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compositions of the seminarists, and, for a time also, in the practice of teaching in the upper class of the Latin school of the orphan house at Halle. When this university was closed in 1806, Wolf went to Berlin; and on its reopening in 1808, Chr. Gottfr. Schuck obtained the directorship of the seminary, and in 1816 was associated with Seidler. After the new regulations of 1817, the object of "training skillful teachers for gymnasiums" was consistently followed up in all later regulations, and by the directors following, Mor. H. Ed. Meier and Bernardy, and exercises for acquiring a genuine style in Latin were particularly fostered. The separation into two divisions, which had been made in 1846 from personal motives, was annulled in 1857, when Bergh entered, after Meier's death.

The second seminary was founded by Professor Erfurt in Königsberg (1810.) The Department of Public Instruction agreed to his proposition for an association, under the name of a seminary, of young men who should, however, on account of want of sufficient preparation, be considered as first students only, from whom afterwards the regular members of the seminary might be selected. Schleiermacher, in voting on the instructions for this seminary, said very justly and well adapted for all times: "The first object is only to excite a love for the study of philology, and after this is awakened and formed, when an individual inclination is developed, free play must be given to it without any hesitation; but in every way we must prevent young men from limiting themselves to a narrower sphere and from finding their especial vocation therein." The department recommended exercises in writing and speaking of Latin and Greek; the latter M. Erfurdt desired to postpone at the beginning, but with the annual report of 1812, a "disputatio de critica artis difficultatibus" in the Greek language could be presented, which the authorities in Berlin censured only for accents omitted, After M. Erfurdt, the directors of this seminary were Wald, Gotthold, Lobeck, Lehrs.

In 1812, Bockh became founder and director of a similar institute in Berlin, who, with Buttmann, Lachmann, Martin Hertz, and Haupt, have presided over it till now.

The philological seminary at Greifswald, from a philological association, became (1822) a public institution, at first conducted by Henry Meier alone, assisted by Schomann, who subsequently became director; assisted successively by Martin Hertz, Urlichs, and Ufener.

The seminary at Breslau was established in 1812; the two first directors were Gottl. Schneider and Heindorf, who were followed by Fr. Passow, Chr. Schneider, Ritschl, Ambrosch, Haase, the latter since 1856 in connection with Rossbach.

The philological seminary at Bonn was founded in 1819. The directors were Nake and Heinrich, under whom the attendance increased so considerably, that in 1826 it counted ten regular members, twenty-seven extraordinary, and forty-five visiting members. Welcker, who, after the death of Heinrich, became co-director, fostered the study of ancient art

in connection with that of ancient literature, but the interest among the students abated so much, that in 1841 there were only eight regular, ten extraordinary, and sixteen visiting members. After Ritschl was called to the position of Nake in 1839, the interest gradually increased again, so that in 1861 the number of members was eighty, and in 1864, eightyeight. Eighteen years after the resignation of Welcker, in 1861, O. Jahn was appointed second director. From this seminary a great many excellent scholars have proceeded, who had creditably begun their career at universities and gymnasiums, and it was a matter of universal regret that the difficulties in the year 1865, should have induced so distinguished a professor as Ritschl to leave the service of the Prussian State.

In 1824, a philological and pedagogic seminary was connected with the theological and philosophical faculty at Münster, for the purpose of training candidates for efficient teachers at gymnasiums; its directors were Nadermann, Esser, Grauert, and at present, Deycks and Winieroski.

All exercises in these seminaries were arranged after the course at the seminary of Halle; for regular members, subsidies of forty thalers per year generally, with participation in the studies gratis, are allowed.

The first proposition for the establishment of a seminary for history, for the purpose of giving to a number of students a thorough education in history and enable them to take charge of instruction in this department was made in 1824 by Professor Menzel of Breslau; but the institute was not erected till 1843, when premiums of two hundred thalers were granted. Since 1852, Professor Ropell presided over it, assisted from 1863 by Professor Junkerman, a Catholic, so that a division of instruction according to religious confessions was introduced.

In Königsberg, as early as 1832, a like seminary, with a grant of two hundred thalers, had been established, the first director of which, Prof. Dr. Schubert, still presides; and one at Griefswald (1863) by Prof. Dr. A. Schafer, with yearly premiums of fifty thalers. The seminary founded at Bonn in 1863, with premium of three hundred thalers, is divided into two separate branches, independent of each other, according to its twofold object: 1, to introduce researches in history; 2, to prepare future teachers of history for gymnasiums. The direction, in order to provide for ecclesiastical preferences, has been given to two professors, Von Sybel, Protestant, and Kampfschulte, Catholic.

Beyond these public institutions, the lectures on history of distinguished professors at the universities of Berlin and Halle, though at first instituted for scientific objects only, have aided very much in training eminent teachers of history for higher schools, particularly those by Leopold von Ranke, and more recently by Droysen, by whom a good number of the best teachers in this branch have been educated.

The first seminary for mathematics and natural philosophy, at Königsberg, adopted, in 1834, preliminary statutes, and obtained as directors, Professors Neuman and Jacobi; and in 1839, by royal order, its subsidy was increased from one hundred and fifty to three hundred and fifty tha

lers.

Since 1843, Prof. Richelot took part in its instruction. At Halle, a seminary for mathematics and natural philosophy was begun in 1838, through the energy of Prof. Kæmtz and Prof. Schncke, called thither from Königsberg. Through the influence of Prof. Schweigger, it was, in 1840, extended to all the natural sciences, and consists at present of seven divisions with eight professors. The seminary for mathematics at Berlin was founded in 1861; admittance into it follows upon an oral examination by the directors, and a written trial-composition. The directors are Kummer and Weierstrass; its subsidy, four hundred thalers. In order to supply teachers of natural history for secondary-schools, and to increase generally the study of the natural sciences, the "seminary for natural sciences" at Bonn was founded in 1825 for fifteen to twenty regular members; its director was Necs. von Esenbeck, and each of the four divisions received a sub-director; afterwards the directorship changed according to election by the members. In 1830, the department directed that a testimonial of qualification should be given to the seminarists upon their leaving, which should relieve them of the examination by the commissions. This regulation was, however, changed in 1845, to giving such a certificate on the basis of an examination. For the furtherance of this institute, the department, in 1831, instructed the provincial collegiums of the eastern provinces to recommend attendance at this seminary to such students, leaving the gymnasiums, who had shown special talents for the study of natural science.

B. Pedagogic Seminaries.-It was of great importance to give to young men who had acquired good knowledge at the universities after they had passed their examination, an opportunity practically to learn the art of teaching. Before the time of Fr. Gedike, the preparation of teachers for secondary-schools was left to chance; but this eminent educator, principally through his own influence, received, Oct. 9th, 1787, the first charge to open a "royal institution of teachers for learned schools," which obtained its constitution under the name of a seminary, Nov. 18, 1788. The first five students received a stipend of one hundred and fifty thalers each, and the seminary was connected with the Frederic Werder gymnasium at Berlin, then under the directorship of Gedike. Its members were considered regular teachers of the gymnasium, and each was charged with ten lessons per week in one of its classes, and moreover they should be ready to take the place of other teachers when the director required them, to make the corrections of written lessons, to prepare testimonials for scholars, and for other practical services. They should be present as visitors during the instructions given by the director or by other teachers, or by some one from among themselves, should associate much with one another in free exchange of observations and opinions, and be under the superintendence of the director and of three teachers. That they might have practice in pedagogic moral treatment of single students, one who needed special treatment was from time to time placed under their care. For their further theoretical education,

they had to prepare a composition on some subject of pedagogy suggested by their own experience, to be submitted to the director, and read and discussed in a pedagogic society established by them. Moreover, the members met once every month in a philological society, over which the director presided. A collection of books, expressly for the members, was procured, for the increase of which, forty thalers per year were set apart. With Gedike, the seminary in 1793 passed over to the gymnasium at the Gray Convent in Berlin, and under Bellermann I. (since 1804,) one member was ceded to the Fred. Werder gymnasium, after most of the seminarists had become in fact assistant teachers. In 1812, the eight members were alternately distributed among the four German gymnasiums, and the directorship, which according to the new instructions of Aug. 26th, 1812, was to be entirely independent of the directors of gymnasiums at Berlin, passed at first over to Solger, professor of the university, who was also a member of the scientific deputation of Berlin, and after his death in 1819, to Prof. Bockh, who was at its head in 1866. Since 1812, the practical pedagogic training of the members has in reality devolved solely on the successive directors of the gymnasiums. The increase in the demand for teachers after 1815 made the exccution of the regulations for instruction impracticable; the seminarists, who were permitted to remain four years only at the seminary, if they did not obtain sooner a position as regular teachers, were mostly engaged as assistant teachers at the same or another gymnasium, sometimes at several, and the six lessons per week laid down for them, especially on account of the large demand for teachers after 1848, were often considerably increased; also the rule, to give their instruction in presence of a regular teacher of the gymnasium, and to fill but two lessons in the lower classes, could not be carried out. A decree of the department of Dec. 13th, 1863, made an end to overtasking seminarists with hours of teaching, as contrary to law and to the regular purpose of the seminary; as a maximum, twelve lessons were allowed, for which, however, if not regular lessons of practice for the seminarists, but taken for a time from the regular teachers of the school, they should be properly remunerated. By this, the situation of the seminarists has been improved.

A second pedagogic seminary was established (1804) in Stettin, "for the education of teachers of learned, middle-class, and inferior burgherschools of the whole of Pomerania," by the aid of the property of the former "St. Mary's Home;" but soon the seminary was limited to eight candidates for higher teachership, who at the same time were assistant teachers of the gymnasium. Professor G. W. Bartholdy was its director up to 1815; since then the directors of the gymnasium have also presided over the seminary, by which, also, in consequence of the instructions made last, July 3d, 1844, the number of members of this institute decreased to four, and a similar arrangement to the orignal one of the Berlin seminary was effected, which is certainly more practical.

The seminary of Breslau, in the main arranged after the same prin

ciples, was established in 1813, and stands since 1858, every two years alternately, under the directorship of the Protestant and Catholic provincial school-board. Upon request of the director of the seminary, the commission for examination gives the lessons for the seminarists, and has them reviewed by their members.

The pedagogic seminary at Halle has gradually formed itself out of the theological seminary connected with that university; but has only since 1829 become a separate institute, for it was placed under the supervision of the commission of examinations, and received a director of its own, who must be a practical schoolman, and always professor of the faculty for theology or philosophy. Thus the seminary, as a theologic pedagogium, remained a special division of the seminary belonging to the faculty of theology of the University of Halle-Wittenberg, and according to the new regulation of 1835, the direction should be given to a regular or extraordinary professor of theology, which was again confirmed by rescript of Feb. 18th, 1856. There is a considerable distinction between this seminary and others in this, that its twelve members are divided into a first and second class, and principally students are admitted, who have been one and a half years at the university; qualified candidates of teachership, with good testimonials, can also find admittance. The seminarists are obliged regularly to attend the course of pedagogic lectures of the director, and to present one composition of a pedagogic character every semester. Practical exercises consist principally in teaching lessons, in a branch previously selected, to scholars whom the director collects for this purpose in a class-room, before auditors, and after their withdrawal, a criticism on the teaching by the other members and finally by the director, takes place. Further to acquire self-reliance, the seminarists give lessons in one of the classes of the Francké Institute. The period of membership has been fixed for students at two years, for candidates of teachership at one year; the stipends for members (first class, fifty thalers, second class, thirty thalers) are less than at other seminaries. The entire arrangement approaches that of seminaries for public school teachers; yet at the present time the condition of the students has again found more liberal consideration.

The province of Saxony has moreover a very important institute for the education of teachers, in the " Convict," for six candidates of theology, established in 1856 with the Pedagogium of the Convent of U. L. F. at Magdeburg; the candidates admitted in it must have acquired the qualification pro licentia concionandi, with the predicate at least of "good," and must intend to devote themselves to teaching at secondaryschools for a number of years or for life. The object of the "Convict " is, by a scientific and practical training to educate teachers of religion for high-schools, who are able to instruct in other branches of science as regular members of the board of teachers.

C. The pedagogic trial-year.-The arrangements for the education of teachers for higher schools soon proved insufficient for the existing de

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