upper classes of the gymnasium in which these branches are taught. Of the courses common to the two schools, those to which nearly equal attention is paid in both institutions, are the religious instruction, the German, geography and history, writing, and vocal music. The French, mathematics, physics, and natural history, predominate in the real school, the Latin in the gymnasium. The effect of reckoning the first, second, and upper third classes of the gymnasium, does not materially change the proportionate numbers of the courses which are common to the two schools, except as to Latin and mathematics. To show this, the column on the extreme right of the table is introduced, containing the proportions for all the nine classes of the Frederick William gymnasium.

There were, in 1838, five hundred and ten pupils in this real school, under the charge of fourteen regular or class masters, teaching several subjects in the lower classes, and of six other teachers. Each of the eleven class divisions thus averages about forty-six, who are under the charge of one teacher at a time.

The elementary course in the real school is similar to that described in the burgher schools, beginning with the phonic method of reading, the explanations of all the words and sentences being required at the same time that the mechanical part of reading is learned. Written and mental arithmetic are taught together in the lowest class. The religious instruction consists of Bible stories adapted to their age; and verses are committed to improve the memory of words. The exercises of induction are practiced, but in a way not equal to that with objects, introduced by Dr. Mayo in England. Some of the pupils are able to enter the gymnasium after going through the two lowest classes.

In regard to the real classes proper, as I propose to enter into the particulars of the course of study of the trade school, I shall here merely make a few remarks upon two of the branches studied in them, namely, French and drawing. The remarks in regard to the French will serve to show how great a latitude a teacher is allowed in the arrangement of his methods, the result of which is, that those who have talent are interested in improving their art by observation and experiment. The French teacher to whom I allude had been able to secure the speaking, as well as the reading, of French from his pupils. From the very beginning of the course this had been a point attended to, and translation from French into German had been accompanied by that from German into French: the conversation on the business of the class-room was in French. The pupils were exercised especially in the idioms of the language in short extempore sentences, and the differences of structure of the French and their own language were often brought before them, and the difficulties resulting from them anticipated. Difficult words and sentences were noted by the pupils. Declamation was practiced to encourage a habit of distinct and deliberate speaking, and to secure a correct pronunciation. The chief burthen of the instruction was oral. Without the stimulus of change of places, the classes under this gentleman's instruction were entirely alive to the instruction, and apparently earnestly engaged in the performance of a duty which interested them. If such methods should fail in communicating a greater amount of knowledge than less lively ones, which I belive can not be the case, they will serve, at least, to break down habits of intellectual sloth to promote mental activity, the great aim of intellectual education. The drawing department of this school is superintended by a teacher who has introduced a new method of instruction, particularly adapted to the purpose for which drawing is to be applied in common life and in the arts; a method which is found to enable a much larger proportion of the pupils to make adequate progress than the ordinary one of copying from drawings. In this method the pupil begins by drawing from simple geometrical forms, those selected being obtained from models in wood or plaster, of a square pillar,† a niche, and a low cylinder, (the form of a mill-stone.) The square pillar separates in joints, affording a cube and parallelopipeds of different heights. The hemisphere which caps the niche may be removed, leaving the concave surface of its cylindrical part. The exercises of the pupil ran thus: First, to place upon a board, or upon his paper or

* Mr. Peter Schmidt, who now, in his old age. has received from the government a pension in return for the introduction of his method, and the instruction in it of a certain number of teachers.

† Seven and a half inches high, and one inch and a half in its square section.

slate, a point vertically above another, or so that the lines joining the two shall be parallel to the right or left hand edge of the board, paper, or slate. Second, to join them. Third, to place a point horizontally from the second, and at a distance equal to that between the first and second points. Fourth, to place one vertically over the third, and at a distance equal to that below the first, and to join the third and fourth. The first and fourth being then joined, a square is formed. After practice in this, the simple elevation of the cube is drawn. Next, a perspective, by the use of a small frame and silk threads, such as is common in teaching the elements of this subject, and by means of which the pupil acquires readily a knowledge of the practice. The drawing of lines in various positions, and with various proportions, terminates this division of the subject. The niche and cylinder afford a similarly graduated series of lessons on the drawing of curved lines, and the drawing of lines of different degrees of strength and of shadows is introduced. This is accompanied with some of the more simple rules of shadow and shade. More difficult exercises of perspective follow from natural objects and from works of art or mechanism, according to the direction to the pupil's attainments and the amount of taste which he displays. This method of teaching has been introduced quite generally in Prussia, and with the best results as to the formation of accuracy of eye and of hand.

CITY TRADE SCHOOL.

The City Trade School was founded to give a more appropriate education for the mechanic arts and higher trades than can be had through the courses of classical schools. It is a great point gained, when the principal is admitted that different kinds of education are suited to different objects in life; and such an admission belongs to an advanced stage of education. As a consequence of a general sentiment of this kind, numerous schools for the appropriate instruction of those not intended for the learned professions grow up by the side of the others. The city of Berlin is the patron of the trade school which I am about to notice, as the king is of the real school already spoken of Its stability is thus secured, but the means of furnishing it with the necessary materials for instruction are liberally provided.* The trade school is a day school, and consists of five classes, of which the lowest is on the same grade as to age and qualification at admission, as the fourth class of a gymnasium. It is assumed that at twelve years of age it will have been decided whether a youth is to enter one of the learned professions, or to follow a mechanical employment, or to engage in trade, but the higher classes are not closed against pupils. Of the five classes, four are considered necessary for certain pursuits and the whole five for others; the courses of all but the first class last one year, that of the first, two years, a youth leaving the school at from 16 to 17 or 18 years of age, according to circumstances. During the year 1836-7, the number of pupils in the several classes were, in the first class, eleven; in the second, twenty-nine; in the upper third, forty-three; in the lower third, fiftytwo; in the fourth, fifty; total, one hundred and eighty-five; from which numbers it appears that a considerable proportion of the pupils leave the school without entering the first class. The number of teachers is nineteen, five being regular or class teachers, and fourteen assistants. The director gives instruction.

The following list of the callings to which pupils from this school have gone on leaving it, will show that it is really what it professes to be, a school for the instruction of those who intend to follow occupations connected with "commerce, the useful arts, higher trades, building, mining, forestry, agriculture, and military life;" and further, that its advantages are appreciated by the class for whom it is intended. The list includes the pupils who have left the school from the first and second classes, in the years 1830, 1832, 1833 and 1837. From the first class, two teachers, five architects, one chemist, twenty-six merchants, one machinest, two calico-printers, two glass-workers, one cloth manufacturer, one silk manufacturer, one miner, thirteen agriculturalists, eight apothecaries, two gardeners, one painter, one mason, one carpenter, one tanner, one miller, one baker, one potter, one saddler, one soap-boiler, one cabinet-maker, two soldiers, one musician, five to

* The present director of this school, Mr. Kloden, was formerly director of the higher burgher school at Potsdam, and is one of the most distinguished teachers in his line in Persia

public offices, one to the trade institution, six to gymnasium. From the second class, forty-one merchants, one teacher, one chemist, one machinest, one ship-carpenter, nine agriculturist, one sugar-refiner, three dyers, one tanner, one brewer, two distillers, one miner, two lithographers, one dye-sinker, three apothecaries, one dentist, two painters, two gardeners, three masons, five carpenters, one miller, four bakers, one butcher, one to the trade institution, three to public offices, two to a gymnasium, one musician, one veterinary surgeon, one soldier, being ninety from the first class, and ninety-seven from the second, in the period of four years. In the course of instruction, the sciences and kindred branches are made the basis, and the modern languages are employed as auxiliaries, the ancient languages being entirely omitted. The subjects embraced in it are--religious instruction, German, French, English, geography, history, mathematics, physics, chemistry, technology, natural history, writing, drawing, and vocal music.

The courses are fully laid down in the following list, beginning with the studies of the lowest or fourth class.

FOURTH CLASS.

Religious Instruction* The gospel according to St. Luke, and the Acts of the Apostles explained, with a catechetical development of the truths of religion and ethical applications. Two hours per week.

German. Grammatical exercises in writing. Recital of poetical pieces.

French. Grammatical exercises.

Regular and irregular verbs. Reading from Lauren's

Reader One hour of conversation. Four hours.

Arithmetic. Mental and written, including proportions and fractions, with the theory of the operations. Four hours.

Geometry Introductory course of forms. Two hours.

Geography Elementary, mathematical, and physical geography. Two hours.
Natural History. In the summer term, elements of botany, with excursions.

ter, the external characters of animals. Two hours.

In the win

Physics. Introductory instruction. General properties of bodies. Forms of crystals, spec fic gravity. &c. Two hours.

Writing. Two hours.

Drawing. Outline drawing and shadows, from models and copy-boards. Two hours. Vocal Music. Two hours.

LOWER THIRD CLASS.

Religious Instruction. The Acts of the Apostles and the Epistles read and explained. Two hours.

German. Grammar with special reference to orthography and etymology. Written exercises upon narrations made by the teacher. Delivery of poetical pieces. Four hours. French Translation from French into German from Gredicke's Chrestomathy Grammar; irregular verbs. Extemporalia, and translations from German into French. Four hours. Arithmetic Partly abstract, partly practical, from Diesterweg's Instructor. Four hours. Geometry. Determination of angles in triangles and polygons. Equality of triangles. Dependance of angles and sides of triangles. Constructions. Three hours.

Geography, Physical description of the parts of the earth, except Europe. Two hours. Natural History Mineralogy. In summer, botany, the class making excursions for prac

tical exercise. Man. Three hours.

Physics. General properties of bodies and solids in particular. Doctrines of heat and their application to natural phenomena and the arts. Two hours.

Chemistry. Introduction Atmospheric air. Experimental illustrations of chemistry, applied to the arts. Two hours.

Writing. Two hours. Architectural and topographical drawing. Two hours. Drawing by hand for those who do not take part in the other. Two hours. Vocal Music. Two hours.

UPPER THIRD CLASS.

Religious Instruction. Christian morals, from Luther's Catechism. Two hours. German. Simple and complex sentences. Compositions on special subjects. Poems explained and committed. Four hours.

French. Translation from Gredicke's Chrestomathy, oral and in writing. Written translations from Beauvais' Introduction, from German into French. Grammar, examples treated extempore. Four hours.

Arithmetic. Properties of numbers. Powers. Roots. Decimal fractions Practical Arithmetic from Diesterweg. Four hours.

Geometry. Similar figures. Geometrical proportion. Exercises. Mensuration of rectilinear figures. Three hours.

Geography Physical geography of Europe, and in particular of Germany and Prussia. Two hours.

Natural History. Continuation of the mineralogy of the lower third class. Review in outline of zoology and the natural history of man in particular. Botany, with excursions in

summer.

Three hours.

Roman Catholic pupils are not required to take part in this instruction, which is commu. nicated by a Protestant clergyman.

Physics. Electricity and magnetism, with experiments. Two hours.

Chemistry. Water and non-metallic bodies, with experiments. Two hours.

Writing Two hours. Architectural and topographical drawing. Two hours. Some of the pupils during this time are engaged in ornamental drawing.

Vocal Music. Two hours.

SECOND CLASS.

Religious Instruction. Explanation of the first three gospels. History of the Christian religion and church to the reformation. Two hours.

German. Correction of exercises written at home, upon subjects assigned by the teacher. Oral and written exercises. Introduction to the history of German poetry Three hours. French. Grammar; extemporalia for the application of the rules. Written and oral translations from German into French, from Beauvais' Manual, and vice versa, from Ideler and Nolte's Manual. Four hours.

English Exercises in reading and speaking. Translation into German, from Burkhardt. Dictation. Verbs. Two hours.

Arithmetic. Commercial Arithmetic. Algebra, to include simple and quadratic equations. Logarithms. Three hours.

Geometry. Circles. Analytical and plane trigonometry. Three hours.

Geography. The states of Europe, with special reference to their population, manufactures and commerce. Two hours.

History. Principal events of the history of the middle ages and of later times, as an intro. duction to recent history. One hour.

Natural History Mineralogy. Physiology of plants. Three hours.

Chemistry Metallic bodies and their compounds, with experiments. Three hours. Architectural, topographical, and plain drawing. Drawing with instruments. Introduction to India ink drawing. Beginning of the science of constructions. Two hours. Drawing From copies, and from plaster and other models. Two hours. This kind of drawing may be learned instead of the above.

Vocal Music. Two hours.

FIRST CLASS.

Religious Instruction. History of the Christian religion and church continued. References to the bible. One nour.

German. History of German literature to recent times. Essays. Exercises of delivery. Three hours.

French. Reading from the manual of Buchner and Hermunn, with abstracts. Classic authors read. Review of Grammar. Exercises at home, and extemporalia. Free delivery. Correction of exercises. Four hours.

English. Syntax, with written and extempore exercises from Burkhardt. Reading of classic authors. Writing of letters. Exercises in speaking.

Arithmetic. Algebra. Simple and quadratic equations. Binomial and polynomial theorems. Higher equations. Commercial arthmetic continued. Three hours.

Geometry. Plane trigonometry and its applications. Conic sections. Descriptive Geometry. Three hours.

History. History of the middle ages. Modern history, with special reference to the progress of civilization, of inventions, discoveries, and of commerce and industry. Three hours. Natural History. In summer, botany, the principal families, according to the natural system. In winter, zoology. The pupils are taken, for the purpose of examining specimens to the Royal Museum.

Physics. In summer, optics with experiments. In winter the system of the world. Three hours.

Technology. Chemical and mechanical arts and trades, described and illustrated by models Excursions to visit the principal workshops. Four hours.

Architectural and machine drawing. Two hours. Those pupils who do not take part in this, receive lessons in ornamental drawing from plaster models.

Vocal Music. Two hours.

The pupils of this class are, besides, engaged in manipulating in the laboratory of the insti tion several hours each week.

The courses require a good collection of apparatus and specimens to carry them out, and this school is, in fact, better furnished than any other of its grade which I saw in Prussia, besides which, its collections are on the increase. The facilities for the courses are furnished by a collection of mathematical and physical apparatus, a labratory, with a tolerably complete chemical apparatus and series of tests, a collection of specimens of the arts and manufactures (or technological collection,) a collection of dried plants, and of engravings for the botanical course, and a small garden for the same use, a collection of minerals, a collection of insects, a collection in comparative anatomy, a series of engravings for the drawing course, and of plaster models, a set of maps, and other apparatus for geography, some astronomical instruments, and a library. The pupils are taken from time to time, to the admirable museum attached to the university of Berlin, for the examination of zoological specimens especially.

That this school is as a preparation for the higher occupations, and for professions not ranking among the learned, the equivalent of the gymnasium is clearly shown by the subjects and scope of its courses, and by the age of its pupils.

Some of these occupations require no higher instruction, others that the pupils shall pass to the special schools introductory to them. So also, many of the pupils of the gymnasia pass at once into active life, others enter the university.

The class of schools to which the two last described belong, are most important in their influence. In inany countries, an elementary education is the limit beyond which those intending to enter the lower grades of the occupations enumerated in connection with the City Trade School of Berlin, do not pass; and if they are inclined to have a better education, or if intending to embrace a higher occupation, they desire to be better instructed, they must seek instruction in the classical schools. The training of these schools is, however, essentially different from that required by the tradesman and mechanic, the verbal character of the instruction is not calculated to produce the habits of mind in which he should be brought up, and the knowledge which is made the basis of mental training is not that which he has chiefly occasion to use. Besides, were the course ever so well adapted to his object, the time at which he must leave school only permits him to follow a part of it, and he is exposed to the serious evils which must flow from being, as it were, but half taught.

In fact, however, he requires a very different school, one in which the subjects of instruction are adapted to his destination, while they give him an adequate intellectual culture; where the character of the instruction will train him to the habits which must, in a very considerable degree, determine his future usefulness; and where the course which he pursues will be thorough, as far as it goes, and will have reached before he leaves the school the standard at which it aims. Such establishments are furnished by the real schools of Germany, and as the wants which gave rise to them there, are strongly felt every where, this class of institutions must spread extensively. In Germany they are, as has been seen, no new experiment, but have stood the test of experience, and with various modifications to adapt them to differences of circumstances or of views in education, they are spreading in that country. As they become more diffused, and have employed a greater number of minds in their organization, their plans will no doubt be more fully developed.

It is certainly highly creditable to Germany that its "gymnasia," on the one hand, and its "real schools" on the other, offer such excellent models of secondary instruction in its two departments. The toleration which allows these dissimilar establishments to grow up side by side, admitting that each, though good for its object, is not a substitute for the other, belongs to an enlightened state of sentiment in regard to education, and is worthy of the highest commendation.

DISTRIBUTION OF STUDIES IN THE CITY TRADE SCHOOL OF BERLIN.