even read and write is extremely small, the need to get them employed industrially as rapidly as possible is very great, hence the system of education which develops out of this situation cannot be very ambitious or enlightened. Further it will have to continue over a sufficiently long period of time to allow of the risk of its becoming stable and traditional. In adult education already the pupil comes for a short period, learns Communism, reading and writing--there is hardly time to give him much more--and returns to leaven the army or his native village. In achieving this the Bolsheviks are already doing a very important and valuable work, but they cannot hope for a long while to become the model of public instruction which they have hitherto been represented to be. And the conditions of their becoming so ultimately are adherence to their ideals through a very long period of stress, and a lessening of fanaticism in their Communist teaching, conditions which, unhappily, seem to be mutually incompatible.
The whole of the argument set out in this chapter may be summed up in the statement of one fact which the mere idealist is prone to overlook, namely that Russia is a country at a stage in economic development not much more advanced than America in the pioneer days. The old civilization was aristocratic and exotic; it could not survive in the modern
