we want here, the American system of education," he exclaimed. "You surely do not mean the American public school system?" I asked. "You know of the insurgent movement in America against our public school method of education, the work done by Professor Dewey and others?" Lunacharsky had heard little about it. Russia had been so long cut off from the western world and there was great lack of books on modern education. He was eager to learn of the new ideas and methods. I sensed in Lunacharsky a personality full of faith and devotion to the Revolution, one who was carrying on the great work of education in a physically and spiritually difficult environment.
He suggested the calling of a conference of teachers if I would talk to them about the new tendencies in education in America, to which I readily consented. Schools and other institutions in his charge were to be visited later. I left Lunacharsky filled with new hope. I would join him in his work, I thought. What greater service could one render the Russian people?
During my visit to Moscow I saw Lunacharsky several times. He was always the same kindly gracious man, but I soon began to notice that he was being handicapped in his work by
