[12] Prominent in the Indiana constitutional convention of 1816 were a number of Frenchmen of bearing and ability, then residing in the old territorial capital—Vincennes. How much they influenced the statement of the article on education is not known, but it reads as though French revolutionary ideas had been influential in shaping it.
[13] For the original Bill of 1779 in full, in the original spelling, see the Biennial Report of the Superintendent of Public Instruction for Virginia, 1900-01, pp. lxx-lxxv.
[14] Though Jefferson had been Governor of Virginia during the Revolutionary War; had repeatedly served in the Virginia legislature and in Congress; and had twice been President of the United States, he counted all these as of less importance than the three services mentioned, and in preparing the inscription to be placed on his tomb he included only these three.
CHAPTER XXI
[1] "As a man who sought after glory, and whose gloomy temper took umbrage at everything, Rousseau complained that his Émile did not obtain the same success as his other writings. He was truly hard to please! The anger of some, the ardent sympathy of others; on the one hand, the parliamentary decrees condemning the book and issuing a warrant for the author's arrest, the thunders of the Church, and the famous mandate of the Archbishop of Paris; on the other hand, the applause of the philosophers, of Clairant, Duclos, and d'Alembert,—what more, then, did he want? Émile was burned in Paris and Geneva, but it was read with passion; it was twice translated in London, an honor which no French work had received up to then. In truth never did a book make more noise and thrust itself so much on the attention of men. By its defects, no less than by its qualities, by the inspired and prophetic character of its style, as well as by the paradoxical audacity of its ideas, Émile swayed opinion and stirred up the more generous parts of the human soul." (Compayré, G., Jean-Jacques Rousseau, p. 100.)
[2] Paulsen, Fr., German Education, Past and Present, p. 157.
[3] Within three years Basedow had collected seven thousand Reichsthaler, subscriptions coming to him from such widely scattered sources as Joseph II of Austria, Empress Catherine of Russia, King Christian VII of Denmark, "the wealthy class in Basle," the Abbot of the monastery of Einsiedel in Switzerland, "the royal government of Osnabruck," the Grand Prince Paul, and others. Jews and Freemasons seem to have taken particular interest in his ideas. Freemason lodges in Hamburg, Leipzig, and Göttingen were among the generous contributors.
[4] See Barnard's American Journal of Education, vol. v, pp. 487-520, for an account of the examinations and the institution.
[5] "The pedagogical character of the Real school was established by Basedow and his followers. Originally the plan was to provide for the middle classes what would be called nowadays manual training schools, in which the scientific principles underlying the various trades and business vocations should have a prominent place. These schools were to be one step removed from the trade schools for the lower classes. But under the influence of the Philanthropinists the Real school was transformed into a modern humanistic school, and placed in competition with the humanistic Gymnasium." (Russell, J. E., German Higher Schools, pp. 65-66.)
[6] His two most important followers were Joachim Heinrich Campe (1746- 1818), who succeeded Basedow at Dessau and later founded a Philanthropinum at Hamburg, and Christian Gotthilf Salzmann (1744-1811), who founded a school at Schnepfenthal, in Saxe-Gotha. Both these men had for a time been teachers with Basedow at Dessau. Campe translated Locke's Thoughts and Rousseau's Émile into German, wrote a number of books for children (chief among which was the famous Robinson der Jünger), and also prepared a number of treatises for teachers. Salzmann's school, opened in 1784 in the Thuringen forest, made much of gardening, agricultural work, animal study, home geography, nature study, gymnastics, and recreation, as well as book study. It was distinctively a small but high-grade experimental school, so successful that in 1884 it celebrated its one hundredth anniversary. A pupil in the school was Carl Ritter, the founder of modern geographical study.