, 1874-12-13

tninR OF that lndy's theory respecting Shak
speare, greatiF to the horror Of Mrs. Browning
On the whole. I like her the better TO
loving the man Shakespeare with apersonal love.
EDUCATION AND LITERATURE Ill GERMANY
LIFE AND LITERATURE IN THE FATHERLANn
~ JOHN F. HURST, 8vo., pp. 448. New York
| Bcrtbner, Armstrong Co.
The value Of this book lies in itB statistic
with regard to the schools aud the book-trade il
Germany. There ia much other matter present
ed concerning lomc-life in Germany, the moot
| Of the people during the late wa7 with France
and the saroue points Of interest to be visited By
the traveller; but most Of this is to bs
found in similar shape elsewhere. That which
! Mr. Hurst has to tell US, which has not beer
| heard before, at least with such amplitude and
exactness OF DETAIL relates TO the system Of edl1-
cation and the habits OF authorship pursued in
| the Fatharland." These arc the features in
the constitution of the German nation which de-
eide lib strong Individuality, which mold it's
character. aud create it's power; and it is to
them that other nations are directing their
study to discover che elements OF Germany 3
eminence aud prosperity, aud with tho wish to
emulate her grand example.
hr. Hurst has spent good portion of bis best
yearBin the universty-cities Of Germany, taking
advantage Of the distinguished literary and edu-
cational facilities they afford. His prolonged
experience among the schools, his intimacy with
teachers, and authors, and booksellers, and his
practice iu the art OF hookmaking. have qua!i-
fed him for anasaing and classifying the infor-
nation which foreigners need upon just these
subjects. His book is divided, for convenience,
into five parts, under tho respective titles: The
Hoae-I'astes and Usagos; Schools-Grcat nnd
Small; Dooks-Wfiting, Making, Selling; Ger
mnuy in Fighting Mood; and Knapsack and
Apenstock- 1t ia to the second aud third
parts, as BY far the most important, that re shall
coniue our attention.
Beginning with survey OF the condition Of
education in the various States Of Europe, the
Latin countries Of the South amaze US with the
extent OF ttel1 ignorance. Italy, with popula-
ton OF 1000 coo has 49, 600 900 inhabitants who
can neither read nor write. In 1866, there were
1,Sl4, 933 children in her Echools-that is. one
sixteenth Of her population at that date. In Up
per Italy, about 46 per cent Of the popnlace are
without any instruction whatever. In Lower
Italy, sc per cent are similarly destitute Of the
means OF education. 4 general apathy prevails
with regard to primary instruction In but few
distficts-as In Turin, where tho school children
constitute one-eghth Of the population-is there
manifest any special zeal in the matter.
In Spain, which has population Of 17.000,-
600, nearly 12.000, 600 are unable to read or
write A late official report makes the surpria-
ing statement that. out Of 72.157 Municipal
Councillors. 12.479 can heather read nor write
and that 422 Burgonasters. 098 Adiuncts, and
II ,119 Aagadores Of tha municipalities, do not
know their letters, and must make d cross under
their signature Recent statistics upon educa-
lion in France show. in eleven departments, q |
percentage Of CLIO OF the population without in-
;truction in twelve departments, percentage |
If 1928; in twenty ee, Of o5-33}5 in twenty
i1. OF 331f-eG 2-8. Tha most ignorant district |
} Rrotaare, Or, VIC might say, that comprising !
he whole Of Central Franco. Public instruction |
8 more general ia the Department Of Doubs
han anywhere else in the country.
Elementary education ia free and compulsory
Il Portugal. II parents and guardians neglect
o send their children to school, they are mucted
n small fine. II they allow their children to
ttain the age of Is without learning to read aud
rite they are deprived OF their political rights
or tho term Of i've years. Education is purely |
eculaz,-the Church being allowed no nterfer-
nee with it. Toachers, however, mus: instruct
heir pupils in the fundamental Articles OF the |
athol1c fnith, and prepare them for thoir first
communion.
The Government of Sweden and Norway makes
enerons provision fur popular education, and is
onstantly enlarEing its plans for the promotion
this great object. The sum total expended
1871 for the support Of schools amounted to
oout s. .ss2 $50 tEalers.
Since 1866 q great reform has been in progress |
the schools Of Austria. At that tin1o tho yoke |
lie Catholic dominion over education Eas |
oxen. and ProtestantB were allowed tho liberty
sharing in the work OF dispensing instruction.
Ill, its scholastic institutions are inferior 20
1850 Of tho foremost nations Of Europe. Tha
hools ol higher grade have only enc, two, or {
most, three, Faculties. It's special educa- | ..
'nal institutions are Theological Faculties, !.
Low Academies, 4 Commercial Academies.
,irurgical Institutes, Fores:-Cu1;u1e Ins:i- :
tes, Agricultural Academy, 81 Theological +
hoo}s, 16 Obstetrical Schools, IS Agricultural | !,
hoola. Nautical Schools, 5 Mining Schools, ! +
htaty Academies, s Special Military Schools, !.
School Co,npaaes. Military Training Schools, b
d 4 Cadet Institutes. b
In the Prussian Provinces and in the Kinauom
Saxony. u OF per cent Of tho children are {
thout instruction; in tho Province Of Bran II
nbnrS, the percentage il still lower; in d
1t is over ! per cent; in G
} Province OF PoEon, where the language | n
'sents the greatest difficulties the percentage 4
LIZ per cent; in Bavaria, it ranges from to a
per cent. The Parliament Of Germany is coz q
ually legislatiug on its schools with a view to n
II improvement. Since the Frauco-Getmen | Ii
:, the tendency ia to reduce the use Of Latin ! al
the !ectura-roonus, to give Iee8 attention to | Il