His greeting was very cordial. Did I "intend to remain a free bird" was one of his first questions, or would I be willing to join him in his work? I was rather surprised. Why should one have to give up his freedom, especially in educational work? Were not initiative and freedom essential? However, I had come to learn from Lunacharsky about the revolutionary system of education in Russia, of which we had heard so much in America. I was especially interested in the care the children were receiving. The Moscow _Pravda_, like the Petrograd newspapers, had been agitated by a controversy about the treatment of the morally defective. I expressed surprise at such an attitude in Soviet Russia. "Of course, it is all barbarous and antiquated," Lunacharsky said, "and I am fighting it tooth and nail. The sponsors of prisons for children are old criminal jurists, still imbued with Tsarist methods. I have organized a commission of physicians, pedagogues, and psychologists to deal with this question. Of course, those children must not be punished." I felt tremendously relieved. Here at last was a man who had gotten away from the cruel old methods of punishment. I told him of the splendid work done in capitalist America by Judge Lindsay and of some of the experimental schools for backward children. Lunacharsky was much interested. "Yes, that is just what we want here, the American system of education," he exclaimed. "You surely do not mean the American public school system?" I asked. "You know of the insurgent movement in America against our public school method of education, the work done by Professor Dewey and others?" Lunacharsky had heard little about it. Russia had been so long cut off from the western world and there was great lack of books on modern education. He was eager to learn of the new ideas and methods. I sensed in Lunacharsky a personality full of faith and devotion to the Revolution, one who was carrying on the great work of education in a physically and spiritually difficult environment. He suggested the calling of a conference of teachers if I would talk to them about the new tendencies in education in America, to which I readily consented. Schools and other institutions in his charge were to be visited later. I left Lunacharsky filled with new hope. I would join him in his work, I thought. What greater service could one render the Russian people? During my visit to Moscow I saw Lunacharsky several times. He was always the same kindly gracious man, but I soon began to notice that he was being handicapped in his work by forces within his own party: most of his good intentions and decisions never saw the light. Evidently Lunacharsky was caught in the same machine that apparently held everything in its iron grip. What was that machine? Who directed its movements?