BY V.I. LENIN  
The recent publication of the report on literacy among the population of Russia, based on the census of 1920 ("Literacy in Russia," issued by the Central Statistical Board, Public Education Section, Moscow, 1922) is a very important event.¹

At a time when we hold forth on proletarian culture and the relation in which it stands to bourgeois culture, facts and figures reveal that we are in a very bad way even as far as bourgeois culture is concerned. As might have been expected, it appears that we are still a very long way from attaining universal literacy and that even compared with tsarist times (1897) our progress has been far too slow.² This should serve as a stern warning and reproach to those who have been soaring in the empyreal heights of "proletarian culture."³ It shows what a vast amount of urgent spadework we still have to do to reach the standard of an ordinary western European civilized country.

It also shows what a vast amount of work we have to do today to achieve, on the basis of our proletarian gains, anything like a real cultural standard.

We must not confine ourselves to this incontrovertible but too theoretical proposition. The very next time we revise our quarterly budget we must take this matter up in a practical way as well....

Nowhere are the problems of this culture tackled so thoroughly and consistently as they are in our country. In no other country is state power in the hands of the working class which, in its mass, is fully aware of the deficiencies, I shall not say of its culture, but of its literacy. Nowhere is the working class so ready to make, and nowhere is it actually making, such sacrifices to improve its position in this respect as in our country.

Too little, far too little, is still being done by us to adjust our state budget to satisfy, as a first measure, the requirements of elementary public education. Even in our People's Commissariat of Education we all too often find disgracefully inflated staffs in some state publishing establishment, which is contrary to the concept that the state's first concern should not be publishing houses but that there should be people to read, that the number of people able to read is greater, so that book publishing should have a wider political field in future Russia. Owing to the old (and bad) habit, we are still devoting much more time and effort to technical questions, such as the question of book publishing, than to the general political question of literacy among the people....  
 
Promoting literacy among the people
There is still very much in the proletarian and peasant state that can and must be economized for the purpose of promoting literacy among the people. This can be done by closing institutions which are playthings of a semiaristocratic type, or institutions we can still do without and will be able to do without, and shall have to do without for a long time to come, considering the state of literacy among the people as revealed by the statistics.

Our schoolteacher should be raised to a standard he has never achieved and cannot achieve in bourgeois society. This is a truism and requires no proof. We must strive for this state of affairs by working steadily, methodically, and persistently to raise the teacher to a higher cultural level, to train him thoroughly for his really high calling and--mainly, mainly, and mainly--to improve his position materially.

We must systematically step up our efforts to organize the schoolteachers so as to transform them from the bulwark of the bourgeois system that they still are in all capitalist countries without exception into the bulwark of the Soviet system, in order, through their agency, to divert the peasantry from alliance with the bourgeoisie and to bring them into alliance with the proletariat.

I want briefly to emphasize the special importance in this respect of regular visits to the villages; such visits, it is true, are already being practiced and should be regularly promoted. We should not stint money--which we all too often waste on the machinery of state that is almost entirely a product of the past historical epoch--on measures like these visits to the villages.

For the speech I was to have delivered at the Congress of Soviets in December 1922 I collected data on the sponsorship undertaken by urban workers of villagers....

Here we have a fundamental political question--the relations between town and country--which is of decisive importance for the whole of our revolution. While the bourgeois state methodically concentrates all its efforts on doping the urban workers, adapting all the literature published at state expense and at the expense of the tsarist and bourgeois parties for this purpose, we can and must utilize our political power to make the urban worker an effective vehicle of communist ideas among the rural proletariat.

I said "communist," but I hasten to make a reservation for fear of causing a misunderstanding, or of being taken too literally. Under no circumstances must this be understood to mean that we should immediately propagate purely and strictly communist ideas in the countryside. As long as our countryside lacks the material basis for communism, it will be, I should say, harmful, in fact, I should say, fatal, for communism to do so.

That is a fact. We must start by establishing contacts between town and country without the preconceived aim of implanting communism in the rural districts. It is an aim which cannot be achieved at the present time. It is inopportune, and to set an aim like that at the present time would be harmful instead of useful to the cause.

But it is our duty to establish contacts between the urban workers and the rural working people, to establish between them a form of comradeship which can easily be created. This is one of the fundamental tasks of the working class which holds power. To achieve this we must form a number of associations (party, trade union, and private) of factory workers, which would devote themselves regularly to assisting the villages in their cultural development.

Is it possible to "attach" all the urban groups to all the village groups, so that every working-class group may take advantage regularly of every opportunity, of every occasion to serve the cultural needs of the village group it is "attached" to? Or will it be possible to find other forms of contact? I here confine myself solely to formulating the question in order to draw the comrades' attention to it, to point out the available experience of western Siberia (to which Comrade Khodorovsky drew my attention) and to present this gigantic, historic cultural task in all its magnitude.

We are doing almost nothing for the rural districts outside our official budget or outside official channels. True, in our country the nature of the cultural relations between town and village is automatically and inevitably changing. Under capitalism the town introduced political, economic, moral, physical, etc., corruption into the countryside. In our case, towns are automatically beginning to introduce the very opposite of this into the countryside. But, I repeat, all this is going on automatically, spontaneously, and can be improved (and later increased a hundredfold) by doing it consciously, methodically, and systematically.

We shall begin to advance (and shall then surely advance a hundred times more quickly) only after we have studied the question, after we have formed all sorts of workers organizations--doing everything to prevent them from becoming bureaucratic--to take up the matter, discuss it, and get things done.
 

1. Lenin, CW, vol. 33, pp. 462-66.

2. Despite the difficult conditions of the civil war, the school system expanded following the Russian revolution. The number of students receiving primary education in early 1921 was more than 20 percent higher than in 1914-15. During the first eighteen months of the NEP, however, education suffered. In line with overall austerity measures, expenditure on education was cut back sharply. Local soviets, lacking the funds to pay teachers on their own, began to close down schools. By December 1922 more than twenty thousand schools had been shut, about 30 percent of the total.

3. See Lenin's reference to "proletarian culture" in his report to the Fourth Congress of the Communist International, in chapter 3.  
 
 
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