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 pupils in a thousand graduated phrases distributed over a hundred instructive chapters, while the Latin authors were banished because of their difficulty and their “paganism” (1631). One of the catchwords of the day was to insist on a knowledge of things instead of a knowledge of words, on “realism” instead of “verbalism.”

Under the influence of France the perfect courtier became the ideal in the German education of the upper classes of the 17th and 18th centuries. A large number of aristocratic schools (Ritter-Akademien) were founded, beginning with the Collegium Illustre of Tübingen

(1589) and ending with the Hohe Karlschule of Stuttgart (1775). In these schools the subjects of study included mathematics and natural sciences, geography and history, and modern languages (especially French), with riding, fencing and dancing; Latin assumed a subordinate place, and classical composition in prose or verse was not considered a sufficiently courtly accomplishment. The youthful aristocracy were thus withdrawn from the old Latin schools of Germany, but the aristocratic schools vanished with the dawn of the 19th century, and the ordinary public schools were once more frequented by the young nobility.

(c) The Modern Period.—In the last third of the 18th century two important movements came into play, the “naturalism” of Rousseau and the “new humanism.” While Rousseau sought his ideal in a form of education and of culture that was in close accord with nature, the

German apostles of the new humanism were convinced that they had found that ideal completely realized in the old Greek world. Hence the aim of education was to make young people thoroughly “Greek,” to fill them with the “Greek” spirit, with courage and keenness in the quest of truth, and with a devotion to all that was beautiful. The link between the naturalism of Rousseau and the new humanism is to be found in J. G. Herder, whose passion for all that

is Greek inspires him with almost a hatred of Latin. The new humanism was a kind of revival of the Renaissance, which had been retarded by the Reformation in Germany and by the Counter-Reformation in Italy, or had at least been degraded to the dull classicism of the schools. The new humanism agreed with the Renaissance in its unreserved recognition of the old classical world as a perfect pattern of culture. But, while the Renaissance aimed at reproducing the Augustan age of Rome, the new humanism found its golden age in Athens. The Latin Renaissance in Italy aimed at recovering and verbally imitating the ancient literature; the Greek Renaissance in Germany sought inspiration from the creative originality of Greek literature with a view to producing an original literature in the German language. The movement had its effect on the schools by discouraging the old classical routine of verbal imitation, and giving a new prominence to Greek and to German. The new humanism found a home in Göttingen (1783) in the days of J. M. Gesner and C. G. Heyne. It was represented at Leipzig by Gesner’s successor, Ernesti (d. 1781); and at Halle by F. A. Wolf, who in 1783 was appointed professor of education by Zedlitz, the minister of Frederick the Great. In literature, its leading names were Winckelmann, Lessing and Voss, and Herder, Goethe and Schiller. The tide of the new movement had reached its height about 1800. Goethe and Schiller were convinced that the old Greek world was the highest revelation of humanity; and the universities and schools of Germany were reorganized in this spirit by F. A. Wolf and his illustrious pupil, Wilhelm von Humboldt. In 1809–1810 Humboldt was at the

head of the educational section of the Prussian Home Office, and, in the brief interval of a year and a half, gave to the general system of education the direction which it followed (with slight exceptions) throughout the whole century. In 1810 the examen pro facultate docendi first made the profession of a schoolmaster independent of that of a minister of religion. The new scheme drawn up by J. W. Süvern recognized four principal co-ordinated branches of learning: Latin, Greek, German, mathematics. All four were studied throughout the school, Greek being begun in the fourth of the nine classes, that corresponding to the English “third form.” The old Latin school had only one main subject, the study of Latin style (combined with a modicum of Greek). The new gymnasium aimed at a wider education, in which literature was represented by Latin, Greek and German, by the side of mathematics and natural science, history and religion. The uniform employment of the term Gymnasium for the highest type of a Prussian school dates from 1812. The leaving examination (Abgangsprüfung), instituted in that year, required Greek translation at sight, with Greek prose composition, and ability to speak and to write Latin. In 1818–1840 the leading spirit on the board of education was Johannes Schulze, and a complete and comprehensive system of education continued to be the ideal kept in view. Such an education, however, was found in practice to involve a prolongation of the years spent at school and a correspondingly later start in life. It was also attacked on the ground that it led to “overwork.” This attack was partially met by the scheme of 1837. Schulze’s period of prominence in Berlin closely corresponded to that of Herbart at Königsberg (1809–1833) and Göttingen (1833–1841), who insisted that for boys of eight to twelve there was no better text-book than the Greek Odyssey, and this principle was brought into practice at Hanover by his distinguished pupil, Ahrens.

The Prussian policy of the next period, beginning with the accession of Friedrich Wilhelm IV. in 1840, was to lay a new stress on religious teaching, and to obviate the risk of overwork resulting from the simultaneous study of all subjects by the encouragement of specialization in a few. Ludwig Wiese’s scheme of 1856 insisted on the retention of Latin verse as well as Latin prose, and showed less favour to natural science, but it awakened little enthusiasm, while the attempt to revive the old humanistic Gymnasium led to a demand for schools of a more modern type, which issued in the recognition of the Realgymnasium (1859).

In the age of Bismarck, school policy in Prussia had for its aim an increasing recognition of modern requirements. In 1875 Wiese was succeeded by Bonitz, the eminent Aristotelian scholar, who in 1849 had introduced mathematics and natural science into the schools of Austria, and had substituted the wide reading of classical authors for the prevalent practice of speaking and writing Latin. By his scheme of 1882 natural science recovered its former position in Prussia, and the hours assigned in each week to Latin were diminished from 86 to 77. But neither of the two great parties in the educational world was satisfied; and great expectations were aroused when the question of reform was taken up by the German emperor, William II., in 1890. The result of the conference of December 1890 was a compromise between the conservatism of a majority of its members and the forward policy of the emperor. The scheme of 1892 reduced the number of hours assigned to Latin from 77 to 62, and laid special stress on the German essay; but the modern training given by the Realgymnasium was still unrecognized as an avenue to a university education. A conference held in June 1900, in which the speakers included Mommsen and von Wilamowitz, Harnack and Diels, was followed by the “Kiel Decree” of the 26th of November. In that decree the emperor urged the equal recognition of the classical and the modern Gymnasium, and emphasized the importance of giving more time to Latin and to English in both. In the teaching of Greek, “useless details” were to be set aside, and special care devoted to the connexion between ancient and modern culture, while, in all subjects, attention was to be paid to the classic precept: multum, non multa.

By the scheme of 1901 the pupils of the Realgymnasium, the Oberrealschule and the Gymnasium were admitted to the university on equal terms in virtue of their leaving-certificates, but Greek and Latin were still required for students of classics or divinity.

For the Gymnasium the aim of the new scheme is, in Latin, “to supply boys with a sound basis of grammatical training, with a view to their understanding the more important classical