Iowa County democrat. [volume] (Mineral Point, Wis.) 1877-1938, 1920-06-10
HUMAN NATURE VS.. IDEALISM
CommUnistic Theory Of Ownership o.
Land, Put to the Test in Russia,
Has Proved Dire Failure
In Practice.
Article XVI.
BY FRANK COMERFORD.

vi tOlIllD uHlSIH LIE PROMISE Was ludI
the specialization Of industry would in
crease production and free the work
ers from exploitation. The owners and
managers were driven from the plants.
These men were Of the bourgeois class.
They had no place in the new scheme
of things. They were tainted" with
success. They had intelligently and
efficiently built up their industries.
This was enough. The boIshevik gov
eminent denied them citizenship and
drove them from the enterprises they
had built.
Everything was to be owned in
common private property Of all kinds
had been abolished. The men who
worked in the factories or mills were
to be their own bosses. They were
part Of the state, and the state owned
and operated everything. The gov
ernment Of the factory was to be by
committee, every man was the equal
of every other man; orders were given
md orders taken with this thought in
mind. The result was inSubOrdina-
ton. Every man was boss; all sys-
TEN banished; system made slaves
Down with system The business
brains having been driven out, insub-
ordination having come in, produc-
fiOn declined until it almost ceased.
many workers gave up in disgust and
returned to their villages. The exodus
from Petrograd was marked. Prior
- Do+. a aS+r
100000. In 1918 it's population had
shrunk to less than 100000 Fac
tories closed. Again the theory of
communism, when put to the test,
failed.
Trotzky Had Remedy.
TrOtZky, in cOnfessing the failure Of
the bOlShevik program to successfully
SOcialiZe industry, charged it to the
Sabotage of the intellectuals." BY
this he meant that the bolsheviks
drove the specialists, the technicians
and managers of industry, out Of bust
ness that the working men, not hav-
ing the training for these places re-
Quiring special skill and knowledge,
were unable efficiently and successfully
to carry on the business. Having
pointed out the cause of the failure,
he presented q remedy. He truly said
that the intelIectuals have the benefit
of special training, education and eX-
~perience, and that shops and factories
filled with machines, material and
working men, cannot be run without
the skilled manager, the intelligent,
experienced foreman. But TrOtzky
has not lost faith in the plan of in
duStrial communism, nor has he lost
belief in the theory that it can be
made to increase production. He
says that the bourgeois brains, when
forced into the factories by the state,
do not work with the same ambition
to make a success Of the business that
they did when it was their private
property and they had personal-profit
interest in its success. Thus they
are guilty of Withholding their best
from factory management under the
bolShevik scheme of communism.
This he calls the sabotage of the in
tellectuals" TIC eliminate this diff
Guilty he proposes that the holshevik
government turn its attention to the
education of the working men, pro-
vide technical schools and schools
teaching business management, and
in this manner make competent man
ayers and technical experts out of
workingmen. 1t is his opinion that
workingmen educated to be experts
and managers would retain their class
sympathy and their interest in the sue
cess Of the class struggle.
Had Forgotten Human Nature.
The bolSheviks are strong on theory
Trotzky fails TO take into conSidera-
ton some simple fundamental truths.
He fails to reckon with human ma
ture as it is. He thinks Of it as it
should be. Let us take an example
which illustrates and emphasizes the
difference between bolshevik theory
and practical experience. Let us sup
pose that the bolShevik government es-
tablisheS schools for the purpose of
training men in business management
and for technical work. Then enroll
IN lHeSe SCHOOLS N0rkIHSluoH WHO, ut
the time, are entirely "class con-
scious." They are ardent communists
when they enter the front door of the
school on the first day of their attend
ance. They attend school for several
years. The time spent in school and
the education given to the men makes
a change in them. They become con-
scious of the power of education, of
their fitness for a better class of
work. Education gives them sense
of superiority, and l do not mean
superiority in the arrogant or boastful
sense. The trained mind is conscious
of training. 1t is more ambitious
mind. The men are not less human.
They want to get out Of education ma
terial benefits They feel the sense
of leadership. When they graduate
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