Simultaneously with the development of the elementary schools secondary education moved along advance lines. In 1814, when Norway became an independent state there were but four of the higher classical (_laerde_) schools within her borders. These were the historic cathedral schools (_Kathedralskoler_) which had been established for centuries. As time passed, other secondary schools were organized. Higher education was reorganized in 1869 and again in 1896, when by act of the Storthing secondary education was made to include the middle school and the gymnasium. The enactment defines these schools and states their aim as follows: "The middle school is a school for children, which, in union with the primary school, gives its pupils a complete, thorough, general education, adapted to the receptivity of childhood. The gymnasium is a school for young people, which on the foundation of the middle school, leads on to a complete, higher, general education, which may also serve as a basis for scientific studies. Both middle school and gymnasium shall contribute to the religions and moral training of the pupils, and it should also be their common aim to develop the pupils both mentally and physically into competent young people."[4] The act requires that the middle school shall be no longer than four years, and that the gymnasial courses shall be of three years' duration. The gymnasia of Norway take up the work where the middle schools leave off, and provide three years of instruction which concludes with the _examen artium_. The passing of this examination entitles the individual to become a student in the university. Previous to the time of entering the gymnasium the subjects of instruction are uniform for all; here they branch into two or three lines, any one of which may be selected by the pupil and followed to its completion. The main divisions of the work are represented in the names of the courses--the _Real_ and the Linguistic-Historical. The latter of these is again divided in some schools, one of its two lines including Latin. The _Real_ course of instruction is largely scientific while the Linguistic-Historical, true to its name, embodies a large amount of language and history. In case the course including Latin is offered, Latin replaces some of the work in modern languages and history.