soon as the pupil can sketch he is given as models the objects which belong to his trade. In succeeding years professional drawing goes hand in hand with artistic instruction. Each pupil receives instruction, personal, varied, and rapid according to his temperament and tastes. The discipline is very severe, so that a pupil becomes accustomed to conduct himself as a serious man and to consider work as a social duty. The Hamburg school has served as a model to the schools of design in various parts of Europe. (English Educational Press.) The Prussian Government has recently, more than in former years, bestowed much attention upon the promotion of so-called continuation schools (post-graduate courses of the elementary schools), as well as trade and technical schools. This is plainly seen from the increase in the sums annually appropriated for these institutions. In the state budget of 1885-85 the sum of $142,266 was designated to support these institutions, which in the nature of the case are directly benefiting the working. In 1890-91 the appropriation rose to $431,716, and in 1891-92 to $145,274. The Government makes the announcement that it is not satisfied with the system of industrial schools as it now exists, but wishes to see it extended over most of the various trades and occupations found at industrial centers. Especially the continuation courses will find encouragement. Through these the Government can reach a much greater number of pupils than through special technical schools. Naturally the latter will be able to offer a higher grade of technical education, and in due time there will, side by side with elementary or people's schools, spring up at convenient centers a system of elementary technical or trade schools, that will feed the secondary technical schools. The Government intends to establish new elementary architectural schools, devoted to the building trades-one in Königsberg; one in Silesia, and one in Brandenburg. The city of Cottbus is negotiating with the royal government to have one of these institutions located within its precincts. The bureau of technical instruction in the department of public works is of the opinion that to open schools for the training of foremen, and technical schools for the promotion of shipbuilding in Danzig, Stettin, Berlin, Hannover, and Altona, will prove of incalculable benefit to the nation. The Rhenish-Westphalian mining school it is contempleted to remove from Bochum to Duisburg, with branches and "feeders" in the coal districts on the Ruhr-River. Gleiwitz, in Silesia, another mining district also, is to have a new mining school. The existing weaving school of Crefeld and Berlin are to be enlarged, and new schools, with courses for the training of foremen and experts for the cloth and buckskin manufactory, are in process of erection in Sommerfeld, Forst, and Finterwalde, and other centers of the cloth industry. Malhausen, in Thurengia, and Bleichrode, near Nordhausen, are each to have an elementary weaving school. The negotiations with the city of Bunzlau, with a view toward the establishment of a ceramic technical school, have been reopened. For the training of engineers and machinists on ocean steamers schools are to be opened in Stettin and Bremen. In Schmalkalden a school for the preparation of foremen in the so-called variety ironworks is to be established. This institution will have extensive shops for a great number of apprentices.

Schools of design and industrial art the Government intends to establish in all cities of 33,000 or more inhabitants. Where one is in existence others are to be added. Prussia has, according to the last census, 49 of such cities. Of these the following have each a flourishing school of design and industrial art: Aixla-Chapelle, Cassel, Dusseldorf, Halle, Magdeburg, Hannover, Frankfort, and Berlin Berlin needs another without delay. But Danzig, Elbing, Bromberg, and Posen have made no claim for such schools. They lean rather toward agricultural and forestry schools. The plans so far determined upon contain 18 new schools within the next six years; others are to be extended. Institutions which have been called into existence by the enterprise of the local authorities are well subsidized by the state and enlarged to meet the growing demands of the times. The state authorities direct in every case where a subsidy is granted that the teachers' salaries be increased and new talent be drawn into the schools. Whenever the funds allow, these technical schools are made state institutions. The entire state subsidies for the establishment of new and extension of existing technical and trade schools are estimated at 1,078,000 marks ($269,500); this sum is not included in the annual current expenses mentioned in the beginning of this article.

The administration of continuation schools (post-graduate course of elementary schools), so far as they are technical or trade schools, will be turned over to the minister of agriculture, since most of these schools are situated in rural districts, and it is the intention to enlist the interest of agricultural people in these schools.

The recently submitted bill regulating trades (especially (120) is thought to be the best incentive to trade schools, and it would seem that the state, by promot ing such schools, is obeying tendencies which may drive it further and further toward socialism as advocated by Marx. As soon as the bill becomes a law, the annual appropriations for technical schools will need to be increased to meet the requirements of the law. From all this it is plain that Prussia if following the illustrious example of the Kingdom of Saxony in preparing a great number of thinking artisans, foremen, designers, masterworkmen, and inventors, in order not to fall behind in the race with other nations, notably with France, in industrial and wealth producing pursuits. (Engl. Educ. Press.)

24.-SUPERIOR INSTITUTIONS.

Germany. The number of students in the polytechnicums of the German Empire, in the winter term of 1890-91, was 3,567 as against 3,372 in the previous year; the number of nonmatriculated students, 1,273 as against 1,106; and the number of casual attendants at single courses of lectures, 522 as against 343; on the whole, then, 5,362 as against 4,821 attendants at lectures. Of these Aachen numbers, 197; Berlin, 1,640; Brunswick, 273; Darmstadt, 316; Dresden, 480; Hanover, 580; Karlsruhe, 585; Munich, 882; Stuttgart, 486.

Hessia. The Hessian Government has laid a bill before the Landtag for the erection of magnificen tnew building, for the polytechnicum in Darmstadt. The cost amounts to $3,912,500. The town has offered to pay $3,000,000, and the Government will supply the rest. The Grand Duke has consented to the appropriation of a part of the palace grounds for the erection of the new buildings.

France. The French minister of public instruction has issued a circular in accordance with which young men and women who are preparing for the profession of teachers, and for diplomas generally, are to go through a solid course of "sound French literature of the nineteenth century stamp.' "This means," says a Paris correspondent, "that they are to give up the old classical authors from Montaigne to Chateaubriand, and to devote their attention in preference to Thiers, Michelet, Victor Hugo, and Alfred de Musset."

Saxony. The theological faculty of the University of Leipzig, Germany, have, by desire of the minister of education, posted a notice on the university notice board, calling on the students of theology to attend lectures on pedagogy more regularly than they have hitherto done, and also not to neglect the practical side of their training. "A more thorough study of pedagogy and satisfactory practical training is more necessary to theologians now than it ever was."

Germany.-Latest statistics concerning German universities:

The foregoing table shows the ratio of students from the different German States for every 100,000 inhabitants. In other words, it tells that of every 100,000 inhabitants Germany has 571.10 in the universities, or 5.71 students of every 1,000 inhabitants, or 0.571 per cent. That of these, 0.116 per cent study theology, 0.143 per cent study law, 0.177 per cent study medicine, and 0.135 per cent study philosophy. The numbers are given for the winter semester, 1889-90. (Statist. Archiv.)

Algiers.-The Academy of Algiers had, in 1888, 223 students. In 1888 there were 1,547 pupils at the lycées of Algiers and Constantine; 8 communal colleges with 1,254 pupils; in 1889, 958 (113 private, mostly clerical) primary schools,

with 78,001 pupils; and 154 infant schools, with 24,354 pupils. There are 76 public primary schools for the natives, with 8,963 pupils (910 girls). Of the total children of school age (6 to 13) 611,720 receive no instruction; of these 535,389 were Musselmen.

25.-TEACHERS.

Prussia. The proportion of female to male teachers in Prussia is very small. Of the 68,765 elementary teachers only 7,869 or 11 per cent are female teachers. In the private middle schools (private lower schools are very rare) 2,626 of the 3,459 teachers are women. Protestant Germany seems to have a much greater dislike to intrust women with teaching than Catholic Germany. In the whole of Prussia there are only 442 female teachers in the Protestant village schools, whereas over the same area there are 2,304 women teaching in Catholic schools. (Lond. Jl. of Ed.)

Berlin has at present in its public elementary schools 3,200 teachers, 2,182 men and 1,018 women. Of the men, 96.38 per cent had gone through a course of normal school training, 2.29 per cent were university graduates, and 1.33 per cent had prepared themselves privately and then passed the required examination. Three of the normal school graduates had afterward acquired a university edu cation. Only 537 of these teachers were graduates of the normal school in Berlin, 1,640 came from other parts of the Kingdom of Prussia and 5 from other German states. Of the 1,018 women 883 were prepared professionally in Berlin, while 135 came from other parts of the kingdom. (Paed. Ztg.)

England.-Mr. Grasby, the English educator who recently so thoroughly examined the American school system, says of American teachers: "The special feature of the English teacher is technical skill in practical teaching; that of the American, an educated and cultured mind. The time one has spent in teaching or learning to teach the other has spent in study. The one has all along been subject to the influence of a narrowing occupation, and now oftentimes considers himself well-nigh perfect in his art; the other has been under the influences of a liberal training, is well versed in the principles of education, has had little practice in teaching; but is fully conscious of the fact, and therefore, ready to take advantage of every means to compensate for his lack. A conscious ignorance is often better than a self-satisfied knowledge. The average American teacher maintains better discipline with less force; is a superior educator, but less an adept than her English compeer in filling the pupil's head with facts.”

CHAPTER XVII.

EDUCATION IN ALASKA.

REPORT OF THE GENERAL AGENT FOR THE YEAR 1889-90.

DEPARTMENT OF THE INTERIOR,

BUREAU OF EDUCATION, ALASKA DIVISION,

Washington, D. C., June 30, 1890.

SIR: In compliance with the rules and regulations for the conduct of schools and education in Alaska, approved by the Secretary of the Interior, April 9, 1890, I have the honor of submitting the following, as the annual report of the general agent of education for the year ending June 30, 1890:

A.-NUMBER AND GENERAL CONDITION OF THE SCHOOLS IN ALASKA.

Alaska has 15 day schools, supported wholly by the Government, with a total enrollment of 1,110 pupils: 9 contract schools, containing 302 pupils, which are supported jointly by the Government and the missionary societies; 10 mission schools, with an enrollment of 297 pupils, which are supported wholly from the funds of the churches, and two schools sustained on the Seal Islands by the North American Commercial Company, under contract with the Treasury Department, and containing 79 pupils, making a total of 37 schools and 1,788 pupils.

I.-PUBLIC SCHOOLS.

1.-UNALASKA DISTRICT.

Unalaska (John A. Tuck, teacher).-Enrollment, 30; population largely Aleuts.

Prof. Tuck reached Unalaska in September, 1889, and renting a house from the Alaska Commercial Company, opened school with an average attendance of 6 pupils. In the absence of any school building, one end of his residence was fitted up as a schoolroom. So much interest was developed in the school that the pupils, with but few exceptions, continued at school during the Russo-Greek Church festivals, which are very numerous. Among the pupils were the grown-up daughters of the Russian priest.

Prof. Tuck reports that the rate of progress was almost all that could be desired.

With the opening of the next school year it is expected that the ladies of the National Home Mission Society of the Methodist Episcopal Church will enter into an agreement with the United States Bureau of Education to take charge of the school, several thousands of dollars having already been raised for that purpose.

The building they propose to erect will be known as the "Jesse Lee Memorial Home."

Unga (John H. Carr, teacher).- Enrollment, 24; population, Russian and Aleut.

Gratifying progress was made in the usual school studies and in temperance hygiene by those who were regular in their attendance.

The teacher pleads earnestly for some rule to secure more regular attendance. The ladies of the National Home Mission Society of the Methodist Episcopal Church have purchased and shipped to Unga the materials for a teachers' residence, to be known as the "Martha Ellen Stevens Cottage.'