The History of Education in Russia Page: 45
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.,.'7
those cf age were vith^ and wwkers and yeaA^nta
could enter the higher, &s well as the secondary, educational
institutions* Few plans materialized, however, the
nua^er of school# ofincreased gre&tl#^ and the
percentage of children of workmen &nd peasants in the schools
also grew rapidlyCommmism too, experienced the aw
r^pid growth*'
Lenin, while painting-gat that the schools help build
Comaunism, stressed that knowledge of Communist ideals meant
the fullest possible education* In a speech to the youth he
aaid#
Yea would be making a great mistake if. you attempt-
ed to draw the conclusion that one earn become a communist
wlthont acquiring what human knowledge hag accumulated.
It would be a niitak# to believe that it is sufficient
to learn communist slogans. * . + If a communist took
it into his head to boast about his comBmnlam an the
. .' baata of readysade conclusions obtained without a great
deal of serious and hard vork^ without understanding
th# facts which he mist ax&min# critically, he we^ld,
be a very deplorable communist . Such superficiality
we^ld b# d##M@dly fatal. If I know that I knew little,
I will strive to learn more; but if a man says that he
is- a communist, and that he need knew nothing thorough-
ly, he will never be anything like a eommunist.28
&e Educati(m Act of 1923 set the transition from ele-
mentary to secondary education at twelve instead of thirteen
and divided the. secondary school course into two cycles of
three and two years respectively* Co-education was unchanged *
the schools were theoretically kept open to all youth between
^Ibid.. p. 247, ^^Butta, op. ait'.*,, p. 8?6^
^%iB!mons, op. clt*. p.'^3^.
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Ames, Ponnie. The History of Education in Russia, thesis, 1948; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc83385/m1/48/: accessed May 7, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .