First-grade Schools.—One of the most striking features of German secondary education is the careful differentiation of schools according to the type of curriculum adopted. Thus, every German school is a homogeneous unit First grade secondary schools. with a definite educational aim and organization, conforming to a common standard approved by public authority for the particular type to which it belongs. Hence the importance attached by the Germans to nomenclature; so that in selecting a Gymnasium, a Realgymnasium or an Oberrealschule, the parent knows exactly the type of education he is going to secure for his son. In England, on the other hand, as has often been observed, a great school tends to multiply within itself different types of curricula in a haphazard way according to the demand of parents, whose original choice of school is based rather on social than on educational grounds. Modern sides, army classes and engineering classes grow up as excrescences upon an originally classical type, with the waste of power that results from loss of consistency and concentration of purpose. The difference between the English and German systems is due ultimately to the adoption in Germany of the day-school system and the absence, very remarkable in an otherwise aristocratically governed country, of the caste spirit in education above the elementary level, thanks to which the nobly born are not ashamed to sit on the school bench side by side with the children of the trading classes. On the other hand, the English boarding-school system, despite all the want of social solidarity, and all the class jealousy and exclusiveness with which it is inevitably associated, has admittedly favoured those ideals of the cultivation of character as distinct from book-learning which give a special value to what is in England called a public school education.
The present differentiation of first-grade schools in Prussia is the result of a natural educational development corresponding with the economic changes which have transformed Prussia and the empire from an agricultural to an Rise of semi-classical schools. industrial state. It was in 1855 that semi-classical schools (teaching Latin without Greek) were first recognized for a nine years’ course under the title of Realschule I. Ordnung, and in 1871 pupils possessing their leaving certificates were admitted to mathematical studies in the universities. The Latinless Realschule II. Ordnung is the direct product of the great industrial development of the modern empire. In 1882 the Realschule I. Ordnung received the title of Realgymnasium, and the Realschule II. Ordnung that of Oberrealschule, both types being at the same time admitted to certain privileges in the universities, schools of technology and civil service.
About the same period official recognition was obtained for reformed secondary curricula, first at Altona and afterwards (1892) at Frankfort. These two types differ from each other in detail, but the feature which distinguishes The “reform school” movement. both from the older types is the postponement of Latin to Untertertia. The design is to secure for all types of secondary education a common non-classical base coextensive with the first three years of school life, followed by a trifurcation or threefold choice between the classical, semi-classical and non-classical types. The principle of the “reform-school” has been adopted in a considerable number of German (chiefly Prussian) schools, but it would be premature to see in it at present more than a new variety of Realgymnasium or semi-classical school; it can hardly be said as yet to have affected the course of classical studies in the full sense. The widespread sentiment of discontent with the old philological type of classical school was vigorously expressed in a private letter written by the emperor William II. as crown prince of Prussia in 1885, but not published until some-years later. In December 1890 the Prussian ministry convoked a conference at Berlin of secondary school experts, and the emperor presided in person at the opening session. His majesty delivered a speech criticizing the Gymnasia as wanting a national basis. “It is our duty to educate young men to become young Germans and not young Greeks or Romans” was the keynote of the imperial discourse. The outcome of the conference was a shortening of the hours allowed to Latin in the Gymnasia, a reduction of the hours of study in view of over-pressure, and an expression of official opinion adverse to the Realgymnasium. These changes, introduced in 1892, did not go far enough to satisfy the reformers, whilst the reduction of the hours allowed for Latin caused misgivings among the upholders of the traditional Gymnasium. Moreover, the Realgymnasium showed greater vitality among the large towns than its official critics anticipated. The ensuing decade witnessed a certain reaction in favour of the classical humanities as a barrier against the materialistic influences of the new industrialism. At the same time the protagonists of the classics came to recognize that side by side with the old humanities there must be accorded to modern and scientific subjects that place in the high-grade schools which the practical exigencies of industrial life demanded. Thus, the opinion grew that the best line of defence for the classical schools lay in the concession of equal privileges to the non-classical types; in this way only could the classical schools be kept safe from demands upon their time that could not be conceded without endangering their proper work. It was upon this basis that an agreement was reached between the contending parties at a second school conference that met in Berlin in June 1900. As the result of this conference there was issued a royal decree laying down certain general principles, of which the following are the most important. (1) There must be equality of privileges as between classical, semi-classical and non-classical first-grade schools. The decree recognizes, however, that this principle must be applied with a certain elasticity and with due regard to the necessity for training in particular branches of knowledge as a preliminary to certain lines of university study and certain professional pursuits. Consequently the Prussian system of privileges has become extremely complicated, and it is truer to speak, as the decree goes on to do, of an extension of the privileges of the non-classical schools, rather than of absolute equality. (2) “In thus acknowledging the equality of the three types of higher institutions, it will be possible more thoroughly to strengthen the special characteristics of each type. In this connexion,” the royal decree proceeds, “I shall offer no objection to an increase in the number of hours devoted to Latin in the Gymnasium and Realgymnasium.” Thus, both as to the place of Latin in the curriculum of classical schools and as to the status of semi-classical schools, the decree of 1900 involves a reversal of the policy of 1890. (3) The decree expresses approval of the reformed curricula of Altona and Frankfort, and a desire for an extension of the experiment where the conditions are suitable.
Notwithstanding the growing official encouragement of education upon semi-classical or non-classical lines, the upper and professional classes of Germany continue to show a marked preference for the fully classical Gymnasium; hence, in Germany as in England, the tendency for a widening gulf to disclose itself between the education of the directing classes in politics and administration and the bulk of the industrial population, which suggests that the problem of combining in just proportions the liberal and practical elements in a thoroughly national system of education has not yet reached the solution that the needs of the age require.
Switzerland.
Switzerland affords perhaps the best type of a democratic system of local authorities. The central authority is the canton, not the federation. The interference of the federal authority is confined to the imposition of certain broad Educational influence of federal constitution. principles by the constitution, to the indirect influence exerted by the examination of recruits for the national army, and to financial grants for technical instruction, its most important direct educational work being the support of the technological university at Zurich. The federal constitution (1) states that primary instruction must be under the control of the canton (an important point in view of the strength of ecclesiastical influence in some of the Catholic cantons), and must be compulsory and gratuitous; (2) declares that it must be possible for the public schools to be attended by the adherents of all creeds without hurting their freedom of conscience; (3) forbids the employment of child labour before completion of the fourteenth year, with a provision that in the fifteenth and sixteenth years factory work, together with the time given to school and religious instruction, must not exceed eleven hours a day. (4) All recruits for the federal army (in which service is compulsory on a militia basis) are examined in their twentieth year, and the results are published. This examination affords an instructive index to the state of education in the several cantons and promotes a healthy emulation among them.
The cantonal organization of education presents the variety which the extraordinary diversity of race, language, religion and physical conditions of the component states of the federation would lead one to expect. The large canton Cantonal organization. of Bern may be instanced as the type of a strong central authority. The commune or parish is the unit for elementary education. The communal council nominates a school board of at least five members, whose function is to spend the money voted for school purposes by the general communal council. Several communes in combination form a district authority for the support of what are in reality higher primary schools, though called in Switzerland Sekundarschulen, maintained by the district. The maintenance both of the primary and higher primary schools is aided by grants from the central authority. The true secondary schools, called middle or higher schools, are maintained and controlled by the central or cantonal authority. The existence of separate local authorities for each grade of education is characteristic of Switzerland generally, this system being the opposite to that adopted in England in 1902.
The central grants in Switzerland always take the form of payments to the local authorities of a proportion of the teachers’ salaries; they are never, as in England, assessed upon the number of children in attendance, nor are they dependent, as was formerly the case in England, upon the results of examination, nor again are grants made in respect of particular subjects as is the case with the grants for special, i.e. practical, instruction in England.
Religious instruction in the Swiss communal schools generally follows the faith of the majority; in a few cantons separate schools being provided for minorities if sufficiently numerous. In the town of Lucerne, Catholic instruction is given in school hours and Protestant instruction is provided out of school and out of hours for the Protestant minority.
In 19 out of the 25 cantons attendance at continuation schools is compulsory (at least in some districts) for boys up to 17, and in 3 cantons it is compulsory also wholly or in part for girls.