through the schools not much progress can be made. But the school can, when it works in the direction of the existing social development, powerfully assist this movement. Where these social conditions are also operating in the direction of class interests the school can co-operate and, at least within a limited sphere, realize for the generation which is growing up in this period what the whole society of this generation is simultaneously growing toward.
All these are means that bourgeois radicalism has already placed before itself, but a certain power, and a disregard of capital of which no bourgeois class is capable are essential to such an attainment. Such a school as is here outlined would, in Germany, for example, according to the reckoning which I have made in my Agrarfrage demand one and a half or two million marks yearly. Almost double the present military budget! Such a sum for school purposes can only be obtained by a proletarian ruled community that does not maintain a respectful attitude towards great incomes.
But the revolution would naturally not stop at these transformations. It would not be simply a bourgeois democratic, but a proletarian revolution. We shall not, as we have already stated, investigate what the proletariat would do upon the basis of this or that theory, for we do not know what theories may appear or under what circumstances the next revolution will be carried through. We will only investigate what
