1 The wide worldâthe homeland
Between patriotism and communism
What is the homeland?
A patriotic upbringing, that is, shaping oneâs attachment to oneâs homeland, was provided in primers first and foremost by means of texts depicting geography: information about the location of a given country, its geographical conditions, wealth, landscapes, the activities of the population, investments, and finally, the capital. They were written in both prose and verse, most often by the authors of the textbooks themselves. There were also works by other artists cited.1 They often combined cognitive, educational and ideological content, as they promoted not only patriotismâattachment to the homelandâbut also a kind of âsocialist patriotism,â attachment to the homeland with a strictly defined political system and alliances. One of the Soviet poems, entitled Fatherland proclaimed: âWhose is this rich land? Whose wide fields are these? All this is our Soviet land! All these are our kolkhoz fields!â2
Sometimes patriotic texts carried no cognitive content but focused instead on the ideological message only. It might be as general as in the case of loosely scattered words with positive associations: âhomeland, the sun, Bulgaria, peace, mother,â which appeared at the beginning of one of the Bulgarian primers,3 or words to be read: âromĂąn, romĂąna, romĂąneascaâ in a Romanian one, meaning âRomaniannessâ in various forms4 or simply âRodinaâ (homeland) as one of the most important words in the USSR.5 The message may also be very specific, as in the May Day slogans: âWir leben unsere Deutsche Demokratische Republik!â6 or others: âAĆ„ ĆŸije ÄeskoslovenskĂĄ republika!â7; âRodina. Rodinu zashchishchay!â8 or âStranye Sovyetovâslava!â9 There were also pompous patriotic poems and prose fragments, usually related to national holidays.10
In Czechoslovakia and Yugoslavia, patriotic reading passages were sometimes accompanied by references to the friendship of the nations that lived there. The cooperation was shown by general declarations11âalso in the form of rhymes12âand by personal acquaintances or friendships of the protagonists, for example, former Yugoslavian partisans who after the war became tractor drivers,13 or Czech and Slovak students who met or corresponded with each other.14 In the Czechoslovak primer, it was often emphasized that Czechs and Slovaks, although they speak different languages, are able to communicate easily.15 Yugoslavian books most often referred to Serbian and Croatian brotherhood, but Dalmatians and Bosnians also appeared, as well as minority Gorani.16 In the Polish primer, a boy named Janek who returned from a holiday in the mountains noted that âthe Highlanders speak Polish a little differently from the way we do. They build their houses in a different way, they have different traditional clothes, they sing and dance differently. The highlanders love their mountains.â17 The image of the coexistence of various groups within socialist societies was always idyllic.
The situation was slightly different in Western Europe. In fact, the primers were generally homogeneous and âwhite,â with no racial or ethnic minorities. However, West German primers began in the mid-1970s to include the Turkish minority18 and in the 1980s one of the Norwegian primers featured a black protagonist.19 In both cases, there was discernible aspiration to break negative stereotypes and show âthe otherâ as someone similar to âus.â Mutual respect, understanding and harmony, however, were shown as a goal, a task rather than a reflection of realityâand this makes them different in comparison to books from behind the Iron Curtain.
Another character also manifests itself in patriotic reading passages. For example, in Italian books, where such texts were placed in nearly all primers at least until the 1970s, the surge of patriotic feelings was usually supposed to be awakened by the beauty of nature: high mountains, the blue sky, the surrounding sea and sometimes associated with national colors.20
Behind the Iron Curtain, on the other hand, the landscape elements transformed by man were essential.21 If there were golden fields, agricultural machinery worked on them. Cities and towns were strewn with smoking chimneys,22 rivers with ships and the sky most often with planes. The Czech pioneer smoothly moved from the description of the springtime of nature to one devoted to major factories.23 In the picture of young Hungarians playing football, the large number of tractors in the fields in the background must have captured most of the readerâs attention.24 The patriotic panoramas accompanying reading passages about love for the homeland aimed to combine all these elements: thus, in the foreground, there were cultivated fields with working farmers as well as pylons crossing these fields, and in the distance urban buildings and factories with chimneys, a river as a waterway or a place of work for fishermen and a road with vehicles transporting goodsâall complemented by miners underground and a plane streaking across the sky.25
Such a picture might also appear in reading passages on traveling in the homeland.26 The books often emphasized that fields belonged to a cooperative or that everyone worked for the good of their homeland: âThe homeland is beautiful. Fields, forests, seas, and rivers. New factories are being built, fields are being plowed with tractors. There are sweeping trains and cars. Ships are sailing. High, high in the sky fly fast-winged Ilyushins, Tupolevs, Yaks, An...