still the field is well cultivated, and the farmer knows very well how to separate it from the crop.

If we seek now the ground, the cause, of the condition of our time in all its connexions, we find the germ laid in the primordial point of union of every kind of cultivation--in education and instruction. Where and at what time has more been done for the education of the people than now? Where and when have the Folk's-schools, those primary inst.i.tutions for the accomplishment of manhood, acquired a higher and more beautiful position than at present? This interesting circ.u.mstance we shall observe somewhat more closely in these pages.

Perhaps nowhere can a close inquiry into the innermost essence of a thing be more entwined with the historical developement of the same, than exactly here, when treating of schools, and their peculiar conduct and condition; and although it is by no means our intention to give here a regular history of such developement, yet we cannot avoid casting a hasty retrospective glance on the schools of a former age, since we shall thereby, on the one hand, most securely arrive at the position whence we can, as already observed, best learn to judge properly and perfectly of the nature of Folk's-schools; and, on the other hand, learn best to know the real rank of the schools of our times, and to prize their advantages. "The world's history is the world's judgment," said Schiller, and certainly he therein p.r.o.nounced an important truth, of which truth where do we find a more evident testimony than here, where the most momentous portion of the intellectual cultivation of the human race is concerned? But to come to the matter.

In far antiquity education was the business of domestic life; and how imperfect it was, under such circ.u.mstances, we may easily conceive. The parents, uninformed themselves, could impart to their children but very scanty information; the whole of life was rather a vegetation, a physical rather than an inward and intellectual existence. It was then first, as population increased and state compacts were organized, that a kind of schools arose, because men then learned to see that it was only by intellectual ascendency that it was possible to work upon the rude ma.s.s. The teachers of such schools were the priests; but the scholars were such alone as, according to their custom, were destined to some high office. We thus see that real Folk's schools were not then in existence; there was, in fact, no conception of them; and what more was necessary to say on the subject of the schools of former ages, we have already given under the head, Universities. Those inst.i.tutions were calculated rather for the higher range of education, and are to be regarded as the forerunners of our universities, on which account we may here pa.s.s them over.

It is only with the time of Charlemagne that we can begin to talk of Folk's-education and Folk's-schools. Besides the Scola Palatii, founded by him, and which was placed under the management of his friend Alcuin, he also originated and promoted in the convents the idea of a female education. He and Alfred of England are the true founders of village and country schools. National education owes to them an improvement the most excellent and rich with blessings; alas! that the age was not ripe enough to give a ready hand of co-operation to these n.o.ble reformers.

Before this time, ay, from the very promulgation of the Christian religion, the priests had striven incessantly to monopolise the instruction of the people, and to throw it entirely into the hands of their order; a fact most prominently testified by the catechetical schools of the second and third centuries, the later episcopal and cathedral schools, and, after the sixth century, those most influential cloister schools. And as it had thus been their constant policy to secure the absolute possession and direction of popular instruction, this became the case again, after the death of these n.o.ble monarchs, when every thing had fallen once more into the old track, and these very inst.i.tutions, which they had planned and founded, became still more effectual tools in their hands. What might and would result from such a predominating hierarchical tendency, experience has taught us.

The selfish interests of a form of religion, degraded to the most crafty state-policy, were made the motives for keeping mankind in darkness. The understanding was oppressed by the diffusion of superst.i.tion; and under the hypocritical cloak of sanct.i.ty, beneath which the most unhallowed fanaticism concealed itself, the priesthood compelled humanity to wander on in blindness and error. The reforms of Charlemagne were as good as forgotten, and the proper Folk's-schools were swallowed up in the darkness of the Middle Ages. What was done in course of time through the exertions of such men as the Emperor Frederick I. took the direction of the high educational inst.i.tutions, and wholly concerned the universities, which had for a long period been striving to make themselves independent, and, in fact, were so. In the fourteenth century a ruddy streak of dawn showed itself, which though but faintly pervading the darkness, yet at a later period harbingered the sun. Gerhardus Magnus first spoke out the idea of a free education with perspicuity. In 1379 he founded an educational inst.i.tution at Deventer, in this spirit, and thereby led to the creation of similar inst.i.tutions in the Netherlands, on the Rhine, and in North Germany.

Montaigne, Bacon, and Lord Verulam, were powerful advocates of this idea, which, being only more and more stimulated by the reaction-system of the hierarchy, lead to the epoch of the fifteenth century.

The well-to-do Burger-cla.s.s began to erect city-corporation, or writing-schools, as they were called, and found themselves obliged to appoint masters to them at their own cost, as the clergy more and more neglected their office of teaching. The clergy, however, exerted all their power against these schools, on grounds which touched them nearly, for they feared a diminution of their income and their power through a greater enlightenment of the people. Under these circ.u.mstances the Folk's-schools could not prosper; they either fell speedily, or totally degenerated. The city-schools which were founded in the sixteenth century, and called Latin-schools, were scantily enough endowed, and the proper Folk's-schools were in a still more miserable condition most of those in the villages falling to decay, and those which did still exist scarcely being worthy of the name.

But the dawn of a new era soon broke, and the arduous and holy warfare of the Reformation threw light into the darkness of the human mind. Men were now seen to contend for knowledge, and strove to rend asunder the dishonourable bonds which, in a more animal condition, had been riveted upon them. Luther arose, and with him a new order of things in the conduct of schools was called forth. Many worthy schoolmasters, who had already gone forth from the pedagogic brotherhood of Gerhardus Magnus at Deventer, and from the Rhenish Society of Learned Men, founded by Conrad Celtes for the restoration of cla.s.sical antiquity, had prepared the way for the great Reformers. How ill.u.s.triously shine out in the fifteenth and sixteenth centuries the names of Desiderius Erasmus, Johann Reuchlin, Johann Dalberg, Rudolph Agricola, Wilibald Pirkheimer.

They are like sacred signs of an approaching better time for the school affairs of the civilized world; and they all strengthened powerfully the hands of Luther, Melancthon, Zuinglius, since they treated schools, and the whole business of education, in a magnanimous spirit. To point out the active services of these men would lead us too far; it must suffice simply to remark that continually more, and fresh, and faithful teachers came forth, amongst whom, Johann Sturm, Valentin Friedland, also called Trotzendorf, Michael Neander, Johann Ca.s.selius, and Christian h.e.l.lwich, were especially distinguished. If a great want was still here and there visible, yet the path being once broken open, a retreat was by no means to be thought of, and the discovery of Guttenberg contributed not a little to make this impossible. The labours of Wolfgang Ratich and Johann Amors Comenius are of peculiar importance, whose works are known, and in which they treat of the natural and complete developement of all the powers of the human mind, especially of the understanding and the imagination. Pestalozzi's ideas here lie in embryo before us.

Soon after the appearance of these men, and the springing up of schools framed according to their views, the Jesuits made every exertion to draw the management of education to themselves; and they succeeded to a certain extent, since with their usual political ac.u.men, they easily saw that it was necessary for them entirely to imitate the form and matter of the evangelical schools. But the stratagem of these satellites of the hierarchy was soon seen through, and the best consequences were to be hoped, had not the storms of the Thirty Years'

War crushed so many promising germs and scattered so much beautiful fruit. School economy, during such an epoch, could only wearily maintain itself; the miserable management of ignorant teachers, the simple consequence of that fanatical rage, made the prosperity of schools a thing beyond hope. Yet this reaction actually hastened the entrance of a better spirit, which soon found its warmest advocates in Fenelon, Ph. T. Spener, but especially in A. H. Franke.

The activity of the last worthy man had an eminently auspicious influence; and other zealous characters soon enrolled themselves in the list of the friends of knowledge; as G.o.dfried Zeidler, who simplified the mode of spelling; Valentin Hein, and Sulzer, who, 1700-1799, introduced an improved mode of teaching arithmetic. But, unfortunately, there soon grew in the Folk's-schools a deadly poison of all good--Mysticism, which was carried by the teachers to a most mischievous length. Equally blighting lay the pharisaical constraint of evangelical orthodoxy on the school system, not less influentially than that of the Romish hierarchy. It was not till philanthropy raised its head in the middle of the eighteenth century, through the influence of Locke, Rousseau, and Ba.s.sedow, that the school system appeared earnestly to seek to improve itself. Locke was the first to treat with a philosophical spirit educational tuition, as a connected whole. T. P.

Crousatz followed in the same path. In Germany, the fiery Ba.s.sedow, in 1768, took up the Rousseau enthusiasm, and sought to plant the ideas of this philosopher in his native soil.

We imagine that we have so far conducted the reader that he can easily follow the description of the inst.i.tutions for popular education of our time. We have arrived at the position we recently alluded to, and have with it reached also, that exact point of union whence all that succeeds diverges. Although it yet remains to be shown how the various kinds of schools have gradually developed themselves, we believe we may pa.s.s over this part of the subject, as on the one hand all that is necessary may be inferred from what has just been said, and on the other, they are too much a part of the present not to be well known to all. Let us therefore proceed to an ill.u.s.tration of the system of our Folk's-schools, which divide themselves into higher and lower; and in the first place notice the lower, as

THE ELEMENTARY, OR PROPER FOLK'S-SCHOOLS.

In matters of school economy, the Catholics in Germany continued far behind the Protestants, because they cherished the notion that diffusion of knowledge amongst the people was dangerous to the state; and therefore most carefully cut off all possible opportunities for advancing popular instruction; whereas the Protestants, on the contrary, from the last half of the eighteenth century, spared no sacrifice for the promotion of such an object. Such men as Campe, Salzmann, Trapp, rendered services to instruction in a more restricted sense, since they began to reduce the science of tuition to a system; but Rochou was the first who undertook, in the spirit of philanthropy, to work a genuine reformation in the Folk's-schools. Then appeared Pestalozzi, who grounded education on the natural developement of the powers and capacities themselves. His system, which proved its worth in the severe trials that it underwent in the hands of Tillich, Plaman, Schwartz, Ewald, Turk, Ladomus, Herbert, Zeller, Harnisch, Kant, Fichte, Sch.e.l.ling, Jean Paul, Arndt, P[oe]litz, Stephani, Dinter, and others, found, by degrees, general acceptance; and our present school system may with perfect justice be styled the Pestalozzian. But for the necessary preparatory education of teachers themselves, earnest care was soon taken, and a great number of school-teacher seminaries were founded, in which this cla.s.s of men must study and qualify themselves, and which to them must stand in the same relation as the universities to the professors of scientific and general knowledge. By these means the general improvement of the business of education experienced only accelerating circ.u.mstances; and now even Catholic countries, particularly those in which many Protestants dwell, ceased to hang back, and there is now scarcely a place in Germany which does not possess a school; scarcely a state whose government has not thrown out a plan of education more or less adapted to its end. Yes; foreign nations themselves now acknowledge the preeminence of Germany in school economy.

On a closer inquiry into the organization of these proper Folk's-schools, the great variety of the same however strikes us, and we cannot here omit to notice a circ.u.mstance which is of the most essential importance. In many--yes, in most of the country schools, are the school establishments subdivided according to the different confessions of faith; and this circ.u.mstance extends itself even to the schools of the smallest villages. Although the greater part of these are placed under the jurisdiction of a High Board, and are formed, more or less, on a common plan, yet the disadvantage is not to be denied, which must necessarily result from such a system of subdivision. We have observed above how much all Catholic countries lay behind in popular enlightenment, which alone flourishes through popular instruction; and we must, we regret to say, remark that this sorrowful experience again manifests itself as an attribute of these aforesaid school inst.i.tutions. How very different is it in the Protestant schools! If unlimited freedom of teaching is given to those as well as these, yet the opinions taught are very different, and the consequences of an all-too scrupulous observation of dogmatic forms, not the most agreeable, are seen in the Catholic schools. On the contrary, the Protestant schools follow, free from constraint, every direction of the mind, and the foundation of a philosophical system is here first discernible.

In strong contradistinction to both these, stand the so-called Communal-schools, as those which are intended for children of each denomination. These schools, wherever they exist, exert the most beneficent influence on the people. The foundation pillars of all human happiness. Tolerance and Intelligence, find here the securest guarantees for their enduring existence; since, however much men have striven or may strive to counteract them, it continues still incontestably true, that the first impressions on the minds of children are the most vivid and permanent, and the spirit in later years of life pursues its course in accordance with such impressions. It requires no demonstration to show how rich in blessings is such a school system; and the reader will excuse us turning now to a further pursuit of our theme.

It is particularly to be observed, that various attempts have been made to extend these school regulations so far as to allow boys and girls to be taught altogether in one and the same cla.s.s. Such experiments were, however, for the most part confined to such places where the circ.u.mstances entirely permitted their trial, which was only here and there; and such school dispositions yet exist. But generally, the instruction is given to boys and girls in one building, but in separate rooms.

Before we cast a glance at the mode of school tuition, we will pa.s.singly remark, that in most German towns there are, besides the proper Folk's-schools, many establishments for boys and girls, as well for elementary as for more complete education. These stand, however, in no connexion with the Folk's-schools, and do not profess in the slightest degree to employ the same machinery. Yet these educational establishments in the present time deserve so much attention, that to say only what is barely necessary upon them would lead us too far.

The subjects of instruction in the Folk's-schools are these: reading, writing, arithmetic, geography, natural history, history; in the higher cla.s.ses, mathematics, geometry; instruction in the German language;--extended also to a higher style of penmanship, drawing, and music, seldom more than choral singing, and instruction in religion, which last is not given by the teachers but by the pastors of the respective faiths.

When each branch of education has not its individual teacher appointed in these schools, the charge of such instruction is consigned to a teacher expressly qualified for it. Mistresses are also appointed for the girls, as well to teach them the ordinary school branches, as hand-work. Of this organization, however, the schools only of the larger cities can boast themselves. In most of the German towns, the parents are obliged to send their children into the schools from their sixth year. If they wish to give to their children an education in another place, more particularly if they would have them privately educated, or would send them to some particular inst.i.tution, they must for that purpose ask permission of the proper Board. On the part of persons of high position, or of great property, this is very frequently the case, but they are seldom on this account exempt from the payment of the school impost, as this defrays part of the expense of the system, and has, therefore, to be well looked after by government.

The schools are divided into cla.s.ses, according to the respective studies; that is, into systematic divisions, according to the circ.u.mstances of the increasing evolutions of the subjects of study. No age qualifies a child to advance into a higher cla.s.s, but capacity and acquirement alone. And in order to give to the parents an account of the activity of the school system, as well as of the acquirements of the scholars in particular, annual examinations are held publicly, in which what has been taught and learned is brought forward with all possible despatch, and at which the parents are present, that they may convince themselves of the truth of the matter. These public examinations at the same time serve to excite the scholars to activity, as rewards for diligence and good conduct are distributed, and thus a moral value is added to the political one of these inst.i.tutions.

Whatever relates to the arrangement of these schools in their outward form, in their connexions and relations to the state, and the like, in a word, whatever belongs to the administration of the whole, may, in running our observations through them, be p.r.o.nounced to be a good.

All the teachers are placed under the control of an upper teacher: in cities where there are at the same time gymnasia, commonly under the director or rector of the same; or they are under the special oversight of the princ.i.p.al clergymen of the respective faiths. These are, again, dependent on the school college, or Upper Council of Studies, which, in connexion with the Upper Consistorium, const.i.tutes the highest Board.

In how far this whole arrangement const.i.tutes one complete and h.o.m.ogeneous scheme of education inst.i.tutions, including the universities themselves, we will hereafter take an opportunity to point out; we now proceed to describe the higher inst.i.tutions for instruction which are expressly intended for the people. The next in order are

THE REAL SCHOOLS;[27]

CALLED ALSO MIDDLE SCHOOLS, HIGHER BuRGER SCHOOLS, ETC.

The origin of these schools we owe, as we have said, to Ba.s.sedow, who transplanted the ideas of Rousseau to Germany, which found, by degrees, a complete introduction, especially amongst the tradespeople; yet the Real-schools of that period--the end of the last century, are by no means to be considered as synonymous with the present ones, although they then excited a general interest and acquired for themselves a tolerably high position. They agree entirely in this, that they were schools for those who were not intended to go forward to the universities, and yet whose future destinations demanded, in some measure a higher education than ordinary. The subjects of instruction in them were particularly--geography, history, the natural sciences, calculation, technology, etc. The first, however, in a more extended range than in the lower cla.s.s of Folk's-schools; these, as they at present exist, and especially such as are organized on the most recent plans, are not merely higher Burger-schools, but indeed such as might qualify for an academical course. People are, however, far from agreed upon the rights of these schools; upon the determination of their relations to the gymnasia, the universities, etc.; at least, in many German states, great debates have arisen upon this debatable point, and which are yet by no means brought to a conclusion.

The Real-schools divide themselves into Higher Gewerb[28]-- Polytechnical Inst.i.tutions--and Provincial Real-schools, or Higher Burger Schools.

Now it is evident, that in consequence of the a.s.sumption of the higher subjects of tuition, as foreign languages, the higher mathematics, physics, etc., by the first inst.i.tutions, a disadvantage may occur to the Gymnasia, insomuch as all those who are expressly educated for branches of state official service, for offices of finance, of the forests, of general administration, etc., are educated in the Gymnasia.

These, and other reasons which we will explain, in noticing the Gymnasia, have been, and probably will long continue to be the causes, that no result sufficiently satisfactory to both parties, however much desired, can be arrived at. But the decidedly advantageous influence which the collective body of Real-schools exert, and which it will more and more extend by still continually extending its sphere of action, is not, however, to be mistaken; and if this excites a spirit of hostility, there cannot be a more palpable reason a.s.signed for it than that which is drawn from a rich experience by a great philologist, and thus expressed:--"What is _new_ is not always wholesome; but even the necessary _new_, and which afterwards proves itself to be an actual _advance_, is certain in its commencement to be attacked."

Let us now glance at the internal arrangements of these schools; and indeed of the Higher Gewerb-schools--literally Trade schools--as the so-called provincial Real-schools are neither more nor less than better elementary schools, or rather schools preparatory to the Higher Gewerb-schools; and as so many of the real branches of education are undertaken in them. To these provincial or preparatory schools belong the teaching of physics, natural history, the elements of chemistry, modelling, book-keeping, etc.; instruction in the French, English, and Latin languages; drawing and singing; the former subjects, however, only in the higher cla.s.ses. The subjects of tuition in the Higher Gewerb, or technical schools, are, on the contrary, mathematics, algebra, plane trigonometry, a.n.a.lytical geometry in all its branches and modes of practical application; higher algebra, differential and integral calculus, plan-drawing and machine-drawing, botany and zoology, and physiology of plants, geognosy, geology; experimental chemistry, technical chemistry, a.n.a.lytical chemistry, practical chemical operations; mineralogy; mechanics, statistic and dynamic, experimental physics, free hand-drawing, modelling in wood and metal, and instruction in German, French, English and Latin languages, and history.

It may easily be seen, from this glance at the subjects of instruction, how comprehensive these educational inst.i.tutions are. To attempt to describe the advantages that they afford would lead us too far, and lies out of our track; but the subject deserves the attention of the whole civilized world, as its consequences must become continually more striking. The circ.u.mstances of our times demand a real education; that is, in the practical arts and sciences. One has long ceased to desire that every man shall be every thing; one wishes rather that every one should be qualified to fill with ability his particular post. The philosophical school compulsion which rules in the Gymnasia is here entirely nonexistent. The all-sided human accomplishment which the Gymnasia aim at, and ought to aim at more or less, is not arrived at in these schools, because it is contrary to their object and intention; but on the other hand, they afford the opportunity more thoroughly to throw the minds of the scholars on those subjects which are the most congenial to them, and which will consequently be most serviceable to them in their profession. We ourselves, far from being admirers of a too strict, and therefore forced and one-sided practical education, cannot help calling to mind the splendid proofs of the advantageous and excellent working of these praiseworthy schools, since they have impressed us with the conviction that in this manner able men have been educated not only for the state, but for science, notwithstanding the short time that these inst.i.tutions have flourished.

THE GYMNASIA

May now claim our attention, which, particularly through the conflict which has arisen between them and the Real-schools, must possess an especial interest.

We must, in the first place, remark, that the word itself expresses no actual conception of the thing, as a gymnasium properly means an open place, where the youth were instructed in philosophy,--in fact, an a.s.sociate-school. In Athens there were three of them: the Academia, the Lyceum, and Cynosarges. The origin of the gymnasium and the nature of its internal business as a higher educational inst.i.tution, are simply indicated by the term. To trace what modifications these schools have undergone from that period to the present would be a too widely excursive notice for our present purpose. We shall, under this head, understand only such as strongly mark themselves out by their tendency from the schools already described, and which properly divide themselves into the Latin-school, Progymnasium, Gymnasium, and the Lyceum.

The first three are properly schools for future learned men, artists, &c; and in the state in which they exist, as in Bavaria, the studies are commenced in the Latin school, and are ended in the Gymnasium, as the school preparatory for the university.

By the Lyceum, in a restricted sense of the word, we understand such a school as seems to conduct to a certain point, the education of the students of the scientific faculty; although in the first, that is, in the Gymnasia, etc., all subjects of study are facultative. For the rest it is very difficult to give a description of these schools which shall express their real character, since in every one of the German states they have different names with different meanings, and in many places bear various appellations where they possess the same tendency. The Gymnasium and Lyceum equally signify schools which give a course of education expressly preparatory to an academical career, and we shall therefore include both under the general name of Gymnasium.

The elementary instruction, let it have been acquired as it will, must have made a certain advance before the scholar can enter the Gymnasium, since in the lowest cla.s.ses--the Gymnasium is divided into cla.s.ses in the same manner as the Folk's-schools--are taught the elements of the Latin tongue, history, mathematics, etc. Here are especial teachers for every faculty of science; that is, one teacher, particularly in the higher cla.s.ses, teaches one determinate subject.

The study of the ancient cla.s.sics continues still the chief business, since the German philologists conceive that they const.i.tute the only and indispensable gymnastics of the mind. This is another ground by which these schools have come into open feud with the Realist tendency of the age--why the Gymnasia have dreaded an encroachment on their rights through the rapid growth and influence of Real-schools; because they feared that the public would come to see in their effects, that there was another mode of awaking the spirit to an internal activity than by the study of the dead languages.

It is not to be denied that through the study of the ancients the spirit is awakened; the sense of the n.o.ble and the great is inspired; that the poetical feeling is excited,--the taste purified, and the reason strengthened; that the mind is accustomed to a logical activity, and especially to self-reflection. But the schoolmen go too far with this. They are orthodox, and are contented that the future learned should here find their necessary nourishment. They will, in general, acknowledge no other learning or education than that of the Gymnasium, and torment every one with it who, as a future tradesman, can manage his affairs perfectly without this knowledge, and can bring by it little or nothing out of the school into his own trade. Yet at present the Gymnasia strive so far to meet the acknowledged necessities of the time, that they have adopted some of the educational subjects of the Real-schools, as mathematics, and the natural sciences in the fullest sense of the word. The subjects of tuition, with the exception of the predominant teaching of the ancient languages, are in general those of the other schools; that is, of the Folk's-schools, in a higher degree.

The relation to the state is the same as that which we have already made ourselves acquainted with in the Folk's-schools; and we will now only explain a few more of the peculiarities of the Gymnasia.

A totally different discipline prevails in the Gymnasia to that of the Folk's-schools. Corporal punishments here, for the most part, cease in the higher cla.s.ses entirely. Tasks, shutting up, open reproof, but especially moral restraint, are the means employed for correction. The teachers also stand in a totally different position in regard to their scholars; at least in the higher cla.s.ses there is less school compulsion, though probably on that account not the less pedantry to be observed. In general, the gymnasiast is already more free, and placed in greater external advantage than the scholars of the other schools; the near prospect of student life calls forth, not seldom, extravagances, which, however, are contended with more vigorously by the teachers, but through the advanced age of the youths are not readily repressed. Though it is strictly forbidden, yet the gymnasiast frequently resorts secretly to public places of diversion, inns, etc.; he also begins to smoke, and to become regardless of conventional relations. In many cities the gymnasiasts have actually endeavoured, of course only the older ones, to form corporations, and to imitate the university Ch.o.r.es. But spite of all this, the constant and great diligence of the gymnasiasts is not to be denied. They exert themselves, because they know that it is only by that means that they can arrive at promotion; that is, that they can obtain the right to enter the university. We must here break off a moment to notice a particular which is of essential importance.

The Exemption-and-Maturity-Right[29] belongs exclusively to the Gymnasia--another cause which has called forth in many German states contentions, the other schools already making claims on this privilege.

Nothing can indeed be more vexatious, and even in many cases, unsettling, than for an able scholar of the Real-school, after he has pa.s.sed his examination, and has given ample proof that he is quite qualified to enter the university, to have again to make the course of the Gymnasium, again to weary himself with the reading and study of the ancient cla.s.sics, entirely for the sake of the formality of promotion, which might just as well be conferred on the Real-schools, and by which money and more especially time might be spared. From the higher position which these schools have already a.s.sumed, it is, however, to be expected that this injustice will be done away with, at least, that the Exemption-and-Maturity-Right will be extended to those Real scholars who devote themselves to state science, and to those professions which are included in it.

We cannot here avoid taking the opportunity of remarking that, through the contention of these two inst.i.tutions, which we have thus described according to their different motives, there stands before the Gymnasium a reorganization, unless the _ancienne regime_ maintains the upper hand; that is, if the onesidedness of the strong philological party, which aims at a total isolation of the two inst.i.tutions, or rather at a complete prevention of their co-operation, shall not achieve the triumph of upholding the Gymnasia in the most unlimited possession of their antiquated privileges; are not, indeed, prepared to resist the stream of time by main force, and to deprive the Real-schools of their equally high importance. The conflict is severe, because prejudices are here attacked; but the impetus of human advancement surmounts every difficulty, and the spirit of man knows no restraint which ultimately may not be broken through;--but we must return to our subject.

When the gymnasiast has pa.s.sed through all the cla.s.ses, he then undergoes his examination. As in the Folk's-schools, so in the Gymnasia also, there are held annual public examinations for the same purpose; to which, however, is added a government commissioner, for the examination of the Abiturienten; that is, of those who are about to depart, and proceed to the university. This commissioner has to p.r.o.nounce his solemn judgment upon the performances of the Abiturient, according to which his promotion is allowed or not. This is generally accompanied on the part of the Abiturient by a farewell, or other speech, which is usually composed in Latin or French, and on that of the School College by a public summons to the university, to which is added the necessary school-certificates.

It is now curious to see how the Abiturient will conduct himself from the moment that he turns his back on the Gymnasium. Not a book will be looked at; not a pen will be touched; he recompenses himself immediately for the school torment that he has pa.s.sed through, by a delightful do-nothing; and gives himself up in antic.i.p.ation to the blessed consciousness of student life. The foretaste of awakening liberty leads him to commit a thousand follies; he imagines himself lord of the world, and knows no conventional restraints. The parents have the worst of it, as they are seldom in a situation to put a salutary damper upon the forth-bursting storm of the mind of the youth.

To travel is rule the first with which the Abiturient busies himself; that is, in which he seeks to sound the depths, and explore the regions of the desired freedom. His great endeavour is now to knit up acquaintances with students, and so comes he easily into student life.

But in many places it is customary that the Abiturient should give a farewell entertainment. Thither are invited the best of his friends from the abandoned school, and his new ones amongst the students; and the whole takes much the character of a Commers. It is, moreover, regarded as a ceremonial act, and is introduced by the singing of the customary song--The Land's Father. From this period the Abiturient bears the name of Camel, which he has acquired in exchange for the abdicated one of Frog.

It may be sufficient to remark, that the educational inst.i.tutions of every kind keep tolerably equal step with the universities. That Germany bears away the crown of school economy from all other countries, is not to be denied. Or where is the country which has more flourishing schools than Prussia, Wirtemberg, Baden, etc.

We here conclude with the words with which we commenced--"the nineteenth century is the age of enlightenment;" and Germany propels at the highest speed its spirit towards intellectual consciousness. It possesses a moral vigour which no other nation of the earth possesses, and the giant arms of German art and science embrace the whole wide surface of the globe with an all-living power.