Notes
Dvorovaya dyevka, the daughter of a serf attached to the bar sky dvor, or mansion-house. Alekse'i Vasiiyevitch Koltsof (1809-1842), a distinguished poet, by some called the Burns of Russia. The ponomar, or paramonar, a word derived from modern Greek, airl signifying doorkeeper, sacristan. One of the domestic servants, formerly serfs, like the little girl mentioned. Dvorovui, or domestic servant. Dvornik, generally one who serves in a dvor; also house-porter. Here, one who occupies a dvor, including house and land. Little Olga. The fantastic story of a beautiful and wealthy maiden who is in reality a witch, and causes the destruction of the groom who falls in love with her. Diminutive of Feodor, Theodore; as Semka is of Semyon. Fifty sazhen. Contemptuous diminutive of Gavriil, Gabriel. Batya, shortened form of b... (From : Wikisource.org.)

Chapter 38 : Singing
Last summer we were coming home from bathing. All of us were feeling very gay. A peasant lad, the very one who had been enticed by the domestic peasant lad into stealing books, a wide-cheeked, thick-set lad, all covered with freckles, with crooked, knock-kneed legs, with all the ways of a grown-up muzhik of the steppe, but a clever, strong, and gifted nature, ran ahead and sat in the wagon, which was proceeding in front of us. He picked up the reins, cocked his hat, spat to one side, and burst out into a dragging muzhik song oh, how he sang! with feeling, with repose, with the full power of his lungs! The children laughed: - "Semka, Semka lo! how cleverly he sings!" Semka was perfectly serious. "There, now, don't you interrupt my song!" said he, in a pause, using a peculiar and purposely hoarse voice, and then he went on with his song sedately. Two very musical lads took their places in the cart and began to take th... (From : Wikisource.org.)

Chapter 37 : Drawing
When, nine months ago, I entered upon the teaching of drawing, I had as yet no definite plan, either for laying out the course of instruction or for guiding the pupils. I had neither designs nor models, save for a few albums of illustrations, which, however, I did not make use of at the time of my most advanced lessons, confining myself to simple auxiliary means, such as can always be found in every country school. A painted wooden board, chalk, slates, and rectangular boards of various sizes, and sticks, which we had used in the visual teaching of mathematics these were all the material we had for our instruction, and yet we were not hindered from copying everything that came under our hands. Not one of the pupils had ever before had any lessons in drawing; they brought to me only their faculty of judgment, which they were given perfect liberty to express when and as they pleased, and which I wanted as a guide to teach me their requirements so that... (From : Wikisource.org.)

Chapter 36 : The Arts
In the sketch of the Yasnaya Polyana School during the months of November and December, I have now to speak of two subjects which have an entirely distinct character from all the others: these are drawing and singing the arts. If I had not my own views, based on the fact that I don't know why any one should study either, I should be obliged to ask myself: Is the study of art profitable for peasant children, put under the necessity of working all their lives long just for their daily bread, and what is the good of it? Ninety-nine out of a hundred would answer this question in the negative. And it is impossible to answer otherwise. As soon as this question is put, sound common sense demands such an answer: he is not to be aft artist; he will have to plow. If he has artistic demands, he will not have the power to endure the steady unwearying labor which he must endure; which, if he does not endure, the very existence of the empire would be... (From : Wikisource.org.)

Chapter 35 : Geography
In the teaching of geography I did the same thing. First of all, I began with physical geography. I remember the first lesson. I began it, and immediately lost my way. The result obtained was what I did not at all anticipate; namely, that I did not know what I wanted ten-year-old peasant children to learn. I was able to explain "day" and "night," but in my explanation of "winter" and "summer" I went astray. Ashamed of my ignorance, I tried it again, and then I asked many of my acquaintances, cultivated men, and no one except those that had recently left school, or teachers, was able to give me a very good explanation without a globe. I beg all who read this to test this observation. I affirm that out of a hundred men not more than one knows this, though all children are taught it. Having rehearsed pretty carefully, I once more took up the explanation, and with the aid of a candle and a globe, I explained it, as it seemed to me, admirably. Th... (From : Wikisource.org.)

Self-Improvement In Writing
This summer we had exactly the same experience with calligraphy as we had with mechanical reading. The scholars were very poor penmen, and one of the new teachers tried to have them write from a copy always a regular and easy method for the teacher. The scholars detested this; we were compelled to abandon calligraphy, and we could not devise any way of correcting bad writing. But the oldest class themselves found a way out of it. After they had finished writing their sacred history, the older scholars wanted us to let them carry their copybooks home. The copy-books were soiled, torn, badly written. The careful mathematician, R, asked for a new book, and began to copy his exercise. This idea pleased them all. "I want a sheet of paper," and "... (From : Wikisource.org.)

The Thief
The other case. In the summer, while repairs were making in the building, a Leyden jar was taken from the physical laboratory, pencils several times were missing, and books also were missing at a time when no carpenter or painter was at work in the building. We questioned the boys. The best scholars, the first scholars at that time, old friends of ours, reddened and grew so confused that any magistrate would have been convinced that their confusion was proof positive of their guilt. But I knew them, and could depend on them as on myself. I comprehended that the mere thought of suspicion deeply and painfully wounded them. One lad, whom I will call Feodor, a gifted and opulent nature, turned quite white and burst into tears. They declared tha... (From : Wikisource.org.)

General Sketch Of The School
We have no beginners. The children of the youngest class read, write, and solve problems in the first three rules of arithmetic, and repeat sacred history, so that our order of exercises is arranged according to the following roster: Mechanical and Graded Reading. Compositions. Penmanship. Grammar. Sacred History. Russian History. Drawing. Sketching. Singing. Mathematics. Conversations about the Natural Sciences. Religious Instruction. Before I speak of the methods of instruction, I must give a short description of the Yasnaya Polyana school and its present condition. Yasnaya Polyana, or Fairfield, is the name of the count's estate a few miles out from the city of Tula. It is also the name of a journal of education published at his own expe... (From : Wikisource.org.)

The Classes
The two smaller classes are put by themselves in one room; the older scholars are in another. When the teacher goes to the first class, all gather around him at the blackboard, or on the benches, or they climb on the table, or sit down around him or one of those that are reading. If it happen to be for writing, they take more comfortable positions, but they keep getting up, so as to look at each other's copy-books and show their own to the teacher. It is calculated that the time till dinner will be occupied by four lessons; but often only three or two are introduced, and sometimes the roster is entirely changed. If the teacher begins with arithmetic, he may go over to geometry; or if he begins with sacred history, he may end with grammar. S... (From : Wikisource.org.)

Graded Reading
Although, as we have said, mechanical reading and graded reading in reality blend in one, for us these two methods are always distinguishable by their purposes: it seems to us that the purpose of the former is the art of fluently forming words out of certain signs; the object of the latter is the knowledge of the literary language. A method of learning the literary language naturally presented itself to us, seemingly very simple, but in reality most difficult. It seemed to us that after the reading of phrases written on their slates by the scholars themselves, it was the proper thing to give them the stories of Khudyakof and Afanasief, then something more difficult and in a more complicated style, then something still more difficult, and so... (From : Wikisource.org.)