As I wish to remain true to my rule that criticism should point out how that which is not good ought to be, I shall try to show how the whole school business ought to be arranged, if it is not to be a plaything, and is to have a future. The answer is the same as to the first two questions,--freedom. The masses must be given the freedom to arrange their schools as they wish, and as little as possible should any one interfere in their arrangement. Only with such a view of the matter will all the obstacles to the dissemination of the schools be obviated, though they have seemed insuperable. The chief obstacles are the insufficiency of the means and the impossibility of increasing them. To the first the masses reply that they are using all the measures at their command to make the schools cost little; to the second they reply that the means will always be found so long as they themselves are the masters, and that they are not willing to increase the means for the support of that which they do not need. The essential difference between the view of the people and of the ministerial department consists in the following: (1) In the opinion of the masses there is no one definite norm and form of the school, outside and below which the school is not recognized, as is assumed by the ministerial department; a school may be of any kind, either a very good and expensive one, or a very poor and cheap one, but even in a very poor one reading and writing may be learned, and, as in a richer parish a better pope is appointed and a better church built, so also may a better school be built in a wealthy village, and a poorer school in a less well-to-do village; but just as one can pray equally well in a poor or in a rich parish, even so it is with learning. (2) The masses regard as the first condition of their education an even, equal distribution of this education, though it be in its lowest stage, and then only they propose a further, again an even, raising of the level of education, while the ministerial department considers it necessary to give to a certain chosen few, to one-twentieth of the whole number, a specimen of education, to show them how nice it is. (3) The ministerial department, either unable or purposely unwilling to calculate, has raised the educational business to such a high, expensive level, and one which is so foreign to the masses, that considering the high price at which the education is acquired, no issue from that situation can be foreseen, and the number of learners can never be increased; but the masses, who know how to calculate, and who are interested in that calculation, have no doubt long ago figured out what I have pointed out above, and see as clear as daylight that those expensive schools, which cost as much as four hundred roubles each, may be good indeed, but are not what they need, and try in every way possible to diminish the expenses for their schools.