The regulations for the Protestant schools, in following Luther in this matter, merely trod in the footsteps of the older German Humanists, who had likewise placed Terence and Plautus in the hands of their pupils. On the contrary Jakob Wimpfeling, the “Teacher of Germany,” was opposed to them and wished to see Terence banished from the schools in the interests of morality. At a later date in the Catholic Grammar schools this author was on moral grounds forbidden to the more youthful pupils, and only read in excerpts.[60] In his suggestions on the instruction to be given in the Latin schools (for in reality it was only of these that he was thinking) Luther classes with languages and other arts and sciences “singing, music and mathematics as a whole.”[61] Greek and Hebrew no less than Latin would also be indispensable for future scholars. He further wished the authorities to establish “libraries” to further the studies; not, however, such libraries as the olden ones, containing “mad, useless, harmful, monkish books”—“donkey’s dung introduced by the devil”—“but Holy Scripture in Latin, Greek, Hebrew and German, and any other languages in which it might have been published; besides these the best and oldest commentaries in Greek, Hebrew and Latin, and furthermore such books as served for the study of languages, for instance, the poets and orators,” etc. “The most important of all were, however, the chronicles and histories … for these are of wonderful utility in enabling us to understand the course of events, for the art of governing, as also for perceiving the wonderful works of God. Oh, how many fine stories we ought to have about what has been done and enacted in the German lands, of which we, sad to say, know nothing.” In his appreciation of the study of history and of the proverbial philosophy of the people Luther was in advance of his day. Owing to his polemics the judgment he passed on the olden libraries was very unjust; the remaining traces of them and the catalogues which have been published of those that have been dispersed show that, particularly from the early days of Humanism, the better mediæval collections of books had reached and even passed the standard Luther sets up in the matter of history and literature. Very modest, not to say entirely inadequate, is the amount of time Luther proposes that the children should daily spend in the schools. Of the lower schools, in which Latin was already to be taught, he says, it would be enough for “the boys to go to such a school every day for an hour or two and work the rest of their time at learning a trade, or doing whatever was required of them.… A little girl, too, could easily find time to attend school for an hour daily and yet thoroughly perform her duties in the house.” Only the “pick” of the children, those, namely, who gave good promise, were to spend “more time and longer hours” in study.[62]