The six years of the school of the mother-tongue are graded into six classes, with a detailed course of study for each class. Provision is made for four lessons daily, two in the forenoon and two in the afternoon. The remaining hours of the day are to be spent in domestic work or in some form of recreation. The morning hours are devoted to such studies as train the intellect; the afternoons to such as give manual skill. No new work is to be introduced in the afternoon; but the pupils may review and discuss the lessons developed during the morning sessions. If it is desired that a foreign language be introduced, it should not be begun before the tenth year. 3. _The Latin school._ The purpose of the Latin school is to give a more thorough and comprehensive training to those aspiring to callings higher than the industrial pursuits. It covers the years from twelve to eighteen, and was also divided into six classes,—the grammar, natural philosophy, mathematical, ethics, dialectic, and rhetorical classes. Since Comenius’ views on Latin are so fully set forth in a later chapter on language teaching and the _Janua_, it is only necessary here to recall that his curriculum for the Latin school includes a wide range of culture subjects. The most important of the culture studies of the Latin school is history, including an epitome of Biblical history, natural history, the history of arts, inventions and customs, history of morals, and a general historical survey of the leading modern nations of the world. 4. _University._ While Comenius frankly admits that his experience has been chiefly limited to work in elementary and secondary schools, still he sees no reason why he should not state his views and wishes with regard to superior instruction. The curriculum of the university conceived in the _Great didactic_ is universal in character, making provision for a wide range of studies in every branch of human knowledge. The university must possess learned and able professors in the languages, sciences, and arts, as well as a library of well-selected books for the common use of all. One of the fundamental aims of the university is to widen the domain of knowledge through original investigation; in consequence, its equipment must fit it for research work. How fully these schemes have been realized, the reader may appreciate by comparing the types of educational institutions of the United States and Germany with those of the _Great didactic_, which were outlined by Comenius more than two centuries ago. _School Discipline_