valuable hints. Although impressed with some general characteristics by the law, they differ according to the different circumstances of the population, whether in a large or a small village, or whether each is complete in its own course of study, or made preparatory in some of its classes, to entrance into a gymnasia or real school. There are upward of eighty schools of this grade, numbering over eight thousand pupils. We give descriptions of several of the most distinguished.

DOROTHEAN HIGHER CITY SCHOOL.

This is a burgher school of recent establishment, located in the Dorothean quarter of the town, from which the school takes its name. The pupils are admitted at six years of age, and may remain until sixteen, when they are prepared to enter a business life. If intended for a professional career, they pass from the second class to the third of a gymnasium or grammar school at about fourteen. At present, there is no first class, but this deficiency is to be supplied, and it is intended that a pupil of capacity, who has passed through its studies, shall be prepared for the second class of a gymnasium. In this case, private lessons in Greek must be taken, and I should judge that, when established, this class will be composed only of those who intend to finish their education here, so as to pass "real school," or to some "technical school." Many pupils are actually prepared here for entrance into the third class of a gymnasium, and the courses have been in part adapted to this purpose. The certificate of the first class of this school, as of others of its grade, gives the privilege of claiming but one year of military service, and qualifies for employments in the government bureaux, which, however, do not in general require a knowledge of Latin.

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The school consists of about 200 pupils, arranged in five classes, of which the sixth and fifth, the lowest two, have courses of one year each, and the others of two years. There is a head master and four regular teachers, besides four assistants or special masters, who are employed during part of the school hours, or in teaching particular subjects. In the lower classes, each master teaches, in general, the whole round of subjects in which his class is occupied. In the upper classes, the teachers are confined to a few subjects. The arrangement of this matter is, however, at the discretion of the director or head master, who varies it as appears best for the interests of the school. In some of the classes, there is a special master for religious instruction, which, however, is not usual in Prussia.

The methods of instruction in this school are, in general, most excellent, and I was particularly struck with the small number of text-books employed. This is not peculiar, however, to this establishment, but is a feature in every good school in Germany. The master is expected to be so fully imbued with his subject, and expert in his art, as to be able to impart knowledge principally orally to lus pupils, and in such a way as to adapt it to each individual; hence books are chiefly required for study at home, and individual training is possible to an extent which no routine system with books would permit.

The following statements give the course ofinstruction in detail :

RELIGIOUS INSTRUCTION.

Class VI. Stories from the Old Testament.
Class V. Stories from the New Testament.

Class IV. Bible History.

Class III. Reading and explanation of selections from the Scripture.
Class II. The evidences of Christianity.

The stories alluded to in the course of the sixth and fifth classes, are the most remarkable biographies of the Old and New Testaments. The stories are chiefly narrated by the teacher, frequently in the words used in the sacred volume; and in the fourth class, these same histories are read in the Bible itself. The narrations in the lower classes admit of various explanatory remarks and illustrations of the history, the natural history, and geography referred to. The subject of the narrative being thus familiar to the pupil, he is interested by the beautiful sim

plicity of the language of the Bible, which otherwise he might fail to perceive, since his attention would be engaged with the incidents about which he was reading, rather than with the style. The study of the Evidences of Christianity would, it seems to me, be more suitable to the age of the first than of the second class.

GERMAN LANGUAGE.

Class VI. Exercises of speech and thought (inductive exercises.) Preparatory exercises in reading by the phonic (lautir) method. Fluent reading of words and sentences. Class V. The most important parts of etymology explained by reading lessons. Class IV. Exercises of etymology. Reading from a text-book Stories narrated for written exercises. Orthographical exercises.

Class III. Grammatical analysis of sentences.

Class II. The same continued. Original written exercises and descriptions.

The exercises of speech and thought are admirably conducted. In teaching to read, the letter-box and composition-board, are used. The lowest class is divided into two sections in receiving this instruction, so that each teacher has not more than twenty-five pupils under his charge. The reading exercises throughout the course, will be found included under the title of "German." Diesterweg's reading book for schools is used in the lower classes.

LATIN LANGUAGE.

Class IV. Regular verbs and other parts of speech. Translation of Gedicke's reading book.

Class III. Constructions varying from the German. More difficult parts of Gedicke's reading book. Cornelius Nepos.

Class II. Irregular parts of etymology. Syntax. Special reference to the differences from the German. Ovid.

Although the Latin is begun with the fourth class, it will be seen hereafter, that it occupies but a small portion of the time of each week, and as far as mental culture is concerned to those who leave off this study at fourteen, I can not say that observation indicated its utility. On the contrary, an imperfect knowledge is acquired, which can produce no good effect.

FRENCH LANGUAGE.

Class V. Exercises in reading and translating small sentences.

Class IV. Auxiliary and regular verbs. Exercises on simple sentences.

Class III. Irregular verbs and rules on the use of pronouns. Numa Pompilius begun. Class II. More difficult parts of the French grammar. Numa Pompilius completed.

ARITHMETIC.

Class VI. The four ground rules, with numbers up to one thousand.

Class V. Denominate numbers, and preparatory exercises in fractions.

Class IV. Fractions.

Class III. Proportions, with their applications.

Class II. Elements of algebra, involution, and evolution.

GEOMETRY.

Class V. Regular figures, &c., from the elements of geometry.

Class IV. Lines, angles, and triangles.

Class III. Circles and Polygons. Mensuration of plane figures.

Class II. Similarity of figures, &c.

The geometry is here introduced earlier than in the seminary school, and, in general, the studies of the fifth class appear to me rather too much diversified for their age.

Class IV. Domestic animals.

Class III. Viviparous animals.

NATURAL HISTORY.

Class II. Birds and fishes, illustrated by a small collection.

Physics is also taught in the second class, so far as to give a knowledge of the general properties of bodies.

GEOGRAPHY.

Class V. Knowledge of home. The district. The province. The kingdom.

Class IV General geography.

Class III. Principal countries of Europe.

Class II. Europe more in particular.

The knowledge of home includes an account of its history, its monuments, distinguished men, &c.

The course in geography follows the plan already described in the burgher school of Halle.

HISTORY.

Class IV. A general view of the more important historical events, with the study of particular ones in detail.

Class III Ancient history.

Class II. Modern history, to the time of the reformation.

The general history is rather a series of biographical sketches than a regular narration of events, and serves well as an introduction to systematic historical studies.

WRITING.

Class VI. Preparatory exercises in the lower division. Letters and words in the upper. Class V. Single letters and small sentences.

Class IV. Writing from copy slips.

Class III. Writing with special reference to orthography.

The elements of writing are taught according to Pestalozzi's method, the upper and lower limits of the letters being given by horizontal, and the slope by inclined lines.

DRAWING.*

Class VI. Preparatory exercises. Regular figures

Class V. Drawing of bodies in elevation.

Class IV. Solids bounded by plane figures and straight lines.

Class III. Solids bounded by plane figures and straight lines, with shadows.

Class II. Solids bounded by curved surfaces.

The method of instruction is that devised by Mr. P. Schmidt, which is described particularly in the account of the royal real school of Berlin, of which he is teacher.

SINGING is taught by ear in the two lower classes, and by note in the upper. The execution by the second class, which I heard, was excellent. They sing in parts and by note.

The following table shows the time devoted, in school, during the week by each class to the several subjects of instruction:

ARRANGEMENT OF THE BRANCHES OF INSTRUCTION AT THE DOROTHEAN HIGHER CITY SCHOOL.

*The book embodying Schmidt's method of drawing, has been translated and published by E. P. Peabody, Boston.

t Six hours of the instruction called "German," are devoted in the sixth class to learning to read, and four to "Exercises of speech and thought."

Two hours of this instruction is given to physics.

$ In the fifth class, geography and history are combined under the title of "Knowledge of home."

This column is obtained by doubling the numbers in those classes of which the course is for two years, and adding the numbers for the other classes.

The three higher classes have, as shown by the table just given, six hours of recitation every day, except Wednesday and Saturday, which are half-holidays, and on which they have but four hours. The lowest class has but five hours for four days in the week, and three the other two. The increase of school hours in the upper classes, is manifestly a proper arrangement.

This distribution of time assigns to language, including German, Latin, and French, ninety-eight hours; to sciences and the kindred branches, namely, arithmetic, geometry, natural history, geography and history, eighty-two; to the branches which specially educate a part of the senses, while they have important applications in after-life, as writing, drawing, and singing, forty-eight hours, and to morals and religion, eighteen hours.

The burgher school connected with the teachers' seminary, recently established to educate teachers for the city schools, present several modifications of the above course, both in the order, and extent to which the studies are pursued,

SEMINARY SCHOOL OF BERLIN.

This is a burgher or middle school, founded in 1832, and attached to the Teachers' Seminary of Berlin,* taking its name from this connection. The school is for boys only, and, like other higher burgher schools, it serves to prepare for the third class of a gymnasium, as well as for entrance into active life. The same teachers give instruction in this school and in the seminary, being assisted here by the pupils of the seminary, to whom this serves as a school of practice. There are four regular teachers, besides the director, and also masters for drawing and singing.

The pupils are admitted as early as five and six years of age. The time of year for general admission is Easter, There are six classes in the school, the lower four of which each retain the pupil, if industrious and intelligent, a year, and the two upper, each two years. The whole course thus lasts eight years. Fifteen is, however, the usual age at which those who do not pass to the gymnasium leave the school. The average number of pupils in each class is thirty.f Every month there is a private examination, in presence of all the teachers, at which the parents may attend. Every three months the pupil receives a note of progress and conduct, to be handed to his parents. Formerly a printed circular was sent, containing information in the form of an abstract from the account kept of recitations and conduct, It has been found, however, much more effectual to give a written statement of the character of the pupil, derived from the school journal, inasmuch as it insures more certainly the attention of parents. At Easter, a public examination is held, and those who have made a proper proficiency in their studies are passed to a higher class.

Arrangements exist by which those pupils whose parents desire it, may study under the superintendence of a teacher, during the time considered necessary for the preparation of the lessons of their class. The following division of the studies of the school is made by the director.

1. RELIGIOUS INSTRUCTION.-Bible history. History of the Church and of the Reformation. Protestant Catechisin.

2. LANGUAGES.-(a) German. Fluency in reading, and readiness in answering questions. Capability of writing an exercise upon an ordinary subject. Grammar of the language. (b) Latin. Orthography, etymology, and the elements of syntax. Translation of an easy Latin author (Cornelius Nepos) into German, or of an easy German author into Latin. (c) French. Knowledge of the Grammar. Facility in the translation of easy authors, and in writing composi

tions.

3. SCIENCES. (a) Arithmetic. Meal and written. Positive and negative quantities. Invo lution and evolution. () Geometry. Plane geometry, with practical applications. (c) Natural History. Knowledge of the most important minerals and plants of the neighborhood. General

Of which Dr. Diesterweg is director.

+ The school fees for the four lower classes are three dollars and seventy-five cents per quarter, and for the two higher classes four dollars and fifty cents per quarter, besides a charge of one dol lar twelve and a half cents for fuel during the winter.

The fee for private study is four dollars and fifty cents per quarter,

outline of zoology and anthropology. (d) Geography, physical and mathematical. (e) History. Outlines of universal history. History of the country.

4. MECHANICAL ACQUIREMENTS.-(a) Reading. (b) A good handwriting. (c) Draughts of models, furniture, &c. (d) Singing.

It will be found, subsequently, that I have taken reading out of this class, and placed it beside the German language, to which it is subsidiary, and where it is classed in the preceding school.

In regard to the methods of carrying out this course, the following rules are laid down, and after carefully visiting the school, I can testify that they are fully observed. Indeed, this is one of the most interesting establishments which I saw, from the liveliness and activity which prevails in its classes.

The principle of induction is used, as far as practicable, in all branches; thus, in the earlier exercises, an object is presented to the pupil, who is led to notice its peculiarities, and to express his conceptions of them. He passes from objects which are known, and even familiar, to the unknown. Unknown objects are illustrated, if possible, by models, and the names of the parts are taught, and their uses or properties examined. The pupil proceeds first from particulars to generals. Subsequently, the order is reversed. He is made to understand whatever he is required to remember; to find out for himself, if possible, rather than to be taught directly.

Historical and similar subjects are taught by lecture, mingled with questions. The pupil is led to express himself readily and correctly; the teacher speaks no more, therefore, than is absolutely necessary for explanation, or to induce suita ble answers. Self-exertion, on the part of the pupil, is constantly encouraged. He is taught to observe whatever is interesting." Imitation of what is seen, and repetition of what is heard, lead to original thought. This, however, is to be expected only from pupils of talent, and hence the teacher must be satisfied to allow some to learn what others have found out. The common mistakes of overburdening the mind with positive knowledge, and of too much system in teaching, are to be avoided, as both are injurious to mental development. The teacher must be able to make his subject interesting, and, therefore, should know how to communicate it without a book, and to elicit the knowledge of his pupil by proper questions. It is the mental activity of the pupil which will determine the measure of his success in after life; and hence this activity, rather than positive knowledge, should be looked to as the object of the instruction at school.

In regard to this last-named principle, although I consider it applicable, in a great degree, in elementary education, yet it appears to me that exception must be made of the cases of pupils who intend to enter active life on leaving the school, and to whom, therefore, the knowledge which they will have immediate occasion to use, should be imparted, to render their education effective. In general, where the mind may be cultivated by different studies, choice should be made of those most likely to be applied by the individual in his future career, especially, if his education is necessarily to terminate before he can have time to master the complete circle.

RELIGIOUS INSTRUCTION.

Class VI. Four hours per week. Narration by the teacher of stories from the Old Testament, in
the words of the Bible, repeated by the pupils. Easy verses learned by heart.
Class V. Four hours. Stories from the gospels, except the latter portion of the Life of Christ.
Church songs and Bible verses learned.

Class IV. Three hours. The Old Testament in a more connected form. The moral of the history
is impressed upon the children. The Ten Commandments and church songs com-
mitted to memory.
Class III. Two hours. The life and doctrines of Christ, to the period of his imprisonment.
Church history. Four weeks are set apart for learning the geography of Palestine.
Class II. Two hours. The Protestant catechism coinmitted to memory and explained. Church
songs and verses committed.
Class I. Two hours. A compendium of the history of the Christian Church, particularly after the
apostolic age. History of the Reformation. Review of the Bible. Committing to
memory psalms and hymns, continued.

GERMAN LANGUAGE.

Class VI. Four hours. Exercises of speech. Stories narrated to the children and repeated by them. After learning to write, these stories are written upon the slate.

Class V. Four hours. Exercises in orthography. Etymology begun.

Class IV. Four hours. Exercises in orthography and style. Every week a short composition is written on some subject which has been narrated,