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studies universal history was the subject almost exclusively taught in the Austrian schools, for of specific Austrian history there was only very little. The fate of this State was closely bound up with the existence and development of Germany as a whole; so a division of history into German history and Austrian history would be practically inconceivable. And indeed it was only when the German people came to be divided between two States that this division of German history began to take place.
    The insignia 4) of a former imperial sovereignty which were still preserved in Vienna appeared to act as magical relics rather than as the visible guarantee of an everlasting bond of union.
    When the Habsburg State crumbled to pieces in 1918 the Austrian Germans instinctively raised an outcry for union with their German fatherland. That was the voice of a unanimous yearning in the hearts of the whole people for a return to the unforgotten home of their fathers. But such a general yearning could not be explained except by attributing the cause of it to the historical training through which the individual Austrian Germans had passed. Therein lay a spring that never dried up. Especially in times of distraction and forgetfulness its quiet voice was a reminder of the past, bidding the people to look out beyond the mere welfare of the moment to a new future.
    The teaching of universal history in what are called the middle schools is still very unsatisfactory. Few teachers realize that the purpose of teaching history is not the memorizing of some dates and facts, that the student is not interested in knowing the exact date of a battle or the birthday of some marshal or other, and not at all - or at least only very insignificantly - interested in knowing when the crown of his fathers was placed on the brow of some monarch. These are certainly not looked upon as important matters.
    To study history means to search for and discover the forces that are the causes of those results which appear before our eyes as historical events. The art of reading and studying consists in remembering the essentials and forgetting what is not essential.
    Probably my whole future life was determined by the fact that I had a professor of history who understood, as few others understand, how to make this viewpoint prevail in teaching and in examining. This teacher was Dr. Leopold Poetsch, of the Realschule at Linz. He was the ideal personification of the qualities necessary to a teacher of history in the sense I have mentioned above. An elderly gentleman with a decisive manner but a kindly heart, he was a very attractive speaker and was able to inspire us with his own enthusiasm. Even today I cannot recall without emotion that venerable personality whose enthusiastic exposition of history so often made us entirely forget the present and allow ourselves to be transported as if by magic into the past. He penetrated through the dim mist of thousands of years and transformed the historical memory of the dead past into a living reality. When we listened to him we became afire with enthusiasm and we were sometimes moved even to tears.
    It was still more fortunate that this professor was able not only to illustrate the past by examples from the present but from the past he was also able to draw a lesson for the present. He understood better than any other the everyday problems that were then agitating our minds. The national fervour which we felt in our own small way was utilized by him as an instrument of our education, inasmuch as he often appealed to our national sense of honour; for in that way he maintained order and held our attention much more easily than he could have done by any other means. It was because I had such a professor that history became my favourite subject. As a natural consequence, but without the conscious connivance of my professor, I then and there became a young rebel. But who could have studied German history under such a teacher and not become