[2] "It was a bold declaration, but one which exactly described the great change which had taken place. The older university instruction was everywhere based upon the assumption that the truth had already been given, that instruction had to do with its transmission only, and that it was the duty of the controlling authorities to see to it that no false doctrines were taught. The new university instruction began with the assumption that the truth must be discovered, and that it was the duty of instruction to qualify and guide the student in this task. By assuming this attitude the university was the first to accept the consequences of the conditions which the Reformation had created." (Paulsen, Fr., The German Universities, p. 46.)
[3] "He who reads the works of the ancients will enjoy the acquaintance of the greatest men and the noblest souls who ever lived, and will get in this way, as it happens in all refined conversation, beautiful thoughts and expressive words.
"We thus receive, in early childhood, doctrines and philosophy and wisdom of life from the wisest and best educated men of all ages; we thus learn to recognize and understand clearness, dignity, charm, ingenuity, delicacy, and elegance in language and action, and gradually accustom ourselves to them." (Gesner, Johann Matthias.)
[4] The sacristan or custodian of the church was frequently also the teacher of the elementary school, the two offices being combined in one person. Out of this combination the elementary teacher was later evolved. (See p. 446.)
[5] "When the schoolmaster had to pass an examination before the clergyman of the place by order of the inspector, the local authorities, owing to the lamentable life of a schoolmaster, were glad to find persons at all who were willing to accept an engagement for such a position. In consequence an otherwise intolerable indulgence in examining and employing teachers took place, especially in districts where large landholders had patriarchal sway." (Schmid, K. A., Encydopädie, vol. VI, p. 287.)
[6] Austria at that time included not only the Austro-Hungarian Empire of 1914, but extended further into the German Empire and Italy, and included Belgium and Luxemburg as well.
[7] Bassewitz, M. Fr. von, Die Kurmark Brandenburg, p. 342. (Leipzig, 1847.)
[8] These lectures were listened to by Napoleon's police and passed to print by his censor, not being regarded as containing anything seditious or dangerous.
[9] "He set all his hopes for Germany on a new national system of education. One German State was to lead the way in establishing it, making use of the same right of coercion to which it resorted in compelling its subjects to serve in the army, and for the exercise of which certainly no better justification could be found than the common good aimed at in national education." (Paulsen, Fr., German Education, Past and Present, p. 240.)
[10] "Never have the souls of men been so deeply stirred by the idea of raising the whole existence of mankind to a higher level. Something like the enthusiasm which had taken hold of the minds at the outbreak of the French Revolution was again at work, the only difference being that the strong current of national feeling directed it toward an aim which, if more limited, was, for that very reason, more practicable and more defined." (Paulsen, Fr., German Education, Past and Present, p. 183.)