J2.4]H 
 
 UC-NRLF 
 
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THE LIBRARY 
 
 OF 
 
 THE UNIVERSITY 
 
 OF CALIFORNIA 
 
 GIFT OF 
 
 Mrs. George P. Adams 
 
EDUCATION AND ART 
 
 IN 
 
 SOVIET RUSSIA 
 
 In the Light of 
 
 OFFICIAL DECREES AND DOCUMENTS 
 
 with a Foreword by MAX EASTMAN 
 
 Price, IS Cents 
 
 THE SOCIALIST PUBLICATION SOCIETY 
 
 15 SPRUCE STREET NEW YORK CITY 
 
EDUCATION AND ART IN 
 SOVIET RUSSIA 
 
 In the Light of 
 OFFICIAL DECREES AND DOCUMENTS 
 
 with a Foreword by MAX EASTMAN 
 
 THE SOCIALIST PUBLICATION SOCIETY 
 
 15 SPRUCE STREET NEW YORK CITY 
 
LOAN STACK 
 GIFT 
 

 FOREWORD 
 
 When we read in the newspapers that people are being 
 executed in hundreds by the Soviet government in Russia, that 
 thousands are being assaulted and shot dead in the streets, or 
 shooting themselves through fear and desperation, and when we 
 read that the industrial disorganization is so great that the whole 
 population is starving and people are dying at the rate of several 
 hundred a day in Moscow and Petrograd, we feel that the condi- 
 tion in that land is desperate indeed. And yet that is merely a 
 feeling, it is not a fact. 
 
 People are dying at the rate of two or three hundred a day 
 on Manhattan Island alone. Many of them are dying from 
 starvation. The president of the Am.erican Public Health Asso- 
 ciation is quoted as saying that 3,000,000 American children go 
 hungry to school every morning. We commit 20 or 30 murders 
 a day in the United States. We rob, rape and assault in propor- 
 tion. We hang or electrocute a man or a woman every third 
 day. Once in every four days we lynch, burn at the stake, or 
 torture to death a defenseless human being without any pretense 
 at legal procedure. The conditions of life in the United States 
 are so appalling that our starved, desperate and degenerated citi- 
 zens are committing suicide at the rate of one every half hour! 
 
 If a foreign correspondent should deliberately set out to tell 
 all the bad things that can be told about the United States, and 
 none of the good, he could, without any actual lying, make this 
 country look like the bottom of the inferno. And that is exactly 
 what the foreign correspondents in Russia have done — and be- 
 sides doing that they have indulged in a stupendous and organ- 
 ized campaign of criminal lying. And if any correspondent has 
 been impelled to do otherwise, his dispatches have been sup- 
 pressed in transit or upon their arrival in this country. One 
 such correspondent, a representative of the Associated Press, 
 told me that 58 per cent of the dispatches he sent out from 
 Moscow were suppressed by the British Government before they 
 ever arrived on our shores. The rest of them were mangled or 
 
 865 
 
distorted by our own censors and headline writers until it was 
 assured that not one golden grain of favorable truth about the 
 Soviet Republic ever fell under the eyes of the American public. 
 
 Of course, in Russia it is especially easy to find the bad things 
 to tell — the things that will convey an impression of complete 
 barbarity and misery and the dissolution of civilization. Russia 
 was a relatively illiterate country in the first place ; it was stripped 
 bare by the war, and bereaved of millions of its strongest young 
 men; it has just passed through the most profound revolution in 
 history, and the revolution has been complicated by the chaotic 
 self-demobilization of an army of ten or twelve million men, and 
 by the necessity of withstanding a counter-revolutionary foreign 
 invasion. Obviously under such circumstances all those grue- 
 some statistics of our human existence that we usually ignore, 
 w^ould show a morbid increase in Russia. There is nothing, how- 
 ever, in any press dispatch having a reasonable degree of credi- 
 bility, to make a person who is familiar with such statistics feel 
 unduly excited, or in the least degree inclined to despair of the 
 success of the great social experiment that is being conducted 
 by the Soviet government. It is only necessary that some avenues 
 of publicity shall be established, which are not in the control of 
 the counter-revolutionary interests, and which will, therefore, 
 let us read the good things, as well as the bad, which can be said 
 about conditions under that government. 
 
 In this little book are contained, I think, the most important 
 of all the good things. And I write this foreword in order to 
 urge every American who cares about truth and even-handed 
 justice to assist in giving it a share of publicity equal to that 
 which has been given to the so-called "crimes of the Soviet Gov- 
 ernment." We learn in this book that after all the futile yearn- 
 ings of the idealists through the ages, a powerful government 
 has at last set out with resolute purpose, unclouded with any 
 contrary economic motive, to make a complete and high educa- 
 tion accessible to all of its one hundred and fifty millions of 
 people without bias or exception. To those who know anything 
 about the world, and the sad history of the great hopes of the 
 world, that is almost the most important fact in the record of 
 these times. No political or military event could possibly be 
 more important than that. And yet that fact has never received 
 the space of a single paragraph in the news columns of any of 
 
our great daily papers.* It is to the general American public 
 absolutely unknown. Let it be your task — you who happen upon 
 this volume — to make it known. 
 
 One cannot read these idealistic experimental decrees of the 
 Soviet Bureau of Education, and the firm clear-minded report of 
 the humanitarian scholar, Lunacharsky, without travelling back 
 in his thoughts to Plato's Republic — the great book of the political 
 hopes of mankind. For in that book these hopes rested alto- 
 gether upon the faith of its author in the power of education. 
 He believed a republic to be possible in which men should be 
 happy in a common ownership of capital, and in which there 
 should be an "aristocracy," not of wealth, but of real merit and 
 ability. But he knew that such a republic would never be realized 
 in human history until someone who desired it came into the 
 possession of ab^lute power and immediately devoted himself< 
 to the problem of education. He thought of this "someone" 
 as the son of a king. He thought that the world must wait until 
 by some grand lucky chance a "philosopher" — that is, a man of 
 the highest impersonal wisdom and motivation — should be born 
 to the throne. And he was so sure that even this almighty 
 imaginary savior could do nothing except by revolutionizing the 
 educational system, that he declared, with humorous exaggera- 
 tion, that the first act of his government would be to "send out 
 into the country all the inhabitants of the city who are more than 
 ten years old, and take possession of their children, who will be 
 unaffected by the habits of their parents." 
 
 The aspiring heart of the world has never for a single moment 
 forgotten Plato's hope. It has steadily refused to believe that the 
 ideal republic is merely an abstract dream. In its dark sorrow 
 
 * We were learning some time ago to discredit the picture of 
 events that is presented in our daily papers. We supplemented that 
 with the reading of news-articles in some of the popular magazines, 
 whose editors assumed a more serious responsibility for statements of 
 fact. The degree to which these editors also have thrown all truth 
 and honorable responsibility to the winds in the matter of Russia is 
 suggested in this statement signed by the editors of McClure's (Jan- 
 uar}'-, 1919): "Throughout Russia tens of thousands are being officially 
 executed merely because they are educated." 
 
 Compare that statement with the facts reported in this volume, 
 and estimate the editors of McClure's accordingly. It would not have 
 taken them two hour? to possess these facts at the time they made 
 that statement. 
 
and continual misery of broken efforts and aspirations, it has 
 waited for the king's son to come. And now, after twenty-two 
 hundred years, the king's son has come. But he has come in 
 overalls and old clothes of the farm, and the heart of the world 
 is slow indeed to recognize him and acknowledge his triumphant 
 power. Just as the rabbis of Jerusalem were unable to recognize 
 their Messiah in the carpenter of Nazareth who rode into 
 their city on an ass, so the high priests of democracy and of 
 "social science" cannot give their allegiance to the real savior 
 of mankind, the revolutionary proletariat. They cannot divorce 
 their idea of what is wise and fine from what is well-clothed and 
 respectable. They are still bound by the habits of the old kind 
 of aristocracy, and so they are powerless even to extend a hand 
 of welcome to the new. 
 
 And yet, how obvious it seems to have been all along ! A society 
 in which one class of the people- lives and finds leisure for 
 "ideals," only because it exploits another class and deprives 
 them of life, cannot possibly realize those of its ideals which are 
 humane and just. To create a beautiful political thing out of 
 the materials of human nature in such conditions, is utterly im- 
 possible. The most benevolent of reformers cannot even begin 
 to do it, for they are destroyed and their effort is destroyed by 
 the blind instinct of self-preservation in that upper class which 
 holds the power of wealth. Even the philosopher-king, as Plato 
 himself realized, would succeed only in becoming a martyr to 
 this power that is behind all thrones. "And yet in the whole 
 course of the ages," he said sadly, "perhaps a single one may 
 be saved." 
 
 It was altogether impossible that a tyrant-philosopher should 
 communize the world — and equally impossible that the tyrant 
 class should be persuaded to relinquish its privilege little by 
 little in behalf of a more ideal society — an impossible dream. 
 Nature's force of self-interest is too strong. But it was not 
 impossible that the members of the exploited class themselves, 
 instead of trying each one individually to climb out into the 
 tyrant class, should band themselves together to conquer the 
 tyrant, abolish the system of exploitation altogether, and begin 
 the building of an ideal republic. That was possible, because 
 the self-interest of these classes when banded together happens 
 to be in general accord with that impersonal wisdom which Plato 
 attributed to the philosopher, and they happen through the evolu- 
 
tion of industry to have acquired a power greater than could 
 ever have fallen to the son of a king. And so in our century, in 
 the old empire of Russia, that miracle for which Plato so wist- 
 fully waited has come. Someone who desires a common owner- 
 skip of capital, and an aristocracy not of wealth but of real 
 merit and ability, has come into the possession of absolute power. 
 And what we learn in the leaves of this book is the joyful news 
 that this great savior of the world has proceeded at once, and 
 with all the power, energy, brains and wealth at his disposal, 
 to make permanent the growth of the seeds of the republic, by 
 revolutionizing the system of education. 
 
 It is a great deal to say that the self-interest of the lower 
 classes when banded together accords with an impersonal inter- 
 est in the welfare of man. The assertion rests, of course, upon 
 profounder considerations than can be advanced here. But 
 whatever exceptions must be made to it, they do not appear in 
 the material which is presented in this volume. These documents 
 reveal not only a determination to make the schools of the New 
 Russia "revolutionary," but also, and still more clearly, a deter- 
 mination to make them wise. It seems as though the very genius 
 of Plato — who is the spiritual father of the "modern movement" 
 in education — presides over this bureau of the people's enlighten- 
 ment. I believe the most advanced philosophers of that modern 
 movement^ — which is in our country for the most part merely 
 a speculation— will find themselves at home in these reports of 
 what is beginning to be done in Russia. To me, at least, much 
 as I have believed in the possibility of ideal developments once 
 the capitalistic obstacle was removed, the degree in which such 
 a development appears already in these fragments of the most 
 vital news from Moscow, is astonishing. I want to add to them 
 a paragraph which appeared in the very first decree of the 
 Commissar of Education, issued in the days immediately follow- 
 ing the Bolshevik revolution. I quote it from the Appendix of 
 John Reed's book, "Ten Days that Shook the World" : 
 
 "One must emphasize the difference between instruction and 
 education. Instruction is the transmission of ready knowledge 
 by the teacher to his pupil. Education is a creative process. The 
 personality of the individual is being 'educated' throughout life, 
 is being formed, grows richer in content, stronger and more 
 perfect. 
 
 "The toiling masses of the people — ^the workmen, the peas- 
 
ants, the soldiers — are thirsting for elementary and advanced 
 mstruction. But they are also thirsting for education. Not the 
 government, nor the intellectuals, nor any other power outside 
 of themselves, can give it to them. The "school, the book, the 
 theatre, the museum, etc., may here be only aids. They have their 
 own ideas formed by their social position, so different from the 
 position of those ruling classes and intellectuals who have hitherto 
 created culture. They have their own ideas, their own emotions, 
 their own ways of approaching the problems of personality and 
 society. The. city laborer, according to his own fashion, the 
 rural toiler according to his, will each build his clear world-con- 
 cept permeated with the class-idea of the workers. There is no 
 more superb or beautiful phenomenon than the one of which 
 our nearest descendants will be both witnesses and participants: 
 the building by collective Labor of its own general, rich and 
 free soul." 
 
 There is here no intimation of ,any narrow or temporary pur- 
 pose — CA^en the purpose to perpetuate the insurrection, which 
 might at that time have dominated every mind. It is only the 
 'broadest and fullest expression of the impulse of mankind in 
 social communion to grow. We do not yet know how strong 
 or general that impulse is, nor how much the inexorable facts 
 of nature may impede it, but we see it at last set free from the 
 one age-long, dark, compressive force of economic tyranny, and 
 we are justified in feeling an emotion of joyful and creative hope. 
 
 "The problems that face us are great, responsible and press- 
 ing," says the appeal of the Proletarian Cultural Organization, 
 *'but we believe that the forces which will come to our assistance 
 are also great." To that message of courageous faith it is the 
 duty of every understanding idealist in every land to respond. 
 
 MAX EASTMAN. 
 
Education and Art in Soviet Russia 
 
 Being a Set of Important Decrees and Documents Published 
 
 in Russia, with a Few Explanatory Remarks for 
 
 American Readers 
 
 With a Foreword by Max Eastman 
 
 I.. The Organization of the Educational System 
 
 After the installation of proletarian dictatorship in Russia, 
 following the proletarian revolution of November 7, 1917, 
 (October 25, old style), all branches of the government were 
 of course reorganized on the basis of the new source from 
 which the government derived its power. The application of 
 this process of transformation to the Department of Educa- 
 tion is announced in the following Document (No. 1), issued 
 by the newly appointed People's Commissaire of Education, 
 A. V. Lunacharsky, one of the most distinguished publicists 
 and scholars of Russia: 
 
 DOCUMENT No. 1 
 
 Circular of the People's Commissaire of Education to All 
 Regional Commissioners of Education 
 
 On the 25th of October, 1917, the entire state power was taken 
 over by the Government of Workers and Peasants. The latter has 
 given over all the Ministries to the People's Commissaires. The Min- 
 istries are re-named People's Commissariats. 
 
 The following Departments of the People's Commissariats of 
 Education have been organized: 
 
 1. Universal compulsory education. 
 
 2. Autonomy of colleges and universities. 
 
 3. Ministerial schools, (until they are transferred to munici- 
 palities). 
 
 4. Municipal public schools. 
 
 5. Kindergarten education and children's aid. 
 
 6. Home education and people's universities. 
 
 7. Aid to independent school organizations. 
 
 9 
 
8. Scientific Department. 
 
 9. Art Departments. 
 
 10. Experimental pedagogy and school medicine and hygiene. 
 
 11. Financial Department. 
 
 12. Technical schools and polytechnical education. 
 
 13. Preparation of a teaching staff. 
 
 14. Construction of new schools. 
 
 15. Department of Literature and Publishing. 
 
 16. Statistical Department. 
 
 17. Organization Department. 
 
 In view of the above, you are instructed to proceed with the 
 work with which you are charged in regard to public education. 
 When doubts and difficulties arise in the performance of your- duties, 
 you will apply for instructions and explanations to the People's Com- 
 missariat of Education. 
 
 It is hereby decreed that all those who wilfully, and without 
 notice, cease to perform their duties, or in any way try to disorganize 
 the work of education, will be dismissed immediately. 
 
 People's Commissaire of Education: A. V. Lunacharsky. 
 Secretary: Dm. Letshenko. 
 
 Published in the organ of the Provisional Workers' and Peasants* 
 Government, .No. 21, December 24th, 1917. 
 
 (Note: Each decree of the Soviet of Workers and Peasants be- 
 comes effective and must be enforced upon its publication in the 
 official organ of the government.) 
 
 As the above circular is dated Dec. 24, 1917, it is apparent 
 that within two months after their accession to power, the Soviet 
 had already outlined an extensive educational program. The next 
 Dociiment (No. 2) is a detailed statement of the various func- 
 tions of the educational departments of the geographical units 
 of the Soviet Republic, in the form of a decree, and of their 
 mutual responsibilities. 
 
 DOCUMENT No. 2 
 
 Decree of the Workers* and. Peasants* Government 
 
 Provision for the Organization of Popular Education in the Russian 
 Socialist Soviet Republic. 
 
 1. General direction of work. connected with popular education 
 in the Russian Federated Socialist Soviet Republic is entrusted to a 
 State Commission of Education, whose chairman is. the People's 
 Commissaire of Education. 
 
 10 
 
2. The membership of the State. Commission Is as follows: 
 
 (a) By Appointment — Members of the Commissariat's Col- 
 legium; all department heads of the Commissariat; the chief clerk of 
 the Commissariat and the secretary of the State Commission. 
 
 (b) Elected — Three representatives of the Central Executive 
 Committee; three representatives of professional teachers' organiza- 
 tions accepting the platform of the Soviet Government; two repre- 
 sentatives of the Central Bureau of Trade Unions, one representative 
 of the Central Bureau of Labor Cooperatives and one representative 
 of the Central Culture Organization. 
 
 (c) In the Capacity of Representatives of Departments — One 
 member of the Commissariat of Education in charge of the Bureau 
 of Nationalities and one member of the Supreme Soviet of National 
 Economy. 
 
 Note 1. The right is reserved for the delegates of the People's 
 Commissariat in charge of nationalities to invite to the session of the 
 State Commission, in advisory capacity, a representative of the 
 nationality whose cultural institutions are under discussion at the 
 particular session. 
 
 Note 2. In the course of the formation of new regional divi- 
 sions, their representatives, one from each region, become members 
 of the State Commission, with the right to vote. 
 
 Note 3. The State Commission has also the right to augment 
 its membership with representatives of other organizations — cultural, 
 professional, student, etc. — in case these organizations have a clearly 
 defined all-Russian character and accept the platform of the Soviet 
 Government. 
 
 3. The management of the People's Commissariat of Education 
 is placed in the hands of a Collegium including: The People's Com- 
 missaire, his assistant, and five members. 
 
 4. The People's Commissaire is elected by the Central Executive 
 Committee of the Soviet of Workers', Peasants', Red Guard Army 
 and Cossacks' Deputies; the assistant of the People's Commissaire 
 and the member of the Collegium are elected by the Soviet of 
 People's Commissaires at the recommendation of the People's Com- 
 missaire of Education. 
 
 5. The Collegium appoints directors to various Departments of 
 the Commissariat, a chief clerk of the Commissariat and a secretary 
 of the State Commission of Education. 
 
 6. In addition to matters enumerated in other articles of this 
 act the following duties are also within the jurisdiction of the State 
 Commission: The formulation of a general plan of People's Educa- 
 tion in the Russian Socialist Federal Soviet Republic, and the estab- 
 lishment of fundamental principles governing the people's education, 
 as well as those of school reconstruction; the coordination of cul- 
 tural activities in the localities; the drafting of a budget and the 
 distribution of funds appropriated for common federal cultural needs; 
 as well as other matters of fundamental significance submitted for 
 
 11 
 
consideration to the State .Commission by the Commissariat's 
 Collegium. 
 
 Note. — Individual members of the State Commission have the 
 right to demand a discussion of matters they consider of prime im- 
 portance only in case their statement is sustained by not less than 
 one-third of all the members of the Commission. 
 
 7. In addition to matters enumerated in other articles of this 
 statement, the People's Commissariat of Education has direct charge 
 of institutions of learning and academic instruction of a state-w^ide 
 miportance, and passes its final judgment on questions and conflicts 
 arismg between the various organizations of educational nature. 
 
 8. The State Commission calls and convenes, periodically, an 
 All-Russian Congress of Education, to which it submits a report of 
 its activity and to whose consideration it submits for discussion ques- 
 tions of great importance coming within the jurisdicton of the State 
 Commission. 
 
 9. An All-Russian Congress of Education comprises: (a) elected 
 representatives of Departments and Soviets of People's Education 
 from each province (gubemia) in the following ratio: One repre- 
 sentative from each Provincial Department and Soviet; from all 
 County Departments and Soviets of the province — two from Depart- 
 ments and two from the Soviets; from all Volost Soviets and Depart- 
 ments, also two from the Soviets and two from the Departments of 
 each province; (b) full representation of the State Commission; (c) 
 competent persons in advisory capacity. 
 
 10. The direction of affairs connected with people's education, 
 such as primary education and self-instruction outside the academic 
 walls, with the exception of higher education, is entrusted to Depart- 
 ments of People's Education, appropriately organized in Executive 
 Committees: — Regional, Provincial, County and Volost. 
 
 11. The Soviet of People's Education functions as a controlling 
 and advisory organ attached to each Department of People's Edu- 
 cation. 
 
 12. All Departments and Soviets of People's Education act 
 within boundaries established by the fundamental laws of the Re- 
 public; coordinate their activities in accordance with enactments of 
 the State Commission of Education; and follow instructions in this 
 order: Volost follows instructions of county; county — of provincial; 
 and provincial — of regional departments of People's Education. 
 
 13. A Volost Department of People's Education consists of 
 members, not less than three in number, elected by the executive 
 committee of the Volost Soviet of Workmen's Deputies, forming thus 
 a Collegium. 
 
 Note. — The Tight is granted to a Volost Department to augment 
 its membership by inviting representatives of settlements and volosts, 
 in an advisory capacity. 
 
 14. A Volost Department of People's Education is entrusted 
 
 12 
 
with carrying into effect the principle of universal literacy within 
 the boundaries of the particular volost; it shall organize social educa- 
 tion and spread education through the entire volost population and 
 aid in the development of the initiative of the population in matters 
 of people's education. 
 
 15. For the realization of aims enumerated in Article 1, the De- 
 partment of People's Education: (a) takes all measures for carrying 
 into execution the provisions drafted by the State Commissions of 
 Education, particularly those relating to a general program of edu- 
 cation; (b) has charge of schools and cultural and educational insti- 
 tutions, in conformity with corresponding orders of the State Com- 
 mission and direct instructions of the County Department of People's 
 Education; (c) drafts estimates and submits them for approval to the 
 County Department of People's Education, should a need arise for 
 using county funds; (d) submits to the County Department of 
 People's Education a report on its activity and state of affairs in 
 regard to people's education, these reports being submitted at desig- 
 nated periods, but not less than twice a year; (e) collects and supervises 
 statistics of children of primary and school age and supervises their 
 school attendance; (f) draws and supervises lists of candidates quali- 
 fying for the position of a teacher or director of institutions of 
 primary education and, in cooperation with the Soviet of People's 
 Education, organizes elections of teachers by the population; (g) calls 
 and convenes, at appointed times, a Volost Soviet of People's Educa- 
 tion; (h) submits to the Soviet of People's Education detailed reports 
 on its activity and acquaints the S. P. E. with legislative and govern- 
 mental enactments in their field . 
 
 16. A Volost Soviet of People's Education is formed of: (a) rep- 
 resentatives of all bodies having the right to send delegates to the 
 Soviet of Workers' Deputies, representations being the same as those 
 of the collectives in the S. W. D.; (b) representatives of the teaching 
 staff' and those of pupils; (c) competent persons invited in advisory 
 capacity. 
 
 Note 1. — The whole number of members of the Soviet of People's 
 Education elected by the teachers and pupils must not exceed one- 
 third of the whole number of members of the S. P. E., with the right 
 to vote. 
 
 17. Sessions of the Volost Soviet of People's Education are open. 
 
 18. Sessions of the Volost S. P. E. are all held at least once a 
 month. 
 
 19. A Volost Soviet of People's Education discusses the reports 
 of the Supreme Department of People's Education, analyzes the De- 
 partment reports on pressing legislative and other governmental acts 
 and discusses the plan of organization pertaining to people's education 
 within the volost. 
 
 21. A County Department of People's Education is formed of 
 members, not fewer than five, elected by the Executive Committee 
 of the County's S. W. D., thus forming Collegiums. 
 
 13 
 
22. A County Department of People's Education has the follow- 
 ing subdivisions: primary education, school education and self-educa- 
 tion outside academic walls^ — the charge of which subdivisions may be 
 entrusted to specially invited experts by the Department. 
 
 23. In addition to matters enumerated in other articles of this 
 provision, a County Department of People's Education directs the 
 whole business of People's Education in the county; has charge of all 
 educational mstitutions; corrects and approves estimates of Volost 
 Departments of People's Education, should a need arise for using 
 county funds; organizes the provision and distribution among the 
 Volost Departments of the books and school appliances; issues in- 
 structions to Volost Departments of People's Education, calls and 
 convenes at appointed periods County Soviets of People's Educa- 
 tion, and submits annual estimates to the Provincial Department of 
 People's Education. 
 
 24. The membership, problems and the order of business of a 
 County Soviet of People's Education are to be determined, within the 
 area of its jurisdiction, in accordance with Articles 16, 17, 19 and 20 
 of this Provision. 
 
 Note 1. — A County Soviet of People's Education convenes not 
 less than once in two months. 
 
 25. A Provincial Department of People's Education is composed 
 of members, not less than seven, elected by Executive Committees of 
 the Provincial Soviet of Workers* Deputies and thus forming a 
 Collegium. 
 
 26. In addition to matters enumerated in other articles of this 
 Provision, a Provincial Department of People's Education establishes 
 institutions of learning, academic instructron and education of general 
 provincial importance; issues instructions to the County and Volost 
 Departments of People's Education; examines and approves annual 
 estimates, submitted by county departments of people's education; 
 submits an annual estimate to the Regional Department of People's 
 Education; calls periodic conferences of representatives of County 
 Departments of People's Education, as well as all-provincial con- 
 gresses of active social workers for the promotion of people's edu- 
 cation; drafts reports on the state of afiFairs of people's education in 
 the particular province. 
 
 27. The duties of Provincial Soviets of People's Education are: 
 to determine provincial needs pertaining to education; to prepare and 
 develop general measures for promotion of education among the 
 population of the province; to develop projects on school reform; to 
 aid the Regional Department of People's Education in carrying into 
 execution provisions established by the state commission of educa- 
 tion. 
 
 28. A Regional Soviet of People's Education is formed and acts 
 in accordance with Articles 16, 17, 19, 20 and 24 of this Provision. 
 
 Note. — Capital cities are regarded as separate provinces and are 
 directly subordinated to Regional Departments. 
 
 14 
 
29. A Regional Department of People's Education is composed 
 of members, not fewer than seven, elected by a Congress of Soviets 
 of Workmen's Deputies of a Region, thus forming a Collegium. 
 
 ' 30. A Regional Department of People's Education develops and 
 approves a plan of all-regional measures pertaining to people's edu- 
 cation; systematizes all annual estimates submitted by the various 
 Provincial Departments of People's Education; calls periodic Re- 
 gional Educational Congresses; opens educational courses, exhibi- 
 tions, excursions, etc., controls the activity of cultural and educa- 
 tional institutions within boundaries prescribed by corresponding 
 legislative enactments; and submits an annual report on the state 
 of affairs in the sphere of people's education to the State Commission 
 of Education'. 
 
 Chairman of the Soviet of People's Commissaires, 
 V. Ulianov (Lenin). 
 
 Acting People's Commissary of Education, Michael 
 
 Pokrovsky. 
 Chief Clerk of the Soviet of People's Commissaires, 
 
 V. Bonch-Bruevich. 
 Correct: Secretary of the Soviet, N. Gorbunov. 
 
 The above document is a clear, sober set of rules, suggest- 
 ing anything but anarchy in the administration of the educa- 
 tional system, and differing fom corresponding laws of other 
 countries only in the remarkable clarity of the legal 
 phraseology. 
 
 But while Document No. 2 is a legal paper, giving neces- 
 sary instructions only, Document No. 3, which follows, is a 
 personal expression, by one of the educational specialists of 
 the Soviet Government, of the philosophy and purposes of the 
 new system. It is characterized throughout by a constructive 
 humanitarian spirit. 
 
 DOCUMENT No. 3 
 
 SCHOOL REFORM 
 
 Commissary Lepeshinsky's Paper, Read at the First All- 
 
 Russian Congress of Teachers-Internationalists, 
 
 June 2, 1918 
 
 The Commissariat of People's Education has as yet done 
 very little in the field of reforms in popular education, since 
 this problem could be approached intelligently only after the 
 removal of the Commissariat to Moscow. 
 
 15 
 
It has become customary to accuse the new Government 
 of indifference toward the cultural values of the past, and, 
 particularly, of disrupting the schools. Such an accusation is 
 obviously wrong. In so far as the school stands for wrong 
 principles, breeding privileges and a spirit of utilitarianism, 
 and is a servant of the ruling classes, it has been destroyed. 
 Such a school system was an instrument to befog the con- 
 sciousness of the masses and crippled the children physically 
 and spiritually. The destruction of the old school system, as an 
 integral part of the whole social structure of the past was 
 brought about not by a group of individuals, but' by the ele- 
 mental force of life itself. History had paved the way for 
 such a destruction, and it had become a pressing necessity of 
 the present revolutionary period. 
 
 It is, however, not sufficient to take notice of this spon- 
 taneous destruction alone. The revolutionary classes of so- 
 ciety, particularly their more advanced upper strata, their 
 leading elements, must introduce into these elemental pro- 
 cesses a maximum of intelligence and system. First, a surgi- 
 cal application is needed to remove all useless remnants of 
 the past; yet, creative activity is also needed, although it 
 perhaps will, of necessity, be slow and cautious to begin with. 
 The school has ceased to be an instrument in the hands of 
 the exploiting classes ; with the people's victory it has in real- 
 ity become a people's school. And now the Commissariat of 
 Education is busily engaged in transferring it into the hands 
 of the people's government — the Soviet organs. 
 
 The school no longer needs teachers who simply are 
 office holders, teachers appointed from above, teachers de- 
 tached from the people. Our Commissariat emphasizes this 
 circumstance and suggests the principle of electing teachers 
 by local organs created by the population itself. 
 
 The school has ceased to be a source of privileges based 
 on other values than intellect and knowledge. The Commis- 
 sariat, therefore, is taking prompt action to abolish diplomas 
 and certificates conferring all sorts of privileges on. persons 
 graduated from various branches of academic training. 
 
 The old school system was not a channel of education 
 but an instrument for obscuring the mind of the people. The 
 revolution has swept away this school system. Governmental 
 
 16 
 
activity has brought new problems before the school. Our 
 Commissariat, as an educational center, is engaged, as a first 
 step, in freeing the school from church influences and en- 
 croachments — the separation of the school from the church. 
 
 These first steps are only the beginnings of the task. Be- 
 fore us is still a long path of a tremendous and prolonged 
 creative work of organization which shall ultimately give to 
 the people the school they need in this period of reconstruct- 
 ing life on a new basis — in the period of the international 
 struggle of the proletariat for Socialism. 
 
 Having this task in mind the Commissariat sounded a call 
 inviting learned and practical individuals, people of extensive 
 pedagogic training, to participate in this task. The Commis- 
 sariat of People's Education has opened wide the doors to all 
 who would and could help. Something has already been done 
 in this direction. Recently we created at the Commissariat 
 of People's Education an educators' advisory board which in 
 turn was subdivided into a number of sub-committees, these 
 latter conducting a preliminary campaign in favor of school 
 reform and gradually formulating concrete problems, the so- 
 lution of which should determine the substance of our activ- 
 ity of school-organization. 
 
 Our conception of a school is one from which religious 
 services and teachings are absolutely barred. Secondly, a 
 people's general education school must be • compulsory and 
 accessible to all, regardless of sex and social distinctions; it 
 must be a school where tuition, books, etc., are free; and, 
 lastly, we conceive of the new school as a labor unit. The 
 school must be homogeneous in the sense that it is of uniform 
 type, with a definite minimum amount of instruction — in the 
 sense of uniformity of aims and problems grouped between 
 two chief centers of gravitation — and in the producing of an 
 harmonious individual with regard to his social development; 
 and, finally, in the sense of establishing an organized connec- 
 tion between the various school grades and unimpeded pro- 
 motion of students from lower grades to higher. 
 
 The principles underlying the development of the school, 
 as a labor unit, can be summarized thus: 
 
 1. An early fusion of productive labor with academic 
 
 17 
 
instruction is the mightiest weapon in the task of reconstruct- 
 ing modern society. 
 
 2. The technology of the present mode of production de- 
 mands an all-round development of the individual, who must 
 possess the ability to work and be equipped with polytechnic 
 knowledge for various industrial fields. Therefore, a school 
 of general science must assume the character of a polytechnic 
 (vocational) school, while specialization and professionalism 
 are outside the scope of the general science school and are 
 the problems of the higher schools, or of educational training 
 outside academic walls. 
 
 3. Manual labor must form an integral element of school 
 life; all school children must participate in productive labor. 
 The useful results of such labor should be made obvious to the 
 students, having for its object either the direct creation of 
 useful articles of consumption (chiefly for the needs of the 
 particular school), or the performance of productive labor 
 which on]" ultimately creates material blessings, as for 
 example, caring for cleanliness, hygienic conditions of life in 
 schools, etc. 
 
 4. The school becomes a productive commune, i. e., both 
 a producing and consuming body based on the following 
 principles, guiding the social education of children : 
 
 a) the principle of school autonomy and collective self- 
 determination in -the process of mental and manual labor; 
 
 b) the principle of satisfying all the children's needs by 
 the children themselves ; 
 
 c) the organization of social, mental endeavor (scientific 
 bodies, magazines, collective work, etc.). 
 
 5. The school must offer the widest possible opportuni- 
 ties for the full play and development of the creative forces 
 of the child. To accomplish this, the child must be reared 
 amidst surroundings favorable to its mental and physical 
 capacity, the presence of which should favor the greatest pos- 
 sible harmonious development of the child's body and soul. 
 Essential prerequisites hereof are : 
 
 a) Self-activity of children in various fields of school-life, 
 their independence and initiative while at work and a spirit 
 of self-reliance in matters of everyday routine; 
 
 18 
 
b) introduction of an educational system stimulating the 
 creative forces of the child ; 
 
 c) artistic activity, as the chief element in the child's 
 esthetic development, guiding the passive emotional processes 
 of its spiritual life. 
 
 6. The methods in the child's bringing-up and in the edu- 
 cational training of children are to change their former char- 
 acter in accordance with the new problems of the school. 
 Attention in the matter of children's education should chiefly 
 aim to bring up a human being, as a social creature, and to 
 produce an understanding of social labor: first, a-t the present 
 time; then — labor in past human history; and, last, labors 
 problems in the near future. There ought to exist a direct 
 organic connection between the educational mental "Work in 
 the school and the element of productive labor. Educational 
 training is to be conducted in full conformity with the latest 
 discoveries in psychology, physiology and pedagogy, and in 
 particular — in the direction from the known to the unknown, 
 from the concrete to the abstract. 
 
 It seems to me that the people should receive a graded 
 knowledge, and this can be made possible only when the child 
 will be attached to the school for a considerable length of 
 time. It is urgent to create conditions whereby the majority 
 of children of school age should be forced to pass a long 
 course of instruction. Compulsory schools exist in many 
 countries, why not here in Russia? 
 
 We ought not be afraid that there will be a lack of schools, 
 and of teachers : we will gradually introduce an extensive edu- 
 cational course and accelerate the formation of a teaching 
 force. 
 
 All persons favorably disposed towards this cause should 
 be recruited ; we must also widely propagate our ideas, arid, 
 with this object in view, are beginning to publish our infor- 
 mation bulletins on school reform work. These bulletins we 
 shall freely circulate throughout Russia. However, what is 
 most needed is not merely world-propaganda, but deeds. 
 With this object the Commissariat of Education is organizing 
 experimental schools. It would be an error to assume that 
 here, in the capitals, there is a tendency to introduce bureau- 
 cratic methods in the management of the schools. We wish 
 
 19 
 
to impose nothing on the people, and when we draw up cer- 
 tain plans, it is chiefly because the population itself, in the 
 person of its organs of local social administrative units, re- 
 quires from us a general outline and suggestions. 
 
 The next Document, No. 4, shows a serious desire on the 
 p^rt of the Soviet Government to provide teachers with ample 
 and more or less uniform compensation. It is only in the 
 light of such authentic documents that prejudiced utterances 
 like those of Dr. Alessandro H. Carasso, in the Sunday Times 
 Magazine Section of March 2, 1919, can be appraised at their 
 true worth. 
 
 DOCUMENT No. 4 
 
 Regulation of the Soviet of People'si Commissaires Con- 
 cerning Standard Remuneration for Teachers' Labors 
 
 The Soviet of People's Commissaires decrees: 
 
 1. To establish a monthly remuneration for teachers, taking as 
 a standard length of a working day four school hours a day (24 hours 
 or lessons a week). 
 
 2. Pending the establishment of a united school system, to pre- 
 serve remuneration on the basis of yearly hours in secondary schools 
 and wherever such remuneration has hitherto been in practice. In 
 primary and higher schools, seminaries, etc., where monthly payment 
 has been in force, such payments shall continue to be in force for 
 teachers occupied with four hours of school work a day (24 hours a 
 week). 
 
 3. Classification of teachers into "regularly appointed," "un- 
 attached," "substitutes," etc., is abolished, 
 
 4. All teachers (regardless of the particular subject taught, in- 
 cluding instructors of music, singing, domestic arts, manual labor and 
 physical exercises) shall receive a remuneration for their school labor 
 on the basis of common standard pay and have equal pension rights. 
 
 5. Up to July 1, 1918, the same basis of remuneration shall be 
 applied to lessons given above the prescribed 24 hours' standard. 
 
 Note. — An increase of the number of lessons above the standard 
 for individual teachers shall be made in each single case in accordance 
 with a special regulation of the Department of Public Education at- 
 tached to the local Soviet of Workers' Deputies. 
 
 6. Remuneration of the labor of chairmen of pedagogic coun- 
 cils, up to July 1, 1918, shall be adjusted to a remuneration on the 
 basis of 12 yearly hours; vice-chairmen and members of administrative 
 
 20 
 
and executive committees — six yearly hours; secretaries of pedagogic 
 council and librarians and also clerks and bookkeepers of schools, 
 school superintendents — six yearly hours; assistant school superin- 
 tendents Oadies' school superintendents not in boarding schools) — 
 18 yearly hours; instructors and ladies' school superintendents of 
 boarding schools — 24 yearly hours. 
 
 7. An additional remuneration of labor in preparation of labora- 
 tory work shall be made to the extent of 20 per cent, of a yearly hour; 
 remuneration of labor in correcting written tests shall be made to 
 the extent of 10 per cent, of a yearly hour; modern and ancient lan- 
 guages — 10 per cent; Russian language and mathematics — 15 per cent. 
 
 8. All living quarters, occupied by virtue of service, shall be paid 
 for by the occupants, the amounts being fixed by respective depart- 
 ments of the Soviets of Workmen's, Soldiers* and Peasants' Deputies. 
 
 9. The duties of a clerk and bookkeeper at non-boarding schools 
 shall be executed by one person. 
 
 Note. — Two positions fused into one shall be allowed to be 
 filled by one person only by special permission from a Depart- 
 ment of Public Education attached to the local Soviets of Work- 
 men's, Soldiers' and Peasants' Deputies. 
 
 10. The technical personnel shall be remunerated in accordance 
 with a decree of the Soviet of People's Commissaires. 
 
 11. The following rule applies to teachers serving above the 
 fixed term: every five years a raise of 600 rubles a year shall be paid 
 to teachers having not less than six yearly hours in all schools, this 
 raise being paid not longer than for four consecutive periods. 
 
 12. New standards of payments shall be in force beginning 
 March 1, 1918, two categories being adopted for this purpose. 
 
 13. To the first category belong: 
 
 (a) all secondary schools, and 
 
 (b) all higher grammar, technical, trades, agricultural schools, 
 teachers' seminaries, normal schools and instructors of school and 
 school-administration work. 
 
 14. To the second category belong: lower grammar, trades, lower 
 agricultural schools and instructors for kindergarten training. 
 
 Note to Articles 13 and 14. 
 
 The difference between the aforesaid remuneration scale and that 
 of the actually received salary shall be paid to persons of the teachers' 
 personnel, described in Articles 13 and 14, beginning March 1, and the 
 rest, beginning June 1. 
 
 Note 2 to Articles 13 and 14. 
 
 Persons leaving service before publication of said decree shall 
 forfeit their pension rights. 
 
 15. Monthly salaries to persons of the first category shall range 
 
 21 
 
from 600 to 400 rubles at Petrograd and Moscow, and for the second 
 category— from 500 to 300. 
 
 16. Present remunerations likewise apply to private schools 
 having the same governmental rights. 
 
 Chairman of the Soviet of People's Commissaires, 
 
 V. Ulianov (Lenin). 
 Chief Clerk, V. Bonch-Bruevich. 
 Secretary of the Soviet of People's Commissaires, 
 
 N. Gorbunov. 
 
 As an example, one of many, to show the operation of the 
 Soviet principle in the educational matters of portions of the 
 country, the following document (Document No. 5) will illus- 
 trate the methods of the Presidium of the Moscow Soviet of 
 Workers' Deputies. 
 
 DOCUMENT No. 5 
 
 Regulation of the Presidium of the Moscow Soviet of 
 Workmen's Deputies, Dated May 15th, 1918 
 
 Concerning organization of a Section of People's Education. 
 
 Supplementing the regulation of the Presidium of the M. S. W. D. 
 of May 11th, the following rulings have been adopted: 
 
 1. The Section of People's Education of the Moscow Soviet of 
 Workmen's Deputies is an organ unifying and directing the activities 
 of all cultural-educational and artistic-educational institutions, except- 
 ing those which have a State-wide importance. 
 
 Therefore the jurisdiction of the Section extends not merely over 
 institutions directly subsidized by the Soviet, but also over those be- 
 longing to private individuals and bodies. 
 
 2. The Section is headed by a collegium appointed by the Mos- 
 cow S. W. D,, with a membership of 5 persons and 2 candidates. 
 
 3. The Section is divided into 3 sub-sections: (a) school, (b) 
 artistic-educational, and (c) educational institutions. 
 
 In turn the sub-sections have the following sub-divisions: (a) 
 school section — pre-school, elementary school; secondary and higher 
 vocational education; courses for adults and youths; sanitary science 
 schools, and auxiliary institutions (museums, objects for school 
 accommodations, moving pictures and courses for instructors, etc.) ; 
 artistic-educational — theatre, music and plastic arts; (b) educational 
 sub-section — libraries, clubs and people's houses. 
 
 The above mentioned list of sub-sections, sections and sub-divi- 
 sions is not necessarily an exhaustive one: new sub-divisions and 
 
 22 
 
sections may be formed to meet a new demand, depending upon the 
 specialization and development of the undertaking. 
 
 4. An advisory board, w^hich includes representatives from all 
 sub-sections and divisions, is established at the Collegium, and all 
 questions involving the jurisdiction of two or more sub-sections or 
 divisions, as well as questions the Collegium may deem it necessary 
 to discuss, are submitted to the board for approval. 
 
 5. There is also established at the Collegium an advisory organ 
 — a Soviet of collegiates' representatives in charge of people's educa- 
 tion from regional Soviets of Workmen's Deputies; representatives 
 of the Soviet, sub-sections and divisions, and in case of absence of 
 such — representatives of workers from a given branch of activity, 
 directors of sections, representatives of workmen's organizations — 
 Central Labor Co-operative and Central Bureau of trade unions. 
 
 6. An advisory organ is established at each sub-section — a Soviet 
 which includes representatives from regional sections (one from 
 each), directors of divisions comprising the sub-section and those 
 selected from the reserve. 
 
 7. Similar Soviets are established at various sections compris- 
 ing representatives from regional Soviets of Workmen's Deputies, 
 representatives of workers from various branches of activities, 
 directors of divisions and sub-divisions and those selected by prefer- 
 ence from the reserve; for sections insufficiently developed, in place of 
 Soviets, it is permissible to establish committees elected by the Soviet 
 of the sub-section. 
 
 8. All these Soviets work regularly, meeting on appointed dates. 
 Besides, twice or thrice a year a general meeting of all Soviets, sec- 
 tions, sub-sections and branches, is called for discuss'on of questions 
 of principle relating to organization of educational work among the 
 people in the cities. 
 
 9. Direct supervision of current work of sub-divisions and divi- 
 sions is divided between the members of Collegiums and officials 
 especially invited by the Collegium. 
 
 10. Detailed definition of the jurisdiction of each sub-section and 
 sections is determined by rules of institutions, drawn up by the Col- 
 legium. 
 
 11. Similar branches of people's education are organized in dif- 
 ferent localities, with corresponding sub-sections and divisions, in 
 accordance with an instruction drawn up by the section in charge 
 of people's education. 
 
 12. Direct supervision of cultural-educational institutions is 
 divided between the capitals and the provinces to correspond with 
 the regional or municipal importance of an institution. 
 
 13. Further changes in the present organization, as for instance: 
 establishment of new sub-sections and divisions, or changing the 
 jurisdiction of those already existing, can be introduced only after 
 
 23 
 
they have been approved by the presidium of the Moscow Soviet of 
 vVorkmen's Deputies. 
 
 The following list of names of the comrades comprising the 
 section of people's education has been approved by the presidium: 
 
 1. M. N. Pokrovsky 
 
 2. A. J. Piskunov 
 
 3. S. J. Mitzkovitch 
 
 4. V. P. Obuch 
 
 5. V. M. Fritche 
 Candidates : 
 
 1. P. M. Lebedev-Kepzhentzev 
 
 2. Kazarov. 
 
 Presidium of the Moscow Soviet of Workers* Deputies. 
 
 Documents No. 6 and 7 show that the efforts of the Soviet 
 Government to train the population are by no means limited 
 to the children of the country, but extend to able-bodied 
 workers, men and women, as well. 
 
 DOCUMENT No. 6 
 
 An Appeal by the Section of Independent Proletarian 
 Cultural-Educational Organizations in the Commissariat 
 of People's Education 
 Comrades : — 
 
 A section of independent cultural-educational proletarian 
 organizations ("Proletcult") has been established, attached 
 to the Commissariat of People's Education. 
 
 The object of this Section is the creation of a mighty All- 
 Russian organization which would unite, support and direct 
 the cultural-educational beginnings of all labor organizations. 
 
 Amidst the hard trials and desperate struggles of the past 
 year, the Russian worker has manifested a mighty desire for 
 knowledge and creativeness. 
 
 The workmen-peasants' government feels it to be its 
 bounden duty to respond to this desire. 
 
 To help the worker in his endeavor to free himself from 
 
 24 
 
the humiliating shackles of ignorance and darkness; to sur- 
 round with care and comfort his few leisure hours and to 
 bring light and clearness to his understanding of Socialism — 
 this is the immediate problem facing the Section. To clear 
 the road towards culture for the worker and help him to be- 
 come a master in the field in which he heretofore has been 
 only a casual visitor — this is the ultimate goal. 
 
 Our Section begins its activity under most trying circum- 
 stances. 
 
 Universal illiteracy, unemployment and hunger reign 
 throughout the whole country. 
 
 We begin the task with small means at our disposal, with 
 lack of workers qualified for such an undertaking. 
 
 The problems that are facing us are great, responsible and 
 pressing. 
 
 But we believe that the forces which will come to our 
 assistance are also great. 
 
 For the purpose of ascertaining the progress of cultural- 
 educational activity of all labor organizations of Russia we 
 are sending out a questionnaire. It will help us to regulate 
 expediently our material means and discover the needs, re- 
 quirements and immediate problems of labor organizations. 
 In the near future we shall hold at Moscow a Pan-Russian 
 cultural-educational conference, and we are about to start 
 publishing a magazine devoted especially to questions of pro- 
 letarian culture. We ask the comrades to send us articles, 
 stories, verses and every sort of literary material for this 
 magazine, as well as for an Almanach which we shall also 
 publish. We are producing a standard catalogue for work- 
 men's libraries, and we will exert all our efforts in order that 
 the bookstore (soon to be opened at the Commissariat of 
 People's Education) should have a sufficient number of re- 
 quired books. Upon first request we shall send these books 
 to labor organizations. Courses on workmen's control and 
 trade-union movement have just been opened in Moscow. 
 
 We intend to elaborate and publish all lectures to be held 
 there and circulate them through far-distant provincial towns 
 and cities where the organization of such courses is attended 
 with many difficulties. Trained specialist-workers are needed 
 
 25 
 
for a wide and serious organization of the cultural-educa- 
 tional undertakings. Undoubtedly there are in the provinces 
 comrades who, with love and interest, will set themselves to 
 this task, after having been trained in this direction. 
 
 Therefore we are anxious now to open in Moscow courses 
 for instructors. 
 
 This is the programme of our immediate activities. With 
 the greatest attention and gratitude we will listen to all sug- 
 gestions from comrades. Only through the latter's responsive 
 attitude and active support can we hope to grapple with the 
 tremendous problems facing us. 
 
 Section of "Proletcult." 
 
 DOCUMENT No. 7 
 Schools for Workmen 
 
 (A News Item, from a Russian newspaper) 
 
 The cultural-educational section of the Soviet of Railroad 
 Workers' Deputies sent out a statement to railroad organiza- 
 tions regarding the opening of a school of drawing, painting, 
 designing, mathematics and modeling, attached to the section 
 of graphic arts of the Proletcult, and open with free tuition 
 to such as are admitted. Admission to the school is only for 
 workers and their children. 
 
 Much has been said boastfully in our country of our great 
 system of popular education, and, in spite of the many other 
 disadvantages to which our proletarians have been subjected, 
 it may be admitted that a certain rudimentary education has 
 always been rather well conducted in America. But the gates 
 to higher institutions have been closed to all but the wealthy, 
 not only by the general conditions of life, which have not 
 afforded the leisure for higher study to the great masses of the 
 population, but also by high tuition fees, which have made the 
 barrier still more insurmountable. How the Russians now 
 decide the fee question, even for higher institutions, is the 
 subject of Document No. 8. 
 
 26 
 
DOCUMENT No. 8 
 
 Regulation Concerning Admission to a Higher School 
 
 (University) of the Russian Socialist Federative 
 
 Soviet Republic 
 
 1. Every person, regardless of citizenship and sex, reaching the 
 age of 16, can be admitted as a member of the student body to 
 any of the higher institutions of learning without submitting a 
 diploma or testimonial papers attesting graduation from a secondary 
 or other school. 
 
 2. It is forbidden to demand from persons seeking entrance any 
 certificates whatsoever, except their identification papers. 
 
 3. All school institutions of the Republic, in conformity with 
 the decree on joint instruction, dated May 27, 1918, are thrown open 
 to all, regardless of sex. All persons responsible for violating this 
 decree shall be tried by the Revolutionary Tribunal. 
 
 4. Admissions of students (freshmen for the 1918-1919 course) 
 already made on the basis of either school certificates or competitive 
 examinations, are hereby declared void. New entrance conditions in 
 accordance with the requirements of the general provision on the 
 higher schools of the Republic, now in course of preparation, shall 
 be published not later than September 1, 1918. 
 
 5. Tuition fees in higher educational institutions of the Russian 
 Socialist Federative Soviet Republic are henceforth abolished. Tui- 
 tion fees already paid for the first half of the academic year 1918-1919 
 shall be refunded accordingly. 
 
 Chairman of the Soviet of People's Commissaires, V. Ulianov 
 
 (Lenin) 
 
 Acting People's Commissaire of Education, Pokrovsky, 
 Chief Clerk of the Soviet of People's Commissaires, V. Bonch- 
 
 Bruevich, 
 Secretary of the Soviet, N. Gorbunov. 
 
 The teaching body in Russia now holds frequent conven- 
 tions and congresses, and expresses itself freely on the con- 
 duct of the schools, a condition of affairs that will arouse the 
 envy of their American colleagues. And their deliberations 
 consequently show a depth of appreciation of the problems 
 set before them such as is rarely found among American 
 teachers. Document No. 9 shows how idealistic and yet how 
 profoundly practical are the ambitions of the Russian school 
 teachers. This document is in the form of a resolution passed 
 at a congress of teachers in Moscow, on June 6, 1918. 
 
 27 
 
DOCUMENT No. 9 
 
 Declaration of Principles of a Socialist School 
 
 At the All-Russian Congress of Teachers-Internationalists, 
 held in Moscow on June 6, 1918, there was discussed and 
 adopted a declaration of principles of a Socialist school, which 
 runs as follows : 
 
 1. Socialism — is a maximum imaginable realization for 
 our epoch in the collective life of humanity, of an intelligently 
 directed coordination of labor — mental, physical, organizing 
 and executive. 
 
 2. Within this organization of labor, the best possible 
 system of organization of knowledge, as the best means of 
 cultural development, is a uniform secular school, with free 
 tuition, and compulsory for all children and youths, a working 
 school based on the principle of self-reliance and self-activity. 
 
 3. The object of such a school is to pass each individual, 
 regardless of his natural endowments, through a complete 
 cycle of knowledge — beginning with general educational work 
 in the primary stages of the school and progressively advanc- 
 ing towards specialization in the higher and final stages. 
 
 4. In a society of toilers the task of caring for children is 
 the duty of its members from the moment determined by 
 science. Therefore, the infants are taken in charge of com- 
 munal nurseries; young children — by the so-called ''kinder- 
 gartens"; children of primary school age — by the school- 
 communes; and youths — by a free university. 
 
 5. A school-commune — where instructions are of a 
 greater duration as compared with other schools, aspiring to 
 realize the ideal of synthetic knowledge and harmonious so- 
 cial intercourse within its inner organization — must serve as a 
 laboratory for -the preparation of those social forms which are 
 most appropriate for the contemporary cultural epoch. 
 
 6. The function of the State — which in the past was 
 omnipotent and pursued the policy of subjugation of society 
 and domination over it through school institutions — now be- 
 comes simpler and more dignified : from a despot over science 
 the State becomes its protector, desirable — during the first 
 
 28 
 
period of child-caring — and necessary, for the higher stages 
 of the educational system. 
 
 7. The struggle for existence in primitive days — trans- 
 formed in our epoch to a struggle of classes, and within some 
 classes to a struggle of individuals, demanding subjugation of 
 one person by another — must be changed into an organized 
 cooperation for making nature follow the commands of man, 
 and for the attainment of new truths. Acquaintance with the 
 most essential of sciences, complete familiarization with the tech- 
 nique of one or several of the sciences contributing towards 
 making a human being most adapted for directing functions — 
 within the sphere of its special endeavors and executive in all 
 the rest. 
 
 8. The circumstances attending the modern transition 
 period, financial and organizing difficulties, limit, to a certain 
 extent, the practical application of the principle of equality of 
 education. Hence, a selection is necessary. 
 
 9. Whereas the old pseudo-individualistic school of the 
 nobility and bourgeoisie had applied in its systems of educa- 
 tion the principle of selection in accordance with economic 
 qualifications, namely, purchasing a maximum of knowledge, 
 only partially elaborating the latter for its class aims, by a 
 selection of the most capable individuals — the new socialistic 
 school unequivocally denies such qualifications. 
 
 10. On the contrary, with inflexible consistency, includ- 
 ing that of denying to the rich, but incapable individuals 
 accessibility to higher education — the new school applies 
 selection on the principle of intellectual ability. 
 
 11. With the object of a rational utilization of special 
 abilities, having constantly in view the most intensive devel- 
 opment of the productive forves of the socialist fatherland, the 
 school — uniform in its primary stages — becomes more com- 
 plex in its structure as it advances and is finally crowned by 
 a number of special faculties. 
 
 12. Likewise, the essential principle of the socialistic 
 school — the principle of productive endeavors, which destroys 
 the bourgeois conception of the two would-be contradictory 
 forms of labor — mental and manual, high and contemptible — 
 assumes in the first stages a polytechnic character and grad- 
 
 29 
 
iially changes it to a special scientific instruction, in the higher 
 stages. 
 
 13. Whereas the old school was ever national and 
 chauvinistic in character, the new school must be, in form 
 and substance, a true national school — instructions conducted 
 in the mother tongue, a thorough knowledge of the home 
 country's physical and social conditions — but it must also be an 
 international school as regards principles and methods. 
 
 14. Striving towards a harmonious synthesis of a broad 
 educational culture with a thoroughgoing vocational training, 
 educating the students in the spirit of the internation il 
 solidarity of labor, only the socialist school has the right to say 
 that it does not turn a human being out a skilled laborer but 
 creates a man. 
 
 He 5|t * 
 
 Document No. 9 shows how the teacher has been stimu- 
 lated to take a real interest in the school work, in its curricu- 
 lum, and in the ultimate welfare of the children, a thing which, 
 under capitalist society, it may be frankly said he never does. 
 But not only is the teacher made into a real teacher by the 
 Soviet methods, but janitors, firemen, and other school em- 
 ployees are to have their tasks dignified and rendered less 
 sordid by actual pleasant and official contact with the student 
 body. The article by A. Okunkoff, which is printed as Docu- 
 ment No. 10, is from the pen of a specialist in education, and 
 deals specifically with the question : **How shall the janitor 
 be made a human being, instead of a tyrant over teachers and 
 pupils, as in America?" 
 
 From "Narodnoye Prosvieschenye" (People's Education) Issue 
 
 No. 10. 
 
 DOCUMENT No. 10 
 
 The Workers' School and the School Servants 
 
 By A. Okunkoff 
 
 The old school system, which is now departing into the sphere 
 of oblivion, was a reflex of the dominant class relations and, 
 therefore, the economic system of the school and, in particular, 
 of the town school, even in its details, moved largely along the 
 
 30 
 
lines of the economic system of the present-day family institu- 
 tion. The contemporary middle bourgeois family of a city 
 teaches a child, even from earliest infancy, to use paid services, 
 the services of the domestic servants, the number of whom 
 depends on the wealth of the parents. Nurses, maid servants, 
 dishwashers, porters, and all other kinds of domestic servants 
 train the mind of the children, from the very cradle, to the 
 stability and the righteousness of an order of life in which the 
 •exploitation of other people's work is considered the necessary 
 and natural addition to the comforts of existence. The children, 
 after leaving such a home environment for the school, find here 
 the same ranks of servants performing almost the same duties 
 as in the family circle. The porters undressing the children 
 and keeping their coats and dresses, men servants and nurses 
 cleaning the rooms, scrubbers looking after the cleanliness of 
 the floors, couriers running on errands, janitors and stokers — all 
 these people, who are working in the school, appear to the chil- 
 dren to be the same necessary addition to the comforts of school 
 life as the corresponding persons outside of the school. Hence, 
 the children very naturally acquire the idea of the "common," 
 "base" labor which is the lot of the "lower" classes of humanity, 
 doomed by forces unknown to the child to be the natural and 
 eternal slaves of his will and that of other privileged people. In 
 this manner the school system has nursed in its pupils a contempt 
 for physical work and a scornful relation towards the mass of 
 working people, on whom the bourgeois order has imposed all 
 the hardship of this work. The bourgeois school makes of its 
 pupils privileged idlers, people unable to work, and, very often, 
 even exploiters. Heroic spiritual efforts were necessary later, a 
 gigantic internal struggle, and a sharp revolution of viewpoints 
 and habits of mind, in order to rid oneself from this poisonous 
 inoculation of the school and to overcome the immunity result- 
 ing from it. And in fact, only after a kind of psychical "illness," 
 could a man brought up in the school of the past absolve him- 
 self from inherited ideas and attain a healthy balance and a 
 healthy, sound view of the life surrounding him. 
 
 On the other hand, the school servants themselves, put in 
 such a situation, developed and strengthened in themselves a feel- 
 ing of injury and bitterness because of their fate and, as a natural 
 consequence thereof, an unfriendly feeling towards the pupils of 
 the school, to these "gentlefolk's children" and favorites of 
 
 31 
 
destiny. It is hardly worth mentioning besides, that, alongside 
 of all this, there was some evidence of demoralization also. 
 
 The new Labor school, which the Soviet power is trying to 
 create, must not, of course, permit such education. Its tasks are 
 diametrically opposed to the tasks of a bourgeois school. In 
 respect to physical work the new school sets as its aim the cultiva- 
 tion of a high regard for all lines of productive work, and of a 
 profound esteem for the millions of the working masses. The 
 productive work of men, creating new cultural values and free- 
 ing humanity from the former fetters, irrespective of the category 
 of work — this is the fundamental idea which should be laid as a 
 cornerstone for the education of the new labor school. The 
 conclusion, then, follows of itself, that in the labor school-com- 
 mune the teachers and the pupils should take upon themselves 
 all those labors which the old school imposed upon the shoulders 
 of others and that, out of an ideal inspiration, the physical work 
 necessary for the schopl life should be equally divided among 
 the participants of the school in accordance with the physical 
 strength of the respective age groups. 
 
 Here we approach the question whether there exists a neces- 
 sity for school servants altogether and, if such a necessity exists, 
 what place in the school system should be set aside for the school 
 servants. The answer to this question is offered by the fundamen- 
 tal principle of the school system : the education of children in 
 school must be in charge of no one else but those who are to 
 be considered as instructors and, therefore, the instruction in 
 the physical work necessary for the economic welfare of the 
 school life must be put m charge of persons who may be called 
 pedagogues. Concrete instances will illustrate better the sub- 
 stance of this thesis. Let us assume that in the youngest group 
 of children who have not yet the adequate habits of physical 
 strength to be entrusted with performing any physical work, for 
 instance making the fires, or preparing meals, we should have 
 to resort to the use of other people's work, let us even say, the 
 work of school pupils of an older age group. In such case there 
 would be still necessary in the school an instructor-stoker or an 
 instructor-cook, who should be fully conscious of his educational 
 duties and who, consequently, would have to attain a certain 
 level of pedagogical development. The heating of furnaces and 
 the preparation of food may then, under his leadership, change 
 not only into a very important, though purely mechanical work, 
 
 32 
 
I 
 
 I 
 
 into a mechanical productive work having a very great educa- 
 tional value, too, but it may become a source for the education 
 and mental development of the children. Yet the leader-peda- 
 gogue will necessarily be compelled to have by his side a helper 
 not from the ranks of the pupils. The moral and mental develop- 
 ment of this helper must correspond to the indicated tasks of 
 work in school. Another instance. If a nurse is necessary for 
 the care of the children in the younger age group, the role of 
 such nurse should be at the same time an educational one, and 
 such nurse should be fully aware of her responsibility before 
 society and should clearly understand the importance of her 
 duties. The work of a nurse, a floor-scrubber, a stoker, etc., if 
 it should prove impossible to do without their help, should be 
 to some extent an expert work, a work which has a pedagogical 
 foundation. Under such circumstances the word ''servants" will 
 assume in the school an entirely different meaning: the school 
 servants will become, in fact, the lower pedagogical personnel 
 corresponding, as regards its value in school, to the value of a 
 surgeon's assistants and nurses at the time of operations. 
 
 If we should turn to the present realities of life, we would, 
 indeed, find such conditions nowhere in school. The moral and 
 intellectual level of the school servants very often does not cor- 
 respond to their task and is, one may state it, directly inverse to 
 the level of the luxuriousness of the school environment. This 
 is not the fault, of course, of the staff of the lower servants. 
 For obvious reasons, the responsibility for this is also in this 
 case directly inverse to the educational level of the school direc- 
 l» tors and is the result of the former economic order of life. 
 
 To what extent the leading circles ignored up to the time of 
 the November revolution, the problem of the school servants, is 
 manifest if only from the circumstance that the school registers 
 *did not even take cognizance of the numerical force of the lower 
 servants. 
 
 Even if we omit the question of guilt, the problem still 
 remains and it is left to the Soviet school pohcy to perform 
 this task. And when, with this policy in view, one reviews the 
 ranks of the former school personnel, one can hardly find any 
 personal points of support for a further movement. For that 
 matter, however, a straight and honorable road is clearly indicated, 
 along whiQh Wt only will the movement not meet any obstacles, 
 
 33 
 
any differences, but not even a single contradiction. This road 
 is the aboHshment of the old and the preparation of a new work- 
 ing school army, with the improvement of its working conditions. 
 
 And indeed, if we examine into the school methods of hygiene 
 and if we carry into execution the measures recommended by 
 science, we cannot imagine that the work will be successful, 
 if the executors of the first customary rules of health preserva- 
 tion will demonstrate a skeptical indifference toward them and 
 if their existence will be surrounded by anti-hygienic conditions. 
 When a helper, while opening ventilation or removing dust, or 
 a nurse, while attending the children, will only care to execute 
 these operations as an order, as a hard duty, and, while removing 
 the dust, or touching the child will carry from the dark, damp, 
 basement, which so often is used in schools for housing and 
 crowding servant people in them, his or somebody else's germs 
 and his anti-hygienic habits — then such help is directly dangerous 
 for the school. The helper-servant must, to some little extent at 
 least, be acquainted in a general way with the elementary rules 
 of school hygiene. The same mav be said of the helpers in any 
 other household line. Thus the school is in need of qualified 
 workers, instructors in school economy. The creation of an army 
 of such instructors is rendered possible all the more, since the 
 remuneration for school work is at present sufficiently high. 
 
 How, then, to create such an army? Up to the present time 
 there were conducted everywhere pedagogical and general educa- 
 tional courses for instructors of all school grades. Corresponding 
 courses of school economy must be quickly organized in various 
 localities for the school servants and for the instructors, and 
 these courses must not be of a narrow technical scope but with 
 a number of subjects of a general educational character. We 
 may rest assured that the lower servants themselves, who 
 undoubtedly aspire to education, will heartily respond to the idea 
 of the courses and will lend their support to these tasks. Then 
 we could cherish a hope for the creation of a new school army, 
 where from young to old every one would be imbued with the 
 common idea and where the difference between the old and young, 
 between the "gentle" and the "common" work, would disappear. 
 The union of the teachers-internationalists and its branches must 
 pay special attention to this question and to advancing the prob- 
 lem, in co-operation with the labor union of the servants (along 
 the lines of specialization), most decidedly and quickly. The 
 
 34 
 
working out of the program and the introduction of the courses 
 on school economy — this is the immediate task of groups of 
 idealists who are interested in the problem of education. 
 
 Document No. 11 is an interesting, though rather brief, out- 
 line of an experiment with a model school of vocational training 
 for children. 
 
 DOCUMENT No. 11 
 
 Experimental Vocational School 
 
 The first experimental vocational school of the department 
 of school reforms, attached to the People's Commissariat of 
 Education, began to function June 19, 1918. Great difficulties 
 connected with food problems have made it impossible thus far 
 to admit to the school its prescribed full quota of pupils. The 
 school has the character of an experimental institution, estab- 
 lished for the purpose of a scientific and practical solution of 
 questions connected with the new pedagogy and, particularly, 
 those regarding the school-workshop. Its activity has been con- 
 ducted along scientifically experimental lines and for the compara- 
 tively short period of the school's existence many valuable results 
 for the realization of school reforms have already been achieved. 
 
 The activity of the school has manifested itself within the 
 following spheres : 1 ) Biological and sociological study of children 
 of school age; 2) Physical instruction and education; 3) Experi- 
 ments along the line of an extensive organization of a vocational 
 school ; 4) Experimental investigation of various methods of 
 educational work; 5) Social education; 6) Esthetic education. 
 
 To accomplish the aims stated above the school has been 
 organized as a vocational school-commune, having at its disposal 
 a number of scientific and auxiliary institutions: shops, scientific 
 cabinets, laboratories, and cabinets for medical, anthropological 
 and psychological investigations. 
 
 The school has been completely furnished with the necessary 
 economic and school inventories; it has several shops for car- 
 pentry, book-bindery and classes in draftsmanship. In addition 
 to this, the children receive instruction in embroidering, modeling 
 
 35 
 
and weaving. A biological cabinet has been purchased and a 
 juvenile and teachers' library has been established. Instructions 
 are also given in national history, mathematics in connection 
 with national history and elements of the Russian language. 
 
 A more important experiment still than that described in 
 Document 11, is that shown in Document 12, which is an account 
 of the aims of the new Institute for Child Study. 
 
 DOCUMENT No. 12 
 
 The Institute for Child Study 
 
 Beginning September 1, 1918, 3-semester courses have been 
 announced at the Institute for Child Study on preliminary educa- 
 tion which have for their object the training of instructors for 
 pre-scholastic education. Parallel to these courses there have also 
 been functioning 3 months' courses for training instructors of 
 Kindergarten, children-homes, playgrounds and children settle- 
 ments. 
 
 The Institute itself — an institution for the first time function- 
 ing in Russia, has been established owing to the necessity of a 
 thorough-going study of all questions connected with pre-scholas- 
 tic bringing up and of creating a staff of trained instructors for 
 the solution of urgent problems of today regarding state, social, 
 universal and free education for children of pre-scholastic age. 
 With these objects in view, as well as for purposes of wide 
 propaganda of ideas of pre-scholastic education and creation of 
 affiliated branches in provinces, the Institute has been divided into 
 the following departments: 1) science, 2) instruction, 3) in- 
 formation, 4) publications. 
 
 To the Department of Science have been attached the follow- 
 ing auxiliary institutions: 1) medical and psychological labora- 
 tory, 2) experimental infant home, 3) experimental Kinder- 
 garten. Scientific investigations are recorded in a special maga- 
 zine on pre-scholastic education, published at the Institute. 
 
 The Department of Instruction includes: 1) 3-semesters' 
 and 3 months' courses for training instructors and directors of 
 children's institutions of pre-scholastic age, 2) a training school 
 
 36 
 
for directresses of children's homes, 3) experimental Kinder- 
 garten, and 4) experimental children's homes. 
 
 The Information Department has a museum and a library on 
 all questions of pedagogy, and a lecture bureau. 
 
 The Publishing Department publishes a special magazine, 
 publishes and distributes scientific and popular treatises on pre- 
 scholastic education, and has its own shop where furniture, toys 
 and school appliances are manufactured. 
 
 II. School Sanitation and General Hygiene 
 
 The hygienic interests of the population are treated in Docu- 
 ment No. 13, while the application of hygiene to the school is 
 taken up in Documents Nos. 14 and 15. 
 
 DOCUMENT No. 13 
 
 Essential Problems Connected with the Organization of 
 
 Medical Aid Throughout the Russian Socialist 
 
 Federal Soviet Republic 
 
 At the present moment, when the People's Commissariat of 
 Education is approaching the question of education, and is 
 attempting to direct it in a manner necessary for a thorough- 
 going development of the individual, a great demand for physi- 
 cian-pedagogues is being felt. This question is naturally closely 
 interrelated with the organization of medical-sanitary -aid in the 
 Republic. At the congress of. medical-sanitary boards attached 
 to the various local Soviets of workmen's deputies, held during 
 the summer of 1918, in Moscow, the following resolution was 
 adopted : 
 
 "1) The most essential organization task of medical aid in 
 localities under the Soviet Government has been the removal of 
 old inter-departmental limitations and their unification. 2) 
 Therapeutics must be built on a basis of a consistent reaHzation 
 of the following principles: a) general accessibility, b) free treat- 
 ment. 3) It is necessary to immediately take steps toward rais- 
 ing the quality of medical aid (special hours for treatment, 
 ambulatories, special dispensaries). 4) Only the Soviet Govern- 
 ment, firmly pursuing the policy of abolishing social inequality, 
 
 2,7 
 
can build a firm foundation for an organization capable of fight- 
 ing successfully social diseases (tuberculosis, venereal diseases, 
 child mortality, etc.) as well as anti-sanitary housing coriditions. 
 5) It is necessary to immediately begin an extensive sanitary- 
 educational propaganda among the population (readings, lec- 
 tures, exhibitions, etc.). 6) Forms of the population's participation 
 in medical and sanitary activities, and forms of its self -activity 
 must be radically changed : a most extensive participation in those 
 activities by organized labor and poor peasants is required." 
 
 For this purpose a People's Commissariat to safeguard health 
 has been established. Around this Commissariat are grouped 
 various medical and sanitary branches at the present time func- 
 tioning in different localities. 1 he central Commissariat has 
 been in charge of the whole medical business and issues direc- 
 tions to local Commissariats of kindred nature. 
 
 A physician, engaged in school work, must raise the whole 
 spirit of the school, which is a laboratory for the forging of 
 the man of the future. The proletariat has lit the torch of edu- 
 cation and has for its object — the utilization of all the progressive 
 methods of Western pedagogy, school sanitation and general 
 science subjects. 
 
 After the November Revolution a school-sanitary Soviet was 
 established at the People's Commissariat of Education, its object 
 being the protection of the children's health, as an essential pre- 
 requisite for a high standard of health for the population in 
 general. 
 
 DOCUMENT No. 14 
 
 School Sanitation Board 
 
 At the Congress of medical-sanitation held at Moscow, June 
 19, 1918, there was read and discussed at great length the report 
 from the school-sanitation board attached to the Commissariat 
 of Public Instruction. The Section is entrusted with safeguard- 
 ing the children's health and the application of preventive meas- 
 ures in schools against tuberculosis and neurological diseases. 
 
 Hitherto in Russia little time was devoted to physical educa- 
 tion of children and their hygienic conditions. At the present 
 time the School Sanitation Board does the work of spreading 
 physical education among children and of removal of conditions 
 
 38 
 
detrimental to students' health. To accomplish this the Board 
 has established an Institute of Physical Education in Russia, 
 experimental institutions (settlements, schools of forestry, 
 school-sanatoriums, ambulatories, etc.) and has been aiding labor 
 organizations interested in the establishment of such institutions. 
 
 The following resolution of the School Sanitary Board was 
 adopted : 
 
 1. The object of school sanitation within the boundaries of the 
 Russian Soviet Republic is the safeguarding of the health of children 
 of all ages, physical as well as mental, and a proper organization of 
 physical education. 
 
 2. For the realization of this problem a central school-sanitation 
 Soviet is established at the Commissariat of Rublic Instruction, rep- 
 resentatives of proletarian organizations and large masses of the 
 population participating in the work. 
 
 3. Likewise, similar school-sanitation Soviets are established in 
 localities regulating and directing the local school-sanitation activity. 
 
 . 4. The directing organs in the matters of school sanitation are 
 medical boards, elected by medical sanitary organizations such as the 
 Soviet of Medical Boards or the Commissariat of Health and medical 
 sanitary sections attached to the local Soviets of Workmen's 
 Deputies and approved by the Commissariat of Public Instruction. All 
 these organizations are working in close contact with the Central 
 Commissariat of Health as well as with the Commissariat of Public 
 Instruction and sections attached thereto. 
 
 5. A school physician is a permanent and competent member of 
 the pedagogic Soviet and is actively engaged in school work. He is 
 elected by the school-sanitary sub-section of the medical sanitary 
 board and is approved by the Department of Public Instruction 
 attached to the Soviet. 
 
 6. To safeguard the health of children and to render direct men- 
 tal, moral and physical aid to children of imperfect health the school- 
 sanitary sections (medical boards) establish special institutions: 
 sanatoriums, schools of forestry for physically weak and sick children, 
 auxiliary schools for underdeveloped children, auxiliary dispensaries, 
 sanatoriums and agricultural settlements for exceptional forms of 
 mental and physical deformity. School ambulatories are established 
 for study, medical treatment and assigning children to proper institu- 
 tions. 
 
 DOCUMENT No. 15 
 
 A Provision 
 
 adopted at the joint session of the United School and School-Sanitary 
 Board, July 10th, 1918. 
 
 The science of hygiene must permeate our school instruction and 
 
 39 
 
bringing-up of children, beginning with the first hours of their school 
 attendance. Instruction in hygiene received in primary schools is 
 completed in the higher grades through a course of lectures delivered 
 by the school physician. Hygiene, as a bio-social science, should be 
 taught in the last year of secondary schooling. Here hygiene should 
 be superseded by instructions in the physiology and anatomy of man. 
 Hygiene should be taught by a physician. 
 
 Commissary of School-Sanitary Department. 
 
 III. Art Education 
 
 In each of the capitals there is an Art Collegium to look after 
 the art interests of the population. Document No. 16 gives the 
 names of the members of the Moscow Art Collegium, also the 
 various functions of that body, which show that the Soviets are 
 much concerned' with the teaching of art and the preservation of 
 art objects. Documents Nos. 17 and 18, in accordance with the 
 Strindbergian doctrine that "there is so much that only needs to 
 be destroyed," deals with two necessary abolitions of former 
 institutions, before their functions could be handed over to the 
 representatives of the proletariat. 
 
 DOCUMENT No. 16 
 The Art Collegium 
 
 The Art Collegium of the city of Moscow has the following 
 membership list of painters, sculptors and architects: Koncha- 
 lovsky, Konenkov, Mashkov, Tatlin, Ivanov, Morgunov, Mrs. 
 Tolstoi, Udaltzeva, Schusev, Noakovsky, Theltovsky, Vesnin 
 and the Commissary of Art — Malinovsky.* 
 
 All of them had joined the Collegium's body as representatives 
 of the unions and organizations to which they belong. 
 
 The Collegium's objects are : 
 
 1. Organization of State art education: 
 
 (a) establishment of art studios meeting the requirements of 
 the new Russia; 
 
 (b) propaganda of art* among large democratic masses. 
 
 * (Translator's note — The names given above are those of distin- 
 guished artists and persons who have been interested in artistic pro- 
 motions, irrespective of political affiliations. So far as is known, 
 Malinovsky is the only one who is a member of the Bolshevik party.) 
 
 40 
 
2. Effect contact with world's artistic centres. 
 
 3. Promotion of growth of art: 
 
 (a) by organizing State competitive examinations; 
 
 (b) organization of trade unions' mutual aid societies, etc.; 
 
 (c) organization of decorative artists' committees and scenic art 
 workers. 
 
 4. Organizing the preservation of arts of the past and present 
 and protection of the future. 
 
 DOCUMENT No. 17 
 A Decree 
 
 The Academy of Art, as a State Institution, is hereby declared 
 dissolved. The Higher Art School is thus dissociated from the 
 Academy of Art, with all corresponding credits and capital, and 
 reorganized into an independent art school. 
 
 The Museum of the Academy gi Art is placed in the hands of 
 the Commissariat of Education. 
 
 All moneys and the entire property of the Academy of Art are 
 declared the property of the Soviet Republic, to be used as a fund 
 designed to meet special needs of art culture. 
 
 Chairman of Soviet of People's Commissaries, 
 V. Ulianov (Lenin). 
 
 People's Commissaires: 
 
 A. Lunacharsky, Stalin and G, Chicherin. 
 
 Chief Clerk of the Soviet of People's Commissaires, 
 V. Bonch-Bruevitch. 
 
 Secretary of the Soviet, 
 
 N. P. Gorbunov. 
 
 DOCUMENT No. 18 
 Decree Concerning the Moscow Art Society 
 
 The Soviet of People's Commissaires decrees: 
 
 1. Owing to the fact that the school of painting, sculpture and 
 architecture under patronage of the Moscow Art Society has been 
 placed within the jurisdiction of the Commissariat of People's Com- 
 missaires — the functioning of the Moscow Art Society is forthwith 
 discontinued. 
 
 2. All the moneys, movable and real-estate properties of the 
 Society are declared national property and entrusted to the Commis- 
 sariat of People's Education, and to be used to meet the needs of the 
 school of painting, sculpture and architecture, as well as for the 
 organization and support of the task of art education in the Rus- 
 sian Soviet Republic. 
 
 41 
 
Chairman of the S. P. C, V. Ulianov (Lenin). 
 People's Commissaire of Education, Liinacharsky. 
 Charge d'affaires of the Soviet of People's Commissaires, 
 
 Vladimir Bonch-Bruevich. 
 Sec'y of the Soviet of People's Commissaires, N. Gorbunov. 
 
 Moscow, Kreml, July 12th, 1918. 
 
 We come now to one of the features of Soviet domination 
 that distinguish it from any other government that has ever been 
 established. For the first time in history a whole people is to 
 have the opportunity, not only to see works of art, to appreciate 
 them and study them, but creatively to produce art of a type 
 consonant with their system of civilization. The efforts of the 
 Soviet Government to stimulate the proletariat, now that it is 
 dominant, to take advantage of its opportunities for culture, are 
 nowhere more clearly stated than in Documents Nos. 19 and 20. 
 which are concerned with the art education of the people. 
 
 DOCUMENT No. 19 
 
 The Main Problems of the Art Sections of the Soviets of* 
 Workmen's Deputies 
 
 Each Soviet of workmen's deputies has a special section of 
 people's education and to the latter is usually attached an art 
 sub-section. What are, then, the fundamental problems of these 
 art sections and sub-sections? 
 
 Four main problems can be distinguished upon examination. 
 
 J. Keats, the English poet, said that "A thing of beauty is 
 a joy forever." It would have been better had it been possible 
 for him to say, "a thing of beauty is a joy to everybody." The 
 immediate duty of the art sections attached to the Soviets of 
 workmen's deputies it to turn beauty and art into a "universal 
 joy" — a joy to the whole city's population. The first problem is 
 the "sociaHzation of art" and there are two ways by which this 
 aim can be accomplished best and most easily. The first step 
 required is external beautification of cities (chiefly large cities, 
 of course) : turn them not merely into city-village, city-park, city- 
 garden but also into a city-museum, a museum of magnificient 
 buildings, beautiful monuments, in fine, make them externally 
 resemble that picturesque London of the future described by 
 William Morris in his Utopian ''News from Nowhere." Some- 
 
 42 
 
thing has already been done in that direction: it will sujffice to 
 mention here the erection of fifty monuments in Moscow in 
 honor of leaders and heroes of the world revolution; erection in 
 the Mars Field of a memorial monument to the victims of the 
 revolution ; decision of the Penza Soviet to erect a monument to 
 Marx, etc. The other way is, through the socialization of art, 
 turn it into a joy for all — holding of solemn and sumptuous 
 national revolutionary and socialist holidays, similar to those 
 which were so frequently and gorgeously celebrated during the 
 days of the Great French Revolution, when famous artists such 
 as David, and many prominent composers had charge of these 
 festivals and beautified them with their compositions. At these 
 revolutionary and socialist feasts, art — music, songs, decoration — 
 ought to play an important role, and the ceremonial pageant, 
 already beautiful in itself, ought from time to time, at big squares 
 and especially in summer time beyond the confines of the city, 
 to rise to a real festival of art. 
 
 The second problem to be solved by the art sections or sub- 
 sections attached to the Soviets of workmen's deputies, will con- 
 sist not only in evoking in the large masses of the city popula- 
 tions an interest in all things artistic, not only the ''democratiza- 
 tion" of art, but also in laying a foundation and building up a 
 genuine, democratic, proletarian, socialistic art. The best means 
 for the solution of this second problem is, first, staging of such 
 plays as represent bourgeois society in a negative-satirical vein — 
 society's manners, its heroes, favorites and idols, or such as 
 describe in tragic tone the struggle of the working class against 
 its oppressors, the struggle of the proletariat for its emancipa- 
 tion, and, finally, the birth of a new socialist culture and morality. 
 The accomplishment of this aim — planting the seeds for a prole- 
 tarian socialist art — can be also considerably aided through the 
 organization, at People's Houses and workmen's clubs, and, on 
 some solemn occasions, at theatres, of specially arranged literary- 
 musical evenings devoted, from beginning to end, from the intro- 
 ductory word to the concert part (recitation, singing and music), 
 to emphasizing the subject of the particular evening, for an 
 example, the Idea of the Revolution, Significance of May 1st, or 
 Proletarian Poetry, etc. 
 
 It is necessary not only to socialize and democratize art, but 
 it is also a matter of great urgency — and this forms the third 
 problem of the art sub-sections attached to the Soviets of work- 
 
 43 
 
men's deputies — to prepare the large masses of urban population 
 for the comprehension of esthetic values and give them an 
 artistic education. It is clear that the following measures should 
 be undertaken to accomplish this : Publication of popular pocket 
 editions, finely prepared, on the history of Russian and West- 
 European art, which would give understanding for, and familiar- 
 ize the worker with, the great masters in painting and sculpture ; 
 publication at popular prices of reproductions of representative 
 specimens of Russian and European art, especially of works deal- 
 ing with social themes, the toiling life of peasants and workers 
 (Adler, Millet, Manet, Mentzel, Maddox, Brown and the Rus- 
 sian Traveling Exhibitors) ; arranging lectures on art which, in 
 a popular way, with the aid of movies, will acquaint the toilers 
 with the evolution of art styles, the influence of social surround- 
 ings on art, technical problems connected with the art of different 
 epochs, and finally, the building at the art section of a special art 
 library and reading room — these are the chief important means 
 for the artistic education of the large masses of the toiling urban 
 population. 
 
 And, lastly, the fourth — and perhaps the most essential and 
 important problem facing the art sections attached to the Soviets 
 of workers' deputies — is making the proletariat and the toiling 
 classes capable of not only comprehending and criticising things 
 beautiful, whether in the form of stage representations or crea- 
 tions of the brush or chisel, but also of themselves creating those 
 beautiful things, first, in forms inherited from the past, and then, 
 in new forms corresponding to the psychology of these new 
 classes. Establishment of schools of drawing, modeling, recita- 
 tion and theatrical art, creation of People's Art Academies with 
 lecture halls and convenient studios — these are the means that 
 could gradually transform the toilers from passive observers and 
 critics of beauty into creative artists of beauty, builders of a 
 new proletarian-socialist art which — we believe — will surpass 
 in its grandeur the art of the past. 
 
 In connection with the above-stated problems of the art 
 sections attached to the Soviets, there should naturally spring to 
 life a number of committees entrusted with the task of beauti- 
 fication of cities, organizations of national holidays and pageants, 
 organization of revolutionary-socialist concerts and perform- 
 ances; also committees in charge of publications, lectures, 
 libraries, schools — committees composed of representatives from 
 
 44 
 
Soviets and labor organizations, artists, actors, stage directors 
 and finally, specialists on the history of art. 
 
 Such are the manifold and difficult problems of the Soviet 
 art sections. Their duty is to make art a "joy for all," not only 
 in making the great masses of the urban population interested 
 in things artistic, but particularly in strengthening and promoting 
 the artistic aspirations of the revolutionary proletariat ; giving, 
 to the large masses of the urban population, as far as possible, 
 a thorough artistic education, and lastlv, finishing and crowning 
 this work by training the toilers for active artistic creation. To 
 prepare the ground for a new art created by a new people — 
 such, briefly, is the aim which the art sections, attached to the 
 Soviets of workmen deputies, should pursue. 
 
 . DOCUMENT No. 20 
 
 Art Educational Section of the Moscow Soviet of Workmen's 
 
 Deputies 
 
 The activity of the Art-Educational Section has been two- 
 fold: administrative and art-educational, strictly speaking. 
 
 Owing to the "limited number of persons comprising the 
 directing body (the delegates' group) much time has been con- 
 sumed by administrative work, weighing heavily chiefly upon the 
 shoulders of a small number of active members of the delegates' 
 group. This work consisted in managing the State Theatres 
 and a dramatic school ; participating in the management of peo- 
 ple's houses and of the theatre of the Soviet of Workers' 
 Deputies; artistic supervision of Moscow's theatrical Hfe; 
 solving a number of problems connected with requisition and 
 housing of premises occupied by theatres and by members of 
 the theatrical and musical profession and issuing of permits 
 for removal of valuables contained in the safes. 
 
 All this sort of work has consumed much time. The Section 
 has had to pass on whether certain theatres were subject to 
 requisition, or whether they were to be preserved as of artistic 
 value. This required a re-examination of stage productions and 
 of the theatrical repertoire. Since several organizations claimed 
 those premises the Section had also to acquaint itself with the 
 nature of the activities of those organizations in order to preserve 
 whatever might, at a given moment, prove to be most valuable 
 
 45 
 
to organized democracy. Besides, the Section has acted as an 
 information bureau to proletarian organizations which have been 
 seeking the Section's help in obtaining quarters for their cultural 
 needs. 
 
 The Section has had to pass on whether the living quarters 
 of various individual actors, artists or musicians were subject 
 to requisition or progressive housing; whether permission should 
 be granted to certain members of the theatrical and musical pro- 
 fession regarding the removal of valuables from the safes, and 
 what particular valuables, etc. 
 
 Thousands of persons have come to the Section requesting a 
 speedy solution of all these questions. 
 
 Still more complex, and consuming still greater time, has 
 been the work connected with the management of the State 
 Theatres. It was necessary to carry out, as quickly as possible, 
 the reorganization in the management of the theatres and 
 determine the composition of theatrical companies for the next 
 season, in order to begin immediate preparations for the next 
 season. The representatives of the Sections had to actively 
 participate in the meetings of the Soviets of the Main and Little 
 theatres and the Dramatic School, meetings of theatre manage- 
 ments, committees on reorganizations; conferences of separate 
 theatrical troops and groups of theatrical workers; to participate 
 in the investigation of means on hand and to prepare the esti- 
 mates for next year. Not a single day passed without such meet- 
 ings and it was a rare thing when only one such meeting was 
 held instead of two or three. As a result of this activity a 
 temporary provision for the managing of the Little Theatre has 
 been finally drawn up and accepted; the composition of the 
 theatre agreed upon and organs for its management established. 
 The work in connection with the Main Theatre and the Dramatic 
 School has been almost completed. The Section's activity in 
 organizing the distribution of tickets to the State Theatres 
 among labor bodies in order to throw open these theatres to 
 large sections of democracy — deserves to be mentioned here. 
 
 The Soviet Theatre has been receiving special attention from 
 the Section. When this theatre went over to the Art Union of 
 labor organizations, two representatives from the Section joined 
 the theatre's management. Such performance as 'The Barber 
 of Seville" and 'The Merry Wives of Windsor" proved to be 
 events in the theatrical life of Moscow. 
 
 46 
 
Two members of the delegates' group have joined the com- 
 mittee in charge of People's Houses and these members have 
 been daily engaged in carrying out important and responsible 
 work. 
 
 The administrative activity just described has naturally taken 
 up the greater part of the time and consequently very little time 
 could be spared for the promotion of artistic education among . 
 the masses. ' 
 
 The first thing that engaged attention was organization of 
 performances in different districts. Prior to the November Revo- 
 lution the Section had organized in the districts a few performances 
 of the Little and Art theatres. The November Revolution tem- 
 porarily frightened away individuals in the theatrical profession 
 from the Soviet circles. But they have gradually come back to 
 the Soviet. A number of conferences with the Actors' Trade 
 Union resulted in an agreement by the terms of which the Moscow 
 theatres (Little, Art and its studios, Chamber, Komissarjevski, 
 "Bat," etc.) consented to hold performances in the districts. And 
 a number of such performances did take place. During the 
 summer season the section staged many performances, aided by 
 the casts of the Komissarjavskaya Theatre, House of Free Art, 
 the "Bat" and by Voljanin's players. 
 
 Simultaneously the organization of district concerts was in 
 progress. The Section organized over 200 such concerts in 
 Moscow District and vicinity. A Soviet of Music was organ- 
 ized with the object of introducing greater system as well as for 
 directing Moscow's musical activity. A few meetings were 
 called to which were invited and came all prominent leaders of 
 the musical world. As a consequence of these sessions a Bureau 
 was elected, comprising the most prominent musical names, 
 for the purpose of outlining the problems and plan of the Soviet's 
 activity. It has been decided to organize a Soviet of 30 persons ; 
 15 representatives of the musical world and 15 representatives 
 of organized democracy (including 2 representatives of musical 
 school students). 
 
 Constant requests from localities as regards the character of 
 plays to be staged at People's Houses, what plays are on hand 
 and how they could be obtained has brought into existence the 
 repertoire committee of the Section. 
 
 The committee ha^ worked out a preliminary list of plays 
 
 47 
 
suitable for performing; has read a number of plays and is at 
 work preparing of a more detailed list of carefully selected 
 plays. The following principles have been accepted by the com- 
 mittee as a basis for the repertoire: 1) the list can include only 
 plays whose artistic value is beyond reproach; 2) these plays 
 by the impression they create on the audience, must be of nature 
 coinciding with the spirit of the times, i. e. they must evoke a 
 vigorous disposition and intensify the revolutionary fervor of the 
 masses. The committee is preparing for publication a book 
 which will include, in addition to a list of plays, a brief summary 
 of them and stage-director's notes regarding their production. 
 This book ought to aid the local players in the selection of plays, as 
 well as in improvement of their staging. The committee is also 
 preparing for publication a number of new plays, chiefly 
 translations, beginning to publish out-of-print plays and preparing 
 for publication a collection of articles on history and theory of 
 the theatres and also of a number of books bearing on practical 
 questions connected with the technique of the theatre. 
 
 Lastly, the Section is issuing its own magazine — The Izvestia 
 of the Art-Educational Section. Judging by the demands for 
 the magazine from the provinces the need of such a publication is 
 very great. 
 
 This is what has been done by the Section : 
 
 Wishing to widen the scope of this activity, raising it to a 
 level befitting that of the Workmen's Government, the Section 
 has worked out a detailed plan of activity for the next summer 
 season, listed a number of individuals who have already, in 
 principle, expressed their willingness to participate in the execu- 
 tion of the plan ; drawn up an estimate for the meeting of possible 
 expenditures needed. The following are the steps under the con- 
 sideration of the Section : 
 
 1. Staging of Verhaeren's unique play '*Dawn"; 
 
 2. Organization of district performances and employment 
 of the Sections own casts for this purpose ; 
 
 3. Organization of symphony (two) orchestras, chamber 
 concerts and wind orchestras (eight) at the boulevards; 
 
 4. Organization of juvenile performances for and by the 
 children ; 
 
 5. Organization (at six places) of people's holidays and 
 pageants, its object being not only to offer to the people sensible, 
 
 48 
 
artistically conceived recreations, but .also to involve the masses 
 themselves in a creative artistic activity. 
 
 6. Establishment of courses for instructors with a view of 
 educating the future directors of People's Houses; 
 
 7. Establishment of an information bureau continually in 
 touch with the Moscow districts, its suburbs and provinces; the 
 bureau will not only inform on the Section's activities but will 
 serve also as an advisory board to persons connected with such 
 kind of work in localities; 
 
 8. Organization of a technical and art supervision over 
 theatrical and musical Moscow enterprises and organization of 
 a control of State taxes in theatrical establishments ; 
 
 9. Further widening of activity of the repertoire committee 
 and of the Section's magazine. For all these beginnings detailed 
 plans have been worked out and on their basis an estimate has 
 been drawn and already submitted to the Soviet. 
 
 IV. Preservation of Art Objects 
 
 The Documents presented under Part HI showed the meth- 
 ods used by the Soviet Government to popularize the study and 
 production of contemporary art; Part IV contains documents 
 to illustrate the piety with which the Soviets approach the art 
 of the past, as preserved in museums; and the affectionate zeal 
 with which they are safeguarding its treasures. Document No. 
 21 is a lengthy general statement on activities in this direction 
 covering a period of one month (May 28- June 28, 1918) ; Docu- 
 ments No. 22 and No. 23 deal with individual famous collec- 
 tions: the Tretiakov Gallery in Moscow, which is the subject of 
 No. 23, is one of the most celebrated collections of recent, paint- 
 ings in Europe, including, among other fine things, many of the 
 paintings of the famous Russian painter, V^erestchagin (1842- 
 ■1904). 
 
 DOCUMENT No. 21 
 
 The Activity of the Section of People's Commissariat of Edu- 
 cation Devoted to the Care of Museums, Preservation 
 of Art Objects and Relics of the Past, During 
 the Period Beginning May 28th and 
 Ending June 28th, 1918 
 
 The Section in cliarge of museums and preservation of art 
 
 49 
 
objects and relics of the past attached to the People's Commis- 
 sariat of Education was instituted by the High State Committee 
 of Education May 28th, 1918. The object of the Section in 
 charge of museums, preservation of art treasures and relics of 
 the past attached to the People's Commissariat of Education, is 
 the finding of ways and means towards the creation of condi- 
 tions favorable to the growth of Russian museums. 
 
 In addition to this task it is also the Section's duty to take 
 care and apply measures for the preservation of art objects and 
 relics of the past. 
 
 The immediate problem confronting the Section is the map- 
 ping out of the standing types of museums and carrying this 
 plan into effect through reorganization of the existing museums 
 and establishment of new ones. Also, the Section's task is the 
 unification of activities of individual museums, introduction of 
 a well-defined system into their activity, drawing up of general 
 principles governing the State's museum policy and carrying it 
 out into execution. Each year the Section presents a general 
 museum plan and a common museum estimate, completed in con- 
 formity with reports and suggestions submitted by all museums 
 and elaborating it by corrections and supplements necessary from 
 the point of view of general State interest. 
 
 The Section intends to devote its foremost attention to the 
 question of museum accessions. Preserving for the museums 
 their right of purchase at their own initiative, within the limits 
 of annual estimate appropriations, the Section advances the idea 
 of creating a National Museum Fund which would enable us to 
 obtain, on a large scale, individual works as well as complete 
 collections, in full conformity with the needs of individual 
 museums, as well as of the whole museum undertaking, thus put- 
 ting an end to the mutual competition among the museums, so 
 detrimental to the interests of the State. 
 
 In connection with this there also ought to function special 
 exhibition places of the Museum Fund, wherein the Section's 
 accessions might be subjected to a free valuation and criticism 
 by the whole people. 
 
 There should be established an institute of "Correspondents," 
 reporting to the Section on the condition of market, auctions, 
 sales, possible accessions, and generally speaking, about every- 
 thing pertaining to museum art; also there should be estab- 
 
 50 
 
lished an institute of "Purchasing Agents" sufficiently trained in 
 the history of art. 
 
 The Section intends to widely utilize the special commissions 
 for purposes of art-archeologic discoveries, investigations of 
 architectural styles, restoration work, uncovering of frescoes, etc. 
 It has been planned to publish a special magazine devoted to the 
 science of museums, and also to organize regular congresses of 
 museum workers and to establish exemplary exhibitions demon- 
 strating the process and development of the science of museums 
 and activities thereof. It has been also planned to rearrange the 
 art treasures in the museums with the view of endowing each 
 museum with greater value and individuality and abolishing the 
 existing chaos and dullness. 
 
 The Section considers the immediate problem of our times 
 the establishment of a number of museums in those fields of art 
 which in Russia have heretofore been wholly neglected, for 
 instance, a museum of Oriental Art, a museum of the most 
 recent art and a museum of sculpture. 
 
 Special attention will be given by the Section to the provincial 
 museums. The establishment of new museums in the localities 
 and a wholehearted support of those functioning, is, in the opinion 
 of the Sections, one of the most fundamental problems of the 
 Russian museum policy. Another such pressing problem is 
 democratization and popularization of the museums' activities, 
 which can be accomplished at first by making the attendance of 
 the museums easier and by the aid which a museum can render 
 to the spectators during the study of collections through lectures 
 or lecture cycles. 
 
 The object of the Section shall have been considered completed 
 by a thoroughly drawn up program of excursions and tours 
 within the reach of the masses of the people ; and by the widest 
 distribution of carefully executed reproductions and popular edi- 
 tions on art subjects. 
 
 Also, regarding scientific art works, the Section will meet the 
 museums' needs in the sphere of technique and budget for the 
 purpose of advancing, in the best possible way, the Science of 
 Museums — a science so young in Russia. For this purpose each 
 museum will be given an opportunity to have photographic 
 archives, a library of an informative character, and specially 
 fitted technical shops wherever needed ; photographic, restorative, 
 
 51 
 
framing, bindings, carpentry, and so forth, with a corresponding 
 technical personnel at their service. 
 
 As regards protection of art objects and relics of the past the 
 first and immediate problem of the Section is the drawing of 
 regulations designed to thwart the export of art treasures from 
 the territory of the Russian Republic. 
 
 The drawing up of such legislative measures though incom- 
 plete and, so to say, temporary, should be immediately com- 
 menced by the Section in order to safeguard the country's art 
 treasures which are threatened to forever disappear abroad. 
 
 Next to this must be instituted a careful scientific account and 
 description of these treasures, without which — as the State 
 Museum policy of Italy has shown — the realization of the afore- 
 said problems cannot be accomplished. 
 
 Those institutions and persons who are in possession of col- 
 lections of great cultural value will receive from the Section 
 projective charters. 
 
 Flying detachments will be dispatched to the localities in 
 order to bring about an actual control of the "disappearing" art 
 valuables from the provinces. An instruction concerning protec- 
 tion shall be drawn up. The Section shall protect not only State 
 and public museums, but also all private collections in so far as 
 they present a State-wide interest. 
 
 Finally, its most important function, without which it would, 
 generally speaking, be impossible to realize a State-wide program 
 for a Museum Policy, will be its contact with the province. The 
 Section will effect a close contact with the local organs, propose 
 the organization of local organs of analogous functions, thus 
 creating throughout Russia a net of cultural institutions which 
 shall actually carry through in life the instructions of the central 
 directing organ at the People's Commissariat of Education. 
 
 Already prior to the official establishment of the Collegium in 
 charge of museums and preservation of art objects and relics of 
 the past, the question of nationalization of the Tretiakov Gallery 
 had been discussed at the initiative of the present Collegium's 
 membership. 
 
 For a long time a contradiction was apparent between the 
 formal status of the Gallery as a regional-municipal art treasury 
 and the all-Russian artistic and scientific reputation it has long 
 
 52 
 
enjo)^ed — a reputation which has been growing from year to year. 
 When attempts by reactionary currents in art to profit by such 
 state of affairs were recently revealed, the problem connected 
 with the Gallery became important. The initiative of the Col- 
 legium's membership met with the most enthusiastic reception 
 from the People's Commissary, A. V. Lunacharsky, who sub- 
 mitted this problem for discussion to the Soviet of People's Com- 
 missaries, and on June 3rd, 1918, the latter body issued a decree 
 on the nationalization of the Tretiakov Gallery, placing the Gal- 
 lery under jurisdiction of the People's Commissariat of Educa- 
 tion. Finally, on June 17th, 1918, in accordance with a proposal 
 unanimously submitted by the Petrograd and Moscow sections 
 of the Collegium in charge of museums, the well-known artist and 
 museum expert, J. E. Grabar, was appointed director of 
 Ihe Tretiakov Gallery by the People's Commissary, A. 
 Eunacharsky. 
 
 Similarly at the initiative of the Museums' Collegium a ques- 
 tion was raised on the necessity to requisition a Botticelli (Tonto) 
 painting belonging to the citizen, Mrs. E. P. Meschersky. It was 
 reported that the painting was to be shipped abroad. 
 
 The matter was brought to the attention of the Soviet of 
 People's Commissaries, which on May 30th, 1918, decreed to 
 requisition this painting and declare it property of the Russian 
 Socialist Federated Soviet Republic and place it in one of the 
 national museums of the Russian Socialist Federated Soviet 
 Republic. At present the Botticelli picture is exhibited at the 
 Rumiantzev Museum. 
 
 The same" instruction directs the People's Commissariat of 
 Education to draw, within a period of three days, a plan of a 
 decree prohibiting shipment from the territory of the Russian 
 Socialist Federated Soviet Republic of pictures and generally of 
 all great artistic treasures — this plan to be submitted for examina- 
 tion to the Soviet of People's Commissaries. 
 
 The Collegium has also obtained an appropriation of 250,000 
 rubles for the needs of the Rumiantzev Museum. This sum. is 
 to be spent for purchasing historically important art treasures 
 which appear now in abundance on the market and which are 
 irretrievably lost by being smuggled abroad. 
 
 Besides, the Section has commenced to execute (and partially 
 has already executed) a number of commissions of artistic and 
 
 53 
 
scientific character. In this field the immediate concern has been 
 the examination of ancient fresco works and iconography. The 
 results are as follows : 
 
 1. At the Salvation-Adroniev Monastery, the walls of the 
 cathedral at several places have been scraped from the old time 
 white-washing. Ancient frescoes have been discovered but so 
 damaged by late coatings that it is impossible to define the nature 
 and subject of these frescoes. 
 
 2. At the Church of Conception of Saint Anna (in the so- 
 called Chinese Town) built in 1493, a priest was the source of a 
 statement purporting to prove the existence of ancient frescoes 
 screened from sight by the wall's plaster; no frescoes were dis- 
 covered after a careful examination. An iconostasis and some 
 ikons examined incidentally have been found to be of very ancient 
 origin and of great importance and, therefore, subject to 
 restoration. 
 
 3. At the Blagovyeschensk Cathedral of the Kreml, follow- 
 ing the washing and cleaning of mural paintings, several ancient 
 frescoes have been discovered. 
 
 4. At the Assumption Cathedral it has been decided to con- 
 tinue the already begun restoration work of some of the ancient 
 ikons of the iconostasis. It has also been decided to directly 
 supervise the restoration of mural decorations. 
 
 5. At the Archangel's Kreml Cathedral several ancient ikons 
 have been singled out for the purpose of their complete restora- 
 tion. 
 
 The restoration work is being directed by experienced prom- 
 inent iconographers and supervised by the members of the Col- 
 legium and its associates (Grabar, Baklanov, Grischendo, 
 Annisimov, Muratov). Iconographers: Tuilin, Chirikov, Youkin 
 and photographer — Liadov. 
 
 A special committee, elected by the Collegium and composed 
 of J. E. Grabar, T. C. Trapeznikov, V. R. Vipper and M. M. 
 Chusid, after an examination of the Great Kreml Palace, have 
 found there a few paintings of great artistic value. Owing to 
 extremely unsatisfactory conditions, affecting their safety at the 
 Palace, and also because of their inaccessibility for the larger 
 masses of the people, the committee, pending the question of 
 their transfer to the Rumiantzev Museum, has in the mean- 
 
 54 
 
time transferred 26 paintings for the purpose of restoration. 
 Of special prominence among the latter are the Rubens canvasses. 
 
 The Collegium's activities outside Moscow have been demon- 
 strated by the following measures: 
 
 A detailed plan of transferring the universally known 
 (Jvarov Collections to the Moscow Historical Museum has been 
 drawn up. Competent persons for this commission have been 
 appointed. 
 
 At the initiative of Comrade Vikensiev, fellow-member of the 
 Collegium, it has been decided to undertake a scientific expedi- 
 tion for the purpose of examining the Burilinsk Museum at 
 Ivanov-Voznesensk. 
 
 The Section has paid especial attention to requests coming 
 from different localities and striving to immediately effect con- 
 nections and contact with provincial organizations pursuing 
 similar aims. 
 
 In order to arrive at a uniform science and art policy in this 
 field at the present time — a specimen instruction is in course of 
 preparation for the establishment of local Collegiums in charge of 
 museums and preservation of art objects and relics of the past. 
 
 Of the broad cultural measures introduced through the ini- 
 tiative of the Section the transference of the famous Stroganov 
 archive to the Perm State University deserves mention. The 
 well-known specialist, Professor Grekov, has taken charge of 
 scientific examination of the archive. 
 
 Of the important concrete measures to be carried out by the 
 Section in the nearest future deserves mention : a decision to in- 
 vestigate the Moscow governmental and public institution with 
 the object of determining the character of art objects treasured 
 up therein; investigation of the antiquarian market; organiza- 
 tion of new sub-sections, as for an example, librarian, etc. 
 
 DOCUMENT No. 22 
 
 Paintings at the Former Kremlin 
 
 The Collegium in charge of museums and preservation of 
 art objects and relics of the past attached to the People's Com- 
 missariat of People's Education has entrusted to a special com- 
 mittee the examination of the picture gallery at the former 
 Kremlin which heretofore has been hardly accessible. 
 
 55 
 
The picture arrangements on the Gallery's walls does not 
 meet the most elementary museum requirements. Without any 
 system the paintings have been permanently set into the walls and 
 are separated from each other by only a narrow framework, 
 which arrangement makes an intelligent examination of the 
 Gallery impossible. Besides, many pictures, owing to differences 
 in atmospheric conditions, have suffered considerably : they have 
 shown cracks and in many places paints have deteriorated — all 
 this threatening to ruin the pictures. The system ot cataloguing 
 the artists was arbitrary; for instance, paintings of the Nether- 
 lands school were ascribed to Italian masters; first-class works 
 were left unclassified, while second-rate things were ascribed to 
 first-class masters. 
 
 The Collegium has decided to remove from the Palace's 
 Gallery paintings interesting from the point of view of scientific 
 examination, and transfer them to the gallery of the Rumiantzev 
 Museum where the paintings, after restoration and investigation, 
 might be exhibited for popular examination. 
 
 Special mention is made of a few pictures of the Rembrandt 
 School, two Netherlands primitives, one Florentine portrait of 
 the 16th century, a sketch by Rubens, and finally a number of 
 paintings by Italian masters of the 17th century. 
 
 DOCUMENT No. 23 
 
 Decree on Natioiialization of Tretiakov Gallery 
 
 Whereas, the Moscow Municipal Art Gallery — foundation of P. 
 & S. M. Tretiakovs — in the domain or art and culture has risen to 
 the level of an institution carrying out State-wide educational func- 
 tions; and that the interests of the working-class demand that the 
 Tretiakov's Gallery become one of the State museums whose activities 
 have been under the direction of th^ People's Commissariat of Educa- 
 tion — the Soviet of People's Commissaires decrees: 
 
 1. The Moscow Municipal Art Gallery, founded of P. & S. M. 
 Tretiakovs, be declared State property of the Soviet Republic and 
 placed under jurisdiction of the People's Commissariat of Education, 
 subject to same regulations governing the rest of State Museums. 
 
 2. The Collegium in charge of the museums and preservations 
 of art objects and relics of the past attached to the People's Com- 
 missariat of Education is to speedily draw up and put in operation 
 the new regulation concerning the management of the Gallery and 
 its activity in accordance wiih present day museum requirements and 
 
 56 
 
problems of democratization of art, educational institutions of the 
 Russian Soviet Republic. 
 
 Chairman of the Soviet of People's Commissaires, 
 
 V. J. Ulianov (Lenin). 
 Chief Clerk, Vladimir Bonch-Bruevich. 
 Secretary, N. P. Gorbunov. 
 
 * :)« * 
 
 The Soviet Government, as the reader will observe if he re- 
 fers to Document No. 1, above. — discovered that the bourgeoisie 
 was selling :ts works of art and also looting public collections and 
 selling their paintings to foreign collectors. As this was hostile 
 to the artistic interests of the proletariat, the exportation of a.-t 
 objects was prohibited (Document No. 24) ; but in another field, 
 the Soviet Government was eager to part with art objects, namely, 
 such as had been taken by conquest or other dishonest means, 
 from Poland, and, with this object in view, a census of such 
 objects in Russian museums was undertaken (Document No. 25). 
 
 DOCUMENT No. 24 
 Concerning Export of Art Objects 
 
 The Collegium of the Commissariat of Education has passed 
 a decree prohibiting the export and sale of art objects and relics 
 abroad and laid it before the Soviet of People's Commissaries. 
 
 The Museum Section is preparing an instruction concerning 
 /this prohibition and elucidating the decree. 
 
 The Section invites representatives of the Comm'ssariat and 
 Custom House Department, with a view of cooperating in the 
 solution of problems connected with the practical realization of 
 the decree. 
 
 DOCUMENT No. 25 
 
 MOSCOW 
 
 Governmental Enactments 
 
 From the Commiss.^.riat in charge of pi-^jjerties of the Rus- 
 treasuries of the Russian Federated Soviet Republic. 
 
 To all museums, palaces, galleries and other art and science 
 treasuries of the Russian Soviets Federated Republic. 
 
 57 
 
(Circular) 
 
 Attached is a copy of the Order No. 594, dated April 6th, 1918. 
 The people's commissaires of education and in charge of properties 
 of the Republic advise to begin the transference to the Polish Com- 
 missariat, in the People's Commissariat in charge of affairs of all 
 nationalities, of all objects mentioned in the aforesaid order, and at 
 present in the possession of the said treasury, after a preliminary 
 description and examination of the inventory of property evacuated 
 during the period of the war. 
 
 Fixing no definite date for the return to Polish toiling masses 
 of objects of art, science, and culture, removed from Poland before 
 the present war at different dates, the People's Commissariats of 
 education and in charge of properties of the Republic advise all the 
 museums, palaces, libraries and other art and science treasuries of 
 the Russian Soviet Federated Republic to immediately begin the 
 preparation of a complete inventory of the above-mentioned objects, 
 in co-operation with the representatives of the liquidation committee 
 in charge of the affairs of the former Polish Kingdom and now 
 functioning at the Polish Commissariat. 
 
 To accomplish this aim, it is necessary to establish — with the 
 consent of the liquidation committee in charge of the affairs of the 
 former Polish Kingdom — at each treasury mixed sub-committees com- 
 posed of two representatives from the liquidation committee and said 
 treasury. 'The sub-committee's object is the preparation of a com- 
 plete inventory, of articles in possession of said treasury place, origin- 
 ally belonging to Poland, setting down the history of how these 
 articles came into possession of said treasury institution, and to define 
 whether these articles were transferred from Poland to Russia by 
 way of seizure or regular commercial transactions. 
 
 People's Commissary of Education, Lunacharsky. 
 Secretary, Leschenko. 
 
 In charge of the People's Commissariat of Properties 
 
 of the Republic, Malinovsky. 
 Secretary, Kaufman. 
 
 DOCUMENT No. 26 
 National Factory for Manufacturing Paints 
 
 Owing to an acute shortage of paints on the markets, the 
 Moscow Art Collegium has decided to establish its own factory 
 for manufacturing paints, with an experimental laboratory 
 attached. 
 
 The establishment of such a factory will no doubt play an 
 important part since Germany, possessing in abundance all kinds 
 of chemical products, may, as soon as commercial relations are 
 
 58 
 
renewed, flood the Russian market with its paints, which, by the 
 way, are of lower quality as compared with those of England and 
 France. 
 
 V. The Theatre as a Means of Culture 
 
 In addition to what is contained in Document No. 20 (page 
 68) on this subject, we add Documents Nos. 27, 28, 29 and 30, 
 which show conclusively that the theatre is to be made, in Soviet 
 Russia, a part of the esthetic life of the whole population. 
 
 DOCUMENT NO. 27 
 The Repertoire Committee of the Art-Educational Section 
 
 The object of the Repertoire Committee is first, the drawing 
 up of a repertoire for district theatres, and secondly, the prep- 
 aration of a list of plays for workmen's theatres. 
 
 In the opinion of the Committee the following principles must 
 underlie the preparation of the repertoire: 1) plays on the 
 repertoire list must be artistic creations and adapted to the needs 
 of the theatrical art; 2) they should heighten and strengthen the 
 revolutionary spirit of the masses; 3) they should be optimistic 
 in spirit. 
 
 Owing to the insistent and continual requests from localities 
 a preliminary list has been prepared including the following 
 Russian and foreign dramatists. 
 
 Russian — Gogol, Griboyedov, Shackovsky, Ostrovsky, Leo 
 Tolstoi, Turgenov, Tchechov, Suchovo-Kobulin, Shchedrin, 
 Gorky, A. Tolstoi. 
 
 Foreign — Calderon, Lope de Vega, Cervantes, Shakespeare, 
 Beaumarchais, Moliere, Schiller, Blanche, Ibsen, Shaw, Romain 
 RoUand, Verhaeren, Delle-Grazie, Mirbeau, Hauptmann. 
 
 The plays approved by the Committee will contain short 
 reviews, written by the members of the Committee containing: 
 a) plot and central idea of the play, 2) characterization of 
 the stage personages, 3) possible cuts and change of scenes, 4) 
 illustrative points on scenery and costumes (preferably accom- 
 
 59 
 
panied by outline drawings). These reviews will be later pub- 
 lished by the Committee as separate leaflets. 
 
 Besides, the Committee is preparing for publication a number 
 of books on the theatre. The subjects of these books are: 1) 
 stage-craft, 2) scenic decorations, 3) the art of make-up, 4) 
 costumes, 5) rhythm gymnastics, 6) drama and opera, 7) studio 
 work, 8) working over of assigned parts. 
 
 DOCUMENT No. 28 
 
 Concerning the Transference of All Theatres into the Hands 
 of the Moscow Soviet of Workmen's Deputies 
 
 1. It has been decided that the right of renting of theatrical 
 buildings be exercised by the Moscow Soviet. 
 
 2. The question of exploitation of theatrical buildings and sup- 
 pression of any kind of intermediary agency work in the exploitation 
 of said buildings, should be laid for discussion before the Land and 
 Housing Section. 
 
 Presidium of the Moscow Soviet of Workmen's Deputies. 
 
 DOCUMENT No. 29 
 Theatrical Section 
 
 The pedagogic division of the Theatrical Section attached to 
 the Commissariat of People's Education is at work now on a 
 plan of establishing a whole system of theatrical schools in Rus- 
 sia (these schools already function throughout Soviet Russia. 
 Translator's note.) Dramatic schools (State and private) are 
 divided into lower and secondary schools. In the lower grade is 
 taught the technique of dramatic art: diction and gesture. In 
 the secondary schools the pupils receive instruction at the 
 ''studios" of individual teachers. The main object is to develop 
 the individual capacities of each student. These schools also 
 teach general science with the aid of lectures and laboratory 
 research. A Theatrical Academy will be at the head of this chain 
 of schools where art will be taught chiefly from a theoretical 
 standpoint. 
 
 The Theatrical Section at the Commissariat of Education has 
 established instructors' courses where stagecraft will be taught. 
 
 The object being to interest new forces and talents in creative 
 
 60 
 
craftsmanship, the instructors' courses will train specialists on 
 stagecraft: stage managers, scenic artists, property men, me- 
 chanics and electricians. 
 
 The two-months' course of instruction will include not only 
 lectures on art and technique but also handling of practical prob- 
 lems closely connected with them. The studies will be conducted 
 at the premises of the Theatrical Section and at the Communal 
 and State theatres and studios. Studies and instruction are under 
 the direction of the following persons: 
 
 V. E. Meirhold, stagecraft science; M. P. Zandin (scenic 
 decorator of the Maryinsky Theatre), scenic decoration; S. A. 
 Yevsejev (director of properties shops of the Maryinsky Thea- 
 tre), properties studios; F. P. Graff (technical director of the 
 Maryinsky Theatre), stage technique; F. M. Paschuk, master- 
 electrician in charge of electrical work. 
 
 No fees are charged for the lecture course and instruction. 
 
 DOCUMENT No. 30 
 
 Theatrical Performances at Shops and Factories 
 
 Many shops, factories and plants in Moscow give their own 
 performances. These performances, though of an amateur 
 character, are a source of inspiration to the workers of local fac- 
 tories who are the actors at these performances. 
 
 Especially successful were performances at the Einem 
 Chocolate factory. 
 
 Performances have also been given at Zindel's shops, 
 Prokhorov's Dry Goods, etc. At the latter even dramatic art 
 courses have been opened for workers wishing to receive 
 dramatic education. — A news item in a Moscow paper. 
 
 VI. Music and Musical Training 
 
 In addition to much that is found, on this subject, in Docu- 
 ment No. 20 (page 00), we present here two Documents (No. 
 31 and No. 32) illustrative of the manner in which musical 
 study and musical creation are stimulated in Soviet Russia. 
 
 61 
 
DOCUMENT No. 31 
 Degree Regarding the Moscow and Petrograd Conservatories 
 
 The Soviet of People's Commissaires decrees: 
 
 The Petrograd and Moscow Conservatories are entrusted to the 
 care of the People's Commissariat of Education on an equal basis 
 with all other higher educational institutions, thus dissociating them 
 from the Russian Musical Society. All the properties and inventories 
 of said conservatories, indispensable and adopted for purposes of 
 State Musical Reconstruction, are declared state property of the 
 people. 
 
 Chairman of the Soviet of People's Commissaires, 
 
 V. Ulianov (Lenin), 
 People's Commissary of Education, 
 
 A. Lunacharsky. 
 Chief Clerk of the Soviet of People's Commissaires, , 
 
 Vladimir Bonch-Bruevich, 
 Moscow, July 12th, 1918. 
 
 DOCUMENT No. 32 
 
 A New Anthem 
 
 The section for the promotion of proletarian culture — '*The 
 Proletariat — has announced a competitive examination for a 
 text and music of a "nev^ and original revolutionary proletarian 
 hymn." 
 
 VII. Public Intellectual Propaganda 
 
 Document No. 33 presents an enormous program destined to 
 familiarize the entire Russian people with the literary works of 
 the past, while Document No. 34 shows that the Soviet Govern- 
 ment is also seeking, in more modest ways, to keep the names of 
 the nation's great constantly in the minds of the inhabitants. 
 
 DOCUMENT No. 33 
 
 Facts About the Activity of the Literary Publication! Boards 
 Attached to the People's Commissariat on Education 
 
 On December 13th, 1917, at the session of the Literary Pub- 
 lication Board a committee was named to draft a decree order- 
 
 62 
 
ing the establishment of a Technical Board to take charge of 
 state j)rinting shops, including all those printing shops which had 
 been nationalized after the October revolution. This committee 
 was composed of representatives from the Literary Publication 
 Board, from the Commissariat of Interior Printers' Trade 
 Union and a committee of workers employed in state printing 
 shops. 
 
 In February, 1918, owing to energetic activity of the Soviet 
 and representatives of the printing trades, publishing business 
 on a large scale was made possible.. The State Commission on 
 Education made up a list of Russian novelists, men, poets and 
 critics whose works were declared a state monopoly for 5 years. 
 This list includes names of over 50 Russian classics such as: 
 Soloyiev, M. Bakunin, V. Belinski, V. Garshin, A. Hertzen, N. 
 Gogol, F. Dostoyevsky, A. Koltzov, M. Lermontov, Nekrasov, A. 
 Pushkin, L. Tolstoi J. Turgenev, A. Tchechov, and others. 
 
 July 4th, at Moscow, there was established a committee on 
 Literature and Art. Among its members are the writer V. 
 Bruisov and V. Grabar, the painter. 
 
 A committee was also formed to publish popular scientific 
 books. This committee has two sections — political economy and 
 natural science. The latter includes : Professors K. A. Timiriazov, 
 A. K. Timiriazof, A. Michailov, Wolf, P. Walden, and others. 
 • A number of brochures (original and translations) have been 
 already published by the committee, the subjects being: astron- 
 omy, physics, meteorology, botany, pedagogy. As regards the 
 publication of text-books the State Commission already, on Dec. 
 4th, 1917, created a special commission to take charge of the 
 work. 
 
 A semi-annual appropriation of 12 million rubles has been 
 granted to the Literary Publication Board. The appropriation 
 for the second half year may reach 20 millions. 
 
 DOCUMENT No. 34 
 
 Memorial Plates for Propaganda Purposes 
 
 At the Commissariat of Education, at the initiative of Lenin, 
 a plan for employing memorial plates for propaganda purposes 
 is being worked out at present. A selection of citations and 
 slogans illustrating the moment will be made. These citations 
 
 63 
 
Avill be engraved on stone or bronze plates and placed on the main 
 thoroughfares of the cities. The best artists will be entrusted 
 with the execution of the work. The unveiling of each of these 
 memorial plates will be made a celebration with speeches, the 
 text of the particular citation forming the theme. A musical 
 program will also be a feature at these occasions. 
 
 It has also been decided to erect at convenient points of the 
 capitals monuments to great personages distinguished in the 
 Russian and world revolutions. These monuments are proposed 
 to be made not of everlasting bronze or marble, but rather to take 
 the form of plaster and terra-cotta statues for propaganda pur- 
 poses. At the base of each statue will be placed a stone-slab with 
 a short biography of and quotations from its subject. 
 
 The statues will be unveiled on Sundays and will be accom- 
 panied "by speeches bearing on the significance of the individual 
 in question, reading of selected passages from his works and a 
 musical program. The same evening at one of the main city 
 theatres will be given either a performance or a concert in honor 
 of the person celebrated. 
 
 As a beginning it is proposed to erect statues of Radischev, 
 Ryliev, Pestel, Belinsky, Dobroluibov, Tchernyshevsky and 
 Nekrasov. 
 
 Mr. Sherwood, sculptor, will direct the work. 
 
 (Translator's note: The above-named publicists, philosophers, 
 writers and poets, were the intellectual precursors of the revolutionary 
 movement in Russia, active principally in the 1825-50 period. Tcherny- 
 shevsky's famous work, "What's to be Done?" is a complete analysis 
 of the intellectual currents of that period. — Sherwood is a common 
 Russian name, of English origin.) 
 
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