ucation was provided, in early 1972, to all children between
the ages of six and sixteen in eight-year elementary schools as part of
the compulsory education program. During the 1969/70 school year
enrollment was about 3.3 million students in about 15,000 schools
throughout the country. Instruction was conducted principally in the
Romanian language, but in those areas with large minority populations
Hungarian- or German-speaking teachers were employed, and special texts
were also available in those languages.

Courses taught throughout the first four years, in addition to stressing
the Romanian language, included history, geography, arithmetic,
elementary biology, art, music, and physical education. Classes usually
met six days a week for periods ranging from four to five hours,
depending on the type of subject matter to be covered. Grades five
through eight emphasized the development of the pupils' ability to
express themselves orally and in writing through the intensified
teaching of many of the subjects presented in the first four grades. In
addition, foreign-language instruction was introduced in the fifth
grade, offering a choice of French, German, Russian, or English. In all
grades the foundation of political education was laid within the scope
of Marxist-Leninist tenets concerning the materialistic development of
society, usually presented as part of other general subjects.

Examinations were held in each area of study at the end of the school
year. Promotion to the next higher class required a passing grade of
five (on the one-to-ten scale) in the substantive work covered, as well
as a minimum grade of six for general conduct. A student was permitted
to repeat an examination before being failed in a course but, if he
failed that too, the entire course had to be repeated.

At the end of the eight-year program all graduates were required to
pass written examinations in history, geography, and literature as well
as oral tests in other selected subjects. Those successfully completing
both examinations were awarded diplomas and became eligible to take the
competitive entrance examinations for secondary school. It was at this
point that students were grouped into general categories according to
their aptitudes for advanced education: ultimate university-level study,
teaching and technical training, the professional arts, and vocational
training.

Secondary Education

In late 1971 the necessary adjustments in th