262 ON ACADEMIC FEEEDOM IN GERMAN UNIVERSITIES, 



the taught. But it is clear that this attraction depends 

 on the teacher's hope that he will not only find in the 

 University a body of pupils enthusiastic and accus- 

 tomed to work, but such also as devote themselves to 

 the formation of an independent conviction. It is only 

 with such students that the intelligence of the teacher 

 bears any further fruit. 



The entire organisation of our Universities is thus 

 permeated by this respect for a free independent con- 

 viction, which is more strongly impressed on the 

 Germans than on their Aryan kindred of the Celtic and 

 Romanic branches, in whom practical political motives 

 have greater weight. They are able, and as it would 

 seem with perfect conscientiousness, to restrain the 

 inquiring mind from the investigation of those prin- 

 ciples which appear to them to be beyond the range of 

 discussion, as forming the foundation of their political, 

 social, and religious organisation; they think them- 

 selves quite justified in not allowing their youth to 

 look beyond the boundary which they themselves are 

 not disposed to overstep. 



If, therefore, any region of questions is to be con- 

 sidered as outside the range of discussion, however 

 remote and restricted it may be, and however good 

 may be the intention, the pupils must be kept in the 

 prescribed path, and teachers must be appointed who 



