174 ^^^ POPULAR SCIENCE MONTHLY. 



men wlio advance science and form schools constitute the fame of 

 a university. The course in England and France was different 

 from that which matters took in Germany and the countries 

 under German influence. To be high schools for general training 

 has continued till the present time to be the chief end of the Eng- 

 lish universities, and it was the same in France till the Revolution 

 destroyed the old forms. This condition is connected in part with 

 the fact that in those centralized countries the great scientific 

 institutions in London and Paris answer for the new work of sci- 

 entific research, while in divided Germany the scientific societies 

 are still relatively unimportant, or have been from the first only 

 annexes of universities, as they all are in fact ; and partly with 

 the differences in the internal constitution of the universities, the 

 philosophical faculties having in the western countries almost 

 vanished with the public lectures, and instruction having drawn 

 back into the colleges and assumed within them a scholastic form. 

 Under these infiuences the entrance of the new philosophy was 

 obstructed. In Germany, on the other hand, the middle-age col- 

 leges died out and the philosophical faculties remained with their 

 public instruction, to appear now as the organs with which the 

 new scientific and philosophical life was taken up. 



The operation of this change in the scientific world by which 

 university teaching, and especially teaching in the philosophical 

 faculty, was divested of its scholastic features and given a purely 

 scientific character, was supplemented by secondary causes. First 

 among thes^ was the development of the old Latin school into the 

 gymnasium. This change, begun in the second half of the eight- 

 eenth century, was completed in the first two decades of the nine- 

 teenth century. The present gymnasium differs from the old 

 Latin school by its giving, besides the linguistic and literary 

 course, a course of considerable extent in mathematics, science, 

 history, and geography. Thereby the philosophical faculty de- 

 parted in a measure from its old work ; for the entering student 

 who now comes to the university when about twenty years old, 

 instead of about his eighteenth year, turns at once to the study 

 of his professional branch, with the intention of concluding the 

 necessary scientific training with his abiturient examination. 

 Besides this class the lectures in history, philosophy, and the his- 

 tory of art were heard only by the attendants of the philosophical 

 and theological faculties and occasional guests from the other 

 faculties. 



The result was that the philosophical faculty was able and 

 had to change its course of instruction. General and elementary 

 teaching in languages and science was no longer demanded as 

 before. The teacher could presume more, because the pupils 

 brought more with them. A new scientific calling has been 



