Let us now glance at the internal arrangements of these schools; and indeed of the Higher Gewerb-schools--literally Trade schools--as the so-called provincial Real-schools are neither more nor less than better elementary schools, or rather schools preparatory to the Higher Gewerb-schools; and as so many of the real branches of education are undertaken in them. To these provincial or preparatory schools belong the teaching of physics, natural history, the elements of chemistry, modelling, book-keeping, etc.; instruction in the French, English, and Latin languages; drawing and singing; the former subjects, however, only in the higher classes. The subjects of tuition in the Higher Gewerb, or technical schools, are, on the contrary, mathematics, algebra, plane trigonometry, analytical geometry in all its branches and modes of practical application; higher algebra, differential and integral calculus, plan-drawing and machine-drawing, botany and zoology, and physiology of plants, geognosy, geology; experimental chemistry, technical chemistry, analytical chemistry, practical chemical operations; mineralogy; mechanics, statistic and dynamic, experimental physics, free hand-drawing, modelling in wood and metal, and instruction in German, French, English and Latin languages, and history. It may easily be seen, from this glance at the subjects of instruction, how comprehensive these educational institutions are. To attempt to describe the advantages that they afford would lead us too far, and lies out of our track; but the subject deserves the attention of the whole civilized world, as its consequences must become continually more striking. The circumstances of our times demand a real education; that is, in the practical arts and sciences. One has long ceased to desire that every man shall be every thing; one wishes rather that every one should be qualified to fill with ability his particular post. The philosophical school compulsion which rules in the Gymnasia is here entirely nonexistent. The all-sided human accomplishment which the Gymnasia aim at, and ought to aim at more or less, is not arrived at in these schools, because it is contrary to their object and intention; but on the other hand, they afford the opportunity more thoroughly to throw the minds of the scholars on those subjects which are the most congenial to them, and which will consequently be most serviceable to them in their profession. We ourselves, far from being admirers of a too strict, and therefore forced and one-sided practical education, cannot help calling to mind the splendid proofs of the advantageous and excellent working of these praiseworthy schools, since they have impressed us with the conviction that in this manner able men have been educated not only for the state, but for science, notwithstanding the short time that these institutions have flourished. THE GYMNASIA