followed up by an enumeration and description of the principal products of each. More minute particulars are then given to them on such productions as occur in the Prussian territories. At the same time care is taken to show the different applications which are made of these productions in domestic economy and manufactures; and thus technology is united to natural history. The small natural history composed by Schubert is the manual for the seminarists; and small collections of mineralogy, of birds, insects, &c., are shown and explained to them, in order to render the instruction more permanent.

Natural philosophy is treated nearly in the same manner. For a long time this science has been considered one of the principal subjects of instruction, and has therefore been taught in all public schools and private institutions for the middling aud upper classes. But as this branch of knowledge has made wonderful progress in modern times, the German teachers have thought it necessary to confine their instruction to general principles. Thus the student obtains a general view of the whole, and of its principal divisions, and is enabled to complete his knowledge at a future time, if he should find it advantageous to enter on the minute study of any one branch. The number of elementary treatises on natural philosophy in the German language is very great, and each is designed and adapted for a peculiar description of schools. In the seminary of Königsberg-and we think in most others too-the manual used is that of Herr, entitled "Short View of the most useful Parts of Natural Philosophy" (Kurzer Inbegriff des Wissenwürdigsten aus der Naturlehre). The explanation of the laws of nature is illustrated

by well-adapted experiments as far as it is possible. The apparatus for such experiments is as simple as it can be made, in order that the future schoolmaster may be enabled to explain many of the natural phenomena by means which the domestic economy of every house affords. Some of the seminarists who show an inclination for this kind of study are instructed in making instruments, such as thermometers, or small models of pumps, machines with wheels, &c.

The instruction in history comprehends general history and the history of Prussia. Of ancient history only the principal facts are taught, but that of the middle ages is treated more extensively, and still more so modern history. The last, inasmuch as it is more intimately connected with the history of Prussia, is taught still more minutely. The instruction in ancient history and in that of the middle ages is continued for a year two hours weekly, and as much time is appropriated to the study of modern history and that of Prussia in particular. The object of this instruction is not the accumulation of a great number of historical facts in the memory of the seminarists, but the implanting of such facts as are connected with the life and occupations of the great body of the people, and with their condition. For this purpose the seminarists are exercised in narrating orally a larger or a smaller portion of history which is given to them, in doing which they have to keep in view some particular end or object, and are required to arrange their matter in a connected and perspicuous order. The manual used for this branch of instruction is that of Tetzen.

Mathematical geography, or the use of the globes, is only taught so far as it is necessary for the explanation

of the most important phenomena connected with the subject and the use of maps. It is followed by a general survey of the divisions of the globe; in doing which all the existing political divisions are excluded, in order that the characteristic features of the surface of the earth may be known and impressed on the mind with distinctness. After this has been effected, the present political divisions are briefly added. This instruction takes one year and a half, and the remaining half-year is employed on the geography of the Prussian territories, and more especially of the province in which the seminary is situated. For general geography the usual manner is that of Volger, but for the geography of the different provinces different small books are used.

As persons who possess some knowledge of the human body are commonly more attentive to the preservation of their health than those who are ignorant in this respect, it is considered that the welfare of the great bulk of the people will be promoted by the dissemination of such knowledge among them. With this view the seminarists receive some instruction of this kind in a weekly lesson during one semestre, in which care is taken to point out what is conducive and what is hurtful to health, as well as the most simple and approved remedies. With this instruction is united a short course of psychology, in which the chief phenomena of the human mind are indicated and explained.

The last subject in which the seminarists are instructed in the seminary is drawing. It is evident that this kind of instruction cannot be carried to a great extent in elementary schools. The most important part is connected with the elements of mathematics, by which the seminarists are made acquainted with the

regular and irregular forms which frequently occur, and learn to draw them. But besides, all of them are bound to acquire some facility in copying drawings, and peculiar attention is paid to instruction in perspective. Those seminarists who show some talent not only learn to draw single objects, but also landscapes. The instruction is given according to the method of P. Smid, and in the practical application of it Ramsauer's instruction in drawing is used.

Such are the subjects in which schoolmasters for the lower classes are instructed in the seminary at Königsberg, and we do not think that there is any material difference in this respect between it and other seminaries. For as every change in the subjects of instruction either emanates from government, or can only be introduced by its express consent, the seminaries are now brought near to one uniform standard, and consequently carry their instruction nearly to the same point.

It is obvious that during the course of this instruction many opportunities occur of explaining to the seminarists the best method in which every branch of knowledge, or some more difficult parts of them, may be taught and adapted to the comprehension of children; and such opportunities are not allowed to escape. Experience is rapidly increasing the number and contributing almost daily to the perfection of the methods. Nevertheless it is thought indispensable to instruct the seminarist separately in the art of teaching, or in pædagogic and methodic. This part of their instruction is both theoretical and practical.

The third year of the stay of the seminarists in the institution, as already observed, is more especially employed in receiving instruction in the art of teaching;

but they are previously made acquainted with the theoretical part of it. During the first year, for two hours a week, the director of the seminary, or one of the teachers, instructs them in general and special pædagogic, not by delivering lectures, but by entering into conversation with them. First, the general principles and the principal subjects of education are explained; and afterwards, the duties of the teacher, not only as a person who has to teach, but also as one who has to educate the people. In these discourses the future teacher hears how he ought to direct his efforts towards the preserving and improving the health and mental and moral qualities of those who will be confided to his care in an elementary school. To this is added a short view of the history of education and of instruction, more especially in Germany. In order that this information may not escape the memory of the seminarists, the teacher gives them a manuscript, in which the principal points of this instruction are explained, or, as is the case in many other seminaries, the seminarists use for their further instruction Harnisch's "Manual for Schoolmasters in Elementary Schools."

A similar course is adopted in the second year for the instruction in methodic, or in the art of teaching. After the general principles of instruction have been fully explained, all the subjects which are to be taught are taken into consideration, one after the other, and the extent to which every subject is to be taught, and the manner in which it may be taught with the best effect, are ascertained. At the conclusion of these discourses a number of observations are made on the discipline of schools, the arrangement of the subjects, the relation in which the schoolmaster is placed towards his superiors,