The instruction in German proceeds in a very natural manner. The earlier lessons are devoted very largely to oral instruction in which the teacher takes the lead. Words, phrases, and sentences are given by the teacher for translation and concert repetition. Repetition and concert work are prominent in many places in the schools, but nowhere stressed to the same extent as in their language instruction. Concert work seems to stimulate to freedom in pronunciation, while repetition affords the drill which is necessary to the required accuracy. Having had at least five years of thorough instruction in the mother-tongue the children are able to appreciate in a measure the meaning and importance of verb forms and other features of inflection so that they are ready to do consistent work in this phase of their study. In addition to the translations referred to, conversational exercises are soon introduced, and at the end of the second year some facility in easy conversation is evidenced. Toward the close of the middle school the children are able to read the language with ease and to converse in it quite fluently. _English_ _Class II._ (Five hours.) Brekke's Elementary Reader to page seventy-four, studied and reviewed, besides the grammar in the back of the book. Conversational exercises and written work on the blackboard. During the last half year an occasional written exercise in a book. _Class III._ (Five hours.) Brekke's Reader for the Middle School, sixty-five pages read and reviewed. Knap's Grammar. One narrative per week. _Class IV._ (Five hours.) Brekke's Reader for the Middle School. Required portion read and reviewed, while the remainder of the book is gone through and in part read _ex tempore_. One narrative each week. The study of English proceeds along lines parallel to those followed in the German. The learning of the language is accomplished chiefly through its use. Explanations are made by using the more familiar words of the tongue studied, by circumlocutions, and by other similar practices. Grammar is resorted to as a means rather than an end. It is used only in facilitating the acquisition of the language, not as an end in itself. However, at the close of the course each pupil has become quite proficient in the grammar as well as in reading the language and in conversing in it. _History_ _Class I._ (Three hours.) Nissen's History of the World by Sehjoth, from the beginning until "Scandinavia in the Middle Ages." _Class II._ (Two hours.) Text as in Class I. From "Scandinavia in the Middle Ages" to "Modern Times." _Class III._ (Three hours.) Same Text. From "Charles V" to "The February Revolution." Review. _Class IV._ (Three hours.) Same Text. Reviewed in its entirety.