hiefly by means of a lively
imagination. She even critically expounded the philosophical systems of
Greece and Rome without knowing or understanding them. Her handbook for
Greek History was "The Travels of Young Anacharsis." There was no system
or connection in what she taught, but the sprightliness of her delivery
made up for the defect. "When we came to the history of Sparta, we
became so enthusiastic for the Lacedaemonian girls that we tried to
imitate their hardened style of life, washing ourselves with cold water,
promenading with bare feet, doing gymnastics, drinking no tea, and
ceasing to cry. When I look back upon these performances, I wonder how
my pupils remained in good health." The same lady reports that the
friends of her youth, disgusted with the hollowness of drawing-room
life, had endeavoured to satisfy their emancipatory inclinations by
donning men's dress, indulging in Amazonian tastes, and secretly
frequenting taverns where, with their aristocratic small hands, they
jubilantly raised the foaming cup.

So much for girls' education in the higher strata. As to the immense
mass of the Russian population they were left to rot, intellectually, in
utter neglect. The school system in some Western countries--including
central and southern Italy before 1859-60, France, and even England
until a few years ago--was bad enough. In Russia it was simply
nonexistent. The private educational establishments and grammar schools
in a few towns, which were destined for the more well-to-do middle
class, were sorry copies of the few Government institutions. I have
before mentioned how, under the present reign, a movement for a more
Liberal education arose, which, however, soon led to students' tumults
and to severe police measures. In girls' education, too, a progressive
movement was initiated. For a short time it was said that the Empress
herself, whose German origin inclined her to that view, would assume its
protectorate. But soon it was seen that Government mainly busied itself
with bureaucratic regulations, whilst the foundation of the girls'
schools for which these extensive and often harassing regulations were
framed, proceeded with extreme slowness. In fact, the regulations were
there; but in most cases the schools were wanting.

Meanwhile, the aspiring girlhood of Russia threw itself with avidity
upon the new sources of knowledge, scant as they were, which had at last
been opened to it. The Minister of Public Instr