Once I was in possession of the means of attaining my object, I determined to put my hand to the task without delay. It was now time to give a precise shape to the vague aspiration that had long haunted my imagination; and to that end, conscious of my imperfect knowledge of the art of paedagogy, I sought the counsel of others. I had not a great confidence in the official paedagogists, as they seemed to me to be largely hampered by prejudices in regard to their subject or other matters, and I looked out for some competent person whose views and conduct would accord with my ideals. With his assistance I would formulate the program of the Modern School which I had already conceived. In my opinion it was to be, not the perfect type of the future school of a rational state of society, but a precursor of it, the best possible adaptation of our means; that is to say, an emphatic rejection of the ancient type of school which still survives, and a careful experiment in the direction of imb...
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.