid and profound assimilation of their knowledge, colleges and industrial schools arranged technical clubs and rooms for young engineers and inventors. Along with that, such leisure activity was appropriate for the accomplishment. Thus, radio-engineering clubs got specific tasks of installing a loudspeaker radio system at their schools or affiliated institutions and organizations (orphanages, collective farms).

Deputy directors on educational work or senior masters of the labour reserves schools monitored the work of technical clubs. The same people were responsible for so-called “technical propaganda” (achievements popularization of domestic technology and industry) through lectures, talks, student conferences and exhibitions of the best products made by reservists and their masters of industrial training (Rozofarov, 1950, p. 141).

Amateur art activities the pride, as a rule, was a pride of each labor reserves institution. The youth, seeking for entertainment and creative expression, created various orchestras and choirs, and other students engaged in recitation and dramatic arts. Students constantly held concerts according to the developed plans at clubs, basic enterprises, local hospitals, surrounding collective farms and recruitment locations for education at industrial schools of Donbas.

During the mobilization campaigns, amateur participants travelled with propaganda teams to different places, demonstrating their talents and urging youngsters to join the labor reserves educational system. Sometimes these amateur artists with their concert programs were invited to perform on the radio, and they became real celebrities in their city (Protokoly Obshhih Sobranij, 1947, p. 6).

After the war, the regional departments of labor reserves in big cities built their own institutional palaces of culture. Often, apart from housing student art groups, they also hosted amateur art festivals of all regional educational institutions. For example, Odessa region labor reservists organized such festivals and contests in their palace of culture annually in June and July (Plany Raboty, 1946, pp. 11-13).

However, the repertoire had to be controlled by the Komsomol. Amateur art was required to be planned with and hold the “deep ideological content”. However, students, already tired of political indoctrination, often preferred folklore and entertaining songs and plays instead of serious Soviet and Komsomol works. Local directories turned a blind eye to that. The regional committees of the Komsomol of Ukraine, though, after certain “orders”, made the Komsomol local departments fight that “lack of principles” through the critics and admonitions.

In fact, along with that struggle, another real social danger was spreading, though intentionally unmentioned to the general public. The criminal subculture began to spread among the students. That was especially the case in Donbas and Kryvbas regions, with most of the labour reserves schools of Ukraine, and a significant number of criminals working at local mines. Rogue songs and poetry with speaking titles like “Thief', “Jailers”, “Letter from Kolyma” etc. were gaining popularity. Spreading of shameful songs with vulgar, obscene content became another disaster (Stenogramma Pervoj, 1949, p. 21).

Some officials began to beat the alarm. In 1949 one of the latter publicly stated: “The Komsomol did not become the soul of mass culture work in the labor reserves ... Shame on the Komsomol members. They couldn't get interested, spark our youth!” (Stenogramma Pervoj, 1949, pp. 40-41). But the truth was that those totalitarian methods of restriction and amateur activity direct control could have only created a false wrapper, that repelled most students with its insincerity.

From time to time, students were organized for movies, theatres or museums cult. Regional cinema departments arranged the work of mobile film stations for the college and school students. Also, according to the instructions of the Ministry of Cinematography, special price-privileged cinema sessions for labour reservists were held at city cinemas once a week. A well-known case was when an educational institution purchased a film projection unit at its own expense and regularly showed free films to its students (Medvid, 1948, p. 4).

In October 1945, a film festival “The Komsomol and Youth at Battlefield and Work” was organized in Kharkiv for industrial school's students and colleges. Heroic films like the current masterpieces “The Great Life”, “Alexander Nevsky”, “At Six in the Afternoon After the War” etc. have been screened at the Dzerzhinsky Cinema for eight days. There were lectures and amateur groups performing for young people in the lobby before the film sessions. According to official estimates, in total, 15 thousand people attended the event (Otchet Respub- likanskogo Upravlenija, 1945, p. 43). It was considered an example to follow.

In the first postwar years, though, along with the Soviet films, the so- called “trophy films” were shown, mainly German or American entertaining and adventure pictures. They were extremely popular among the youth as they distracted from the hard reality at least for a while. The same was with the labour reservists. But for organized trips to “idle” foreign cinema, in addition to the gratitude of the students, however, the administration of institutions inevitably received serious troubles from the city or regional management of the state labour reserves for arranging film shows with “lack of principles” (Stenogramma Pervoj, 1949, p. 24).

Any cultural outing always meant an additional responsibility for the teaching staff. Therefore, most employees were not eager to make it more often. All the more indeed scary cases have happened since that. Thus, in 1949, in the Voroshylovgrad (Lugansk) region, during a culture outing of the students from the Mining Industrial School No. 53, a fight broke out between labour reservists and workers, one of the latter killed. Shortly afterwards, a group of drunken companions of a murdered worker stormed into the school dormitory and made real mayhem (Spravka o proverke, 1949, p. 2).

In 1943 the Voluntary Sports Association “Labour Reserves” was founded to promote physical education and sports activities at schools and colleges of the system of state labour reserves, with its centers almost at every educational institution. Under the auspices of that sports association, many sports clubs operated at schools and colleges. The most popular were games (football, volleyball), athletics, as well as skiing and shooting. Special facilities and venues were equipped to organize the training. Trade-union committees allowed to use their gyms and stadiums as well (Rozofarov, 1950, pp. 140-142).

Students regularly participated in competitions both among members of their sports society and at championships of different levels - from city and district to all-Union. At the same time, the activity of the “Labor Reserves” sports association although provided the mass public, but not quality. The overwhelming majority of members could not demonstrate mere athletic achievements. Only several individuals received athletic titles (the figure “2.5 % of the total number of members” is mentioned). Lack of professional trainers, inventory and material resources led to poor quality of training (Stenogramma Pervoj, 1949, p. 27). However, the Soviet authorities were more likely to need not strong potential soldiers other than strong athletes. First of all, the sports association had to prepare young people for completing physical standards of the “Ready for Work and Defense” complex.

Factory training and vocational schools also had groups where boys and girls studied different military specialities (snipers, machine gunners, mortars, etc.). The patriotism and heroic enthusiasm of the war children fueled by active agitation provided enough of enlistees. Military leaders and physical education instructors conducted the training. The drill preparation as of great importance. Ever since the end of 1944, internal and quarterly regional labour reservists' inspection parades were held monthly, and often together with marching songs contests. The directors and administration from the regional departments of the state labor reserves performed the role of the jury (Prikazy Nachal'nika, 1944, pp. 7-8, 56).

What was the alternative to the arranged leisure at the institutions of the labour reserve system?

Informal, self-contained leisure often gave with internal schedule disturbances. It sometimes took socially dangerous forms. It happened that the students (usually boys) drank, inevitably accompanying that by bullying, fights, immoral behavior.

On the other hand, self-arranged leisure could have been socially adequate, as well. Village boys and girls, when in a city, used to go to the traditional get- togethers in the street, with talks, jokes and folk songs. However, according to one of the Donbas Labour Reserves leaders, those “backward village parties” were considered a threat to the Komsomol education. Therefore, street gatherings were forbidden with students sent to clubs and “red corners” (Spravki o Rabote, 1950, pp. 9-10).

Many youngsters were harvesting mushrooms and berries or fishing during those hungry post-war years. They had to leave school without permission in order to go to a forest or river. However, the institution administration, instead of fighting that, took it under control. The students were forced to donate the trophies to the “common pot” in the dining room. In 1946, 300 kg of berries, 120 kg of mushrooms and 300 kg of fish were collected in Sumy region (Otchet o Dejatel'nosti, 1946, p. 38).

Despite the active atheistic propaganda, not all students of state labor reserve institutions became “godless”. Some students secretly wore crosses, prayed and skipped schools to attended church. The issue of religion was particularly acute for the forcibly mobilized young people of regions only recently annexed by the Soviet Union (in particular, Western Ukraine) since the latter had brought up in believing Christian families (Korol, 2015, p. 129).

Some officials of the state labour reserves system were rather interested in keeping students' good psychological condition and positive mood than to fight with faith in God. Thus, in 1948, the head of the Krasnolutsk City Department of Labour Reserves arranged organized service attendance in order to stop students' unauthorized church visits. On Sunday, those interested lined up and went to church with the master in charge. Subsequently, such an approach to the extracurricular work of the said official came under extreme criticism by the Central Committee of the Komsomol of Ukraine in a special report on the political education of labour reservists (Spravki po Proverke, 1948, p. 4).

Conclusions

The analysis of the specific domestic experience of managing the sociocultural life and leisure organization at the professional education institutions of the said chronological period allows to make the following conclusions:

The organization of extra-curricular life of young people of the labor reserves system institutions involved semi-military principles of personal development and the daily routine of labour reservists was strictly regulated.

Extracurricular work and arranged students' leisure at the labor reserves educational institutions primarily directed at additional political-ideological and military-physical education of the mobilized youth, involving the principles of authoritarian pedagogy.

Student leisure activities were ideological and patriotic and promoted a militaristic spirit at professional schools and colleges.

The students ambiguously expressed their attitude to socio-cultural life management in the professional education system. Despite the apparent loyalty to the nature of mass education, the total control and excessive ideologization during the leisure activities made it unattractive for the youth.

Informal, self-organized leisure activities, despite its nature, was considered to be harmful. As a result, it was prohibited and fought by the state labor reserves administrations.

Scientific novelty of the obtained results. The scientific originality of the obtained results comprises a thorough study of the students' leisure arrangement at the system of state labor reserves, which has not been studied so far. For the first time, an objective analysis, classification and characterization of certain youth leisure activities were accomplished. The motivation and control means efficiency of the management model of that time were thoroughly evaluated as well.

The practical significance of the results obtained. The practical significance of the obtained results is manifested in the presentation of the totalitarian age leisure arrangement peculiarities to the modern pedagogical practitioners and students, that is of pedagogical and educational value. The results also may be useful for the preparation of specialists in the specialty “Management of Socio-Cultural Activities”.

Prospects for further scientific exploration in this direction. Further scientific investigation perspective of the issue may involve a comparative study of the cultural and leisure activities and its arrangement specifics as well for different categories of the Soviet youth: schoolchildren, labour reservists, students, young workers and collective farmers, conscripts, etc.

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