The chiefly agricultural districts of the north furnish few university students, while the agricultural districts of the south furnish many more than the Prussian average, and more than the average of the Empire. Grouping the numbers according to larger zones we arrive at the following results:

Among every 10,000 male inhabitants we find:

It is to be remembered that Berlin, with its large attendance, is situated in the first zone.

Whether analogous results would be noticed if the attendance of technological institutes, agricultural colleges, mining academies, and other higher seats of learning were considered, can not be stated with certainty. The attendance at universities was alone considered, because it is in universities where the civil officers (nearly all professional men, clergymen, judges, state attorneys, physicians, health officers, mayors, and secondary teachers are in the State's service) receive their preparation. Another point is that Catholic States, like Bavaria and Baden, furnish more university students than Protestant States.

In a few years the relative attendance will be greatly changed, since Prussia has opened its universities to women. The results of the first matriculation of female students at the universities of Prussia are as follows: The total number admitted is 663, of whom 461 are from Prussia and 202 from other States. The university of Berlin matriculates 400, Göttingen 71, Bonn 69, Breslau 50, Marburg 27, Halle 22, Konigsberg 17, Greifswald 5, and Kiel 2. Of the total number, 363 study philosophy, philology, and history; 134, medicine; 108, mathematics and natural science; 25, dentistry; 22, political economy; 6, law; 3, evangelical theology, and 2, pharmacy. The German technological institutes had, in the winter of 1908-9, 1,230 matriculated women students.

Of the female university students from non-German States, 43 are from America, 35 from Russia, 14 from Austria-Hungary, 7 from England, 6 from France, 4 from Roumania, 3 from Switzerland, 2 from Italy, 1 each from Denmark, Holland, Norway, Servia, and Australia. In addition to these matriculated female students, there are 958 females enrolled in various lines of hospital work at the Prussian universities.

CHAIRS OF PEDAGOGY IN GERMAN UNIVERSITIES.

Doctor von Wehner, minister of public instruction in Bavaria, recently replied to a parliamentary inquiry concerning the establishment of separate chairs of pedagogy in Bavarian universities, as follows:

In 1907 the Royal Government submitted to the senates of the three Bavarian universities the question whether it was advisable not only to establish separate chairs of pedagogy, but also to connect practice schools with them. Comprehensive replies, with arguments pro or con, it was intimated, would be welcome. The reports of the three universities (Munich, Würzburg, and Erlangen) were received in due time by the Government. The senates of Munich and Würzburg declared themselves opposed to separate pedagogic chairs, and the senate of Erlangen advised the establishment of a new chair of philosophy, the especial duty of which it might be made to treat pedagogy. The introduction of practice schools into the universities was rejected by all three senates.

The arguments of the university senates of Munich and Würzburg against the establishment of professorships of pedagogy were as follows:

I. Pedagogy as an isolated science is incapable of producing creative scientific works.

II. Pedagogy as a university discipline would presuppose universal knowledge in its representative. Since that is impossible, it would be necessary for every university to arrange for an entire pedagogical faculty, analogous to the faculties of theology, law, medicine, and philosophy. Only thus could the special didactics of each branch of study be represented.

III. An introduction into the psychological foundations of pedagogy can take place only through a representative of systematic philosophy who is familiar with the method of experimental psychology.

IV. For theoretical pedagogical preparation of students of theology the present arrangements are quite sufficient.

V. The practical preparation of future secondary teachers properly belongs to the pedagogical seminaries connected with high schools, that of teachers of elementary schools to model classes in normal schools. The university, as such, has other objects in view; it has to promote the professional and purely human preparation of students.

VI. Connecting model or practice schools with the universities would raise objections concerning the principles upon which university education rests; it would also create great administrative difficulties relating to the teachers of such schools, their pupils, and local school conditions.

It is, therefore [concluded the minister], not considered necessary to establish separate chairs for pedagogy; all three senates raising objections to the plan, the Government is induced to dismiss the question for the present.

It may be added that in several leading universities, such as Berlin, Leipzig, Marburg, and Jena, pedagogy is represented by a number of chairs of philosophy, but a model school for experimental teaching is found only in Jena.

UNIVERSITY LIBRARIES IN PRUSSIA.

The Yearbook of the German University Libraries for 1909 reveals the relation between the number of volumes on the shelves and the number of volumes called for and taken home in 1908. The following table shows the facts for the ten Prussian universities:

CHAPTER XI.

SCHOOLS FOR CRIPPLED CHILDREN ABROAD.

By EVELYN MAY GOLDSMITH,

President of Association of Public School Teachers of Crippled Children in the City of New York.

In no department of education in Europe has greater progress been made during the last twenty-five years than in that which has to do with the physical, mental, and moral training of crippled children.

The greatest advance in the education of the deformed in connection with the regular system of public schools is to be seen in Great Britain, especially in London, Liverpool, Glasgow, and Edinburgh, where many public schools of a special character have been established for crippled children.

The greatest advance in trade schools for adults where crippled men and women are taught to earn their own living is found in Norway, Sweden, and Denmark. Here workshops have been established for over forty years, and within most recent times have been greatly enlarged and extended. These schools, which are in reality homes, are supported by grants from the Government and private donations, and while doing most effective work are often handicapped by need of funds.

DENMARK.

The mother school was first started in Copenhagen in 1872, and is still the only one in Denmark. From this many in other countries have been patterned. Large additions are now in process of construction, and in a year it will become an ideal educational center for the disabled of Denmark. In this school many trades are well developed, the aim of which is to fit the pupils to go out into the world and take positions that will render them self-supporting.

An attempt is being made to help the pupils to "learn to do things that pay," or, according to Miss Peterson, the head of the school, to teach them "to do their own living."

The institution has five divisions, namely:

I. Clinic, where patients are treated and bandages, wooden legs, special corsets, boots, etc., are supplied. These are made, at the order of the doctors in attendance, by the pupils in the workshops,