Notes to Pages 46—47 435
1994), p. 34. The school was connected to the same hospital at which Kant later
secured a place for his sister.
- Klemme finds that it is no longer possible to determine whether or not it was Schulz
because Borowski (and all those who followed him) were wrong in supposing that
Schulz was already director of the Collegium in 1731-32, when he actually became
director in the summer of 1733. Perhaps Klemme is overly skeptical. Schulz was
well connected, and he could have arranged for Kant's acceptance in the Collegium
even before he became its director. Indeed, it is likely that Schulz would have no¬
ticed the young Kant. Vorländer claimed that Schulz often visited the Kant house¬
hold and became aware of Kant there (Vorländer, Immanuel Kant, I, p. 20). Even if
Schulz never visited the Kants, he was the minister of the Church of the Old City,
and the school was under the supervision of this church. In other words, Schulz was
Boehm's superior. Given his hands-on attitude, he would have supervised Boehm's
teaching, and thus he would have come to know the young Kant in the classroom.
- Schiffert in Klemme, Die Schule Immanuel Kants, p. 63.
- Kant probably was among the many students whose parents did not have to pay -
or who paid very little - for the education of their children.
- Schiffert in Klemme, Die Schule Immanuel Kants, p. 109: "Because it can hardly
be imagined what kind of damage is done to the children, and how difficult they
will find it to direct their energies to their studies again after they have holidays
lasting entire days or weeks... the holidays common in other schools are not ob¬
served by us." Every once in a while, a day might be skipped, however.
- Schiffert in Klemme, Die Schule Immanuel Kants, p. 69.
- Ak 8, p. 323, reveals some of the effects of this teaching: "is this not the same as it
is with the catechism, which we knew by heart in all detail when we were children,
and which we believed we understood, but which we understood less and less the
older and more reflective we became. We would deserve to be placed in school, if
we could find anyone (apart from ourselves) who understood it better."
- The full title of the second edition in English: Christoph Starcke, Order of Salva¬
tion in Tabular Form for Students; in Part to Provide Them with the First Foundations
of Theology, in Part to Repeat the Most Important and Most Necessary Parts of It in
Order to Improve Their Recall; but Also for the Simple-Minded in Order to Give Them
a Solid Conception of the Most Important Christian Doctrines which Will Enable Any¬
one to Impress Any Doctrine through the Added Duty and Comfort into the Heart, to
Prove to Them Everything Sufficiently with Verses and to Lead Them to Scripture.
Also Containing a Short Appendix of the Order of Duties in Life. Which Are Brought
into This Form with Exceptional Industry for the Furthering of the Living Knowledge
of God and Jesus Christ (Erfurt, 1756). See Schiffert in Klemme, Die Schule Im¬
manuel Kants, p. "1'in.
- The book used was Daniel Salthenius, Introductio in omnes libros sacros tarn vetens
quam novi Testamenti, ad usum studiosae iuventius; cum praesentatione de necessariis
quibusdam studii exegetico-biblicisubsidiis (Königsberg, 1736). Schiffert in Klemme,
Die Schule Immanuel Kants, p. 72n. On the importance of the "tabular method" in
Pietist pedagogy, see Melton, Absolutism and Compulsory Schooling, pp. 53f.
- Schiffert in Klemme, Die Schule Immanuel Kants, p. 71.
