In the higher schools, the object of the teachers was to “impart such knowledge as is required in the service of Europeans,” and all instruction was given in the German language. The schools for practical work trained girls for domestic work, laundry work and farming, while boys received instruction in carpentering, cabinet-making, smiths’ work, boot-making and tailoring, printing and book-binding. At the completion of their course, all pupils were obliged to remain in the service of the Government for two or more years. In both Togoland and Cameroon, the Government had a school of agriculture, where pupils were instructed in farming, especially cotton-growing and the use of the plough, and at some of the mission schools in the latter colony the pupils were trained in brick-making and cocoa-planting, and the work connected with water-supply and bridge-making. In both colonies the schools generally were open on five or six days a week, with from twenty to thirty-five hours’ instruction per week, according to the grade of the several schools. The average length of holidays for Mission and Government schools was from two to three months per annum. Unfortunately, no statement of revenue or expenditure is included in the case of Togoland beyond the fact that the Government made a yearly grant of £750, distributed among the various schools for the encouragement of German language-study. In Cameroon, in 1910, the Basel Mission spent £5,386 on teachers’ salaries, and the Roman Catholics £1,626. The cost of the Government schools in that year was £1,963. Generally no school fees were paid except in some of the higher schools in Togo, where pupils paid 50s. per annum, and at Garna, in Cameroon, the Government pupils paid 30s. per annum in kind. THE RESULTS OF GERMAN METHODS. In Cameroon a Government Proclamation of April 25th, 1910, made school attendance obligatory for all native children, instruction in German from the first class was made law, and the punishment for a child who left school before completing the whole course was fixed at a fine of £2 10s. or a flogging. Although children generally were anxious to attend school in order to qualify for service with Europeans, truantry appears to have become more popular after obligatory attendance was introduced, and the native police were kept busy in bringing back absentees. School children, who were distinguished by the wearing of brass-buttons and cockades, showed a tendency to become denationalised: few of them returned to the family farms when they completed their school course, which had the effect of causing them to lose touch with their own tribe and families.