只有了解人类创造的一切财富以丰富自己的头脑，才能成为共产主义者：学习列宁的科研精神

只有了解人类创造的一切财富以丰富自己的头脑，才能成为共产主义者：学习列宁的科研精神

　　原文《学习列宁的读书精神》写于 2011-04-23，在新华博客发布，今日修改。

　　李克勤（jixuie)题记：１８７０年４月２２日，弗拉基米尔·伊里奇·列宁诞生。列宁是无产阶级革命的伟大导师，苏联共产党创始人，布尔什维克革命的领导者，苏维埃社会主义共和国联盟缔造者，列宁主义理论体系的创立者。列宁能够创立一套理论体系，与他孜孜不倦的读书学习，刻苦钻研有直接关联。列宁和马克思、毛主席一样，是在做真的科学研究。

1919年5月25日，列宁在莫斯科红场向接受军训的部队讲话的照片

　　位于莫斯科东南40余公里处的高尔克村，是无产阶级革命导师列宁度过一生中最后一段岁月的地方。列宁的《无产阶级革命和叛徒考茨基》、《伟大的创举》、《共产主义运动中的“左派”幼稚病》等一系列重要著作是在这里撰写的。

《列宁在一九一八年》

　　在电影《列宁在1918》里看到过这样的镜头，列宁被刺后养伤期间，医生不让他看书，把他要看的书拿走了，可医生一离开，他悄悄把自己事先藏好的书拿出来阅读。伟大导师那略有些调皮的姿态令人难以忘怀。

　　小时候看过一本书《列宁是怎样写作学的》。这是一本很薄的小册子，是列宁的夫人娜·康·克鲁普斯卡娅写的，因此具有很强的可信性和可读性。

　　还有一则流传很广的故事。

　　有一次，一位老布尔什维克见列宁捧着—本很厚的外文书在快速翻阅，便问他要把一首诗背下来需要读多少遍，列宁回答说：只要读两遍就可以了。

　　列宁之所以具有如此强的记忆力，是与他读书过程中的专心致志分不开的。他读起书来，对周围的一切就理会不到了。有一次，他的几个姐妹恶作剧，用6把椅子在他身后搭了一个不稳定的三角塔，只要列宁一动，塔就会倾倒。然而，正专心读书的列宁毫未察觉，纹丝不动。直到半小时后，他读完了预定要读的一章书，才抬起头来，木塔轰然倒塌……

　　列宁读书有自己的独立主见。

　　在电影《列宁在十月》里，列宁在十月革命前夕的一个晚上住在警卫员瓦西里家里，他不同意主人睡地板，而自己很快就在地板上睡着了。睡前他还特别看了瓦西里拿来垫枕头的书，对其中一本说这样的书不能放在枕头下，而应该放在脚下。

　　书不是全都是好的，何为好书，何谓不好的书要有鉴别。这是我们学习列宁，必须要学的，也是读书最重要的能力。

图为高尔克庄园内恢复的列宁在克里姆林宫的办公室会议厅

图为恢复后的列宁在克里姆林宫的书架

图为恢复后的克里姆林宫列宁书房内的写字台和接待来宾的桌椅

图为恢复后的克里姆林宫列宁书房的一角

视频链接：v.qq.com/x/page/h0198xgcq61.html

列宁在工厂的经典演讲视频

视频链接：v.qq.com/x/page/s0192xklppk.html

列宁用工人代表引导纠正高尔基的不正确思想 视频

　　上初中时，我们的语文课本有一篇列宁著作《青年团的任务》（在俄国共产主义青年团第三次代表大会上的讲话）（1920年10月2日）（节选）

　　你们读过和听说过：主要由马克思创立的共产主义理论，共产主义科学，即马克思主义学说，已经不仅仅是19世纪一位社会主义者——虽说是天才的社会主义者——的个人著述，而成为全世界千百万无产者的学说；他们已经运用这个学说在同资本主义作斗争。如果你们要问，为什么马克思的学说能够掌握最革命阶级的千百万人的心灵，那你们只能得到一个回答：这是因为马克思依靠了人类在资本主义制度下所获得的全部知识的坚固基础；马克里研究了人类社会发展的规律，认识到资本主义的发展必然导致共产主义，而主要的是他完全依据对资本主义社会所作的最确切、最缜密和最深刻的研究，借助于充分掌握以往的科学所提供的全部知识而证实了这个结论。凡是人类社会所创造的一切，他都有批判地重新加以探讨，任何一点也没有忽略过去。凡是人类思想所建树的一切，他都放在工人运动中检验过，重新加以探讨，加以批判，从而得出了那些被资产阶级狭隘性所限制或被资产阶级偏见束缚住的人所不能得出的结论。

　　例如，当我们谈到无产阶级文化的时候，就必须注意这一点。应当明确地认识到，只有确切地了解人类全部发展过程所创造的文化，只有对这种文化加以改造，才能建设无产阶级的文化，没有这样的认识，我们就不能完成这项任务。无产阶级文化并不是从天上掉下来的，也不是那些自命为无产阶级文化专家的人杜撰出来的。如果硬说是这样，那完全是一派胡言。无产阶级文化应当是人类在资本主义社会、地主社会和官僚社会压迫下创造出来的全部知识合乎规律的发展。条条大道小路一向通往，而且还会通往无产阶级文化，正如马克思改造过的政治经济学向我们指明人类社会必然走到那一步，指明必然过渡到阶级斗争，过渡到开始无产阶级革命。

　　我们不需要死记硬背，但是我们需要用对基本事实的了解来发展和增进每个学习者的思考力，因为不把学到的全部知识融会贯通，共产主义就会变成空中楼阁，就会成为一块空招牌，共产主义者也只会是一些吹牛家。你们不仅应该掌握知识，而且应该用批判的态度来掌握这些知识，不是用一堆无用的垃圾来充塞自己的头脑，而是用对一切事实的了解来丰富自己的头脑，没有这种了解就不可能成为一个现代有学识的人。如果一个共产主义者不下一番极认真、极艰苦而巨大的工夫，不弄清他必须用批判的态度来对待的事实，便想根据自己学到的共产主义的现成结论来炫耀一番，这样的共产主义者是很可悲的。这种不求甚解的态度是极端有害的。要是知道自己懂得太少，那就要设法使自己懂得多一些，但是如果有人说自己是共产主义者，同时又认为自己根本不需要任何扎实的知识，那他就根本不能成为共产主义者。

　　我们废除资产阶级社会内违反大多数人的意志而实行的强迫纪律，代之以工农的自觉纪律，工人和农民不但仇恨旧社会，而且有毅力、有本领、有决心团结和组织力量去进行这一斗争，以便把散居在辽阔国土上的分散而互不联系的千百万人的意志统一为一个意志，因为没有这样的统一意志，我们就必然会遭到失败，没有这样的团结，没有这样的工农的自觉纪律，我们的事业就毫无希望。不具备这些条件，我们就不能战胜全世界的资本家和地主。我们就会连基础也不能巩固，更谈不到在这个基础上建成共产主义新社会了。同样，我们否定旧学校，对旧学校怀着完全正当和必要的仇恨心理，珍视那种要摧毁旧学校的决心，但是我们应当了解，废除以前的死读书、死记硬背和强迫纪律时，必须善于吸取人类的全部知识，并要使你们学到的共产主义不是生吞活剥的东西，而是经过你们深思熟虑的东西，是从现代教育观点上看来必然的结论。

　　我们在谈论学好共产主义这一任务时就应该这样来提出基本任务。

　　The old schools provided purely book knowledge; they compelled their pupils to assimilate a mass of useless, superfluous and barren knowledge, which cluttered up the brain and turned the younger generation into bureaucrats regimented according to a single pattern. But it would mean falling into a grave error for you to try to draw the conclusion that one can become a Communist without assimilating the wealth of knowledge amassed by mankind. It would be mistaken to think it sufficient to learn communist slogans and the conclusions of communist science, without acquiring that sum of knowledge of which communism itself is a result. Marxism is an example which shows how communism arose out of the sum of human knowledge.

　　You have read and heard that communist theory -- the science of communism created in the main by Marx, this doctrine of Marxism -- has ceased to be the work of a single socialist of the nineteenth century, even though he was a genius, and that it has become the doctrine of millions and tens of millions of proletarians all over the world, who are applying it in their struggle against capitalism. If you were to ask why the teachings of Marx have been able to win the hearts and minds of millions and tens of millions of the most revolutionary class, you would receive only one answer: it was because Marx based his work on the firm foundation of the human knowledge acquired under capitalism. After making a study of the laws governing the development of human society, Marx realised the inevitability of capitalism developing towards communism. What is most important is that he proved this on the sole basis of a most precise, detailed and profound study of this capitalist society, by fully assimilating all that earlier science had produced. He critically reshaped everything that had been created by human society, without ignoring a single detail. He reconsidered, subjected to criticism, and verified on the working-class movement everything that human thinking had created, and therefrom formulated conclusions which people hemmed in by bourgeois limitations or bound by bourgeois prejudices could not draw.

　　We must bear this in mind when, for example, we talk about proletarian culture. We shall be unable to solve this problem unless we clearly realise that only a precise knowledge and transformation of the culture created by the entire development of mankind will enable us to create a proletarian culture. The latter is not clutched out of thin air; it is not an invention of those who call themselves experts in proletarian culture. That is all nonsense. Proletarian culture must be the logical development of the store of knowledge mankind has accumulated under the yoke of capitalist, landowner and bureaucratic society. All these roads have been leading, and will continue to lead up to proletarian culture, in the same way as political economy, as reshaped by Marx, has shown us what human society must arrive at, shown us the passage to the class struggle, to the beginning of the proletarian revolution.　　When we so often hear representatives of the youth, as well as certain advocates of a new system of education, attacking the old schools, claiming that they used the system of cramming, we say to them that we must take what was good in the old schools. We must not borrow the system of encumbering young people's minds with an immense acount of knowledge, nine-tenths of which was useless and one-tenth distorted. This, however, does not mean that we can restrict ourselves to communist conclusions and learn only communist slogans. You will not create communism that way.

　　We have no need of cramming, but we do need to develop and perfect the mind of every student with a knowledge of fundamental facts. Communism will become an empty word, a mere signboard, and a Communist a mere boaster, if all the knowledge he has acquired is not digested in his mind. You should not merely assimilate this knowledge, but assimilate it critically, so as not to cram your mind with useless lumber, but enrich it with all those facts that are indispensable to the well-educated man of today. If a Communist took it into his head to boast about his communism becaused of the cut-and-dried conclusions he had acquired, without putting in a great deal of serious and hard work and without understanding facts he should examine critically, he would be a deplorable Communist indeed. Such superficiality would be decidedly fatal. If I know that I know little, I shall strive to learn more; but if a man says that he is a Communist and that he need not know anything thoroughly, he will never become anything like a Communist.

　　The old schools produced servants needed by the capitalists; the old schools turned men of science into men who had to write and say whatever pleased the capitalists. We must therefore abolish them. But does the fact that we must abolish them, destroy them, mean that we should not take from them everything mankind has accumulated that is essential to man? Does it mean that we do not have to distinguish between what was necessary to capitalism and what is necessary to communism?

　　We are replacing the old drill-sergeant methods practised in bourgeois society, against the will of the majority, with the class-conscious discipline of the workers and peasants, who combine hatred of the old society with a determination, ability and readiness to unite and organise their forces for this struggle so as to forge the wills of millions and hundreds of millions of people -- disunited, and scattered over the territory of a huge country -- into a single will, without which defeat is inevitable. Without this solidarity, without this conscious descipline of the workers and peasants, our cause is hopeless. Without this, we shall be unable to vanquish the capitalists and landowners of the whole world. We shall not even consolidate the foundation, let alone build a new, communist society on that foundation. Likewise, while condemning the old schools, while harbouring an absolutely justified and necessary hatred for the old schools, and appreciating the readiness to destroy them, we must realise that we must replace the old system of instruction, the old cramming and the old drill, with an ability to acquire the sum total of human knowledge, and to acquire it in such a way that communism shall not be something to be learned by rote, but something that you yourselves have thought over, something that will embody conclusions inevitable from the standpoint of present-day education.

　　That is the way the main tasks should be presented when we speak of the aim: learn communism.

　　李克勤后记：
　　据说，列宁的阅读速度惊人。即使在国事繁忙的情况下，他仍能每日坚持读书达500多页。列宁在克里姆林宫的藏书曾达16000多本。可以设想，如果列宁不是过早地在54岁时去世，那么他的藏书必将大大增加。列宁最杰出的道器变通就是领导创立了人类第一个社会主义国家——苏联。列宁主义是马克思主义的继承和发展。毛泽东思想又是列宁主义的继承和发展。马恩列斯毛的道器变通，一脉相承。