The Austin weekly statesman. (Austin, Tex.) 1883-1898, 1896-06-25
race and century, even over national con.

quest.
In the beginning of the present century
the power of Germany was apparently
destroyed by Napoleon. 1t was robbed
of half its territory and reduced to the
rank of third-class power
MY country is ruined" cried Freder-
lex William, my kingdom is destroyed
its territory dismcmbcred, its credit and
honor gone. Oh, what can ! do to bring
back Germany to life!'
"Sire," said the philosopher Fichtc,
"would you bring back Germany to life
and give her greater power than ever be
fore, educate her children He spoke
the watch word of the century; he told
the safeguard of humanity; he recognized
the great truth that intelligence is the
basis Of powcr-that national manhood is
founded upon national education.
The emperor needed the words of the
philosopher. Aided by Humboldt and
Scheicrmachcr, he constructed Il system
of public duration which should embrace
within its opportunities every child III
Germany; n system whose scope of in
struction began with the study of the
prattling child and eliminated in the
frutagc of the German university. Ey-
cry neighbOrhOod had its kindergarten
and primary school; every district It's
gymnasium and real schulz, every PROV
incc its university. The tramp of the
soldier yielded to the pattcring feet of
the millions of school children. Germany
lay crushed and bleeding and PROSTATE
in the dust but she was great in humila-
tion, for she was giving birth to children
who would rule Europe and shape the
destinics of the word. Before the close
of the century the prOphcsy Of Fichle
was fulfilled. Before another generation
had passed away the German armies
were cncamped around Paris, and the
little boy who had toddlcd TO Fichtc'S
public schools now sat upon the throne
of Napoleon and was crowned emperor
of united Germany. By ms slde were
Bismarck and Won MOltkc, who too had
learned in the public schools, had learned
lessons of manhood aud patriotism. whose
souls had been filed with love for the
Fathcrland whose minds had received
strength and power, whose bodies had
been made hard and enduring by the
perfect culture Of the free school system
Vt Germany. 1t was not by numbers
that Germany prevailed over France. 1t
was the superiority of trained intellect
and character by the Irresistible power
of universal education. Behind every
musket was an educated brain. In the
intervals of the siege the German soldier
read Homer and Ncrgil. They showed
the world that great thoughts go hand III
hand with great deeds. that the best
thinkers are also the mighticst soldiers.
The power of Germany today is not III
her standing army of n million men, but
in her universities with their thirty thou
sand students. Here is the trucst cX-
preston of the national life; here is the
force that is directing German civiliza-
ton and controlling the thought of the
world; here are the influences that will
produce the next great change in Euro
pean life in government, in society, or in
religion. 1t was n German university
that set in motion the protestant rcforma-
ton. In 1908 Martin Luther became II
professor of the university of Vittcnbcrg,
and here nine years later under the in
spiration of that noble institution, in an
atmosphere of free thought and lofty
aspirations. he published the immortal
theses that broke the dominion of the
Pope and cmancipatcd both conscience
and the intellect of mankind With
wisdom almost divine he declared univcr-
sal education to be essential not only to
religious freedom, but also to human
happiness and civilization 'Wcrc there
10 soul" he said, "and were there no
need of schools or of the languages for the
sake of the Scriptures or of God, yet it
would be n sufficient reason for establish
ing in every place the very best of schools
both for boys and girls, that the world,
merely to maintain its outward prOspcri- |
ty, has need of shrcwd and accomplished
men and women. men to pilot state and
people safely, and to good issues; women
TO train up well and so coniinc in good
courses the children and servants"
All great reformcrs have advocated uni |
vcrsal education; all great reforms have |
been wrought by intellectual people. The |
greatest thinker of antiquity, Plato advo-
Gates system of state schools with com |
pulsory attendance. Says he "ln these |
several schools let there be dwellings |
for teachers who shall he brought from |
foreign parts by pay, and let the pupils |
he taught the art of war and the art of |
music, and they shall come, not only if |
their parents please, but if they do not |
please; and if their education be neglect |
ed, there shall ne compulsory education, |
and the pupils shall be regarded ms be-
longing to the state rather than to par
ents."
BY the side of Plato and Luther stands |
John Knox, that great representative of |
II race the most intellectual, the most |
liberty-loving, and the most religious that |
the world has yet produced. lie under
stood that free conscience is based on |
free thought, and free thought upon free |
knowledge. AS Il part of the reforma-
ton of Scotland he demanded II thorough |
system of universal and compulsory cdu- !
~ 'NNis p'ii'h 'Nh'''' '''' |
in every notable town n college corrcllat- |
ed to the universities" The idea was |
not new in Scotland. 4 century before |
King James " had ordered all baronS
and free holders to put their sons and |
heirs at school, "from six to nine years |
of age, and keep them there until they |
shall have perfect Latin, under a pen
atty of twenty pounds" The compulsO-
ry education of certain classes was an |
old idea in Scotland, but Knox demand |
ed its universal application. Was there |
ever land that illustrated more glorious |
~ the power of education?
Its people have conquered bleak eli |
mate, n barren soil, Il savage coast. They
have converted into Il mighty river a lit
tie stream which 100 years ago was ford
able and have constructed upon its banks
the second commercial city of Europe.
They successfully resisted the conquer
ing power of ncighboring people, whose
dominion has spread over the globe In
their universities have been born IDEAS
that have changed the destiny of man,
and are shaping civilization today. In
the university of Glasgow was born the
modern condensinG steam engine, which
has bound the universe with ribs of steel
vs. making one family of all the nations.
professor in this same university
Taught mankind the great doctrine of
free trade, doctrine whose benefccnt
influences are as yet unrealized. but dcs-
HnnI fhrnnuh tbn nc 10 ~,