I'he Higher Educational Institutions in Germany. 55
times they were the only institutions that possessed the right of pre-
paring for University studies. The teaching in them always laid the
main stress on the two classical languages, yet, in the course of the
nineteenth century, a position of their own was assigned to the so-
called practical subjects.
In the second half of the eighteenth century there arose Realschulen
or ,,Higher Burgherschools®, as educational institutions originally not for
the learned professions, but only for civil and commercial life. The
classical languages were replaced in them by French and English,
and special stress was laid on mathematics and natural science. The
course was at first a much shorter one than that of the Gymnasium,
out gradually institutions were developed with a larger number of
classes, in which instruction was also given, to a moderate extent, in
Latin, but not in Greek. These schools received in Prussia, in 1832,
a more definite organisation, and at the same time a leaving or final
examination was introduced into them, by which admission to certain
higher studies was obtained.
These schools then received a new regulation in the year 1839,
and the complete institutions with nine classes were designated
,2Realschulen of the first order”. Beside these there were also Real-
schulen of the second order, some of which had no Latin in their
curriculum. This system of Realschulen without Latin was then
further developed, and in the year 1882 on schools of this kind, with
nine classes, the designation was bestowed, in Prussia, of , Higher
Realschulen®“. They sprung from the ,industrial® schools, but are
essentially distinguished from the latter by the fact that they are not
technical professional schools, but institutions for general culture
Jy means of instruction in languages, history, mathematics, and
natural science.
In 1882, the Realschulen of the first order, with teaching of
Latin, received generally, in Prussia, the name of Realgymnasia, a
designation that had already before occurred in other federal states.
The incomplete institutions are without the three upper
classes; for the rest their curriculum corresponds to that of the six
lower classes of the complete institutions. The course is arranged
in such a manner as to afford, to some extent. a well-rounded
education.
The time-tables established in the year 1901, and now in force
in Prussia, are the following: