French

Latin

Greek.

SECOND CYCLE.

[Duration, three years; from the seconde to the class of philosophy and mathematics.]

a Four hours in the second language.

Twelve lectures, of one hour each, for the four sections.

It will be seen by a comparison of the above programme with those of the French higher primary schools that the nonclassical course of the secondary schools is so assimilated to the course of study for the primary schools that pupils may pass from the latter to the former. Inducements in the way of scholarship funds are offered, both by the State and by local authorities, with a view to encouraging this interchange. Every year a small proportion of graduates from the higher primary schools (3.3 per cent in 1897) enter lycées or colleges, but the majority of primary school pupils who continue their studies do so in schools that prepare for a special vocation, i. e., normal or technical schools. Even with increased inducements, it is hardly to be expected that any marked change will take place in the proportion of youth from the industrial classes who will prolong the period of their general study. The statistics of students in courses of study above the grade of the elementary primary schools which are given below show that a very small proportion of pupils who frequent the primary schools enter even the higher primary schools (about 1 in 130). The following tabulation brings together schools that have only one thing in common, namely, they offer courses of study in advance of a course of elementary instruction.

Students pursuing studies above the elementary primary course in public schools and

Classes of schools.

colleges, 1901.

CHAPTER XIV.

CONSULAR REPORTS ON EDUCATION."

CONTENTS.-Hebrew school of agriculture-German colonial school-Commercial education in Saxony-Commercial education in continental Europe-Instruction for teachers in commercial schools--Industrial schools in Germany-Technical university in England-Cost of German public elementary schools-Practical medicine in Germany-Colonial education in Italian AfricaTrade schools in Germany-School savings' banks-Influence of technical education-Foreign students at German universities-Schools for agriculture in Quebec-Foreigners in German polytechnica-Education and elimination of crime-Industrial education in Europe-Mr. Moseley's industrial inquiry-The prison population of Japan-The public schools of the German Empire and of Prussia-Discrimination against foreign students in Germany-The book trade in Germany-Commercial and industrial education in England-Commercial education for girls in Germany-Industrial supplementary schools in Germany-Agricultural schools in Spain-Admission of women to a German university-America and Germany as teachers--Medical supervision of schools in Berlin and Paris--Public schools in Russia-New system of measuring criminalsCommercial university for Berlin-Schools in Russia.

HEBREW SCHOOL OF AGRICULTURE IN GERMANY.

The school at Ahlem, near Hanover, is an interesting ethnological experiment, as it is the purpose of its founder to reawaken among the Jewish classes a taste for the various handicrafts and the agricultural pursuits of their ancestors. The theoretical and manual instruction gives the pupils the opportunity of making themselves capable, self-supporting artisans.

The institution was founded by the philanthropist Mr. A. M. Simon, and is supported from funds supplied by him and contributions by others interested in the work. While the German element predominates, among the students there are boys and girls enrolled from Austria, Russia, and Roumania. A home is provided for Jewish children of the poorest classes, many of whom are orphans.

The school was opened in June, 1893, with 9 pupils. In 1895 the number had increased to 50, and at present there are 92 boys and 26 girls. The instruction given the boys combines the common branches of the elementary and grammar schools, with training in the use of carpenter's tools, etc. At the age of 14 the boys commence an apprenticeship of three years, during which time they receive a general course in horticulture and agriculture. The theoretical instruction given to the apprentices is considered of secondary importance, and is stopped entirely when the work in field and garden requires attention.

The girls' building has accommodations for 80 pupils, and includes laundry, kitchen, sewing rooms, storerooms, etc. The girls are given the same instruction, up to the

a This chapter contains information regarding educational affairs in foreign countries as reported to the Department of State by United States consuls. These reports have been in part transmitted direct to the Bureau of Education by the State Department for publication and in part reprinted from the publications of the Department of Commerce and Labor.

The technical educational terms used by the consuls in their reports have been in most cases retained, and must be understood to have generally the signification which attaches to them in the countries to which they refer.

age of 14, that they would receive at a public school, and in addition a thorough training in all manner of household work. The pupils are constantly under Hebrew religious influence.

A number of the students after leaving Ahlem have found good positions as gardeners near New York and Philadelphia, and their employers are reported to be well satisfied with their services.

The institution may serve as a model worthy of imitation for directing individual charities into proper channels and centralizing private efforts, thus conferring not only temporary aid upon the poor and needy, but a lasting benefit upon society in general.

HANOVER [GERMANY], April 28, 1903.

JAY WHITE, Consul.

GERMAN COLONIAL SCHOOL AT WITZENHAUSEN.

In Consular Reports Nos. 230 and 256 short notices appear concerning this school. The importance of this institution, however, would seem to justify further details in regard to it. The Deutsche Kolonialzeitung, under date of April 2, contains an article from which I have taken the following facts:

The colonial school was founded in 1899 at Witzenhausen, with the express purpose of preparing practical farmers and planters, stock raisers, and wine and fruit growers who might become settlers in the German colonies. Since that time more than three years have passed and the school has had an opportunity to demonstrate its utility.

Fifty-four students of the institution have already gone out into different parts of the world. Some of them have independent positions, and some are employed in large commercial houses or are voluntarily serving as apprentices with farmers and stock raisers. Students of the school are to be found in South Africa, southern Brazil, Samoa, Sumatra, East and West Africa, Mexico, Paraguay, etc. Two have become farm-land inspectors—the one for the whole district of Lindi, in East Africa, and the other for the district of Dar-es-Salaam; another is manager of a large farm in southwest Africa. The Vietor Commercial and Plantation Company and the Douglass Cotton Plantation Company, in Bremen, have several former students of the school in their service. Another is general manager of a large plantation in Asuncion, Paraguay, and another has been appointed by the German Government to superintend the planting of gardens and forests on the hills surrounding Tsintau, in Kyao-chau. One young man has established himself as a planter in Samoa and another is looking after the interests of a plantation company in that island. Still another is an American custom-house officer in the Philippines. There is one tobacco planter in Sumatra, one coffee grower in Mexico, and one merchant and stock raiser in the Orange River Colony, in South Africa. In addition, the colonial school has sent out young men to Kamerun, Bismarck Islands, etc., as clerks in the Government service.

The instruction in the school is theoretical and practical. The course lasts two years. It is so arranged that the theoretical instruction comes in the winter and the practical instruction in the summer. The subjects chosen for lectures are those which will add to the pupil's knowledge of tropical plants and agriculture and of colonial enterprises and politics. The curriculum of study contains such branches of learning as chemistry, botany, and physics. The institution is well supplied with laboratories and has gardens for the study of forestry and vine growing. Students are compelled to learn English, while all other languages are elective.

The blacksmiths, cabinetmakers, shoemakers, and carpenters of the little town of Witzenhausen have opened up their shops to the students, who work as apprentices,