eight and nine to twelve and thirteen years. This division requires the union in one class of pupils in very different stages of progress, and renders simultaneous teaching almost out of the question. The lower class has twenty-six, and the upper thirty-two to thirty-four hours of instruction per week, the former having one hour less per day than the latter, which is a good arrangement. There is a short interval of recess in the morning exercises. 1. The religious instruction consists, in all the schools, of Bible history, catechism, and reading the Bible. The schools are for Protestants, and the Lutheran catechism is used. 2. The reading is taught by the phonic method. In many schools, the reading board and letter blocks are used; in one of those which I visited, writing was taught with reading. Exercises of thought and speech are interwoved with the elements of reading, The reading books are various, and combine progressive instruction in this branch with incidental information in morals, the history of the country, history of the church and of sects, biography, geography, natural history and elementary physics, grammar, &c. This incidental method is however, far from giving sufficient instruction, unless combined with the direct, though, by keeping it in view, the exercises in reading are prevented from degenerating into mere lessons of sounds. From the books which are allowed by the highest school authorities to be used, the committee of any particular school, after consulting the master, adopt such as they please, and when the teacher wishes a change, he applies to the same authority. The list of approved books is always sufficiently large to admit of the exercise of the individual judgments of the master and committee. The analysis of words and sentences is attended to in these schools, and exercises of induction are practiced, especially where younger masters from the teachers' seminaries are employed. As the method of teaching depends principally upon the master, it sometimes varies, even in the same school. If the precise routine were laid down, the spirit would be different, and thus, at last, it is the kind of education given to the teacher which determines the character of the school. It may be stated, however, that the instruction is either simultaneous or individual. 3. The German requires no special remark; it includes instruction in grammar. 4. The geography is taught by beginning with an outline of general geography, referring to maps, and learning from books. There is a great deficiency in the implements for teaching this branch. 5. Both mental and written arithmetic are taught. In one of the schools, the ground work is laid according to Pestalozzi's method, and the extent of the course is to the single rule of three, inclusive. Some of the pupils acquire great facility in mental arithmetic. 6. The geometry consists of the elements of form, according to Pestalozzi. 7. The weights and measures are taught as in our schools, by committing tables to memory, and not, as in Holland, by actual reference to the standards themselves. 8. The writing is taught by copying from ordinary copy boards, first on the slate, and then on paper. The blackboard is used in some cases. Writing from dictation is resorted to for orthography. The proficiency in this branch is, however, only tolerable. 9. Vocal music is taught by note, and particular attention is paid to church music. The school is begun and ended with a psalm or hymn, as well as with prayer.

The ordinary discipline is conducted without corporeal punishment, though it is allowed in extreme cases. The individuals of the classes retain the same places, unless in cases of gross neglect, or as a kind of punishment. These places are in some schools, regulated in the upper classes by a writing lesson at the end of the month, in which correctness in spelling, as well as neatness of handwriting, are taken into the account.

In addition to the class of elementary schools above described, there are at Berlin many more, public and private, numbering in 1850, over twenty thousand pupils under the age of fourteen years. Many children of this age are also to be found in the burgher schools, as well as in the lower classes of the gymnasia and real schools. The burgher schools embrace a wide range of studies and methods of teaching, from which teachers and committees in our own country can derive many

* See page 196.

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 to a "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.

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 his 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, involutiou, 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 11. 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. Schnfidt, 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.t 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 Catechism.

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. Mental and written. Positive and negative quantities. Involution and evolution. (b) 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 dollar twelve and a half cents for fuel during the winter.

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