The subjects of instruction in the Folk's-schools are these: reading, writing, arithmetic, geography, natural history, history; in the higher classes, mathematics, geometry; instruction in the German language;--extended also to a higher style of penmanship, drawing, and music, seldom more than choral singing, and instruction in religion, which last is not given by the teachers but by the pastors of the respective faiths.
When each branch of education has not its individual teacher appointed in these schools, the charge of such instruction is consigned to a teacher expressly qualified for it. Mistresses are also appointed for the girls, as well to teach them the ordinary school branches, as hand-work. Of this organization, however, the schools only of the larger cities can boast themselves. In most of the German towns, the parents are obliged to send their children into the schools from their sixth year. If they wish to give to their children an education in another place, more particularly if they would have them privately educated, or would send them to some particular institution, they must for that purpose ask permission of the proper Board. On the part of persons of high position, or of great property, this is very frequently the case, but they are seldom on this account exempt from the payment of the school impost, as this defrays part of the expense of the system, and has, therefore, to be well looked after by government.
The schools are divided into classes, according to the respective studies; that is, into systematic divisions, according to the circumstances of the increasing evolutions of the subjects of study. No age qualifies a child to advance into a higher class, but capacity and acquirement alone. And in order to give to the parents an account of the activity of the school system, as well as of the acquirements of the scholars in particular, annual examinations are held publicly, in which what has been taught and learned is brought forward with all possible despatch, and at which the parents are present, that they may convince themselves of the truth of the matter. These public examinations at the same time serve to excite the scholars to activity, as rewards for diligence and good conduct are distributed, and thus a moral value is added to the political one of these institutions. Whatever relates to the arrangement of these schools in their outward form, in their connexions and relations to the state, and the like, in a word, whatever belongs to the administration of the whole, may, in running our observations through them, be pronounced to be a good.
All the teachers are placed under the control of an upper teacher: in cities where there are at the same time gymnasia, commonly under the director or rector of the same; or they are under the special oversight of the principal clergymen of the respective faiths. These are, again, dependent on the school college, or Upper Council of Studies, which, in connexion with the Upper Consistorium, constitutes the highest Board. In how far this whole arrangement constitutes one complete and homogeneous scheme of education institutions, including the universities themselves, we will hereafter take an opportunity to point out; we now proceed to describe the higher institutions for instruction which are expressly intended for the people. The next in order are
THE REAL SCHOOLS;[[27]]
CALLED ALSO MIDDLE SCHOOLS, HIGHER BÜRGER SCHOOLS, ETC.
The origin of these schools we owe, as we have said, to Bassedow, who transplanted the ideas of Rousseau to Germany, which found, by degrees, a complete introduction, especially amongst the tradespeople; yet the Real-schools of that period--the end of the last century, are by no means to be considered as synonymous with the present ones, although they then excited a general interest and acquired for themselves a tolerably high position. They agree entirely in this, that they were schools for those who were not intended to go forward to the universities, and yet whose future destinations demanded, in some measure a higher education than ordinary. The subjects of instruction in them were particularly--geography, history, the natural sciences, calculation, technology, etc. The first, however, in a more extended range than in the lower class of Folk's-schools; these, as they at present exist, and especially such as are organized on the most recent plans, are not merely higher Bürger-schools, but indeed such as might qualify for an academical course. People are, however, far from agreed upon the rights of these schools; upon the determination of their relations to the gymnasia, the universities, etc.; at least, in many German states, great debates have arisen upon this debatable point, and which are yet by no means brought to a conclusion.
The Real-schools divide themselves into Higher Gewerb[[28]]--Polytechnical Institutions--and Provincial Real-schools, or Higher Bürger Schools.
Now it is evident, that in consequence of the assumption of the higher subjects of tuition, as foreign languages, the higher mathematics, physics, etc., by the first institutions, a disadvantage may occur to the Gymnasia, insomuch as all those who are expressly educated for branches of state official service, for offices of finance, of the forests, of general administration, etc., are educated in the Gymnasia. These, and other reasons which we will explain, in noticing the Gymnasia, have been, and probably will long continue to be the causes, that no result sufficiently satisfactory to both parties, however much desired, can be arrived at. But the decidedly advantageous influence which the collective body of Real-schools exert, and which it will more and more extend by still continually extending its sphere of action, is not, however, to be mistaken; and if this excites a spirit of hostility, there cannot be a more palpable reason assigned for it than that which is drawn from a rich experience by a great philologist, and thus expressed:--"What is new is not always wholesome; but even the necessary new, and which afterwards proves itself to be an actual advance, is certain in its commencement to be attacked."
Let us now glance at the internal arrangements of these schools; and indeed of the Higher Gewerb-schools--literally Trade schools--as the so-called provincial Real-schools are neither more nor less than better elementary schools, or rather schools preparatory to the Higher Gewerb-schools; and as so many of the real branches of education are undertaken in them. To these provincial or preparatory schools belong the teaching of physics, natural history, the elements of chemistry, modelling, book-keeping, etc.; instruction in the French, English, and Latin languages; drawing and singing; the former subjects, however, only in the higher classes. The subjects of tuition in the Higher Gewerb, or technical schools, are, on the contrary, mathematics, algebra, plane trigonometry, analytical geometry in all its branches and modes of practical application; higher algebra, differential and integral calculus, plan-drawing and machine-drawing, botany and zoology, and physiology of plants, geognosy, geology; experimental chemistry, technical chemistry, analytical chemistry, practical chemical operations; mineralogy; mechanics, statistic and dynamic, experimental physics, free hand-drawing, modelling in wood and metal, and instruction in German, French, English and Latin languages, and history.
It may easily be seen, from this glance at the subjects of instruction, how comprehensive these educational institutions are. To attempt to describe the advantages that they afford would lead us too far, and lies out of our track; but the subject deserves the attention of the whole civilized world, as its consequences must become continually more striking. The circumstances of our times demand a real education; that is, in the practical arts and sciences. One has long ceased to desire that every man shall be every thing; one wishes rather that every one should be qualified to fill with ability his particular post. The philosophical school compulsion which rules in the Gymnasia is here entirely nonexistent. The all-sided human accomplishment which the Gymnasia aim at, and ought to aim at more or less, is not arrived at in these schools, because it is contrary to their object and intention; but on the other hand, they afford the opportunity more thoroughly to throw the minds of the scholars on those subjects which are the most congenial to them, and which will consequently be most serviceable to them in their profession. We ourselves, far from being admirers of a too strict, and therefore forced and one-sided practical education, cannot help calling to mind the splendid proofs of the advantageous and excellent working of these praiseworthy schools, since they have impressed us with the conviction that in this manner able men have been educated not only for the state, but for science, notwithstanding the short time that these institutions have flourished.