of the state alone can protect for the individual his family, his freedom, and his rights. And it must bring the youth to know how Prussia's kings have exerted themselves to clevate the condition of the laborers, in a continuous development from the legal reforms of Frederick the Groat and from the abolition of serfdom to the present day. Morcover, the school must show, by statistics how considerably and constantly in this century the wages and condition of the laboring classes have inproved under this monarchial protection."

Educational

Ideals of

the Middle

Ages.

In the foregoing paragraph a brief summary was given of the change in the educational ideals in Germany, their present status and also the ef ́orts no male to reach the goal set by recent ideals. I will now proceed to discuss more in letail the educational phases of this country that bear upon our topic. At the beginning of the seventh century Germany was still enthralled in heathendom. With the advent of the messengers of the Gospel one the school. The church recognized carly the necessity of supporting the terets o the Christian faith by educating those designed for the priesthood. In conformity with this ideal, schools were at once founded at Reichenau and St. Gall. These have become famous as models after which all schools of northern Europe during that period were patterned. At the beginning of the eight century the Gospel was spread far and wide, not only by the mis ionaries from the South, but

also by members of the Benedictins from the North. Native missionaries were in roat demand, hence monasteries and schools grew up side by side and becane centers of educational influence as well as training schools for missionaries. The school at Fulda especially attained great renown and even now ranks high among the schools of Germany.

Limitations.

Since the preparatior of the pupils for

the priesthood was the function of these schools,

all instruction proceeled naturally from the clergy. Their course of study was plannel for the purpose of promoting the work of the church. Though theoretically composed of grammar, rhetoric, logic, arithmetic, geometry, astronomy and music, the church language and singing always stood first in the curricula ani later on usurped nearly all the time that should have been devoted to the study of the other branches.

Alcuin's

Influence.

In the course of years these schools greatly deteriorated. Their function had be

come too narrow for the tines. Charlemagne, viewing with regret this state of affairs set about to secure sone reforas. Ho required the clergy to teach. reading, arithmetic and singing as well as religion. Invitations were sent to all renowned scholars of Europe to come to his court. Some accepted the call. Of these Alcuin, England's distinguished scholar, became a power for good in the educational interests of Germany. Under his influence, schools again multiplied. Their spl ere was enlarged.