Critical inquiry in Russia is a dangerous thing. No wonder so many newcomers avoided looking beneath the surface. To them it was enough that the Montessori system, the educational ideas of Professor Dewey, and dancing by the Dalcroze method have been “adopted” by Russia. I do not contend against these innovations. But I insist that they have no bearing whatever on the Revolution; they do not prove that the Bolshevik educational experiment is superior to similar efforts in other countries, where they have been achieved without a revolution and the terrible price it involves. State monopoly of thought is everywhere interpreting education to suit its own purpose. Similarly the Bolsheviki, to whom the State is supreme, use education to further their own ends. But while the monopoly of thought in other countries has not succeeded in entirely checking the spirit of free inquiry and critical analysis, the “proletarian dictatorship” has completely paralysed every attempt at independent investigation. The Communist criterion is dominant. The least divergence from official dogma and opinion on the part of teachers, educators, or pupils exposes them to the general charge of counter-revolution, resulting in discharge and expulsion, if nothing more drastic. In a previous chapter I have mentioned the case of the Moscow University students expelled and exiled for protesting against Tcheka violence toward the political prisoners in the Butyrki. But it was not only such “political” offences that were punished. Offences of a purely academic nature were treated in the same manner. Thus the objection of some professors to Communist interference in the methods of instruction was sternly suppressed. Teachers and students who supported the professors were severely punished. I know a professor of sociology and literature, a brilliant scholar and a Revolutionist, who was discharged from the Moscow University because, as an Anarchist, he encouraged the critical faculty of his pupils. He is but one instance of the numerous cases of non-Communist intellectuals who, under one pretext or another, are systematically hounded and finally eliminated from Bolshevik institutions. The Communist “cells” in control of every classroom have created an atmosphere of distrust and suspicion in which real education cannot thrive. It is true that the Bolsheviki have striven to carry education and culture into the Red Army and the villages. But here again the same conditions prevail. Communism is the State religion and, like all religions, it discourages the critical attitude and frowns upon independent inquiry. Yet without the capacity for parallelism and opportunity for verification education is valueless.