aim of the Association is to place the teachers upon a better footing and thus to raise their social position, as well as to increase their knowledge. It tempts to induce the teachers to go to Oxford and Cambridge for the purpose of obtaining a higher training. The Course of lectures comprises: English Literature, Latin, and Greek, Chemistry, Higher Mathematics, and Physics. Since 1887, teachers have been in the habit of going to Oxford during the long summer-vacations for about three weeks.

The College of Preceptors and the University of London have also had a bene- ficient influence in this respect, and due weight must, moreover, be given to the Press and educational literature. But to cope with the chief evils of English scholastic insti- tutions, as I have tried to show in my treatise, there has been very little done up till now, „wogegen,“ as Mr. Baumann says,„nichts geschehen kann, bis das ganze Schulwesen, wie es in Deutschland zur Zeit von Humboldt und Stein geschah, von Grund aus reorganisiert wird.“

I daresay, it is in no small degree due to such German Teachers in England as Messrs. Reichardt, Baumann, and Lange that the evils of the English school system have been so clearly exposed.

Owing chiefly to the efforts of these gentleman, the German Teachers Association was founded in 1884.(There exists also a Société nationale des Professeurs de français en Angleterre.) This Association, whose president is Mr. Lange, has for its chief purpose the raising of the social and material position of the German Teachers in England. The Association will besides assist German Teachers coming fresh over to England, by giving them advice, by procuring lodgings and places in Schools or in families. The Asso- ciation also holds about 3 Courses a year for Students and Teachers, who may come to London for learning, more particularly, the practical use of the English Language. The attendance of these„praktische Seminar-UÜbungen“, which are, by the bye, very cheap, was a good one in August 1889. The number of Members proper for 1888 was 120; for 1889 96, of whom 38 came from Germany, 1 from Zurich, 1 from Paris, and only 56 living in England— a very small number indeed, considering that according to the calculations of Mr. Lange, there are 1000 German Teachers in London alone. This indifference of the German Teachers themselves in London,„deren grosse Masse,“ as stated in the Report of the Seventh Meeting of this Association,„sich noch immer abseits hält, ohne daran zu denken, dass nur die Einigung aller die Lage des Standes bessern kann,“ is very much to be blamed. Comparing the balances of account of the two last years, we also find that the finances of the Association, on the stability of which it depends for existence, have of late become worse, the surplus of the year 1888 having been about£ 66 less than that of 1887, although the income proper had increased by about 12, which is only to be attributed to the much higher amount of donations(£ 35 in 1888, 59 in 1889).„Der Verein,“ says the Reporter of the Seventh Meeting of the German Teachers' Association,„ist nach wie vor auf das Interesse weiterer Kreise angewiesen und kann der Hilfe von aussen nicht ent- behren, wenn er sich gedeihlich entwickeln soll.“— Mr. Baumann who made a very interest- ing speech about the arrangements and aims of this Association at the Meeting of Modern Philologers in 1887, at Frankfort, said the same thing and recommended the Association very strongly to the care and protection of the German Governments and to the assistance of their German colleagues. Just at the present time when, in many countries, the German language and influence are being more and more resisted, it is of the highest importance that we should assist to the best of our ability the German language and Germans in foreign countries.

As we have seen, English pedagogy has many good sides. Its aim is, indeed, not a rich knowledge, but a vigorously developed individuality, the formation of an independent character, and the development of a healthy body. It is true that, at Private Schools, these advantages of the English system are not so strongly marked, as is the case according to the

1 Die Verhältnisse etc. Page 422.