relaxing the language policies of the past was implemented (1958 to 1963). The Khrushchev era which followed saw a policy of relatively lenient concessions to development of the languages at the local and republic level, though its results in Ukraine did not go nearly as far as those of the Soviet policy of Ukrainianization in the 1920s. Journals and encyclopedic publications advanced in the Ukrainian language during the Khrushchev era, as well as transfer of Crimea under Ukrainian SSR jurisdiction. Yet, the 1958 school reform that allowed parents to choose the language of primary instruction for their children, unpopular among the circles of the national intelligentsia in parts of the USSR, meant that non-Russian languages would slowly give way to Russian in light of the pressures of survival and advancement. The gains of the past, already largely reversed by the Stalin era, were offset by the liberal attitude towards the requirement to study the local languages (the requirement to study Russian remained). Parents were usually free to choose the language of study of their children (except in few areas where attending the Ukrainian school might have required a long daily commute) and they often chose Russian, which reinforced the resulting Russification. In this sense, some analysts argue that it was not the "oppression" or "persecution", but rather the lack of protection against the expansion of Russian language that contributed to the relative decline of Ukrainian in the 1970s and 1980s. According to this view, it was inevitable that successful careers required a good command of Russian, while knowledge of Ukrainian was not vital, so it was common for Ukrainian parents to send their children to Russian-language schools, even though Ukrainian-language schools were usually available. While in the Russian-language schools within the republic, Ukrainian was supposed to be learned as a second language at comparable level, the instruction of other subjects was in Russian and, as a result, students had a greater command of Russian than Ukrainian on graduation. Additionally, in some areas of the republic, the attitude towards teaching and learning of Ukrainian in schools was relaxed and it was, sometimes, considered a subject of secondary importance and even a waiver from studying it was sometimes given under various, ever expanding, circumstances. The complete suppression of all expressions of separatism or Ukrainian nationalism also contributed to lessening interest in Ukrainian. Some people who persistently used Ukrainian on a daily basis