444 THE POPULAR SCIENCE MONTHLY. 



This is especially the case in those branches the substance of 

 which is all strange to the newly entered student,' and is endowed 

 with an oppressive copiousness of new ideas, as, for example, in 

 jurisprudence and medicine. Precisely in these branches is the 

 course of the student in the first semester often decisive for his 

 whole development, and indeed for his whole after life. For in 

 them one lecture is built methodically on another, and no one can 

 properly understand the superstructure without having become 

 acquainted with the substructure in all its parts. Else there 

 arises a piece-work of fragmentary knowledge without proper 

 foundation. All the teacher's later influence can not fill up the 

 gaps. 



Doubtless the difficulty of the matter contributes to make be- 

 ginners waver in their zeal ; and yet it is the beginners on the 

 gaining of whom all depends. Does the responsibility for a pause 

 in learning occurring so often in the first semester rest upon the 

 university teaching ? Such a reproach can not be raised, even on 

 the strictest investigation, and it has not been raised to my 

 knowledge, at least not in a corresponding generality. On the 

 contrary, all the considerations lead to the question of preparatory 

 training. This point is at this instant engaging most extensive 

 consideration. The attention of all cultivated persons, and no less 

 of the Government, is directed to the question of what changes 

 in the instruction in the higher schools are demanded in order to 

 reach that measure of preparatory training which can assure a 

 wholesome progress in the studies of the universities. It would 

 far pass the scope of my address to discuss this highly important 

 question in all its parts. The debate goes on concerning the sub- 

 jects of instruction, the amount of time which should be given to 

 each, the method of teaching, and finally the amount of work to 

 be laid upon the students, and also upon the teacher. The experi- 

 ence of the university teacher has been large enough to enable 

 him to form a judgment upon the majority of these questions. 

 It will be sufficient for the present discussion to touch upon only 

 a few of the less frequently mentioned points. 



The university teacher has before everything else two demands 

 to make upon the higher schools, which are in close connection 

 with each other. He should require that the dbiturients bring 

 with them the desire to learn and the capacity for independent 

 work. The proof of positive knowledge of any particular sort 

 should give way to these demands. Individual faculties will 

 make various requisitions with reference to them ; but it will be 

 hard to show a serious difference concerning the main point. 



The desire to learn is originally present in every normally en- 

 dowed child. We daily witness the joy of the infant when he 

 succeeds in comprehending a new thing or perceives some new 



