two, one
called Praeparanda, the other Seminar, the former carrying the pupil on
to his sixteenth year, the latter to the nineteenth year and turning him
out a full-fledged Volkschule teacher, and giving him the right to serve
only one year in the army.

If boy or girl goes on from the fourteenth year, the hoehere
Knabenschulen and the hoehere Maedchenschulen take them on to the
eighteenth or nineteenth year. Many boys go on till they have passed
from the lower Secunda, next to the last class, which is divided into
upper and lower Secunda, into the upper Secunda, when their certificate
entitles them to serve one year only in the army, when they quit school.
Many boys, too, intending to become officers, leave school at sixteen or
seventeen and go to regular cramming institutions, where they do their
work more quickly and devote themselves to the special subjects
required. For boys intending to go on through the higher schools, there
are schools taking them on from the age of nine, with a curriculum
better adapted than that of the Volkschulen to that end.

In all these higher schools there is less attention paid to mere
examinations, and more attention paid to the general grip the pupils
have on the work in hand; and of the teaching, as mentioned elsewhere,
too much cannot be said in its praise.

For those boys who finish their public schooling at the age of
fourteen and then turn to earning their living, there are the
continuation schools, which are in many parts of the country
compulsory, and which are nicely adapted, according to their situation
in shopkeeping cities, in factory towns, or in the country, to give
the pupils the drilling and instruction necessary for their particular
employment. The average amount of expenditure for these continuation
schools is $6,250,000. In Prussia there are some 1,500 of these
schools, with an average attendance of 300,000 pupils.

According to the last census the proportion of illiterates among the
recruits for the army was 0.02 per cent. The number of those who could
neither read nor write in Germany was, in 1836, 41.44 per cent.; in
1909, 0.01 per cent. If one were to name all the agricultural schools;
technical schools; schools of architecture and building; commercial
schools, for textile, wood, metal, and ceramic industries; art
schools; schools for naval architecture and engineering and
navigation; and the public music schools, it would be seen that it is
no exaggeration t