Zilberfarb, I. I. Modern Revolutionary-Pedagogical France (Sovremennaya revolyutsionno-pedagogicheskaya Frantsiya), 1925. In Russian

Зильберфарб И.
Современная революционно-педагогическая Франция.
Москва : «Работник просвещения», 1925 (на обложке 1926).
128 с. ; 23 см. Мягкая оригинальная издательская обложка. Тираж 3000 экз.
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Zilberfarb, Johann.
Modern Revolutionary-Pedagogical France.
Moscow : "Rabotnik Prosveshcheniya" (The Education Worker), 1925 (cover dated 1926).
128 pp. ; 23 cm. Original softcover. Edition of 3,000 copies. 

This 1925 monograph by the historian and educator Johann Zilberfarb is a significant primary source documenting the early Soviet fascination with international radical movements in education. Published by the specialized Rabotnik Prosveshcheniya house, the work examines the turbulent landscape of French pedagogy following World War I, a period characterized by the rise of the "New School" movement and the radicalization of teachers' unions. The text provides a deep dive into the internal logic of the French educational struggle, including the arrangement of chapters on the "Clarté" group, the activities of the Federation of Teachers (Fédération des membres de l'enseignement), and the influence of Marxist and syndicalist thought on French schooling. Zilberfarb explores how French revolutionary educators sought to dismantle the traditional "bourgeois" school system in favor of labor-oriented and secularist models, drawing parallels with the nascent Soviet "Unified Labor School."
The volume is notable for its detailed analysis of specific pedagogical reforms and the social status of teachers in the Third Republic. Despite the copyright date of 1925, the cover bears the year 1926, a common occurrence in late-year Soviet publishing. Issued in a relatively small print run of 3,000 copies, the book was intended for Soviet educators, party officials, and internationalists who looked toward France—the traditional cradle of European revolution—for inspiration in shaping the "new human" of the socialist state. For bibliophiles and historians of pedagogical thought, this 1925 Moscow imprint serves as a vital bridge between the radical intellectual currents of Western Europe and the experimental educational policies of the early Soviet era.