But in addressing you here to-night it was my intention to speak of the higher rather than of elementary education. All education, as it now exists in most countries of Europe, may be divided into three stages--_elementary_, _scholastic_, and _academical_; or call it _primary_, _secondary_, and _tertiary_. Elementary education has at last been made compulsory in most civilized countries. Unfortunately, however, it seems impossible to include under compulsory education anything beyond the very elements of knowledge--at least for the present; though, with proper management, I know from experience that a well-conducted elementary school can afford to provide instruction in extra subjects--such as natural science, modern languages, and political economy--and yet, with the present system of Government grants, be self-supporting.[13] The next stage above the elementary is _scholastic_ education, as it is supplied in grammar schools, whether public or private. According as the pupils are intended either to go on to a university, or to enter at once on leaving school on the practical work of life, these schools are divided into two classes. In the one class, which in Germany are called _Real-schulen_, less Latin is taught, and no Greek, but more of mathematics, modern languages, and physical science; in the other, called _Gymnasia_ on the Continent, classics form the chief staple of instruction. It is during this stage that education, whether at private or public schools, exercises its strongest levelling influence. Little attention can be paid at large schools to individual tastes or talents. In Germany, even more perhaps than in England, it is the chief object of a good and conscientious master to have his class as uniform as possible at the end of the year; and he receives far more credit from the official examiner if his whole class marches well and keeps pace together, than if he can parade a few brilliant and forward boys, followed by a number of straggling laggards.