was engaged to a young gentleman, professor in one of the Real Schools of Saxony. Though the lady was highly accomplished and of the most charming character, yet being of Jewish parentage, the professor, who was a Protestant, could not marry this lady without losing his position as teacher, nor would he again be permitted to teach in the kingdom, unless the young lady would consent to renounce the religion of her parents and be confirmed in the Lutheran church. The test was too severe, and she has consented to exchange the form of her faith that she may become qualified for a professor's wife in one of Kaiser William's public schools. The lady assures me that while she thus, under compulsion, confesses with her lips, the sentiment of her heart will remain the same. It should be stated that, within a few months, the Emperor has yielded to the persistent and almost universal efforts of the teachers and educators in the Empire for the removal of Herr Von Müller, Minister of Education, who resisted all attempts to remove from the teaching in the schools, dogmatic theology. Bismark, too, lately joined in, and soon caused the minister's removal, so it is expected the worst features of the religious question will soon be eradicated, but at present, the above criticisms are in order. With these criticisms upon the system, in which probably three-fourths of the teachers and educators of Germany will sympathize, I will close, though more can be added. To recapitulate :-The German system of public instruction or of Government schools is (1) autocratic in not allowing parents a voice in the education of their own children, (2) unjust towards girls, establishing and perpetuating the idea of their great mental inferiority to boys. (3.) Undemocratic, in the schools for different castes in society, and (4) sectarian and narrowly bigoted, in the religious dogmatic instruction prescribed and forced upon all. Perhaps I should add, the schools are not free as we rank free schools, inasmuch as they are still almost universally tuition-paying, except with parents too poor to pay; or in case of the few Burger Schools in Berlin above cited. It is stoutly contended by every educator, even the most advanced liberal and republican with whom I conversed, that it is far better for the parents, pupils and community, that the schools should be tuition-paying, on the ground that what costs little is valued accordingly. I should be glad to speak of the methods of imparting instruction which, though in the main excellent, and in some respects very superior to those generally practiced with us, are also, in certain particulars, defective and reflect injuriously upon the characters of the future men and women of Germany. Especially should I be glad to analyze the problem presented by the fact which the Germans acknowledge, viz., that with our inferior system of instruction, we actually develope among our native New England boys and girls more of real distinctive character, and a more efficient class of men and wo men to meet, grapple, and successfully overcome the difficulties of life, than the Germans, whether here or in their own country. This most interesting and important problem should be cautiously and wisely considered, so that, if possible, we may adopt such features of the German system as are adapted to us, and no more. The above criticisms have not been offered in any captious spirit, nor with the least desire to convey the impression to any one that we have schools already equal in efficiency to those of Germany, for we have not. While I contend that our republican form of government and social life in New England tend inevitably to educate our people outside of schools in a much superior degree to those of any other, I as confidently affirm that the work of the school-room is not so thoroughly, or efficiently, performed with us as it is in the schools of Germany. Our school-buildings and furniture are far more costly, comfortable, and convenient; the apparatus and text-books of a superior character, in my estimation; the salaries of teachers more liberal, and the community generally more earnest and generous in support of our schools than is the case in any other country, so far as I have observed;-yet our lads are not nearly so thoroughly taught as in the schools I have described. Where, then, is the chief defect? Shall I speak it to you, gentlemen and ladies, fellowteachers? The chief defect is in us, in you and me, in us and our methods. There is scarcely a single branch of school study whether it be reading, spelling, language, arithmetic, geography, or other, that cannot be taught, and more thoroughly, in one-half the time it requires at present. I know very well the slippery ground upon which I stand in the estimation of those self-satisfied teachers, constitutionally averse to any innovation, sometimes disrespectfully termed fogies, yet who generally consent to move with the current just before it is too late. Remember, however, we are together, and I take my full share of what reproach belongs to us. While it seems to me, we teachers can and should investigate and introduce improved methods to our schools and classes, I think that our system of public instruction is such, at present, as to render it impossible for us to make the needed reform in full. Here a teacher is obliged to instruct classes in eight or ten different branches. To do this well, requires an amount of information, on the teacher's part, which is possessed by few of the most distinguished scholars in our country; hence we are, and must be, more or less superficial; but as above stated, it is largely the fault of our system, as well as of ourselves. In Germany it is not so. There each distinct subject that is taught in the schools, especially in the Burger, Real, or Gymnasia, has its own professor, whether of Latin, French, English, mathematics, natural science, etc. You see, at once, how superior the instruction imparted must, and should be. I will not, however, indicate other comparisons between our own and the German schools to our |
