Education Under Russian Empire Better Than At Present, Says Writer When the Bolshevik revolution in Russia effaced the lest remaining vestiges of the Imperial regime in 1918, it also destroyed a public education, system which was far more pracsieal and wicesiyead in its influences than any vFich the communist authorities have since established, notwithstanding the widespread common belief that the Tzarist government was backward especially in this regard.
This was the belief expressed here by Mr. E. K von Solms-Hampe, a distinguished European educator and former adviser to the League of Nations at Geneva who arrived in 'Shanghai, following an extended stay, in Soviet' Russia, where he has been studying modern' communist instruemethods, Mr, von Solms-Hampo sailed for Morse board the Messageries liner D'Artagnan. On his arrival in Burope he will prepare a special report for Geneva on his findings in Russia, as Well as compiling a eare~ ful survey for general publication book form.
Owing to the fact that the former Amperial Government of Russia did lish its activities and progressive measures to any great ¢3 tent, previous to the war, the opinion prevailed generally throughout the world that little was being done overcome illiteracy in that. vast country, explained Mr. von Solms-Hampe. When the Soviet govern-anent seized power it promptly took advantage of this factor and ever since, by means of the propaganda methods of which it is past master, has fostered this belief, Mr, von Solms-Hampe continued, tthe same time praising its own educa tional innovations far beyond their true value, "Lacking information to the contrary, even experienced educators everywhere were prone to accept as true the information along these Mines made public by the Soviets; Mr, von Solmns-Hampe stated. "Some time ago, however, I managed to secure a complete set of reports and statistics issued by the Imperial Government concerning educational matters previous to its fall. Twas
Fontained therein which T later cone ry much surprised by the facts clusively verified, both by conferences with former Imperial educators and by records. now in the possession of Moscow and Petersburg sovets, T then decided to go to Russia and study the present, jeational methods which'T finally managed to {to after considerable effort.
"das one example of the work undertaken by the Imperial Government, which provided the funds for this purpose in conjunction with the Zemstvos, local district and provineial self-government bodies, I would point ong that the Imperial budget appropriated for publ education increased 950 per cent. in the period from 1804 to 1914", Me. von Solms-Hampe continued.
Ing that former year the 60 expended was 110,000,000 roubles, then approximately worth 60-cents each, gold, while im 1944 it amounted {o. 619,000,000° roubles. OF. these Amounts, the state treasury supplied 40,000,000 roubles in 1804 and. the femst¥os 70,000,000." In 1914, how: fever, the government appropriated 380,600,000" roubles and the Zenstvos "During the same period of pr gress, school attendance also display ed a phenomenal increase. For instance in 1804, there were 3,276,000 tending primary schools, 226,000 secondary schools, and 15,000 Universities and. Tu 101d there were 7,500,000 at primary schools, 829,000 at secondary schools And 80,000 at universities and col loges. In 1908 the Emperor Nicholas, HHordered the inauguration of a lone! desired plan. of general. primary education and. in' 1012. suflcient funds had been accumulated to provide for the construction and opera-Yien of 18,000 new primary schools during the next ten years. This would have have covered the entire empire with such a net of primary Schools that by 1922 there would these facts in every detail," said Mr, von Solms-Hampe, "In addition to which, the census taken in 1920 by the Commanist authorities disclosed that 86 per cent. of all boys from 12 to 16 years of age, at that time, had attended primary schools somewhere! in the Empire when they were between eight to 12 years of age, that is during the Imperial regime. The authorities of the old government, were going about this undertaking, in a practical, efficient manner although at first greatly han"
the structors, before the schools could Of course some of the 1s made by the Soviets have been spectacular and all have been well advertised. Everyone knows of the schools established for the elderly and middle aged peasants and workmen, pictures of of the Imperial authorities in concentrating on the rising generation was far more efficient. Russia, even to-day, has far too few competent, teachers to take care of its educational requirements and too few who are able to teach on general subjects, outside of polities and communism.
"Many new institutions have been established under the red regime, no doubt, but from a European standpoint' the Imperial schools were much more efficient and, in the end, I believe would have' proved of greater value to the students, themselves, and the nation, than the schools of the soviets. The one thing that the educational units of Russia _concentrate on to-day is turning out communists. And even if the communist regime should survive, this will not prove sufficient in the long run. If Imperial Russia had had as efficient: press agents as Soviet Rus-has to-day, the world would have far different opinion on many Imperial institutions. Under the peror the country was advancing, slowly but surely, as evolution takes time, but in the end is thorough. We have yet to see whether or not revolution enn achieve better results."
At the start of his investigations in Russia, Mr. yon Solms-Hampe tated that he received every astance possible from the existing! authorities. Gradually, however, these facilities were restricted when he did not prove a ready convert to the doctrines of Lenin and Stalin,
Text read from the printed page and cleaned; old type leaves the occasional error.