In Prussia, owing to a strong line of monarchs, state control has taken the place of ecclesiastical through a series of decrees and enactments. The people’s schools are quite separate from the secondary schools. Three types of secondary institutions have developed,--the ‘gymnasium,’ with the classics as staples; the ‘real-school,’ with modern languages and sciences; and the ‘real-gymnasium,’ with its compromise between the other two. The universities have likewise been emancipated from ecclesiastical control. In France, a highly centralized system has been developed. Napoleon united secondary and higher education in a single corporation; under Louis Philippe, an organization of elementary schools was made; and, during the third republic, elementary education has been made free, compulsory, and secular. The present secondary system--_lycées_ and communal colleges--began with Napoleon, and has now been differentiated into several courses. One-half of the universities established by Napoleon were suppressed during the Restoration, but since 1896 there has been a university in each of the sixteen ‘academies,’ save one. In England national education has grown out of the conflict of a number of social elements. The sentiment for universal training appeared toward the close of the eighteenth century, but not until 1870 were ‘board schools’ established. In 1899 a central Board of Education was created; and the Act of 1902, while permitting voluntary schools to share in the local rates, unified the system and established secondary education at public expense. During the nineteenth century also the classical and ecclesiastical monopoly in secondary and higher education was largely broken. In Canada there have developed two types of educational control,--(1) the closely centralized system of public schools in Ontario, and (2) the public supervision of ecclesiastical schools in Quebec. [Sidenote: Elementary education free, but few cases of gratuitous secondary schools, and France alone secularized.] [Sidenote: Suggestive, when understood historically.]