What sequence of languages was offered in higher schools in Prussia and for what reasons? How did the discourse on the language sequence develop, and what influencing factors were involved? Which actors participated in the discourse and for what motives? Christiane Ostermeier examines the historical discourse surrounding the language sequence at higher boys' schools in Prussia from 1859 to 1931. Based on the new history of ideas from the Cambridge School, the historical discourse on the language sequence, its temporal and content-related progression, its actors, and its influencing factors is reconstructed. The history of the language sequence sheds light on all the foreign languages taught at higher schools at that time. For this reason, the study provides insights into the status of individual languages such as English, French, Spanish, as well as Latin and Greek.