=Secondary Schools.=--But the new realistic tendencies appeared also in secondary education. While in Germany it was not until the eighteenth century that there were any evidences of sense realism in the gymnasia, languages of neighboring countries and considerable science appeared in the _Ritterakademien_ (see p. 157) by the middle of the seventeenth, and toward the end of the century in the schools of Francke and other ‘pietists’ at Halle were embodied all the realistic elements of Comenius. While the pietists adopted these ideas largely for their religious side, as a protest and reaction to the rationalistic _Ritterakademien_, they did not hesitate also to stress the science content and the study of the vernacular. In the secondary school known as the _Pädagogium_, which he had started for well-to-do boys, Francke included training in the vernacular, mathematics, geography, natural science, astronomy, anatomy, and materia medica; and the _Realschule_, established by his colleague, Semler, went even more fully into the vernacular, mathematics, and the sciences, pure and applied. This realistic instruction of the pietists was brought by Hecker to Berlin, where he started his famous _Realschule_ in 1747, and similar institutions soon spread throughout Prussia. In England, while very few of the grammar and public schools (see p. 120) as yet introduced even the elements of science into their course, the academies (see p. 157) were rich in sciences, mathematics, and the vernacular. This was also true of the academies that sprang up in America (see p. 158). [Sidenote: Sciences in Halle, Göttingen, and other universities,] [Sidenote: and in Oxford and Cambridge.] [Sidenote: Great work of Newton.] [Sidenote: Science in American colleges.]