E.—l2.

54

REPORT UPON STATE EDUCATION.

Opportunities for Inquiries. Gottingcn, now of Oxford; and Herr Rcichardt, founder and honorary secretary of the German Teachers' Association in London. In addition, I need hardly state that I availed myself of the opportunities freely accorded in the many places visited to acquaint myself with the practical working of the various educational establishments. RESULT OF INVESTIGATIONS. The results of what I have heard, seen, and read induce me to believe— (1.) That the Germans, in pursuance of a policy to become the strongest of all nations, by excelling- in civil as in military affairs, have concluded that, in order to secure the most successful results possible from national education, thorough discipline of mind and body is indispensable; and to facilitate this that there must be at least — («) Consideration for the feelings of (virtually) all in religious matters ■} (6) Local government,"' including regulation of religious instruction (subject to the protection of minorities), of direct local taxation, of expenditure, and of administrative details; (c) Religion (subject to certain conscience-clause provisions3) considered as the basis of instruction, 4' and therefore placed as the primary subject on elementary school programmes; (d) Compulsory attendance laws ; (e) Thorovgh qualification of all teachers for private as well as for public schools •;' (/) And recognition of the great importance of gymnastic exercises. 0 So that in Germany, as in Switzerland, we find friction between the State and the citizens in religious matters provided against; religion, universality, thoroughness in detail, thrift 7 and adaptation to local circumstances provided for by local government and compulsoryattendance laws; physical strength and vigour promoted by gymnastic exercises; and discipline established and maintained, and correct information imparted, in the most systematic mode possible, by thoroughly qualified teachers. The consequence is education —not merely instruction —is carried out under most favourable circumstances, with no thwarting undercurrent of religious or local influences. (2.) That pre-eminent attention is paid to scientific knowledge in all the higher institutions, 8 and to the studv of philosophy in the universities ; 9 and —■ (3.) That extreme exactness and minuteness are insisted upon. 10

Thorough discipline deemed indispensable.

Measures adopted for securing discipline

Results of adopting disciplinary measures.

Pre-eminent attention paid to scientific knowledge and philosophy. Extreme exactness and minuteness.

1 For instance, note in art. xxiv. of Prussian Constitution of 31 Jan., 1850, in the " organisation of public schools for the people as much regard as is possible is to bo had to the circumstances of different creeds." British Embassy rep. (hereafter termed B.E. report), 1 July, 1868, p. 536, and see p. 535. For Berlin, sec— (a) Official pamphlet, dated 1879, containing instructions relative to imparting religious instruction in primary Protestant schools; (b) Official pamphlet, dated also 1879, containing particulars of religious matter for commitment to memory in same schools ; (c) Official pamphlet, dated 1873, containing regulations and plans of studies, including particulars of religious instruction to bo imparted, and providing that at Berlin even the comparatively small number of Jewish pupils in primary schools are to be supplied with Jewish teachers for religion. This, surely, is liberal in a country where Luther said, " Burn their synagogues and schools, break into and destroy their houses. Forbid their Rabbins, on pain of death, to teach," &c.; and where the proverb for some centuries prevailed " Felix est civitas, in qua non est Abraham, Nimrod, et Naaman." See also Mr. M. Arnold's (May, 1886) rep., p. 8; and R.E.C., Mr. M. Arnold, 5311. For Saxony, see Mr. Bashford's book, espoc. pp. 6-8, 12, 15, 10, 26-30, and 51-58. But see R.E.0., Mr. M. Arnold, 5804 and seq. 2 See also E.G., vol. 1, p. 515. Observe also note 2 on preceding page swpra, 3 But note R.E.C., Mr. M. Arnold, 5804 and seq. 4 For instance, see Mr. Bashford's book, p. G. Before leaving school, children in Lutheran schools have to be confirmed if they have attended religious instruction.

And see (a) E.C., vol. 3, 13G3 ; (6) B.E. rep. 107. 5 See— (a) 1.E.0., vol. 16., pp. 81, 82, and see also pp. 00, Gl, 118, 119, and 297. (b) Official Regulations respecting the examination of teachers for Gymnasia and Real Schools at the University of Jena, pamphlet dated 1874 ; and (c) " Higher Schools and Universities in Germany," by M. Arnold, pp. 186-213 (for recent review of second edition of Mr. Arnold's work, see " Edin. Review," July, 1886). But see 1.E.C., vol. 10, p. 97. In fact, the Germans have a science of pedagogy. G Obligatory in secondary as well as in primary schools. For details, see— (a) Plans of study in the various schools, and (b) 1.E.C., vol. 18, pp. 339, 340, 347, and vol. 10, p. 43. Masters have to be expressly qualified, and girls are drilled by specially-trained mistresses. See Official Begs., dated 1875, for Prussia, relating to the examination of female (gymnastic) teachers. 7 ;F or " Thrift in Public Schools," see art. in" Nineteenth Cent. Review," April, 188G. 8 See also 8.C., vol 1, p. 214. 9 Note also remarks by Dr. Zerrfi, 1.E.C., vol. 15, p. 185; and " University system was the most complete system of higher university education which Europe had yet seen."—Prof. Crombie, 1.E.G., vol. 15, p. 29. Herewith is " Index Lectionem for Winter Somcstre " Oct., 1886, to March, 1886, at Berlin University. 10 The late Lord Ampthill told me " students not unfrequently commit suicido in despair at not passing an examination." See also Amer. CJommr. Rep., 18S4, for 1882-83, on overwork in Germany, pp. 122-125. But see R.E.0., Mr. M. Arnold, 6058." On " The Terror of School Exams.," espec. for girls, see P. M. Bzidget, 22 April, 1880; notwithstanding the