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 may be true, but unfortunately they could be applied to every language in the world.”

In 1774 a detailed plan for the Germanization of schools in the empire was submitted to Maria Theresa. This plan provided for German schools and none others. By “mother” language was meant the German. Bohemian was permitted in the primary or lowest grades of the school. No pupil could enter a gymnasium (secondary school) who had not had a previous training in German. Fortunately for the non-Germans of that period, progress was less rapid than had been generally expected. Schoolmasters were scarce and pupils, not understanding the language of the teachers, advanced but slowly. As a result of all this, the queen, though unwilling, was compelled to make concessions here and there and to proceed less aggressively.

A noted writer has truthfully said that in the eighteenth century Bohemians were outcasts in their own country. A lad who wanted to learn a trade had to attend a German school for apprentices, and only pupils knowing German were entitled to receive stipends. In the secondary schools in Bohemia the vernacular was treated as a “foreign” language. A professor was required to qualify in Latin and Greek, yet no one questioned whether or not he knew the tongue of the na-