[Footnote 18: Perhaps the best and most notable school reader is Das Deutsche Lesebuch, begun nearly fifty years ago by Hopf and Paulsiek, and lately supplemented by a corps of writers headed by Döbeln, all in ten volumes of over 3,500 pages and containing nearly six times as much matter as the largest American series. Many men for years went over the history of German literature, from the Eddas and Nibelungenlied down, including a few living writers, carefully selecting saga, legends, _Märchen_, fables, proverbs, hymns, a few prayers, Bible tales, conundrums, jests, and humorous tales, with many digests, epitomes and condensation of great standards, quotations, epic, lyric, dramatic poetry, adventure, exploration, biography, with sketches of the life of each writer quoted, with a large final volume on the history of German literature. All this, it is explained, is "_stataric_" or required to be read between _Octava_[A] and _Obersecunda_. It is no aimless anthology or chrestomathy like Chambers's Encyclopedia, but it is perhaps the best product of prolonged concerted study to select from a vast field the best to feed each nascent stage of later childhood and early youth, and to secure the maximum of pleasure and profit. The ethical end is dominant throughout this pedagogic canon.] [Footnote A: The Prussian gymnasium, whose course is classical and fits for the University, has nine classes in three divisions of three classes each. The lower classes are Octava, Septa, Sexta, Quinta, and Quarta; the middle classes, Untertertia, Obertertia, and Untersecunda; the higher classes, Obersecunda, Unterprima, and Oberprima. Pupils must be at least nine years of age and have done three years preparatory work before entrance.] [Footnote 19: The Historic Sense among Children. In her Studies in Historical Method. D. C. Heath and Co., Boston, 1896, p. 57.] [Footnote 20: Special Study on Children's Sense of Historical Time. Mrs. Barnes's Studies in Historical Method, D.C. Heath and Co., Boston, 1896, p. 94.] [Footnote 21: L'Etude expérimentale de l'intelligence. Schleicher Frères, Paris, 1903.] [Footnote 22: The Growth of Memory in School Children. American Journal of Psychology, April, 1892, vol. 9, pp. 362-380.] [Footnote 23: Contribution to the Psychology and Pedagogy of Feeble-minded Children. By G.E. Johnson. Pedagogical Seminary, October, 1895, vol. 3, p. 270.] [Footnote 24: A Test of Memory in School Children. Pedagogical Seminary, October, 1898, vol. 4, pp. 61-78.] [Footnote 25: Zeitschrift für pädagogische Psychologie, Pathologie und Hygiene. February, 1900. Jahrgang II, Heft 1, pp. 21-30.] [Footnote 26: See Scripture: Scientific Child Study. Transactions of the Illinois Society for Child Study, May, 1895, vol. 1, No. 2, pp. 32-37.] [Footnote 27: Experimentelle Untersuchungen über die Gedächtnissentwickelung bei Schulkindern. Zeits. f. Psychologie, u. Physiologie der Sinnes-organe, November, 1900. Bd. 24. Heft 5, pp. 321-351.]