THE SCHOOL SYSTEM OF GERMANY =Literature.=--_Parsons_, Prussian Schools through American Eyes; _Klemm_, European Schools; _Prince_, Methods in the German Schools; _Seeley_, The German Common School System; _Russell_, German Higher Schools; _Bolton_, Secondary Education in Germany. We have traced the historical development of education to the present time. It now remains for us to examine briefly the educational systems of a few leading countries, in order that comparisons may be made, lessons drawn, and the present condition of education clearly set forth.[171] The plan of discussion to be followed in each of the four systems considered will embrace, 1, _Administration_; 2, _School Attendance_; 3, _the Schools_; 4, _Support of Schools_; 5, _the Teachers_. =Administration.=--Each German state is independent in its school system, though there are many features in common, and there is a mutual understanding on most educational questions between the various states, which makes their systems practically uniform. The system here described is that of Prussia, which, being the largest, most populous, and most influential of the states comprised within the German Empire, as well as the foremost in educational development, may well be taken as a type. There is a minister of education whose jurisdiction extends over the whole kingdom. He represents the school interests in the Prussian diet or _Landtag_, listens to appeals, distributes school moneys, and is the general educational executive officer. Each of the thirteen royal provinces has a school board whose presiding officer is _ex officio_ the royal president of the province. With him are associated other royal counselors, and pedagogically trained men,--school superintendents and principals. This board consists of men of highest integrity and intelligence. Their duties extend to the higher institutions of learning, and to institutions for the unfortunate; they have charge of the school finances of their provinces, adopt the school books that are used in the higher schools, and appoint teachers in the normal schools. They report annually to the minister, and as much more frequently as he may require. The thirteen royal provinces are subdivided into the so-called _governments_ (_Regierungen_), of which Prussia contains thirty-six. These _governments_ have an administrative school board similar to that of the province, with duties within their territory corresponding to those of the provincial board. They come into close touch with the schools, have a voice in the appointment of teachers and in the selection of text-books for the elementary schools. Their work is especially with the common schools, while that of the provincial boards is with the higher schools.