[33] See above, p. 6, n. 3.
[34] Weim. ed., 30, 2, p. 582; Erl. ed., 17², p. 418.
[35] Ib., p. 584=419.
[36] P. 530=387.
[37] Weim. ed., 30, 2, p. 456; Erl. ed., 17², p. 396.
[38] P. 586=421.
[39] Ib., 15, p. 36 f.=22, p. 181 f.
[40] Cp. F. M. Schiele, in H. Delbrück, “Preuss. Jahrbücher,” 132, 1908, Art. “Luther und das Luthertum in ihrer Bedeutung für die Gesch. der Schüle und der Erziehung,” p. 381 ff. P. 386: “The principal motive with Melanchthon … is the love of learning, Luther’s motive [in the above writings] is to educate leaders for Christendom who shall deliver her from the unholy abominations of the olden days.… With this is connected the fact that for him ‘government,’ whether exercised by the sovereign, the bishop, or the father of the family, is a work of charity.” P. 384: According to Luther “the erection of schools must always remain a matter which concerns the Christian authorities.” To those historians of education, who, according to Schiele, are wont to ask: “Was not Luther the father of the national schools?” he replies: “The matter wears a different aspect when viewed in the light of history.” He roundly describes as fabulous the supposed foundation of the national schools by Luther. “Nor do we find in Luther’s schemes for the organisation of education the slightest trace of any tendency to the secularisation of the schools” (pp. 384, 381 f.). The last words are aimed at the friends of the secularised or undenominational schools of the present day.
[41] In the Introduction to the Weimar edition of the writing “An die Radherrn” (15, 1899, p. 9 ff.) we read: “It is very characteristic of the reformer’s attitude to the question of education in his day that he does not, as we might expect, give the preference to these German elementary schools in which we can see the beginnings of the national schools, but, whilst admitting their claims, insists emphatically on the need of a classic training.” “To characterise the writing in question as ‘of the utmost importance for the development of our elementary-school system’ (“Mon. Germ. Pædag.” III, iii.) is to be unfair to it.”
[42] Erl. ed., 62, p. 307.