"You can scarcely believe," said Mr. Traveller, "how much I am interested in every thing, that is German, of which smoking is one thing, and especially in all that is connected with its university system. So long as I continued in England, I did not trouble myself much on this head, but now I use all the endeavours I can to acquaint myself with the present constitution of your universities. You must recommend to me a book in which I can find some notice of the origin of universities in general, and of the earlier fortunes of that of Heidelberg in particular."
"The best book on that subject," said Enderlin, who had come from the whist-table, "is Von Kronen himself. He can give you such a lecture upon it, that all the rats in the house shall run out; for which reason they wished to appoint him, in Westphalia, to the office of chamber-hunter. Tres faciunt collegium, so let us erect him a cathedra, whence he may pronounce his lecture."
These arrangements were speedily made. In the meantime Von Kronen had put his visage into a very learned form, and begun:--
SKETCH OF THE HISTORY OF UNIVERSITIES.
Gentlemen,--Let us, as true sons of Minerva, exhibit an agreeable contrast to those people yonder, who have given themselves up to the burthen of play. May the honey of my words drop into your ears, and turn you into true disciples of wisdom. But the subject of our present lecture is the earlier fortunes of universities in general, and in particular of Ruperto-Carolo, that ancient fountain of knowledge, out of which we have drunk deep draughts.
"The sup of wisdom," interrupted Enderlin, "that we have eaten with a spoon, is a more beautiful metaphor--"
I warn the indiscreet hearer--said the pro tempore professor, Von Kronen, sternly frowning,--of Tit ii. section 27, of the academical laws, where it is declared that--'insults towards persons who are placed in authority in the university, or towards the persons connected with them, shall be strictly punished; if they are offered from revenge, so must the punishment be made the sharper, and, according to circumstance, may be even penally amerced.' After this, let no man insult or interrupt.
Our European universities, as they at present exist, are the production of a comparatively late period, since, though we find institutions resembling them in very early times, yet they were essentially and wholly different to ours. History shows us how, through the continually progressing culture of a people from age to age, institutions for the fostering and diffusion of knowledge formed themselves; and thus we find, at first, the so-called Priest-Schools in Egypt, Persia, India, and amongst the Hebrews; amongst the Celtic people the cloister-like unions of the Druids, which in caves and solitary woods, imparted to the most distinguished of the youth oral instruction.
The business of teaching was confined to expounding of the laws, of the holy books, and so forth, and was communicated in verses. The educational institutions of the Greeks were of a higher grade. The first and most celebrated High School was Athens; which also in still later times, maintained a high rank in this respect. We must here only remind ourselves of the gardens of Plato, in which he imparted his instructions in philosophy. The Cynosarges, where Antisthenes taught; the Poikyle or Stoa, where Zeno assembled his disciples; the gardens of Epicurus, and afterwards of the museum at Alexandria. Philosophy was the great science: as to them the Faculties, as well as the so-called Bread sciences (sciences made a trade or profession of) were totally unknown. The Greeks also possessed public libraries, as those at Alexandria and Pergamus. The educational institutions of the Romans were modelled essentially upon those of the Greeks, and enjoyed the most extensive influence from the 607th year after the building of Rome; and the highest veneration was shown to professors from Greece, who taught in them philosophy and the arts. The Romans also held it indispensable to visit and study in the schools of Greece, and their young nobility especially resorted to Athens, Rhodes, Alexandria, etc. The Romans, moreover, were not acquainted with the division into Faculties, and every man of standing studied the liberal arts--studia humaniora--in their whole compass; and libraries, and collections of works and remains of art, were much more numerously and richly at their command. The study of philosophy was not the less zealously prosecuted than in Greece; but the grammatical philosophy of the Greek and Roman tongues, combined with rhetoric and poetry, were the highest objects of education. The continually increasing numbers of the immigrating Grecian professors, led to the founding of many other schools in Italy. Amongst the most important was the Athenæum, founded by the Emperor Hadrian, afterwards called the Schola Romana; those of the capitol, and other temples. Vespasian was the first to establish public professors of political science with fixed salaries. Antoninus Pius raised the so-called imperial schools, as did Valentinian those of Rome generally, to the higher distinction, by a thorough and salutary reform. Athens, however, still continued to maintain the highest reputation, down to the tenth century, to which people flocked from all countries.
With the fall of Rome fell also the schools, and all the higher institutions for the diffusion of knowledge; but with the spread of Christianity they began again to rear their heads, but with a very essentially different character. Their tendency was preeminently theological,--as the theological seminaries, and the catechetical schools, especially at Alexandria, testify; which latter maintained the highest celebrity, from the second to the fourteenth century. This theological tendency manifested itself still more in the episcopal and cathedral schools, where indeed the so-called Seven Free Arts were also taught, but in the most miserable and imperfect manner. Theology, growing every day more sterile, yet exercised a perpetually increasing lordship over philosophy, and formally subjected it to tutelage, as the monastic schools from the sixth to the eleventh century most strikingly show. These institutions sought the immediate protection of the hierarchy, and the result of their labours was the School Philosophy.