[1] For long the knowledge-conception dominated instruction, it being firmly believed by the advocates of schools that knowledge and virtue were somewhat synonymous terms.
[2] It is to democratic England and the United States, and to the English self-governing dominions, that the greatest flood of emigrants from less advanced civilizations have gone. South America has also experienced a large recent immigration, but this has been mainly of peoples from the Latin races, and hence easier of assimilation.
[3] See a good article on this development by I. L. Kandel, in the Educational Review for November, 1919, entitled "The Junior High School in European Systems."
[4] Paris, for example, has become the greatest university in Europe, exceeding Berlin (1914) in students by approximately 25 per cent and in expenditures 40 per cent.
[5] "The rise of these great universities is the most epoch-making feature of our American civilization, and they are to become more and more the leaders and the makers of our civilization. They are of the people. When a state university has gained solid ground, it means that the people of a whole state have turned their faces toward the light; it means that the whole system of state schools has been welded into an effective agent for civilization. Those who direct the purposes of these great enterprises of democracy cannot be too often reminded that the highest function of a university is to furnish standards for a democracy." (Pritchett, Henry S., in Atlantic Monthly.)
[6] The gifts and bequests for colleges and universities in the United States, from 1871 to 1916, totaled $647,536,608, and by 1920 probably have reached $750,000,000.
[7] The oldest was Charlottenburg (1799), Darmstadt (1822), Carlsruhe (1825), Munich (1827), Dresden (1828), Nuremberg (1829), Stuttgart (1829), Cassel (1830), Hanover (1831), Augsburg (1833), and Brunswick (1835). A similar school, which later developed into a technical university, was founded at Prague, in Bohemia, in 1806.
[8] The German technical training "produces an engineer who is not only older in years, but also more mature in experience and in judgment than the average graduate of an engineering college in America. Whether or not it would be wise to adopt—so far as that would be possible—German methods in the schools and colleges of the United States, it must nevertheless be recognized that those methods have given Germany a leadership in applied science and in industry which she will keep unless the educational authorities of other nations find some way of producing men of like calibre." (Munroe, James P., "Technical Education"; in Monroe's Cyclopedia of Education.)
[9] Report of Commission on National Aid to Vocational Education, Washington, 1914, p. 90.
[10] The first veterinary school in the world was established at Lyons, France, in 1762; the second at Alfort, a suburb of Paris, in 1766; the third at Berlin, in 1792; and the fourth at London, in 1793.