In the national school these views are completely relegated to the background—­not, of course, as a matter of intention and theory, but as the practical result of the conditions.  The chief stress in such a school is laid on formal religious instruction, and on imparting some facility in reading, writing, and ciphering.  The so-called Realign (history, geography, natural history, natural science) fall quite into the background.  Only six out of thirty hours of instruction weekly are devoted to all the Realien in the middle and upper standards; in the lower standards they are ignored altogether, while four to five hours are assigned to religious instruction in every standard.  There is no idea of any deliberate encouragement of patriotism.  Not a word in the General Regulations suggests that any weight is to be attached to this; and while over two pages are filled with details of the methods of religious instruction, history, which is especially valuable for the development of patriotic sentiments, is dismissed in ten lines.  As for influencing the character and the reasoning faculties of the scholars to any extent worth mentioning, the system of large classes puts it altogether out of the question.

While the allotment of subjects to the hours available for instruction is thus very one-sided, the system on which instruction is given, especially in religious matters, is also unsatisfactory.  Beginning with the lower standard onwards (that is to say, the children of six years), stories not only from the New Testament, but also from the Old Testament are drummed into the heads of the scholars.  Similarly every Saturday the portions of Scripture appointed for the next Sunday are read out and explained to all the children.  Instruction in the Catechism begins also in the lower standard, from the age of six onwards; the children must learn some twenty hymns by heart, besides various prayers.  It is a significant fact that it has been found necessary expressly to forbid “the memorizing of the General Confession and other parts of the liturgical service,” as “also the learning by heart of the Pericopes.”  On the other hand, the institution of Public Worship is to be explained to the children.  This illustrates the spirit in which this instruction has to be imparted according to the regulations.

It is really amazing to read these regulations.  The object of Evangelical religious instruction is to introduce the children “to the comprehension of the Holy Scriptures and to the creed of the congregation,” in order that they “may be enabled to read the Scriptures independently and to take an active part both in the life and the religious worship of the congregation.”  Requirements are laid down which entirely abandon the task of making the subject suitable to the comprehension of children from six to fourteen years of age, and presuppose a range of ideas totally beyond their age.  Not a word, however, suggests that the real meaning of religion—­its