In the bookstalls there were sold, side by side, the self-teachers according to the _buki-az--ba_, Bunákov's lessons, Zolotóv's charts, Madame Daragán's alphabets, and all had their advocates. When I encountered these questions and found no answer for them in Russian literature, I turned to the literature of Europe. After having read what had been written on the subject and having made the personal acquaintance of the so-called best representatives of the pedagogical science in Europe, I not only failed to find anywhere an answer to the question I was interested in, but I convinced myself that this question does not even exist for pedagogy, as a science; that every pedagogue of any given school firmly believed that the methods which he used were the best, because they were based on absolute truth, and that it would be useless for him to look at them with a critical eye. However, because, as I said, I took up the matter of popular education without any preconceived notions, or because I took up the matter without prescribing laws from a distance about how I ought to teach, but became a schoolmaster in a village popular school in the backwoods,--I could not reject the idea that there must of necessity exist a criterion by means of which the question could be solved: What to teach and how to teach it. Should I teach the psalter by heart, or the classification of the organisms? Should I teach according to the sound alphabet, translated from the German, or from the prayer-book? In the solution of this question I was aided by a certain pedagogical tact, with which I am gifted, and especially by that close and impassioned relation in which I stood to the matter.