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 counter-revolution, 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 Tcheka 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 Com-
