Educational convention.-The Bureau of Education is indebted to Prof. Charles A. Joy, PH. D., delegate from the United States, for the following report of the proceedings of the National Educational Association of France (Ligue française de l'enseignement), which held its fourth annual congress at Tours, April 15-18, 1884:

The convention was opened by an address of welcome from M. Charpentier, mayor. The president, Senator Macé, "father of the league," then delivered the opening address, in which he spoke of being thirty-two years a teacher and said that he had watched the association from its cradle; he was, in fact, at one time the president, secretary, treasurer, office boy, and sole member. Senator Macé read a translation of the letter of appointment of Professor Joy as delegate, from Hon. John Eaton, Commissioner of Education, and welcomed the delegate in the name of the convention and of the educators of France. The first general meeting closed by the appointment of temporary chairmen for the six sections, viz: On resolutions, on finance, civil and military education, technical education and education of women, food and clothing, and instruction in agriculture. Much stress was laid upon the benefits to be derived from teaching military evolution to the children of elementary schools, and it was also recommended that military drill be made obligatory in the higher schools for pupils over eighteen years of age. The section on technical education presented an able report, showing what was being done in other countries and urging the importance of beginning some kind of handicraft in the public schools at an early stage. In the section on food and clothing the discussions covered the various methods in practice by which a plate of soup and, in case of need, some clothing could be furnished to school children. Some instruction in agriculture was considered important in public schools, and it was recommended to offer prizes for schools where there is a garden or vineyard attached. The committee on resolutions reported on various propositions. Those agreed to by the convention were substantially as follows:

That regular medical inspection should be made in every school to avoid epidemic or contagious diseases and injury to eyesight; that food should be furnished to pupils coming from a distance; that school savings banks should be encouraged; that the teachers should organize local educational societies, to be assisted whenever necessary by the parent society; that the idea of individual initiative be encouraged in the propagation of the work of education; that, in a republic, the future citizen should be taught a knowledge of his rights, a sense of his duty, and a sentiment of his responsibility; that in our public schools we know no Catholics, Protestants, Jews, believers, or atheists, but only how to raise up good citizens for the country; that after having taught the child to love his country he must know how to defend it, and hence must have a military training; that the education of woman be promoted; that technical education and the knowledge of some handicraft be every where encouraged; that a knowledge of agriculture and of the laws of nature be taught in the schools.

In a report of the proceedings of the associations M. Emile Jamais gave a slight history of the organization of the league. It was formed in April, 1881, and met in Paris. Previous to that time numerous societies were scattered over the whole country; now 832 local societies are brought into one body, which is devoted to the work of gratuitous, obligatory, lay education by means of public lectures, the creation of educational societies, and the establishment of free circulating libraries. The association has given a library to every regiment in the army, besides founding many circulating libraries; in all more than 5,000,000 books have been purchased. A number of manuals of good morals and gentle manners have been prepared, in which all dogmatic religion is omitted. The fourth educational congress marked a step forward in the great revolution sweeping over France.

E-XIV

GERMANY, constitutional empire: Area, 208,692 square miles; population (December 1. 1880), 45,234,061, divided among the following 26 states, which constitute the German Empire: Prussia, kingdom, 27,279, 111; Bavaria, kingdom, 5,284,778; Saxony, kingdom, 2,972,805; Württemberg, kingdom, 1,971,118; Baden, grand duchy, 1,570,254; Hesse, grand duchy, 936,340; Mecklenburg-Schwerin, grand duchy, 577,055; Saxe-Weimar, grand duchy. 309,577; Mecklenburg-Strelitz, grand duchy, 100,269; Oldenburg, grand duchy, 337,478; Brunswick, duchy, 849,367; Saxe-Meiningen, duchy, 207,075; Saxe-Coburg, duchy, 194,716; Saxe-Altenburg, duchy, 155,036; Anhalt, duchy, 232, 592; Schwarzburg. Sondershausen, principality, 71,107; Schwarzburg-Rudolstadt, principality, 80,296; Waldeck, principality, 56,522; Reuss-Greiz, principality. 50,782; Reuss-Schleiz, principality, 101,330; Schaumburg. Lippe, principality, 35,374; Lippe, principality, 120,246; Lübeck, free city, 63,571; Bremen, free city, 156,723, Hamburg, free city, 453,869; Alsace-Lorraine, imperial territory (Reichsland), annexed from France in 1871, 1,566,670. Capital of the empire, Berlin; population, 1,122,360.

Educational information from the different German states is very meagre for 1883-84, but it is presented as far as reported.

The authorities of the Grand Duchy of Baden held an interesting conference in 1883 at Carlsruhe, where many questions of importance came under discussion. Among them were the weight to be given to classical languages, the failing eyesight of the nation, the overburdening of pupils, and the appointment of a school board in connection with each intermediate school under state control. This last question was first discussed in the Baden parliament and voted desirable, as tending to give the community an interest in school management as well as to give authoritative utterance to the various complaints of parents as to overwork, neglect of hygiene, &c. The general tone of the meeting was, however, strongly adverse to its very existence, as interfering with the dignity and freedom of the scholastic profession. The schoolmasters demanded the concession that the personal relations of the masters should be beyond control of the board, that all questions of school discipline should be settled by the board of masters, and that the head master should be as a rule chairman of the board. The proposed composition of the board is two members elected by the education department and the local authorities, respectively, the head master and one other master, and the local physician. It was suggested that the number should not exceed seven.

The higher schools of Baden report as follows: Fourteen complete Gymnasien had 5,258 pupils in 1884 to 5,062 in 1883, an increase of 4.5 per cent. over 1883 and of 7 per cent. over 1882. Two Progymnasien (at Tauberbischofsheim and Sörrach) became complete Gymnasien in 1883-84. The twelve Gymnasien-at Carlsruhe, Pforzheim, Bruchsal, Mannheim, Wertheim, Rastadt, Baden, Offenburg, Lahr, Freiburg, Heidelberg, and Constance-had 191 graduates ready for the universities in 1883 to 163 in 1882. Only about one-fourth or one-fifth of the students in Gymnasien prepare for university courses. The teachers numbered 314 in 1884 to 308 in 1883. Various changes were made in the Realgymnasien, according to decree of January 29, 1884. There are now 9-class Realgymnasien and 7-class Realgymnasien, 7-class Realschulen, and higher burgher schools. The 7-class Realschulen have no Latin. The higher burgher schools are Realmittelschulen with less than seven years in the course, and they either join in with the course of study in the Realgymnasien or the Realschulen, according to the district where they are situated. They are to be fully organized in the year 1885. The 6-class higher burgher schools (without Latin) in Carlsruhe, Pforzheim, Heidelberg, Freiburg, and Constance will be, in 1885, 7-class Realschulen. Similar changes are noticed in other schools of the duchy. The Realgymnasien of Carlsruhe and Mannheim had 853 pupils in 1884 and 51 teachers, while 27 Realgymnasien, which from sexta to tertia had courses of study like the higher burgher schools, reported 2,196 pupils and 250 teachers. The higher burgher schools where no Latin is taught had 1,693 pupils. A total of 10,010 pupils was reported in 1884 in the schools and Gymnasien mentioned above; in 1883 there were 9,450. During the past five years the attendance was as follows: 8,597 (1880), 8,979 (1881), 8,947 (1882), 9,450 (1883), and 10,010 (1824). At the close of the years in the order named the figures were 7,682, 7,964, 8,051, 8,403, 9,175. The decrease expressed in per cent. was 11, 12, 10, 11, 8.4.

Bararia's school system was quite fully noticed in the Report of the Commissioner of Education for 1882-'83. Statistics of universities in the winter semester of 1884-'85 are herewith given: In the university at Munich there were 2,685 students to 2,516 in the preceding semester; at Würzburg, 1,283 students to 856 remaining at the close of the summer of 1884; at Erlangen the commencement of the summer term numbered 720 students and during the term the number stood at 402, to which 355 were added in the winter term, making a total of 757, divided among the departments of theology, medicine, law, philosophy, dentistry, pharmacy, &c.

Prussia. The educational establishments of Prussia, both public and private, are under control of the minister of public instruction and ecclesiastical affairs, with local supervision for each province. The administration of school funds, provided by the state, is under control of the civil government, as is the whole management of the lower and elementary schools. The provincial Schulcollegium, under supervision of the Ober-Präsident, is responsible for the higher schools, for the general system of instruction and discipline, the proper selection of school books, examination and appointment of masters, and the examination of those who leave school for the universities. The constitution of 1850 gave all persons liberty to teach or to establish schools, providing they had the requisite qualifications. Education is compulsory as far as the elementary schools are concerned, but no compulsion exists in reference to higher institutions. Every town or community must maintain a school supported by the taxes and administered by the local authorities, and all parents are compelled to send their children to one of these elementary schools, whether they can pay the school fees or not. The higher schools-commercial schools or colleges-are also open to the poorer classes, the fee being only about $4.32 a quarter, while reductions are often made in cases of poor families. The school age is from 6 to 14 years, and in 1882 there were 4,339,729 children in the 33,040 elementary schools; teachers, 59,917. This averages about 159 pupils per 1,000 inhabitants. There were 196 normal schools, with 13,705 students; 549 high schools of all kinds, with 7,333 teachers and 133,753 pupils; 3 technical high schools, with 162 professors and 1,693 students; also, many industrial, trade, and special schools. The 10 universities of Prussia reported the following students in the winter semester of 1833-84: Berlin, 4,635; Bonn, 1,037; Breslau, 1,479; Göttingen, 1,064; Greifswald, 725; Halle, 1,544; Kiel, 375; Königsberg, 909; Marburg, 720; Münster, 280; total, 12,768. The students in Protestant theology (Münster omitted) numbered 530; in Catholic theology (Bonn, Breslau, and Münster), 335; in law, 2,339; in medicine, 2,878; in philosophy, 5,114.

At the Royal Veterinary School in Berlin there were 191 students registered in the summer term of 1883 and 255 in the winter term of 1883-84; 34 hearers were in attendance both terms. At the Easter term of 1883, 72 students came up for examination in natural sciences and 42 passed; in the department of veterinary surgery, 48 came up and 34 passed. So many students desire to enter this school that a new institution has been established, where all can be accommodated.

Saxony-A new school law took effect in April, 1873, and since that date the clericals have had less to do with education. The progress made is reported in the statistical tables published by the ministry of education in the early part of 1884. In the consideration of these schools the following comparison has been made: In 1875 there were 1,954 lower (einfache), 117 middle (mittlere), and 11 higher common schools; in 1884 the corresponding numbers stood 1,900, 165, and 17. In 1874 there were 4,820 teachers' positions, 621 being for assistants; in 1884 the number increased to 6,717, 1,222 for assistants, or an increase of 39 per cent. The school children numbered 439,616 in 1874, or 95 to a teacher; in 1884, 531,582, or 79 to a teacher. The maximum number of 120 pupils to a teacher was overstepped in 746 schools in 1874 and in 420 schools in 1884. Teachers were better paid in 1884, the average for regular teachers being 1,668 Mark, assistants, 881 marks, to 1,492 Mark and 813 Mark in 1874.

Mark 23.8 cents.

The highest amounts paid teachers were in Dresden and Leipzig, 2,250 marks; in Chemnitz, 2,165 Mark; and in Plauen, 1,810 Mark. Other signs of progress were observable: the average number of days that each child failed to attend in the regular term was 3.13 in the year 1874-75, while in 1883-84 it was only .70 day. This shows better discipline and naturally a better system of instruction. Many changes have been made in the school buildings, apparatus, &c., in the decade. In 1874, of 2,082 schools only 404 had proper apparatus for teaching; in 1884, out of 2,142 schools there were 1,752 well fitted with appliances for teaching. Of 2,265 school buildings in 1884, some 556 were erected between 1874 and 1884 and 454 were remodelled, and there are 95 in process of erection. The advanced schools (Fortbildungsschulen) numbered 215 in 1874, with 1,881 pupils, while in 1884 there were 7,404 such schools, with 66,576 students attending. All these statements indicate considerable advancement in educational affairs during the ten years mentioned.

Deaf-mute instruction in the Prussian dominions shows certain elements of progress in the last few years. In 1881 there were 51 institutes for the deaf and dumb, with 301 teachers and 3,629 students. Reports for April, 1884, gave 96 institutions, 463 teachers, and 3,991 pupils. Twenty-one of these schools were in charge of districts, societies, or maintained by private individuals; the others were imperial and provincial establishments. The districts and provinces represented by such schools were East and West Prussia, Berlin, Brandenburg, Pomerania, Posen, Silesia, Saxony, Schleswig-Holstein, Hanover, Westphalia, Hesse-Nassau, and the Rhine provinces. The first meeting of the Deaf-Mute Teachers' Association was held in Berlin in November, 1884. Delegates were there from different countries, in all about 250 teachers.

Schools of domestic economy have recently awakened considerable interest in certain parts of Germany, especially in Baden and Württemberg, and various schools have been established with the object of training young girls in all domestic duties. In Württemberg there are five such establishments; in Baden several courses of instruction in this branch are reported, and a regularly established school at Radolfzell, which would serve as a model for any like institution. At other points cookery and dairy schools are reported, but few schools where all household duties are taught. In 1880 a six-week course in taking care of milk, the dairy, &c., was given at Constance; in 1882 two similar courses were held in the Grand Duchy of Baden; in 1883 the same thing was again attempted and with such great success that in the autumn of 1883 the school at Radolfzell was started. A week after the commencement there were 30 girls present, and soon 124 were numbered, but it was found impossible to admit more than 16 persons in the first course. The instruction was partly theoretical and partly practical. Lectures were given on the processes of the digestive organs, the best foods for nourishment, the caring for and cooking of materials, heating and light, washing, removing spots and cleaning generally, care of kitchen utensils, and general observations regarding health, care of the sick, care of clothing, &c. The prac tical instruction by female teachers covers cookery, caring for food, woman's handi. work, washing and ironing, and general duties about the house. Male teachers instruct in baking, making of butter and cheese, and in caring for the sick, by a physician. The aim of the institution at Radolfzell is to teach country girls all the duties of the housekeeper in the most systematic manner possible. The pupils board and lodge in the establishment and pay 20 Mark during the course for their lodging, but the instruction itself is gratuitous. The course now lasts five months, from the first of November through March. At the close of the course an examination takes place at which the pupils receive certificates indicating the proficiency displayed.

GREAT BRITAIN AND IRELAND, constitutional monarchy: Area, 120,832 square miles; population (1884), 35,951,865. a. ENGLAND AND WALES. Population, (1884), 27,132,449. Capital, London; popula tion, 4,766,661.

The following information regarding elementary education is compiled from the report of the committee of council on education for the year ending August 31, 1883, signed by Lord Carlingford and Mr. Mundella:

Day schools. Number of day schools inspected, 18,540; number of certificated teachers, 37,280, with a large number of assistants and pupil teachers; accommodation for 4,670,443 scholars; enrolled, 4,273,304; average daily attendance, 3,127,214; present on the day of inspector's visit to their respective schools, 3,705,388.

In the schools inspected under the code of 1881 (8 months, September to April), 2,191,955 scholars, having made the requisite number of attendances, were qualified to bring grants to their schools, 514,742 (being under 7 years of age) without individual examination and 1,677,213 (above 7) on passing a satisfactory examination in reading, writing, and arithmetic. In the schools inspected under the code of 1883 the number of scholars whose names had been on the school registers for the last 22 weeks of the school year was, in infant schools and classes, 294,707; in schools and classes for older scholars, 712,678. No grant was directly payable on the examination of the scholars in the infant schools and classes, but 31,093 (being upwards of 7 years of age) were individually examined in Standards I and II, while the number of older scholars presented for examination was 665,279. The returns, therefore, for the whole year show that 2,276,014 were actually presented for individual examination. Of these, 1,483,269 passed the prescribed test without failure in any one of the three subjects.

These figures show improvement upon the returns for the previous year as follows: While the increase of the population during the year is estimated at 1.35 per cent., the accommodation has increased by 132,123 school places (or 2.91 per cent.), the scholars on the registers by 83,692 (2 per cent.), the average attendance by 112,063 (3.7 per cent.), and the number of children individually examined by 156,640 (or 7.39 per cent.); the local effort which has resulted in this improvement may be measured by the continued support derived from voluntary contributions (717,0891. from 267,821 subscribers) and by an advance in the contributions from rates to the maintenance of board schools from 808,1211. to 840,9471. The school pence have risen from 1,585,9281. to 1,659,7431.

Night schools. Number examined, 932; average attendance of scholars above 12 years of age, 28,293.

Training colleges.— Number, 41; attendance, 3,138.

Income and expenditure.— The total income of day and night schools was 5,829,7811. The total cost of maintenance of day and night schools was 5,817,4667. The annual government grants to elementary day schools rose in the year from 2,393,3941. to 2,522,5411., or from 158. 10d. to 168. 14d. per scholar in average attendance. The total cost of maintenance for each child in average attendance in public schools was 21. 18. 34d.; in voluntary schools, 1l. 148. 10d.

School accommodation and attendance. In the year 1870 the aided schools provided for 1,878,584 scholars, or 8.75 per cent. of the population. The number provided for in 1883 was 4,670,443, or 17.35 per cent. of the population.

Of this total increase of 2,791,859 school seats, no fewer than 805,257 have been required to meet the growth of the population. The rest, or nearly 2,000,000 seats may be taken as the measure of the deficiency which existed at the passing of the education act. Says the report:

The age statistics of the census of 1881 show that 23.73 per cent. of the total population are between 3 and 13 years of age. On the usual assumption that six-sevenths of that population are of the class whose children ought to attend public elementary schools, it follows that 20 per cent. of the whole population might be found on the registers of our schools.

After making due allowance for absence on account of sickness, weather, distance from school, and other reasonable excuses for irregular attendance, it is generally cal