VIL LIFE AND EDUCATIONAL SYSTEM OF JOHN STURM. FROM THE GERMAN OF KARL VON RAUMER. (Continued from No. 10., page 182.) AS EARLY as the year 1537 Sturm, in his treatise "On the correct mode of opening literary institutions," had designated courses of "Public and Free Lectures," which graduates from the first class of the gymnasium should attend upon during their five collegiate years. He also lays down therein the main branches thus to be taught, which are theology, jurisprudence, and medicine. Beside these, he enumerates five other departments of learning, (which we now associate in a distinct group, and assign to philosophical faculties,) namely, mathematics, history, logic with rhetoric, grammar, and reading of the poets. And he requires a more extended course of private study to be pursued by students at the college than had been provided for at the gymnasium. Lecturers as well as teachers are provided for, likewise, in his plan for a school organization at Lauingen. After he has here characterized the duties of the various classes, he continues, "In these classes the boys must be kept under the discipline of the rod, nor should they learn according to their own choice, but after the good pleasure of the teacher. But, when they leave the classes, then they go as their inclination prompts them, some to theologians, for the sake of religion, some to naturalists," etc. It appears from the second book of Sturm's "Classic Letters," that even prior to the year 1565 many learned men were giving public lectures in Strasburg, while, at the same time, he was zealously engaged, by means of correspondence with many others, in efforts to increase the number of lecturers. But, it was not until 1567 that the Emperor Maximilian II. accorded permission to the Strasburgers to found a college, which, long afterward, (in 1621,) was invested by Ferdinand II. with all the rights and privileges of a university. In the year 1569, the Strasburg magistracy empowered Sturm to organize the college, whereupon he composed his "Collegiate Letters," which were addressed to the various instructors in the new institution. What was the actual course of instruction therein will best appear from the subjoined schedule of lectures for the summer term of the year 1578, which I quote in the original Latin. No. 11.-[VOL. IV., No. 2.]—26. Designatio Lectionum publicarum pro hoc aestivo semestri, in academia Argentoratensi; Anno 1578. J. Sturmius, Rector, docebit dialog. Cic. de Senectute. Melchior Junior, Decanus, libros III., Cic. de Orat. et orationem Cic. Philippicam secundam. THEOLOGI.-D. Marbachius perget in explicatione Psalmorum. D. Joh. Pappus explicabit Danielem prophetam et acta Apostolorum. M. Nic. Florus epist. Pauli ad Galatas. Er. Marbachius Lic. perget in lib. Judicum. JURECONSULTI-D. Laur. Tuppius perget in Pandectis. D. Obert. Giphanius interpret. libb. IV. Institutionem Justin. D. Georg. Obrechtus perget in lib. II. Codicis. MEDICI ET PHYSICI.-D. Andr. Planerus leget parvam artem Galeni. Deinde parva naturalia Aristotelis. E. Lud. Hawenreuterus perget in compendio Physices HISTORICUS.-1). Mich. Beuterus explic. C. Tacitum. ETHICUS.-M. Teoph. Golius perget in libris Ethicis Aristotelis ad Nicomachum. MATHEMATICUS.-M. Conr. Dasypodius docebit sex libros priores Euclidis, item Theorias Solis et Lunae et doctrinam addet Eclipsium. LINGUARUM PROFESSORES.-M. Henning. Oldendorpius docebit Grammaticam hebraeam Clenardi et adjunget aliquot Psalmorum Davidis explicationem. M. J. Wilveshemius, graecanicae linguae Professor, interpretabitur "Epya xaì hμípas Hesiodi. DISPUTATIONES ET DECLAMATIONES PUBLICAE.-Singulis mensibus singulae attributae sunt disputationes et declamationes, quae publice a Professoribus haberi debent suo ordine, praeter exercitationes illas, quae privatim suscipiuntur cum Studiosis et honorum Candidatis. The Strasburg college created Baccalaureates and Masters of Philosophy, as we learn from the lists of Melchior Junius, of degrees conferred in the years 1574 and 1578. But, Doctorates in theology, law, and medicine, it did not create; for this only universities could do. If then, as we see, the Strasburg college was neither a gymnasium nor a university, what, in reality, was it? Manifestly an unfortunate compound of both; a sort of philosophical faculty that laid claim to an isolated, independent existence, almost entirely ignoring the three other faculties. But, a philosophical faculty can not thrive unless it is a branch of a full-grown university, and unless, co-existing with the three other faculties, each sufficiently well represented in itself, it receives life from them, and, in turn, imparts it to them. Those faculties, divorced from the philosophical, but too readily degenerate into mere instrumentalities for gaining a livelihood, while the philosophical, when standing alone and paying no attention to the urgent demands of life and to the future calling of the student, is devoid both of purpose and aim. Such a dubious position exerts a pernicious influence on the character of the pupils of the college. Schoolboys they should not be, students they fain would be; but, they are neither one thing nor the other. For philosophical lectures, which tend to refresh, strengthen, and improve the student in his own special department, appear to the scholars of the college but a mere wearisome continuation of their school studies, that they had hoped were at an end. And if, moreover, the instructors in logic, philology, rhetoric, etc., are altogether of that kind, that their discourses differ in no respect from those which their hearers have before listened to in the gymnasium, then truly is such hearing fatiguing, and painful even to the most attentive. Sturm felt a deep interest in his Strasburg college, and used every means in his power to impress upon it the stamp of a university. From many of his "Classic" and "Collegiate" letters we see how he invited jurists, physicians, etc., to Strasburg, to deliver lectures upon law, medicine, natural philosophy, and other branches of learning. But, it is impossible thus to improvise a university, by persuading men, who are already filling other and widely different offices it may be, to become professors likewise. For, the appropriate duties of the professor call for the undivided energies of the whole man. That the lectures of theologians, jurists, and physicians in the Strasburg college were entirely unsuited to impart to the youth, within the Quinquennium from his sixteenth to his twenty-first year, an adequate preparation for his future calling, as Sturm originally designed that it should do, a single glance at the schedule of the college lectures inserted above will abundantly convince us. The theologians, for example, read only upon Old and New Testament exegesis, while one solitary physician confines his labors to the "lesser art of Galen," and "Aristotle's minor philosophy!" And Sturm himself, with all his partiality for the college, most keenly felt its deficiencies. He laments, among other things, the lack of discipline that prevailed there, as well as the neglect of the prescribed lectures, and the want of respect for the instructors. On this point, his letters to Erythraeus, teacher of rhetoric, is especially noteworthy. He has observed, he writes, that it is a difficult task to deliver lectures in their college upon poets, historians, and orators, and he has also been astonished that such lectures have often been wholly unattended. The reason which he assigns for this state of things is this, "the scholars had already, at the gymnasium, become familiar with the principal classic poets, historians, and orators, and, accordingly, if, in the college lectures, they heard nothing new, they would either go away altogether, or would else betake themselves to others, whether jurists, physicians, or mathematicians, who could teach them something that they did not know before. And these laid before the scholars subjects that possessed the freshness of novelty; but the teachers of grammar and rhetoric, on the other hand, only such as they had already learned at school; and, if these teachers could not be persuaded to undertake a better method, then the whole affair would fall through." But, enough of the Strasburg college: it, however, did not remain in its original form; but, as has been stated, emerged from its chrysalis condition, in the year 1621, a full-fledged university. We turn now to examine Sturm's educational method critically, and to note its operation in the Strasburg gymnasium. His ideal of culture we have already spoken of as embracing the threefold attainment of piety, knowledge, and eloquence. How clearly he knew what he wished, how clearly he recognized the means that were best adapted to procure him what he wished, and also with what decision, circumspection, and admirable perseverance he labored to achieve his aim, all this appears from what I have already communicated, both from his own lips and from the authority of others. There was no discordant element in him; he was a whole man, a man of character, in whom a strong will and a wise activity were united in perfect equipoise. And, on this account, it is no marvel that, as I have before mentioned, he was appreciated among his contemporaries, and enjoyed their utmost confidence. Even in the year 1578 the Strasburg school numbered many thousand scholars, among whom were two hundred noblemen, twenty-four counts and barons, and three princes. Not alone from Germany, but also from the remotest countries, from Portugal, and Poland, Denmark, France, and England, youths were sent to Sturm. But his educational efficiency was not limited to the Strasburg gymnasium; he exerted, far and wide, by his counsel, his example, and, through his pupils, a vast influence, as a second “Preceptor of Germany." He himself organized schools at Lauingen on the Danube, Trasbach on the Moselle, and at Hornbach, in the Bipontinate; his pupil, Schenk, planned the Augsburg, a second pupil, Crusius, the Meminger gymnasium. The school-code of Duke Christopher, of Wirtemberg, of the year 1559, as well as that of the Elector, Augustus I., of Saxony, of the year 1580, would certainly seem to have felt the influence of Sturm's system. The grammar of the lower classes, the logic and the rhetoric of the upper, Cicero in the ascendant, Terence and Plautus acted by the scholars, the rudiments of astronomy in the highest class, and arithmetic here much neglected, while, in the lower classes, it receives no attention at all, music, decurions for monitors,-all these arrangements would appear to have been borrowed from Sturm, and so much the more as they are not to be found, at least, in the Saxon code of 1538. Even the school regulations of the Jesuits are, as we shall find, in many points of view, quite similar to Sturm's, and he himself was surprised at their correspondence. And, hand in hand with Sturm's method, his school-books also penetrated throughout the whole of Germany. In his letters to the teachers of the Strasburg gymnasium, Sturm appears the experienced teacher and the accomplished rector; clearly, and in few words, marking out for all the teachers under him their own particular and appropriate duties; and, in his advice, how best to undertake and to discharge those duties, he approves himself the sage and practiced counselor. For, with the kindest expressions, he cheers and strengthens them in their path of labor, and repeatedly calls their attention to the fact that they all have one common cause, since the teachers of the upper classes can do nothing unless those of the lower classes use care in laying the foundation; and, on the other hand, that the latter will have been faithful to no purpose if the former are not as conscientious in building upon the foundation when laid. And he most earnestly insists that they must all instruct after one and the same method, and must keep the same end in view, if they would see the work prosper in their hands. Thus he shows himself to be a pattern rector, and the center and heart of the school. Yet, he is never overbearing, but is a dictator who scarce ever appears to command or to censure, content with requesting and encouraging. Moreover, by constant application, he is keeping pace with those about him; learning Hebrew, for instance, when in his fifty-ninth year. Now, that I have given full credit to the praiseworthy efforts and achievements of Sturm, I must also pay homage to truth, and exhibit the reverse and unfavorable side of his educational activity. I have praised him, in that he clearly conceived his plan, and then, fixing his steady gaze upon the object before him, worked vigorously and skilfully to accomplish it. But, shall I bestow unqualified praise upon Sturm's ideal? On a nearer view, I can not do it. The Christian element of his educational system alone deserves entire recognition. But, the other two elements, namely, knowledge and eloquence, or rather Sturm's conception of the kind of knowledge and of eloquence to be inculcated at school; this conception, judged not alone by our present standard, but considered in itself and under any circumstances, is, in many points deserving of censure. Shall I be asked "How can this be? To furnish the pupil with a rich store of scientific knowledge, and, at the same time, to cultivate in him that readiness of expression which will enable him to utter, either orally or by writing, whatever thoughts or fancies he may thus have accumulated; do not these two objects, even at the present day, constitute together the highest aim of education?" They do, indeed; but, let us consider more closely what kind of knowledge and what species of eloquence Sturm had in view, and then we shall be in a better position to see whether we agree with him throughout or not. And, first, as to the knowledge. The thoroughness with which both Greek and Latin grammar were taught |