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336 Launhart of the Technical Institute (Hochschule) of Hanover stated that, from 1890-99, 1209 candidates were examined; 583 from the humanistic gymnasium, 588 from the Real-Gymnasium, and 31 from the Oberrealschule. The results of the examinations proved that the different courses had been equally efficient in preparing pupils for the technical studies. Be it remembered that the humanistic gymnasium devotes less time to mathematics and natural sciences, studies specially required for the technical schools, than the other two kinds of schools. This result, therefore, speaks very well for the solid mental training of the classical schools.

Still more interesting are the statements of Dr. Vogt, who is professor of mathematics in parallel classes of the humanistic Gymnasium and the Reform-Gymnasium at Breslau. This position gives him an exceptional opportunity to compare the results of the two systems. In the lower classes of the Reform-School French is taught, in the humanistic gymnasium Latin. Professor Vogt and his colleagues made the following observations in the third class (Quarta): In 124 hours of the Reform-School they could not achieve more than in the 84 hours of the Latin course. Age, talent, and other conditions of the students were compared, and it was found that all in all the two classes were equal. Does it not necessarily follow from this fact that French does not afford the same mental training as Latin? Professor Vogt maintains in general, that the pupils of the gymnasium acquire less in mathematics than those of the Real-Schulen, if the extent of knowledge is considered, but that their knowledge of mathematics is more intense, more