Connected with the Volksschule is the manual-training school for girls of from fourteen to sixteen years, where the instruction acquired is strengthened and completed, but principally domestic economy, cooking, washing, ironing, and serving are taught, This is compulsory only in about seven German states. In Prussia, Bavaria, and Würtemberg it depends on the parents if they will send their children after their fourteenth year.

In Prussia there are 213 higher public schools, attended by 72,932 girls. Connected with these schools are 3,347 male and 6,200 female teachers. This gives about 15 pupilss to every teacher. The teachers' salaries are: for male principals, $1,360; for female, principals, $550; for male teachers, $800; for female teachers, $460. The tuition of the higher public schools ranges from $30 to $50 yearly; for the private schools, from $50 to $100. The cost of conducting the higher public schools for girls is $2,098,230 annually, of which $1,251,950 is paid by tuition.

The Höhere Töchterschule adds to the curriculum of the Volksschule: literature, ancient and general history, rhetoric, geometry, French for seven years, and English for four years. The course is ten years for pupils from six to sixteen years of age, but, considering that Saturday is a school day-which adds. two years—and that the yearly vacations are one month shorter -which adds another year-there are in reality thirteen American school years. This instruction might be compared with the education through high schools except that the membership in rooms being much smaller and the curriculum having been pursued throughout the school course, it is more individual and has more depth. The immediate object of the teaching of foreign languages is to enable the pupil to understand the easier French and English writers, to grasp easily the meaning when the languages are spoken, and to use them with some facility both orally and in writing when they are applied to the simpler forms of everyday intercourse. The more indirect aim of the teaching is that of introducing the pupils to an appreciation, as far as possible, of their mental development, and of the manners and customs of the two foreign nations named. Reading occupies a central position during the whole course. Grammar is not taught

systematically from the beginning, but is deduced from the reading and gradually built up from concrete observations. Practice in speaking plays a great part in this course. German history is taught for three years; ancient and general history, for two years each; geography, for seven years. Physiography forms an important part of the course. Natural sciences are taught for six years; zoology and botany, for four; physics and chemistry, for two years. In arithmetic special stress is laid on the "oral." Literature and composition are regarded as of importance.

1. The Seminar is connected with the Höhere Töchterschule, and prepares girls from sixteen to nineteen for teachers' examinations. These examinations are about the same as those in the United States, with the difference that in the normal school in Germany neither Latin nor Greek is taught, but French has been taught for ten years and English for seven years, and both languages are mastered and familiar. The Gymnasium is also connected with the higher girls' school; it prepares girls from fifteen to nineteen years for the university.

2. Girls who do not go to normal school or to college finish their education mostly in a pension away from home, either in Germany or in a foreign country. In these boarding-schools are from ten to twenty girls who receive lessons from special teachers.

Education is now almost definitely systematized in Germany. There have been vigorous efforts toward a rational pedagogytoward the science of education which, as Virchow says, "ought forever to proscribe the gropings of an ignorant education whose experiments are ever to be gone over anew." We live in a world where much is to be done and little is to be known. A notable step has been made to settle the important question of the end and the means—what subjects of study and instruction shall be chosen, and by what method the child can be taught rapidly and well. The object is to teach as completely as possible the knowledge that is best adapted to develop individual and social life; there is a dislike for glancing at subjects, for painting and tattooing the girls' schools with a little Latin and Greek, because they form a part of the education of a gentleman. Boys study Latin for nine years, eight hours each week, having about nine thousand

lessons altogether; in girls' schools it is considered more profitable to devote this time to modern languages. The comparative merits of classics are also revived in boys' schools; permission to enter the university is given to boys from the Realgymnasium, where no Greek is taught and less time given to Latin.

The education that comes through amusement dissipates thought. Labor of some sort is one of the great aids of nature; the mind of the child ought to accustom itself to the labor of study. You will teach a multitude of things to a child by means of pictures, but you will not teach him to study. Kant's idea of education for training, culture, and disciplining the mind, as distinguished from an education whose only aim is to impart knowledge, received recognition in Germany. Imagination is cultivated to a high degree. Mythological history and sacred history are taught before history proper, because their legendary and fabulous character offers a particular attraction to the child's imagination.

A very important factor in school life is discipline. There is a chaotic state of opinion and practice relative to government. Richter writes:

If a secret variance of a large class of ordinary fathers were brought to light and laid down as a plan for studies of a moral education, they would run somewhat after this fashion. In the first hour, pure morality must be read to the child; in the second, the chief matter is that you should succeed in the world; in the third, do you not see that your fathers do so and so; in the fourth, you are little and this is only for grown-up people; in the fifth, the eternal determines the worth of a man, therefore rather suffer injustice; in the sixth, but defend yourself bravely if anyone attacks you. Changing his morals during the twelve hours of the day, the father will never notice the instability of this twisted convex-concave mirror. As to the mother, she is neither like him nor yet like that harlequin who came on to the stage with a bundle of papers under each arm and answered, to the inquiry as to what he had under his right arm, "Orders," and as to what he has under his left arm, "Counter-orders;" but she might be much better compared to a giant who has a hundred arms and a bundle of papers under each.

The lesson drawn from this is: Do not lack consistency in discipline. There is no lack of consistency in German discipline. There is no lack of consistency in German schools. When the teacher commands, he does it with decision. The

same offense is treated with like severity to all. But Richter says also: "The best rule in politics is said to be pas trop gouverner." This is also true in education; and there is the rub in German schools. German children go to school because it is a duty, and because the German mind naturally is athirst for knowledge. American children go to school because it is a pleasure. Why? In America discipline is more adapted to produce a selfgoverning being than a being to be governed by others. The German teacher is too much of a passionless instrument; we must love children in order to know them, and we divine less by the intelligence than by the heart. The German teacher is too much of a pedant-he sits too high on a throne. Kant's book Moral Catechism is still followed too little. Kant wants to substitute in a child the fear of his own conscience for that of men and divine punishment, inward dignity for the opinion of others, the value of actions for the value of words.

In America I find that clandestinely copying from other pupils and deceiving teachers are considered mean and dishonorable acts not worthy of a gentleman or a lady. In Germany to pin the lesson which ought to be recited by heart on the back of the pupil in front, to read it from a handkerchief or cuff, to copy right and left, are considered perfectly proper. They do not deceive a friend, but only get even with a teacher. But worse than this is inconsistency, or the permission of rudeness and disobedience from pupils to teachers; better even is a barbarous form of government, carried out consistently, than a civil one, inconsistently. I hope this drawback will soon be removed. German teachers will find that they may descend from their throne, share the joys and little troubles of their pupils and be friends to them, without losing their authority. The more we study the body and the mind, the more we find both to be governed, not by, but according to, laws such as we observe in the larger universe.

The day has gone by for physically delicate women; this age demands Hebes and young Venuses with ample waists and veritable muscles. To procure them, public and private schools furnish playgrounds, and there is a fair share of time for out-ofdoor games and a recognition of them as needful. Germans

always liked to produce a robust woman; they are somewhat like Spartans; they are hardened to all kinds of weather. Most girls not only walk to and from school, but also daily take at least a one-hour's regular walk in the park. Robust health and abundant vigor are not considered plebeian. German girls are well known for their red cheeks and healthy color. They are fond of activities in sport, and gymnastics are given by special teachers. Germans are "early birds." "Morgenstunde hat Gold in Munde!" Boys' schools are from seven to one o'clock; girls', from eight to one. Thus there is given the children plenty of time in the afternon for home work, music lessons, and at least from one to three hours for out-of-door games.

A great error-coloring, or rather discoloring, the minds of the higher and lower classes-has sown wide dissension and wider misfortune through the society of modern days; this error is the misinterpretation of the words "woman's rights." They do not mean, as many think, that women want to be less effeminate. The fact that there are some loud and bold women has nothing to do with "woman's rights," which do not mean vulgar assumption. Having opened a wider scope than home is not inconsistent with her cultivating the characteristics naturally expected in womanhood-a pleasant temper, a cheerful disposition, and the ability of making a lovely home. It does not take the charm from femininity if she should be quick to seize an opportunity and shrewd to find a point of vantage. If circumstances call her out into the fight for bread and butter, let her be prepared to rank with men and make ever so fine a name for herself in whatever vocation she chooses; it need not detract one whit from her womanliness, provided she keeps herself unsullied of soul and and tender of heart. German men do not respect rude or noisy women-nor do you. Girls should be trained to be jolly, warmhearted, impulsive, and independent; they should not bluster, but be quiet-voiced; they should be, in the orchestra of human life, a flute, not a trombone. Robert Browning gave, with one stroke of his pen, the most adorable portrait of a woman when he wrote of the beautiful Evelyn Hope: "God made her of spirit, fire, and dew."