of Edinburgh, Session 1870 - 71 . 
331 
In all these arrangements of the leaving examination of high 
schools, we see, I think, that Prussia dares to he thorough in a 
matter of this kind. She insists that high schools should do their 
work, and by giving the universities, the public service, and the 
learned professions an organic connection with these schools, she 
makes it a very serious matter for all the pupils to take advantage 
of their opportunities. Without any apparent strain upon the 
pupils, she succeeds in obtaining a higher standard of results from 
school hoys than is implied in the ordinary M.A. degree of the 
Scotch universities, or the ordinary B.A. degree of Oxford or 
Cambridge. 
Of the Eeal-schulen , or scientific schools, I have not much to say. 
Started originally more than a hundred years ago, it is only within 
the last fifty years that they have had a considerable development. 
Of the 90,000 pupils attendant on secondary schools in Prussia, 
about 30,000 appear to go to the Eeal-schulen or their preparatories. 
These schools do not prepare for the universities, but for business, 
certain departments of the public service (such as architecture or 
mining), and for the Polytechnic College. 
The time-table for Prima in a Eeal-schule consists of thirty-tw r o 
hours, made up as follows :—Religion, 2; German, 3; Latin, 3 ; 
French, 4; English, 3; Geography and History, 3; Natural Sciences, 
6 ; Mathematics, 5; Drawing, 3. Latin, however, is not insisted 
on, and a liberty is left to the school delegacy of adjusting the 
subjects in some degree to the necessities of the immediate neigh¬ 
bourhood, with reference either to particular languages or parti¬ 
cular industries, that may exist. A suitable leaving examination 
is prescribed, qualifying the holders of certificates for military 
exemption and for the public service. 
An eminent authority, Dr Jager, told Dr Matthew Arnold that 
the Eeal-schulen were not considered successful institutions. He 
said that the boys in corresponding classes of the classical schools 
beat the Eeal-schule boys in subjects which both do alike, such as 
history, geography, German, and even French, on which the Eeal- 
schule boys spend much more time. Dr Jager assigned as the 
cause for this result that classical training strengthens a boy’s 
mind more than modern or scientific teaching. I confess, how¬ 
ever, that I think the comparison, as stated, not quite complete, 
