ldung_ (1889); _Die hoeheren Schulen und das
Universitaetsstudium im 20. Jahrhundert_ (1901); "Das moderne
Bildungswesen" in _Die Kulture der Gegenwart_, vol. i. (1904); _Das
deutsche Bildungswesen in seiner geschichtlichen Entwickelung_ (1906)
(with the literature there quoted, pp. 190-192), translated by Dr T.
Lorenz, _German Education, Past and Present_ (1908); T. Ziegler,
_Notwendigkeit ... des Realgymnasiums_ (Stuttgart, 1894); F.A.
Eckstein, _Lateinischer und griechischer Unterricht_ (1887); O. Kohl,
"Griechischer Unterricht" (Langensalza, 1896) in W. Rein's _Handbuch_;
A. Baumeister's _Handbuch_ (1895), especially vol. i. 1 (History) and
i. 2 (Educational Systems); P. Stoetzner, _Das oeffentliche
Unterrichtswesen Deutschlands in der Gegenwart_ (1901); F. Seiler,
_Geschichte des deutschen Unterrichtswesens_ (2 vols., 1906);
_Verhandlungen_ of June 1900 (2nd ed., 1902); _Lehrplaene_, &c. (1901);
_Die Reform des hoeheren Schulwesens_, ed. W. Lexis (1902); A.
Harnack's _Vortrag_ and W. Parow's _Erwiderung_ (1905); H. Mueller,
_Das hoehere Schulwesen Deutschlands am Anfang des 20. Jahrhunderts_
(Stuttgart, 1904); O. Steinbart, _Durchfuehrung des preussischen
Schulreform in ganz Deutschland_ (Duisburg, 1904); J. Schipper, _Alte
Bildung und moderne Cultur_ (Vienna, 1901); Papers by M.E. Sadler: (1)
"Problems in Prussian Secondary Education" (Special Reports of
Education Dept., 1899); (2) "The Unrest in Secondary Education in
Germany and Elsewhere" (Special Reports of Board of Education, vol. 9,
1902); J.L. Paton, _The Teaching of Classics in Prussian Secondary
Schools_ (on "German Reform Schools") (1907, Wyman, London); J.E.
Russell, _German Higher Schools_ (New York, 1899); and (among earlier
English publications) Matthew Arnold's _Higher Schools and
Universities in Germany_ (1874, reprinted from _Schools and
Universities on the Continent_, 1865).

United States.

(4) In the _United States of America_ the highest degree of educational
development has been subsequent to the Civil War. The study of Latin
begins in the "high schools," the average age of admission being fifteen
and the normal course extending over four years. Among classical
teachers an increasing number would prefer a longer course extending
over six years for Latin, and at least three for Greek, and some of
these would assign to the elementary school the first two of the
proposed six years of