roubles in silver, and the County Council has distributed Ushínski's text-books, and these schools are called one-class schools, because they teach in them according to a programme, and the whole year around, that is, also in summer, with the exception of July and August. Leaving aside the question of the quality of the former schools, we shall now take a glance at their administrative side, and we will compare, from this side, what was before, with what is now. In the administrative, external side of the school there are five main subjects, which are so closely connected with the school business itself that on their good or bad structure depend to a great extent the success and dissemination of popular education. These five subjects are: (1) the school building, (2) the schedule of instruction, (3) the distribution of the schools according to localities, (4) the choice of the teacher, and--what is most important--(5) the material means, the remuneration of the teachers. In regard to the school building the masses rarely have any difficulty, when they start a school for themselves, and if the Commune is rich and there are any communal buildings, such as a storehouse or a deserted inn, the Commune fixes it up; if there is none, it buys a building, at times even from a landed proprietor, or it builds one of its own. If the Commune is not well-to-do and is small, it hires quarters from a peasant, or establishes a rotation, and the teacher passes from hut to hut. If the Commune, as it most generally does, selects a teacher from its own midst, a manorial servant, a soldier, or a church servant, the school is located at the house of that person, and the Commune looks only after the heating. In any case, I have never heard that the question of the location of the school ever troubled a Commune, or that half the sum set aside for instruction should be lost, as is done by school councils, on the buildings, nay, not even one-sixth or one-tenth of the whole sum. The peasant Communes have arranged it one way or another, but the question of the school building has never been regarded as troublesome. Only under the influence of the higher authorities do there occur cases where the Communes build brick buildings with iron roofs. The peasants assume that the school is not in the structure, but in the teacher, and that the school is not a permanent institution, but that as soon as the parents have acquired knowledge, the next generation will get the rudiments without a teacher. But the County Council department of the ministry always assumes--since for it the whole problem consists in inspecting and classifying--that the chief foundation of the school is the structure and that the school is a permanent establishment, and so, as far as I know, now spends about one-half of its money on buildings, and inscribes empty school buildings in the list of the schools of the third order. In the Krapívensk County