1. _Vernacular Primary Schools._ Schools for the common people, to be taught in the vernacular, to be open to both sexes, to include reading, writing, physical training, singing, and religion, and to give practical instruction in a trade or in household duties. Upon this attendance should be compulsory. "It is my opinion," he said, "that we should send boys to school for one or two hours a day, and have them learn a trade at home the rest of the time. It is desirable that these two occupations march side by side." 2. _Latin Secondary Schools._ Upon these he placed great emphasis (R. 156) as preparatory schools by means of which a learned clergy was to be perpetuated for the instruction of the people. In these he would teach Latin, Greek, Hebrew, rhetoric, dialectic, history, science, mathematics, music, and gymnastics. 3. _The Universities._ For training for the higher service in Church and State. [Illustration: FIG. 95. JOHANNES BUGENHAGEN (1485-1558) Father of the Lutheran _Volksschule_ in northern Germany] THE ORGANIZING WORK OF BUGENHAGEN. Luther assisted in reorganizing the churches at Wittenberg (1523), Leipzig (1523), and Magdeburg (1524), in connection with all of which he provided for Lutheran-type schools. [9] Luther, though, was not essentially an organizer. The organizing genius of the Reformation, in central and southern Germany, was Luther's colleague, Philipp Melanchthon (1497-1560), Professor of Greek at the University of Wittenberg. In northern Germany it was Johannes Bugenhagen (1485-1558), another of Luther's colleagues at Wittenberg. More than any other Germans these two directed the necessary reorganization of religion and education in those parts of Germany which changed from Roman Catholicism to German Lutheranism. The churches, of course, had to be reorganized as Lutheran churches, and the schools connected with them refounded as Lutheran schools. For the reorganization of each of these a more or less detailed _Ordnung_ had to be written out (Rs. 159, 160). In this change cathedral and other large church schools became Latin secondary schools, while the song, chantry, and other types of parish elementary schools were transformed into Lutheran vernacular parish schools.