There are two ways open to those who seek to reform the education of children. They may seek to transform the school by studying the child and proving scientifically that the actual scheme of instruction is defective, and must be modified; or they may found new schools in which principles may be directly applied in the service of that ideal which is formed by all who reject the conventions, the cruelty, the trickery, and the untruth which enter into the bases of modern society. The first method offers great advantages, and is in harmony with the evolutionary conception which men of science regard as the only effective way of attaining the end. They are right in theory, as we fully admit. It is evident that the progress of psychology and physiology must lead to important changes in educational methods; that the teachers, being now in a better position to understand the child, will make their teaching more in conformity with natural laws. I further grant that this evolution...
Foreword Independently of the reactions towards the right [which took place in Russia after the October Revolution of 1917] there also occurred, during and after the same period, a series of movements in the opposite direction. These were revolutionary movements, which fought the Bolshevik power in the name of true liberty and of the principles of the Social Revolution which that power had scoffed at and trampled underfoot. Indeed, even within the ranks of the government and of the Communist Party itself, movements of opposition and revolt were provoked by the stifling statism and centralism, the terrifying tendency towards bureaucracy, the flagrant social impotence and the shameless violence of the Bolsheviks. It was thus that, in the summer of 1918, the Left Social-Revolutionaries, who until then had participated in the government, left it, broke with the Bolsheviks, and declared against them. They soon succumbed under the blows of repression.