grown too cumbersome, so that it was impossible to handle it satisfactorily in the present overcrowded condition of the curriculum. "Since it is just the period from 1861 to the present that for us Prussians and Germans surpasses in importance everything else that has happened in the history of the world, the earlier periods must be treated much more briefly and comprehensively, so that the history of the past 50 years can be dealt with in detail." Under existing arrangements the modern period is not taken up until Untersekunda. The new regulations require Prussian-German history to be begun in Sexta and continued concentrically so that pupils will acquire a mastery of national history. The emphasis throughout it is urged should be on the outstanding character of the Hohenzollerns, more especially from the time of the Great Elector down to the present. Ancient and medieval history are retained but teachers are advised to dwell only on those movements whose influence has been more or less continuous. Briefly analyzed the suggested syllabus is as follows:

Sexta-Stories from recent history. Quinta-Outline of Prussian-German history. Quarta-Ancient and medieval history to about 476 A. D. Untertertia-History of Germany in Middle Ages to the middle of the seventeenth century. Obertertia-Amplifications of the outline given in Quinta at least to 1870 or even the present day. Untersekunda-Review ancient history, begin Germany history, if not already begun in the previous class, and deal in detail with selected parts since 1870. Obersekunda-Close the ancient period and go on to the thirteenth century. Unterprima-German history up to Frederick the Great. Prima-German history from 1786 to the present.

Some flexibility was permitted to the teachers in the organization of the work. The experiment was to be inaugurated at Easter, 1916. By a prophetic anticipation the reports on this experiment in molding patriots to Hohenzollern standard were to be made in October, 1918.

TRAINING OF SECONDARY-SCHOOL TEACHERS.

The system of training of teachers for secondary schools has been somewhat modified by new regulations issued in June, 1917. The rules for the admission of candidates remain unchanged. At the close of the necessary period of university study of four years candidates are required to undergo a general examination (Wissenschaftliche Prüfung). This examination is conducted by a special board (Wissenschaftliches Prüfungsamt), which includes university instructors and schoolmen. The paper in general knowledge is abolished, but every candidate is examined in philosophy with special reference to education, including psychology, logic, and ethics related in particular to child life. Familiarity must be shown with

the works of the leading writers in the special branch of philosophy bearing on education and with its place in the history of philosophy. This general examination is followed by examinations in the special fields selected by the candidate from the following subjects: Christian theology, German, Latin, Greek, Hebrew (only as a minor), French, English, history, geography, mathematics, physics, chemistry, botany, and zoology. Of these subjects two, instead of one as hitherto, must be taken as majors and one as a minor. An innovation is the addition of a large number of supplementary subjects that may be substituted for the minor. These include philosophical propedeutics, pedagogy, applied mathematics, mineralogy and geology, classical archaeology, history of art in the Middle Ages and modern times, comparative languages, Polish, Danish, Russian, Spanish, Italian, Turkish, drawing, singing, and gymnastics.

Candidates who pass the requirements in this qualifying examination must undergo two years of practical training. Six to eight probationers are sent to a selected school for one year at a time, so that at the end of the period each candidate becomes thoroughly familiar with two schools. During each of the two years regular sessions must be conducted for the study of education by the director of the school to which candidates are assigned. At least two hours a week must be given to history of education, principles of teaching, psychology, and ethics. The probationary period of two years is closed by a second examination, the pedagogical examination (Pädagogische Prüfung), conducted by a pedagogical examination board (Pädagogisches Prüfungsamt), which consists of a provincial school councillor, the director, and faculty of the schools in which the candidates have been trained. The subjects of the professional examination include the history of education and principles of teaching.

It is claimed that the new regulations represent an advance in separating the professional from the general examination. The regulations are based on the view that a true insight can best be obtained into the problems, principles, and philosophy of education during the two years of practice. It is objected, however, that an intellectual appreciation of the problems involved could be better imparted in university courses, and the theory can then be subjected to the criticism of practice. The regulations, since they do not require attendance at lectures on education at the university as they do in the case of general subjects, depreciate the place of education as a science and deal a blow at the development of the subject in the universities. The new system, which came into force on April 1, 1918, involves the danger of reducing education and teaching to the level of a handicraft. It is suggested by critics that candidates sliould as a condition of admission to the examination be required to

have attended courses and seminars in education at the universities. and psychological institutes, that psychology take the place of philosophy in the general examination, and that in the professional examination questions be given in the oral test on the organization, history, and psychology of at least one school subject, on moral instruction, and on psychological tests and measurements.

THE NEW SPIRIT IN SCHOOLS.

The tendencies that are already apparent since the overthrow of the monarchical government in Prussia are indicated in a number of decrees and circulars that have been issued by the new minister of education. Thus the Kölnische Volkszeitung of November 16, 1918, printed the following decree:

1. Wherever the teaching of history and other subjects have been used to arouse national hatred it must be discontinued in the future; it must be replaced by an adequate presentation of subjects dealing with natural history. All biased and false teachings about the war and its causes are to be avoided. 2. All books which glorify the war are to be removed from the school libraries. 3. At no time should the teachers pass adverse or false remarks about the causes and consequences of the revolution or the present Government which are apt to debase in the eyes of the school youth the achievements of the revolution.

4. School authorities and teachers must avoid in their intercourse with the school youth any matter that tends to arouse a counter-revolution (especially in the Lowlands), as such action is at the present moment greatly endangered by the possibility of a civil war.

5. Pending the decree about the separation of state and church, the children of dissidents and persons holding religious views for whom no provision has been made in the present curriculum must be excused from the lessons in religion without any further proof, on the request of persons responsible for their education.

This was followed at the close of November by the Socialist program of education issued by the Socialist Kultus-Minister, Herr Konrad Hänisch, of which a translation appeared in the Times (London) Educational Supplement, December 19, 1918:

A. GENERAL.

1. The separation of church and state has been settled in principle. 2. Religion has ceased to be an examination subject, and the introduction of unsectarian moral teaching is being prepared. 3. Supervision of schools by the local clergy and participation of the clergy in the district inspections are abolished. 4. Mixed education of boys and girls has already been introduced in some schools. 5. Teachers and scholars receive powers of self-government. 6. All chauvinism is banished from the instruction, and especially from the instruction in history. 7. Prussia will propose the assembly of a school conference for the whole Empire. 8. The uniform school (Einheitsschule) is secured, and the abolition of all class sehools will be begun immediately. 9. The office of rector will be deprived of its autocratic character and built up upon a collegiate basis. 10. The school authorities are instructed to promote among

teachers' unions and at official conferences discussions of educational and cultural questions of policy in the spirit of the new age. 11. The ministry of education will include as representatives of the Socialist Party two ministers, one undersecretary, one principal adviser, and two assistant advisers. 12. Touch will be kept with champions of the new movement throughout the whole country, and a list will be made of suitable candidates for freshening the body of officials and teachers. 13. The leaving examination from the secondary schools will be transformed and the number of examinations will be reduced. 14. The Prussian ministry of education claims a share of the confiscated royal castles for the purposes of national education-as training schools, boarding schools, model seminaries, museums, and national high schools. 15. Physical culture has been deprived of its military character.

B. TEACHERS.

16. No teacher may in future be compelled to give religious education. 17. It has been proposed to the ministry of war that all teachers shall be released immediately from their military obligations. 18. Work for the willing! Immediate provision of employment for teachers who return from the field by reducing the size of classes, filling of all vacant posts, and establishment of special courses. 19. The amnesty will be applied to all teachers who have received disciplinary punishment. 20. Teachers who have been punished for their political or religious convictions are to be reinstated. 21. The teachers will have representatives in the Government and in the school administration. The socialist teacher Menzel has been appointed principal adviser in the ministry of education. 22. Tried teachers will be appointed to local inspectorships of schools without special examinations.

C. UNIVERSITIES.

23. Prominent representatives of scientific socialism and of other tendencies which have hitherto been systematically excluded are to be appointed to university chairs. 24. A system of national high schools is to be built up on large lines and to be placed in organic connection with existing schools and high schools. 25. The reorganization of the technical high schools will be effected in close connection with the universities. 26. The social, legal, and financial position of the assistant teachers in universities (privatdozenten) is to be raised. 27. Freedom of doctrine in the universities is to be rid of its last fetters. 28. Professorial chairs and research institutes for sociology will be established.

D. GENERAL CULTURE.

29. The theaters will be put under the ministry of education. The theater censorship has been abolished. 30. Opportunity for work, and relief where necessary, will be given to unemployed artists and writers on their return from the field. 31. The system of appointments will be reformed in association with the organizations of artists of every school. 32. The royal theaters will become national theaters, and the court orchestras will become national orchestras.

SEPARATION OF CHURCH AND STATE.

The appearance of this program created considerable alarm throughout the country among those who feared not only separation of the church and school but the elimination of religious instruction. In response to numerous telegraphic and letter inquiries Herr Konrad

Hänisch addressed to the Rheinische Zeitung in Cologne the following telegram:

Repudiate most vigorously the baseless rumors that the Kultus ministry intends immediately and by a mere decree to bring about unawares and with a single stroke the separation of church and state. The carrying out of this program is, to be sure, in line with our policy, and the initial steps are already in the course of preparation. But it is to be understood, and the members of the ministry are unanimous, that representatives of the church will also be invited to the preliminary work which involves financial, judicial, and, in general, political questions. Preliminary discussions with representative clergymen and instructors of canonical law have already been initiated. Efforts have Seen made to guarantee the interests and spare the feelings of the church circles in Prussia. No one will be slurred. Irrespective of all other considerations, such action would be in opposition to the general political situation. The Prussian ministry of education conducts no narrow provincial, but state politics. There is no reason for apprehension on the part of the Catholic population.

An official statement of our ministry regarding these questions will be issued in the nearest future.-[Frankfurter Zeitung, Nov. 26, 1918.]

Several points seem to stand out as indicating the future development of Prussian education. These are the secularization of the schools, the introduction of professional inspection in place of clerical supervision, increased participation of the teachers in educational administration, and the establishment in some form or other of the Einheitsschule. Students who are interested will find it profitable to compare the tendencies here outlined with the proposals of the teachers laid before the Parliament at Frankfort in 1848.