muscular exercises. . . . There is a somewhat prevalent opinion that the courses of study now required for the public service are calculated to weaken the physical strength of candidates. Experience does not only not confirm this, but abundantly proves that the course of life which conduces to sound intellectual training is equally favorable to the physical health of the student.' The condition of Oxford and Cambridge as regards study in the present day may not be satisfactory, but it is certainly far better than at the close of the last century. The middle-class schools are yet far from what they ought to be, but the examination system, set on foot by the old universities, is doing immense good, giving vigorous and definite purpose where before a schoolmaster had hardly any other object than to get easily through the 'half.' Primary schools would for the most part be as bad as the old dames' schools, did not the visits of her majesty's inspectors stir them up to something better. In one and all of the grades of English education, to the best of my belief, examination is the sheet-anchor to which we must look. Objections and Difficulties. One illusory objection is urged by those who take the high moral ground and assert that knowledge should be pursued for its own sake, and not for the ulterior rewards connected with a high place in the examination list. The remarks of these people bring before the mind's eye the pleasing picture of a youth burning the midnight oil, after a successful search for his favorite authors. We have all of us heard how some young man became a great author, or a great philosopher, because, in the impressible time of boyhood, he was allowed to ransack the shelves of his ancestral library. I do not like to be cynical, but I can not help asserting that these youths, full of the sacred love of knowledge, do not practically exist. It is very pleasant to think of a young man pursuing a free and open range of reading in his ancestral library, following his native bent, and so forth; but such study directed to no definite objects would generally be desultory and unproductive. He might obtain a good deal of elegant culture, but it is very doubtful whether he would acquire those powers of application and concentration of thought which are the basis of success in life. If a man really loves study and has genius in him, he will find opportunities in after-life for indulging his peculiar tastes, and will not regret the three or four years when his reading was severely restricted to the lines of examination. Of course, it is not desirable to force all minds through exactly the same grooves, and the immense predominance formerly given to mathematics at Cambridge could not be defended. But the schemes of examination at all the principal universities now offer many different branches in which distinction may be gained. The main difficulty which I see in the examination system is that it makes the examiner the director of education in place of the teacher, whose liberty of instruction is certainly very much curtailed. The teacher must teach with a constant eye to the questions likely to be asked, if he is to give his pupils a fair chance of success, compared with others who are being specially 'crammed' for the purpose. It is true that the teacher may himself be the examiner, but this destroys the value of the examination as a test or means of public selection. Much discussion might be spent, were space available, upon the question whether the teacher or the examiner is the proper person to define the lines of study. No doubt a teacher will generally teach best, and with most satisfaction to himself, when he can teach what he likes, and, in the case of university professors or other teachers of great eminence, any restriction upon their freedom may be undesirable. But as a general rule examiners will be more able men than teachers, and the lines of examination are laid down either by the joint judgment of a board of eminent examiners, or by authorities who only decide after much consultation. The question, therefore, assumes this shape: Whether a single teacher, guided only by his own discretion, or whether a board of competent judges, is most to be trusted in selecting profitable courses of study. It is the purpose of education so to exercise the faculties of mind that the infinitely various experience of after-life may be observed and reasoned upon to the best effect. What is popularly condemned as 'cram' is often the bestdevised and best-conducted system of training toward this all-important end. German Pedagogy, Schools, and Teachers. BROWN & GROSs issue the following Works prepared by Dr. Barnard, late U. S. Commissioner of Education, and Editor of American Journal of Education, on the History, Organization, Administration, Studies, and Discipline of Public Schools of various grades in the different German States, together with Biographical Sketches of the great Educational Reformers of Germany, and a full exposition of their respective systems of School Instruction and Discipline. I. ELEMENTARY AND SECONDARY INSTRUCTION: Prepared from original sketches by eminent teachers and educators in each State, together with a Supplement devoted to the observations of experienced school men from France, England, and the United States. Anhalt, Austria and Hungary, Baden, Bavaria, Brunswick, Hanover, Hesse-Cassel, Hesse-Darmstadt, Liechtenstein, Lippe-Detmold, Lippe-Schaumburg, Luxemburg and Limburg, MecklenburgSchwerin, Mecklenburg-Strelitz, Nassau, Oldenburg, Prussia, Reuss, Saxony, Saxe-Altenburg, Saxe-Coburg, Saxe-Meiningen, Saxe-Weimar, Waldeck, Wurtemberg, and the Free Cities, with a general summary of the Educational Systems and Statistics for the whole of Germany. 856 pages. Price, $1,50. SUPPLEMENT: Systems and Institutions of Public Instruction in Berlin, Vienna, Dresden, and other Cities of Germany, with special notices of the Kinder-garten, Primary Schools, Real Schools, and Gymnasia, by Bache, Arnold, Mann, Stowe, Pattison, and others. $3.50. II GERMAN SUPERIOR INSTRUCTION: 1 Vol. $3.00. (1) The Universities of Germany, by Karl Von Raumer. (2.) Universities of the Middle ages, particularly of Bologna and Paris, by Prof Savigny. (3.) The German University, by Prof. H. Von Sybel. (4.) Universities, Past and Present-their influence on civilization, by Dr. Von Döllinger. (5.) Statistics of Professors and Students, and Programmes of Lectures. III. INSTITUTIONS OF SPECIAL INSTRUCTION: 1 Vol. $4.50. (1.) Polytechnic and other Industrial Schools-in Austria, Baden, Bavaria, Brunswick, Hanover, Nassau, Prussia, Saxony, Wurtemberg. (2) Military Schools and Systems in Prussia, Saxony, Bavaria and Austrin. (3.) Seminaries for Tenchers of Elementary, and Secondary Schools, and Universities. (4.) Preventive and Reformatory Schools, for neglected and morally exposed children. IV. GERMAN EDUCATIONAL REFORMERS: Memoirs of the Hieronymians Wessel, Rudolph Agricola, Burch, Erasmus, Dringenberg, Wimpheling, Reuchlin, Luther, Melancthon, Trotzendorf, Sturm, Neander, Jesuits, Hecker, Semler, Ratich, Comenius, Franke and the Pietists, Basedow and the Philanthropists, Ernesti, Hermann, Herder, Wolf, with an exposition of their educational systems. 1 Vol. $3.50. V. MODERN GERMAN PEDAGOGY AND METHODOLOGY: Views of Fröbel, Fichte, Herbert, Beneke, Raumer, Diesterweg, Honcamp, Hentschel, Hintze, Abbenrode, Graser, and Wichern, on the Principles of Education, and methods of Instruction for Schools of different grades, 1 Vol. $3.50. VI. PESTALOZZI AND PESTALOZZIANISM: Memoir of the great Swiss Educator, with his Leonard and Gertrude, Evening Hour of the Hermit, and other Publications, and an account of German Pestalozzians, and their influence on the popular schools of Germany, 1 Vol. $3.50. GERMAN STATES,-1815 TO 1866. The following map by W. C. Woodbridge, exhibits the relative situation and boundaries of the several States and Cities which entered into the Germanic Confederation, June 8, 1815, on the dismemberment of the Confederation of the Rhine, which preceded the downfall of Napoleon. NATIONAL EDUCATION:-An Account of Public Schools and other Institutions of General Education in different Countries. Part I. The German State. 2. Present Organization...... 85 86 29 88 30 89 90 32 90 33 Spendou-Ferdinand I.... 90 34 91 Francis Joseph I-Baron von Feuchtersleben, Concordat with the Pope, of 1855... 36 91 39 2. Present System and Condition, (11) Private Schools, and Private Students.. 93 40 (1) Classes or grades of Schools,. (12) Training and Examination of Teachers, 93 40 (13) Funds and Expense of Gymnasial Instruction, 94 3. Statistics and Results of Secondary Schools,. IL REAL-SCHOOLS, 95 98 1. Historical Development, 1745–1861, 98 2. Present Organization and Condition.. 101 (1) Classification-Complete and lower,.. 101 II. SECONDARY SCHOOLS, 1. History of the Gymnasium, 1577-1861... Plan of Reorganization of Gymnasiums, 1849, (1) Complete and Incomplete-Language, (2) Supervision-Central and Provincial, (3) Grades and Duties of Teachers,... (4) Appointment, Salaries, and Pensions,.. (5) Branches and Plan of Instruction,. Latin-Greek-German language,. Geography and History-Mathematics,.. Natural History-Physics-Philosophy,.... Religion-Music-Drawing-Stenography,.. (6) Text-books-Apparatus-Libraries....... (7) Terms-Vacations-Admission-Tuition, (8) Discipline-Incentives-Punishments,.. (9) Examinations-Promotions, 67 67 67 67 68 69 70 71 73 74 79 81 82 (19) Penmanship-Arithmetic-Music-Drawing, 54 3. Croatia,. I. PRIMARY OR COMMON SCHOOLS, 1. Reorganizat o since 1802,.. 2. Present Organization,.... 160 School Attendance-Parents and Communes.... 161 4. Internal Organization,... Triple Classification, and Subdivisions,.. (1) Religion-Catechism,.. (2) Biblical History.... (3) Memorizing-Texts-Hymns, (4) Rending,. (5) Penmanship,.. (6) Dictation Exercises,.. (7) Business Forms,.. (10) Singing... 165 209 166 167 School Age-Duty of Parishes, and of Parents.... 9 211 168 Internal Arrangement of the Schools,. 211 168 City and Village Schools-Studies and Classes,... 212 168 Teachers-their Professional Training.. Examinations-Appointment-Promotion-Pensions, 214 169 Teachers' Mutual Life Insurance Company,. Widows' and Orphans' Fund, 169 169 Private Schools,... 169 169 II. ORPHAN AND RESCUE HOUSES... 170 III. SECONDARY SCHOOLS,. 215 215 216 216 216 (11) Drawing, besides Special Drawing Schools,.. 170 Gymnasial System-Superintendence-Pupils... 217 Industrial Classes, Methods of Instruction, .. Devotional Exercise-Conduct in the Streets,... 171 Sunday-schools-Separation of Sexes,.. 5. Tenchers-their Training, 171 HANOVER. 172 Area-Population-Religion-Government, 172 173 217 219 Legal Designation-Provisions for Training,.... 172 Female Teachers,.. |