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: