Francesco Bartolomeo Rastrelli
Francesco Bartolomeo Rastrelli was an Italian architect who worked in Russia. He developed an recognizable style of Late Baroque, both sumptuous and majestic, his major works, including the Winter Palace in Saint Petersburg and the Catherine Palace in Tsarskoye Selo, are famed for extravagant luxury and opulence of decoration. In 1716, Bartolomeo moved to Saint Petersburg, accompanying his father, Italian sculptor Carlo Bartolomeo Rastrelli, his ambition was to combine the latest Italian architectural fashion with traditions of the Muscovite baroque style. The first important commission came in 1721 when he was asked to build a palace for Prince Demetre Cantemir, former ruler of Moldavia, he was appointed to the post of senior court architect in 1730. His works found favour with female monarchs of his time, so he retained this post throughout the reigns of Empresses Anna and Elizabeth. Rastrelli's last and most ambitious project was the Smolny Convent in St. Petersburg where Empress Elizabeth was to spend the rest of her life.
The projected bell-tower was to become all of Russia. Elizabeth's death in 1762 prevented Rastrelli from completing this grand design; the new empress, Catherine II, dismissed baroque architecture as an old-fashioned "whipped cream", the aged architect had to retire to Courland where he supervised the completion and decoration of the ducal palaces. His last years were spent in obscure commerce with Italian art-dealers, he was elected to the Imperial Academy of Arts several months before his death. A square in front of the Smolny Convent has borne Rastrelli's name since 1923, he is the subject of a composition, Rastrelli in Saint Petersburg, written in 2000 by Italian composer Lorenzo Ferrero. Boris Vipper has speculated that Rastrelli's last design was for the Neoclassical Zaļenieki Manor near Mitava. Media related to Francesco Bartolomeo Rastrelli at Wikimedia Commons
An architect is a person who plans and reviews the construction of buildings. To practice architecture means to provide services in connection with the design of buildings and the space within the site surrounding the buildings that have human occupancy or use as their principal purpose. Etymologically, architect derives from the Latin architectus, which derives from the Greek, i.e. chief builder. Professionally, an architect's decisions affect public safety, thus an architect must undergo specialized training consisting of advanced education and a practicum for practical experience to earn a license to practice architecture. Practical and academic requirements for becoming an architect vary by jurisdiction. Throughout ancient and medieval history, most of the architectural design and construction was carried out by artisans—such as stone masons and carpenters, rising to the role of master builder; until modern times, there was no clear distinction between engineer. In Europe, the titles architect and engineer were geographical variations that referred to the same person used interchangeably.
It is suggested that various developments in technology and mathematics allowed the development of the professional'gentleman' architect, separate from the hands-on craftsman. Paper was not used in Europe for drawing until the 15th century but became available after 1500. Pencils were used more for drawing by 1600; the availability of both allowed pre-construction drawings to be made by professionals. Concurrently, the introduction of linear perspective and innovations such as the use of different projections to describe a three-dimensional building in two dimensions, together with an increased understanding of dimensional accuracy, helped building designers communicate their ideas. However, the development was gradual; until the 18th-century, buildings continued to be designed and set out by craftsmen with the exception of high-status projects. In most developed countries, only those qualified with an appropriate license, certification or registration with a relevant body may practice architecture.
Such licensure requires a university degree, successful completion of exams, as well as a training period. Representation of oneself as an architect through the use of terms and titles is restricted to licensed individuals by law, although in general, derivatives such as architectural designer are not protected. To practice architecture implies the ability to practice independently of supervision; the term building design professional, by contrast, is a much broader term that includes professionals who practice independently under an alternate profession, such as engineering professionals, or those who assist in the practice architecture under the supervision of a licensed architect such as intern architects. In many places, non-licensed individuals may perform design services outside the professional restrictions, such design houses and other smaller structures. In the architectural profession and environmental knowledge and construction management, an understanding of business are as important as design.
However, the design is the driving force throughout the project and beyond. An architect accepts a commission from a client; the commission might involve preparing feasibility reports, building audits, the design of a building or of several buildings and the spaces among them. The architect participates in developing the requirements. Throughout the project, the architect co-ordinates a design team. Structural and electrical engineers and other specialists, are hired by the client or the architect, who must ensure that the work is co-ordinated to construct the design; the architect, once hired by a client, is responsible for creating a design concept that both meets the requirements of that client and provides a facility suitable to the required use. The architect must meet with, question, the client in order to ascertain all the requirements of the planned project; the full brief is not clear at the beginning: entailing a degree of risk in the design undertaking. The architect may make early proposals to the client, which may rework the terms of the brief.
The "program" is essential to producing a project. This is a guide for the architect in creating the design concept. Design proposal are expected to be both imaginative and pragmatic. Depending on the place, finance and available crafts and technology in which the design takes place, the precise extent and nature of these expectations will vary. F oresight is a prerequisite as designing buildings is a complex and demanding undertaking. Any design concept must at a early stage in its generation take into account a great number of issues and variables which include qualities of space, the end-use and life-cycle of these proposed spaces, connections and aspects between spaces including how they are put together as well as the impact of proposals on the immediate and wider locality. Selection of appropriate materials and technology must be considered and reviewed at an early stage in the design to ensure there are no setbacks which may occur later; the site and its environs, as well as the culture and history of the place, will influence the design.
The design must countenance increasing concerns with environmental sustainability. The architect may introduce, to greater or lesser degrees, aspects of mathematics and a
Imperial Academy of Arts
The Russian Academy of Arts in Saint Petersburg, informally known as the Saint Petersburg Academy of Arts, was founded in 1757 by the founder of the Imperial Moscow University Ivan Shuvalov under the name Academy of the Three Noblest Arts. Catherine the Great renamed it the Imperial Academy of Arts and commissioned a new building, completed 25 years in 1789 by the Neva River; the academy promoted the neoclassical style and technique, sent its promising students to European capitals for further study. Training at the academy was required for artists to make successful careers. Formally abolished in 1918 after the Russian Revolution, the academy was renamed several times, it established free tuition. In 1947 the national institution was moved to Moscow, much of its art collection was moved to the Hermitage; the building in Leningrad was devoted to the Ilya Repin Leningrad Institute for Painting and Architecture, named in honor of one of Russia's foremost realist artists. Since 1991 it has been called the St. Petersburg Institute for Painting and Architecture.
The academy was located in the Shuvalov Palace on Sadovaya Street. In 1764, Catherine the Great renamed it the Imperial Academy of Arts and commissioned its first rector, Alexander Kokorinov, to design a new building, it took 25 years to complete the Neoclassical edifice, which opened in 1789. Konstantin Thon was responsible for the sumptuous decoration of the interiors, he designed a quayside in front of the building, with stairs down to the Neva River, adorned it with two 3000-year-old sphinxes, which were transported from Egypt. Ivan Betskoy reorganized the academy into a de facto government department; the academy vigorously promoted the principles of Neoclassicism by sending the most notable Russian painters abroad, in order to learn the ancient and Renaissance styles of Italy and France. It had its own sizable collection of choice artworks intended for study and copying. In the mid-19th-century, the Academism of training staff, much influenced by the doctrines of Dominique Ingres, was challenged by a younger generation of Russian artists who asserted their freedom to paint in a Realistic style.
The adherents of this movement became known as peredvizhniki. Led by Ivan Kramskoi, they publicly broke with the Academy and organized their own exhibitions, which traveled from town to town across Russia. Ilya Repin, Mikhail Vrubel and some other painters still regarded the academy's training as indispensable for the development of basic professional and technical skills. In 1893, Imperial Academy of Arts was divided into the Academy of Arts itself, responsible for all the artistic work in the Russian Empire, the Higher Art School of the Academy of Arts, which dealt only with academic affairs; the initiator of the reform was the vice-president of Count Ivan Ivanovich Tolstoy. The Charter, approved at the end of 1893, divided the former Academy into two institutions: Аcademy itself, a state institution «for the maintenance and dissemination of art in Russia». Educational institution — Higher Art School at the Academy, managed by the «Council of Professors» with the Rector at the head. Both institutions were located in St. Petersburg in the historic building of the Academy of Arts.
Instead of the old professors, peredvizhniki artists were invited to teaching positions at the Higher Art School. The program of study at the Higher School has changed significantly: the institute of professors and managers was established and free topics for competitive tests were established. New professors came among whom Ilya Repin stood out. Famous artists were invited by the heads of personal workshops: Vladimir Makovsky, Ivan Shishkin, Arkhip Kuindzhi, Aleksey Kivshenko. Came: Alexander Kiselyov, Dmitry Kardovsky, Nikolay Dubovskoy, Nikolay Samokish, Vasily Mate; the Big Gold Medal, which granted the right to a foreign pensioner, was awarded in a competition to which the most talented graduates of the Academy were allowed to complete their studies, awarded to the beginning of the competition with the small gold medal of the Academy «For Success in Drawing». Graduates who received a large gold medal remained at the Academy of Arts for another year; those admitted to the competition were obliged to execute the «program», to draw a picture according to the program, one for all, approved by the Council of the Academy of Arts.
The task, most on a historical theme, was made in such a way that the participant showed all the professional skills and knowledge that he mastered during his studies. Category:Awarded with a large gold medal of the Academy of Arts Category:Imperial Academy of Arts alumni Members of the Imperial Academy of Arts Full Members of the Imperial Academy of Arts After the Russian Revolution of 1917, the Imperial Academy passed through a series of transformations, it was formally abolished in 1918 and the Petrograd Free Art Educational Studios created in its place. After the Academ
Russian Academy of Sciences
The Russian Academy of Sciences consists of the national academy of Russia. Headquartered in Moscow, the Academy is considered a civil, self-governed, non-commercial organization chartered by the Government of Russia, it combines scientists employed by institutions. Near the central academy building there is a monument to Yuri Gagarin in the square bearing his name; as of November 2017, the Academy included other units. There are three types of membership in the RAS: full members, corresponding members, foreign members. Academicians and corresponding members must be citizens of the Russian Federation. However, some academicians and corresponding members were elected before the collapse of the USSR and are now citizens of other countries. Members of RAS are elected based on their scientific contributions – election to membership is considered prestigious. In the years 2005–2012, the academy had 500 full and 700 corresponding members, but in 2013, after the Russian Academy of Agricultural Sciences and the Russian Academy of Medical Sciences became incorporated into the RAS, a number of the RAS members accordingly increased.
The last elections to the renewed Russian Academy of Sciences were organized in October 2016. In the beginning of April 2019, the Academy had 460 foreign members. Since 2015, the Academy awards, on a competitive basis, the honorary scientific rank of a RAS Professor to the top-level researchers with Russian citizenship. Now there are 605 scientists with this rank. RAS professorship is not a membership type but its holders are considered as possible candidates for membership; the RAS consists of 13 specialized scientific divisions, three territorial branches and 15 regional scientific centers. The Academy has numerous councils and commissions, all organized for different purposes. Siberian Branch of the Russian Academy of Sciences The Siberian Branch was established in 1957, with Mikhail Lavrentyev as founding chairman. Research centers are in Novosibirsk, Krasnoyarsk, Yakutsk, Ulan-Ude, Kemerovo and Omsk; as of end-2017, the Branch employed over 12,500 scientific researchers, 211 of whom were members of the Academy.
Ural Branch of the Russian Academy of Sciences The Ural Branch was established in 1932, with Aleksandr Fersman as its founding chairman. Research centers are in Yekaterinburg, Cheliabinsk, Orenburg and Syktyvkar; as of 2016, 112 Ural scientists were members of the Academy. Far East Branch of the Russian Academy of Sciences The Far East Branch includes the Primorsky Scientific Center in Vladivostok, the Amur Scientific Center in Blagoveschensk, the Khabarovsk Scientific Center, the Sakhalin Scientific Center in Yuzhno-Sakhalinsk, the Kamchatka Scientific Center in Petropavlovsk-Kamchatsky, the North-Eastern Scientific Center in Magadan, the Far East Regional Agriculture Center in Ussuriysk and several Medical institutions; as of 2017, there were 64 Academy members in the Branch. Kazan Scientific Center Pushchino Scientific Center Samara Scientific Center Saratov Scientific Center Vladikavkaz Scientific Center of the RAS and the Government of the Republic Alania- Northern Ossetia Dagestan Scientific Center Kabardino-Balkarian Scientific Center Karelian Research Centre of RAS Kola Scientific Center Nizhny Novgorod Center Science Scientific of the RAS in Chernogolovka St. Petersburg Scientific Center Ufa Scientific Center Southern Scientific Center Troitsk Scientific Center The Russian Academy of Sciences comprises a large number of research institutions, including: Member institutions are linked via a dedicated Russian Space Science Internet.
Started with just three members, The RSSI now has 3,100 members, including 57 from the largest research institutions. Russian universities and technical institutes are not under the supervision of the RAS, but a number of leading universities, such as Moscow State University, St. Petersburg State University, Novosibirsk State University, the Moscow Institute of Physics and Technology, make use of the staff and facilities of many institutes of the RAS. From 1933 to 1992, the main scientific journal of the Soviet Academy of Sciences was the Proceedings of the USSR Academy of Sciences; the Academy is increasing its presence in the educational area. In 1990 the Higher Chemical College of the Russian Academy of Sciences was founded, a specialized university intended to provide extensive opportunities for students to choose an academic path; the Academy gives out a number of different prizes and awards among which: The Emperor Peter the Great and advised by Gottfried Leibniz, founded the Academy in Saint Petersburg.
Called The Saint Petersburg Academy of Sciences (Russian
An emperor is a monarch, the sovereign ruler of an empire or another type of imperial realm. Empress, the female equivalent, may indicate an emperor's wife, mother, or a woman who rules in her own right. Emperors are recognized to be of a higher honour and rank than kings. In Europe, the title of Emperor has been used since the Middle Ages, considered in those times equal or equal in dignity to that of Pope due to the latter's position as visible head of the Church and spiritual leader of the Catholic part of Western Europe; the Emperor of Japan is the only reigning monarch whose title is translated into English as Emperor. Both emperors and kings are monarchs, but emperor and empress are considered the higher monarchical titles. Inasmuch as there is a strict definition of emperor, it is that an emperor has no relations implying the superiority of any other ruler and rules over more than one nation, therefore a king might be obliged to pay tribute to another ruler, or be restrained in his actions in some unequal fashion, but an emperor should in theory be free of such restraints.
However, monarchs heading empires have not always used the title in all contexts—the British sovereign did not assume the title Empress of the British Empire during the incorporation of India, though she was declared Empress of India. In Western Europe, the title of Emperor was used by the Holy Roman Emperor, whose imperial authority was derived from the concept of translatio imperii, i.e. they claimed succession to the authority of the Western Roman Emperors, thus linking themselves to Roman institutions and traditions as part of state ideology. Although ruling much of Central Europe and northern Italy, by the 19th century the Emperor exercised little power beyond the German-speaking states. Although technically an elective title, by the late 16th century the imperial title had in practice come to be inherited by the Habsburg Archdukes of Austria and following the Thirty Years' War their control over the states had become nearly non-existent. However, Napoleon Bonaparte was crowned Emperor of the French in 1804 and was shortly followed by Francis II, Holy Roman Emperor, who declared himself Emperor of Austria in the same year.
The position of Holy Roman Emperor nonetheless continued until Francis II abdicated that position in 1806. In Eastern Europe, the monarchs of Russia used translatio imperii to wield imperial authority as successors to the Eastern Roman Empire, their status was recognised by the Holy Roman Emperor in 1514, although not used by the Russian monarchs until 1547. However, the Russian emperors are better known by their Russian-language title of Tsar after Peter the Great adopted the title of Emperor of All Russia in 1721. Historians have liberally used emperor and empire anachronistically and out of its Roman and European context to describe any large state from the past or the present; such pre-Roman titles as Great King or King of Kings, used by the Kings of Persia and others, are considered as the equivalent. Sometimes this reference has extended to non-monarchically ruled states and their spheres of influence such as the Athenian Empire of the late 5th century BC, the Angevin Empire of the Plantagenets and the Soviet and American "empires" of the Cold War era.
However, such "empires" did not need to be headed by an "emperor". Empire became identified instead with vast territorial holdings rather than the title of its ruler by the mid-18th century. For purposes of protocol, emperors were once given precedence over kings in international diplomatic relations, but precedence amongst heads of state who are sovereigns—whether they be kings, emperors, princes, princesses and to a lesser degree presidents—is determined by the duration of time that each one has been continuously in office. Outside the European context, emperor was the translation given to holders of titles who were accorded the same precedence as European emperors in diplomatic terms. In reciprocity, these rulers might accredit equal titles in their native languages to their European peers. Through centuries of international convention, this has become the dominant rule to identifying an emperor in the modern era. In the Roman tradition a large variety in the meaning and importance of the imperial form of monarchy developed: in intention it was always the highest office, but it could as well fall down to a redundant title for nobility that had never been near to the "Empire" they were supposed to be reigning.
The name of the position split in several branches of Western tradition, see below. The importance and meaning of coronation ceremonies and regalia varied within the tradition: for instance Holy Roman Emperors could only be crowned emperor by the Pope, which meant the coronation ceremony took place in Rome several years after these emperors had ascended to the throne in their home country; the first Latin Emperors of Constantinople on the other hand had to be present in the newly conquered capital of their empire, because, the only place where they could be granted to become emperor. Early Roman Emperors avoided any type of ceremony or regalia different from what was usual for republican offices in the Roman Republic: the most intrusive change had been changing the color of their robe to purple. New symbols of worldly and/or spiritual power, like the orb, became an essential part of the imperial accessories. Rules for indicating successors varied: there was a tendency towards male inheritance of the supreme o
The Chesme Church, is a small Russian Orthodox church at 12 Lensoveta Street, in Saint Petersburg, Russia. It was built by the Russian court architect Yury Felten in 1780, at the direction of Catherine the Great, Empress of Russia. A memorial church, it was erected adjacent to the Chesme Palace between Saint Petersburg and Tsarskoye Selo to commemorate the anniversary of Russia's 1770 victory over Turkish forces in Chesme Bay in the Aegean Sea during the Russo-Turkish War of 1768–1774; the church and Chesme Palace were the earliest Neo-Gothic constructions in the St Petersburg area. Considered by some to be St Petersburg's single most impressive church, it is a rare example of early Gothic Revival influence in Russian church architecture; the church was named "The Church of the Birth of St. John the Baptist" as it was consecrated on the birthday of John the Baptist; as it was built to honour the Battle of Chesme which the Russians won in 1770, the church is popularly known as the "Chesme Church".
The church is located in Red Village, a country estate of the Sergey Poltoratski family, friends of Alexander Pushkin. It is situated in an area, known as Kekerekeksinen, now in a housing area known as Moskovsky Prospekt halfway between Park Pobedy and the Moskovskaya metro station. While the church was built at a ordinary location in 1770, over the centuries, it become part of the city of Saint Petersburg. Located between St. Petersburg and the Summer Palace in Tsarskoye Selo, it served as a traveler's resting place. In 1777, King Gustav III of Sweden attended the laying of the church's foundation; the church was built between 1777 and 1780. It is a memorial church to honour the 1770 Russian victory at the Battle of Chesme. Empress Catherine II chose the site as it was here that she got the news of the Russian victory over the Turks. Joseph II, Holy Roman Emperor was present at the church's consecration; the knights of the Order of St. George were in possession of the church at some point when it was given the third name, "St. George’s Church".
The church and the Chesme Palace became a labour camp. In 1923, the church was used as a storehouse. Between 1941 and 1945, the church suffered damages during the "Great Patriotic War". During the Second World War, the Institute of Aviation Technology took possession of the Church and the Chesme Palace. During 1970–75, it was restored under the supervision of the architects M. I. Tolstov and A. P. Kulikov. In 1977, the church became a museum of the Battle of Chesme. Religious control was restored to the Russian Orthodox Church in 1991, regular church services have been held at the church since then; the church, built in Gothic Revival style faces southwest. Painted pink and white, the church appears like a "candy cone, with long, vertical white stripes giving the impression that it’s rising straight up from the earth like a mirage and shooting upwards"; the church was built by Yury Felten, the court architect to Catherine the Great. The inspiration for adopting the pseudo-Gothic style of architecture was a symbol of "the exoticism of the Turkish architecture but reflected the Anglomania that influenced the design of Catherine’s palaces and the parks surrounding them".
While the Chesme Palace was built on these lines, the Church of John the Baptist was built in a similar style. This style introduced during Catherine's time came in vogue in Russia in the subsequent centuries as well, it is said that the choice of the Gothic Revival architecture style was indicative of "triumph for ancient northern virtues in the spirit of the crusaders". The church was built with white stone, it has a "quatrefoil" layout in the form of four semi cylinders with barrel vaults. Finials and lancet windows were built over it, the edifice emerged as a fusion of Gothic and neo-Gothic motifs; the quatrefoil design was common in the late 17th century in many private estate churches and the style was known as the "Moscow baroque". During the 18th century, its adoption during Catherine's reign was considered an experimentation reflecting "the increasing secularization of the upper nobility"; the entrance to the church has a round window above it. The entrance portal has sculptures of angels.
The main tower and four small towers have small domes, which are replacements of the traditional onion domes seen in Russia. The walls are crenellated; the impressive relief design on the top of the walls is in the form of crenellated parapet with pinnacles. There is a 100 kilograms bell in one of the towers, it has lancet windows and doorways. The interior, which had Italian icons, was destroyed in a fire in 1930. However, it was restored. Inside the church, there are many iconic paintings and one particular painting of interest is that of Christ’s arrival in Nazareth; when it was a naval museum, there was a vivid painting, in rich colours, depicting the sea battle and Russian victory over the Turks, in place of the "Christ the saviour in the iconostasis-less altar apse". Nothing remains of the original interiors; the exterior views of the church are impressive. The lanterns on the roof are stated to be similar to those seen on the G
A gymnasium is a type of school with a strong emphasis on academic learning, providing advanced secondary education in some parts of Europe comparable to British grammar schools, sixth form colleges and US preparatory high schools. In its current meaning, it refers to secondary schools focused on preparing students to enter a university for advanced academic study. Before the 20th century, the system of gymnasiums was a widespread feature of educational system throughout many countries of central, north and south Europe; the word "γυμνάσιον" was first used in Ancient Greece, meaning a locality for both physical and intellectual education of young men. The latter meaning of a place of intellectual education persisted in many European languages, whereas in English the meaning of a place for physical education was retained instead, more familiarly in the shortened form gym; the gymnasium is a secondary school. They are thus meant for the more academically minded students, who are sifted out at about the age of 10–13.
In addition to the usual curriculum, students of a gymnasium study Latin and Ancient Greek. Some gymnasiums provide general education; the four traditional branches are: humanities education modern languages mathematical-scientific education economical and social-scientific education Curricula differ from school to school but include language, informatics, chemistry, geography, music, philosophy, civics/citizenship, social sciences, several foreign languages. Schools concentrate not only on academic subjects, but on producing well-rounded individuals, so physical education and religion or ethics are compulsory in non-denominational schools which are prevalent. For example, the German constitution guarantees the separation of church and state, so although religion or ethics classes are compulsory, students may choose to study a specific religion or none at all. Today, a number of other areas of specialization exist, such as gymnasiums specializing in economics, technology or domestic sciences.
In some countries, there is a notion of progymnasium, equivalent to beginning classes of the full gymnasium, with the rights to continue education in a gymnasium. Here, the prefix pro- is equivalent to pre-, indicating that this curriculum precedes normal gymnasium studies. In the German-speaking, the Central-European, the Nordic, the Benelux and the Baltic countries, this meaning for "gymnasium", a secondary school preparing the student for higher education at a university, has been the same at least since the Protestant Reformation in the 16th century; the term was derived from the classical Greek word "gymnasion", applied to an exercising ground in ancient Athens. Here teachers gathered and gave instruction between the hours devoted to physical exercises and sports, thus the term became associated with and came to mean an institution of learning; this use of the term did not prevail among the Romans, but was revived during the Renaissance in Italy, from there passed into the Netherlands and Germany during the 15th century.
In 1538, Johannes Sturm founded at Strasbourg the school which became the model of the modern German gymnasium. In 1812, a Prussian regulation ordered that all schools which had the right to send their students to the university should bear the name of gymnasia. By the 20th century, this practice was followed in the entire Austrian-Hungarian and Russian Empires. In the modern era, many countries which have gymnasiums were once part of these three empires. In Albania a gymnasium education takes three years following a compulsory nine-year elementary education and ending with a final aptitude test called Albanian: Matura Shtetërore; the final test is standardized at the state level and serves as an entrance qualification for universities. These can be either private; the subjects taught are mathematics, Albanian language, one to three foreign languages, geography, computer science, the natural sciences, history of art, philosophy, physical education and the social sciences. The gymnasium is viewed as a destination for the best performing students and as the type of school that serves to prepare students for university, while other students go to technical/vocational schools.
Therefore, gymnasiums base their admittance criteria on an entrance exam, elementary school grades or some combination of the two. In Austria the Gymnasium has two stages, from the age of 11 to 14, from 15 to 18, concluding with Matura. Three types existed; the Humanistisches Gymnasium focuses on Latin. The Neusprachliches Gymnasium puts its focus on spoken languages; the usual combination is English and Latin. The Realgymnasium puts its focus on science. In the last couple of decades more autonomy was granted to schools and various types were developed, focusing on sports, music or economics, for example. In the Czech Republic and Slovakia, gymnázium is a typ