1. Architectural. 2. Civil engineering. 3. Mechanical engineering. 4. Chemical technology (including pharmacy). 5. Agriculture and farming. 6. Normal school. 7. Philosophical and political science. There are two hundred distinct courses of lectures given during the year, by forty-five professors and thirteen assistants, in the German, French, and Italian languages. The average number of students is from seven to eight hundred, and they represent almost every nation. The female students number from fifty to sixty. The charge for a complete course in any one of the polytechnical schools varies from 400 to 500 francs. Between all Swiss schools, from the primary to the university, there is an “organic connection;” the university, in the natural continuation and correspondence, crowning the work begun in the primary school. The Swiss method of teaching is never mechanical; it is gradual, natural, and rational. It is patient, avoids over-hurry; content to advance slowly, with a firm securing of the ground passed over. The fundamental maxim is from the intuition to the notion, from the concrete to the abstract, founding habits alike of accurate apprehension and clear expression. The system is not wooden, but appreciates that variety in mental food is as important as in bodily nourishment for healthy growth; that children at school are often tired and listless, because they are wearied and bored. From this the Swiss school finds relief in drill, gymnastics, singing, and drawing. Especially do music and drawing play a leading part in the programme. It is natural for children to imitate; thus they acquire language, and thus, with proper direction and encouragement, they find pleasure in attempting to sing the melodies they hear, and to draw the simple objects around them. By drawing, the eye is trained as well as the hand; the attention to the exact shape of the whole and the proportion of the parts which is requisite for the taking of an adequate sketch is converted into a habit, and becomes productive both of instruction and amusement. The Swiss system seeks to adapt the methods to the mental process; every effort is made to interest the pupil and to make learning palatable, and, like Lucretius, “to smear the rim of the educational cup with honey.” It is a common practice in schools of the United States to give children the rule for doing a sum, and then test them by seeing if, by that rule, they can do so many given sums right. The notion of a Swiss teacher is, that the school-hour for arithmetic is to be employed in ascertaining that the children understand the rule and the processes to which it is applied. The former practice places the abstract before the concrete, the latter works in the opposite way. The Swiss instruction aims to render the pupil capable of solving independently and with certainty the calculations which are likely to come up before him in ordinary life. In a word, the Swiss possess and