Part 58 (1/2)
The i Exa types of classical secondary schools--_Gyium, Lateinische Schule, Akade the name of _Gymnasien_ Those institutions which could not meet the standards of a nine-year classical school were either per known as _Pro-Gyes were substituted for the ancient, and they becaerschulen_ A few _Realschulen_ also were in existence, and these were permitted to continue, as nition Thus, without the destruction of institutions, the accumulated foundations of the centuries were transforanized state schools to serve the needs of the State
The next step was the proation of a uniform course of instruction for all _Gymnasien_ and _Pro-Gymnasien_ This was done in 1816 The studies were Latin, Greek, Gerion, and science, the a, in the order listed, from a maximum for Latin to a minimum for science Up to 1824 Greek was not absolutely required; from 1824 to 1837 it was required, unless the substitution of a e was permitted; but after 1837, when the type of German secondary school had become fairly well fixed, and the devotion to humanistic studies had reached a cli requirement [17]
FOUNDING OF THE UNIVERSITY OF BERLIN One result of the Treaty of Tilsit (p 566) was that Prussia had lost all her universities, except three along the Baltic coast Both Halle and Gottingen were lost, and the loss of Halle was a severe blow In 1807 Fichte, who had been a professor at Jena, drew up a plan and subanization of a new university at Berlin When Humboldt came to the head of the Department of Public Instruction the idea at once won his enthusiastic approval In May, 1809, he reported favorably on the project to the King, and threethe new university, giving it an annuala royal palace to it for a home The spirit hich the new institution was foundedextract from a memorial, published by Humboldt, in 1810 In this he said:
The State should not treat the universities as if they were higher classical schools or schools of special sciences On the whole the State should not look to the that directly concerns its own interests, but should rather cherish a conviction that, in fulfilling their real destination, they will not only serve its own purposes, but serve the aroos and forces than are at the disposal of the State itself
This university was indeed a new creation, and of far nificance for the future of university work than even the founding of Halle had been To the selection of its first faculty Hu the period he reh attaine, and the ability to advance that knowledge, was placed ahead ofskill The most eminent scholars in all lines were invited to the new ”chairs,” and when it opened (1810) its first faculty represented the highest attainment of scholarshi+p in German lands From the first the instruction divested itself of almost all that characterized the school The lecture replaced the classrooroups of advanced students investigate a probleiven a place of large iinal research and contributions to knowledge marked the work of both students and professors, the object being, not to train teachers for the schools, but to produce scholars capable of advancing knowledge by personal research
Even more than at Halle, the institution was a place where professors and students worked to discover truth, uninfluenced by any preconceived notions and unht be upset in the process
The value of such pioneer work for university scholars everywhere is not likely to be overestimated
SPECIALIZATION IN UNIVERSITY INSTRUCTION EMPHASIZED Specialization in so idea, and this proved exceedingly fruitful in the years which followed There Bopp developed the study of corammar on the basis of the Sanskrit There Dietz founded Roy Ritschl turned his students to the study of Latin inscriptions to reconstruct the past Lepsius began the study of Egyptology with a spade Niebuhr's _Roman History_ (1811) was the institution's first fruit, and his successor, Ranke, showed his students how to study history froel, Schopenhauer, and Lotze an there the study of experiny created new standards in the study of law Muller introduced the ical anato, who had opened at Giessen (1824) as probably the first chemical laboratory in the world open to students, was drawn to Berlin and created there a new chemistry Still later, Helmholtz created there a new physics
The effect of all this on the expansion of the work of the philosophical faculty was ical and historical sciences, the biological sciences, and the reatly expanded in scope, and the new philosophical faculty, evolved out of the old arts faculty (p 554), now attained to the place of first importance in the university--a position it has ever since retained Law and iven a new direction and ereatly improved under the specialization in instruction and the freedo which now became the rule
The effect on the other German universities was , Cologne, Mainz) died out, while new foundations (Breslau, 1811; Bonn, 1818; Munich, 1826) after the new ed in character, [18] and a new unity was established throughout the German university world By 1850 exact scientific research, in both libraries and laboratories, and a sober search for truth, had become the ord of all the German universities In consequence they naturally assumed a world leadershi+p, and were frequented by students from many lands Especially has the United States been influenced in its university develope number of university teachers who received their specialized training in the Ger the latter half of the nineteenth century
The lecture, the seation, research, the doctorate, and acade are distinctive contributions to our university development drawn frolish-type college The founding of Johns Hopkins University, at Baltimore, in 1876, on the German model, marked the erection of the first distinctively research university in America
A TWO-CLass STATE SCHOOL SYSTEM CREATED We thus see that Prussia by 1815, clearly by 1825, had taken over education from the Church and made of it an instrument of the State to serve State ends For thethe old religious vernacular school and clearly designed to create an intelligent but obedient and patriotic citizenshi+p for the Fatherland, and in this school the great majority of the children of the State received their education for citizenshi+p and for life This was for both sexes, and was entirely a German school
Attendance upon this school was made compulsory, and beyond this soan to be provided (Rs 274, Section 6; 275 d; 276, Section 15) Within the past half-century continuation education, especially along vocational lines, as we shall point out in a subsequent chapter, has received in German lands a very remarkable development To insure that this school should serve the State in the way desired, Teachers' Se of _Volksschule_, teachers, were from the first made a feature of the new state system
[Illustration: FIG 173 THE PRUSSIAN STATE SCHOOL SYSTEM CREATED Co 269 and note the difference between a European two-class system and the American democratic educational ladder]
For those ere to for class of Society--a closely limited, almost entirely male, intellectual aristocracy--education in separate classical schools, with university or professional training superi offered a very thorough preparation for a small and a carefully selected class Out of this class the leaders of Germany for a century have been drawn [20] For this classical school also the universities were early directed to prepare a well-educated body of teachers The Prussian plan was followed in all its essentials in the other Ger
173) was true for Germany as a whole, as well as for Prussia, up at least to 1914
NEW NINETEENTH-CENTURY TENDENCIES MANIFESTED In this early evolution of the Prussian state school syste themselves The first is the new conception of the State as not anized to secure national safety and protection froanization of the people to promote public welfare and realize a moral and political ideal To this end state control of the whole range of education, to enable the State to pro lines useful to the State, became a necessity, and some form of this education, in the interests of the public welfare, h France and the new Aave earlier political expression to this new conception of the State, it was in Prussia that the idea attained its earliest concrete and for long itsfurther and more clearly than other nations the possibilities of education, the practical workers of Prussia, and after them the other German States, took over education as a function of the State for the propagation of the national ideas and the promotion of the national culture Of this development Paulsen says:
In the nineteenth century Ger the nations of Europe The Gered centers of scientific research for the whole world In the domain of primary and technical education Germany has also become the universal teacher of Europe
But it otten, in this connection, that the Gerreater length of tireater assiduity than any other European nation
Thus, in the fifteenth and sixteenth centuries, Ger the seventeenth and eighteenth centuries she introduced the e of the French people, besides giving adhteenth century, to the philosophy, science, and literature of English hteenth century, the Germans have yielded thereater fervor than any other nation
The second nineteenth-century idea which early found expression in the Prussian State, and one which beca the latter half of the century, was the idea of utilizing the schools, as state institutions, to promote national ends--to unify and nationalize peoples
National self-consciousness here first found concrete expression, and onderful practical results Fro of nearly four hundred petty self-governing cities, principalities, and states, and some fourteen hundred independent noblemen and prelates, before the Napoleonic wars, their close found the Geranized politically into thirty-eight ely as a result of the nationalizing efforts of govern hand in hand, an Imperial Empire of twenty-two States and three Free Cities was forun by Prussia after 1807, and with education as the important constructive tool of the State, has since been copied by nation after nation and has become the dominant force of modern history
To awaken a national self-consciousness, to acquire national unity, and to infuse into all a common culture has supplanted the huhteenth century and become the dominant characteristic of nineteenth-century political history In this Prussia led the way
THE PERIOD OF REACTION Through the period preceding the Wars of Liberation (1813-15), and afterward for a few years, an educational zeal ani this period were free on the one hand froulation
As one writer well stated: [21]