The question raised by the authors is an actual problem, which raises it to the rank of an object of research. Firstly, the history of public education covers the historical interval between the October Revolution and the beginning of the war in 1941, i.e. the process of development of this sphere was considered in the context of the policy of the Bolsheviks. Secondly, based on archival documents and research works on this topic, such issues as the elimination of illiteracy, primary, junior high and high schools in the region have been analyzed in a full range. In this regard, began to study the relationship between schools, the definition of their financial situation, the existence of conflicting issues in the learning process in urban and rural areas, namely huge differences between them.Thirdly, the authors analyzed the statistical data of such indicators as the number of people taught to read and write, schools, schoolchildren, etc. Based on numerical data, on the one hand, we estimated that the dynamics of development was the basis, on the other hand, achievements and "victories" in this area were overestimated, and their shortcomings were often hidden.Fourth, the role and defining functions assigned by the Bolsheviks to the country's teachers in Soviet society were shown. Fifth, identifying numerous unsolved tasks and problems (lack of special school premises, lack of necessary teaching aids, lack of national secondary schools, etc.), the authors has assigned a special place to the Kazakh school. Sixth, the priority of the Russian language in the educational process and the consequences of the directives of the Bolsheviks (changing the Kazakh script from Arabic to Latin, then from Latin to Cyrillic) in the field of public education are considered. The totality of all these issues was considered by the authors in the framework of the cultural revolutions, but despite certain achievements of the communists, however, in culture, in particular in the field of education, there was a "residual principle".