Communism -- Soviet Union; Goldman, Emma, 1869-1940; Soviet Union -- History -- Revolution, 1917-1921 -- Personal narratives, American
Our first stop was Kursk. Nothing of importance was collected there
except a pair of _kandai_ [iron handcuffs] which had been worn by
a revolutionist in Schlüsselburg. It was donated to us by a chance
passer-by who, noticing the inscription on our car, "Extraordinary
Commission of the Museum of the Revolution," became interested
and called to pay us a visit. He proved to be an intellectual,
a Tolstoian, the manager of a children's colony. He succeeded in
maintaining the latter by giving the Soviet Government a certain amount
of labour required of him: three days a week he taught in the Soviet
schools of Kursk. The rest of his time he devoted to his little colony,
or the "Children's Commune," as he affectionately called it. With
the help of the children and some adults they raised the vegetables
necessary for the support of the colony and made all the repairs of
the place. He stated that he had not been directly interfered with
by the Government, but that his work was considerably handicapped by
discrimination against him as a pacifist and Tolstoian. He feared that
because of it his place could not be continued much longer. There was
no trading of any sort in Kursk at the time, and one had to depend for
supplies on the local authorities. But discrimination and antagonism
manifested themselves against independent initiative and effort.
The Tolstoian, however, was determined to make a fight, spiritually
speaking, for the life of his colony. He was planning to go to the
centre, to Moscow, where he hoped to get support in favour of his
commune.
The personality of the man, his eagerness to make himself useful, did
not correspond with the information I had received from Communists
about the _intelligentsia_, their indifference and unwillingness to
help revolutionary Russia. I broached the subject to our visitor. He
could only speak of the professional men and women of Kursk, his native
city, but he assured us that he found most of them, and especially the
teachers, eager to coöperate and even self-sacrificing. But they were
the most neglected class, living in semi-starvation all the time. Like
himself, they were exposed to general antagonism, even on the part of
the children whose minds had been poisoned by agitation against the
_intelligentsia_.
Public-domain text, read in full here on John Shaqi.
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