grew to be much more narrow and limited: Education had to prepare first 
of all specialized workers to step into the shoes of the cultured workers of 
the old regime who were dying off; secondly it had to prepare Communists, 
who were to fill the dwindling ranks of the Party. 
To attain this it is not necessary to have many schools. On the con- 
trary, a superabundance of both these classes of workers is undesirable 
and dangerous. Therefore the schools had to make a severe selection; they 
vere no more to be accessible to all; they must be privileged class schools. 
It was established that only a certain percentage of the children of 
the former “bourgeoisie” should be accepted into the schools; that they 
should be quite deprived of access to the University schools; that the 
registration for entering schools should be cut down; that certain schools 
should exist only for the proletariat; that instruction should no more be 
given cost-free, but should be paid for — all this has created a very 
definite system of party and class education, to the detriment of the 
principle of universal education. As there are not sufficient funds for 
all, the great majority of schools are allowed to crumble away, and all 
the attention and interest are centred on a small number of institutions 
‘useful” for the aims of the Communist Party. 
[11. 
Programs and methods of the Bolshevist School. 
The communist pedagogues borrowed some ideas from the Swiss, 
Belgian, German and English pedagogues of the end of the 1gth and begin- 
ning of the 20th century. These ideas had never before been sufficiently 
practically tested. The Communist pedagogues not only borrowed these 
ideas, but proclaimed themselves to be their authors and immediately 
began to carry them out everywhere without taking into consideration 
either the existing conditions and possibilities, or the qualification of the 
teachers. It remains somewhat obscure why these new methods were supposed 
to be the best means of eradicating old prejudices and instilling new ideas. 
These new methods consist first of all in the so-called Dalton Plan; secondly 
in the “Complex Method” of instruction. This methods is being applied (al 
east in as far as Central Authority finds it possible to exercise its control) 
both in the first and in the second grade education. Both these methods 
2xclude all systematic instruction, and systematic development of the subject. 
They are superficially attractive, promising great liberty and variety in the 
choice of the subjects taught. But in reality they only accustom the children 
to be talkative in a high-flown manner, repeating sentences they have heard 
from others and, at the same time, leave them overwhelmingly ignorant 
of fundamental facts. 
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