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CHART III.-Showing how the time commonly devoted to arithmetio and mathematics in the

American common school and the different classes of German schools is divided.

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CHART IV.--Showing how the time commonly devoted to natural sciences in the Ameri

can common school and the different classes of German schools is divided.

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a The items in this column are estimates for the year 1888, furnished by the government. b Anonal interet. e Eighteen per cent. of this sum is contributed by the state. dThere are in Prussia a great number of special schools, both state or communal and private. Where the state is unable to give pecuniary support, it aills these institutions morally and solicits the aid of those of its citizens interested in their existence. Prussia has the grotest variety of special schools, but no definite statistics are available. From the largo sun spent for tho maintenance of such schools it is obviona, bowever, that the statement made by an American author, to wit, "Prussia bas the greatest number of educational experimental stations of any nation on the face of the globe," is not an exaggeration.

e 31.05 per cent. of this sum total is contributel by the state, 46.19 per cent. by communities, 22.76 per cent are raised by tuition fees aud obtained from sundry other sources.

The expenditure for øducational purposes in 1888 in Prussia was $1.86 por capita of the population. (Compare Switzerland, where the per capita was $1.88, and Hungary where it was 42 conts.) Not stated.

II.-Austria, 1837.

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NOTE.-No information available for school fund.

a By state only. The Austrian official reports are silont on the question of expenditures. The statement in the foregoing column is male upon the authority of privato information (see Annual Report ot the Barean of Education for 1884-85), and includes only state appropriations.

Including art schools and theological souninarios. cIncluding normal, commercial, industrial, music, agricultural, mining, nantical, and other special schools.

The ratio of school population to the entire population in 1886-87 was 12.9 per cent. (Compare Priig. sia, 19.5 per cent., Switzerland, 18.2 per cont., and Hungary, 11.5 per cent.

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* Not stated. NOTES.--(a) Expenditures by state; (6) by communities; (c) by the church for school purposes. In school affairs the church is a co-ordinate power in Hungary.

While in 1887 the ratio of children of school age was 17.3 per cent of the population, only 11.5 per cent. were enrolled. (Compare Prussia, 19.5 per cent. ; Switzerland, 18.2 per cent. ; and Austria, 12.9 per cent.)

The average salary of teachers in the lower schools of Hungary in 1887 was 471floring, or $157.28. (In Budapest $365.00 ; in Kükülö $74.00.)

The expenditure for educational purposes per capita of the population in Hungary was 42 cents. (Compare Switzerland $1.88, and Prringia $1.86.)

The foregoing figures concerning universities are soinewhat misleading if oompared with otber conn. tries. They include all theological and law schools of the country. There are in fact only two u nj. versities, and one polytechnic school.

ED 89--12

IV.-Switzerland, 1887–88.

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• Not stated.

Notes.(a) Expenditures by cantonal governments; (6) by coin munities, including tuition fees; by federal government exclusively,

(d) One hundred and sixty-one of the students in the universities are women ; 866 are foreigners. or the pupils below the universities 96.8 per cent. attend olementary, 3.2 per cent. attend secondar sohools.

The ratio of school population (below the universities) to the entire population was 18.2 per cent (Compare Prussia, 19.5 per cent.; Anstria, 12.9 per cent; and Hungary, 11.5 per cent.)

The expenditures for educational purposes per capita of the population in Switzerland was $1.8 (Compare Prussia, $1.86.; Hungary, 42 cents.) The per capita of the school population was $7.00.

Memorable dates in the history of the Prussian people's or elementary schools.

1717. Royal order that parents should send their children to school. 1763, General School Regulations, issued by Frederick the Great. 1794. Adoption of the Prussian "Landrecht” (Code of Laws), in which the schoo

found complete recognition: Part II, Title 11, sections 217, 218, referring funds; Title 12, sections 4 and 53, laws referring to the public schools; se

tions 3 and 8 referring to private schools. 1806. Beginning of reconstruction of all governmental institutions of the Kingde

after the disastrous defeat at Zena; general obligation to army service a

school attendance. 1808. Queen Louise introduces Pestalozzi's principles. 1825. Cabinet order referring to compulsory attendance and discipline. 1833. Royal order concerning abolishment of tuition fees (only partially carried or 1834, Cabinet order concerning supervision of schools. 1550. Adoption of the constitution. Articles 21 and 2 containing the famous

tence, “Science, and the teaching of science, are free." 1854. Three regulations (Muehler's) for elementary schools 1872. General Regulations (Falk's) for Elementary Schools. 195. Vaccination lar. 18 and 185. Lair regulating pensions for teachers and their widows and orph IS08. Laws contemplating the final abolition of taition fees.

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