there are separate classes for other subjects, proper to each type of school. A like Czech experiment has been introduced by the present under-secretary of public instruction Drtina and Wagner into the girls’ real-gymnasia of Brno and Valašské Meziříčí. Latin is taught from the second grade on, and in the last two grades there are parallel divisions of classical and modern languages. Classical course prepares for university studies in the sphere of languages and history, while the modern language course aims at preparation for study of natural science and medicine.
Czech “real schools” take up French and descriptive geometry from the third grade on, chemistry in grade 4, 5 and 6, physics in 3 and 4, 6 and 7, natural history in 1 and 2, 5 to 7, religion, history, mathematics, drawing and physical culture in all the grades, geography in six grades. Philosophy does not appear in the curriculum. Stenography is optional in all the secondary schools. In the “real schools” there is also optional chemical laboratory work, and natural science and physical experiments.
Girls’ lycea, originally planned to give girls liberal education, do not any longer require Latin and are thus much closer to the “real schools”. French begins to be taught in the fourth grade, as many pupils enter at this point from the grammar school. Optional subjects offered are Latin, Russian and occasionally domestic science. In recent years lycea had to pass through a serious crisis, as parents sent their daughters very largely to such institutions which prepared for the university or for practical employment.
Lycea now may have supplemental courses of two years with Latin, to qualify for university study, and special practical courses. In these schools is found the most variety. Thus in the Vinohrady lyceum the girls must choose in the first grade either German or French and have to study it during the entire course of six years. Beginning with the fourth grade they may take on another modern tongue, French, English or German. Lately lycea are transformed into reform real-gymnasia. Compared with other countries one is surprised at the small part played in the curriculum by domestic science.
All secondary school courses end in an examination of maturity, written and oral. Written examinations are generally held in May, the subjects being the languages of instruction, Latin or French, mathematics, and in the “real schools” descriptive geometry. At the oral examinations held at the close of the school-year each student of the graduting class is examined by his professors, under the supervision of the land school inspector, the director of some secondary school or university professor as signed to this duty. Students are usually examined in four out of the following subjects: mother-tongue, Latin or French, mathematics, physics, geography and history, descriptive geometry. Examinations of maturity were formerly highly unpopular, but gradually were made less severe. Many argue that they are unnecessary and should be abolished. It is also important that admission to schools of university grade should not be limited by arbitrary decrees. Austria preserved for a long time the monopoly of classical gymnasia to university preparation: no admission to university without Latin and Greek.
With this is connected the anomaly that graduates of higher industrial, agricultural and commercial schools cannot become regular students at the university. Recently some of the obstacles have been partly done away with. Thus if a gymnasium graduate desires to enter the polytechnic, he must submit to an examination in descriptive geometry by a professor of the polytechnic. A graduate of real-gymnasium may enter either the university or polytechnic; but if he desires to study theology or the department of classical and historical studies in the faculty of philosophy, he must first pass an examination in Greek. Graduates of “real school” desiring to be admitted to the university must be examined in Latin and preparatory philosophy, or if they wish to take up theology or classical and historical studies, in Greek also.
Boarding schools or even dormitories, with the exception of a few church institutions, are not customary in the Bohemian lands. The secondary school is in charge of a director who usually teaches a few hours a week. It is generally acknowledged that the director is overburdened with clerical work and has not sufficient time to devote to pedagogical tasks, especially when he has no assistant, as is customary elsewhere. Instructors in secondary schools have the title of professor and teach not more than 17 hours a week, if their subject
