Imagens da página
PDF
ePub

The subjects of the written examination are chosen by the royal commission from a list furnished by the director of the Gymnasium. All the candidates receive the same subjects for composition, which are given out at the beginning of the examination. The only books allowed them are dictionaries. The written examinations consist of, first, a Ger. man composition, the object of which is to discern the degree of intellectual development and the style of composition of the candidate; second, a Latin extempore exercise (an exercise in which the teacher speaks in German to the pupil, who has to render the German immediately into Latin in writing ) and a Latin composition on a subject which has been treated in the course; third, a translation from a Greek author and from Latin into Greek; fourth, a translation from German into French and English; fifth, French and English compositions; sixth, the solution of four or five mathematical problems.

The time allowed for the several written examinations is as follows: For the compositions in Latin, Greek, German, French, and English, from 3 to 4 hours each; for translations, 2 to 3 hours each; for mathematics, 5 hours.

The subjects of the oral examination are the principal epochs of the history of the church and questions upon Christian doctrine, the general grammar and prosody of the German language, the chief epochs of national history and literature, the German classics, oral translations of extracts from Cicero, Sallust, Livy, Virgil, and Horace, translations of Greek prose into German and Latin, and of portions of Homer, with questions upon Greek grammar, Greek history and mythology, translations from French and English classics, arithmetic, the elements of algebra, geometry, the binomial theorem, simple and quadratic equations, logarithms, and trigonometry, general history, Greek, Roman, and German history, physics, geography, natural history.

When the examination is closed, the examining board deliberates upon the notes which have been taken during its course by each member. Those students who have passed a satisfactory examination receive a certificate of maturity, (Maturitätszeugniss;) the others are remanded to their class, and may present themselves, after an interval of six months, for another examination, unless they are deemed entirely incompetent to continue the course. The daily records of the classrooms are presented to the examiners, as showing the progress and conduct of the candidates, and this is specially noted in the certificates.

The certificate of maturity is necessary to enable a youth to be ma triculated in a university, to be admitted to the examinations for an academic degree, or to be appointed to office in state or church.

Young persons who have been educated privately, but who wish to enter the university, must apply to the provincial school board for leave to attend one of the examinations. They are required to bring testimonials and a curriculum vitae, and they are then directed by the school board to a Gymnasium where they may be examined.

III. PROFESSIONAL TRAINING OF TEACHERS.

The foregoing exhibit of the organization and the subjects of study of secondary schools shows what an important work the teacher has to perform, and what a thorough preparation is required of one who desires to enter upon this field of labor. The school authorities are not satisfied to test only the intellectual ability of the graduates of the secondary schools, but they exact a rigorous test of the professional fitness of the future teacher. The candidate, after having finished his studies in a Gymnasium and a university, has to pass a state examination (Staatsprüfung) which is held by an examining committee (wissenschaftliche Prüfungscommission) composed of government representatives and professors of universities. The candidate sends in his certificate of maturity (Maturitätszeugniss), a certificate of a three years' attendance at the university, and a curriculum vitæ. The applications for admission to the Staatsprüfung are ordinarily written in Latin.

The subjects of examination are divided into four classes: first, the ancient languages and German; second, mathematics and natural sciences; third, history and geography; fourth, religion and Hebrew. After a satisfactory examination the candidate must pass a year's trial course (Probejahr) at a secondary school, unless he has attended one of the higher pedagogical seminaries connected with the different universities, in which case this is not required.

The most prominent pedagogic seminaries are those at Berlin, Bonn, Breslau, Halle, Königsberg, and Stettin. Besides these there are several philological and historical seminaries, where the candidates may acquire a more profound knowledge in those branches. The time allowed to lectures on pedagogy in the German universities is as follows: Berlin, 6 hours a week; Bonn, 4; Breslau, 3; Erlangen, 2; Freiburg, 2; Giessen, 2, Göttingen, 4; Greifswald, 3; Halle, 5; Heidelberg, 3; Jena, 6; Kiel, 3; Leipzig, 8; Münster, 4; Tübingen, 3; and Würzburg, 4. The subjects of the lectures are the history of education, scientific principles of education, physical training of the child, school discipline, methods of instruction, school hygiene, school legislation, school architecture, ancient and modern languages, comparative philology, logic, metaphysics, and other branches of instruction which the teacher has to teach in his professional career.

EXAMINATIONS.

There are various kinds of examinations, namely: Pro facultate docendi, pro loco, pro ascensione, and pro rectoratu. The subjects of examination are, first, German, Latin, Greek, French, and Hebrew languages; second, mathematics, natural philosophy, history and geography, philosophy and pedagogy. It is, however, not forbidden to any candidate to be examined in other languages and sciences, to

which he has devoted himself, and which are connected with objects of instruction in secondary schools. A main condition for admission is the complete academic triennium.

In giving the facultas docendi, three degrees are distinguished:

1. The unconditional, when the candidate, besides a sufficient, even if not perfectly developed, capacity for teaching, is so far master of the subjects as to be able, after due preparation, to teach Latin, Greek, German, mathematics and natural sciences, history and geography, and Hebrew in one of the higher classes of a Gymnasium successfully, and is so far acquainted with all the other subjects as to be able to appreciate their relative importance to other branches of instruction. As a qualifi cation for teaching philology in the two higher classes there is required, besides a perfect knowledge of Greek and Latin grammar, an extensive acquaintance with the Greek and Latin classics. The examination in German extends to grammar, the particular character and laws of the language, the historical development of the same, and the history of its literature. Those who do not possess knowledge of the German language and literature and general scientific learning enough to teach German successfully in each class cannot receive the unconditional facultas docendi for philology. In history and geography, besides a general knowledge thereof, the study of the principal authors for any period of ancient, middle, or modern history is required. In mathe matics, the candidate must prove that he has pursued the higher branches of geometry, spherical analysis, and higher mathematics so far as to be able to make successful application of them to astronomy and natural philosophy. In philosophy and pedagogy, besides an exact knowledge of these sciences and a critical appreciation of the different systems of instruction and education, the candidates are required to explain, in a scientific manner, the principles of logic, metaphysics, and psychology; and, together with a general knowledge of the history of philosophy and of its different systems according to their characteristic peculiarities, they must combine a familiar knowledge of the changes philosophy has undergone since the time of Kant.

2. The conditional facultas docendi can be obtained by those who, though they have sufficient knowledge to teach in the two higher classes, yet in one or more branches do not fully meet the requirements.

3. The conditional facultas docendi may also be obtained by those who in one or more of the chief subjects of instruction possess only the knowledge required for middle or lower classes.

Candidates who wish to become qualified for teaching French or English, besides a thorough and fundamental knowledge of these languages and their literatures, must respond to the requirements of general education demanded from all candidates.

For teachers of drawing at secondary schools, it is directed that only those shall be appointed who are provided with a certificate of qualification from the higher academies of arts.

Applicants for situations as teachers of gymnastics or music must possess certificates of good moral character and thorough training in those branches.

OTHER REQUIREMENTS.

The following extracts from various state regulations show, among other things, the value placed upon the good character of directors and teachers of secondary schools:

The teacher must, besides his literary attainments, possess also a moral culture which may enable him to serve in every circumstance as an example to his pupils. His highest aim should be to remain faithful to his vocation; to avoid in the instruction of and intercourse with his pupils all that would be calculated in any way to prevent their sound development, all that cannot be conceived or properly appreciated by them, or anything that might exercise a bad influence upon their religious sentiments, of whatever persuasion they may be, or on their ideas of what is noble and good.

The importance of the pedagogic power of man shows its full significance when a question arises as to intrusting the direction of a Gymnasium to the right man. The necessary literary culture in this case is easily found, but it is much more difficult to obtain the proof that the future director not only possesses a just estimate of the relations of life, but is also endowed with proper sentiments and firmness of character, and such a personal appearance as will inspire respect and confidence, so as to command the general esteem of the corps of teachers, and by this and a consistent and steady government, be enabled to train the young in all the sentiments of religion, in love of country, and a conscientious fidelity under all circumstances in life.

In order that the director of a school may enjoy free action in the discharge of his duties, and that the necessary unity may be obtained in his administration and supervision, it is declared that the whole school, with its several classes, its respective officers and pupils, comes under his immediate authority. He shall enjoy in all his public relations, as a representative of a higher institution, all the respect and proper distinction which are due to the position. He is the mediator between the school and the parents, and reports and directs all the transactions of the institution.

No teachers are allowed to refuse to accept or refuse to fulfil any official duties he may see fit to assign them; yet, should they be overburdened, they may refer the case to the provincial school board. In the meetings of the teachers, which the director may call as he thinks proper, the business is conducted by him as president. All pupils are subject to his supervision and discipline. To him are referred all cases provided for by the school laws or whenever objections are made against the course pursued by a teacher. The lower officers and servants of the institution are under his special supervision and control. He has the direction of all classes and departments in his school. The director shall, as often as opportunity offers, confer with the parents or guardans respecting the progress of the pupils, for which the regular reports will give sufficient occasion. In regard to any serious misdemeanor on the part of the pupils, he must inform their parents or guardians.

The director is bound to acquaint the school authorities with all that concerns the internal and external condition of the school, and in all important circumstances, whether relating to the duties or rights of the faculty, to discipline, or to any particular branch of the institution, he must consult them.

The official labor of the director is to be mainly educational. It therefore requires his presence in school from the beginning of the first lesson in the morning to the close of the last in the afternoon. During the whole time of school he must occupy himself with school affairs only.

The class teachers are to superintend the classes assigned them, and keep complete lists of the conduct, diligence, and progress of their pupils. They are expected to advise the pupils in the purchase of the necessary books of instruction. It is particularly ex

pected from the teachers that, from time to time, they will visit at their residences those pupils whose parents do not reside in the same place.

Each teacher is obliged, without remuneration, to teach additional hours during a vacancy, except when the position is not again filled for a long time. He cannot accept any office to which pay is attached, nor an office in the civil administration of the city, without the consent of the higher school authorities.

SALARIES AND PENSIONS.

The salaries of secondary school teachers are from 3,000 to 7,000 marks for directors, and from 1,500 to 4,000 marks for teachers. If teachers become incapacitated for duty not by their own fault, they are entitled to a pension during life. The amount is fixed according to the number of years spent in official duties. The families of teachers who die in office receive one quarter's salary at the end of the month in which death occurs; those of pensioned teachers, one month's salary.

40

« AnteriorContinuar »