is merely to serve as a security against the dissolution of the Empire,—and the part taken by the nobles in the civil service. The teacher tries in the same way to explain the difference geographically between Russia and other countries; he says that the whole world is divided into various realms. The Russians, the French, the Germans, divided the whole earth, and said to themselves: "Up to these limits is ours, up to those is yours;" and thus Russia and all other nations have their boundaries.
Teacher. Do you understand what a boundary is? Give me an example of one.
A Pupil (an intelligent lad). Here, just beyond the Turkin Hill, is a boundary.
This boundary is a stone post standing on the road between Tula and Yasnaya Polyana, indicating the beginning of the Tula District.
All the pupils acquiesce in this definition.
The teacher sees the necessity of pointing out the boundaries on some well-known place. He draws the plan of the two rooms, and indicates the line that separates them; then he brings the plan of the village, and the scholars themselves point out several well-known boundaries. The teacher explains—that is, he thinks that he explains—that just as Yasnaya Polyana has its boundaries, so Russia has its boundaries. He flatters himself with the hope that they have all understood him; but when he asks, "How is it possible to know how far it is from our place to the Russian boundary?" then the pupils, in no little perplexity, reply that it is very easy; all it requires is to take a yardstick and measure to the Russian boundary.
Teacher. In which direction?
Pupils. Go straight from here to the boundary, and put down how far you have gone.
Again we made use of sketches, plans, and maps. Here came up the need of giving them an idea of the meaning of a "scale." The teacher proposed to draw the plan of the village, disposed in streets. We began the sketch on the blackboard, but we could not get
