The fight against illiteracy and ignorance cannot be confined to a thorough establishment of school education for children and youths. Adults, too, will be anxious to save themselves from the debasing position of a man who cannot read and write. The school for adults must occupy a conspicuous place in the general plan of popular instruction. _Instruction and Education:_ One must emphasise the difference between instruction and education. Instruction is the transmission of ready knowledge by the teacher to his pupil. Education is a creative process. The personality of the individual is being “educated” throughout life, is being formed, grows richer in content, stronger and more perfect. The toiling masses of the people—the workmen, the peasants, the soldiers—are thirsting for elementary and advanced instruction. But they are also thirsting for education. Neither the government nor the intellectuals nor any other power outside of themselves can give it to them. The school, the book, the theatre, the museum, etc., may here by only aids. They have their own ideas, formed by their social position, so different from the position of those ruling classes and intellectuals who have hitherto created culture. They have their own ideas, their own emotions, their own ways of approaching the problems of personality and society. The city labourer, according to his own fashion, the rural toiler according to his, will each build his clear world-conception permeated with the class-idea of the workers. There is no more superb or beautiful phenomenon than the one of which our nearest descendants will be both witnesses and participants: The building by collective Labour of its own general, rich and free soul. Instruction will surely be an important but not a decisive element. What is more important here is the criticism, the creativeness of the masses themselves; for science and art have only in some of their parts a general human importance. They suffer radical changes with every far-reaching class upheaval. Throughout Russia, particularly among the city labourers, but also among the peasants, a powerful wave of cultural educational movement has arisen; workers’ and soldiers’ organisations of this kind are multiplying rapidly. To meet them, to lend them support, to clear the road before them is the first task of a revolutionary and popular government in the domain of democratic education. _The Constituent Assembly_ will doubtless soon begin its work. It alone can permanently establish the order of national and social life in our country, and at the same time the general character of the organisation of popular education.