“School reform after the October Revolution serves as an act of struggle of the masses for knowledge, for education. It’s not just about making school universally accessible, since the way it was organised by the previous regime was not suitable for the working masses; the issue is about its radical reconstruction in the spirit of a truly popular school”
Anatoly Lunacharsky, ‘People's Commissar for Education’, Russia, 16 October 1918
Socialist change would at last allow wealth and resources to be democratically planned and managed - and such a democratic plan would allow a full debate on what our education system should look like – and for it to be put into practice!
This was exactly the debate that took place amongst socialists, educators and the wider working-class after the Russian Revolution of October 1917 had achieved socialist change. The results of a year’s discussions were finally summed up in the “Decree on the Unified Labour School” that was issued on 16 October 1918.
All schools were brought into the same unified system, providing free, secular, co-educational education up to the age of 17. They were to be self-governed through a school council made up of all school staff, and, although in smaller proportions, representatives of the local community, older school students and the education department. “The division of teachers into categories” was abolished, so all were paid on the same salary scale.
The Decree stated that all schools “must be under the regular supervision of doctors” and provide “hot breakfasts free of charge”. They should operate as what we might now call ‘community hubs’ hosting clubs, performances, meetings and so on.
A broad curriculum was to be based on ‘polytechnical’ principles, centred on active learning and with regular work experience as an integral part. The agreed curriculum “should be very flexible in its application to local conditions” and school work should be “creative and cheerful” with homework and formal exams abolished.
In practice, first under the pressures of civil war, and then the reversal of workers’ democracy under Stalinism, much of this program was never fully implemented. Discussions in a socialist Britain might not arrive at exactly the same conclusions, but these debates from revolutionary Russia give a glimpse of how a socialist education policy could be decided upon and applied.
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