As for the methods of instruction the consequences were that not one method of instruction was adopted or rejected because it was liked or not, but only because it was accepted or not by the pupils without compulsion. But in addition to the good results which were always obtained without fail from the application of my method by myself and by everybody else (more than twenty teachers), who taught according to my method ("without fail" I say for the reason that not once did we have a pupil who did not learn the rudiments), besides these results, the application of the principles of which I have spoken had the effect that during these fifteen years all the various modifications, to which my method was subjected, not only did not remove it from the needs of the masses, but, on the contrary, brought it nearer and nearer to them. The masses, at least in our parts, know the method itself and discuss it, and prefer it to the church method, which I cannot say of the sound method. In the schools which are conducted according to my method the teacher cannot remain motionless in his knowledge, such as he is and must be with the method of sounds. If a teacher according to the new German fashion wants to go ahead and perfect himself, he has to follow the pedagogical literature, that is, to read all those new inventions about the conversations about the suslik and about the transposition of the squares. I do not think that that can promote his personal education. On the contrary, in my school, where the subjects of instruction, language and mathematics, demand positive knowledge, every teacher, in advancing his pupils, feels the need of learning himself, which was constantly the case with all the teachers I had. Besides, the methods of instruction themselves, which are not settled once for all, but always strive to be as easy and as simple as possible, are modified and improved from the indications which the teacher discovers in the relations of the learners to his instruction. The very opposite to this I see in what, unfortunately, takes place in the schools of the German pattern, which of late have been introduced in our country in an artificial manner. The failure to recognize that before deciding what to teach and how to teach we must solve the question how we can find that out has led the pedagogues to a complete disagreement with reality, and the abyss which fifteen years ago was felt to exist between theory and practice has now reached the farthest limits. Now that the masses are on all sides begging for education, while pedagogy has more than ever passed to personal fancies, this discord has reached incredible proportions.