Altmark belongs to the province of Saxony. The University of Frankfort on the Oder, (1505,) was the beginning of the literary life that was to shed later from this province, light and culture over all parts, and proclaim, especially through its schools, the glory of Prussia to the most distant countries. After the introduction of the Reformation, there were founded, in 1574, under John George, and by the magistrate of Berlin, the gymnasium of the Gray Convent, and in 1607, by Joachim Frederic, a pedagogium at Joachimsthal. The latter, which, after its schoolbuildings had been destroyed by Cursaxon soldiers, (1636,) was transported to Berlin, is still flourishing, richly endowed, and known under the name of the gymnasium of Joachimsthal. As Berlin is the constant seat of the central administration, all its general school laws and regulations became special ones for the province, which, through the foundation of the Frederic William University of Berlin (1810,) grew ever stronger under the unceasing influence of its life and light. It possesses fortyfive higher institutions, all evangelical, of which only four gymnasiums and one real school, the first opened in 1747 by Joh. Jal. Hecker, are under royal patronage. The common councils of the cities, especially of Berlin, have, since they recovered from the heavy war burdens, under which this province suffered particularly, raised considerable means for establishing new schools of all sorts, and the capital shows at this moment a most praiseworthy zeal to set an example to the other towns of the country in the care and attention given to schools.

C. LOCAL ADMINISTRATION.

In the local administration, the institutions of royal foundation are under the immediate patronage of the crown; there is no immediate jurisdiction between them and the school-colleges. In the higher institutions of towns, the magistrate of the place exercises generally the immediate right of patronage. The regulation of the minister Von Schuckmann, July 26, 1811, provided in every city, for all that related to school affairs, one council only under the name of school-deputation, which, according to the size of the place, and the importance of its schools, was to consist of from one to three members of the magistrature, of the city college, and of an equal number of special citizen deputies, to whom, in the larger town, was also adjoined a superintendent. Such schools as were not under the city patronage of the school-deputation, as, for example, the Jewish schools, had to send a representative. As, however, in the course of time a special administration was provided for the higher schools, the former became subordinate to the latter, or existed only, as in the province of Prussia, for the purpose of taking cognition of systems of instruction, or, as in Berlin, of keeping statistical accounts, especially in regard to regular school attendance.

In most cities, the right of patronage is exercised by the magistrate, who in later times has adjoined to himself, as technical colleague, a city school-counselor; in Berlin, two, and in the cities of Stettin, Magdeburg,

Breslau, Danzig, one; the city commissaries are so far concerned in these matters, as they command the city finances, which of course gives them a very considerable influence.

In many cities, as particularly in Westphalia and the province of the Rhine, the administration consists of a special curatorium or school-commission, and in what regards its outside affairs, of attorneys, treasurers and directors. Within the province of the patronage council belongs all that concerns the outward prosperity of the institutions, the regulation of accounts, the preservation and increase of the buildings and utensils, the survey of inventories, and mostly of foundations, grants of benefices, especially to the free-school.

For this purpose it is in constant communication with the leaders of the school, receives from them reports and the respective accounts of all the details of school affairs, and is kept acquainted with the condition of school attendance, systems of instruction and public and final examinations, in which latter the members of the magistracy (Gymnasiarchen) or of the curatories are requested to be present. One of the most important duties devolving upon the so long established patronage-right, is the choice of directors and teachers; the welfare of the schools lies then entirely in the hands of the magistracy, and the correct exercise of this duty is more important than all regulations and school-laws, since everything depends on the capability of the teacher. As in later times the city councils were able to command better financial means than the crown, and the city commissaries showed themselves in readiness, by important grants, to further the prosperity of the higher schools, the latter of city patronage, received a powerful push, and begin even to take rank above those of the crown, of more ancient date, and better endowed. The choice of directors since 1810 is subject to royal confirmation, and that of teachers since 1817, to one from the State-council, but these would never be denied, except perhaps in times of political troubles or in cases of formal or moral irregularity. The regulation issued by the cabinet's order of November 10, 1862, in regard to the confirmation of directors and teachers, states that the provincial school-colleges should have to secure the approbation of the Minister of Instruction only for the appointment of higher teachers in gymnasiums, authorized progymnasiums and real-schools, and for the rectors of all institutions recognized in 1859 as higher citizen-schools; the appointment, installation and confirmation of all other teachers in the above named schools was left to the provincial councils. The directors of gymnasiums and real-schools of royal patronage were to be appointed as before by the king, and those of schools of city patronage needed his confirmation. In some schools, the parishes have a share in the patronage, and are represented by their pastors and church-members.

A royal compatronat is obtained on the ground of a city institution supported by contributions from the State. This circumstance was determined by a royal cabinet order of June 10, 1817, and is put into effect

in some institutions by royal compatronat commissaries; but it only relates to outside affairs, and in such a measure only as not to annul or diminish the rights of the patron, thus taking only into consideration cognizance of facts and counter-remarks, wherein necessarily the schoolcolleges have the determining voice.

D. MISCELLANEOUS.

A complete school-constitution is as yet wanting in Prussia. Until 1750 the patronages in all school-organizations were but little limited by the regulations of the State-councils. Frederic William I. was the first to lay claim upon the right of the State to issue binding regulations concerning school affairs, and to control the execution of the same in a more extended manner. The General Common Law (Allgemeine Landrecht,) prepared by orders of Frederic II., and published in 1794, declared the public schools state institutions, and contained among others the following legitimate regulations:-1, All public schools and institutions of learning are under the supervision of the State. 2, To no one shall admission into a public school be refused on account of difference in religion. 3, Children of different persuasion can not be obliged to be present during the hours of religious instruction. 4, Schools and gymnasiums, in which the young are to be prepared for the higher sciences or arts, shall enjoy the rights of corporations. 5, These schools stand under the more immediate direction of the school-councils established by the State. 6, Where the appointment of teachers does not belong to certain persons or corporations, it is made by the State. 7, Without the knowledge and approbation of the councils appointed over the school-affairs of the province, no new teachers can be appointed nor any essential changes be made in the organization of the school-affairs and in the manner of instruction. 8, As inspectors, must be chosen persons of sufficient capacity, of good morals and sound judgment. 9, No native can leave school without a certificate signed by the teachers and school-inspectors. 10, The teachers in gymnasiums and other high-schools are considered as State officers. 11, The manner in which a child is to be educated is to be decided by the father; the latter must see that the child receive the necessary instruction in religion and such branches of education as his circumstances and position in society require. The transactions of the general school-conference (1849,) for the regulation of general forms regarding education, in which were assembled under the minister Von Ladenberg, and at the request of the professors of colleges, various directors and teachers of the gymnasiums and real-schools of Berlin, were published and presented much that was praiseworthy, together with useful hints, but they had no immediate practical result. The report of January 31, 1850, contains the following resolutions:-Art. 14, The Christian religion, in such organizations of the State as are in harmony with its religious practice, shall be made unalterably the basis of the religious liberty granted by Art. 12. Art. 15, The Evangelical or Roman Catholic Church, as well as every other religious community, shall regulate

and administer its own affairs independently, and shall remain in possession of the institutions, foundations and funds set apart for its religious worship, its educational affairs and charitable works. Art. 21, A sufficient number of public schools for the education of the young shall be provided for. Art. 22, To give instruction, or to found and direct institutions of learning, is open to every one, provided he can give to the proper authorities of the State sufficient proofs of good morals, scholarship and technical capacity. Art. 23, All public and private institutions of learning are under the supervision of councils organized by the State. Art. 26, A special law regulates all educational affairs. Art. 112, Until the law provided by Art. 26 takes effect, school and all educational affairs shall be governed by the existing legal regulations.

The execution of Art. 26, has thus far been deferred by the political uncertainties to which, in consequence of its new Constitution, the State has been subject to, and yet a complete instruction law, already prepared under the ministry of Bethmann-Hollweg, had been presented to the consideration of the Chamber of Deputies. A real practical want in school-affairs, or the absolute necessity of that law, had as yet not been sufficiently felt to urge its adoption, although in many respects, especially in the relations between the provincial school-counselors and the directors, more definite regulations had become necessary, especially to prevent that by too great a centralization and bureaucratic interference with the local administration of schools, obstacles might be set to the free and cheerful government of the directors, in the selection of whom such great care is taken.

The Magdeburg "order of visitation" (1563) required that "the magistrate, with the pastor and superintendent, should appoint the schoolmaster." This collateral right of city patronage has at all times been exercised in Prussia; it was only for the position of director in gymnasiums that the royal approbation was introduced in 1810. The service-instruction for the provincial consistories, Oct. 23, 1817, granted to these councils the right of appointment, advancement or confirmation of teachers in secondary-schools; for the directors and professors, the sanction of the Department had to be obtained. In consequence of the inquests made into the demagogic revolutionary movements of 1819, the filling and confirmations of the above named positions was forthwith transferred to the Department, and the election of directors (1836) became again subject to royal confirmation. The royal regulation of Dec. 9, 1842, determined then that the appointment, advancement and confirmation of teachers for gymnasiums, real-schools and higher burgher schools, be incumbent on the provincial school-board, but subject to the acceptance of the Minister of Public Instruction. The directors were to be elected by the king and respectively confirmed; as a general thing, the minister awaits, in regard to positions of royal patronage, the propositions of the school-collegium. The cabinet order of Nov. 10, 1862, established the following regulation,

at present in force:-"The acceptance of the minister is only to be secured by the provincial school-colleges in cases of superior teachers for gymnasiums, real-schools of the first order, and the authorized progymnasiums, as well as for the rectors of the latter; and, from the royal government, only for the superior teachers and rectors of the real-schools of the second order, and the institutions recognized as higher burgherschools. In regard to the position of director, it remains the same as prescribed in the royal regulation of Dec. 9, 1842. The installation of the director takes place through a member of the royal supervisioncouncil, and eventually through a royal compatronal commissary; the city patronage is, on this occasion, represented by deputies."

After the establishment of the literary commission for examination, a great stress was laid, in the appointment of teachers, in addition to their proper qualifications, upon their moral capacity and political integrity. The instruction of May 25, 1824, (by Altenstein,) stated that “in the appointment of teachers the invariable principle should be laid down, that public institutions do not reach their object by the mere literary culture of their pupils, or the prevention of corrupt and injurious sentiments or habits, but that whilst giving all proper attention to scientific culture, it was necessary also to inspire and awaken in the pupils sentiments of affection, fidelity and obedience towards the sovereign and the State, and that, for that reason, the situations of teachers should be particularly given to those that, in this last respect, deserve full confidence.” The matter of moral requirements of teachers is still further treated in the circular of Feb. 6, 1847, (Eichhorn,) and in that of Dec. 20, 1848, (Von Ladenberg.) The latter says: "The teacher of a public school 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 self-chosen vocation, to avoid in his instruction and in his intercourse with his pupils, all that would be calculated in any way to prevent their sound development, all that could not be conceived or properly appreciated by them, or any thing that could exercise a bad influence upon their religious sentiments, of whatever persuasion they might be, or on their ideas of what is noble and good." The circulars of Jan. 22 and June 12, 1851, (Von Raumer,) and of Jan. 2, 1863, required of the school-collegiums, in appointments and advancements, to examine into the private and professional career of the applicants, and to see especially that no blame be attached to their domestic and public life.

Among the formal requirements for an appointment are the release of military service, or the certificate of being acquitted from the same. Dissenters and Jews are excluded from public teacherships.

The regulation of Feb. 6, 1847, lays a special stress upon the election of the directors :-" "The importance of the pedagogic power of a man," it says, "shows its full significance when the question comes to intrust the direction of a gymnasium to the right man. The necessary literary