5. Although, with the exception of the universities which it founded, its direct work in education cannot be said to have been permanent, yet it imparted fresh vigor to educational endeavors.
6. Schwegler says,[38] "It ... introduced to the world another principle than that of the old Church, the principle of the thinking spirit, the self-consciousness of the reason, or at least prepared the way for the victory of this principle. Even the deformities and unfavorable side of scholasticism, the many absurd questions upon which the scholastics divided, even their thousandfold unnecessary and accidental distinctions, their inquisitiveness and subtleties, all sprang from a rational principle, and grew out of a spirit of investigation, which could only utter itself in this way under the all-powerful ecclesiastical spirit of the time."
FOOTNOTES:
[32] "History of Pedagogy," p. 71.
[33] "History of Philosophy," p. 186.
[34] Ibid., p. 185.
[35] Ibid., p. 186.
[36] See K. Schmidt, "Geschichte der Pädagogik," Vol. II, p. 265, for subjects of these discussions.
[37] "Jesuit Education," p. 46.
[38] "History of Philosophy," p. 189.