LITMIR.BIZ

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took Latin for seven hours every week, and Greek for three hours. A professor who came solely for religious teaching came for ten hours every week. But most of the masters taught from sixteen to twenty-four hours, while one who is down for reading, writing, arithmetic, gymnastics, German, singing, and Natur could not get through all he had to do in less than thirty hours. On looking into the hours devoted to each subject by the various classes, you find that the lowest class had three hours religious instruction every week, and the other classes two hours. There were 407 boys in the school described as Evangelisch, 47 Jews, and 23 Catholics; but in Germany parents can withdraw their children from religious instruction in school, provided they satisfy the authorities that it is given elsewhere. The two highest classes had lessons on eight chapters of St. Paul's Epistle to the Romans, on the Epistle to the Philippians, and on the confessions of St. Augustine. Some classes were instructed in the Gospel according to St. John, and the little boys learned Bible History. So Germans are not without orthodox theological teaching in their early years, whatever opinions they arrive at in their adolescence.

      Every boy in the school spent two or three hours each week on German composition, and, like boys in other countries, handled themes they could assuredly not understand, probably, like other boys, without a scruple or a hesitation.

      "Why does the ghost of Banquo appear to Macbeth, and not the ghost of Duncan?"

      "How are the unities of time, place, and action treated in Schiller's ballads?"

      "Discuss the antitheses in Lessing's Laokoon."

      "What can you say about the representation of concrete objects in Goethe's Hermann and Dorothea?"

      These examples are taken at random from a list too long to quote completely; but no one need be impressed by them. Boys perform wonderful feats of this kind in England too. However, I once heard a German professor say that the English boy outdid the German in gesunder Menschenverstand (sound common sense), but that the German wins in the race when it comes to the abstract knowledge (Wissen) that he and his countryfolk prize above all the treasures of the earth. No one who knows both countries can doubt for a single moment that the professor was right, and that he stated the case as fairly as it can be stated. In an emergency or in trying circumstances the English boy would be readier and more self-reliant: but when you meet him where entertainment is wanted rather than resource, his ignorance will make you open your eyes. This, at any rate, is the kind of story told and believed of Englishmen in Germany. A student who was working at science in a German university had been there the whole winter, and though the city possessed many fine theatres he had only visited a variety show. At last his friends told him that it was his duty to go to the Schauspielhaus and see a play by Goethe or Schiller. "Goethe! Schiller!" said my Englishman, "Was ist das?"

      The education of girls in Germany is in a transition state at present. Important changes have been made of late years, and still greater ones, so the reformers say, are pending. Formerly, if a girl was to be educated at all she went to a Höhere Töchterschule, or to a private school conducted on the same lines, and, like the official establishment, under State supervision. When she had finished with school she had finished with education, and began to work at the useful arts of life, more especially at the art of cooking. What she had learned at school she had learned thoroughly, and it was considered in those days quite as much as was good for her. The officials who watched and regulated the education of boys had nothing to do with girls' schools. These were left to the staff that managed elementary schools, and kept on much the same level. Girls learned history, geography, elementary arithmetic, two modern languages, and a great deal of mythology. The scandalous ignorance of mythology displayed by Englishwomen still shocks the right-minded German. If a woman asked for more than this because she was going to earn her bread, she spent three years in reading for an examination that qualified her for one of the lower posts in the school. The higher posts were all in the hands of men. Of late years women have been able to prepare for a teacher's career at one of the Teachers' Seminaries, most of which were opened in 1897.

      More than forty years ago the English princess in Berlin was not satisfied with what was done in Germany for the education of women; and one of the many monuments to her memory is the Victoria Lyceum. This institution was founded at her suggestion by Miss Archer, an English lady who had been teaching in Berlin for some years, and who was greatly liked and respected there. At first it only aimed at giving some further education to girls who had left school, and it was not easy to get men of standing to teach them. But as it was the outcome of a movement with life in it the early difficulties were surmounted, and its scope and usefulness have grown since its foundation thirty-eight years ago. It is not a residential college, and it has no laboratories. During the winter it still holds courses of lectures for women who are not training for a definite career; but under its present head, Fräulein von Cotta, the chief work of the Victoria Lyceum has become the preparation of women for the Ober Lehrerin examination. This is a State examination that can only be passed five years after a girl has qualified as Lehrerin, and two of these five years must have been spent in teaching at a German school. To qualify as Lehrerin, a girl must have spent three years at a Seminary for teachers after she leaves school, and she usually gets through this stage of her training between the ages of fifteen and eighteen. Therefore a woman must have three years special preparation for a subordinate post and eight years for a higher post in a German girls' school.

      The whole question of women's education is in a ferment in Germany at present, and though everyone interested is ready to talk of it, everyone tells you that it is impossible to foresee exactly what reforms are coming. There are to be new schools established, Lyceen and Ober-Lyceen, and Ober-Lyceen will prepare for matriculation. When girls have matriculated from one of these schools they will be ready for the university, and will work for the same examinations as men. Baden was the first German State that allowed women to matriculate at its universities. It did so in 1900, and in 1903 Bavaria followed suit. In 1905 there were eighty-five women at the universities who had matriculated in Germany; but there are hundreds working at the universities without matriculating first. At present the professors are free to admit women or to exclude them from their classes; but the right of exclusion is rarely exercised. Before long it will presumably be a thing of the past.

      An Englishwoman residing at Berlin, and engaged in education, told me that in her opinion no German woman living had done as much for her countrywomen as Helene Lange, the president of the Allgemeine deutsche Frauenverein. Nineteen years ago she began the struggle that is by no means over, the struggle to secure a better education for women and a greater share in its control. In English ears her aim will sound a modest one, but English girls' schools are not entirely in the hands of men, with men for principals and men to teach the higher classes. She began in 1887 by publishing a pamphlet that made a great sensation, because it demanded, what after a mighty tussle was conceded, women teachers for the higher classes in girls' schools, and for these women an academic education. In 1890 she founded, together with Auguste Schmidt and Marie Loeper-Housselle, the Allgemeine deutsche Lehrerinnen-Verein, which now has 80 branches and 17,000 members. But the pluckiest thing she did was to fight Prussian officialdom and win. In 1889 she opened Real-Kurse für Mädchen und Frauen, classes where women could work at subjects not taught in girls' schools, Latin for instance, and advanced mathematics; for the State in Germany has always decided how much as well as how little women may learn. It would not allow people as ignorant as Squeers to keep a school because it offered an easy livelihood. It organised women's education carefully and thoroughly in the admirable German way; but it laid down the law from A to Z, which is also the German way. When, therefore, Helene Lange opened her classes for women, the officials came to her and said that she was doing an illegal thing. She replied that her students were not schoolgirls under the German school laws, but grown-up women free to learn what they needed and desired. The officials said that an old law of 1837 would empower them to close the classes by force if Helene Lange did not do so of her own accord. After some reflection and in some anxiety she decided to go on with them. By this time public opinion was on her side and came to her assistance; for public opinion does count in Germany even with the officials. The classes went on, and were changed in 1893 to Gymnasialkurse. In 1896 the first German women passed the Abiturienten examination, the difficult examination young men of eighteen pass at the

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