While Ohm was here, the spirit of young Germany awoke at the news of Napoleon's unfortunate Moscow campaign, in which his good fortune seemed to have definitely abandoned the great Emperor of the French. Most of the students of the universities of Germany were deeply aroused by it, and those who know Körner's and Uhland's songs will have some idea of the depth of patriotic feeling that was stirred in thousands of young German hearts, who thought that now the opportunity for the fatherland to throw off the hated foreign yoke forever, had come at last. Ohm debated with himself whether he should volunteer with the crowds of young men who were so bravely giving up everything, that the fatherland might be free. Two things deterred him. If he went as a soldier, the material assistance he was able to give his father, and which, as the old man was now advancing in years and had spent most of his little savings upon his sons, was needed, would have to be given up. The other motive that kept him at home was, according to his German biographer in the Allgemeine Deutsche Biographie, which we have been following for most of these details, because he felt that what he might be able to accomplish in other fields besides those of battle would eventually prove more beneficial for his fatherland, and indeed for the whole of humanity, than anything he could do as a soldier, even with the patriotic motive to help his country to throw off the yoke of the foreign usurper, which had proven so hard to bear. As we have already seen, it was a characteristic trait of Ohm all through life, that he cherished the idea, which acquired almost the force of a premonition, that he was destined for great things. Ohm continued his work as a teacher, then, instead of volunteering for the army; but, as might be expected, found the monotonous work of drilling young students in mathematics extremely unsatisfactory after a time. At the end of a year and a half of service at Bamberg, he asked for a change in the conditions of his teaching position. Instead of this, he received a transfer to the Bamberg pro-gymnasium, where he was to teach Latin until a regular teacher was appointed. In spite of his representations that the teaching position offered him was utterly at variance with his talents and his inclinations, he was compelled to accept this occupation for a time, though after some delay there came the assurance that, just as soon as possible, he would be assigned to a position as teacher of mathematics.