Past: "Students in the early 20s were one of the brightest moments of that sorrowful era"

Content:

• Context

Moscow students of the early twenties became one of the most striking manifestations of that difficult era. Despite severe financial difficulties, their desire for knowledge remained unchanged. However, as with any social group, there were exceptions. Some students adapted to the new conditions and not only supported Bolshevism but also actively participated in Chekist activities. It is difficult for me to judge students in other cities, as I have only limited experience interacting with them; perhaps the situation there was similar.

Now it became necessary not only to study but also to combine work with study. Many students found time to attend lectures despite their responsibilities at Soviet institutions, which negatively impacted both their studies and work. This created additional difficulties in mastering the material and fulfilling official duties.

Charitable institutions ceased to exist. In 1921, we attempted to revive the Moscow Society for Aid to Students. A group of professors recruited several well-known public figures, including Azef, known for his provocative activities, and the former director of the Police Department, Lopukhin. We met several times at one of the institutes for discussion, but it soon became apparent that our efforts would be unsuccessful: the atmosphere of fear and oppression caused by the Bolshevik terror had a profound impact on the participants. Student dormitories, once a symbol of academic life, disappeared after the advent of Soviet power, which redistributed their functions. One of these dormitories was converted into a hospital, highlighting the changes that had taken place in the country. Although new dormitories began to appear in place of the old ones, they often do not meet the original standards and become more of a parody of the institutions previously created by patrons of science. These changes reflect not only the loss of cultural heritage but also a new reality in which student society faces many challenges. Housing has always been a pressing issue for students. Initially, upon arriving in the city, many of them used boulevard benches and other temporary places for rest. However, this practice could not continue for long. The students tried to settle in as best they could. They often sought out abandoned and neglected janitors' quarters, as the janitors had already moved to more comfortable, "genteel" quarters. For the students, such places were a real find, as they offered a more acceptable option than sleeping on the boulevards.

The issue of textbook disappearance became a serious problem for students. Older editions were sold out, and new ones were not published. This created difficulties in the educational process. Sometimes a single textbook had to be shared between 10-20 students, which required organizing queues and classes at any time of the day. Even in the absence of adequate lighting, students studied the materials for hours, even using restrooms for this purpose. The lack of textbook availability significantly complicated the educational process and reduced the quality of education.

Many students constantly experienced hunger, as only a limited number of lucky ones had access to the APA cafeteria. This situation creates a need for affordable and nutritious alternative dining options for students.

Relations between students and faculty during this period were distinguished by unusual friendliness. It is unlikely that anything similar could have been encountered in the past. The main reason for this unity was the shared threat and resistance to violence. No conflicts or misunderstandings occurred between these groups.

In his book "On the Waves of Life" in two volumes, published in 2019 in Moscow by "New Literary Review," V. V. Stratonov offers readers a deep dive into themes related to life's journey and human experiences. This work explores diverse aspects of life, giving readers the opportunity to reflect on their own experiences and find answers to important questions. Stratonov emphasizes philosophical reflections on the meaning of life and inner development, making his work relevant and meaningful to a wide audience. The book raises important themes of self-knowledge, personal responsibility, and the search for harmony in the modern world, allowing readers not only to enjoy the author's literary style but also to glean practical advice for improving their lives.

Context

Vsevolod Viktorovich Stratonov (1869–1938) was an outstanding astrophysicist and founder of the Russian Astrophysical Institute (RAFI). His memoirs reflect not only his personal experience but also his significant achievements in astrophysics. Stratonov made a significant contribution to the development of the scientific community in Russia, advancing astronomical research and training a new generation of scientists. His work at RAFI became a cornerstone for future discoveries in this field, providing important scientific research and educational programs.

After the 1917 Revolution, he rejected the Bolshevik coup and found himself in a difficult situation, forced to adapt to new realities. Before the Revolution, his income came not from his academic work, but from his work in banking. As a result of tumultuous events, he was suddenly left without work, housing, and a livelihood. This forced him to seek new ways of survival and adapt to the economic and social changes taking place in the country.

Stratonov succeeded in securing a position as a scientific consultant to the People's Commissariat of Education, responsible for the publication of scientific literature. In 1920, he became dean of the Physics and Mathematics Department at Moscow State University. In this role, he encountered a critical period in the history of Russian higher education. The Soviet government, having initially granted universities a certain amount of academic freedom, soon began radical changes affecting all aspects of university life. This manifested itself in new admissions regulations, which emphasized proletarian background over academic ability, as well as in changes in university governance, making them completely subordinate to the new government. Furthermore, there was significant interference in the content of educational programs, which negatively impacted the quality of higher education in the country.

The professoriate was divided into two opposing groups: some supported the new authorities and their reforms, while others actively resisted, striving to maintain university order. Vsevolod Stratonov became one of the activists of the resistance. The authorities decided to purge opposition scholars and teachers by sending them into exile. This process became known as the "philosophers' ship," although in reality the expulsions occurred in stages, and the professors were not sent away simultaneously. Vsevolod Stratonov was also among those forced to leave the country. He later described these events in detail in his memoirs, thereby preserving important historical evidence of that time. The opposition did not cancel Stratonov's primary activities—teaching and managing the faculty. This was no less difficult than studying for the students. For example, in addition to hunger and a complete shortage of teaching materials, heating was a serious problem in winter. Faculty and university staff had to find ways to obtain firewood, and if they managed to find it, they faced the task of delivering it to the building, as cabbies charged exorbitant prices. This excerpt from the memoirs examines students of the "old school," that is, those who entered universities before the revolution or in its early years and sought a serious education. However, beginning in 1918, a new type of student began enrolling in universities, lacking even the basic school education necessary to master university subjects. Not only did they disrespect their teachers, but they also enjoyed the support of the new government, unlike students of non-proletarian origins. This behavior caused numerous conflicts and significantly complicated the educational process, adding to the already existing everyday and organizational problems facing both teachers and students.

Stratonov was probably right that young people didn't perceive serious difficulties as a tragedy and didn't lose their thirst for knowledge. Vera Alexandrovna Florenskaya's memoirs allow us to see this era through the eyes of students. Recalling the famine, she notes: "...But we weren't despondent. We had beloved professors, whose lectures always had full auditoriums." These words apply to Tomsk University in 1918-1919. However, when Florenskaya transferred to Moscow University for her senior years in the early 1920s, her impressions changed: "The university was complete bedlam back then. Hordes of hungry students, most of whom were visiting students, wandered the corridors, reading thousands of announcements of lectures and exams. I don't remember a single lecture." This era, full of challenges and contradictions, left a significant mark on students' consciousness, shaping their attitudes toward education and life in unstable conditions. Students of the "old school" faced a tragic fate in 1922, when the authorities began a mass filtration of students. Along with the dismissal of professors disloyal to the Bolsheviks, students who could not demonstrate proletarian origins were also expelled. This expulsion was only the beginning of the repressions. In the fall of 1922, after the expulsion of professors and writers, many of the remaining students were subjected to brutal repression. As Stratonov noted, they were sent to Solovki, the Arkhangelsk region, and Siberia, a silent testimony to the scale of Bolshevik repression among young people. These events left a profound mark on the history of education and culture, highlighting the importance of studying this period to understand the consequences of political change.

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