arried that work to its fulfillment. Among these
immediate followers we may mention Sturm,[56] Trotzendorf, and Neander,
who contributed to educational reform.

STURM[57] (1507-1589)

Johann Sturm is counted among the greatest schoolmen that the
Reformation produced, though he belonged to the French rather than the
German reformers. He received an excellent training in the schools of
Germany, and completed his education at Paris, where he afterward became
professor of Greek. He soon gained such a wide reputation that when only
thirty years of age he was called to the rectorship of the _Gymnasium_
at Strasburg, a position which he held for forty-seven years, and where
he gained lasting fame. This fame rests not on his work as a teacher,
but as an organizer and an executive. Paulsen doubts his having been a
great teacher. He says, "He was a man who gave his attention to great
things. He had his hands in universal politics; he was in the service of
nearly all the European potentates, drawing his yearly salary from
all.... It is not probable that such a wonderful man was also a good
schoolmaster."[58]

But his great work was the organization of the Strasburg _Gymnasium_,
especially its course of study, which became the model for the Latin
schools for many years. Sturm's counsel was sought by schoolmen all over
Europe, and he came to be the recognized leader of educational forces.
His school course took the boy at six years of age and provided at first
a nine years', afterward a ten years' course, ending at the sixteenth
year of age. He added a five years' course to this later, and evidently
planned to found a university.[59]

Sturm believed that the mother should have charge of the child for the
first six years of its life. In his ten years' course he required ten
years of Latin, six of Greek, besides rhetoric, logic, religion, and
music. He introduced the practice of translating Latin into German and
then translating it back into Latin.[60] His course took no account of
German, history, mathematics, or science. He thus sought to reinstate
Greece and Rome, but entirely neglected those things which prepare for
life. Williams says, "With regard to Sturm's plan of organization, it
should be borne in mind that it is the very earliest scheme that we
have, looking to an _extended_, _systematic_, _well-articulated_ course
of studies for a school of several teachers, in which is assigned to
each class such portion of the subj