Friedrich found as his chief age result that children of the seventh or older class in the German schools laid distinctly greater stress upon characters distinguished by bravery and courage than did the children of the sixth grade, while the latter more frequently selected characters illustrating piety and holiness. The author divided his characters into thirty-five classes, illustrating qualities, and found that national activity led, with piety a close second; that then came in order those illustrating firmness of faith, bravery, modesty, and chastity; then pity and sympathy, industry, goodness, patience, etc. Taylor, Young, Hamilton, Chambers, and others, have also collected interesting data on what children and young people hope to be, do, whom they would like to be, or resemble, etc. Only a few at adolescence feel themselves so good or happy that they are content to be themselves. Most show more or less discontent at their lot. From six to eleven or twelve, the number who find their ideals among their acquaintances falls off rapidly, and historical characters rise to a maximum at or before the earliest teens. From eleven or twelve on into the middle teens contemporary ideals increase steadily. London children are more backward in this expansion of ideals than Americans, while girls choose more acquaintance ideals at all ages than do boys. The expansion, these authors also trace largely to the study of history. The George Washington ideal, which leads all the rest by far and is greatly overworked, in contrast with the many heroes of equal rank found in England, pales soon, as imperfections are seen and those now making history loom up. This is the normal age to free from bondage to the immediate present, and this freedom is one measure of education. Bible heroes are chosen as ideals by only a very small percentage, mostly girls, far more characters being from fiction and mythology; where Jesus is chosen, His human is preferred to His divine side. Again, it would seem that teachers would be ideals, especially as many girls intend to teach, but they are generally unpopular as choices. In an ideal system they would be the first step in expansion from home ideals. Military heroes and inventors play leading rôles in the choices of pubescent boys.