at the sight of him. The moment he appeared they would throw themselves upon him, shouting with delight; they climbed on him and clung to his neck. And he? Never once did I see such a picture in any school in Petrograd or Moscow. He threw himself on the floor, the children about him, and played and frolicked with them as if they were his own. He was one of them; they knew it, and they felt at home with him.
Similar beautiful relationships I found in every school and children's home we visited. The children were radiant when X—— appeared. They were the first happy children I had seen in Russia. It strengthened my conviction of the significance of personality and the importance of mutual confidence and love between teacher and pupil. We visited a number of schools that day. Nowhere did I find any discrimination; everywhere the children had spacious dormitories, spotlessly clean rooms and beds, good food and clothes. The atmosphere of the schools was warm and intimate.
We found in Archangel many historic documents, including the correspondence between Tchaikovsky, of the Provisional Government, and General Miller, the representative of the Allies. It was pathetic to read the pleading, al-
