tion is to be given to preparation of the lessons in different departments so that in any given week students shall not be called upon to prepare more than two such trial lessons.

After the foregoing training in the second year, students who have reached the first year will be required to conduct every week throughout the whole year four to six periods of continuous instruction in the practice school under the direction and supervision of the seminar teachers. The only exception to this requirement is during the last weeks before the final examination. Opportunity should be given to each student in the seminar to give lessons in religion, German, mathematics, and at least one other of the subjects taught in the elementary school. At least three times a year a change shall be made in the assignments of the candidates. Each time this change is made, an examination is to be held by the seminar faculty in each class of the school. The candidates who have completed their work in any grade are to conduct classes before all other candidates. The director of the seminar sets the problems for this examination, and at the conclusion of the examination passes judgment on the work of each of the candidates.

Every departmental teacher in the seminar shall conduct weekly a period of instruction in which he sets forth all of the material in that particular subject which is to be taken up by the candidates during the next week, and also he shall during this period discuss the outcome of the work of the foregoing week. The candidates must prepare themselves in writing for each lesson which they give, and this work is to be looked over by the instructors in the various departments.

In addition, the director of the practice school, who is also to give instruction in at least one of the academic subjects in the seminar, shall hold as a rule weekly exercises for all of the students in the seminar. In these periods he shall discuss the teaching of the candidates and also all those matters which relate to school equipment and management. In this general exercise there shall also be a discussion of the discipline of the children in the school and reports of observations made by the candidates in regard to the characteristics of children in such matters as their natural ability, their achievements, their industry, their conduct, and their various individual peculiarities. The special methods of managing children with a view to these individual differences shall also be discussed.

Two hours of the school program shall be specially set aside for the demonstration lessons and for the trial lessons.

Furthermore, each candidate in the highest class shall visit the lessons given by other candidates in accordance with a prearranged program. It is especially desirable that candidates should visit instruction in those subjects in which they do not themselves give lessons. Provision should be made that every member of the highest class should come in contact for a period with instruction in the beginning reading class and in the beginnings of number work. A part of the time set down in the program for practice teaching should be given to this purpose. It should be carefully determined by examinations that every student who passes through the upper class of the seminar has cultivated before he leaves the institution adequate acquaintance with the method of beginning work in the fields designated.

Special methods in each of the different subjects are to be taught in detail by each of the departmental teachers. This instruction in method is to deal with all branches of the subject and with all of the different grades in which the subject is taught. It is to be illustrated by numerous concrete examples. The students of the seminar are also to be made acquainted with the chief books maps and other means of instruction and training, as well as with the

sources from which they may derive material useful in the preparation of their own work of instruction and for their own further training. A brief statement of the history of methodology is also to be presented in its main outline.

At the conclusion of the whole curriculum a general review is to be given in pedagogy as well as in all of the subject-matter courses. During this review there will be a general summary of the content of the course organized under the different points of view which are appropriate to the subject.

At the conclusion of the course of study in the seminar, the candidates are subject to a rigid examination. It is possible for any one to present himself in this examination even though he has not passed through the regular seminar course. Since the examination is conducted, however, by the seminar faculty and is to be made more rigid for those who have not had regular training, it follows that very few candidates succeed in satisfying the examiners unless they have had the regular training of the institution. The statutory provision which allows outsiders to enter the teaching profession is therefore in practical operation of little significance.

The examination is conducted by a commission which in Prussia is under the direction of the provincial board and includes the full faculty of the seminar. The inspectors of the district are also ex officio members of the examinating commission. If it is deemed desirable the minister of education may introduce other members into the examining board. Similar examining boards are organized in all the other States.

The examination itself consists of a written test followed by an oral test. The following details of this examination taken from the Prussion regulations are typical in most respects of the practice in all of the States of Germany. The written examination is made up of a thesis on the German language and literature, this thesis to exhibit both the candidate's mastery of the language and his preparation to give instruction in this subject. Second, there must be the preparation of a typical lesson in religion. Third, a paper is set involving the solution of three problems in geometry and arthmetic In like manner one question is set in history, one in nature study, and one in geography. Some candidates who have made special preparation in music and are to receive certificates, which indicate that they are prepared to give instruction on the organ, are examined on written music. Finally, a candidate may elect a foreign language, in which case an exercise will be given him in translating from the foreign language into German and the reverse. All of these written tests are preliminary to the admission of the candidate to the oral tests. The oral test refers to all of the matters that have been made the subject of instruction in the seminar. This oral test is intended to determine whether the candidate is able to give a clear and definite

statement of matters which he has been studying. It may be omitted if his earlier examinations and his seminar record are of a high order of excellence. Finally, the candidate is required to pass a practical test in which he is to conduct a class of some subject for which he has been preparing several days in advance of the examination.

It may be well at this point to introduce a statement which will show how far some of the States depart from the example of Prussia. The American reader is commonly informed in reports on German schools that the practice of all Germany is like that of its largest State. This statement is misleading, if it is accepted as literally true. To be sure the example of Prussia is of great influence in determining the practices of the smaller States, but in some respects other States are in advance of Prussia. Thus Saxony, which in contrast with Prussia is a small, compactly settled, manufacturing district, has made certain advances which, so far as the lower schools are concerned, place that State distinctly in the lead. For the purpose of justifying this digression and at the same time explaining in detail why the States do not for the most part accept each other's certificates, a statement will here be made of some of the variations which the States exhibit in the matter of examinations at the end of the training course.

In the State of Brunswick the final examination in various subjectmatter courses is held a year before the candidate concludes this seminar course. These examinations, if passed, absolve the candidate from further academic examinations, but leave him to take the pedagogical examinations and the practical tests. Like arrangements prevail in Hamburg, Anhalt, Saxe-Coburg-Gotha, Bremen, Lubeck, Schwarzburg-Sondershausen, and several other States.

In point of test lessons Wurttemberg requires two class exercises to be conducted, one of which must be in physical exercise. SaxeWeimar also requires two lessons to be conducted, but specifies that the candidate must show in these his ability to give religious instruction. Schwarzburg-Sondershausen requires two lessons, but does not specify the subjects. Most of the States require only one.

The time which is to be devoted to the examinations varies from the elaborate requirements in Saxony to six or seven hours or even less, which is required in Bavaria. The program in Saxony is as follows: (1) Preparation of a German exercise and the catechism, 10 days; (2) written examinations-arithmetic 2 hours, grammar 2 hours, Latin 2 hours, history 14 hours, geography 1 hour, natural science and science of music 2 hours, making a total of 10 hours; (3) oral examination-religion 50 minutes, catechism 20 minutes, psychology and pedagogy 50 minutes, German 50 minutes, history

or geography 30 minutes, history of pedagogy 30 minutes, natural science or mathematics 30 minutes, making a total of 4 hours and 20 minutes.

In all the States if the candidate passes his examination, he is given a certificate which qualifies him to teach in the volksschule of the State in which he is examined, and he may now be appointed to a teaching position. This certificate does not, however, give the candidate a permanent position. After two or more years of service as a teacher he must take a second examination. In some of the States this examination may not be taken until the fourth year of service, and it is in some of the States further stipulated that the candidate must be 24 years of age when he presents himself for this examination. The second examination lays special emphasis not upon the subject matter of instruction, for the candidate is assumed to have passed examinations in these subjects in the first test. It is expected that at the time of the second test the teacher will be qualified by his experience in the schoolroom to show a higher degree of knowledge of methods of instruction, of school management, and of the theoretical subjects which relate to school activities. The second examination therefore lays special stress upon methods, school organization and management, and such fundamental sciences as psychology and pedagogy.

Candidates who pass this second examination now have a life position in the German schools in the Province in which they were trained. If the teacher wishes to secure a higher position, especially if he intends to become a candidate for the administrative headship of a school, he must take a third and fourth examination. The third examination qualifies him for the middle school, which is an advanced stage of the elementary school. In preparing for these middle school examinations and for the still higher examinations which admit candidates to the rectorship or principalship of elementary schools, candidates adopt various devices. They sometimes club together and secure instruction through their own voluntary organization. In some cases the municipality furnishes courses which are usually conducted by men who have already attained to the rectorship of some school. In still other cases the preparation is entirely private, undertaken by the individual candidate through his own initiative.

It may be noted in this connection by way of further digression that the teachers' organizations of Germany are wholly different in character from the associations which one finds in America and in England. Since the German teacher is a civil appointee, the teachers' associations can not in general take on the character of unions which they have in England, and they are not of the temporary and informal type which one finds in America. The subjects of interest

which naturally arise in these teachers' associations are academic in character. One finds, therefore, that the stronger teachers' associations, especially in the larger cities, very frequently maintain libraries and even laboratories for the experimental study of educational problems. Through the promotion of these strictly academic interests the teachers' associations are able to offer large educational opportunities to their members. Furthermore, the social side of the German teachers' organization is also frequently emphasized. The Verein, as it is called, sometimes builds a house which is to be compared to an American clubhouse, where all sorts of educational committees can meet and activities of a social character can be centered, and where the library and other academic interests are also housed. The teachers of each of the States of Germany are paid according to an official schedule of salaries which advance steadily with the increasing experience of the individual teacher. Again selecting Prussia as the type, it was found some years ago that a uniform salary list for all parts of the State was inequitable, because in certain of the rural districts living is relatively cheap, while in the large cities and towns living is more expensive. In order to meet this difficulty the scheme was adopted of paying a teacher in addition to his regular salary a rental allowance. In order to adjust this rental allowance, places are classified into several different grades, each grade being supposed to have a uniform economic character. The lowest grade gives the teacher a small rent allowance, while the highest grade of position in the large cities pays a considerable addition to the teacher's salary for the purpose indicated.

Salary schedule-Increments with years of service.1

Special provision has to be made for teachers in technical subjects. In many cases teachers of these special subjects are employed without the full training demanded of the regular class teachers. Thus the teachers of woodworking and the teachers in the technical continuation schools are very frequently mechanics with only a little special pedagogical preparation.

There has recently been founded in the city of Berlin an institution for the training of technical teachers, but for the most part this phase of the profession has not been fully developed. The situation is somewhat relieved by the fact that in many of the continuation