1920,+Lenin,+to+Political+Education+Workers+Conference

V. I. Lenin, 1920
=Speech Delivered At An All-Russia Conference Of Political Education Workers Of Gubernia and Uyezd Education Departments=


 * November 3, 1920[1]**


 * Delivered:** 3 November, 1920
 * First Published:** //Bulletin of the All-Russia Conference of Political Education Workers (November 1-8, 1920),// Moscow; Published according to the text of the Bulletin
 * Source:** Lenin’s //__Collected Works__//, 4th English Edition, Progress Publishers, Moscow, 1965, Volume 31, pages 340-361
 * Translated:** Julius Katzer
 * Transcription\HTML Markup:** David Walters & R. Cymbala
 * Copyleft:** V. I. Lenin Internet Archive (www.marx.org) 2002. Permission is granted to copy and/or distribute this document under the terms of the GNU Free Documentation License

Comrades, allow me to speak on several ideas, some of which were dealt with by the Central Committee of the Communist Party and by the Council of People’s Commissars in connection with the formation of the Chief Committee for Political Education, while others came to me in connection with the draft submitted to the Council of People’s Commissars. This draft was adopted yesterday as a basis; its details have still to be discussed.

I shall permit myself only to say, for my part, that at first I was highly averse to any change in the name of your institution. In my opinion, the function of the People’s Commissariat of Education is to help people learn and teach others. My Soviet experience has taught me to regard titles as childish jokes; after all, any title is a joke in its way. Another name has now been endorsed: the Chief Committee for Political Education.

As this matter has already been decided, you must take this as nothing more than a personal remark. If the matter is not limited merely to a change of label, it is only to be welcomed.

If we succeed in drawing new people into cultural and educational work, it will not be just a change of title, and then we can reconcile ourselves to the “Soviet” weakness of sticking a label on every new undertaking and every new institution. If we succeed, we shall have achieved something more than ever before.

The link between education and our policy should be the chief inducement in making people join us in our cultural and educational work. A title may express something if there is a need for it, for along the whole line of our educational work we have to abandon the old standpoint that education should be non-political; we cannot conduct educational work in isolation from politics.

That idea has always predominated in bourgeois society. The very term “apolitical” or “non-political” education is a piece of bourgeois hypocrisy, nothing but humbuggery practised on the masses, 99 per cent of whom are humiliated and degraded by the rule of the church, private property and the like. That, in fact, is the way the bourgeoisie, still in the saddle in all bourgeois countries, is deceiving the masses.

The greater the importance of a political apparatus in such countries, the less its independence of capital and its policy.

In all bourgeois states the connection between the political apparatus and education is very strong, although bourgeois society cannot frankly acknowledge it. Nevertheless, this society indoctrinates the masses through the church and the institution of private property.

It is one of our basic tasks to contrapose our own truth to bourgeois “truth”, and win its recognition.

The transition from bourgeois society to the policy of the proletariat is a very difficult one, all the more so for the bourgeoisie incessantly slandering us through its entire apparatus of propaganda and agitation. It bends every effort to play down an even more important mission of the dictatorship of the proletariat, its educational mission, which is particularly important in Russia, where the proletariat constitutes a minority of the population. Yet in Russia this mission must be given priority, for we must prepare the masses to build up socialism. The dictatorship of the proletariat would have been out of the question if, in the struggle against the bourgeoisie, the proletariat had not developed a keen class-consciousness, strict discipline and profound devotion, in other words, all the qualities required to assure the proletariat’s complete victory over its old enemy.

We do not hold the utopian view that the working masses are ready for a socialist society. From precise facts provided by the entire history of working-class socialism we know that this is not the case, and that preparedness for socialism is created only by large-scale industry, by the, strike struggle and by political organisation. To win the victory and accomplish the socialist revolution, the proletariat must be capable of concerted action, of overthrowing the exploiters. We now see that it has acquired all the necessary qualities, and that it translated them into action when it won power.

Education workers, and the Communist Party as the vanguard in the struggle, should consider it their fundamental task to help enlighten and instruct the working masses, in order to cast off the old ways and habituated routine we have inherited from the old system, the private property habits the masses are thoroughly imbued with. This fundamental task of the entire socialist revolution should never be neglected during consideration of the particular problems that have demanded so much attention from the Party’s Central Committee and the Council of People’s Commissars. What kind of structure should the Chief Committee for Political Education have? How should it be linked up with other institutions? How should it be linked up, not only with the centre but with local bodies? These questions will be answered by comrades who are more competent in the matter, have already gained considerable experience, and have made a special study of the matter. I would like merely to stress the main principles involved. We must put the matter frankly and openly affirm, despite all the old untruths, that education cannot but be linked up with politics.

We are living in an historic period of struggle against the world bourgeoisie, which is far stronger than we are. At this stage of the struggle, we have to safeguard the development of the revolution and combat the bourgeoisie in the military sense and still more by means of our ideology through education, so that the habits, usages and convictions acquired by the working class in the course of many decades of struggle for political liberty-the sum total of these habits, usages and ideas should serve as an instrument for the education of all working people. It is for the proletariat to decide how the latter are to be educated. We must inculcate in the working people the realisation that it is impossible and inexcusable to stand aside in the proletariat’s struggle, which is now spreading more and more to all capitalist countries in the world, and to stand aside in international politics. An alliance of all the world’s powerful capitalist countries against Soviet Russia-such is the real basis of international politics today. And it must, after all, be realised that on this will depend the fate of hundreds of millions of working people in the capitalist countries. We know that, at the present moment, there is not a corner of the earth which is not under the control of a small group of capitalist countries. Thus the situation is shaping in such a way that one is faced with the alternative of standing aloof from the present struggle and thereby proving one’s utter lack of political consciousness, just like those benighted people who have held aloof from the revolution and, the war and do not see the bourgeoisie’s gross deception of the masses, the deliberate way in which the bourgeoisie is keeping the masses in ignorance; or else of joining the struggle for the dictatorship of the proletariat.

It is with absolute frankness that we speak of this struggle of the proletariat; each man must choose between joining our side or the other side. Any attempt to avoid taking sides in this issue must end in fiasco.

Observation of the many remnants of the Kerensky gang, the Socialist-Revolutionaries and the Social-Democrats, as represented by the Yudeniches, Kolchaks, Petlyuras, Makhnos and others, has shown us such a variety of forms and shades of counter-revolution in various parts of Russia that we have every reason to consider ourselves far more steeled in the struggle than anybody else is. A glance at Western Europe shows the same thing happening there as in our country-a repetition of our own history. Almost everywhere elements similar to the Kerensky gang are to be met alongside the bourgeoisie. They predominate in a number of countries, especially Germany. One can see the same thing everywhere-the impossibility of taking an intermediate position, and a clear realisation that there must be either a whiteguard dictatorship (for which -the bourgeoisie of all the countries of Western Europe are preparing by arming against us), or the dictatorship of the proletariat. We have experienced this so acutely and profoundly that there is no need for me to talk at length about the Russian Communists. Hence there can be only a single conclusion, one that should be the corner-stone of all arguments and theories about the Chief Committee for Political Education: the primacy of the Communist Party’s policy must be frankly recognised in the work of that body. We know of no other form of guidance; and no other has been evolved in any country. Parties may represent the interests of their class in one degree or another; they may undergo changes or modifications, but we do not yet know of any better form. The entire course of the struggle waged by Soviet Russia, which for three years has withstood the onslaught of world imperialism, is bound up with the fact that the Party has consciously set out to help the proletariat perform its function of educator, organiser and leader, without which the collapse of capitalism is impossible. The working masses, the masses of peasants and workers, must oust the old intellectualist habits and re-educate themselves for the work of building communism. Otherwise the work of construction cannot be undertaken. Our entire experience shows that this is a very serious matter, and we must therefore give prominence to Party primacy and never lose sight of it when discussing our activities and our organisational development. How this is to be done will still have to be discussed at length; it will have to be discussed in the Party’s Central Committee and in the Council of People’s Commissars. The decree which was endorsed yesterday laid down the fundamentals in respect of the Chief Committee for Political Education, but it has not yet gone through all the stages in the Council of People’s Commissars. The decree will be published within the next few days, and you will see that its final form makes no direct mention of relations with the Party.

We must, however, know and remember that, in law and in practice, the Constitution of the Soviet Republic is based on the tenet that the Party rectifies, prescribes and builds according to a single principle-to enable the communist elements linked with the proletariat to imbue the proletariat with their own spirit, win its adherence, and open its eyes to the bourgeois deceit which we have been trying so long to eliminate. The People’s Commissariat of Education has gone through a long struggle; for a long time the teachers’ organisation resisted the socialist revolution. Bourgeois prejudices have struck very deep root among the teachers. There has been a long struggle in the form of direct sabotage and of tenacious bourgeois prejudices, and we have to fight for the communist positions slowly, step by step and win them. The Chief Committee for Political Education, which is concerned with extra-mural education, the work of educating and enlightening the masses, is faced with the clear task of combining Party leadership with the effort to gain the adherence of, to imbue with its spirit and to animate with its initiative, this half-million strong army of teachers, this vast institution which is now in the service of the workers. Education workers-the teachers-were trained in the spirit of bourgeois prejudices and habits, in a spirit hostile to the proletariat, with which they have had no ties whatever. We must now train a new army of teachers and instructors who must be in close touch with the Party and its ideas, be imbued with its spirit, and attract the masses of workers, instilling the spirit of communism into them and arousing their interest in what is being done by the Communists.

Since the old customs, habits and ideas must be discarded, the Chief Committee for Political Education and its personnel are faced with a most important task, which they must keep uppermost in their minds. Here we indeed have a dilemma: how can we establish a link between the teachers, most of whom are of the old school, with Party members, with the Communists? That is an extremely difficult problem, one that will require a considerable amount of thought.

Let us consider the means of establishing organisational links between people who are so different. In principle, we cannot for a moment doubt the need of the Communist Party’s primacy. Consequently, the purpose of political culture, of political instruction, is to train genuine Communists capable of stamping out falsehood and prejudices and helping the working masses to vanquish the old system and build up a state without capitalists, without exploiters, and without landowners. How can that be done? Only by acquiring the sum total of knowledge that the teachers have inherited from the bourgeoisie. Without this the technical achievements of communism will be impossible, and all hopes for those achievements would be pipe dreams. So the question arises: how are we to organise these people, who are not used to bringing politics into their work, especially the politics that is to our advantage, i.e., politics essential to communism? That, as I have said, is a very difficult problem. We have discussed the matter in the Central Committee, and in discussing it have tried to take into account the lessons of experience. We think that a congress like the one I am addressing today, a conference like yours, will be of great value in this respect. Every Party Committee now has to look from a new angle upon every propagandist, who used to be regarded merely as a man belonging to a definite circle, a definite organisation. Each of them belongs to a ruling party which directs the whole state, and the Soviet Russia’s world struggle against the bourgeois system. He is a representative of a fighting class and of a party which runs, and must run, an enormous machine of state. Many a Communist who has been through the splendid school of underground work and has been tested and steeled in the struggle is unwilling or unable to understand the full significance of this change, of this transition, which turns the agitator and propagandist into a leader of agitators, a leader in a huge political organisation. The kind of title he is given, even if it is an embarrassing one-such as superintendent of general schools-does not matter much; what is important is that he should be capable of directing the mass of teachers.

It should be said that the hundreds of thousands of teachers constitute a body that must get the work moving, stimulate thought, and combat the prejudices that to this day still persist among the masses. The heritage of capitalist culture, the fact that the mass of the teachers are imbued with its defects, which prevent them from being Communists, should not deter us from admitting these teachers into the ranks of the political education workers, for these teachers possess the knowledge without which we cannot achieve our aim.

We must put hundreds of thousands of useful people to work in the service of communist education. That is a task that was accomplished at the front, in our Red Army, into which tens of thousands of representatives of the old army were incorporated. In the lengthy process of re-education, they became welded with the Red Army, as they ultimately proved by their victories. This is an example that we must follow in our cultural and educational work. True, this work is not so spectacular, but it is even more important. We need every agitator and propagandist; he will be doing his job if he works in a strictly Party spirit but at the same time does not limit himself to Party work, and remembers that it is his duty to direct hundreds of thousands of teachers, whet their interest, overcome their old bourgeois prejudices, enlist them in the work we are doing, and make them realise the immensity of our work. It is only by tackling that job that we can lead this mass of people, whom capitalism suppressed and drew away from us, along the right path.

Such are the aims that every agitator and propagandist working in the sphere of extra-mural education must pursue and constantly keep in sight. A host of practical difficulties will be encountered in the process, and you must help the cause of communism by becoming representatives and leaders, not only of Party study-circles, but of the entire state administration, which is now in the hands of the working class.

We must overcome resistance from the capitalists in all its forms, not only in the military and the political spheres, but also ideological resistance, which is the most deep-seated and the strongest. It is the duty of our educational workers to accomplish the re-education of the masses. The interest, the thirst for education and knowledge of communism which are to be seen among them are a guarantee of our victory in this field too, although, perhaps, not as rapid as at the front and only after great difficulties and at times even reverses. However, we shall ultimately win.

Last, I should like to dwell on one more point. Perhaps the title of Chief Committee for Political Education is not properly understood. Inasmuch as it makes mention of the political concept, politics is the main thing here.

But how is politics to be understood? If politics is understood in the old sense, one may fall into a grave and profound error. Politics means a struggle between classes; means the relations of the proletariat in its struggle for its emancipation, against the world bourgeoisie. However, in our struggle two aspects of the matter stand out: on the one hand, there is the task of destroying the heritage of the bourgeois system, of foiling the repeated attempts of the whole bourgeoisie to crush the Soviet state. This task has absorbed most of our attention hitherto and has prevented us from proceeding to the other task, that of construction. According to the bourgeois world outlook, politics was divorced, as it were, from economics. The bourgeoisie said: peasants, you must work for your livelihood; workers, you must work to secure your means of subsistence on the market; as for economic policy, that is the business of your masters. That, however, is not so; politics should be the business of the people, the business of the proletariat. Here we must emphasise the fact that nine-tenths of our time and our work is devoted to the struggle against the bourgeoisie. The victories over Wrangel, of which we read yesterday, and of which you will read today and probably tomorrow, show that one stage of the struggle is coming to an end and that we have secured peace with a number of Western countries; every victory on the war front leaves our hands freer for the internal struggle, for the politics of state organisation. Every step that brings us closer to vitory over the whiteguards gradually shifts the focus of the struggle to economic policy. Propaganda of the old type describes and illustrates what communism is. This kind of propaganda is now useless, for we have to show in practice how socialism is to be built. All our propaganda must be based on the political experience of economic development. That is our principal task; whoever interprets it in the old sense will show himself to be a retrograde, one who is incapable of conducting propaganda work among the masses of the peasants and workers. Our main policy must now be to develop the state economically, so as to gather in more poods of grain and mine more poods of coal, to decide how best to utilise these poods of grain and coal and preclude starvation-that is our policy. All our agitation and propaganda must be focussed on this aim. There must be less fine talk, for you cannot satisfy the working people with fine words. As soon as the war enables us to shift the focus from the struggle against the bourgeoisie, from the struggle against Wrangel and the whiteguards, we shall turn to economic policy. And then agitation and propaganda will play a role of tremendous and ever growing importance.

Every agitator must be a state leader, a leader of all the peasants and workers in the work of economic development. He must tell them what one should know, what pamphlets and books one should read to become a Communist.

That is the way to improve our economic life and make it more secure, more social; that is the way to increase production, improve the food situation and distribution of the goods produced, increase coal output, and restore industry without capitalism and without the capitalist spirit.

What does communism consist in? All propaganda for communism must be conducted in a way that will amount to practical guidance of the state’s development. Communism must be made comprehensible to the masses of the workers so that they will regard it as their own cause. That task is being poorly accomplished, and thousands of mistakes are being made. We make no secret of the fact. However, the workers and the peasants must themselves build up and improve our apparatus, with our assistance, feeble and inadequate as it is. To us, that is no longer a programme, a theory, or a task to be accomplished; it has become a matter of actual and practical development. Although we suffered some cruel reverses in our war, we have at least learnt from these reverses and won complete victory. Now, too, we must learn a lesson from every defeat and must remember that the workers and peasants have to be instructed by taking the work already performed as an example. We must point out what is bad, so as to avoid it in future.

By taking constructive work as an example, by repeating it time and again, we shall succeed in turning inefficient communist managers into genuine builders, and, in the first place, into builders of our economic life. We shall achieve our targets and overcome all the obstacles which we have inherited from the old system and cannot be eliminated at a single stroke. We must re-educate the masses; they can be re-educated only by agitation and propaganda. The masses must be brought, in the first place, into the work of building the entire economic life. That must be the principal and basic object in the work of each agitator and propagandist, and when he realises this, the success of his work will be assured. //(Loud applause.)//

[1] The Conference met in Moscow from November 2 to 8, 1920, with 283 delegates attending. The main question discussed was the establishment of the Chief Committee for Political Education. A. V. Lunacharsky delivered the opening address, in which he dealt with the work done in the sphere of political education. The Conference also heard a report by N. K. Krupskaya on the current plan of work of the Chief Committee for Political Education, and Y. A. Litkens’s report on the organisation of local political education departments. Other items on the agenda concerned the food campaign and political education, production propaganda in the light of the rehabilitation of economic activity, and the elimination of illiteracy. Lenin spoke after Krupskaya at the third session of the Conference, on the second day of the proceedings.
 * Endnotes**


 * From: http://www.marxists.org/archive/lenin/works/1920/nov/03.htm**

4019 words