clusively (a) by the government 25, (b) by communities 30, (c) by churches 14, (d) by private funds 11; the others are supported by state and communities, or by church and state, or by church and communities, or by state and private funds, etc. In 155 of these high schools German is the medium of instruction, in 57 it is Bohemian, in 28 Polish, in 7 Italian.1 XIII.-COURSES OF STUDY. The four accompanying charts illustrate the differences in the courses of study in the various schools of Germany, Austria, and Switzerland, as well as in the common schools of America. A comparison of these charts will afford an insight into the differentiation going on in these schools in order to meet the different demands of life. (See pp. 173-6.) On these charts, it must be understood, the course of study for the American common school is an average course, such as may be found with slight deviations all over the country. It does not indicate any preferences in favor of this, that, or another language, and leaves the limit of time spent in the study of grammar undefined, but shows that much time is consumed in mastering the orthography of the English language. It is scarcely necessary for the reader in this country to see minutely delineated what by a slow process of evolution has become the average course of study. Of course, if a selection were made here and in Europe among the schools, we might present a picture which would make a just comparison quite impossible. Statistics is the science of averages, and it is the average school, not the exception, which is here delineated. The courses of the Prussian schools sketched in the accompanying charts show the leading features of language instruction and the relative value bestowed upon it in the different kinds of schools. These charts are the result of comparison of many courses of study in use in Germany, and of the requirements made by the Prussian Government, notably by the decree of May 31, 1882. The number of secondary schools in Hungary is 180, namely, 151 gymnasia, 29 realschulen. In 120 of these secondary schools the medium of instruction is the Hungarian language, in 39 it is another language mixed with Hungarian, in 21 it is either German, Croatian, Roumanian, etc. The number of students in secondary schools was in 1888, 39,918, or 615 more than in 1887. Of these 32,255 attended gymnasia, 6,563 realschulen. According to their mother tongue the students are classified as Hungarians, 28,487 (71.3 per cent.), Germans, 6,285 (15.8 per cent.), Roumanians, 2,456 (6.2 per cent.), Italians, 123 (0.3 per cent.), Slavonians, 1,542 (3.9 per cent.), Servian-Croatic 810 (2.0 per cent.), Ruthenians, 97 (0.2 per cent.), others 118 (0.3 per cent.). Another interesting fact is brought out, if we ask for the number of students who speak only their mother tongue : 16,967 students speak only Hungarian, 338 only German, 569 only Roumanian, 11 only Slavonian, 83 only Servian-Croatic. Hence 18,002 (or 45 per cent.) speak only their mother tongue, while 21,916 (or 55 per cent.) speak two or more languages. CHART I.-Showing how the time commonly devoted to linguistic studies in the American common school and the different classes of German schools is divided. CHART II.-Showing how the time commonly devoted to history and geography in the American common school and the different classes of German schools is divided. |