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 destiny. It is hardly worth mentioning besides, that, alongside of all this, there was some evidence of demoralization also.

The new Labor school, which the Soviet power is trying to create, must not, of course, permit such education. Its tasks are diametrically opposed to the tasks of a bourgeois school. In respect to physical work the new school sets as its aim the cultivation of a high regard for all lines of productive work, and of a profound esteem for the millions of the working masses. The productive work of men, creating new cultural values and freeing humanity from the former fetters, irrespective of the category of work—this is the fundamental idea which should be laid as a cornerstone for the education of the new labor school. The conclusion, then, follows of itself, that in the labor school-commune the teachers and the pupils should take upon themselves all those labors which the old school imposed upon the shoulders of others and that, out of an ideal inspiration, the physical work necessary for the school life should be equally divided among the participants of the school in accordance with the physical strength of the respective age groups.

Here we approach the question whether there exists a necessity for school servants altogether and, if such a necessity exists, what place in the school system should be set aside for the school servants. The answer to this question is offered by the fundamental principle of the school system: the education of children in school must be in charge of no one else but those who are to be considered as instructors and, therefore, the instruction in the physical work necessary. for the economic welfare of the school life must be put in charge of persons who may be called pedagogues. Concrete instances will illustrate better the substance of this thesis. Let us assume that in the youngest group of children who have not yet the adequate habits of physical strength to be entrusted with performing any physical work, for instance making the fires, or preparing meals, we should have to resort to the use of other people's work, let us even say, the work of school pupils of an older age group. In such case there would be still necessary in the school an instructor-stoker or an instructor-cook, who should be fully conscious of his educational duties and who, consequently, would have to attain a certain level of pedagogical development. The heating of furnaces and the preparation of food may then, under his leadership, change not only into a very important, though purely mechanical work,