stands in the same relation to the drawing of the schools as the Baugewerkschule and Polytechnic do to the science. It is similar to, but perhaps more technical than, our English schools of art, and there are included in the same building galleries of paintings and sculpture.

Burger Schools.-The Burger Schools are intermediate between the three higher schools and the Volkschulen (corresponding to our public elementary schools). The boys' school contain about 1000 pupils, divided into 24 classes, and taught by a staff of 37 masters. The work is similar to, but more elementary than, that of the Real School. Mathematics, science, and drawing are taught, the latter extensively and well; French is optional; three hours per week are given to gymnastics, as at the other schools. The girls' school is conducted on similar principles.

Girls' Schools.-The two girls' high schools (the Olgastift and Katerinstift) seem to be

admirable institutions, and contain between them at least 900 girls. In addition to the ordinary subjects, French, English, natural history, singing, dancing, and gymnastics are taught. The school hours are from 8 to 12 a.m. and 2 to 4 p.m. The fees here are somewhat higher than at the boys' schools, and range from £3 to £6 10s. a year according to the class, and for foreigners about 1 a year more.

Stuttgart contains four primary schools (Volkschulen), containing each about 2000 children. As must be the case with all such schools, the range of work is of course very limited, but they seem to be as carefully organized and as comfortably provided for as the higher schools.

We are now in a position to see more clearly where the persons of school age in Stuttgart are to be found, and what they are doing. It is estimated that at least one-seventh of a population should be under instruction. This for

Stuttgart would give about 17,000. Most of these can be accounted for as follows:

The rest are in the preparatory schools, private

schools, or are receiving private instruction.

III.

THE perfection and thoroughness of the German system of education contrasts very strongly with our own. In a German state the Minister of Education (“ Cultus Minister") is the head of a department which controls the whole of the educational machinery, from the people's schools at the bottom to the universities at the top. By this arrangement the schools work in harmony, each along its own line, neither overlapping on the one hand, nor leaving blank untouched spaces on the other. Wherever a school is seen to be needed there a school is established, whether it be an elementary school for the poorer classes or a higher school for the wealthier. All classes contribute to support

the schools, and all classes receive the benefit of their contributions. In England, all classes contribute to the schools, but only those people who are content to give their children the most elementary education get any benefit from them. Any person who wishes his son or daughter to have anything beyond this must pay the full price of it himself, and, what is much worse, loses all the advantages which might be secured by Government supervision. Mr. Mundella, in his examination on April 1st, 1884, before the Select Committee on the Education votes, is reported to have said that middle-class education was in a chaotic state." It is worse than chaotic, because the term rather suggests that the schools exist but require revising and co-ordinating; whereas, in fact, there are not half enough of them. Our endowed schools, under present arrangements, or even if they were placed under Government inspection, are utterly incompetent to do for the country what the German higher