XVI. EDUCATIONAL MISCELLANY AND INTELLIGENCE.

GERMANY.

[A portion of the following intelligence, suggestions and statistics as to education in Germany, were communicated by Dr. WIMMER, for insertion in the previous number of the Journal.-ED.]

PRUSSIA.

NEW REGULATIONS RESPECTING COMMON SCHOOLS.

The three "REGULATIVES," as they are called, for the common schools in Prussia, of the 1, 2 and 3 October, 1854 concern, the first, the Normal Schools, the second the "preparanden-schulen " or Pro-Seminaries, the third the elementary schools of but one class, or, with other words, the common village school with one teacher.

The principle on which these regulatives are based, is that the common school (volkeschuls,) "has to prepare for real life according to its given and existing relations, and not, vice versa, that life is to be formed after the school." The wants of this actual life are the only measure for the future activity of the common school. Not the possibility of the successful promotion of civilization, (bildung,) by the one or the other element of education, by this or that method, has to decide henceforth on its being admitted in the common school, but merely the well-known and unavoidable wants of those classes of population, for which the school has to provide the principal, if not the only education. Those measures have indeed special reference to the village schools, but they are at the same time to be regarded as "fundamental" for all other common schools in town and country. Even there they are first to be acted upon completely, before further and higher steps are allowed. The regulatives are not a transitory, but an important turning point in the whole system of common school education in Prussia.

"The movement of ideas which for a long time has been going on in common school education, is in many and important respects brought to an end. It is now high time to do away with what is superfluous and erroneous, and in its stead to proscribe now, even officially, what has been felt long since as necessary by those who know and value the wants of a truly christian education, and has been found really useful by faithful and experienced teachers. As the whole age has arrived on a boundary where a decisive turning rotation has become necessary and real; so the school, unless it will perish by clinging to the past, must enter fresh and refreshing into the new career. The elementary school, in which the greatest part of the people receive the foundation, if not the whole, of their education, has not to serve an abstract system or an idea of pedagogical science, but has to prepare for practical life in church, family, vocation, community and state. The understanding and the practicing of their contents, and an education through them is the aim. The method is merely a means without value in itself: the "formal" education flows itself from the understanding and practicing of these justified and enlisted contests. Henceforth in the elementary school, a right selection and strict limitation of the subjects of inspection, as

well as a good organization of the school are rather to be attended to, than the invention and application of new methods. "For the elementary schools which are divided in several parallel or graded classes, the same principles so far as they regard character and tendency of elementary instruction, are every where and without variation to be applied, and have to form the only basis for the plan of lessons, than to be enlarged in their extent."

In the plan of lessons proposed, of the 26 hours of instruction, no time is set apart for geography. "Perfect learning of the contents of the Reader, (text-book,) and ability to write them clearly, and in connection to do this with one's, i. e., the pupil's own words is required:" "If the circumstances admit to have 6 hours of instruction on the full days, (Monday, Tuesday, Thursday, Friday,) 3 hours more may be applied to 'vaterlandskunde,' (knowledge of Germany and Prussia,) and 'naturkunde.' If no such particular hours can be made out, the communication of the necessary knowledge of the kind must be given in explaining those sections of the reader, which point thereto. But where there are particular lessons, a good reader will also suffice with regard to the material knowledge; yet then in connection with the reader, instruction in geography may be made more lively by the use of maps, and may more apply to the self action of the children."

As to history, the chief reliance must likewise be laid on the reader. The new readers contain already no longer "history," but simply "pictures" from the history of the fatherland and particularly of Prussia, (vaterlandskunde.)

As to grammar, the regulatives "exclude from the elementary school separate instruction in the same," and say that theoretical knowledge is not required from children. Thus Kellner's analytical method, in which grammatical instruction has the Reader as its centre, will become the general one. (K. is a province school counselor in Prussia, and the reviewer of the grammatical part in Nacke's pedagogical Jahresbericht.) [Kellner says: If grammar can not be entirely excluded from our common schools, it must however not occupy the first place or give exclusively form and contents to the instruction in the mother tongue; but it has to serve simply as a means for easier understanding, and to give those few rules and principles which are indispensable as basis of the prac tical abilities, i. e., reading and writing. Instruction in the vernacular language has to lean upon nature and the natural development of the faculty of speaking, and must aim at teaching language by immediate use and intercourse, and principally at arousing and confining by the same taste, "sprachgefühl," (literally the feeling of language, i. e., the immediate perception of what is right and proper.)]

The aim of instruction in the normal schools is to be the "education and ability required from the teacher of a common elementary school of one class." Included is a simple and futile instruction in "vaterlandskunde," limited to the boundaries of the elementary school, so, however, that the pupil teachers become masters of that branch in all respects. With this view the geographical contents of the Reader are to be attended to. "General history is no longer to be taught in normal schools, because the pupil teachers have not the necessary knowledge of other preparatory branches, nor the time sufficient for a thorough study. Therefore only the history of Germany shall be taught thoroughly and earnestly, with a particular regard for the history of Prussia, and for that of the province. Every where a regard for the history of civilization must prevail, and all must be done in a Christian spirit." The most necessary communications from

general history shall be "connected partly with the Bible, partly with German history in biographies of great men and events." Of course, it must be based

on geography.

Whatever the regulatives contain with respect to religious instruction, in which they are very particular, is omitted here.

Prange, the reviewer of geography and history in the Pedagogical Jahresbericht, thinks that the results of this new system will be seen in the normal schools in half a dozen of years, but that it will take longer to observe them in the common schools.

The regulatives have found many adversaries, e. g., in Low's Monatsschrift, etc., but the most inimical is Diesterweg, who has published three pamphlets against them. Other regulatives of a similar import, i. e., for a stricter and more defined elementary instruction, have been given in Hesse-Cassel, Bavaria, Mecklenburg, Wurtemberg, Nassau, and may be expected throughout Germany.

PLAN OF LESSONS IN GYMNASIA OR CLASSICAL SCHOOLS.-A late decree of the Prussian government in relation to schools fixes the following plan of lessons for gymnasia:

"As instruction in Hebrew, singing and gymnastics, is given out of the ordinary school hours, those lessons are not included in the above plan." "Dispensation from studying Greek is only allowed in towns where there is no higher burgher or real school; since in such a case the gymnasium must serve general purposes. Such pupils are, however, to be notified that a knowledge of Greek is indispensable for passing the examination for admission to the university, (Abiturienten-examen.") "Natural history is to be taught in classes V. and VI., only when there is a very able teacher for it." "In other cases geography may be taught instead, with as much natural history introduced as possible. The same is permissible in class IV."

Another decree, (April 10, 1856,) recommends to the principal of the higher burgher schools a more frequent and methodical learning of words, not alphabetically, but according to analogy. If the pupils are not advanced enough to be introduced formally into etymological studies, they should receive instruction orally in the derivation of words.

REFORM OF THE NORMAL SCHOOLS.-The government has determined on a reform in the normal schools, and has called on the provincial school counselors to take the advice of the most distinguished principals of real schools on some of the points.

EDUCATIONAL EXPENDITURES FOR 1856.

Permanent Expenses.

For Ministry of Public Instruction and Worship,..... 98,000 thalers.

"Provincial+ school boards,.

"Universities,...

"Gymnasia and real schools,.

"Elementary schools,..

"" Arts and sciences,.

"Improving condition of teachers,

Aid in building schools and churches,. "Consistories of church and school,..

Total expenditure by department, (about $3,123,040,) 4,123,119 thalers. In the expenditures for arts and sciences, are included the sum of 22,821 thalers for the Royal Academy of Sciences; 24,813 thalers for the Royal Library; 20,350 thalers for the Architectural Academy; 42,800 thalers for the Institute of Engineers; 14,138 thalers for the Agricultural and Horticultural Academies.

EDUCATIONAL STATISTICS FOR 1856-57.

UNIVERSITIES.-There are 7 universities, with 5,741 students, in the winter term of 1856–7, viz.: 1,543 in (993 Evangelical and 650 Catholic,) theology; 1,422 in law; 736 in medicine; 1,118 in philosophy, and 822 in other departments.

GYMNASIA.-There are 128 gymnasia, and 27 pro-gymnasia, with 37,000 students, recognized and aided by the government, besides a number of private institutions of nearly the same grade of instruction.

REAL SCHOOLS.-There are 71 real schools, with 20,931 pupils, supported mainly by tuition, besides a large number of burgher, or public high schools, in the large towns and cities, aided by municipal grants. Several of the real schools are large, and crowded beyond the accommodation provided. The first school of this class in Berlin, was established by Hecker, in 1747, and exists in association with the Royal Frederick Wilhelm Gymnasium. One in Berlin, which was opened in 1852, with 18 scholars in 3 classes, has 790 pupils in 16 classes, under 23 teachers. Another, opened in 1832, with 63 pupils in 3 classes, has now 600 pupils in 13 classes, and 20 teachers. Most of the real schools have risen by the side of a gymnasium, and have the same principal. In some cases they occupy the same building, and have parallel courses of study. Fifty-two of this class of schools have a right to graduate scholars for admission to the higher schools of science and art, such as the Academy of Architecture, and the School of Engineers. Their pupils of the second class, if fit for the first,

• Minister Friedrich von Raumer, and a council of ten members.

↑ Each, (7.) province has a school board, consisting of the president of the province, a director of the scholastic department, and 3 to 5 school counselors. Each province is divided into 2 to 5 government districts, with a small board of counselors.

are admitted one year in the military service; (often have to serve three years.)

HIGHER BURGHER SCHOOLS.-There are over one hundred of the town high schools, which belong to the system of primary instruction, although they rank in some respects with institutions of secondary instruction. There are about 15,000 pupils in these schools.

PRIMARY SCHOOLS.-There are about, (we have not the last tables before us,) 25,000 primary schools, with 34,000 teachers, and 2,500,000 pupils.

NORMAL SCHOOLS, OR TEACHERS' SEMINARIES.-There are 46 normal schools, for the preparation of teachers for the public primary schools, besides 3 schools for the training of female teachers, and for governesses.

SCHOOLS OF SCIENCE AND ART.-Besides 24 provincial schools of art, there are the Institute of Arts in Berlin; an Architectural Academy, with 11 professors, and two courses each of two years; an Institute for Engineers, with two classes, and 14 professors; two Agricultural Academies at Eldena and Missan; one Horticultural Academy at Potsdam.

SPECIAL SCHOOLS FOR THE BLIND, DEAF-MUTES, IDIOTS, ORPHANS, JUVENILE DELINQUENTS, &c.-There are twenty-three institutions for deaf-mutes, eight for the blind, one for idiots or feeble-minded children, fifty for orphans, seventy-one, (small family schools,) for vagrant and criminal children, a large number of "children's gardens" for very young children of poor families, where the mother is obliged to go out to work during the day.

SUPPLEMENTARY SCHOOLS.-There are in the principal towns a large number of supplementary schools, (fortbildungs-anstalten,) to continue the education of the schools into adult life. In three schools of this class in Berlin, there were 1,159 pupils. Among them were 7 master workmen, 162 journeymen, 595 apprentices, 151 merchants, and 191 artists. These schools are maintained by a small charge on each pupil.

TEACHERS OF GYMNASTICS.-Female teachers of gymnastics have henceforth to pass an examination before a board, consisting of a school counselor, of the principal of the Central School of Gymnastics in Berlin, and of a physician.

PROTESTANT FEMALE SEMINARY IN DROYSSIG.-In 1852 a seminary, founded by Prince Schönberg, was opened with one course of instruction extending over two years, open to forty females, between the ages of seventeen and twenty-five years, who wish to prepare themselves for teachers in public schools; and, another course, of the same extent, for same number, not under eighteen years of age, wishing to become governesses. Board and tuition for the former amount to less than forty-five dollars; and, for the latter, less than seventy-five dollars per year. There is a boarding school, for girls of the wealthier classes, connected with the seminary.

HIGHER GIRLS' SCHOOLS.—There are 135 high schools for girls, corresponding to the real schools, or burgher schools, for boys, in Prussia. With three of these schools there are courses of instruction for females who wish to prepare for teaching.

SCHOOL FOR GOVERNESSES IN BERLIN.-Connected with the Louisenschule, opened in 1811, there is a class for the gratuitous instruction of nine females to become teachers, and of nine more to be trained as nurses.