THE SCIENTIFIC SPIRIT IN ENGLAND. 



257 



higher scientific training of the whole of Europe ; ^ but 

 no serious effort was made, during the brilliant days of 

 the First Empire, to secure for the nation the blessing of 

 a popular education. This state of things continued 

 under the Eestoration ; the real beginnings of an or- 

 ganised primary system are to be found in Guizot's 

 celebrated law of 183.3. In Germany the influence of 

 Pestalozzi and Zschokke in the south; of Basedow, Francke, 

 and the school of Kant and Herder, and, later, of Herbart 

 in the north, stimulated many Governments to establish 

 a system of popular schools for the education of the masses, 

 and a system of seminaries for the training of a popu- 

 lar teaching staff. This movement was chiefly carried 

 on independently of the reform of the universities and 

 higher schools, over which the ideal of Wissenschaft ex- 

 ercised a powerful spell. Under the latter were trained 

 the leaders and higher teachers of the nation, as well as 

 the members of the learned professions. The educational 

 influence of this ideal on the more gifted among the 

 student class was the very highest and best ; but it hardly 



in Deutschland zur Zeit der fran- 

 zosischen Herrschaft,' 2 vols.,Gotha, 

 1862 and 1869. As unfortunately 

 this work, with its collection of 

 interesting and not easily accessible 

 facts referring to the inner history 

 of the German people, has no index, 

 I give the following references : 

 Compulsory education in Kur Trier 

 in 1712, vol. i. p. 225 ; in Kurmainz, 

 1750, vol. i. p. 19 ; popular educa- 

 tion in Baden, vol. i. p. 411 ; in 

 Bavaria, vol. i. pp. 436, 467 ; in 

 Wurtemberg, vol. i. p. 537 ; and the 

 chapter on Joseph II. 's school re- 

 form, vol. i. pp. 153-170. The sem- 

 inary or training-school being thus 



VOL. I. 



the centre and beginning of na- 

 tional education in Germany, as it 

 has also, with a different constitu- 

 tion, become the centre of scientific 

 work (see p. 214, note), it is inter- 

 esting to note that Scotland, so far 

 advanced in educational work, had 

 no real training-school for teachers 

 before Stow started his Normal 

 School in Glasgow (see ' Cham- 

 bers's Encyclopedia,' art. "Educa- 

 tion"), and that the "seminary" 

 for higher scientific work has to 

 this day not yet been introduced 

 into this country. 



' See above, p. 44, note. 



R 



