The oral examination usually includes only religion, reading, grammar, logical exercises and arithmetic.

They are also examined in singing, the piano-forte and the violin.

After the examination, the talents and merits of the respective candidates are conscientiously weighed and compared, in a conference of the masters. The choice being made, it is submitted to the sanction of the royal school board, with a detailed report of the result of the examination.

At the end of some weeks the candidates are informed of the decision; their admission is announced, or the reasons which prevent it stated; with either advice to give up their project entirely, or suggestions relative to their further preparation.

The admitted candidate is bound to bring, besides his clothes and books, amongst which must be the Bible and the prayer book used in the establishment, half a dozen shirts, six pair of stockings, a knife and fork, and, generally a bedstead with all requisite bedding.

He is also bound to sign on his entrance, the following engagement to the director, with the consent of his father or guardian.

COPY OF THE ENGAGEMENT WITH THE DIRECTOR TO BE SIGNED BY THE PUPIL ON HIS ENTRANCE.

"I, the undersigned, N of N, by these presents, bind myself, conformably with the ordinance of the royal minister of public instruction, and ecclesiastical and medical affairs, dated Feb. 28th, 1825, with consent of my father (or guardian) who signs this with me,

to place myself during three years after my leaving the normal school, at the disposal of the king's government; and consequently not to subscribe any thing contrary to this engagement; or, in such case, to refund to the normal school the expenses incurred by the state for my instruction, namely :

"1. Ten thaler for each half-year passed in the normal school, and for the instruction received in this period of time; "2. The whole amount of the grants, and exhibitions I may have received;

"Potsdam, the

&c."

The applicant rejected, but not advised to choose another

course, is summoned to a fresh examination the following

year.

The number of applicants having been for some time past very great, the author of this report thinks it his duty to warn parents, (especially schoolmasters,) whose children do not evince talent, and have not a decided taste for teaching, not to suffer them to lose the precious time which they might employ with much more success in some other career.

This respects chiefly the poor youths, who can have no claim to the exhibitions, unless they give proofs of extraordinary capacity, from which the state and society may derive a real advantage.

The normal school is by no means designed for those who are unfit for any business, and think, if they can read and write, they are capable of becoming schoolmasters. This notion is so deeply rooted, that you hear fathers declare with all the simplicity in the world-" My son is too delicate to learn a business," or "I don't know what to make of my son, but I think of getting him into the normal school. We reply to such, that the pupils of the normal school must, on the contrary, be sound both in body and mind, and able to brave the toils and troubles of a career as laborious as it is honorable.

Much neglect unfortunately exists on a subject which is of the highest importance, the methodical preparation of these young men for the calling it is desired they should embrace.

A false direction is often given to their preliminary studies. A young man is believed to be well prepared for the normal school, if he have passed the limits of elementary instruction, and if he have acquired a greater mass of knowledge than other pupils. It frequently happens, however, that candidates who come strongly recommended from school, pass the examination without credit, or are even rejected.

The most immediate and the most important aim of all instruction, is to train up and complete the Man; to ennoble his heart and character; to awaken the energies of his soul, and to render him not only disposed, but able, to fulfil his duties. In this view alone, can knowledge and talents profit a man; otherwise, instruction, working upon sterile memory, and talents purely mechanical, can be of no high utility. In order that the teacher, and particularly the mas

ter of the primary school, may make his pupils virtuous and enlightened men, it is necessary he should be so himself. Thus, that the education of a normal school, essentially practical, may completely succeed, the young candidate must possess nobleness and purity of character in the highest possible degree, the love of the True and Beautiful, an active and penetrating mind, the utmost precision and clearness in narration and style.

Such above all things are the qualities we require of young men. If they have reached this state of moral and intellectual advancement by study of history, geography, mathematics, &c., and if they have acquired additional knowledge on these various branches, we cannot but give them applause; but, we frankly repeat, we dispense with all these acquirements, provided they possess that formal instruction of which we have just spoken, since it is very easy for them to obtain in the normal school that material instruction in which they are deficient.

It is nevertheless necessary to have some preliminary notions seeing that the normal schools are often a continuation of foregone studies, and that certain branches could not be there treated in their whole extent, if they were wholly unknown to the young men when they entered. We have already mentioned the branches they should be most particularly prepared in; but this subject being of the greatest interest, we shall conclude this chapter with some suggestions on the plan to be followed.

I. Religion. To awaken and fortify the religious spirit and the moral sentiments. For this purpose, the histories and parables of the Bible are very useful. Frequent reading and accurate explanation of the Bible are necessary. The pupils should be able to explain the articles of faith, and the most important duties, as laid down in the catechism. Many sentences, whole chapters and parables from the Holy Scriptures, hymns and verses, should be known by heart; they should be able to give answers on the most interesting points of the history of the church and the reformation.

II. As to general history, there is no need of its being circumstantially or profoundly known; but the young men should be able to refer with exactness to those historical facts which may be profitably used to form the heart, to exercise and rectify the judgment, to infuse a taste for all that is grand and noble, true and beautiful.

III. Geometry (the study of forms) combined with elementary drawing, the one as a basis for instruction in writing and drawing, and as a preparation for the mathematics, the other to exercise the hand, the eye and the taste.

IV. Writing. The copies by Henrich and Henning only ought to be used, which after long practice, give and preserve a beautiful hand, even when writing fast and much.

V. Logical Exercises. These ought to tend to produce in young minds clearness and accuracy of ideas, justness of judgment, and, by consequence, precision and facility, in oral and written explanations.

VI. Reading. When once the pupil can read fluently, he must be taught to give emphasis to his reading, and to feel what he reads. He should be habituated to recite, and even gradually to analyze the phrases, and periods he has just read, to change the order, and express the same idea in different words,-to put, for example, poetry into prose, &c. Thus these exercises serve at the same time to teach him to think, and to speak. We advise also that he be made to declaim pieces he has learned by heart.

VII. German language and composition.

Language

should be regarded and treated on the one hand as a means of formal instruction, as practical logic, and on the other as an indispensable object of material instruction.

VIII. Arithmetic. This does not include either methods of abstruse calculation, or practical arithmetic. Nothing more is required of the pupil than to use his fingers without difficulty, and to calculate in his head.

IX. Singing, piano-forte, violin. The formation of the voice and the ear. Skill and firmness in producing sounds. Exercises in elementary singing. Psalmody.

For the piano-forte and violin, as much dexterity as can be expected, and a good fingering for the former instrument.

If these suggestions have the effect of inducing a conscientious master to train well even a few young candidates, they will have attained their object.

The enumeration of a great number of works from which assistance may be derived, at least facilitates the choice.

9. OUTWARD CONDITION OF THE PUPILS; AND THE NATURE OF THEIR CONNEXION WITH THE NORMAL SCHOOL.

If the young men have no relations at Potsdam who can

answer for their good conduct and application, they are all, without exception, bound to live in the normal school, and to take their food there, paying to the director the sum of 12 thaler (17. 16s.) per quarter.

Each pupil costs the establishment 100 thaler a year. In paying, therefore, the yearly sum of 48 thaler, required by law, he defrays only half his expenses. A bursar is entitled to lodging, firing, board, candles, and instruction. A half bursar pays only 24 thaler a year. He has then only to buy his clothes, to pay for his washing, his books, paper, pens, ink, and whatever is wanted for music and drawing.

With respect to lodging, they are distributed into five. large rooms, with stoves, appropriated to the pupils; and they live and work, to the number of eight, twelve, or sixteen, in one of these rooms, which is furnished with tables, chairs, drawers, book-cases, bureaus, and piano-fortes. Their beds and chests are put in two dormitories. Each sitting-room, each bed-room, has its inspector, chosen from among the pupils, who is responsible for its order. It is the duty of one of the pupils belonging to the chamber to arrange and dust the furniture every day. Neglect in the fulfilment of his office is punished by the continuance of it.

So long as the pupils remain at the normal school, and behave with propriety, they are exempt from military service.

All the pupils are bound to pursue the course of the normal school for three years; their acquirements and instruction would be incomplete if they did not conform to this regulation.

10. EDUCATION OF THE PUPILS BY MEANS OF DISCIPLINE AND OF INSTRUCTION.

In the education of the masters of primary schools, the wants of the people must be consulted.

A religious and moral education is the first want of the people. Without this, every other education is not only without real utility, but in some respects dangerous. If, on the contrary, religious education has taken firm root, intellectual education will have complete success, and ought on no account to be withheld from the people, since God has endowed them with all the faculties for acquiring it, and since the cultivation of all the powers of man, secures to