tional 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
