EDUCATION. From almost the beginning of modern times Germany has held the primacy in educational rank. It has been distinguished both for the general diffusion of knowledge and for the superiority of its specialists in the various fields of learning. Many of the names most prominent in the pedagogical world are German. As early as 1642 Weimar had enacted a compul sory educational law, and before the middle of the century other places in Germany had fol lowed the example. At present every child in the Empire must attend school every school day in the year (usually about 42 weeks) for a period which, in most German States, extends from the ages of six to fourteen years. The law is enforced to the letter, and there are scarcely any evasions. As a consequence illiteracy has been practically eliminated.
The early movement for the improvement and extension of education was the result largely of the efforts of the Church, which had almost ex clusive charge of educational matters. Before the end of the Middle Ages the increased free doiti and influence of the middle classes had re sulted in the transformation of some of the Latin schools into common schools. Luther con sidered that the welfare of the Reformation demanded a diffusion of instruction, and a great impetus accordingly resulted in the educational world about him. A system of public schools pro viding for all the people was first developed in Wurttemberg in 1559. Frederick William I. of Prussia established at his own expense 400 schools for the common people; and his son, Frederick the Great, was very active in further ing educational interests. For the regulation of schools he promulgated in 1763 an order that is considered the basis of the present German sys tem. This order fixed a period for compulsory attendance, supplemented school support from the State funds, and provided for the superin tendence of schools and regulations for the selec tion of teachers. A law of 1794 held that all public schools and educational institutions were under the care of the State, at'the same time recognizing religious instruction under the pro viso that children trained in one religious faith could not be forced to take instruction in another_ The educational system was revised in 1854, and again in 1872. The interest so early manifested
has never been relaxed. It was estimated as early as 1840 that the pupils of Prussia num bered one-sixth of the population.
Germany has been free from the bitter religious wrangles that have characterized the educational history of France and of the United Kingdom; for it was agreed almost without question in Ger many that there should be religious teaching. Schools are provided for Catholics, Protestants, and Hebrews separately, with teachers of the re spective faiths; or, if conditions do not justify the establishment of separate schools, special ar rangements are made separately and at the State's expense for instruction on the subject of religion. With the growth of State aid and the centralization of the school system, ecclesias tical authority has been greatly lessened, but a large per cent. of the school inspectors are still the local pastors. Ecclesiastical authorities in spect the religious instruction given in the sec ondary schools, but their role is only advisory.
The educational scheme in Germany is made to conform closely to the existing social order, and is strikingly different in arrangement from the American. The classification resulting from the recognition of religious differences has already been noted; but of still greater moment are the differences due to the distinction made between the sexes, and to the recognition of social classes. There are, therefore, decided differentiations be tween schools, and a disregard of coordination. There is no clear-cut line of demarcation between primary and secondary education, as in America, and such distinctions as the German recognizes do not correspond with those familiar to Ameri cans. Of the different courses provided in Ger many, each leads to a different goal, each confers certain social privileges and rank. The courses which admit to the greatest honors are guarded by their greater cost, and thus are removed be yond the reach of the lower classes.