those who pass for a license, the work in the next column. The first two years are common in both courses. The studies peculiar to the second course are chosen with especial reference to practical life.

The technical institute presents five courses of study-physicomathematical, land surveying, trade and computation, agriculture, and industry. For the first two years the studies in the five sections are the same; in the third and fourth years the different courses differ widely, although containing studies in common.

The physico-mathematical section prepares pupils for the faculty of mathematics and science in the universities, for certain higher institutions of scientific instruction, and for the naval school at Genoa. Graduates from the other sections are fitted for the practical pursuits that their names suggest.

Time-table of the physico-mathematical section.

The secondary scientific institutions, like the secondary classical schools, are classed as government, pareggiate, and nonpareggiate. The following table shows the number of technical schools, their distribution in the classes just named, and the number of teachers and pupils:

Or, if we add the directors without teaching duties and teachers of gymnastics, we have a grand total of 3,487 teachers.

The pareggiate schools are, 3 provincial, 89 communal, and 7 endowed. The nonpareggiate are, 66 communal, 20 endowed, 3 episcopal, and 78 private.

Four thousand four hundred and fifty students were examined for licenses and 3,248 were licensed in these schools in 1887.

Or, adding presidents without teaching functions and teachers of gymnastics, we have a total of 1,317. Five of the pareggiate institutes are provincial, 7 communal, and 1 endowed. The 6 nonpareggiate are all private.

Of the students enrolled in the technical institutes 3,155 were pursuing the common studies of Classes I and II. The 2,533 remaining were distributed among the five sections as follows: Physico-mathematics, 766; land surveying, 740; agriculture, 22; the commercial course, 923, and the industrial, 82. One thousand four hundred and eighty-five students were examined and 972 were licensed.

The students licensed were distributed as follows among the five sections: The physico-mathematical, 278; land surveying, 293; agriculture, 7; commerce, 372; industry, 22.

The salaries of the professors of the Government secondary technical schools and institutes are shown in the following tables:

The commissioned teachers in the institutes receive an annual stipend proportionate to the work that they actually perform.

The professors titular in the Government schools and institutes are appointed by the King, on recommendation of the minister of public instruction; the professors regent, by the minister. But there are no competitive examinations to test the fitness of candidates as in the classical schools.

In the technical schools and institutes we meet again the esterni and convittori, terms that were explained in dealing with classical instruction. But the first are now relatively far more numerous than the second. In the schools the ratio is 26.025 to 2.911; in the institutes it is 5.397 to 2.91. Here, too, we find a class called auditori, persons who attend lectures but are not considered proper pupils. These hearers are not included in the above ratios.

In 1887 the technical schools and institutes were distributed by compartments as follows:

In 1890-91 there were 329 public technical schools with 31,159 pupils, and 68 private technical schools with 1,969 pupils.

The technical institutes numbered 68 public, with 7,568 pupils; private, 5, pupils, 232.

Every province had at least one technical school, while Naples reported 35. In the compartments and provinces where but one secondary technical institution of a kind is found, it is invariably a Government institution.

Naturally, secondary scientific instruction has grown more rapidly in recent years than secondary classical instruction. In 1863 there were 42 technical schools, with 2,200 students; in 1879 the corresponding numbers were 63 and 7,070. None but Government schools are reported for this period. In 1863 there were 32 institutes, with 1,789 students; in 1879 the numbers were 68 and 7,613. Since the lastnamed year we have full reports. The more important facts are summarized in the following table:

The Government schools have continued to grow. In 1880 there were 63, with 6,990 pupils; in 188S, 143, with 14,652 pupils. All the other schools have fallen off in numbers, or in pupils, or in both. More and more this important department of education is passing into the hands of the national Government. The church influence is here extremely small.

THE UNIVERSITIES.

It was on Italian soil that the first modern institutions of learning to bear the name of university appeared. Definite dates it is impossible to give. Nor, when we consider all the facts and circumstances. attending their origin, could we expect to find it otherwise. The order of evolution was something like this: One or more teachers, alone or supported by a patron or patrons, attracted a group of scholars; other teachers came to the assistance of the first ones, followed by more scholars; rules were formulated to govern instructors and students in their scholastic relations; private individuals and Government lent their encouragement; the school, which at first depended wholly or mainly upon the teachers, acquired an independent momentum, status, and character; and, finally, the conferring of a charter by the Pope, or some other authority, gave it a distinct institutional organization. and life. At a later day this order was often reversed; many of the universities took their rise from a formal act of institution or foundation, but the early ones grew up and were not founded. Sometimes the University of Salerno, that came to an end in 1817, is said to have originated in 1150. The medical school that became the University of Salerno considerably antedated that time. The year 1200 is often