About male child Yeltsin and the received wisdom, the most that can be said is that he was youthfully inquisitive and entertained half-formed representations of abuse. He purchased at a bookstore and borrowed from the Berezniki town library volumes out of the collected papers of Lenin—of whom there was (and is) a life-sized statue in the courtyard of the Pushkin School—so as to understand for himself the revolution of 1917. He had found the answers in the textbooks unsatisfying and was thrown by citations in Lenin of revolutionaries who were nonpersons under Stalin. He did not read the sterilized, Stalin-edited
It was at this point that a political demigod not in the Marxist-Leninist pantheon enthralled him. That was Peter I, or Peter the Great, the tsar who reigned from 1682 to 1725, built St. Petersburg (Leningrad in the Soviet period), and brought Russia into the community of European powers. Yeltsin read Aleksei Tolstoy’s historical novel
Along with bare-bones survivalism and compliance with duty, Yeltsin was responding to a third script—for personal success through the development and assertion of self. In his memoirs, he writes of his prowess in the classroom: “I stood out among the other youngsters for my activism and vigor. From first grade to tenth . . . I was always elected class monitor
He had authority. We often turned to him for advice, and every year we elected him class monitor. He always studied hard and willingly. Every subject came easy to him. He would often be called to the blackboard, particularly when someone was not able to answer. His best subject was mathematics. Borya had a mathematical cast of mind. He was always the first to finish his quizzes and would then pass his exercise book around the class. He never minded if we copied the answers. . . . [He] was a good comrade to all.
That Yeltsin’s sharing of his problem sets was not only an unselfish but a corrupt act, and one against the norms of any Soviet school, seems not to have occurred to Zhdanov. Cheaters in the class would have had a leg up on the others and would have owed Yeltsin a favor. Did Yeltsin call in his debts? Zhdanov does not say. Instead, he goes on to recollect that Yeltsin was an effective if not an artful communicator: “He spoke in a vivid Urals accent. Dragging out his syllables, he expressed himself in the way of simple people. In his gesticulations and manner of contact, it was the same.”48
The awakening to his own talents, coalescing with awareness that others benefited from the stratified Soviet order more than he and his parents, spurred a desire in Yeltsin to gain standing in the system. Klavdiya Yeltsina gave Andrei Goryun the telling vignette of her son learning in the war years, before he was old enough to shave, that the store where they exchanged their ration coupons for food had a closed subdivision for “the upper echelons” in the town. Borya found his way in and gawked at the white bread, cheese, and American canned spam on the shelves. “This was when I heard him say, ‘Mama, no matter what, I’m going to be a boss.’ Yes, yes, ‘boss’
The rub was that Railway School No. 95 was an unsatisfactory springboard for any youth’s career. Built of logs near the Berezniki train station, it was founded in 1906 to bestow literacy on the sons and daughters of railroad workers; after 1917 its clientele widened to the children of all blue-collar workers, but the mission stayed the same. It became a seven-year school only in 1932. Most graduates went either into a trade school or into manual labor for the railroad or the saltworks. It says a lot about the Yeltsins’ tenuous status that in 1939, two years out of kindergarten, Boris was assigned to School No. 95, on Vainer Street, a twenty-minute walk from their barracks, and not to School No. 1, which was on Shkol’naya Street five minutes away.
