princes with scientific glory as scientific societies attached to a court, they have lost all significance. They ceased to flourish with the Ptolemies and the Egyptian caliphs, and with absolute monarchical governments.——In modern times we have passed beyond the abstract jealousy of the so-called Humanities and the Natural Sciences, because we comprehend that each part of the totality can be realized in a proper sense only by its development as relatively independent. Thus the _gymnasium_ has its place as that elementary school which through a general culture, by means of the knowledge of the language and history of the Greeks and Romans, prepares for the university; while, on the other hand, the _Realschule_, by special attention to Natural Science and the living languages, constitutes the transition to the technological schools. Nevertheless, because the university embraces the Science of Nature, of Technology, of Trade, of Finance, and of Statistics, the pupils who have graduated from the so-called high schools (_höhern Bürgerschulen_) and from the _Realschulen_ will be brought together at the university.—— § 132. The technique of the school will be determined in its details by the peculiarity of its aim. But in general every school, no matter what it teaches, ought to have some system of rules and regulations by which the relation of the pupil to the institution, of the pupils to each other, their relation to the teacher, and that of the teachers to each other as well as to the supervisory authority, the programme of lessons, the apparatus, of the changes of work and recreation, shall be clearly set forth. The course of study must be arranged so as to avoid two extremes: on the one hand, it has to keep in view the special aim of the school, and according to this it tends to contract itself. But, on the other hand, it must consider the relative dependence of one specialty to other specialties and to general culture. It must leave the transition free, and in this it tends to expand itself. The difficulty is here so to assign the limits that the special task of the school shall not be sacrificed and deprived of the means of performance which it (since it is also always only a part of the whole culture) receives by means of its reciprocal action with other departments. The programme must assign the exact amount of time which can be appropriated to every study. It must prescribe the order in which they shall follow each other; it must, as far as possible, unite kindred subjects, so as to avoid the useless repetition which dulls the charm of study; it must, in determining the order, bear in mind at the same time the necessity imposed by the subject itself and the psychological progression of intelligence from perception, through conception, to the thinking activity which grasps all. It must periodically be submitted to revision, so that all matter which has, through the changed state of general culture, become out of