ies with 834
professors and 18,400 students. Besides, there are the old established
and excellent schools at Eaton, Harrow, Winchester and Rugby.

A new era for the classical schools of Germany began in 1783, when
Baron Sedlitz, encouraged by Frederic the Great, was able to revive
"the dormant sparks planted in them by the Renaissance and they awoke
to a new life, which since the beginning of this century has drawn the
eyes of all students of intellectual progress upon them." Germany had
in 1890, 250 gymnasia and 22 universities. The latter are manned by
2,431 instructors and have 31,803 students, or one student to every
151 of the population.

France has 19,152 students in her professional and technical schools.
There are fifteen institutions of higher learning in the University of
France, with 180 professors and 12,695 students. These are under the
control and patronage of the State. The government appropriated in
1889-90, 12,000,000 francs for university purposes. Besides, there
were expended in the same year 99,000,000 francs for new buildings for
the advancement of higher education. In 1890, there were 598
professional chairs in the several universities, in which were taught
17,630 students, or one student to every 217 of the population.

The Austria-Hungary Empire had in 1891 eleven universities, eight of
which were in Austria, with 1,112 professors and 14,272 students. The
remaining three were in Hungary and had 322 professors and 4,098
students. There were for the same year in Switzerland nine
universities, with 434 professors and 2,619 students.

The Catholic Church in Italy continued for years to exert an
unprogressive and anti-intellectual influence. The present government
of Italy, however, is fully awake to the importance of a university
education for the people, and now maintains several universities at a
large annual outlay.

This brief outline reveals the facts that all civilized nations are
encouraging and maintaining schools for the higher education of the
people, and suggests that a comparative study of them is both helpful
and fruitful.

Many of the universities in the Old World lack the stimulus of the
strong Protestant denominational influence and the marked religious
character of the American colleges. They consequently fail to attain
the highest results for the general good, but they are inaugurating an
intellectual movement which will eventuate in a more glorious future.

II.

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