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2) Der Mittelbau hat die Aufgabe, a) die Kinder aus der Arbeitsweise der Grundschule zu den Arbeitsformen der Mittelschule und des Gymnasiums hinzuffihren; b) die Anlagen und die Leistungsf~higkeit der Kinder zu entfalten und zu erkennen, und die Kinder sinnvoll fiir die weiterffihrenden Schulen auszulesen, so dab sich eine f6rrnliche Priifung erfibrigt. 3) Ein wesentlicher Teil der erzieherischen und unterrichtlichen Arbeit wird im Klassenverband geleistet. Dazu tritt der in Kursen erteilte Fachunterricht. 4) I m ffinften Schuljahr umfal3t der Kernunterricht die Gebiete des Deutschen, der Kultur- und Naturkunde, der musischen und religiSsen Erziehung; der Kursunterricht fibernimmt die systematisch aufbauende Arbeit in der Sprachlehre, im Rechnen und in einer Fremdsprache (Englisch oder Lateinisch). I m sechsten Schuljahr differenziert sich der Kursunterricht welter mit Rficksicht auf die Begabung und Leistungsf~higkeit der Kinder und im Hinblick auf die Anforderungen des Gymnasiums, der Mittelschule und der Volksschule. 5) Am Ende der sechsten Klasse entscheidet das Klassenkollegium fiber die Versetzung in die siebente Klasse einer der weiterffihrenden Schularten. 6) Es ist anzustreben, dab Schule und Elternhaus im Urteil fiber die Eignung der Kinder fibereinstimmen. St~ndiger K o n t a k t ist deshalb notwendig. III Abgesehen v o n d e r Lehrerschaft der H6heren Schulen, die sich besonders gegen eine drohende Verkfirzung der neunj~hrigen Dauer des Gymnasiallehrganges auf sieben Jahre verwahrte, fand der Vorschlag der Hamburger Kommission in der Tages- und Fachpresse wohlwollende Zustimmung. Die Regierung Hamburgs hat ihn sich zu eigen gemacht und den Mittelbau versuchsweise Ostern 1956 in Hamburg-Bergedorf mit sechs Parallelklassen anlaufen lassen. Ob sie dem Dr~ngen einer starken Str6mung Iolgen und Ostern 1957 diesen Versuch auf einige andere Stadtteile ausdehnen wird, bleibt abzuwarten. So erfibrigt es sich auch, im gegenw~rtigen Stadium Prognosen fiber eine welter reichende Umgestaltung der allgemeinen Schulorganisation anzusteUen. Zun~chst bleibt es flit H a m b u r g also bei der gesetzlich geregelten Ordnung, wonach die Kinder entweder nach vier Jahren Grundschule in die neunstufige HShere Schule oder nach weiterem zweij~hrigem Volksschulbesuch in die vierj~hrige Mittelschule oder die siebenj~hrige H6here Schule iibergehen kSnnen. I n allen drei F~llen wird dieser l~bergang vom Bestehen einer Aufnahmeprfifung abh~ngig gemacht u n d gilt erst nach der anschlieBenden erfolgreichen Absolvierung eines Probejahres als endgiiltig vollzogen. Diese Ordnung gilt im ganzen auch in den iibrigen L~ndern der Westdeutschen Bundesrepublik. A. KLEEBERG, Hamburg ADULT EDUCATION IN T H E B R I T I S H ARMED FORCES

Definition I t is necessary at the outset to define the limits within which this report is made. I t would be possible to regard all, or most, of Service life as an educational process. I t is certainly true that there is much that is educational in the purest academic 32

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sense in the t r a i n i n g given in t h e Services to personnel in technical arms. This w o r k is of t h e highest importance, b u t it has a specialised object. I t is n o t concerned w i t h t h e t a s k of raising the general educational level in the Service and will therefore n o t be dealt w i t h here. I t has h o w e v e r long been understood t h a t there is a need for all m e n (and women) in the Services to h a v e a sound basis of general education, and there is all obvious service value in all men reaching t h e highest educational level of which t h e y are capable. I t is equally i m p o r t a n t t h a t servicemen shall be wellinformed a b o u t t h e social, economic and political situation in which t h e y operate. F u r t h e r m o r e , m a n y m e n h a v e an a p p e t i t e for study, interests in the cultural or intellectual field, or an a m b i t i o n to obtain educational qualifications of value for t h e m on discharge. These needs h a v e been recognised in t h e British a r m e d forces, and it is t h e m e a n s which are employed to m e e t these needs t h a t I shall describe. I shall n o t therefore deal, e x c e p t in passing, w i t h the academic c o n t e n t of technical m i l i t a r y training in t h e strict sense. The .4 ires of Services Education First let us consider the aims which Services' education sets itself. There are four m a i n aims. 1. To provide, or to consolidate where it already exists, the broad educational foundation u p o n which m i l i t a r y training m u s t be based. This t a s k consists in the m a i n of revision of w h a t was learnt, at school, and forgotten to a greater or less e x t e n t in t h e period from 15 to 18 years of age. I n the A r m y there is, in addition, a small n u m b e r of m e n who are illiterate or subilliterate, and for t h e m special training is provided. 2. To create and e x t e n d an u n d e r s t a n d i n g of the tasks of the Services in t h e present national and international situation. This is of obvious importance, and d e m a n d s a s t u d y of history and g e o g r a p h y as well as of current events. 3. To provide facilities t h r o u g h which t h e serviceman can pursue his own c u l t u r a l and intellectual interests. N o t only is it i m p o r t a n t on general social grounds to provide these facilities, b u t c o n t e n t m e n t of m i n d and the provision of opportunities for self-expression are v i t a l factors in t h e morale of an a r m e d force. 4. To provide instruction designed to fit t h e Serviceman, b o t h as a citizen and an economic unit, for his return to civil life. The qualities of a good soldier are also those of a good citizen, b u t the duties of t h e l a t t e r are different and sometimes even more exacting. Moreover, if an ex-serviceman is to find a p p r o p r i a t e employm e n t on discharge, he m u s t t a k e steps to fit himself for civilian e m p l o y m e n t while he is still serving. These t h e n are t h e main aims of Services' education. T h e y are, for t h e m o s t part, valid for officers as well as o t h e r ranks. l m p a c t o / N S 1 on Services' Education The introduction of NS since the war has had a profound effect on educational provision in the Services. I t will be agreed t h a t it is of the g r e a t e s t i m p o r t a n c e nationally to reduce to a m i n i m u m t h e i n t e r r u p t i o n to educational and personal d e v e l o p m e n t i n v o l v e d in NS. During their two years' service, m a n y m e n wish to continue their studies, and for m a n y more it is essential t h a t t h e y should do so. I t is for this reason t h a t t h e NS A c t of 1948 laid d o w n t h a t t h e Services should 1 N a t i o n a l Service

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provide, as far as military exigencies made it possible, educational facilities equivalent to those available to civilians. The effect of this law has been, not to alter the framework of Services' education but to increase and widen its scope, and the use made of it by servicemen.

The Place o] Education in the Service Before describing the educational system used in the Services, I want to make clear t h a t in the British armed services, education has long been recognised as an integral part of the training an d life of the Serviceman. I t is linked with his promotion, associated with his military training, and bears upon his resettlement in civil life. Education has been provided in the Royal N a v y since the 17th Century, in the Army since the 18th Century, and in the Royal Air Force since its creation. The Corps of A r m y Schoolmasters (of which the R A E C 1 is the direct descendant) was founded more than a century ago. The work which we now do is therefore based on a long tradition, and upon experience gained in many lands in peace and war. There is, we feel, no doubt that education is nowadays more important than ever before. In these days when the maintenance of peace and the waging of war depend more upon the development and use of delicate and complex machinery than upon the sheer weight of numbers t h a t can be launched in battle or employed on industrial tasks, the soldier, like the civilian, must be an intelligent, wellinformed and educationally well-equipped man. Moreover, if he is to be a worthy representative of the defence forces of his country, he must know what he is defending, and against what. The more he understands of the international issues in which he is professionally involved, the more seriously he will regard his responsibilities, and the more effectively he will discharge them. The Educational System in the Services (i) Personnel and Administration How then do the British armed forces organise their educational service, and of what does it consist ? First, each Service has a force of officers (and, in the A r m y only, NCOs 3) to administer and apply its education scheme. These men are mainly either graduates or trained teachers, and all have been trained in their duties at Services Schools. In the R N 8 and R A F 4 a high proportion have technical qualifications. Their task is to act either as Staff Officers, at HQs 5 or as instructors in units, or to operate Services educational establishments. In the R N almost all are instructors, b u t in the other two Services there is a higher proportion of Staff Officers. They serve at home and abroad, and plan and provide the bulk of the education in all three Services. The British officers at this conference are all members of the educational branch of their Service. Responsibility for the provision of education in accordance with the policy of each Service rests upon Commanders at all levels. While the instructor is the direct agent in the matter, the educational staff officer's task is to advise his Commander 1 2 a 4 5

Royal Army Educational Corps Non-commissioned Officer Royal N a v y Royal Air Force Headquarters

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as to the best means of making policy effective, to initiate and promulgate, under his authority, plans and orders relating to education, to supervise the administration of the educational scheme, and to keep him informed of the progress of education within his command. A major part of his work is to assist units in the carrying out of their educational programme, and to maintain a close liaison with civilian educational authorities. All this is specialised work, demanding in equal parts high professional competence as a teacher, an educational administrator and an officer. He should be equally acceptable to a commanding General and to a University professor. He should understand with equal thoroughness the military roles of all types of unit, and the theory and practice of educational work of all kinds. This is much to ask of any one person - probably too much. I t certainly means t h a t an educational staffofficer has very little spare time, and the more successful his efforts the more work he will have to do. Passing from personnel to supplies, it may be enough to say t h a t the supply of books, equipment and materials, and accommodation for instruction is an official commitment, the cost of which is met in the same way as all other military supplies. Much of t h e equipment used - films, filmstrips, posters, pamphlets - is designed and produced by the Services themselves. The bulk however particularly of the books and periodicals used, are selected and purchased from civilian sources. I t may be of interest t o know t h a t the scale of issue of books to Service libraries is approximately eqnivMent to t h a t provided ill municipal libraries. Lastly it may be of interest t h a t funds are made available for direct expenditure on educational work. Educational staff officers may by these means employ civilian teachers where necessary, pay tuition fees at civilian educational institutions or purchase items of equipment needed locally and not supplied officially. The Services also accept financial responsibility for the system of University assistance to Services' education. In short, adequate manpower, buildings, equipment and money are made available for the education of the Services~ I t is now necessary to see to what use these facilities are put. The first task in Services education is to restore and consolidate the basic educational skills of the servicemen. English, mathematics, geography and an understanding of the structure and role of the Services are taught to all recruits, and a system of examinations exists to test ~he standards reached by tile men. In the Army and the I~AF, instruction is largely provided during d u t y hours, by Service Instructors, though it is sometimes necessary to supplement this by off-duty study. Attendance is compulsory until a certain standard is attained. In the R N instruction takes place in off-duty time, and attendance is voluntary. The time spent in this way varies from 2-4 hours per week, depending upon the tasks of the unit, and on the training programme in force. In certain commands, it is necessary because of operational or training commitments, to provide concentrated courses of one or two weeks at a time, rather than to give regular instruction throughout the year, but this practice is not used except under the pressure of necesslty. In all three Services, instruction in international affairs is compulsory, and should be given in all units weekly. I t normally takes the form of a discussion led by a regimental officer, and pamphlets are issued as a guide. The object of this instruction is first to give an objective account of current events, and secondly to arouse interest

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in and discussion of them. I n s t r u c t i o n is also given to officers in Current Affairs, usually b y means of courses supplied b y t h e Universities. As i m p o r t a n t as the foregoing, and more difficult to supply, is the e d u c a t i o n d e m a n d e d b y the individual soldier for his own purposes. I t is plainly impossible for the e d u c a t i o n staff of a unit to m e e t all the v a r i e d demands which m a y arise from several h u n d r e d men. When, therefore, the resources of this staff are exhausted, use is m a d e of a v a r i e t y of agencies. First, a m a n m a y a t t e n d L E A 1 classes, or he m a y t a k e a Correspondence Course arranged b y the Services - there are 600 such, and 24332 m e n h a v e b e g u n courses of this kind in the last year. L a s t l y - he m a y d r a w on the aid of the Universities. B y these means, he can s t u d y for civilian examinations, which he can t a k e under Service arrangements, as m a y in fact do. Much can, however, be done by p r o p e r use of Services Instructors, and the A r m y and N a v y , which t e n d to h a v e larger concentrations of m e n in one place, t h a n t h e 1RAF, h a v e set up E d u c a t i o n Centres which offer a wide r v a r i e t y of instruction t h a n can be p r o v i d e d b y individual units. There are m a n y such centres in G e r m a n y , covering a wide range of academic work, and including cultural pursuits and h o b b y classes. Some such centres- like t h a t at M6nchen-Gladbach, G e r m a n y , are a focus of cultural life in the garrison. I n centres such as these, a t units, in civilian educational establishments, or b y means of Correspondence Courses, m e n m a y s t u d y for qualifications which will assist t h e m to o b t a i n suitable e m p l o y m e n t w h e n t h e y leave t h e Services. T h i s aspect of Services' education is of g r e a t importance, since m o s t m e n leave t h e service a t a relatively early age, w i t h a pension which is i n a d e q u a t e unless it is supplemented. I t is the responsibility of the e d u c a t i o n service to p r o v i d e i n f o r m a t i o n and advice concerning civilian e m p l o y m e n t to those who need it, and in this t h e y are assisted b y the Ministry of Labour. A m o n t h l y bulletin is issued to all units of t h e three Services giving information of this kind, and courses are available, up to a m o n t h in length, in which training is p r o v i d e d in t h e civilian w o r k selected b y t h e student. Education i n the Services Before completing this sketch of educational provision in t h e Services, it m a y be of interest to indicate to w h a t e x t e n t e x a m i n a t i o n s figure in the scheme. I t has already been explained t h a t before p r o m o t i o n to NCO rank, e d u c a t i o n a l e x a m i n a t i o n s at different levels m u s t be passed. Similarly, rates of p a y are related in m a n y cases to educational a t t a i n m e n t s . These e x a m i n a t i o n s are administered b y the m i l i t a r y educational authorities. Officers of t h e A r m y and R A F h a v e also to pass e x a m i n a t i o n s before p r o m o t i o n or for e n t r a n c e to t h e Staff College. These e x a m i n a t i o n s include papers on I n t e r national Affairs. E d u c a t i o n officers are responsible for p r e p a r i n g officers for these examinations, w i t h m u c h assistance from t h e Universities, usually in the form of short full t i m e courses. T h e y also give instruction in self expression to candidates. A v e r y large n u m b e r of civilian e x a m i n a t i o n s are also t a k e n b y Service c a n d i d a t e s after preparation under Service and civilian instructors. Of these the m o s t i m p o r t a n t is the GCE 2. Owing to the difficulty of holding this e x a m i n a t i o n abroad, and also because it was desired to m a k e the e x a m i n a t i o n more r e l e v a n t to Service needs b y the inclusion of technical subjects, a special e x a m i n a t i o n - the Services GCE - is

1 Local E d u c a t i o n A u t h o r i t y General Certificate of E d u c a t i o n

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n o w in existence. I t is a d m i n i s t e r e d b y t h e C a m b r i d g e Local E x a m i n a t i o n s S y n d i c a t e , a n d h a s e x a c t l y t h e s a m e s t a t u s as a n y o t h e r GCE. D u r i n g t h e l a s t 12 m o n t h s , m o r e t h a n 8000 c a n d i d a t e s h a v e s a t for t h i s e x a m i n a t i o n , t a k i n g a t o t a l of m o r e t h a n 14000 papers. O v e r 5000 c a n d i d a t e s p a s s e d in o n e or m o r e subj ects. I t is t h e f u t u r e i n t e n t i o n t o p r o v i d e C o r r e s p o n d e n c e Courses l e a d i n g t o U n i v e r s i t y degrees. T h i s d e v e l o p m e n t is p a r t i c u l a r l y d e s i r a b l e in o r d e r t o assist m e n s e r v i n g a b r o a d , w h o a r e u n a b l e t o t a k e a d v a n t a g e of U n i v e r s i t y t e a c h i n g a t h o m e .

Characteristics of Services Education I s h o u l d like n o w t o c o m p l e t e t h i s s u r v e y b y d r a w i n g a t t e n t i o n t o w h a t seem t o m e t o b e some of t h e s a l i e n t c h a r a c t e r i s t i c s of Services e d u c a t i o n . First, i t will b e clear t h a t e d u c a t i o n m u s t t a k e second place t o i m m e d i a t e m i l i t a r y necessities. T h i s m u s t a l w a y s b e so, b u t i t is v a l u a b l e t o r e m e m b e r t h a t a l t h o u g h e d u c a t i o n ceased in t h e A r m y a n d R A F o n t h e o u t b r e a k of war, i t w a s f o u n d n e c e s s a r y s h o r t l y t o r e i n t r o d u c e it, since t h e r e w a s n o t h i n g t o t a k e its place, a n d t h e d e m a n d f r o m t h e t r o o p s was insistent. T h e R N , exercising t h e i r c h a r a c t e r i s t i c gift of foresight, in fact i n c r e a s e d t h e i r e d u c a t i o n a l p r o v i s i o n in 1939. Secondly, a l t h o u g h t h e e d u c a t i o n a l p r o v i s i o n m a d e e x t e n d s far b e y o n d w h a t is n e e d e d for d i r e c t m i l i t a r y purposes, t h e n e e d for s u c h p r o v i s i o n is recognised fully w i t h i n t h e service, a n d e d u c a t i o n f o r m s a n i n t e g r a l p a r t of service life a n d t r a i n i n g . T h i r d l y , educatiOn i s p r o v i d e d bY a p r o f e s s i o n a l b o d y of m e n w i t h i n t h e Services w i t h t h e c o l l a b o r a t i o n of civilian e d u c a t i o n i s t s . E d u c a t i o n s t a f f s in t h e services a r e fully e n g a g e d o n e d u c a t i o n a l d u t i e s - w i t h c e r t a i n e x c e p t i o n s in t h e t e c h n i c a l field a n d c a n n o t b e w i t h d r a w n f r o m t h i s w o r k for o t h e r duties. O n t h e q u e s t i o n of e d u c a t i o n for c i t i z e n s h i p *, t w o t h i n g s n e e d t o b e said. First, i n s t r u c t i o n of t h i s k i n d b u l k s less largely in t h e e d u c a t i o n a l s c h e m e t h a n m i g h t b e e x p e c t e d . I t will b e u n c o m m o n t o find i t o c c u p y i n g as m u c h as a q u a r t e r of t h e e d u c a t i o n a l t i m e of a u n i t . I t is, all t o o f r e q u e n t l y , t h e s u b j e c t w h i c h suffers first f r o m t h e c o m p e t i t i o n of o t h e r c o m m i t m e n t s . P e r h a p s one of t h e reasons for t h i s is t h a t , w i t h a long h i s t o r y of d e m o c r a c y a n d f r e e d o m b e h i n d us, we are less c o n s c i o u s t h a n we s h o u l d b e of o u r c o n t i n u i n g n e e d for e d u c a t i o n in t h i s field. T h e r e is h o w e v e r a n o t h e r reason. I t is t h a t t h e discussion of political issues, e v e n issues of e x t e r n a l politics, c a n easily lead t o a r g u m e n t i n w h i c h p a s s i o n t a k e s t h e place of reason. T h i s t y p e of discussion h a s little e d u c a t i o n a l v a l u e a n d creates divisions in a force w h i c h t o b e s t r o n g m u s t b e u n i t e d . I t is o b v i o u s l y m o s t u n d e s i r a b l e t h a t e d u c a t i o n officers s h o u l d b e c o m e i n v o l v e d i n a r g u m e n t s of t h i s kind. F o r t h i s r e a s o n t h e y g e n e r a l l y a v o i d s u c h subjects, a n d l e a v e t o civilian l e c t u r e r s a n d t u t o r s t h e t a s k of p r e s e n t i n g political issues in a n o b j e c t i v e a n d f a c t u a l m a n n e r . F o r us, t h i s is t h e b e s t s o l u t i o n of a difficult p r o b l e m , t h o u g h in f a c t i t r e d u c e s t h e a m o u n t of a t t e n t i o n p a i d t o political issues, a n d especially t o p a r t y political issues. T h e second t h i n g t o b e said is t h a t t h e e d u c a t i o n a l s y s t e m of t h e B r i t i s h a r m e d forces is n e v e r u s e d a s a vehicle for g o v e r n m e n t p r o p a g a n d a . T h e u t m o s t l e n g t h s are gone t o t o e n s u r e t h a t a n y c o n t r o v e r s i a l issue u n d e r discussion is p r e s e n t e d o b j e c t i v e ly. T h i s w a s e v e n t r u e of a r e c e n t series of p a m p h l e t s e x p l a i n i n g t h e r e a s o n for B r i t i s h r e a r m a n e n t . T h e facts w e r e s t a t e d , b u t t h e conclusions t o b e d r a w n f r o m t h e f a c t s were left to t h e soldier t o d r a w for himself. I t m a y b e t h a t we were excessively s c r u p u l o u s i n t h i s case, b u t i t is a n e x a m p l e of t h e care we t a k e t o a v o i d p r o p a g a n d a of a n y kind. -

* A special article o n t h i s topic will b e p u b l i s h e d in o u r n e x t issue.

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Services education is a p a r t of the N a t i o n a l system of education. This is n o t o n l y t r u e as a m a t t e r of law, b u t is true in spirit and in fact as well. There is no difference b e t w e e n a class of soldiers and a class of y o u n g w o r k m e n or clerks e x c e p t t h a t t h e former wear uniform. T h e same academic freedom exists in both. I t is for this reason t h a t it is possible for us in t h e Services to collaborate easily and freely w i t h our civilian colleagues, and indeed to consult w i t h t h e m in planning our work. I t seems to us t h a t only thus can we fulfil our purpose, which is to assist servicemen to develop their potentialities to the full, for the benefit of the individual, t h e service and the nation. Lt. Col. A. L. GADD, O.B.E., M.A., R.A.E.C. L'ENSEIGNEMENT DE LA PHILOSOPHIE EN DANS LES ETABLISSEMENTS DU SECOND

FRANCE, DEGRE

L ' e n s e i g n e m e n t de la philosophie est une des pi&ces mattresses, c o m m e le couronn e m e n t de notre enseignement du second degr~, qui lui dolt un de ses caract~res essentiels, son esprit, et, p o u r une b o n n e part, son prestige et son r a y o n n e m e n t aussi bien ~ l'int6rieur du pays q u ' k l'~tranger. Cela, les instructions de 1925, r6dig6es p a r le Ministre lui-m~me, l ' a v a l e n t j u s t e m e n t signal~. EUes insistalent sur l ' e x t r ~ m e i m p o r t a n c e de la classe de philosophie dans l'ensemble de l ' e n s e i g n e m e n t frangals et sur t o u t ce q u ' o n p e u t en attendre. Les ~l~ves qui e n t r e n t dans c e t t e classe se trouv e n t en pr6sence d ' u n certain n o m b r e de grands probl~mes relatifs k la condition de l ' h o m m e , k son pouvoir de connalssance, ~ sa conduite, k sa destin~e. P o u r peu q u ' o n sache toucher leur sensibilit6, l'~tude de ces probl~mes est de n a t u r e k a u g m e n ter prodigieusement la surface de leur esprit et ~ 6veiller chez eux un int~r&t sans precedent. Une t r a n s f o r m a t i o n radicale s'accomplit dans l'acquis des classes ant~rieures. Les textes htt6ralres s'61argissent grace a u x horizons n o u v e a u x d~couverts par la philosophie. Le bagage scientifique perd son aridit6 et p r e n d une v a l e u r nouvelle p a r la r~flexion sur la connalssance. D ' a u t r e part, l'61~ve dolt se sentir progressivement dispos6 k falre face, en &tre libre et ralsonnable, a u x obligations de son m6tier d ' h o m m e et de son r61e de citoyen. On ne p e u t que reprendre ces indications, en les a c c e n t u a n t tr~s fort. Depuis t r e n t e ans, l ' e n s e i g n e m e n t de la philosophie s'est b e a u c o u p d6velopp6. Le n o m b r e des professeurs et le n o m b r e des ~l~ves sont a u j o u r d ' h u i environ sept fois plus ~lev6s q u ' e n 1925. L ' e n s e i g n e m e n t de la philosophie a sa place au t e r m e de l ' e n s e i g n e m e n t secondaire apr~s la premiere partie du baccalaur~at. I1 est donn6 a c t u e l l e m e n t dans les classes suivantes : 1~ Classe de philosophie. H o r a l r e : 9 b par semalne. P r o g r a m m e : Psychologie. Logique. Morale. Philosophie g6n6rale. - I1 faut souligner l ' i m p o r t a n c e de c e t t e classe, qui est la classe de philosophie p a r excellence, k laqueUe les professeurs de philosophie sont tr~s attach6s et oh chacun d ' e u x se sent chez soi. Le p r o g r a m m e de c e t t e classe c o u v r a n t l'ensemble des grandes questions, l ' e n s e i g n e m e n t p e u t prendre r o u t e son assiette et devenir l'objet principal des attentions. A j o u t o n s q u ' e n p a s s a n t n e u f heures par semalne avec ses ~l~ves, le professeur arrive n6cessairement k les bien connattre, k v i v r e a v e c eux en atmosph&re d'intimit~, et se t r o u v e alnsi k m&me d ' e x e r c e r une grande influence. 2 ~ Classe de Sciences-exp~rimentales. H o r a l r e : 5 h. P r o g r a m m e : Logique et Morale, avec des introductions de Psychologie.