Froebel--but even in the actual curricula and methods of educational institutions. [Sidenote: Slow and indirect, but the vernacular and elementary science introduced.] =Realistic Tendencies in Elementary Schools.=--While the effect of sense realism upon the schools seems to have been slow and indirect, the movement was obvious even in the seventeenth century. In Germany there came a decided tendency throughout the elementary schools to increase instruction in the vernacular, as recommended by Ratich and Comenius, and to learn first the German grammar rather than the Latin. With this movement was joined the increase in universal and compulsory education urged by the reformers, and an introduction of elementary science, in addition to reading, writing, arithmetic, religion, and singing. At Weimar in 1619, through a pupil of Ratich, a new school system was organized; and in 1642, under the order of Duke Ernst, Andreas Reyher prepared a new course for Gotha, which afforded elementary instruction in the natural sciences, as well as the rudiments and religion. This work included teaching the children to measure with the hour-glass and sun-dial, to observe the ordinary plants and animals, and to carry on other objective studies of a simple character. Many other attempts at instruction in science were made elsewhere in the German states, both in private and public education, and the same tendency appeared in the states of Italy, and in France, Holland, and England. [Sidenote: Science in the _Ritterakademien_,] [Sidenote: _Pädagogium_,] [Sidenote: and _Realschule_,] [Sidenote: and in grammar schools and academies.]