with the younger pupils. Those that have not been as yet taught by the Bible to enter into what is told to them and to pass it on, will hear these stories told half a dozen times and still remember nothing about the Ruriks and Yaroslafs.
The older pupils now remember Russian history, and write it, but incomparably worse than the Bible, and they require frequent repetitions of it. We told them stories from Vodovozof and Pogodin's "Norman Period." One of the teachers got somehow misled, and neglecting my advice, did not pass by the period of appanages, and entered into all the confusion and disorder of the Ustislafs, Bryatchislafs, and Boleslafs. I came into the class just as the pupils were to recite. It is hard to describe what was taking place. For a long time all were silent. Called up by the teacher at last, the bolder ones who had the best memories began to recite. All their intellectual powers were directed toward remembering the marvelous names, but what any one of them did was for them a secondary consideration.
"Now here he—what do you call him?—Barikaf, Lyof Nikolaïtch?" one would begin—" marched against—who was it?"
"Muslaf, Lyof Nikolaïtch?" suggested a girl.
"Mstislaf," I replied.
"And cut him to pieces," cried one with pride.
"Simple you are! There was a river there!"
"But his son collected an army and cut him in pieces: what was his name?"
"You don't seem to understand anything!" exclaimed a girl who had the memory of a blind person.
"Well, it is wonderful, that is!" said Semka.
"Now what was it, Mislaf, Chislaf? Anyway, the devil take it!"
"Don't you interfere if you don't know!"
"Well, you, you're so fearful clever!"
"What are you poking me for?"
Those endowed with the best memories still made some endeavors, and repeated the history with some accuracy with the aid of some prompting. But the
