binds the free intellect and destroys initiative. An industrial state
needs not only obedient and patient workers and artists, it needs also
men and women with initiative in scientific research. It is idle to
provide channels for scientific research later if it is to be choked
at the source. That source is an enquiring and free intellect
unhampered 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 almost cruel in this varied and agreeable education of
the child, when one reflected on the long hours of grinding toil to
which he was soon to be subject in workshop or factory. For I repeat