by iron dogma. Beneficial to artistic and emotional development therefore, the teaching of Communism as a faith may well be most pernicious to the scientific and intellectual side of education, and will lead direct to the pragmatist view of knowledge and scientific research which the Church and the capitalist already find it so convenient to adopt.
But to come to the chief and most practical question, the relation of education to industry. Sooner or later education in Russia must become subordinate to the needs of industrial development. That the Bolsheviks already realize this is proved by the articles of Lunacharsky which recently appeared in _Le Phare_ (Geneva). It was the spectre of industry that haunted me throughout the consideration of education as in the consideration of art, and what I have said above of its dangers to the latter seems to me also to apply here. Montessori schools belong, in my view, to that stage in industrial development when education is directed as much towards leisure occupations as towards preparation for professional life. Possibly the fine flower of useless scientific enquiry belongs to this stage also. Nobody in Russia is likely to have much leisure for a good many years to come, if the Bolshevik programme of industrial development is efficiently carried out. And there seemed to me to be something pathetic and
