In the popular school the right to determine what the children shall learn, no matter from what standpoint we may consider this question, belongs just as much to the masses, that is, either to the pupils themselves, or to the parents who send the children to school, and so the answer to the question what the children are to be taught in a popular school can be got only from the masses. But, perhaps, we shall say that we, as highly cultured people, must not submit to the demands of the rude masses and that we must teach the masses what to wish. Thus many think, but to that I can give this one answer: give us a firm, incontrovertible foundation why this or that is chosen by you, show me a society in which the two diametrically opposed views on education do not exist among the highly cultured people; where it is not eternally repeated that if education falls into the hands of the clergy, the masses are educated in one sense, and if education falls into the hands of the progressists, the people are educated in another sense,--show me a state of society where that does not exist, and I will agree with you. So long as that does not exist, there is no criterion except the freedom of the learner, where, in matters of the popular school, the place of the learning children is taken by their parents, that is, by the needs of the masses. These needs are not only definite, quite clear, and everywhere the same throughout Russia, but also so intelligent and broad that they include all the most diversified demands of the people who are debating what the masses ought to be taught. These needs are: the knowledge of Russian and Church-Slavic reading, and calculation. The masses everywhere and always regard the natural sciences as useless trifles. Their programme is remarkable not only by its unanimity and firm definiteness, but, in my opinion, also by the breadth of its demands and the correctness of its view. The masses admit two spheres of knowledge, the most exact and the least subject to vacillation from a diversity of views,--the languages and mathematics; everything else they regard as trifles. I think that the masses are quite correct,--in the first place, because in this knowledge there can be no half information, no falseness, which they cannot bear, and, in the second, because the sphere of those two kinds of knowledge is immense. Russian and Church-Slavic grammar and calculation, that is, the knowledge of one dead and one living language, with their etymological and syntactical forms and their literatures, and arithmetic, that is, the foundation of all mathematics, form their programme of knowledge, which, unfortunately, but the rarest of the cultured class possess. In the third place, the masses are right, because by this programme they will be taught in the primary school only what will open to them the more advanced paths of knowledge, for it is evident that the thorough knowledge of two languages and their forms,