In this table three periods are distinguished, viz: The data of the establishment of the first Reform Schools, between the years 1813-1830; their introduction into central Germany, between 1831 and 1847; the efforts of the inner mission after 1848. The total number of Reform Schools, given as 404, is probably greater, as those of recent erection could not be added for want of reliable information. From annual reports we learn that one half the institutions of Germany number 5,235 pupils; the total number in 404 schools may safely be estimated at 12,000. The average cost per pupil is variously given at fifty to one hundred thalers. At the smallest estimate of fifty thalers, the yearly expense would amount to 600,000 thalers, which is contributed by the benevolent. Societies in aid of Reformatory Education have not been specially mentioned, yet a few words may be added with regard to them. One hundred and twenty-six children were taken care of during 1862, by a society of Baden. In Wurtemburg there are eighteen such societies, besides that of the ladies of Stuttgart. The Educational Societies founded by Pastor Brain at Neukirchen, (1850,) have labored with great success. Each of these societies has its special agents, generally young clergymen, who visit christian families throughout the country to induce them to take charge of neglected children. The society of Neukirchen provides for 132 children, 117 of which are in 100 families in the district. There are similar societies at Eberfeld, with 148 children, and Barmen, with 86; also smaller societies at Romsdorf, Solingen, Schmelm, each providing for 12 to 30 children. All these societies in Rhenish Prussia, maintain from 450 to 500 children, and when those in Baden and Wurtemburg are added, the number swells to 12,000. This seems a great result of the labor begun in 1848, and is greater yet when we consider the progress in other countries.

In England alone, 291 institutions of this class were founded between 1840 and 1850, containing nearly 23,000 pupils, and expending annually about £289,000. The Ragged Schools are not included in this estimate. In 1866, there were 1168 of these in London alone, containing 41,291 pupils, taught by 3,241 teachers, the greater part of whom received no compensation for their labors.

The results in Germany are the more remarkable when we consider how the revolutionary feeling of the time predicted the certain downfall of all Christian schools. This spirit was so violent that, in France and Switzerland, the populace demolished the buildings belonging to the institutions, and similar outbreaks were feared in Nothern Germany. But now a firm faith in God, and in the blessings attendant on His service, awoke. The languishing schools revived. Hundreds were established, and grew prosperously. It was then said that reform was a fashion, which would soon pass away. But in this noble work of educating and caring for the bodies and souls of the neglected, all classes united, old and young, men and women, rich and poor, peasant and citizen, servant and princess. Societies, communes, governments, all worked together. Private persons opened their houses and princes their palaces to receive the children, and accustom them to the life of a christian family. Fearful pictures of sin did not appal them, but only incited to fresh acts of

charity. All gave what they could for the building of Reform Schools, some their hard-earned pence, others thousands. The very poverty of the institutions gave them a strong hold on the hearts of the people.

King Max of Bavaria, in a decree of Nov. 20, 1851, expresses his pleasure in the establishment of Reform Schools in various parts of the Kingdom. He thinks that their unrestricted management is an essential feature, and that the State should only aid the administration and progress of the organizations at certain times. A Catholic priest of Bavaria, who read one of the publications of the Rauhe Haus, was induced to found a school on its plan. The united efforts of both Catholic and Evangelical Churches, resulted in the erection of 75 Reform Schools in Bavaria. In Baden, 15 schools were organized. The northern provinces of Prussia began the work with success, which has been shared by Saxony and other lesser states. The great missionary work of the 19th century has not reached its consummation. Indeed, it has scarcely been begun in many places most in need of it. Obstacles exist everywhere, chiefly resulting from that deep national struggle for belief in revelation. For this reason, the leading principles of the work of Reform should be presented in detail, as clearly as possible.

III. PUPILS AND THEIR CLASSIFICATION.

The work of each institution must be simplified as much as possible. Elements must be classified; conflicting ones removed, those that agree brought into distinct departments. This limits the work of each institution, concentrates its power and divides the labor into separate groups, thus forming an organized system.

(1) The first question to be considered is that of the religious denomination of Reform Schools. We may regard them as independent Christian enterprises, belonging to some particular Church, or as confessions of a certain faith. They are in this way distinct from the houses of correction belonging to the State, in which religious differences do not receive much consideration, although within a few years, divisions have been made as in the Reform Schools. There is now but one mixed Reform School in Germany and Switzerland. In Baden, the Archbishop insisted that there should be a separation of faiths, and that the Roman Catholic portion should be submitted to his authority, but this was not done. It appears that the Roman Catholic Church has taken hold of the education of the neglected children most zealously, but we know very little of their views and plans in the matter, owing to the want of reports. Dr. Ilirscher's treatise is therefore an interesting authority. He describes the Reform School as a penitentiary, not as much for punishment as for correction. The rules of the institution must be severely maintained; every error punished. Hard work and hard discipline are indispensable.

He considers religion as a means of education which works by fear. The avenging justice of God is strongly brought forward, while the pardoning mercy through Christ is more lightly touched upon. Perhaps these views have not been generally adopted in the practice of the Roman Catholic Church.

In France the schools are of a religious character, but are more Christian than sectarian. This is particularly the case with Mettray, and many of the farm and penitentiary schools founded by private persons.

In 1848, eighteen of the forty-one schools of France were under the charge of laymen, fifteen cared for by priests and friars. Of the 404 German Reform Schools, 324 are Protestant and eighty Roman Catholic.

(2.) Another point to be noticed is, that Reform Schools are needed for both boys and girls. Difference of opinion exists as to the practicability of uniting the sexes in the same institution. The character of the children and the accommodations of the buildings must be taken into account. Many of the schools of Wurtemburg, Baden and Bavaria, unite the two sexes. In some of the establishments they are placed in different divisions under special teachers. Tubingen and a few other schools, the boys and girls occupy different parts of the building. The Roman Catholics have consolidated some of their institutions, but have placed the boys and girls in separate buildings. Heiligenbrun admits girls only. Four or five only of the forty-four schools of Switzerland are for girls. In Baden, some of the schools are separate in this regard, others not. In the north of Germany, the Reform Schools are devoted to the sexes separately. There were formerly a few instances where the sexes were placed in one establishment, as at Stettin; but this did not answer, and a separation was made. The pupils of the northern Reform Schools are morally more dangerous than those of the southern. The arrangements of the latter organizations would be ruinous in the north. Occasionally, as in the Rauhe Haus, both sexes are in one school, but the construction of the buildings ensures perfect supervision. The newly erected buildings of the Rauhe Haus, were planned in such a way that any trouble is guarded against, and an secret interview is out of the question.

Whenever the children are particularly vicious, the separation of the sexes is general y to be preferred, although the economical wants of the kitchen, washing, sewing etc., make it often desirable to have the girls in the same establishment with the boys. The number of girls in the Reform Schools is much smaller than that of the boys; there are fewer women in the penitentiaries. This is a general fact. But the quality makes up for quantity here, since the depraved girl stands on a lower plane than the vicious boy. The most dangerous tendencies of girls are secret, their cure more difficult. There are not enough Reform Schools for girls, but this is a want which promises to be soon filled. In France, the boys and girls are carefully separated.

In 1862, eight public institutions contained 2026 boys; twenty-eight private schools numbered 4578-total, 6604. In the twenty-three private institutions for girls, were 1718 children; and in the two public schools 160-total, 1878.

(3.) Another question to be considered is the age of the pupil to be admitted or discharged. The regulations of various Reform Schools differ, and the character of the institution is in a great measure determined by their rules. It is not often that children are admitted before the age of eleven or twelve. Before that time, parents will endeavour themselves to

train their children. Some exceptional cases have been presented at seven years; these instances are rare, and difficult to manage. As a rule, the admission should not be delayed beyond fourteen years. The pupil should be under training about three years. Experience has proved that a lasting effect cannot well be produced in a shorter time. The age for admission must not be more than fifteen, or else the school would have inmates seventeen years old, which must be avoided. It is desirable that they leave the Reform School at sixteen, for they would lose the elasticity necessary for those new relations of life for which they must prepare themselves. Girls may be kept later. Accordingly, the Reform Schools generally contain pupils from eleven to sixteen years of age. Boys of the wealthier classes are not usually sent to the Rauhe Haus before the age of fourteen. Their parents delay in fruitless attempts at reformation.

(4) There is also a social distinction among the pupils of the Reform School. We must not forget that these establishments are not Poor Schools in principle, though many poor children are admitted to them. There is undoubted evidence of the fact that the mi ldle and higher classes stand greatly in need of the aid of the Reform School, and will rarely apply for it. Within the last fourteen years,, 550 boys from respectable families have been received at the Rauhe Haus, and the question arises, how shall children from these various spheres of life be grouped? It would not answer to bring the children of the higher classes into immediate contact with the ignorant and degraded. It would be very injurious to the pupils to class them together, as if in a penitentiary. The object of the Reform School would be lost. Children from the wealthy and educated classes would consider the necessary change in diet, dress, and social relations as a punishment. Now, punishment is not the principle of the school. It aims to help the pupil by sympathy, forgiveness, and loving The school must represent to the scholar his own home as far as possible. There should be the same manner of living and way of dress. The intercourse and demeanor must be that of a cordial and familiar household. The instruction of a pupil in the gymnasium must be energetically continued, that the preparation of the boy for his future vocation may not be hindered. Every agency of moral and mental culture should be employed to elevate the being of the pupil. This cannot be done in those schools in which the arrangements are chiefly made for the poorer classes. A different organization is required. This can be had only in those institutions where the means for the highest scientific and literary training are provided. It is necessary to classify the pupils according to their social rank, and place them in corresponding institutions.

care.

(5.) Mental and physical health is an indispensable condition for admission to the Reform School. An idiotic or epileptic child is a great hindrance. An epileptic inmate may infect the others, and should be dismissed at once. An idiot is a burden, restraining the progress of the scholars. A few years ago, great sympathy was excited for the idiots. Efforts were made to found asylums for them, and the directors of the Reform Schools of Reinstedt and Züllchow were asked to coöperate. The result was the establishment of asylums for idiots, under the supervision of the directors of these schools. The treatment of idiots and epileptics

should always be left to special organizations, and never connected with reformatory work.

The Reform Schools should, as far as practicable, remain independent of the Communes, or they will become private penitentiaries, compelled to admit young criminals. Even if it should seem desirable to aid the State authorities in this way, the least appearance of a penitentiary must be avoided. Success depends on it. These remarks apply to Reform Schools for girls; but an added caution is necessary. The exposed must be kept from intercourse with the specially depraved and fallen, who abound in large cities. The danger for the innocent is imminent; for association with the vicious is fraught with temptation. Many of these children, taking advantage of their connection with the pupils, seduce them also. The womanhood of the girls must be protected, and the fallen on no account admitted to the Reform Schools. There should be Magdalen Asylums, or special institutions provided for them. These are much needed in Germany, and it is to be hoped that we shall soon follow the example of England and Holland, where energetic efforts have been made for the reform of such young persons. London, as well as other English cities has many institutions of the kind for girls under sixteen years of age, some of which contain 100 inmates. One of these establishments has admitted 4000 young girls during the fifty years of its existence; another 700. Some of these institutions are specially designed for the daughters of the better class. One of these received during seven years, 673 girls. One of the Magdalen Societies maintains fifteen homes, and six family organizations for girls not yet prostituted. The excellent asylums erected in Holland, through the exertions of Pastor Heldring, deserve honorable mention. Hence, it appears that the proper pupils of Reform Schools should be classified into different institutions.

We now briefly recapitulate the noticeable points in respect to classirication:

First. Protestants and Catholics must be divided.
Second. The two sexes should be separated.

Third. The age for admission should fall between twelve and fifteen. Fourth. Pupils must be in good physical and mental health. Idiots and epileptics should not be received.

Fifth. Criminals and fallen females belong to special institutions. Sixth. Boys from the wealthier classes should be educated by themselves.

Two exceptional classes remain: those young children who may be cared for by private families, and those who belong to the Reform School proper. We will consider the latter class. These children have not led solitary lives; they have been mostly with bad companions, leading or led astray. Their sins are various, petty thefts chiefly, and begging, if belonging to the poorer class. Success in stealing is joined to growing cunning and daring. Resistance to and defiance of authority results. Such scholars are expelled from school. Parents lose their influence, brothers and sisters lament. The child is often absent from home, and at night. Anxiety is increased. Those who attempt to save the lost are insolently repelled. The poor family share their sorrows with their neigh