My Disillusionment in Russia by Emma Goldman (books to read romance txt) 📕

supported by the interest and zeal of the workers themselves. Now all this is condemned as worthless. Instead the golden rain of Moscow is depended on to produce a rich crop of Communist organizations and publications. Even uprisings may be organized to deceive and mislead the people as to the quality and strength of the Communist Party. In reality, everything is built on a foundation that crumbles to pieces the moment Moscow withdraws its financial support.

During the two Congresses held in July, 1921, the friends and comrades of Maria Spiridonova circulated a manifesto which had been sent by them to the Central Committee of the Communist Party and to the main representatives of the Government, calling attention to the condition of Spiridonova and demanding her release for the purpose of adequate medical treatment and care.

A prominent foreign woman delegate to the Third Congress of the Communist International was approached. She promised to see Trotsky, and later it was reported that he had said that Spiridonova was “still too dangerous to be liberated.” It was only after accounts of her condition had appeared in the European Socialist press that she was released, on condition that she return to prison on her recovery. Her friends in whose care she is at present face the alternative of letting Spiridonova die or turning her over to the Cheka.

XXX Education and Culture

The proudest claims of the Bolsheviki are education, art, and culture. Communist propaganda literature and Bolshevik agents at home and abroad constantly sing the praises of these great achievements.

To the casual observer it may indeed appear that the Bolsheviki have accomplished wonders in this field. They have organized more schools than existed under the Tsar, and they have made them accessible to the masses. This is true of the larger cities. But in the provinces the existing schools met the opposition of the local Bolsheviki, who closed most of them on the alleged ground of counterrevolutionary activities, or because of lack of Communist teachers. While, then, in the large centres the percentage of children attending schools and the number of higher educational institutions is greater than in the past, the same does not apply to the rest of Russia. Still, so far as quantity is concerned, the Bolsheviki deserve credit for their educational work and the general diffusion of education.

In the case of the theatres no reservations have been made. All were permitted to continue their performances when factories were shut down for want of fuel. The opera, ballet, and Lunacharsky’s plays were elaborately staged, and the Proletcult⁠—organized to advance proletarian culture⁠—was generously subsidized even when the famine was at its height. It is also true that the Government printing presses were kept busy day and night manufacturing propaganda literature and issuing the old classics. At the same time the imagists and futurists gathered unmolested in Café Domino and other places. The palaces and museums were kept up in admirable condition. In any other starved, blockaded, and attacked country all this would have been a very commendable showing.

In Russia, however, two revolutions had taken place. To be sure, the February Revolution was not far-reaching. Still, it brought about political changes without which there might not have been an October. It also released great cultural forces from the prisons and Siberia⁠—a valuable element without which the educational work of the Bolsheviki could not have been undertaken.

It was the October Revolution which struck deepest into the vitals of Russia. It uprooted the old values and cleared the ground for new conceptions and forms of life. Inasmuch as the Bolsheviki became the sole medium of articulating and interpreting the promise of the Revolution, the earnest student will not be content merely with the increase of schools, the continuation of the ballet, or the good condition of the museums. He will want to know whether education, culture, and art in Bolshevik Russia symbolize the spirit of the Revolution, whether they serve to quicken the imagination and broaden the horizon; above all, whether they have released and helped to apply the latent qualities of the masses.

Critical inquiry in Russia is a dangerous thing. No wonder so many newcomers avoided looking beneath the surface. To them it was enough that the Montessori system, the educational ideas of Professor Dewey, and dancing by the Dalcroze method have been “adopted” by Russia. I do not contend against these innovations. But I insist that they have no bearing whatever on the Revolution; they do not prove that the Bolshevik educational experiment is superior to similar efforts in other countries, where they have been achieved without a revolution and the terrible price it involves.

State monopoly of thought is everywhere interpreting education to suit its own purpose. Similarly the Bolsheviki, to whom the State is supreme, use education to further their own ends. But while the monopoly of thought in other countries has not succeeded in entirely checking the spirit of free inquiry and critical analysis, the “proletarian dictatorship” has completely paralysed every attempt at independent investigation. The Communist criterion is dominant. The least divergence from official dogma and opinion on the part of teachers, educators, or pupils exposes them to the general charge of counterrevolution, resulting in discharge and expulsion, if nothing more drastic.

In a previous chapter I have mentioned the case of the Moscow University students expelled and exiled for protesting against Cheka violence toward the political prisoners in the Butyrki. But it was not only such “political” offences that were punished. Offences of a purely academic nature were treated in the same manner. Thus the objection of some professors to Communist interference in the methods of instruction was sternly suppressed. Teachers and students who supported the professors were severely punished. I know a professor of sociology and literature, a brilliant scholar and a Revolutionist, who was discharged from the Moscow University because, as an Anarchist, he encouraged the critical faculty of his pupils. He is but one instance of the numerous cases of non-Communist