by the schools committee. Those who are successful are confirmed in their positions by the department of trade and manufactures after the expiration of one year.

(21) For instruction in the special subjects, payment is fixed at 150 rubles ($75) per annum, and in subjects of general education 75 rubles for a weekly lesson. The rate of payment to the teachers may be three times increased by one-fifth, but not previous to the expiration of three separate periods of five years each and on the condition that the highest rate be allowed only to two teachers.

(22) Students who have passed the full theoretical course of the classes of mercantile navigation and who have taken two practical courses are submitted to an examination, according to the programme confirmed by the ministry of finance, before a special committee, under the presidency of a person annually appointed by the minister of finance, composed as follows: The manager of the classes, the director of the commercial school, the teacher of that subject in which the examination takes place, the captain of the training ship (in the subjects of nautical specialty), a representative of the department of marine, a representative from the municipality of Odessa, a representative from the body of merchants elected by the exchange committee, and one member of the council of wardens elected by that council from the persons described in c, paragraph 11.

(23) After passing examinations in the theoretical course of instruction, the teachers must pursue a course of practical navigation for about three months in vessels of the merchant navy and about two months in the training ship of the classes, after which they are submitted to an examination in practical knowledge by a committee, comprising the persons named in the preceding paragraph, with the difference, however, that in matters of practical knowledge the presence of the director of the commercial school is not obligatory.

(24) Students who have successfully finished the examination in the theoretical and practical courses, provided that the aggregate duration of their training in navigation (together with experimental navigation, navigation on board commercial steamers, and the time of practical examinations) amounts to no less than seventeen months, receive a certificate that they have finished the course of edu cation. The best students are rewarded with gold and silver medals. As regards their entering the Government service on duties which demand technical commercial knowledge, and also into higher educational establishments, those who have finished the full course of the classes of mercantile navigation enjoy the rights granted to those who have finished the course of regular schools. With regard to the acquisition of the rank of steersmen (mates) or masters of merchant vessels, they are subject to the regulations existing for that purpose. (Paragraphs 193–204 of Commercial Code; Code of Law, Vol. XI, Part II, edition 1893.)

Remark.-Students who have successfully passed the examination in the theoretical course, but who were unable to complete their sea service on account of illness, will be granted all the rights enumerated in the preceding paragraph; but, in lieu of an attestation of having passed the full course, they will be given certificates of having passed the said examination, with a statement regarding the causes that prevented their finishing the practical course.

(25) As regards military service, the students who have finished the course enjoy the privileges granted to students of the first category of educational establishments. Those who have not finished the course have the privileges of those who have passed the course in the establishments of the second category. The commencement of military service in the army is postponed for students until the age of 21 years; and those students who, after having finished the course, desire to acquire the rank of mate or of master may be granted, with the consent of the ministers of finance and war, the time necessary for this object.

(26) The classes of mercantile navigation at the Odessa Commercial School are authorized (a) to have a seal of the pattern established for the provincial institutions; (b) to acquire real estate and to accept all kinds of donations; (c) to order from abroad objects and apparatus required in teaching, with the observance of paragraphs 1047 and 1048 of the Customs Code (General Law Code, Paragraph XI, edition 1892), and (d) to send their mails, parcels, and packages up to 1 pood (36 pounds) weight without payment of postage.

Staff of the classes of mercantile navigation attached to the Odessa Commercial School.

REMARKS. The seagoing allowance and the board wages, appropriated by virtue of these statutes to certain offices, are given to persons occupying those
offices only for the time of their actual participation in the navigation of the training ship.

(2) Should the manager of the classes be charged with the command of the training ship, he will then receive the allowance which has been appropriated to the
office of the captain of said vessel; the seagoing allowance appropriated to the office of the manager is in that event given to the person who will be charged with
the immediate supervision of the practical studies of the students in steersmanship and navigation.

(3) Should any person be appointed to the office of captain of the training ship who has previously been in the service as first mate on that vessel during the
course of no less than ten years continuously, then all this time is included in the term of service for the pension for public instruction in connection with the office
of captain, on the condition, however, that he pays into the State exchequer's branch office 2 per cent of the entire remuneration received by him for the said
period.

(4) Pensions are apportioned to the manager of the classes according to the rate of salary given to him, and to the captain of the training ship and the teachers
on the staff at the rate of 750 rubles ($386).

(5) Surplus over the sums allotted by these statutes for the remuneration of teachers and for the schoolbooks, etc., may not be diverted so as to cover deficits under other paragraphs.

SUPPLEMENTARY EDUCATION IN SAXONY.

In the following report I have tried to explain the work of the further-developing, or supplementary schools, in Saxony and to impress upon our educators the importance of this branch of training. The supplementary schools are for the people who have to work what Chautauquas, summer schools, and university extensions are for others. These supplementary schools in Germany are quite old, and antedate such efforts in America. I believe they suggested the latter. In 1873 Saxony's supplementary schools were put under a law compeiling attendance. Before that they had had the precarious existence that attends efforts of individuals independent of the State and lacking power to enforce compliance with their rules. Some had been so successful that the State, seeing how well suited they were to extend useful knowledge, adopted them into the state system. At first they found both opposition and favor. Parents and children opposed them bitterly, the former because they had been wont to do what they pleased with their children after they left school at 14 years of age, the latter because they were kept for two years longer under restraints that had already grown irksome. Even the towns and communities complained, believing the results would not be worth the expenditure. Petition after petition went up to Dresden begging the government to abolish them. These were not only refused, but the importance of such schools was pointed out to the petitioners, until they too became convinced. In 1881 a new plan or course of studies was prescribed for these schools which proved very successful. In recent years advocates of the schools are asking to have branch schools opened to girls. Hitherto they have been mostly for boys. From the annual report for 1897 it will be seen that with a population of 3,783,014, Saxony had 1,953 of these supplementary schools, with 75,358 boys and 1,699 girls in attendance. Besides these, there were 39 industrial schools, with 10,660 scholars; 112 industrial technical schools, with 10,119 scholars; 44 commercial schools, with 4,781 scholars; 11 agricultural schools, with 691 scholars; 7 schools for all kinds of work for girls, with 1,596 scholars, and 18 technical schools for girls, with 2,445 scholars, or a total of 2,170 advanced special schools, with 107,376 scholars. To every 1,743 inhabitants Saxony had one such school. The best results were recorded in those schools where scholars were arranged in classes and where instruction is followed by practical work in the trade or calling followed by the pupil. This has been possible in all the larger towns, villages, and cities. In order to help the small so-called home industries to compete with the big capitalists, a large number of industrial, industrial-art, and technical schools have been established and provided with suitable buildings. These have had State aid and assistance from industrial unions, town governments, and societies. Besides these schools, the State has supported others for helping hand workers and industrial laborers. The technical schools that aid industrial laborers to continue or to complete their theoretical, technical, and artistic education have often helped to increase and advance the cities in which they are situated. From 1,000 scholars in such schools in 1874 the number has gone up to 30,335. Proud, too, is Saxony of her agricultural schools. They have helped beyond what their most sanguine advocates believed possible. Important information, gained only after years of hard labor on the farm, is put before boys just out of the common school in such practical form as to fix itself in their memories forever. The profitable progress of farming, not only in Saxony, but all over the Empire, bears eloquent witness to the wisdom of these schools. In 1897 Saxony had 8 agricultural schools, with 565 scholars. Of the 44 commercial schools, 4 have high-school branches, opened in the middle of this century, and Saxony's wonderful wealth, her industrial greatness, and the fact that she sends out to other parts of the world millions upon millions of dollars' worth of all kinds of merchandise, toys, textiles, tools, and machines is a proof of their excellence. The diversity of her products is limited only by the demands

of markets. To England alone in 1896 she sent textiles amounting to $25,000,000. To us she sends as much, or nearly so.

Of the 34 commercial apprentice schools established and supported by merchant corporations, 20 were established during the last twenty-five years. It is a mistake to say Germany's industrial, industrial art, and technical school system is old. No part of it antedates one hundred years. Under the ægis of its farreaching system of education, especially of such special schools as have been mentioned, its support of all that aids or advances the intelligence and well being of its industrial and laboring classes, its industrial art, commerce, and transportation, Saxony cherishes the hope that its good name, as the nursery of art, industry, commerce, manufactures, etc., will continue to grow in the coming as in the past years.

I may still further supplement all the foregoing by pointing out more particularly what purposes the supplementary schools are intended to serve. Parties in politico-economic circles here found that the system of common-school education under which boys and girls were given an ordinary education in reading, writing, arithmetic, etc., up to their fourteenth year, was inadequate, partially if not wholly, to the ends aimed at in such a system. To supply this defect it was urged, and finally proposed and favorably acted upon, that graduates of the common schools, boys especially, in some few cases girls, too, should continue to get instruction a certain number of hours a week. This was made compulsory. Manufacturers, shopkeepers, and mechanics in whose employ such boys were found, and not the parents, were made responsible for the boys' attendance. In these schools, as indicated in the foregoing, the boys get as good an idea as possible of the trade or branch of business in which they are employed. As a rule, the hours of attendance are early in the morning or a certain number of afternoons in the week. Sunday mornings are not thought too sacred for this work. It seems to be an acknowledgment that the years hitherto given to a boy in which to get an education, viz, from his sixth to his fourteenth year, is not enough to prepare him for the struggle for life that he has to enter upon. Men have told me, successful merchants and agents here, that they owe more to the hours spent in the developing or supplementary schools, from the practical character of the instruction given and the information imparted, than to the many years spent in the common schools. While one is hardly willing to believe this, there can be no doubt of the good work done and being done by the schools referred to. MONAGHAN, United States Consul.

CHEMNITZ, SAXONY, August 31, 1898.

GERMAN STUDIES OF MALARIAL DISEASE.

The German Colonial Society, one of the most important of several permanent associations at Berlin which are devoted in one way or another to the systematic development of Germany's colonial possessions and the foreign trade of the Empire, has taken up with great energy the suggestions of Professor Koch as to the necessity of more effective measures for studying and mastering the malarial diseases which now so seriously restrict the settlement and impair the value of the colonies in Africa and the East, which have been acquired and maintained at such cost of effort and outlay.

It is recognized that public hygiene, among the climatic conditions which exist in tropical countries, presents difficulties for which special preparation and provision must be made. Medical officers who are sent out for service in such countries must have a special scientific training in the diagnosis, treatment, and prophylaxis of malarial disease. This has now been provided for by a special course of study at the Institute for Infectious Diseases, of which Professor Koch

is the technical chief; and a number of young physicians who are preparing for colonial service are already at work under the direction of the great bacteriologist. When their special studies are finished, these physicians will go to their posts of duty in the colonies, each provided with a special outfit of scientific apparatus devised by Professor Koch, and will be thus equipped to take up and continue the observation, record, and study of malarial diseases, upon the result of which so much of the future value of Germany's tropical colonies will depend.

Besides these preparations for prolonged and systematic observation, Professor Koch has appealed to the Prussian ministry of medical affairs, to which he is officially subordinate, for two further scientific expeditions, to be organized and conducted under his personal direction, for the purpose of completing thoroughly the preliminary studies which he has made in Italy, Africa, and India. According to the announced plan, one of these commissions will be limited to three months, and be assigned to the study of malaria in Greece and Italy, in which countries the climatic conditions are to some extent influenced by bad drainage and insanitary habits of the people in old and badly constructed cities.

The second expedition is to occupy two years and make an exhaustive study of malaria at the deadliest fever districts of New Guinea, East Africa, and India. The keen interest manifested in this whole subject by the Prussian ministry and imperial foreign office, and the wide attention that has been attracted by Professor Koch's reports of his preliminary studies of malaria in tropical countries, encourage the belief that both the proposed expeditions will be authorized and their respective missions carried out in accordance with Dr. Koch's specifications. He has recently left Rome, after six weeks of study in the hospitals where are treated cases of Roman and Campagna fevers, and in which he has been aided by the foremost specialists of Italy. As a result of these studies, it is now declared that the malarial fevers of Italy are identical in cause and general character with those of East Africa, and it is believed that science is on the eve of a decisive victory over this whole group of maladies by means of liquid injections of quinine into the pulse vein. The importance of this discovery to Italy will be evident from the fact that of the 69 departments into which that Kingdom is divided, only 6 are absolutely free from malaria, and 1,200 square miles, including some of the most fertile districts of Italy, are, like the whole southeastern coast of Corsica and much of Sardinia, practically uninhabitable on account of malarial disease.

Among the other interesting deductions of Professor Koch is his freely expressed opinion that the indiscriminate use of quinine as a prophylactic in malarial countries is attended with great danger, and is in many cases the indirect cause of the pernicious "black-water" fever, one of the most virulent forms of malarial disease. The very general practice among persons coming from temperate to tropical latitudes of saturating their systems with quinine, taken in regular and often excessive doses, is vigorously condemned for two reasons: First, because it seriously weakens the action of the heart; and, second, because the system, having become inured to the drug, fails to respond to quinine treatment in case of actual sickness.

The efficiency of the drug having been exhausted as a preventive, it has no longer any important value as a remedy; and experience shows that a person debilitated by the excessive use of quinine may take malarial fever and die of it like anyone else. Professor Koch even goes so far as to assert that the increased death rate in certain portions of West Africa, where the conditions of living have been greatly improved during the past ten years, is due largely to the increased and indiscriminate use of quinine caused by its greater cheapness and the ease with which it can now be obtained. He also states that on the western coast of Africa, where all forms of malarial fever are especially virulent, cases of the intermittent type which have resisted even heroic doses of quinine have been mastered by the use of arsenic. It is well, however, to remember in this connection that a certain