GROWTH AND DIFFUSION OF CRITICAL SPIRIT. 141 



organise than Friedrich Eitschl himself. Under this in- 

 lluence not only did the few remaining classical schools in 

 Thuringia and Saxony become the models upon which 

 secondary education in the middle and south of Germany 

 was reformed, but the exclusive character of these older 

 schools was removed ^ and a universal system of educa- 



^ Among these the three most 

 celebrated and influential weie 

 Pforta, Meissen, and Grimma. 

 Jlauy of the leaders of the sciences 

 of antiquity and history had been 

 themselves alumni of these cele- 

 brated high schools, among them 

 U'ltably Hermann himself and his 

 pupil Fr. Thiersch. The latter 

 undertook the reform of the high 

 school system in Bavaria, and 

 published interesting polemical 

 records on this important side of 

 his own activity. In these he 

 came into conflict with the less 

 exclusivelj' classical system which 

 was being introduced from Berlin 

 in the high schools of Prussia and 

 North Germany. The leader of 

 this movement, himself iu later 

 years largely dependent upon 

 Ritschl's advice, was Johannes 

 Schuke (1786-1869), who in 1818 

 undertook the leadership of higher 

 instruction in the Prussian 

 Ministry under Altenstein, whose 

 right hand iu educational matters 

 he remained up to the year 1840. 

 He had himself studied both theo- 

 logy and philology, had been at 

 Halle a member of F. A. Wolf's 

 scminai-y, and an enthusiastic 

 hearer of Schleiermacher's lectures. 

 His experience was very wide and 

 varied. For some time a teacher 

 himself, as well as a preacher, he 

 jiossessed to the end of his days 

 an almost " convulsive liveliness " 

 and the capacity of enthusiasm 

 for things and persons. After 

 living in the literary circles at 

 Weimar he came, when called to 



Berlin, under the influence of 

 Hegel, whose lectures he attended 

 together with other privy coun- 

 cillors, considering that for educa- 

 tional purposes a comprehensive 

 study of philosophy in its latest 

 system was most suitable. " To 

 this end," he says, " I attended, 

 from 1819 to 1821, during two 

 evening hours daily, all Hegel's 

 lectures on Encyclopeedia, Logic, 

 Psychology, Philosophy of Law, 

 History of Philosophy, Philosophy 

 of Nature, Philosophy of Art, 

 History, and Religion, and did not 

 shirk the trouble to. impress upon 

 myself the contents of all these 

 lectures in carefully elaborated 

 lecture notes. Hegel used to visit 

 me after he lectured, and then, or 

 in the course of a ramble, to enter 

 into my questions." And Schulze 

 specially remarks tiiat Hegel was 

 to him at all times a faithful, wise, 

 and unselfish counsellor in matters 

 of higher instruction. See for 

 further detail and quotations from 

 an enormous literature dealing 

 with the reform of the high 

 schools in Germany, Paulsen's 

 'History' {ante, p. 116 note), 2nd 

 ed., Book 5. According to Paul- 

 sen, the Prussian system under 

 Schulze was more liberal in facili- 

 tating the entrance into the 

 curricula of the high schools of 

 other than purely classical studies 

 such as Modern Languages, Mathe- 

 matics, and Natural Sciences. 

 These schools thus formed a 

 transition to the more modern 

 type. 



