culture in this case is easily found out, but it is much more difficult to obtain the proof that the future director possess not only a just estimate of the relations in life, but be also endowed with the 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, may 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."

The formally-appointed teachers, immediately after receiving their appointment, take the oath; to those of institutions of royal patronage, it is administered by the Director, to those of city patronage, by the magistrate. The oath-formula of Feb. 12, 1850, was: “I

swear, by the

almighty and all-knowing God, that, having been appointed to by his royal majesty of Prussia, my most gracious sovereign, I, his subject, will in all things be faithful and obedient, and fulfill the duties of my office according to my conscience, and the best of my knowledge, as well as carefully observe the Constitution. So help me God." Every one is free to add to this oath any confirmatory formula which his religious sentiments may dictate. The technical and provisionally-accepted teachers are pledged by shaking of hands. The time of service, in regard to pension, dates generally from the day of taking the oath.

When the designation for a certain directorship has taken place, the Colloquium pro rectorata is held before the regular commission for examination, to inquire into the qualifications of the person designated, and see whether the candidate possess the degree of philosophical, pedagogic and literary culture necessary for the judicious supervision and direction of the whole establishment of a higher institution. The directors of the royal gymnasiums and real-schools are salaried by the king, those of city patronage receive in addition to their regular salary a gratification, through the Minister of Public Instruction. The appointment document reads as follows:-" We, by God's grace, king of Prussia, declare and announce hereby, that we have been pleased to appoint―as director This appointment is made in the confidence that he will remain invariably true to ourselves and our royal house, and will discharge the duties of the office intrusted to him in all its details, with zeal and regularity; the same will thereby enjoy all the rights connected with his present situation, as well as our highest protection." The appointing documents for institutions which do not come under royal patronage, contain in some parts of the country statements of a more special and detailed character concerning the duties and rights of the office; as, for example, in Königsberg (Prussia,) that the director can not engage in giving private lessons; at Stolpe, in Pomerania, that the director should make it the object of his usefulness to see to the Christian education and instruction of the pupils intrusted to him, basing the same upon the Word of God, such as it is defined in the Lutheran Catechism; at Nordhausen, that the director should give particular attention to the religious

education of the young, and see that the Word of God as contained in the Scriptures and repeated in the catechisms of the Evangelical Church, be duly presented to them. The obligatory duties and rights of the directors are contained in the documents of 1823 to 1856, given to the single provinces under the name of twelve service instructions, the purport of which agrees in general with all the rest. Since these instructions give the best representation of the importance which the State council attached to all educational affairs and their respective departments, the chief points of the general instructions concerning the object and import of the office and official position of the directors, will be here indicated, such as they are contained in the Pomeranian Instruction of May 1, 1829.

§ 2. "In order that the director or rector 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, come under his immediate authority." To that effect "he shall (a) enjoy in all his public relations as president and representative of a higher institution, all the respect and proper distinction which is due to the position. He is the mediator between the school and the parents and councils, and reports and directs all the transactions of the institution. Upon him devolves the responsibility to watch the spirit and tendency of the institution, and the obligation to give at all times full information of its condition, on all general and particular points." (b) "His relation towards the faculty is that of a superior and of a co-laborer in a common work.” "He has to indicate to every teacher the sphere of his activity according to the general plan, and to observe his professional and moral life." "No teachers are allowed to refuse accepting or fulfilling any official duties he may see fit to lay upon them; yet, should they be overburdened, they can refer the case to the provincial school-collegium." "In the meetings of the board of teachers, which the director can call together as he thinks proper, the transactions are conducted by him, as president, and in cases of disagreement, his vote decides the majority. If from a certain decision the director should have cause to fear the institution would suffer, he must refer the case to the council; according to the Brandenburgian Instruction, his opinion still decides the case; the question at issue and the causes of disagreement being stated in his report." (c.) "All pupils are subject to his supervision and discipline. To him are referred all cases provided for by the school laws, or whenever just 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.” (d.) “He has the direction of all classes, and departments connected with the establishment."

5. "The director shall, as often as the opportunity presents itself, confer with the parents or guardians about the progress of the pupils, to which the regular reports will give sufficient occasion. In regard to any

serious misdemeanor on the part of the pupils, he must inform those in charge of them."

§ 7. "He is bound on his own accord to acquaint the royal schoolcouncil of all that concerns the internal and outward condition of the school, and in all important circumstances, whether relating to the duties or rights of the faculty, to the order of instruction or discipline, or to any particular branch of the institution, he must consult the same."

The following is contained in the Brandenburgian Instruction :

9. "In the selection of regular class-professors, the director must exercise all possible care and judgment. According to the cabinet order of Oct. 24, 1837, the class-professors are designated by the school-collegiums, which regulation however rests practically upon their approbation of any candidate proposed by the director."

10. "The censorship meetings must be held by the directors three or four times a year, at a fixed period and with due solemnity, and in the presence of all the professors of the institution."

§14. "In regard to the plan of instruction, it belongs still to the province of the director to design the plan of lessons for the scholastic year, and to assure himself regarding the carrying out of the same throughout all the classes, and to arrange the public and private examinations.

§ 15. "In the drawing up of the plan of instruction, the opinion of the several professors shall be taken into consideration, and their wishes, if reasonable, be duly regarded. If any one teacher has too great an amount of written exercises to correct in his department, this labor must be equalized in another direction by less laborious lessons. The plan of lessons must be laid before the provincial school-collegium in the first days of March and September, and no teacher is allowed to depart from it of his own accord or to introduce any other text-book than the one already adopted."

§ 16. "The director is bound to visit frequently the several classes of the institution in order to convince himself that the order of instruction is carried out, as well as to inspect the disciplinary condition of the same. It is also important that during the course he examine in turn the compositions of the pupils in their various classes."

§ 17. "Every transference of pupils from a lower to a higher class has to be preceded by an examination; the director himself decides upon his own responsibility, whether a scholar is ready to be transferred or not." $18. "In regard to the public examinations, the director must see that in a certain space of years the teachers and classes take their turn." (The latter however is never practically carried out.)

§ 23. The director must so inquire into the morals, industry and progress of each pupil, as to be able at all times to give their parents and guardians due information of the same; he must also in the conferences of the meetings of the board of teachers, be so informed of every thing pertaining to the institution, as to give his advice and decide any case relating to school instruction and discipline. In the distribution of pre

miums, he selects, together with the teachers, the most deserving from among the scholars, and decides all differences of opinion on that occasion."

24. "The director has in general the introduction into office of any newly appointed teacher, and makes the announcement of the departure or death of any of the professors; if acquainted with a suitable person to succeed to the vacant position, he must call the attention of the patron to the same." (Practically the patron accedes always to the director's proposition.)

§ 27. "When temporary substitutes are needed, the director appoints from the other members of the board of teachers, and only in extraordinary cases, consolidates classes. Where a department needs a substitute for any length of time, an assistant teacher must be engaged.

In regard to rank, the directors, or as in some of the older gymnasiums they are still called, rectors of the gymnasiums or the real-schools of the first order, stand equal to the regular professors of universities, to the counselors of government and of courts of appeal; they belong officially to the fourth class in rank. Socially their position is much respected; those of age, part of whom have been the teachers of the highest officers of State, from the high consideration given in Prussia to school education, and by their former pupils generally, are treated with great esteem and filial regard.

The official labor of the director is to be mainly educational. It therefore requires his presence in school from the commencement of the first lesson in the morning to the close of the last in the afternoon. During the whole time of school he must employ himself with the teachers and scholars only; all his studies and official correspondence must be done outside of this time; it would be necessary that for this reason, the latter should be simplified as much as possible. However the speciality and exactness of Prussian administration overburdens in this particular beyond power the office of directors, particularly in the more frequented institutions of large cities. Correspondence to be held with local and provincial officers, periodical reports, tabulary reviews, statistical information, to which frequently is added the administration of educational funds, take up so much of their time out of school hours, that the most talented can not have the desired leisure for necessary progress in science. Beyond formularies and reports, more or less increased according to the option of the heads of the departments, in place of the yearly report of administration, into which the director received what appeared most noteworthy, and in which he was often required to explain a detailed subject more particularly, a triennial report has been substituted since 1859, in which, according to the Act of Aug. 6, 1863, besides the most detailed statistical information on the board of teachers, discipline, methods and means of instruction, many other things are required to be enlarged on.

In some of the provinces, general conferences take place of the directors of gymnasiums and real-schools of the first order, presided over by a

counselor of Instruction of the province. The first of these was in Westphalia in 1823; repeated at first every year, then every three years; the last, in 1863, was the fifteenth. In Pomerania, in 1861 and 1864, two such conferences met; in Prussia (province,) in 1831 a trial was made, and renewed with increasing success in 1835, 1841 and 1865. The several directors propose subjects for deliberation, from which the provincial school-board selects those for discussion, and appoints a disputant for each side. In this manner many didactic and pedagodic subjects have been thoroughly discussed, and by publishing the deliberations, the results of these conferences have become common property.

B. Class-professors and other teachers.—In order to effect greater uniformity in instruction, and to increase the moral influence of the older and more gifted teachers, who, by the kind and number of lessons they give in their respective classes, exercise much more influence on the young, class-professors were introduced in 1820, at the same time with the class system. The instruction by the royal consistory of the province of Brandenburg, Aug. 10th, 1820, contains the following principal regulations: "2, They superintend the scholars assigned to them and keep complete lists of their personal conduct. 3, The class-professor has to consider himself as requested by the parents or relatives of the scholar, to look after the general welfare of the young man in school. 4, He should never accept complaints about other teachers. 5, He should advise his new scholars in the purchase of the necessary books of instruction, and see that they prepare the requisite number of copy-books for writing and drawing, as well as blank-books for other lessons. 6, He should require that all copy-books be laid before him at least once a month, that he may also judge whether the student is not overloaded by the competition of too many tasks from different lessons given at one time. 7, He should privately take friendly advice with his colleagues as to the industry of his scholars, and heed their suggestions. 8, The same with regard to moral conduct. Here he should show himself a fatherly friend, but like a sensible parent not interfere with the disciplinary measures of another teacher. 9, He will be able better to effect all this by placing himself in accord with the parents or relatives of the scholar. 10, It is particularly expected from their devotion to the good cause, that from time to time they will visit at their residences those scholars whose parents do not reside in the place. 13, It is left for each director to add other regulations if circumstances demand."

The circular of the royal consistorium at Cologne of the 26th of February, 1824, has appended a few other regulations, of which the principal are: "11, Where monthly compositions have been introduced, the classprofessor, from the lists submitted to him by the other teachers, shall prepare the principal class-report, and present the same, with the exercises, to the director. 13, It is specially recommended that he supervise the religious conduct and church-attendance of his pupils. 15, Where a disciplinary punishment is decreed either by a teacher who does not