LA •Ma LIBRARY OF CONGRESS. ifjnp^-kr. ©0pi|ng!jt 1)n. siieif._...ri.a^ \ UNITED STATES OF ABIERICA. 3^^oITO(3-I^J^:E=Ta:S OF THE Industrial Education Association T7"^y T l^f\ O f Entered at the Post Office at New York ) Six numbebs a vbar. V ULi, X. XlU- ^1. I City as second class matter. } Price, $1.00 a year. Education in Bavaria BY ./ SIR PHILIP MAGNUS, Member of the late Royal Commission on Technical Instruction, Director of the City and Guilds of London Technical Institute. I ^ (>;. 10 i88R ^ -^ 5 EDITED BY NICHOLAS MURRAY BUTLER, Ph.D., President of the Industrial Education Association. NEW YORK. Industrial Education Association. MARCH, 1888. Twenty Cents. \ \ Copyright, 1888 BY THE Industrial Education Association. EDUCATION IN BAVARIA. The title of this paper is somewhat too general for the subject of which it treats. Whilst, incidentally, I shall re- fer to some of the principal educational agencies found in the Kingdom of Bavaria, and to certain statistics as re- gards the number of pupils in attendance at, and the cost of maintenance of, the different schools, my main purpose is to give some idea of the "school system" of the country, and to show, by way of contrast with the absence of or- ganization in England, the clearly defined relations that exist between the different grades of schools. The first thing that strikes the observer in comparing German and English education is the better organization and gradation of the foreign schools. What the Germans call Schiilweseii scarcely exists in England. This is main- ly owing to the fact that, for many years, education in Germany has been under State control ; whereas in Eng- land, it is only recently that the State has, to any con- siderable extent, interfered with the education of the country ; and even now that interference is restricted to the instruction in elementary and evening schools. There are, of course, advantages both in the systems of Germany and of England. Where the schools are all under the supervision and the direction of the State, improvements are more readily introduced into the methods of instruction than where no such control exists. On the other hand, the freedom of instruction and the great variety in the types of schools which we find in England, present features which are favorably regarded by those who are compelled to work in accordance with a rigidly defined programme. 28 Education in Bavaria. [4 Nothing, however, is more difficult than the endeavor to classify English schools. As regards the elementary schools, there is, of course, no difficulty, because they are all organised on the same plan ; but as soon as we proceed one step higher in the educational ladder, the difficulty of presenting in a tabular form the various grades of second- ary schools is very considerable. On the other hand, it must not be supposed that, although the secondary edu- cation of Great Britain is free from Government control, it is therefore, wholly unfettered by external influences. Of late years, the Universities have assumed, to some extent, the position occupied by the Governments of foreign coun- tries. Secondary education in England is very much in- fluenced b\' the examinational systems of the Universities; and the necessity of preparing pupils for the different local and matriculation examinations, limits free teaching almost as much as state inspection. Indeed, I am not certain but that the Germans would prefer that the general outlines of their instruction should be defined by a superior authority, than find themselves obliged to prepare pupils for various examinations, and judged to a very great extent by the results. But where the foreign system seems to me to be undoubtedly superior, is in the closer definition of the objects which each school endeavors to fulfill. In England, social distinctions have more reference to the classification of schools than the relation of the teaching to the future career of the pupil. This is not so on the con- tinent. The consequence is, that in England nearly all schools, except the primary, aim at teaching the same subjects, and have a very extensive curriculum, adapted to the requirements of pupils with very different objects in life. Where all the schools are controlled by one central au- thority, this is not the case ; and whilst the number of subjects taught in each school is more restricted, the curriculum is made to depend upon the age at which the pupil leaves, and, to some extent, upon his future career. 5] Education in Bavaria. 29 More time can thus be devoted to each subject, and the teaching is more thorough. Another defect in the English school system, arising from want of organization, is that different schools, which ought to aim at educating different classes of pupils, overlap one another in their aims and objects, and are with difficulty distinguishable. Parents, consequently, in selecting the school to which they shall send their sons, are less influenced by the kind of education which that school provides than by the social position of the pupils attending it. This overlapping of instruction increases the expense of school teaching quite as much as it lessens its efficiency. Moreover, modifications in the system of instruction and in the methods of teaching are less readily adopted where school-masters are compelled to follow, rather than to lead, public opinion ; and educa- tional progress is less rapid than when a Central Board guides and controls it. A typical example of the organization of German schools is presented in the school-system in Bavaria. This system is well illustrated in the city of Munich, which contains specimens of all the different schools existing throughout the country. I first became acquainted with the Bavarian system of education, during a visit paid to Munich and Niiremburg in the spring of 1882, in company with my colleagues, the members of the Royal Commission on Technical Instruction. At our request, Dr. Bauernfeind, the Director of the celebrated Polytechnic School of Mun- ich, prepared for us the annexed diagram (see p. 31), which gives a general view of the Bavarian school system. During the spring of the present year (1887) I have again visited Bavaria, with the view of verifying and supplementing my former experiences. The population of Bavaria is about 5,250,000, and in 1872, 633,724 children were in attendance at the elemen- tary schools, or 2 in 15 of the population. The population of Munich is about 230,000, and it contains 20 elementary 30 Education in Bavaria. [6 schools, the average attendance at which is nearly 25,000 children, or i in 9 of the entire population. The smaller proportion in the capital is due to the fact that in Munich, a larger number of children are privately educated, or leave the elementary schools at an earlier age to attend some higher school. The ordinary elementary school age is between 6 and 13. and it is scarely necessary to say that elementary education is compulsory. Except under speci- al circumstances, to which I shall presently refer, no child can leave the eleiVientary school until he has attained the age of thirteen ; and even then, if he at once enters indus- trial life, he is required to attend, during the evening, what is called a continuation school, where the instruction con- sists of the same subjects as are taught in the primary school, further continued, in addition to elementary sci- ence, book-keeping, and what may be called industrial drawing. These evening schools are by no means techni- cal, except as regards the instruction in drawing, which is made to have some reference to the future occupation of the pupil. By reference to the diagram, by which the age of the pupil is indicated by a scale on the right, it will be seen that children leaving the primary school at the age of thir- teen, continue their education for three years longer in these evening classes, which they must attend for three years, and may attend for five years. These continuation schools are held on the evenings of the week-days and on Sundays. In 1884, throughout Bavaria, there were 273 such schools in which 1,223 teachers were engaged; and in Munich only, the attendance in these schools averages about 3,194 yearly. The elementary schools are attended by the great majority of the children of the country, be the social position of their parents what it may ; and the idea that such schools are for the children of the poor only, and that those who contribute most to their support have no right to take advantage of them, certainly never occurs to 7] Education in Bavaria. 31 UNIVERSITY FACULTIES. A. Theology. B. Jurisprudence. C. Cameralistic. D. Medicine. E. Philosophy. POLYTECHNIC DIVISIONS. P. General. G. Engineering. H. Architecture. I. Mechanics. K. Chemistry. L. Agriculture. TECHNICAL COLLEGE DIVISIONS. M. Mechanics. N. Chemistry. O. Building. P. Commerce. 32 Education in Bavaria. [8 a German mind. They are essentially volksschulen, or people's schools. Many of those who are intended for / higher education leave the elementary school at the age of ten, and proceed to the Real-Schule. Into this school, they are only admitted on passing an entrance examination. The fees are about twenty-five shillings a year, but a large number of the children are admitted at half-fees or quite gratuitously. In Bavaria there are about forty-six such schools, in thirty-four of which the course of study occu- pies six years, and in twelve, four years. The children enter at the age often, and leave at the age of fourteen or sixteen. The course of instruction comprises German, at least one other modern language, science, mathematics and drawing. Latin is not taught, nor is there any work- shop instruction. They are distinctly higher elementary schools giving that kind of general instruction which will be most useful to those who will enter manufacturing or commercial life at the age of sixteen, or who may be pre- paring for a course of technical instruction with a view to some higher post in industrial works. The only school of this type I visited was situated in the Eisenmanns-strasse, and contained about seven hundred pupils, divided into six classes. The school is well pro- vided with apparatus for practical scientific instruction. It has a good chemical laboratory, in which boys of the fifth and sixth classes receive instruction for about three hours per week. There is a good lecture theatre, with a preparation room attached to it, and a private laboratory for the master. One or two rooms were occupied with collections of scientific objects. There is a mineralogical museum, and a well-arranged cabinet of physical appara- tus, besides the apparatus needed for chemical instruction. The lessons in physics consist almost exclusively of oral teaching in the lecture theatre, illustrated by experiments ; the note-books of the pupils being carefully examined and marked by the instructor. 9] Education in Bavaria. 33 Laboratory instruction in physics, in which the pupils themselves are exercised in practical work, had not, at the time of my visit to Germany, been introduced into any of the schools. The class-rooms of the school are well sup- plied with maps, diagrams of mechanical and physical apparatus, as well as of the different parts of plants and insects. The teaching of natural history forms an impor- tant feature in the school curriculum, and is illustrated by an excellent collection of models of flowers. Besides these diagrams and models, which are freely employed as aids to the teaching given in this school, part of the court- yard is used as a garden, in which plants are grown to illustrate the botanical lessons. I may here mention that the teaching of botany is an essential part of the scientific instruction given in nearly all the Real-Schulen of Ger- many, and precedes the teaching of physics and of chemistry, as exercising the observing, rather than the reasoning faculties of the children. Similar schools in Berlin, one of which I recently visited, are supplied once or twice a week from the Royal Botanical Gardens with fresh specimens of flowers for the instruction of the pupils. In the Munich school, natural history is taught to the pu- pils of the second and third classes, physics and chemistry to those of the fourth, fifth and sixth. The standard of mathematical teaching in these Real- Schools is high, and the teaching of geometry is facilitated and rendered more directly serviceable to the pupil by not insisting on the use of Euclid as a text-book. In the school I am describing, there was a good collection of models, illustrating the different geometrical forms, and the intersection of surfaces. Geometry is taught together with drawing, so as to prepare the way for the teaching of mechanical drawing, excellent specimens of which were submitted to us. There is also in the school a good stu- dio, furnished with casts, in which the pupils receive in- struction in freehand and in model drawing. 34 Educatioji m Bavaria. [lo In the year 1884, the total number of children in attend- ance at these schools was, 7,282. By reference to the diagram it will be seen that pupils leaving this school at the age of sixteen are admissible, and some of them proceed, to the Technical College, which is known in Bavaria by the name of Industrie Schule. The number of students for the session 1883-4, in the four Technical Colleges found in Bavaria, was only 370, the school in Nuremberg being the best attended. The total annual cost to the State for the maintenance of these schools is about ;^i 1,000, the cost of the education of each student being about ;^30 a year. This corresponds very nearly with the cost of the education of the day students of the Finsbury Technical College, erected and maintained by the City and Guilds of London Industries. The aim of these schools is to enable the students to obtain a practical education, less theoretical in character than that given in the Universities or at the Polytechnic Schools, which shall adapt them to at once enter upon commercial or industrial work, with a fair chance of imme- diate employment, and of obtaining steady promotion in their careers. Those students who are not admitted by exhibitions pay an entrance fee of four shillings, and thir- ty-six shillings per annum, or twenty-two shillings for the half-year. The school course lasts two years. There are four divisions, according as the student is intended for engineering, chemical, building or commercial work. Like all the educational institutions of Germany, the school is well provided with apparatus, specimens and collections. It contains a room replete with mechanical models of nearly every description, including pumps, valves, steam- engines, and hydraulic apparatus, beautifully constructed and showing the working of the different parts. There is also an art studio, well fitted with casts ; and screens are carefully arranged between the windows so as to produce proper effects of light and shade. A point worthy of note ii] Education in Bavaria. 35 is that the smaller casts are kept in cabinets with glass doors until they are required for use, so as to prevent their being discolored by dust, which often interferes with the student's perception of natural shade. In this college or school, considerable attention is paid to the teaching of mathematics and machine drawing ; and in the chemical laboratory, besides quantative and qualitative analysis, the students spend a large amount of time in synthetical chemistry, and the museum attached to the laboratory contains a number of substances prepared by the students. A special feature of the instruction in this college is that given in the workshops. Workshop instruction has only of late years been given in the technical schools of Ger- many. In the Real-Schiile leading up to this college, no such instruction is given, and the opinion is still very gen- erally held thoroughout Germany that practice in the use of tools is best commenced in the commercial works, and that the period devoted to school education should be wholly occupied in the teaching of principles. There is, however, a gradually increasing tendency to adopt the opposite view, and the importance attached to workshop instruction in other countries, notably in France and in the United States, is not without effect on German education- ists. In Austria, workshop schools are numerous, and in Rheinish Prussia the number of such schools is increasing. In each of the four technical colleges of Bavaria, there are workshops. In the Munich school, the workshop is fitted with thirty-six vises, two planing machines, ten lathes, two upright drills, the power being supplied by a twO|horse-power gas-engine, and a six horse-power steam- engine. At the date of our visit there was a small joiner's shop, a larger shop being then in process of erection. The instruction is obligatory on all students in the engi- neering section, but is voluntary for those in all other divisions. Each student has his own box of tools, which is fitted to the wall above the benches and kept under lock 36 Edtication in Bavaria. [12 and key. The steam-engine is tended by the students, each one taking charge of it for a week at a time. The workshops are under the direction of a practical scientific mechanic, and no extra fee is charged for this kind of training. Many of the machines used in the shops were made by the students. The opinions which we received from different authori- ties, as to the value of these schools, varied very much. More than one of the professors of the University attached very little value to the instruction. On the other hand, the testimony of managers of machine works in Bavaria, who had had the opportunity of testing the results of the training given in these I)id2isirie Sc/mlen, is very much in favor of the education they provide. An English foreman, engaged in the works of a large machine maker at Nurem- berg, referred to it in the highest possible terms, and dis- tinctly stated that he gave a decided preference to boys who had received during their school course some amount of workshop instruction. We, ourselves, came to the con- clusion that in those technical colleges in which workshop instruction formed a part of the curriculum, the machine drawing was generally much better than in other schools, where no such instruction was given. In Bavaria, children who are intended to receive a high- er education, which shall extend to the age of eighteen, leave the primary school at nine years of age and enter a first-grade classical school, or a modern school. These schools which are known by the name of Gymnasia, constitute a characteristic feature in German education. It is, pre-eminently, perhaps, in secondary education that the Germans have been for so long a time in advance of all other people. Matthew Arnold, in his ".Higher Schools and Universities in Germany," published in 1868, first made us fully acquainted with the system of instruction adopted in these schools. The organization of these secondary schools is the subject of constant discussion in educational 13] Educatioti in Bavaria. 37 journals, and in educational societies, in Germany ; and in no two States is the system of instruction pursued abso- lutely identical. The question as to the age at which Greek should be commenced, determines to some extent the character of the instruction given in these schools. In Bavaria, the classical and the modern secondary school are respectively known as the Hiunanistic-Gyinnasiimt with Greek, and the Real- Gymnasium without Greek. In the former, as it will be seen from the diagram, the study of Greek is commenced at the age of twelve. The three junior forms, in which Latin only is taught, are common to both schools. The advantage of this system is, that the child is not required definitely to choose between the literary and the more scientific education until he shall have reached an age at which his taste and aptitude can be more readily determined. If he has already entered the Gymnasium where Greek is taught, he can leave it at the age of twelve should his parents desire him to do so, and continue his studies in the Real- Gymnasium, where he will pursue his Latin, but will learn no Greek, and if he has entered, in the first instance, a Real-Gymnasium, he can pass out of it into the classical school, without any break whatever in the continuity of his studies. It is interesting to note that the head masters of three of the principal public schools in P^ngland have issued a circular bearing date July, 1887, in which they suggest that Greek shall not be taught in the preparatory school, or Pro- gymnasium, and shall not be begun before the age of twelve. The Real-Gymnasium corresponds very nearly with the modern side of English public schools. At one time there were six schools of the Real-Gymnasium type in Bavaria. But owing to the gradual falling off in the attendance, the number of these schools has been reduced to four, in 'Munich, Nuremberg, Wiirzburg and Ausburg. In the year 1884, the number of pupils in these four schools had 38 Education in Bavaria. [14 fallen as low as 434, the reason assigned being that the leaving examination from these schools does not admit the pupils to any one of the four professional faculties of the University A, B, C or D, in which, of late years, the attendance has considerably increased. The cost to the State of the maintenance of these schools for the year 1884 was about ;^9, 000, or over ;^2i per annum for each scholar. On the other hand, the attendance at the Humanistic or classical schools has of late increased and is very large in proportion to the population. Some of the Gymnasia have not their full complement of classes. These are called Pro-gymnasia or preparatory schools. They have only the five lowest classes. Of such schools there are 44 in Bavaria, with an attendance roll of 2,920 pupils. Of complete Gymnasia with nine classes there are 33, at which the attendance for 1884 was 14,700. Many of these classical schools are supported, as in this country, from funds derived from ancient endowments. But the state contributions to the maintenance of the schools amounted in 1883-84 to ^^93,300, the cost of the education of each pupil being about ;^io per annum. Of the entire male population of Bavaria, 2,578,910, about 25,706 are receiving a secondary education in one or other of the schools already referred to, in addition to those who are being educated in the specially commercial schools. It would appear, therefore, that about one in every lOO males is to be found in the schools intermediate between the elementary schools and the university. There cannot, of course, be too much variety in the dif- ferent classes of schools, provided their aims and objects are well defined, to which parents may send their children; and for this reason it is well that the Real-Gymnasium should exist side by side with the more strictly classical school. But there can be little doubt that, if any really valuable instruction is to be given in Latin, the time de- voted to it in the Real-Gymnasiiun must be such as 15] Education in Bavaria. 39 seriously to interfere with the requirements of mathemati- cal and scientific teaching ; and the practical teaching of science demands more time than can be given to it, if Latin is to form part of the school curriculum. For this reason, in Prussia and in the northern states of Germany, the curriculum of the Real-Schnle, in which no Latin is taught, has been extended, and additional classes have been added to it, so as to make it correspond in grade with that of the classical and modern schools. Schools of this kind in which there are ten classes, as in the Gymnasiiun, are found in Berlin and in many other cities in Germany ; and it is very possible that the distinction between a literary and a scientific training will gradually become more and more pronounced, and the choice will lie mainly between the training of the classical and of the purely scientific school. The figures above quoted show that this is likely to be the case, and as science comes to be more practically taught, the necessity of lightening the curriculum of modern schools by the omission of Latin will be more generally recognized. In the Bavarian system of education, the Real-Schule has not a full complement of classes, and is distinctly of a lower grade than the Real-ScJmlen of north Germany generally. In- deed, it is intended mainly for those children whose posi- tion is such as not to enable them to take advantage of the opportunities of the higher education of the Universi- ties or of the Polytechnic School. In Bavaria, as in other parts of Germany, the higher secondary schools are the channels through which students pass to the University or to the Polytechnic School. The classical training of the Gymnasium is, still inferentially regarded as the highest type of education, and the pupils leaving these schools with the matriculation certificate are at once admissible into any of the several faculties of the University or of the Polytechnic School. But this is not so with those who have passed through the 40 Education in Bavaria. [i6 Real-Gymnasium which answers to the modern side of the secondary school. The leaving certificate of the Real- Gynnnasiiim does not qualify them to continue their studies at the University in the faculties of law, theology or medi- cine. This is indicated on the diagram by the circular arrow which, starting at the Gymnasium extends from A to L, and, starting from the other side, from L to E. The German University is an institution in many re- spects similar to University College and King's College, London, and the Owen's College, Manchester, which has recently received a university charter. It corresponds more nearly with the universities of Scotland than with those of Oxford and Cambridge. It is at once a teaching and a degree-conferring body, with faculties of instruction covering the whole area of human knowledge except the application of science to the several branches of engineer- ing. The University of Munich consists of five faculties — those of theology, law, medicine, philosophy, and what, for want of a better title, may be called the civil service or commercial faculty. The philosophical faculty comprises all branches of what is generally understood by philoso- phy proper, including logic, psychology, metaphysics, and the history of philosophy, as well as the whole range of the natural and physical sciences. For many years past, the science faculties of the German Universities have been organized on a scale vastly superior to that found in any other universities. The University of Munich is specially distinguished for its chemical teaching. The laboratories, under the direction of Professor Baeyer, are very extensive, and have been erected by the State at a cost of about ^30,000, and were, till very recently, the most complete of all the laboratories of Europe. They consist of four large laboratories for qualitative and quantitative analysis, and for the study of organic and inorganic chemistry, besides several smaller laboratories in which teachers and students are occupied with original research. I/] Education in Bavaria. 41 To the chemical laboratories of the Universities Ger- many undoubtedly owes much of the success of its manufacturing industry. The principal chemists of Ger- many have been trained in the Universities, and there has been a constant rivalry between the chemical teaching of the Universities and of the Polytechnic Schools, the former being regarded by most authorities as the higher, and the latter being considered as the better adapted for the training of those who are not intended to be mere analyists, but masters or managers of chemical works. The relative advantages of the University and of the Polytechnic, as a school for the education of industrial chemists, is one of the many educational points which cannot yet be con- sidered as definitely settled. Indeed, the whole question of the relation of the University to the Polytechnic School is full of difficulty, some eminent authorities being in favour of the combination of university and of technical teaching as is the case at the Owens College, Manchester, and to some extent at University College and at Kings College, London, whilst others think that the study of pure science and the cause of the higher learning would suffer from the too close association of the University and the professional school. Into this vexed question I do not now propose to enter, but refer my readers to pp 207- 16 of the first volume of the Commissioners' Report on Technical Instruction, in which the subject is fully dis- cussed. This only, I will say, that whilst such a fusion cannot in any way affect the efficiency of the technical teaching provided the supply of funds is adequate for the maintenance of the general, as well as of the special, schools, the introduction of a commercial element into the instruction is likely to alter the aim and purpose of what is generally understood by university teaching, and for this reason, if for no others, the German system has much to recommend it 42 Education in Bavaria. [i8 In Bavaria, besides the University of Munich, there are two other Universities, the one at Wiirzburg and the other at Erlangen. These three Universities are supported by ancient endowments, the incomes from which are supple- mented by subsidies from the State. In the year 1883-84 the State aid amounted to iJ"73,6oo, the number of students in attendance being 3,800, or about .1 in 678 of the entire population. In Munich, side by side with the University, exists the well known Polytechnic School, for instruction in science in its application to industry. This institution is co-ordi- nate with the University, and its teaching overlaps it in many respects. Without having seen one of these institu- tions, it is almost impossible to realize their vast extent, the beauty of their construction, the completeness of their arrangements, and the luxury with which they are fitted. The provision of Polytechnic Schools in Germany is, however, greatly in excess of the requirements of the students. This arises from the fact that, when these institutions were first established, Germany was divided into several States, each of which tried to excel the other in the magnificence of its schools, and to attract to itself the largest number of students. In Germany these schools are known by the name of Technical High Schools, the word High School being synonymous with University. The annual cost of the maintenance of these establish- ments is about a quarter of a million of money, and the erection and equipment of them has cost certainly not less than three millions sterling. An essential feature of the Polytechnic School, as dis- tinguished from the University, is its engineering faculty ; and the question whether it might not be advisable to unite the Polytechnic with the University, by adding to the latter the faculty of engineering, is, as I have stated, one of the many educational topics which form the subject of discussion in Germany. It says much for the desire for ig\ Education in Bavaria.^ 43 higher education in Bavaria, that, although the University and the Polytechnic School exist within a few yards of each other in the same city, and although the chemical laboratories of the University are perhaps the largest in Europe, the laboratory of the Polytechnic was, at the time of my visit, fully occupied, and the question of extending it was under consideration. The building with its collections has cost little less than ;^200,ooo and the annual expendi- ture on maintenance is ;zf20,ooo. The institution consists of six special schools — the general school, intended principally for the training of teachers, the civil engineer- ing school, the architectural school, the mechanical engineering school, the chemical school and the agricultural school. The leaving certificate of the Real- Gymnasium is accepted as a qualifying certificate for admission to the Polytechnic, the students obtaining a similar certificate from the Technical College or Industrie Schule, which I have described, and which they leave at the age of eighteen, are also admissible to the Polytechnic. Of course, the students coming from the Technical College or Industrie Schule bring with them to their studies at the Polytechnic a different kind of preparation from that of the students of the modern side of the Gynmasium. As represented in the diagram, the education given in the former is intended to be complete and well rounded off. fitting the student at once to enter industrial work. The student leaving this school has received less general education, less theoretical teaching, and more practical instruction than the student who enters the Polytechnic direct from the Gymnasium. It is another moot point, whether students who have received this more practical teaching are better or worse adapted to take advantage of the higher instruction given in the Polytechnic School, and many educational authorities in Germany are strongly of opinion that a broad basis of general instruction is that which best enables a student to succeed in the higher 44 Education in Bavaria. [20 walks of science ; and some go so far as to regret that students from the Indiistrie Schule, who have received from the beginning a different kind of training, are per- mitted without further preparation, to continue their studies in the Polytechnic Schools. It appears that at least sixty per cent, of the students of the Industrie Schule continue their studies till the age of twenty-one or twenty- two at the Technical High School ; and these students, it should be observed, have been three times passed through the sieve of examination, and weeded from their less successful competitors — first, on leaving the Elementary School to enter the Real-ScJmle ; secondly, on leaving the Real-Schide to enter the Technical College, and thirdly, in passing from the Technical High School. A special feature of the German Technical High School, as well as of the Universities, is the great subdivision of such general subjects as engineering, architecture, and chemistry, each special branch of the subject being placed in the hands of a separate professor. Thus, for example, there are forty-five distinct courses of lectures given in the engineering department of the Munich school, and the number of professors who give these courses is thirteen. There are, in all, 179 different courses of lectures mentioned in the programme. This distribution of teaching among professors, each of whom is specially conversant with the details of some portion of the subject, is in striking con- trast with the English system, in which the instruction is generally placed under the direction of one professor as head of the department, assisted by two or three lecturers or teachers. The most interesting and important section of the Munich Polytechnic is the engineering school. This department consists of numerous rooms for instruction in mechanical drawing, of large collections of models, and of laboratories for special practical work. To give an idea of its extent, it may be said that it contains six large rooms, used exclusively for machine drawing, one of which is fur- 2i] Education m Bavaria. 4^ nished with 100 tables. The machine workshops contain a compound steam-engine having complete appliances for registering the various degrees of expansion and speed de- veloped. Another laboratory is furnished with a testing machine, working up to 100 tons, for determining the strain and the elasticity of various substances. This lab- oratory, which, in some respects, is similar to the engineer- ing laboratory of the Central Institution of the City and Guilds Institute, Exhibition Road, has been largely util- ized by manufacturers and others for the testing of differ- ent materials, both in Bavaria and throughout Germany. The total number of students in attendance at the Munich Polytechnic for the year 1884, was 901 in the winter, and 809 in the summer session. The attendance, previously, had been 1300; the falling off in the number of students, due to the completion of the railway system of Germany and to the general depression of trade at the time of our visit, was less in this Polytechnic than in many other institutions of a similar character. I have endeavored, so far, to sketch the general system of instruction, and to indicate the different kinds of schools that are found in the City of Munich. In this bird'seye view of Bavarian education, I have made no reference to schools of art, to schools of commerce, nor to schools for the instruction of women. To give a full description of the splendid Art School of Munich would alone form sub- ject-matter for an interesting paper. The Art School, under the direction of Herr Lange, is itself a university of art, divided into numerous sections, in which instruction is given in drawing, in modelling, and design, as well as in their applications to a variety of different industries. The school has a most important influence upon trade, and its advantages are fully recognized and appreciated by the merchants and manufacturers who purchase designs pre- pared by the students, and whose employes receive their training there. Such a school, provided with the necessary 46 Education in Bavaria. [22 plant and apparatus for the execution in the material itself, be it glass, porcelain, wood, metal, or some textile fabric, of the design prepared by the artist, affords facilities for experimental art work, which, when successful, may be, and often is, the means of introducing into the country new industries. Of the schools of commerce of Germany and of other countries, I propose to treat in a separate paper. There are in Bavaria other educational institu- tions, fulfilling various purposes, such as training colleges ior teachers, music and dramatic colleges, needle-work schools, military and veterinary schools. The cost of education in Bavaria is considerable. No expense is spared to render these several schools thor- oughly efficient, both as regards the number and character of the teachers and as regards the excellence of the appointments and fittings. According to the returns most recently published, the annual charge of these educational establishments on the State is as follows : — Elementary Schools ^^238, 421 Evening and Sunday Schools 19.344 Real-Schools 76,620 Technical Colleges 11,125 Real-Gymnasia 9,041 Classical Gymnasia 93,324 Polytechnics 20,164 Universities 78,612 Other educational establishments (about) 100,000 ;^646,65 1 This annual expense, it must be remembered, is borne by the State, in a country having a population of about five and a quarter millions, each inhabitant contributing nearly half a crown annually for the purposes ot educa- tion. In the preceding pages, I have desired to draw attention to the system of school organization in Bavaria, and prin- 23] Education in Bavaria. 47 cipally in reference to secondary education. To do so, it has been necessary to refer to the elementary schools and to the universities — at the ends of the educational ladder, and also to the cost of the maintenance of these institu- tions. Of the curricula, and of the methods of instruction I have said very little. The former can be obtained from the programmes annually published, and to enter fully into a description of the methods of teaching the several subjects comprised in the curricula would occupy consider- able time and space. An acquaintance with the German system shows that, notwithstanding many undeniable objections, there is much to be said in favor of State control of secondary and higher education. The rivalry among different schools, the competition for pupils, involving various forms of expensive advertisement, which character- ises the free system of England does not exist in Germany. The Government takes care that each district is provided with the schools adapted to its wants, and the curricula of these schools are determined by the require- ments of the people. The gradation and co-ordination of schools under such a system is far more complete than is at present possible in England. The lowness of the fees too, and the more general appreciation of the advantages of education, together with the desire of parents, even in humble circumstances, to secure for their sons immunity from the three years' military service, are among the causes which increase the attendance at the higher schools, and raise the standard of education among all classes of the German people. As regards the school- masters, their average earnings may be lower in Germany than in England, but their salary is secured to them, and is independent of the number of pupils in attendance at their schools. They are also entitled, as Government servants, to a pension, and their social position is good. In the zigzag and indirect way in which progress is made in my own country, we are, I believe, approaching to a condition 48 Education in Bavaria. [24 in which the State will exert more and more influence and control over secondary and higher education, and I am in- clined to think that the change will be to the advantage of our schools, and, on the whole, again to our teachers. 1 THE A LP HA BE T OF MA NUA L TRA TNfNG. WHITE'S Industrial Draiving THS SIMPLEST I THE MOST PRACTICAL I THE MOST COMPLETE! THE MOST EASILY TAUGHT I COMPLETE IN EIGHTEEN BOOKS-Two for each year of a nine years' course. NUMBERS I to 8, SIZE 6x9 INCHES, 20 PAGES. NUMBERS 9 to 18, SIZE 8x11 INCHES. 20 PAGES. THE books contain only such work as is directly edu- cational in its character, and which leads, without waste of time, to such a knowledge of the subject as is es- sential to every artisan or person employing such. Each book it complete in itself, requiring no cards, exercise books, or manual to supplement it, and are to be followed in order. Form, the language of form, and the different modes of form-representation, are logically taught, while the aesthetic side of the subject of drawing receives proper attention through the skillful treatment of decoration or enrichment. The use of objects in teaching and the making of objects drawn are distinguishing features of the system. Correspondence solicited, Favorable rates for introduction given. IVISON, BLAKEMAN & CO., Publishers. 753 and 755 Broadway, N. Y. 149 Wabash Avenue Chicago. A Misapprehension. Of family books the cyclopedia comes next after the dictionary ; people do not kno^v it yet. Not long ago a dictionary \A^as considered a little ex- travagant. The minister had to have one of course, a little one probably. By and by the unabridged got into the common schools ; and the children found it so handy that people began to get it at home. But think how many haven't got to dictionaries yet, and what sort of people they are ! then you are ready to see the mistake you your- self are making about the cyclopedia. We are speaking of books as a means of intelligence ; not to kill time with. What would you do with a learned library ? You haven't the time. If you had, you w^ould fritter your time away for lack of knowing what book to go to, what page, and for lack of the knowledge to understand it when you found it. The cyclopedia is itself all books of knowledge made short and easy ; so short that you can read it ; so easy that you can understand it; so arranged that you can turn it in a minute to what you w^ant to know^. That is, with the cyclopedia in your house you have almost the whole circle of human knowledge within the grasp of even your children. The International Cyclopedia is within your reach ; and, on the whole, is the best for you. Write for particulars. There are hundreds of people in almost every county who w^ant it, and will want it for years to come unless it is actually brought to them. Suitable agents wanted to do just that. It pays. DODD, MEAD & COMPANY, PUBLISHERS, 753-755 Broadway, New York. MassachUvSetts Institute of Technology. BOSTON, MASS. FRANCIS A. WALKER, President. The Institute of Technology offers courses, each of four years' duration, in Civil, Mechanical, Mining, Electrical and Chemical Engineering, in Architec- ture, Chemistry, Physics, Natural History and General Studies. THE DEPARTMENT OF CIVIL ENGINEERING is arranged to give the student some freedom of choice in the line of profes- sional preparation. It embraces a general course in civil engineering ; a course in railroad engineering ; and one in topography, geology, and geodesy. The first of these alternate courses aims to prepare the student for the general practice of the profession, so far as is possible under the increasing special- ization of its departments ; the second lays its main stress upon matters relating to the building, maintenance and management of railways, while the third has in view the training of young men for Government Surveys or for extended topographical work. In connection with this last course is held a summer school of topography and geodesy, attendance upon which is obliga- tory upon third year students; the sessions of this school occupy from four to six weeks of the summer vacation, and permit of more extended practice in the field than is possible in connection with the regular exercises. The object sought by the instruction in civil engineering is, not only to familiarize the student with the principles upon which all sound engineering must be based, but also to illustrate the application of these principles in such detail that he may easily see their relation to practical work. Advantage is taken of every opportunity to supplement the theoretical instruction in surveying, topography and geodesy, in hydraulic, railroad and sanitary engineering, in bridges, roofs, etc., by studj' and inspection of actual structures, or the detailed drawings relating to them, by the complete loca- tion and plotting of short lines of railway, by practice in original design and in the measurement of water, and by the inspection and criticism of works of water-supply, water-power, etc. The location of the school adds greatly to the facilities for such experimental practice. The tuition fee is $200 a year ; the cost of books and drawing materials need not exceed $30 per year. For catalogues and information, address, James P. Munroe, \ Secretary. /s< a O «> llTEKATURE AN .ILLUSTRATED WiEKLY-^MACAZIN'E'* '*f| Specimen Copy Free, $1. a Year/ TI - — ^ LiTERATtrRE presents, weekly, a com- ( prehensive survey of the entire literary world, t'rciin tiie standpuiut of the interest I of Aiiu/j-ican rcaik-rs of books. Its many unicjue featuix's can not be adequately de- scribed in tlu'se few lines. A specimen copy— free- will best tell its story. It will be one of the most characteristic and "lively " products of the Literary Revo- i lution. BiOKraphies, with portraits of ' notable characters; selections from new books, including spec^inien illustrations; news; criticism; anecdotes:— whatever in- terests readers of books— will fill its 1200 or more handsome pages. It will also be the means of saving; subscribers many times its cost in the reduced prices of the books they buy, John B. Alden Pub- lislior, 393 Pearl St., New Yorii, or 818 Clark St., Chicago. ■^S |o rp A'j^^co; QUESTIONS OF THE DAY. 3 — Our Merchant Marine. How it rose, increased, became great, declined, and decayed ; with an inquiry into the con- ditions essential to its resuscitation and prosperity. By David A. Wells. Octavo, cloth . . . . $1 00 4 — The Elective Franchise in the United States. By D. C. McMillan. Octavo, cloth 1 00 5 — The American Citizen's Manual. Edited by Worthing- TON C. Ford. Part T. — Governments (National, State, and Local), the Electorate, and the Civil Service. Octavo, cloth 75 6 — The American Citizen's Manual. Part II. — The Func- tions of Government, considered with special reference to taxation and expenditure, the regulation of commerce and industry, provision for the poor and insane, the manage- ment of the public lands, etc.. Octavo, cloth . .75 The above two volumes are also issued bound in one. Cloth 1 25 9 — The Destructive influence of the Tariff upon Manufac- ture and Commerce, and the Figures and Facts Relating Thereto. By J. Schoenhof. Octavo, cloth, 75 cents ; paper, ........ 40 10 — Of Work and Wealth. A Summary of Economics. By R. R. BowKER. Octavo, cloth .... 75 II — Protection to Young Industries as Applied in the United States. A Study in Economic History. By F. W. Taussig. Octavo, cloth . . . . . 75 13 — Public Relief and Private Charity By Josephine Shaw Lowell. Octavo, cloth, 75 cents; paper . . 40 14 — " The Jukes." A Study in Crime, Pauperism, Disease, and Heredity. By R. L. Dugdale. Octavo, cloth . 1 00 17 — Heavy Ordnance for National Defence. By Wm. H. Jaques, Lieut. IT. S. Navy. Octavo, paper . . 25 19— The History of the Present Tariff. By F. W. Taussig. Octavo, cloth ........ 75 20 — The Progress of the Working Classes in the Last Half Century. By Eobt. Giffen. Octavo, paper. 25 21 — The Solution of the Mormon Problem, By Capt. John Codman. Octavo, paper ...... 25 23 — Social Economy. By J. E. Thorold Rogers. Octavo, cloth 75 37— American State Constitutions : A Study of their Growth. By Henry Hitchcock, LL. D. Octavo, Cloth. 75 38— The Inter-State Commerce Act: An Analysis of Its Provisions. By John R. Dos Passos. Octavo, cloth 1 25 45— The Old South and the New. By Hon. W. D. Kelley. Octavo, cloth . . . . . . . 1 25 46 — Property in Land. An essay on the new Crusade. By H. Winn. Octavo, paper ..... 25 G. P. PUTNAM'S SONS, Publishers, New York and London. 6. aUST^V E. STEOHEKT, IMPORTER OF Foreign Books and Periodicals, 828 BROADWAY, NEW YORK. Catalogues of second-hand books English, French and German will be sent gratis on application. ^monthly bulletins of new books. BRANCHES, i ^"^'P^'g- Hospital Strasse, 10. (London, 26 King "William St., Strand, ^V. C. TEACHERS' BUREAU, (For both Sexes.) Supplies Professors, Teachers, Governesses, Musicians, etc., to Colleges, Schools, Families and Churches, also Book-keepers, Stenographers, Copyists, and Cashiers to Business Firms. Address, MRS. A. D. CULVER, 329 Fifth Avenue, New York. COLLEGE for the TRAINING of TEACHERS. 9 University Place, New York City. The Circular of Information for 1888 will be issued about March 15. This Circular will contain the list of Professors and Students, Course of Study, infor- mation concerning the requirements for Admission, Scholarships, etc. SEND FOR A CATALOGUE OF THE Only Professional School for Teacliers in tlie UniteJ Slates. Address, A. W. TYLER, l)ea?i, 9 University Place, New York City. The Manual Training School. By Prof. C. M. WOODWARD. Director of the Manual Training School, St. Louis. Price, $'2.00. Shows just how a manual training school should be organized and conducted. It contains courses of study, programmes of daily exercises, and working drawings and descriptions of class exercises in wood and metal. Industrial Instruction. By Robert Seidel, Mollis, Switzerland. Translated hv MARCARET K. S.MITIl', Oswera Normal School, N. Y. Price, SO cts. A skillful refutation of the objections raUed against industrial iiistruction in the schools and a philosophical exposition of the principles underlying the claims of hand labor to a place on the -school programme. How to Use 'Wood-'Working Tools. Edited byCHANNI.NG WHITAKER, Professor at the Mass.t'o fit. It is not patronage to use the losing and gu elsewhere for tlie paying departments. Prices will always be made as low as equal quality can be had. We appeal to all friends of the modern library movement for their orders for everything we undertake to sup>ply. EMPLOYMENT DEPARTMENT. To bring together libraries wishing help and those wishing positions, so as to get the right man in the right plat e. No lee to those wishing librarians, caialogers, or assist- anis. We also supply tiained workers to catalog or Index libraries, books, periodicals, or mss. Utilizing improved methods and appliances, they give belter work at less cost, at the Bureau, or at the library or residence. No charge except lor the time of the catalogers. CONSULTATION DEPARTMENT. To give expert advice as to developmg Interest, raising lands, location, building, fixtures, heating, lighting, ventilation, care, selecting and buying books, binding, cataloging. Indexing, classlflcailon, chculaiiou, rules, help, and all tue deiails ol or- gauizailou and admlnlstraiion, so as to secure the best results at the lowest cost, profiting by ihe expei iments and experience of the rest of the library world such advice at a cost ol perhaps $10 to $iOu orieu saves $l,ooo to the library, or to aless ex- perienced board of trustees a series of moriiiylng, discouraging, and expensive mis- takes. Where desirable, the library v\ ill be visited, aijd local requirements studied. Fee for either mall or personal consultation, $1 upward, based on actual time used. PUBLICATION DEPARTMENT. To publish (from the stand point of usefulness to libraries, rather than profit to pub- lishers) manuals tor administration, indexes, and tables ol classification, subject headings lor shelves and catalogs, guides, labels and various needed helps, practicable only through a cooperative agency like this Bureau. SUPPLIES DEPARTMENT. To furnish, of better models, materials, and workmanship, and at less cost than otherwise obtainable, all articles recommended by the Cooperation Committee or the Library Association and to equip libraries, from smallest to largest, with the best known devices for cheap, convenient and efficient use and administration. We supply the best for each use, and, if selection is left to the Bureau, the benefit of its unequaled experience and faclhiies is secured. Jixcept books and periodicals, these supplies include everything needed In th^ best equipped public or private library, covering the whole field as If there were no other source of supplies, ihe mauager gives his personal attention as an expert, to making or selecting and buying the best. Many away from large cities, or not knowing where to go, or what prices to pay, waste much time in getting an unsatisl'aciory article, and otleu pay more than the best would cost, if bought with our facllli ies. To accommodaie libraries and librarians, we allow anything wanted to be ordered through us, the cost never being more (it Is often less) than if bought directly. The Bureau aims to make Itself indispensable to the libraries, and to prove to them by experience that the most convenient, cheap, and sailslactory coui^e when any- thing is wanted is to come or write a once to it. We mail our large Illustrated catalog Issued February ISbS, for I5c. In stamps. LIBRARY BUREAU, 32 Hawley St. Boston. The Prang Course of Instruction in Form and Drawing. This course is the outgrowth of fifteen years' experience devoted to the development of this single Subject in public education, under the widest. and most varied conditions. It differs widely from all the so-called " Systems of Draw- ing" before the public. The aim or object of the instruction is different. The Methods of teaching and the Work of pupils are differerent. The Models, Text-books, and materials are on an entirely different Educational plan. The results in Schools are widely and radically different. It is the only Course based on the use of Models and Objects and for which Models have been prepared. ,The Course prepares directly for MANUAL TRAINING. Many of the exercises are in themselves elementary exer- cises in Manual Training. TPiE PRANG COURSE has a much wider adoption in the best schools of the country than all the "Systems of Drawing" put together. More than two millions of children in public schools are being taught FoRM AND Drawing by The Prang Course. PRANGS NORMAL DRAWING CLASSES. These classes have been established for giving the very best kind of instruction in Drawing through home study and by correspondence. All teachers can, through these classes, prepare themselves to teach Drawing in their schools. ||@-Send for Circulars in regard to PRANG'S COURSE OF INSTRUCTION IN FORM STUDY AND DRAW- ING, and also in regard to PRANG'S NORMAL DRAW- ING CLASSES. Address, THE PRANG EDUCATIONAL COMPANY, BOSTON. nyc o T^ o o-'s, JL IP s: s OF THE Industrial Education Association VnT T ^r> ^ i Entered at the Post Office at New York I Bi-monthiv. T Ulj. J.. ±yu. a. J City as second class matter. j Pbice, |1.00 a vkab. Education in Bavaria BY SIR PHILIP MAGNUS, Member of the late Royal Commission on Technical Instruction, Director of the City and Guilds of London Technical Institute. 3^^ 1 EDITED BY NICHOLAS MURRAY BUTLER, Ph.D., President of the Industrial Education Association. NEW YORK. Industrial Education Association. MARCH. 1888. Twenty Cents, College fur llie Training of Teachers. 9 UNIVERSITY PLACE, NEW YORK CITY, The Industrial Eilucatiou Association has founded the first pui'ely professional school for teachers in this conntry. It is not a normal school, but a training college. Students of both sexes are admitted on passing the required examination. The course of study occupies two years and includes psychology, the history and science of education, methods of teaching, school organization, natural science and the con- struction of simple illustrative apparatus, the history of civilization and the philosophy of history, the kindergarten, observation and practice in the model school, etc. Special attention is given to ti-aining in indus- trial art, domestic economy, mechanical drawing, and wood-working. In all these departments the demand for ti'ained teachers far exceeds the supply, and there is an excellent opening for competent teachers. Entrance Examinations for the College will be held on June 19, 1888, at the College building, New York City, and also at Philadelphia, Bos- ton, Springfield, Mass., Albany, Buflfalo, Cleveland, Chicago, St. Louis, St. Paul, Omaha, Denver, Cincinnati, Pittsburg, Richmond, Atlanta, and New Orleans. Tuition, $60 per annum. Board and lodging can be ol)tained at mod- erate prices. A limited number of scholarships have been established to aid deserving students. FACULTY. Nicholas Murray Butler, Ph,D., President aud Professor of the History aud lustitutes of Ediicatiou. Charles R. Richards, Professor of Mechanical Drawing and Wood- Working. Julia Hawks Oakley, Professor of Domestic Economy. Hannah J. Carter, Professor of Industrial Art. Angelina Brooks, Professor of Kindergarten Methods aud Director of the Kindergarten. Professor of Natural Science. Professor of History, aud Lecturer on Methods of Teaching. LECTURERS, 1887-8 President Thomas Hunter. LL.D., New York City Normal College. Superintendent W. N. Barringer, Newark, N. J. Prof. W. O. Atwater. Wesleyan University. Superintendent C. E. Melenev, Paterson N. J. Prof. John F. Woodhull, New Paltz Normal School. Superintendent N. A. Calkins, New York. Prof. H. M. Leipziger, New York. Dr. Jerome Allen, Editor of the ScJiool Journal. Col. Francis W. Parker, Cook County Normal School, III. Walter 8. Perry, Esq., Pratt Institute. Dr. William A. Hammond, New York. Prof. II. M. McCracken, University of the City of New York. Dr. J. A. Keinbart, Principal Of High and Normal Schools, Paterson, N. J. Principal W. M. Uiffin, Newark N. J. Miss L. E. Fay, Supervisor of Drawing, Springfield Mass. Prof. W. R. Ware, Columbia College. Prof. H. T. Peck, Columbia College. Dr. W. H, Carpenter, Columbia College. Dr. W. A. Dunning, Columbia College. Dr. D. K. Dodge, Columbia College. George H. Baker, A.M., Columbia College. For detailed information, circulars, etc., address ARTHUR W. TYLER, A.M., Dean of the College for the Training of Teachers. 9 University Place, New York City. EDUCATIONAL. MONOGRAPHS. Under the auspices of the INDUSTRIAL EDUCATION ASSOCIATION the foremost Educators and Public School Workers, both in this country and abroad, will furnish a series of papers to teachers on the Educational Questions of the Day. The papers will be concise, clear and comprehensive. The school, the academy and the college will all furnish subjects for monographs. Especial prominence will be given to the Manual Training Movement, and several of the early numbers will discuss the problems which it raises. Six Monographs will appear each year, and the subscription price has been fixed at the extremely low price of $i.oo per annum. Educational writings of such high character have never before been offered to teachers at so low a price. The following are ready or in preparation : I. A Plea for the Tiaining of the Hand, by D. C. Gilman, LL.D., Presi- dent of Johns Hoijkins University. — Manual Training and the Public School, by H. H. Belfield, Ph.D., Director of the Chicago Manual Training School. 24 pp. " For the student or teacher who is making a study of manual training this first number of the Educational Monograph Series is the best possible introduction to the subject " — Science. II. Education in Bavaria, by Sir Philip Magnus, Director of the City and Guilds of London Institute. Manual Training in Sweden, by Peof. A. Sluts, of the Normal School, Brussels. The Function of the Public School, by Peof. W. H. Payne, of the Uni- versity ol Michigan. Mark Hopkins, Teacher, by Peof. Levekett W. Speing, of Williams Col- lege. The Teaching of History, by De. Edwaed Channing, of Harvard Univer- sity. Objections to Manual Training, by Col. Francis W. Parker, of Cook Co. (111.), Normal School. Extent of the Manual Training Field, by Peof. C. M. Woodward, of Washington University, St. Louis. Historical Aspects of Education, by Oscar Browning, M. A., of King's College, Cambridge. Graphic Methods in Teaching, by Charles Barnard, Esq., of Chau- tauqua T. C. C. Elementary Science in Schools, by Prof. W. Lant Carpenter, of London. The Jewish Theory of Education, by Peof. Henet M. Leipziger, Direct- or of the Hebrew Technical Institute. Physical and Industrial Training of Criminals, by Dr. H. D. Wet, of State Reformatorj', Elmira, N. Y. Domestic Science in the Schools, by Mes. Emma P. Ewing, of Purdue University. The Science of Cooking as a Factor in Public Education, by Mrs. Ellen H. Eichaeds, of Mass. Institute of Technology. Monographs will also be written by PROF. FRIEDKICH PAULSEN, of the University of Berlin; DK. E. HANNAK, of Vienna : PROF. A. SALICIS. of Paris; PRESIDENT VV. P. JOHNSTON, of Tulane Univevsity ; SUPERINTENDENT JAMES McALISTEK, of Phila- delphia; SUPERINTENDENT JOHN E. BRADLEY, of Minneapolis and others. Leaflets are also issued from time to time, giving information on specific educational topics. The Leaflets are sold for 1 cent each, or sent by mail on receipt of a 2 cent stamp. Superintendents and others ordering a quantity are offered a liberal discount. The payaieut of 50 cents will entitle any jDerson to receive all the Leaflets that may be issued for one year. They will be sent by mail promptly as issued. Leaflets are now ready on " The Argument for Manual Training," " Public Education in Germany," *• The Albany (N.Y.) Report on Manual Training," "Manual Training in Springfield, Mass.," "The Naas Seminary for Teachers," •' The Scientific Treatment of Education," " What the Teachers Recommend in France," etc. Others are in preparation. For Monographs or Leaflets address, enclosing postal note or money order, payable to the Industrial Education Associatlou ARTHUR W. TYLER, A. M., Dean of the College for the Training of Teachers. 9 University Place, New York City. Ht'iilth and Strength for the Brain and Nerves. CROSBY'S VITALIZED PHOSPHITES COMPOSi:!) OF Nerve-giving principles of the ox-brain and the embryo of the wheat and oat. For twenty years has been the standard remedy with physicians who best treat nervous and mental diseases. It aids iu the bodily, and wonderfully in the mental, growth of children. There is nothing that so well develops the growth and regularity of the teeth and assures sound and wholesome teeth for after life. For the cure of ner- vousness and brain-fatigue, nervous dj'spepsia and sleeplessness, it has been used and recommended by Bishop Potter, Bishop Stevens, President Mark Hopkins, President Roswell D. Hitchcock, Sinclair Tousey, Bismarck, Glad- stone, and thousands of the world's best brain-workers. "Every one speaks well of Vitalized Phosphites."— CTmsto/i at W(yrk. It is a Vital Phosphite and not a Laboratory Phosphate. 56 W¥*est 25th Street, JTeiv l^ork. For Sal e by Druggists, or s ent by mail, $1.00 . ^ciiD :pe:os:ph:j^tei, (LIQUID.) A preparation of the phosphates that is readily assimilated by the sj'stem. Especially recommended for Dyspepsia, Mental and Physi- cal Exhaustion, Indigestion, Headache, Nervousness, Wake- fulness, Impaired Vitality, etc. Prescribed and endorsed by Physicians of all schools. It combines well with such stimulants as are necessary to take. It makes a delicious drink i/eith >vater and sugfar only. For Sale by all Druggists. Pamphlet Free, HUMFORD CHEMICAL WORKS, - - PROVIDENCE, R. I. B@-BEWARE OF IMITATIONS. ..^sfl LIBRARY OF CONGRESS Mil 1 111 022 108 664 8