=The Ritterakademien.=--In the German states, on the other hand, there arose at the courts during the seventeenth century an actually new type of educational institution as the outgrowth of social realism. Here, in place of the old humanistic education, there was developed a special training for the young nobles in French, Italian, Spanish, and English, in such accomplishments as courtly conduct, dancing, fencing, and riding, and in philosophy, mathematics, physics, geography, statistics, law, genealogy, and heraldry. The educational institutions in which this training was embodied were known as _Ritterakademien_ or ‘academies for the nobles.’ Such academies were founded at Colberg, Luneberg, Vienna, Wolffenbüttel, and many other centers before the close of the century. They originally covered the work of the gymnasia, although substituting the modern languages, sciences, and the knightly arts that have been mentioned for the Greek and Hebrew, and adding a little from the course of the university. Gradually, however, they became part of the regular secondary system. [Sidenote: Milton’s suggestions adopted by Puritans after the Act of Uniformity.] [Sidenote: The first academies.] [Sidenote: Their content.] =The Academies in England.=--Milton’s suggestions were ultimately materialized in an even more influential type of school. In the _Tractate_ he had recommended that his ideal education be carried out in an institution to be known as an ‘academy.’ Such a school was to be erected ‘in every city throughout this land.’ It should train boys from the age of twelve to twenty-one, and should provide both secondary and higher education. ‘Academies,’ based very closely upon this plan, were about a generation later actually organized in a number of places by the Puritans. Under the harsh Act of Uniformity (1662) two thousand non-conforming clergymen were driven from their parishes, and in many instances found school-teaching a congenial means of earning a livelihood, and at the same time of furnishing higher education to the young dissenters, who were excluded from the universities and grammar schools. The first of these academies was that established by Richard Frankland at Rathmill in 1665, and this was followed by the institutions of John Woodhouse at Sheriffhales, of Charles Morton at Newington Green, and of some thirty other educators of whom we have record at other places. These academies were largely humanistic in their realism, and, since their chief function was to fit for the ministry, they included Latin, Greek, and Hebrew in their course, but they were also rich in mathematics, natural and social sciences, modern languages, and the vernacular. The new tendency was also broadened and amplified by Locke’s _Thoughts_ (1693), which became the great guide for the managers of the Puritan academies. In 1689, when the Act of Toleration put non-conformity upon a legal footing, the academies were allowed to be regularly incorporated.