EDUCATION IN FOREIGN COUNTRIES AIDED BY AMERICAN INSTITUTIONS.

At the Sandwich Islands, Oahee College, at Punahoa, near Honolulu, has grown out of the missions of the American Board of Commissioners for Foreign Missions. In 1853 it received a charter from the island government, which endowed it with a grant of 300 acres of good lands; and $12,000, resulting from the sale of these lands, are invested for the institution, while about $19,000 are invested in the United States, raised by donations here. The college is governed by trustees residing at the islands. The pupils, up to 1866, numbered 290. During the year ending in 1868 there were 72 students.

The American board propose two new colleges: one at Batticotta, Jaffna district, Ceylon for which about $22,000 have been subscribed in this country, and $15,000 in Ceylon; and one in Central Turkey, toward which about $9,000 have been pledged by the people there. In the Sandwich Islands the Lahainaluna Seminary, founded by the mission about 1832, and transferred to the government about 1849, has done a great work for the education of the people. In 1870 it was reported that the number of pupils had been 100 for three years. There are some thirteen other boarding-schools at the islands, attended by nearly 200 boys and 250 girls in 1870. There is also a theological school, with 16 students last year, and a medical school, with 10 students. The government schools in 1870 were 224, with an average attendance of 5,938 scholars; and 29 day-schools, in which English was taught, had 1,458 pupils.

In Turkey, not including Syria, the missions of the American board have now four theological schools, with 78 students; seven boarding-schools for girls, with 151 pupils; and 185 common schools, with 5,679 scholars.

In Syria there is also a theological school at Abeih; and two girls' boarding-schools at Beirût and Sidon, which had, in 1870, 95 pupils.

In Persia, at Ooroomeeyah, there have been for many years two seminaries, one for boys and one for girls, which have educated a large number of young people. The missions in Syria and Persia are now under the care of the Presbyterian board of missions.

In western India the American board has one boarding-school for girls, with 70 pupils. In the Madura district, Southern India, one training and theological school, with 38 students; one boarding-school for girls, with 34 pupils; seven station schools, with 125 male and 45 female pupils; and 105 village day schools, with 2,079 scholars.

In Ceylon a training and theological school has 20 pupils; and two girls' boarding-schools have 76.

In China there is a girls' boarding-school at Foochow, with 15, and one at Peking, with 27 pupils, besides a few female pupils in other places, and some training classes for and

young men.

Among the Zulus, in South Africa, the training and theological school has 42 pupils, the girls' boarding-school 29.

In mission schools of the American board are 15,467 pupils, exclusive of the Sandwich Islands, Syria, and Persia.

AMERICAN EFFORTS IN AID OF EDUCATION IN OTHER LANDS.

THE SYRIAN PROTESTANT COLLEGE.

This institution, which owes its existence to American influence and benevolence, is located at Beirût, the chief seaport of Syria, a city of 80,000 inhabitants, steadily growing in size and importance, and occupying a central position in respect to all the Arabic-speaking races. The college is incorporated in accordance with the laws of the State of New York, and is under the general control of trustees in the United States, where the funds are invested; but local affairs are administered by a board of managers composed of American and British missionaries, and residents in Syria and Egypt. A preparatory department was established in 1-65, the regular course was begun in the autumn of 1866, and the medical department added one year later. The first class graduated in July, 1870, with five members. The college is conducted upon strictly Protestant and Evangelical principles, but is open to students from any of the Oriental sects and nationalities who will conform to its regulations. Nearly one hundred young men are enjoying the advantages it offers. The sects represented are the Protestant, Orthodox-Greek, Papal-Greek, Maronite, Druse, Armenian, and Coptic. The language of the college is exclusively Arabic, the common tongue of Syria, and used by more than one hundred millions of people throughout the East. The course of instruction embraces the several branches of Arabic language and literature, mathematics, the natural sciences, modern languages, moral science, Biblical literature, and the various departments of medicine and surgery; jurisprudence and Turkish law, with other studies, will be added as means allow. The college has an able body of instructors, foreign and native, and posesses a fair equipment of apparatus. The literary department embraces the ordinary college course of four years. An eclectic course has been added, permitting students,

in some cases, to select specific branches. The medical department is awakening deep interest throughout the country. Native practitioners hitherto have been grossly ignorant and incompetent. This school furnishes a professional training in accordance with the principles and practice of modern science. It is a feature of the medical college that its course is graded. This system, which some older colleges are striving to adopt, has wrongat well here. Thirty students are attending the medical lectures. At the commencement in July six received the diploma of Doctor of Medicine. The literary graduates numbered eight. Five of the orations were in Arabic, one in Turkish, one in French, and one in English. The Syrian Protestant college, through many difficulties, has now gained a recognized position in the land. Is has largely the respect of the people and the confidence of the government. Ecclesiastics and others, dreading its liberalizing tendencies, have endeavored to establish colleges of their own; but, while a large number have been gathered in, the course of instruction is limited, and the standard of scholarship low. These institutions, however, are beginning to supply students for the college, and aid in stimulating the general interest in education. The native agent of the college has received the recognition of the authorities, the college property has been freed from taxation, permission has been granted to erect buildings, and further encouragement is promised. The college, under American influence, has every prospect of success. Americans, free from political entangle ments in the East, and having by years of missionary labor secured the confidence of the people, can, as no others could, carry on the work with efficiency, and make this institution a center of wide and permanent power.

ROBERT COLLEGE, OF CONSTANTINOPLE.

This institution is situated in Constantinople, Turkey, and derives its name from the American gentleman through whose munificence it was founded, Mr. C. R. Robert, of New York City. Its site is pleasant, and its surroundings have been immortalized by some of the great scenes and leading events in ancient history. But one-third of a mile distant from the village of Rounili Hissur, it looks down upon the Bosphoras, only a few hundred yards below. Near by is the spot where Darius sat on his throne, centuries before Christ, and witnessed the crossing of his army to invade Scythia. Here Xenophon passed, one hundred years later, in his gloomy retreat of 10,000 soldiers. Here, too, the crusaders went on their way to Palestine. The building is of imposing design, having a frontage on the Bosphorus of 113 feet, a depth of 103 feet, and being four stories high, including the basement. It has a Mansard roof, which projects at the center of the front and at the four angles in the form of towers. The material is stone and iron. Its entire cost was about $90,000. The college was founded about nine years ago, but the present building was not finished for occupancy until within the past four years. Students board within the building, for which it has a capacity for 250. The college was founded by Mr. Robert, upon the suggestion of the missionary workers in that country, who had long felt that an educational institution of a high character should be established in Constantinople. Mr. Robert had previously traveled through Turkey on a tour of pleasure, and having then formed an interest in the elevation of education of its people, he received the suggestion with favor, and in due time gave the sum of $100,000 for erecting and furnishing a college.

The course of instruction is based on unsectarian Christianity, and embraces all the branches of a liberal education, literature, ancient and modern, philosophy, science, and theology. It is open to all the youth of Turkey, under certain regulations, the same as prevail in this country. It was incorporated by a statute of the State of New York under a board of six trustees, who regulate its affairs. It is under the immediate superintendence of Rev. Dr. Hamlin, as principal, with a corps of assistants. The present fall term numbers about one hundred and eighty students, representing some ten or twelve nationalities. Instruction is conducted in eight or ten languages.

Since its establishment, the institution has instituted gratuities amounting to $10,127 30 for the benefit of poor students. In its last annual report the gratifying fact is shown that the college has already reached a self-sustaining basis.

The institution has been very liberally treated by the Turkish government, a fact which its conductors gratefully acknowledge. Each year shows great and good results flowing from this fountain of intellectual and moral knowledge, and already has it been foutd necessary to prepare for enlarging its capacity. To this end twelve acres of land have been added to the seven or eight now occupied, at an expense of $12,000 in gold, and an endowment of $300,000 is now being unged for a president, three professors, the suitable residences for the same, for a library building with necessary books, philosophical apparates. geological cabinet, &c.

A most satisfactory indication of the high appreciation in which this great educations! charity is held by the English residents of Turkey, and especially by the government, is exhibited in the fact that the former gave Mr. Robert a grand reception on the occasion of his recent visit to that country, and the Sultan relieved the imported materials for the building of all duty, and commanded the grand vizier to offer the benevolent founder the decoration of the Osmanli" as a token of His Imperial Majesty's personal regards. The bestowalví this, the highest official favor of the empire, upon Mr. Robert, was a recognition of the course of education in foreign lands which its supporters and workers everywhere will warmy appreciate.

EDUCATIONAL METHODS IN GERMANY

AMERICAN EDUCATION AS RELATED TO EMIGRATION.

GOTHA, GERMANY, October, 1871. SIR: The little kingdoms, duchies, and principalities of Germany, which are fast disappearing, have not been an unmixed evil. Grant that they have greatly weakened Germany's international influence, and were the source of petty intrigues and jealousies, yet they have preserved that sense of individuality and solidarity for which the Germans were noted in the times of Tacitus and Cesar, and which has not been without its advantages to the world. The leading minds of these small states being unable to play a prominent part upon the political stage, have expended their activity in other channels, which are of no less vital importance to the weal of nations. Munich, Dresden, Stuttgart, Manheim, Weimar, Gotha, and other capitals of the minor states, entered into a keen contest of superiority in the collection of books, paintings, statuary, and other works of art; in the establishment of universities, gymnasiums, seminaries, and other educational institutions; in the procurement of prominent and noted teachers and laborers in the fields of science; in pre-eminence in music, the drama, and architecture.

THE PRINCES OF SMALL STATES THE PATRONS OF ART AND SCIENCE.

This general competition for talent on the part of the princes of the minor states, secured an independence and social consideration to the learned classes which they did not command either in England or France, where but a single monarch or capital sat in judgment upon their capacities. It is for this reason that so many scientific minds, who consider political effects of subordinate importance, regard consolidation as a very great evil, detrimental alike to individual independence and progress in absolute science. These considerations, weighty in themselves, are, however, only introduced here to show that Gotha, though a small city, has been the home of many leading minds, and has exercised a great influence upon educational science.

THE TEACHERS' SEMINARY AT GOTHA.

Celebrated throughout Germany, and even in the Austrian Empire, from which many pupils are received, are its Teachers' Seminary, under the directorship of Dr. Paul Möbius, an authority on educational matters, and the Teachers' Kindergarten Seminary, for the education of female teachers, under the direction of Professor August Köhler, author of several books upon the kindergarten system.

A description of the educational methods of these institutions is given, not only because they have been practically successful, but because they represent the latest and most thorough methods of scientific education.

COURSE OF STUDY.

The male teachers' seminary comprises about seventy pupils, divided into three classes, a three years' course being necessary to graduation. In addition to the usual studies of our best normal schools, two subjects are introduced-a complete history of educational systems, and a theoretical and practical knowledge of music. The history of educational methods comprises some twelve authors, commencing with Pestalozzi, and extending to the present day; and the education in music is carried so far that setting two bases to choral songs, as well as execution on the violin and organ-playing, are among the graduating tests. But what distinguishes this seminary from most others, and gives it its peculiar value, is that several large common schools, comprising two hundred male scholars, are attached thereto. The graduating class is, therefore, not merely instructed theoretically in the art of teaching, but also practically, being compelled to teach under the supervision of the professors, and subject to each other's criticism.

METHODS OF INSTRUCTION.

One of the pupil teachers, of the graduating class, for instance, takes the school in hand for an hour and conducts the recitation. The others of the class, with their professor, look on, note-book in hand, in which all the criticisms and observations are noted-every scholar making a criticism being, by the rules, compelled to quote the language or event he criticises.

Perhaps four or five pupil-teachers have had charge of the school during the day, when the class adjourns with the professor to its own room, and the day's proceedings

are criticised.

CRITICISING.

The criticisms extend to the minutest matter; for instance, "He did not speak in kindly voice when saying "-(here follows the quotation as proof)-"Never address me so loud again." Or, "He did not speak grammatically;" "He did not give a certain word the proper accent;" "He put too many leading questions;" "He did not make his expla nation sufficiently clear," &c. When the notes are all read, the pupil-teacher obtains the floor to explain, and then the professor sums up the case, taking good care to give credit for everything well done. Should the criticisms have brought out any general rule of conduct, the professor says: "The pupils will please to make a note, that the first question put to the scholars should never be a leading one, though in default of a correct answer, or in case of a partial answer, other questions suggesting by comparison or analysis the correct answer may be put;" or any other general rule which may be suggested.

CARE TAKEN TO KNOW THE CHARACTER OF EACH PUPIL.

For the purpose of instructing the young teacher in the true method of finding his way to the heart of his pupils, further conferences are held, where the character of each pupil is thoroughly criticised.

Every pupil-teacher is expected to know the name and appearance of all his pupils, so that he recognizes them at once, and addresses them readily by their proper name. When the character of each pupil has been carefully canvassed, his characteristics are noted in a record-book according to the final judgment of the conference. This is done for the purpose of determining wherein the pupil ought to be encouraged or restrained, and what are his governing motives, so that he may be controlled without resort to harsh measures. This analysis of character, and the attention devoted to each pupil, enables the seminary school to dispense with whipping or other harsh treatment. It may be presumed that the teacher who conducts the school under the critical eye of perhaps twenty observers is not only upon his best behavior, but is sharpened up to the utmost limit of his capacity.

FEMALE TEACHERS' SEMINARY.

Having described the method of educating teachers in the male seminary, a few words of illustration will be sufficient to explain the method of the female teachers' seminary, in connection wherewith a large kindergarten school is conducted. The pupil-teachers here also learn to teach not merely theoretically, but practically, being temporary teachers themselves, and criticising their fellow-pupils.

HOW KINDERGARTEN TEACHERS ARE TRAINED.

Having personally witnessed the manner in which this seminary is conducted, and made notes thereon, I extract the following account taken from my note-book which will illustrate the method of teaching kindergarten.

One of the young ladies in the graduating class, which comprised pupils from Russia, Austria, England, and America, as well as of Germany, having taken charge of the school, introduced a little play in which three fishes are selected. One of the children, on being asked what kind of a fish she would be, said, “I want to be a gold-fish." The next responded to the same query, "I want to be a gold-fish, too." The teacher said, "O, no; we do not want so many fish of one kind." Thereupon the child said, "I will be a crawfish;" to this the teacher responded, "Crawfishes, remember, always go backwards." While the play progressed, a little one, who had come too late, inade her appearance, of whom the teacher took no notice. When this play was concluded another pupil-teacher took charge. She said, "Now he who stands up the nicest I will select as the leader." Another teacher took charge and selected one of the little girls (all the scholars being between the ages of three and six) to count the boys in the ring, and one of the little boys to count the girls. In the mean time the young ladies were busily engaged taking notes. It was a puzzle to me what these ladies could see worthy of notice, as, to my unpracticed eye, everything seemed to be progressing smoothly.

THE CRITICISM.

As soon as the exercises were concluded, Professor Köhler and the lady pupils as sembled for mutual criticism. Their little note-books seemed to be inexhaustible, and for two hours the critical discussion continued. As specimens of its character I mention the following:

One lady said she admired the tact with which the teacher met the remark, "I want to be a goil-fish, too." The professor asked what did that remark indicate? A certaiu laziness of mind and an indisposition to think. This must always be corrected. When

RES

the little girl came too late, the teacher should have said, "My dear Lina, how much you have missed by coming too late.” Or, “I was so sorry to have been compelled to begin the exercises without dear little Lina." "I am quite sure," continued the professor, "that words like these would have induced the child to make every effort to be in time the next day."

In addition to a number of minor topics, the whole question of the plan of appealing to the children by means of rewards and prizes came up for discussion, in commenting upon the remark of the teacher that she would select the child that stood up straightest for the leader, and was held that, while remarks like the foregoing were not censurable, and might be employed, yet the whole system of rewards and prizes was pernicious, because it appealed to base and selfish motives, and frequently aroused envy and discontent in the hearts of the scholars.

EQUANIMITY UNDER CRITICISM.

But what appeared to me most charming was the perfect good nature with which this almost inexhaustible criticism was listened to by the pupil-teachers themselves. In my discussions with men, I have seldom found those who could separate the subject from the person, and who could bear adverse criticism, of even a favorite doctrine, with equanimity. A training which enables a young lady to submit to such minute criticism in regard to defects of voice, grammar, style, appearance, &c., and which permits the fair critics to speak out with perfect frankness and good faith, knowing that their own turn will come next, is certainly very superior, and has few equals in the world as a method of teaching self-control.

INDIVIDUALITY.

There are three vital questions agitating the German educational minds, and the battle is waged on both sides with vigor: First, how far must individuality and selfthought be encouraged, and by what methods, and when must it be restrained? It is held that self-thought and individuality may be encouraged to the point where they become singular, disagreeable, or where they intrench upon the rights of others. Of course these limits are within the judgment of each educator, and in monarchical countries are much more circumscribed than in a republic. But it is generally conceded that lessons and rules committed merely mechanically are worthless, and even injurious to mental growth.

DISCUSSION BETWEEN THE ADVOCATES OF CLASSICAL AND SCIENTIFIC TRAINING.

The next question is one which has already excited discussion in the United States, and upon which the general press and the masses of the people have taken sides. It is, whether the college classical course, which consists in a thorough drilling, (in Greek, Latin, mathematics, general history, and philosophy,) constitutes the best possible training, or whether these studies shall be subordinated to what are called practical themes, such as book-keeping, natural philosophy, and chemistry, &c. The distinguished chemist Liebig is quoted as having said that, while the purely classical scholars from the gymuasium who entered his chemical laboratory were far behind those who came from the "real-schools," where practical chemistry was taught, for the first six months, they always outstripped the latter by the end of the year. It is, therefore, contended that the general strengthening of the mind will enable the youth to learn more thoroughly any particular calling than the endeavor to take up the calling at the expense of a thorough mental discipline.

I am inclined to think that there is room for both systems, and that it depends both upon the mind of the scholar, upon the time he can afford to spend, and upon the partienlar walks of life he expects to enter, whether he should take the practical scientific, or classical scientific, course. But I am equally clear that a mixed course is unsatisfactory, and that the courses should be kept entirely separate, and even appertain to different institutions.

TOO MANY STUDIES TAUGHT IN THE COMMON SCHOOLS.

Parallel with this is the third question. It is claimed that public sentiment in Germany demands the overcrowding of the common schools with too great a variety of tudies. It is said by educators that, between the ages of six and fifteen, the brain is xtending and obtaining its physical growth, and that all attempts to over-stimulate t result disastrously. This is an age already of more knowledge than wisdom, and otwithstanding the greater amount of knowledge, there is evidently great mental ziness, and an absence of originality and individuality. The demands made upon the ommon schools for more studies has resulted in the purely mechanical memorization f lessons, which is highly injurious to mental development.