university. For able candidates of this class the Department in 1857 created a higher degree: conditional facultas for the middle classes.

On February 4th, 1838, a second circular to the school-collegiums was issued, in which the directors of gymnasiums were designated as suitable persons to advise young men in the upper classes, if not thought qualified for the profession, to desist from pursuing studies requisite for teachership, and to represent to abler ones the extent and difficulties of the object. But directors have seldom been in a situation to execute this charge. During the first ten years the proportion of candidates to vacant positions was unfavorable to the former, but soon after 1848 it changed, so that the want of teachers becoming more sensible, the Department of Instruction, under order of Oct. 16th, 1858, promised to assist students in the upper classes, in cases of poverty, if they felt a desire to devote themselves to the profession and were willing to pursue the necessary studies, beginning even at the time of their attendance at the gymnasium, and the directors were instructed to make proper application to the Department. It is not known whether recourse has ever been had to this measure. The general examination in religion and philosophy, as ordered by the cabinet order of Aug. 21st, 1824, was amended by rescript of March 3d, 1848, by requiring that the testimonials of candidates who had not passed this examination satisfactorily, should contain a provision that the candidate, before being definitely engaged, must prove in a second examination that he has acquired the requisite knowledge in the above sciences. It was chiefly intended thus to enlarge the knowledge of religion of future teachers, and to form teachers of religion not from theologians only. The same object was aimed at by a circular of the ministry of Von Raumer of Dec. 9, 1853, directed to the faculties of theology, requiring of them to introduce suitable lectures, which was done by some distinguished professors, but in spite of the desire repeatedly expressed under date of May 10th, 1865, they were never generally introduced by the faculties. The commission for examination, however, was instructed, from the year 1857, invariably to exact a report from the candidates for higher teachership, in how far and in what manner, during their academical studies, they had endeavored to increase and improve a scientific knowledge of religion.

By the above-named circular of Feb. 3d, 1838, theology and the Hebrew had been made the fourth principal part of examination; but by another cabinet order of Dec. 21st, 1841, candidates of theology, when they had obtained an excellent testimonial from the commission for examination in theology, should be considered qualified for teaching religion and the Hebrew language; and should be further examined only as to their ability and method of teaching; but in all other respects they should be subject to the same requirements as candidates for teachership. However, since it appeared desirable to gain men of sound education in theology as teachers of religion at secondary-schools, it was decreed by order of the Department, Aug. 10th, 1853, that candidates of theology,

who could produce the certificate of a well passed examination before the commission for theology, should be admitted to the examination pro facultate docendi. If they desire to acquire the qualification of "unconditional fac. doc.," they must satisfy all general conditions; the qualification for conditional fac. doc. may be imparted to them: 1, if by a trial lesson and oral examination, which is limited to didactic ability and the peculiar requirements of teaching in higher classes, they prove their ability to teach religion and the Hebrew in the first class of a gymnasium; and 2, if they prove their ability to teach (a) Latin, Greek and German, or (b) mathematics and natural science, in the third class of a gymnasium, or (c) either one of these subjects in the first class.

Catholic clergymen, according to rescript of March 26th, 1863, when they have been promoted by an inland university or by academic rule to the degree of doctor or licentiate of theology, are not subjected to an examination in theology in order to become qualified as teachers of religion, but their ability of teaching religion or the Hebrew in the different classes remains subject to trial by the commission of examination.

By ministerial rescript of Aug. 11th, 1854, members for the examination in French and English are added to the commissions. Candidates who wish to become qualified for teaching French or English, besides a thorough and fundamental knowledge of these languages and their literature, must respond to the requirements of general education demanded from all candidates. However, the rescript of the Department of May 23d, 1865, directs that the admission of teachers of elementary schools who have obtained the fac. doc. for those modern languages, as teachers of science at gymnasiums and real-schools, is generally not desirable.

For teachers of drawing at higher schools, to which heretofore teachers had been admitted without special selection, it was directed, April 2d, 1827, that only those should be proposed who were furnished with an attest of qualification by the Royal Academy of Arts, and that such should have preference among applicants. A circular of January 16th, 1828, directed the consistories and school-collegiums of the provinces to give to the Department an exact report on the qualification of each teacher of drawing at the gymnasiums in their province, on the manner and success of their instructions, and on their social position and relation. Since 1863 these candidates are required to submit to an examination by one of the royal academies of Art at Berlin, Königsberg or Dusseldorf.

As teacher of singing, no one can be engaged, since the year 1830, who has not given evidence of his ability to teach singing.

An examination for teachers of gymnastic exercises has been instituted by departmental rescript of March 29th, 1866, for which a commission, including a professor of anatomy, has been formed in Berlin. It takes place at the central institute for gymnastics (erected in 1851, and which proceeded from the central institute for the education of teachers of gymnastics by rescript of Feb. 6th ;) under superintendence of the instructIt was considered desirable that the instructions in gymnastic ex

ors.

ercises should be confided to regular teachers of the schools only, and in order to educate such teachers, a course of six months, for eighteen pupils, was arranged in this institution, in which young teachers could take part without charge, and in particular cases were supplied with funds for their support during this time.

The incompleteness of the regulations for examinations of 1831, notwithstanding the many corrections and explanations, made a revision of the whole necessary, which was executed with the care peculiar to Prussian officials-the plan of a new order of regulations having been submitted to the provincial school-boards, to commissions of examination, and to experienced teachers, for their approbation.

Following the requirements of the law, a commission for examination was not easily constituted. In earlier times it was mostly composed of teachers, more recently counselors of instruction and professors of universities predominated. The first named undoubtedly understand best the necessary qualifications for the school, and require merits of a young teacher; but the limitations of their vocation renders it impossible for them to advance with the development of science, so as to be able to ascertain whether the period of study at the university has been profitably and practicably employed. The others, no longer familiar with schools, can not properly weigh their demands, and are apt to pass beyond the object of pedagogic preparation, or are led in preponderance by their own special scientific researches. The most suitable examiners are those who from the school teacher's chair have passed to that of the university.

IV.

PREPARATION OF TEACHERS FOR SUPERIOR SCHOOLS.

Prior to this century, there were no special arrangements at universities for the education of teachers for secondary-schools, the first being the philological seminaries, the oldest of which is at the University of Halle. By order of the Elector in 1695 and 1697, a part of the revenues of the convent Hillersleben was used for the benefit of some students of other faculties than that of theology, who would devote themselves to the study of “humanoria et elegantiorem literaturam," and for those who intended to prepare themselves for teachership at secondary-schools, under the special supervision of Prof. Cellarius, who read every day a free lecture for them, until he died in 1707, when this arrangement ended.

A purely philological seminary was founded in 1787, by the influence of Fr. A. Wolf, which was the first to educate for the profession of teacher separate from theology, and in so far created an epoch in pedagogy. This seminary had twelve regular members, who had already attended a university one year, and were permitted to remain in the seminary for two years only. The exercises of the seminarists, in which a great many of the students of other faculties took part, consisted in interpretation of ancient authors, discussions partly on theses, partly on

compositions of the seminarists, and, for a time also, in the practice of teaching in the upper class of the Latin school of the orphan house at Halle. When this university was closed in 1806, Wolf went to Berlin; and on its reopening in 1808, Chr. Gottfr. Schuck obtained the directorship of the seminary, and in 1816 was associated with Seidler. After the new regulations of 1817, the object of "training skillful teachers for gymnasiums" was consistently followed up in all later regulations, and by the directors following, Mor. H. Ed. Meier and Bernardy, and exercises for acquiring a genuine style in Latin were particularly fostered. The separation into two divisions, which had been made in 1846 from personal motives, was annulled in 1857, when Bergh entered, after Meier's death.

The second seminary was founded by Professor Erfurt in Königsberg (1810.) The Department of Public Instruction agreed to his proposition for an association, under the name of a seminary, of young men who should, however, on account of want of sufficient preparation, be considered as first students only, from whom afterwards the regular members of the seminary might be selected. Schleiermacher, in voting on the instructions for this seminary, said very justly and well adapted for all times: "The first object is only to excite a love for the study of philology, and after this is awakened and formed, when an individual inclination is developed, free play must be given to it without any hesitation; but in every way we must prevent young men from limiting themselves to a narrower sphere and from finding their especial vocation therein." The department recommended exercises in writing and speaking of Latin and Greek; the latter M. Erfurdt desired to postpone at the beginning, but with the annual report of 1812, a “disputatio de critica artis difficultatibus" in the Greek language could be presented, which the authorities in Berlin censured only for accents omitted, After M. Erfurdt, the directors of this seminary were Wald, Gotthold, Lobeck, Lehrs.

In 1812, Bockh became founder and director of a similar institute in Berlin, who, with Buttmann, Lachmann, Martin Hertz, and Haupt, have presided over it till now.

The philological seminary at Greifswald, from a philological association, became (1822) a public institution, at first conducted by Henry Meier alone, assisted by Schomann, who subsequently became director; assisted successively by Martin Hertz, Urlichs, and Ufener.

The seminary at Breslau was established in 1812; the two first directors were Gottl. Schneider and Heindorf, who were followed by Fr. Passow, Chr. Schneider, Ritschl, Ambrosch, Haase, the latter since 1856 in connection with Rossbach.

The philological seminary at Bonn was founded in 1819. The directors were Nake and Heinrich, under whom the attendance increased so considerably, that in 1826 it counted ten regular members, twenty-seven extraordinary, and forty-five visiting members. Welcker, who, after the death of Heinrich, became co-director, fostered the study of ancient art

in connection with that of ancient literature, but the interest among the students abated so much, that in 1841 there were only eight regular, ten extraordinary, and sixteen visiting members. After Ritschl was called to the position of Nake in 1839, the interest gradually increased again, so that in 1861 the number of members was eighty, and in 1864, eightyeight. Eighteen years after the resignation of Welcker, in 1861, O. Jahn was appointed second director. From this seminary a great many excellent scholars have proceeded, who had creditably begun their career at universities and gymnasiums, and it was a matter of universal regret that the difficulties in the year 1865, should have induced so distinguished a professor as Ritschl to leave the service of the Prussian State.

In 1824, a philological and pedagogic seminary was connected with the theological and philosophical faculty at Münster, for the purpose of training candidates for efficient teachers at gymnasiums; its directors were Nadermann, Esser, Grauert, and at present, Deycks and Winieroski.

All exercises in these seminaries were arranged after the course at the seminary of Halle; for regular members, subsidies of forty thalers per year generally, with participation in the studies gratis, are allowed.

The first proposition for the establishment of a seminary for history, for the purpose of giving to a number of students a thorough education in history and enable them to take charge of instruction in this department was made in 1824 by Professor Menzel of Breslau; but the institute was not erected till 1843, when premiums of two hundred thalers were granted. Since 1852, Professor Ropell presided over it, assisted from 1863 by Professor Junkerman, a Catholic, so that a division of instruction according to religious confessions was introduced.

In Königsberg, as early as 1832, a like seminary, with a grant of two hundred thalers, had been established, the first director of which, Prof. Dr. Schubert, still presides; and one at Griefswald (1863) by Prof. Dr. A. Schafer, with yearly premiums of fifty thalers. The seminary founded at Bonn in 1863, with premium of three hundred thalers, is divided into two separate branches, independent of each other, according to its twofold object: 1, to introduce researches in history; 2, to prepare future teachers of history for gymnasiums. The direction, in order to provide for ecclesiastical preferences, has been given to two professors, Von Sybel, Protestant, and Kampfschulte, Catholic.

Beyond these public institutions, the lectures on history of distinguished professors at the universities of Berlin and Halle, though at first instituted for scientific objects only, have aided very much in training eminent teachers of history for higher schools, particularly those by Leopold von Ranke, and more recently by Droysen, by whom a good number of the best teachers in this branch have been educated.

The first seminary for mathematics and natural philosophy, at Königsberg, adopted, in 1834, preliminary statutes, and obtained as directors, Professors Neuman and Jacobi; and in 1839, by royal order, its subsidy was increased from one hundred and fifty to three hundred and fifty tha