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.)

A School-Boy Fight
As they are subjected to laws that are simply derived from their own nature, the scholars do not rebel or grumble; if they were subjected to our old system of interference, they would have no faith in the legality of our ringing bells, regulations, and ordinances. How many times when children were fighting, have I chanced to see the teacher hasten to separate them; and the disparted foes would glare at each other, and even in the presence of a stern teacher would not fail to look even more fiercely than before, or even fall to blows; how many times every day do I see some Kiriushka set his teeth together, and fly at Taraska, and pull his hair, and throw him to the ground, and apparently try to maim his enemy or to annihilate him; and then, ... (From : Wikisource.org.)

The Possible Cause And Possible Help
Possibly the cause of this is our severance from the people, the enforced culture of the upper classes; and time only may help this trouble by giving birth, not to a chrestomathy, but a complete transition literature consisting of all the books now extant, and organically taking its place in a course of graded reading. Maybe it is a fact that the common people do not comprehend, and do not wish to comprehend, our literary language, because there is nothing in it for them to comprehend, because our whole literature does not suit them at all, and they will work out their own literature. Finally, the last supposition, which seems to us more plausible than the rest, consists in this: that the apparent fault lies not in the nature of the thing, ... (From : Wikisource.org.)

A First Lesson In History
I had the intention in this first lesson of explaining wherein Russia differs from other countries, her borders, the characteristic feature of its government; to tell who was the reigning monarch at this time, and how and when the Emperor mounted the throne. TEACHER. Where do we live? in what land? A PUPIL. At Yasnaya Polyana. SECOND PUPIL. In the country. TEACHER. No; in what land are both Yasnaya Polyana and the Government of Tula? PUPIL. The Government of Tula is seventeen versts from us. Where is it? Why the Government is the government. TEACHER. No; Tula is a government capital, but a government is another thing. Now what land is it? PUPIL (who had been in the geography class). The land is round like a ball. By means of such questions ... (From : Wikisource.org.)

The Quality of the Scholars
The school is free, and at first the pupils came only from the village of Yasnaya Poly ana. Many of these scholars left school because their parents did not consider the teaching good; many after they had learned to read and write ceased coming, and took service at the post-station, for that was the chief industry of our village. Some came at first from the poor villages of the neighborhood, but on account of the inconvenience of getting back and forth, or the expense of meals which cost at the very least not less than two silver rubles a month, they were soon withdrawn. Well-to-do muzhiks from more distant villages were attracted by the gratuitous instruction afforded, and by the report spread abroad among the people that there was good te... (From : Wikisource.org.)

Marks
At two o'clock the hungry children run home. But notwithstanding their hunger, they always wait a few moments to learn what their marks are. Marks, though at the present time they give no rank, are still regarded by them with the keenest interest. "I have five, with the cross, and they have given Olgushka such a healthy cipher!" "And I have four," they cry. The child takes the marks as a gauge of his work, and discontent at marks is shown only when there is any unfairness in making the returns. Too bad if he has been trying, and the teacher, through an error, has given less than his deserts! He will give the teacher no peace, and will weep bitter tears unless he can have the record changed. Bad marks, if they have been deserved, go without ... (From : Wikisource.org.)