In considering Education under the Bolshevik régime, the same two factors which I have already dealt with in discussing art, namely industrial development and the communist doctrine, must be taken into account. Industrial development is in reality one of the tenets of Communism, but as it is one which in Russia is likely to endanger the doctrine as a whole I have thought it better to consider it as a separate item.
As in the matter of art, so in education, those who have given unqualified praise seem to have taken the short and superficial view. It is hardly necessary to launch into descriptions of the crèches, country homes or palaces for children, where Montessori methods prevail, where the pupils cultivate their little gardens, model in plasticine, draw and sing and act, and dance their Eurythmic dances barefoot on floors once sacred to the tread of the nobility. I saw a reception and distributing house in Petrograd with which no fault could be found from the point of view of scientific organization. The children were bright-eyed and merry, and the rooms airy and clean. I saw, too, a performance by school children in Moscow which included some quite wonderful Eurythmic dancing, in particular an interpretation of Grieg's _Tanz in der Halle des Bergkönigs_ by the Dalcroze method, but with a colour and warmth
