Latin and Greek alone, not including work done at home. The student of medicine, on the contrary, spends only 2,160 hours for his preparation, even when he attends the clinics four hours every day for five semesters. And what has the student gained by his 4,066 hours? He knows bad Latin, which with genuine joy he strives to forget, and he knows less Greek, which he succeeds in forgetting without effort.

"The grammatocrats, as Prof. Esmarch so beautifully calls them, of course maintain that the grammatical exercises are mental gymnastics. I do not believe, however, that anyone can prove that the mental gymnastics are stronger when the beginner memorizes amo, amas, amat," that when he learns 'j'aime, tu aimes, il aime,' or 'I love, thou lovest, he loves.' Virchow justly affirms, that the ancient languages have somewhat of an ideal purpose, is only an opinion of obstinate philologists.' They naturally will always stubbornly uphold an idea which seems to live like an eternal malady, namely: The ancient languages sharpen the mind more than the modern,' for these men gain their livelihood by teaching the ancient languages. Grammatical instruction in general, however, does not afford mental gymnastics at all in any language, as is so brilliantly proven in the writings of Prof. Lowenthal; for memorizing grammatical rules is not brain work, but only cramming with words without meaning, which positively none of the present needs of children demand.

"I am far from wishing to deny the beauties of the Latin and Greek classics; but who will not acknowledge that there are also many beautiful things contained in Sanscrit and Hebrew books? And yet we are contented with good translations of these. It is also true of the ancient classics that only he who completely masters the languages can appreciate their beauty, and students of gymnasia do not progress as far as that. Gutzkow is quite correct in his theory that one will not discover the treasures of antiquity until one reads the classies in the schools in good translations, and leave the study of the original texts to scholars.'

"But as things are now, the most important time is squandered in studying grammatical and philological vexations of the dead languages, and especially in superfluous inverted translations from German into Latin and Greek, which in the schools of the future will have to give way to much more important thingsthe modern languages (French and English, which the citizen of the nineteenth and twentieth centuries finds absolutely necessary for life), mathematics, history, literature, geography, physics, chemistry, all of which for training the mind are incomparably more important than all the deal languages taken together. Also drawing, athletic sport, and manual labor will receive more attention than formerly. For in a harmonious development the hand will demand more consideration than is bestowed upon it now."

V. Dr. Paul Güssfeld (Berlin) in Die Erziehung der deutschen Jugend, Berlin, 1890:

"Graduates of the secondary school of the future who enter the university will be lacking much knowledge with which at present the students are quite familiar. They will not be masters of Greek and Latin grammar, nor be able to read the ancient authors in the original. This concerns philologists first, then lawyers, historians, and theologians. As Hebrew is a professional study of the theologians which is acquired in the university, so Latin and Greek will in time to come be taught there, and there only. It would seem best for that purpose to establish seminaries in connection with universities for the special benefit of those students only who have a vital interest in learning the classical languages. Their diligence will be greater, their progress much faster, for the simple reason that by virtue of their general intellectual culture they will be able to understand the grammar the more easily.

"The modern language which as a medium of culture and as a substitute for Greek and Latin deserves consideration above all others is the French. Its advantages are chiefly found in the grammar, which resembles in lucidity a Code Napoleon. Its rules are strict and clear. One does not venture to violate them, but enjoys following them. This feature may be traced through the entire French literature, and no revolution could effect any change in this. There is nothing holy and sublime in France that has not been dragged into the mud by party or faction; but no one dared to touch the language with unholy hands. Respect for the French language is shown everywhere in France, from the hastily penned advertisement of the merchant to the orations of the immortals in the French Academy, and every violation of the rules of that language is punished severely with ridicule. There is no room left for arbitrary construction in syntax, as is claimed in German and Latin by every writer and speaker. But

as a substitute for that want of liberty there is offered a wealth of words signifying similar things, so that the finest shading in expression is made possible. Thus it comes that the French language is equally well fitted for the presentation of mathematical theories and the expression of the most charming play of poetic thought.

"To master such a language, so that one may be able to express one's thoughts fluently in it without violating its grammar or groping for proper terms, is an object worthy of the highest human intellect and the most cultivated taste. The way to it, moreover, has the advantage of leading through alternately charming and grand but ever beautiful sceneries-French literature. He who sees in French literature only an accumulation of novels full of adultery betrays himself by his unjust and distorted judgment. Nor need we restrict ourselves in school to contemporaneous literature. If we exclude it there would still remain the works of many centuries to choose from."

4.-CITY SCHOOL SYSTEMS.

Germany-The city of Berlin had in 1890-91, 290 public elementary schools and 82 private and Jewish schools; together, 352. An increase of 3 schools, 111 class rooms, and 3,518 pupils. The Protestant population in Berlin has increased 18 per cent within the last 5 years, the Catholic population 36 per cent, and the Jewish 23 per cent. The actual increase is 210,038 Protestants, 35,825 Catholics, and 14,881 Jews. Fourteen per cent of the Protestant population were found in the lower public schools; only 10 per cent of the Catholic, but 15 per cent of the Jewish population. Of the 3,141 classes in the lower schools, 3,021 had their own class rooms; 120 had to share class rooms with other classes; this was done by introducing half-day schools. Since 1889-90, the number of classes in houses belonging to the city has increased by 202, while the number of classes in rented quarters has decreased by 133. Half day instruction is given to children in primary grades and to those employed in factories. The schools of Berlin, though fully graded, have not as with us 8, but 6 grades. The following figures are instructive of all the pupils there were in the lowest grade (1 year) 19 per cent; second grade (1 year) 19 per cent; third grade (1 year) 19 per cent; fourth grade (1 year) 18 per cent; fifth grade (2 years) 14 per cent; sixth grade (2 years) 11 per cent.

This is a distribution which few American schools can equal. What American school has still 11 per cent of its school population in the seventh and eighth grades? Toward the close of the year the average number of pupils to the teacher was 55. Besides the 3.141 teachers and 352 principals there is another corps of teachers engaged in the city schools, namely, the women who teach the girls to knit, embroider, sew, etc. Since 1863, when the first women teachers were employed, 1,325 have been in active service. Of these 956 were still in active service in 1891; 369 have dropped out (273 resigned, 222 of them have married, 32 were promoted to higher schools, 25 were pensioned, 39 died). It is found that the women teachers were absent on an average 8 days per year within the first 5 years of service. The absence increased to 224 days per year up to the fourteenth year of service. Up to the nineteenth year the average annual absences amounted to 83 days; up to the twenty-ninth and thirtieth it increased to 8 days, until in the forty-second years of age the absence amounted to 15.8 days. The calculations are not a good basis, for they offer too slender a premise. An anomaly is the fact, that in 35 Protestant city schools of Berlin instruction in Hebrew religion is given to the children of that faith. Another notable fact is that 18 principals, 91 male and 109 female and 16 industrial teachers asked for and received leave of absence or prolongation on account of impaired health. (Paed. Ztg.)

Austria.-Vienna has recently annexed its suburbs and thereby increased the number of its primary schools from 170 with 2,300 teachers, to 285 schools with 3,800 teachers and 140,000 pupils. Berlin had, in 1890, 184 schools with 3,800 teachers and 172,778 pupils.

5.-COMPULSORY ATTENDANCE.

The following countries have laws on their statute books which decree compulsory attendance at elementary schools. In many of these countries the law is of recent origin, hence has not had the results it will show 10 or 20 years hence. In England the law leaves it to local authorities to decree compulsory attendance at school, if they see fit.

Germany.-In Berlin 1,900 pupils of the public elementary schools were, in 1891, definitely excused from school at the close of the seventh year (at 13 years of age), owing to the poverty of the parents, who needed their children's aid. In 50 families, it was conclusively shown, the misery was so great that the children had to be excused at 12 years of age. The compulsory attendance law leaves such cases to be decided by the supervisory authority, to whom is given a wide margin of discretion. (Fr. pacd. Blaetter.)

England. Concerning compulsory attendance at school in England, there is little known in this country, hence a plain statement of facts may be welcome. The elementary educational act" of August 9, 1870, provides as follows:

"Every school board may, from time to time, with the approval of the educa tion department, make by-laws for all or any of the following purposes: Requiring the parents of children of such age-not less than 5 years, nor more than 13 years-as may be fixed by the by-laws, to cause such children (unless there is some reasonable excuse) to attend school; imposing penalties for the breach of any by-laws. Any of the following grounds shall be a reasonable excuse: namely, (1) that the child is under efficient instructions in some other manner; (2) that the child has been prevented from attending school by sickness or any unavoidable cause: (3) that there is no public elementary school open which the child can attend within such distance-not exceeding 3 miles, measured according to the nearest road from the residence of such child-as the by-laws may prescribe. These by-laws were issued by the different school boards sanctioned by Her Majesty in council and published in the appendices to the annual reports of the education department. There still existed boroughs and parishes enough which did nothing at all in this matter.

To amend this elementary act, other acts were passed in 1873, 1876, 1879, and 1880, among which that of 1876 is most important as to compulsory attendance. Sections 4 and 12 of chapter 79 run as follows: (4) It shall be the duty of the parent of every child to cause such child to receive efficient elementary instruc tion in reading, writing, and arithmetic, and if such parent fail to perform such duty, he shall be liable to such orders and penalties as are provided by this act. (12) Where an attendance order is not complied with without any reasonable excuse, a court of summary jurisdiction, on complaint made by the local authority, may, if it think fit, order as follows: In the first case of noncompliance, if the parent of the child does not appear, or appears and fails to satisfy the court that he used all reasonable efforts to enforce compliance with the order, the court may impose a penalty not exceeding, with the cost, 58.; but if parent sat isfi s the court that he has used all reasonable efforts as aforesaid, the court may, without inflicting a penalty, order the child to be sent to a certified day industrial school. Moreover, this act provides for the appointment of a school attendance committee for every borough and parish for which a school board has not been elected. The act of 18-0, which is very short, provides that the education department may make by-laws for those districts which have not made them for themselves. By it compulsion was first fully and universally es tablished. All public elementary schools are administered by thes? acts, as well as by codes, of which a new one is issued every year. (Gust. Lenz.)

6.-CRIME.

Germany. The numbers annually published by the German statistical bureau concerning crimes in Germany, or the number of convictions, may, in a sense, be considered a barometer of public morals. For several years a gratifying satisfaction was entertained at the decrease in the number of crimes against property, and it was concluded that the economic conditions of Germany were steadily improving. On the other hand, it was considered an ominous sympton that the number of crimes against state, public order, and religion, as well as against the person was steadily increasing. It was regarded as a ray of hope when, in 1885, a check in the increase was noted. That year was (since 1882) the first in which a notable decrease in the number of crimes of the second kind could be recorded.

At present the result of the statistical labors for 1889 is before us, but, alas, it does not show a continuation of the tendencies marked in 1885, for not only the number of crimes against state, public order, religion, and person has increased beyond expectations, but also the seemingly constant tendency toward decrease in crimes against property has ceased, and the year 1889 exhibits a deplorable increase.

Some characteristic numbers may illustrate the foregoing statements. The crimes against state, public order, and religion in 1882 numbered 51,623 (convictions are meant); this number rose until 1887, when it reached 62,348. The year 1888 showed a decrease, namely, 61,806 convictions. But the year 1889 again records an increase, the sum total during that year being 62,815. This increase is chiefly found in the great number of cases of breach of peace (16,244 as against 14,851 in 1888), inducement to perjury (292 as against 221), public resistance (361 as against 163), while the number of escapes from service in the army decreased from 21,421 to 19,683.

The number of convictions for crimes against the person was 107,398 in 1882. It rose to 137,745 in 1887. In 1888 it fell to 134,670, but in 1889 it again increased to 139,639. Especially the convictions on acount of verbal offens (43,600 against 42,959 in 1888), assault and battery (19,730 as against 18,374), and inflicting wounds (57,191 as against 55,223) show a deplorable increase.

The crimes against property also exhibited a constant decrease in number from 1882 till 1887, namely, from 169,334 to 152,652. But the year 1889 again shows a remarkable increase, namely, to 165,623. In this increase may be recognized the characteristic feature of the criminality of 1889. It indicates a different direction from that illustrated by the numbers of 1882. The numbers especially interesting are 71,881 cases of petty larceny, (as against 65,030 in 1888); same with second conviction, 11,085 (as against 10,185); larceny, 7,978 (as against 6,972); burglary, 2,412 (as against 2,160); embezzlement, 15,888 (as against 14,781); defraudation, 15,205 (as against 13,493).

The increase of crimes against property is frequently considered to stand in intimate relation to the advance in prices of commodities and necessities: but it should be remembered that the prices of provisions did not rise until the second half of the year 1889, and that the general economic conditions of Germany were better in 1889 than in any previous year. Of course, though one is inclined to think that the rise in prices has something to do with causing the increase in the number of crimes against property, it can scarcely fully explain it when the increase in these crimes is taken in connection with that of others. One thing should be noticed, that during the reign of "protective tariff" a constant reduction in the number of crimes against property was noticeable.

How unfavorable the statistics of crime for the year 1889 are, may be seen from these totals:

7.-EXHIBITIONS.

Italy. An exhibition was held in Milan in the first week in May, 1891, for the education and hygiene of children. The character of the exhibits is best seen from the programme. In Class I, toys of every description; in Class II, children's implements, musical instruments for children, etc.; Class III, under the title "The Little Artist," a collection of tools for every kind of handiwork; Class IV, contains room games; Class V, little theaters; Class VI, garden games; Class VII, apparatus for gymnastics, fishing, hunting, swimming, etc.; Class VIII, velocipedes, carrousels (merry-go-rounds), swings, and hammocks. While this part is an international exhibition, the following is strictly national. It contains in section 1, text-books and other publications, drawings, models, apparatus for object lessons, furniture and tools for schools and kindergarten; in section 2, education, apparatus for teaching how to walk, food and clothing for children, etc.

France.-The commission charged with viewing the biennial exhibition of design and manual work in the primary schools of the Sarthe district, France, has made its report. It states that the teaching of design shows a marked tendency to become more rational. The copies of models are rarer and the designs are less illassorted. Linear design is not proportionally represented, and there are many patterns beyond the capacity of the child. The teaching of sewing has made a great advance in the line of common sewing and the making of simple garments for daily use. The method of teaching and the arrangement of the programmes is in need of improvement and revision. Too many teachers succeed in giving the little girls a taste for luxury and frivolity, besides causing them a loss of precious time. (Lond. Ed. Times.)

Monsieur Jules Simon has inaugurated a novel and interesting exhibition in Paris, organized by the hygienic society for children, a body established four years ago for promoting the health and welfare of the young. The exhibits consist of various kinds of hygienic, orthopedic, and surgical appliances, clothing, toys, industrial products, and other articles intended for the use of children in health or in sickness. The most remarkable feature of the exhibition is a very curious and complete collection of quaint cradles, chairs, and gocarts, dating, some of them, from extremely remote periods. One of these gocarts affords a most curious illustration of primitive ingenuity, having been made by hollowing out the trunk of a tree. There are also specimens of baskets and bags used by miners' wives for hanging up their babies while at work and a wooden "creche," used for the reception of foundlings at Lille during the Middle Ages. (Lond. Jl. of Ed.)

The Pedagogical Museum of Paris is a permanent exhibition of all kinds of teaching material from abaci and alphabet cards up to the most delicate and complicated apparatus, and all the civilized nations of the world are laid under contribution. The minister of public instruction has lately decided to enlarge its scope by the addition of a section devoted to sample copy books and exercise books to show the handwriting of the French youth. The Revue Pedagogique characterizes the new departure as a happy idea. It quotes at length the official circular inviting the cooperation of the chief inspector in preparing for the exhibition. Every district of France is to be included, but both, the class (or grade) of pupils represented, and the variety of schools are to be changed from year to year. The caligraphy of both boys and girls is to be shown, and each primary inspector is charged to submit three specimen books from his district. The minister is careful to direct that the books should be the ordinary samples, and not specially prepared for transmission to the capital. At the option of the inspector the books may contain the teacher's correction of the day's work. (Schoolmaster.)

8. HYGIENE.

Germany. The subject of mental overpressure is important not only for parental consideration, but for scientific investigation. The capacity of the child, the number and nature of the studies, and especially the length of the recitations, are features which ought not to be overlooked or be left to the discretion of educators. That much can be gained by experimental study of overpressure is shown by a paper read by Dr. Burgenstein, of Vienna, before the congress of hygiene in London, upon The Working Curve of an Hour. The writer had for his object the study of the mental power of children, and he arranged his experiments with a view to demonstrating the fluctuations of brain power in