"Now it is necessary to pass over to the third stage of object instruction, the contents of which have been defined by me as follows: The study of the country, county, Government, the whole realm with its natural products and its inhabitants, in general outline, as a sketch of home science and the beginning of natural science, with the predominance of reading, which, resting on the immediate observations of the first two grades, broadens the mental horizon of the pupils,--the sphere of their concepts and ideas. We can see from the mere definition that here the objectivity appears as a complement to the explanatory reading and narrative of the teacher,--consequently, what is said in regard to the occupations of the third year has more reference to the discussion of the second occupation, which enters into the composition of the subject under instruction, which is called the native language,--the explanatory reading." We turn to the third year,--the explanatory reading, but there we find absolutely nothing to indicate how the new information is to be imparted, except that it is good to read such and such books, and in reading to put such and such questions. The questions are extremely queer (to me, at least), as, for example, the comparison of the article on water by Ushínski and of the article on water by Aksákov, and the request made of the pupils that they should explain that Aksákov considers water as a phenomenon of Nature, while Ushínski considers it as a substance, and so forth. Consequently, we find here again the same foisting of views on the pupils, and of subdivisions (generally incorrect) of the teacher, and not one word, not one hint, as to how any new knowledge is to be imparted. It is not known what shall be taught: natural history, or geography. There is nothing there but reading with questions of the character I have just mentioned. On the other side of the instruction about the word,--grammar and orthography,--we should just as much be looking in vain for any new method of instruction which is based on the preceding development. Again the old Perevlévski's grammar, which begins with philosophical definitions and then with syntactical analysis, serves as the basis of all new grammatical exercises and of Mr. Bunákov's manual. In mathematics, too, we should be looking in vain, at that stage where the real instruction in mathematics begins, for anything new and more easy, based on the whole previous instruction of the exercises of the second year up to 20. Where in arithmetic the real difficulties are met with, where it becomes necessary to explain the subject from all its sides to the pupil, as in numeration, in addition, subtraction, division, in the division and multiplication of fractions, you will not find even a shadow of anything easier, any new explanation, but only quotations from old arithmetics.