[Footnote 122: English: "In the beginning God created the heaven and the earth. And the earth was without form and void; and darkness was upon the face of the deep. And the spirit of God moved upon the face of the waters."--Dutch: "In het begin schiep God den hemel en de aarde. De aarde nu was woest en ledig, en duisternis was op den afgrond; en de Geest Gods zwefde op de wateren."--Danish: "I Begyndelsen skabte Gud Himmelen og Jorden. Og Jorden var ode og tom, og der var morkt ovenover Afgrunden, og Guds Aand svoevede ovenover Vandene."--Swedish: "I begynnelsen skapade Gud Himmel och Jord. Och Jorden war öde och tom, och mörker war pä djupet, och Gods Ande swäfde öfwer wattnet."--German: "Am Anfang schuf Gott Himmel und Erde. Und die Erde war wüst und leer, und es war finster auf der Tiefe; und der Geist Gottes schwebte auf dem Wasser."] [Footnote 123: Compare Herzen's excellent remarks, _De l'enseignement secondaire dans la Suisse romande_, Lausanne, 1886.] [Footnote 124: _Geschichte der Mathematik_, Leipsic, 1874.] [Footnote 125: _Geometrische Analyse_, Ulm, 1886.] [Footnote 126: In his text-books of elementary mathematics] [Footnote 127: _Abhandlungen aus dem Gebiete der Mathematik_, Würzburg, 1883.] [Footnote 128: My idea here is an appropriate selection of readings from Galileo, Huygens, Newton, etc. The choice is so easily made that there can be no question of difficulties. The contents would be discussed with the students, and the original experiments performed with them. Those scholars alone should receive this instruction in the upper classes who did not look forward to systematical instruction in the physical sciences. I do not make this proposition of reform here for the first time. I have no doubt, moreover, that such radical changes will only be slowly introduced.] [Footnote 129: _Die Mathematik als Lehrgegenstand des Gymnasiums_, Berlin, 1883.] [Footnote 130: Wrong as it is to burden future physicians and scientists with Greek for the sake of the theologians and philologists, it would be just as wrong to compel theologians and philologists, on account of the physicians, to study such subjects as analytical geometry. Moreover, I cannot believe that ignorance of analytical geometry would be a serious hindrance to a physician that was otherwise well versed in quantitative thought. No special advantage generally is observable in the graduates of the Austrian gymnasiums, all of whom have studied analytical geometry. [Refers to an assertion of Dubois-Reymond.]] [Footnote 131: Compare M. Cantor, _Geschichte der Mathematik_, Leipsic, 1880, Vol. I. p. 193.] [Footnote 132: Compare Paulsen, _l. c._, pp. 607, 688.] [Footnote 133: It is to be hoped that the Americans will jealously guard their schools and universities against the influence of the State.] APPENDIX. I. A CONTRIBUTION TO THE HISTORY OF ACOUSTICS.[134]