work? I was rather surprised. Why should one have to give up his freedom, especially in educational work? Were not initiative and freedom essential? However, I had come to learn from Lunacharsky about the revolutionary system of education in Russia, of which we had heard so much in America. I was especially interested in the care the children were receiving. The Moscow Pravda, like the Petrograd newspapers, had been agitated by a controversy about the treatment of the morally defective. I expressed surprise at such an attitude in Soviet Russia. "Of course, it is all barbarous and antiquated," Lunacharsky said, "and I am fighting it tooth and nail. The sponsors of prisons for children are old criminal jurists, still imbued with Tsarist methods. I have organized a commission of physicians, pedagogues, and psychologists to deal with this question. Of course, those children must not be punished." I felt tremendously relieved. Here at last was a man who had gotten away from the cruel old methods of punishment. I told him of the splendid work done in capitalist America by Judge Lindsay and of some of the experimental schools for backward children. Lunacharsky was much interested. "Yes, that is just what
