[23] Barnard, Henry. Translated from Karl von Raumer; in his American Journal of Education, vol. v., p. 509.
[24] Salmon, David, "The Education of the Poor in the Eighteenth Century"; in Educational Record, London, 1908.
[25] "If you would comprehend the success of Rousseau's Émile, call to mind the children we have described, the embroidered, gilded, dressed-up, powdered little gentlemen, decked with sword and sash,… alongside of these, little ladies of six years, still more artificial,—so many veritable dolls to which rouge is applied, and with which a mother amuses herself for an hour and then consigns them to her maids for the rest of the day. This mother reads Émile. It is not surprising that she immediately strips the poor little thing (of its social harness of whalebone, iron, and hair) and determines to nurse her next child herself." (Taine, H. A., The Ancient Régime, vol. II, p. 273.)
[26] Montmorency, J. E. G. de., The Progress of Education in England, pp. 46, 50.
[27] A change now took place in the intellectual life of Germany: "The nation began to make itself independent of French influence. In literature Klopstock and Lessing broke the fetters of French classicism. An ardent desire for a deeper culture peculiar to the German people asserted itself. But the soil of the national life was too poor in genus for a purely German culture, hence scholars looked for new models and found them in classical antiquity. The ancient authors became again the masters of culture and taste; with this difference, though, that it was not desired to learn how to express their thoughts as well as the learner's thoughts in Latin, but to become familiar with their manner of thinking and feeling, for the purpose of enlarging and ennobling German thought and speech. From this standpoint Greek, on account of its more valuable literature, assumed a higher importance, and, by degrees, a superiority over Latin." (Nohle, E., History of the German School System, pp. 48- 49.)
[28] "If any one be destined for a studious career, let him not shirk his Greek lessons, inasmuch as he would thereby suffer irretrievable loss…. He who reads the classic writers, studying mathematical reasoning at the same time, trains his mind to distinguish what is true or false, beautiful or unsightly, fills his memory with manifold fine thoughts, attains skill in grasping the ideas of others as well as in fluently expressing his own, acquires a number of excellent maxims for the improvement of the understanding and the will, and thus learns by practice nearly all that a good compendium of philosophy could teach him in systematic order and dogmatic form." (School Regulations for Braunschweig-Lüneburg, of 1737.)
[29] "Be assured that if you forget your Greek, yes, even your Latin too, you still have the advantage of having given your mind a training and discipline that will go with you into your future occupation." (Friedrich Gedike, 1755-1803.)
PART IV
CHAPTER XIX
[1] "The Period of the Enlightenment" had two main aims: (1) the perfection of the individual, which gave a new emphasis to education, and (2) the mastery of man over his environment, which expressed itself through the new scientific studies. In German lands elementary education, a regenerated classical education, and the Realschule were the fruits of this period.