I repeat that what Froebel termed German was really the higher traits of human character; but nothing was more deeply imprinted on our souls than love for our native land. Here the young voices not only extolled the warlike deeds of the brave Prussians, but recited with equal fervor all the songs with which true patriotism has inspired German poets. Perhaps this delight in Germanism went too far in many respects; it fostered hatred and scorn of everything “foreign,” and was the cause of the long hair and cap, pike and broad shirt collar worn by many a pupil. Yet their number was not very large, and Ludo, our most intimate friends, and I never joined them.
Barop himself smiled at their “Teutonism” but indulged it, and it was stimulated by some of the teachers, especially the magnificent Zeller, so full of vigour and joy in existence. I can still see the gigantic young Swiss, as he made the pines tremble with his “Odin, Odin, death to the Romans!”
One of the pupils, Count zur Lippe, whose name was Hermann, was called “Arminius,” in memory of the conqueror of Varus. But these were external things.
On the other hand, how vividly, during the history lesson, Langethal, the old warrior of 1813, described the course of the conflict for liberty!
Friedrich Froebel had also pronounced esteem for manual labour to be genuinely and originally German, and therefore each pupil was assigned a place where he could wield spades and pickaxes, roll stones, sow, and reap.
These occupations were intended to strengthen the body, according to Froebel’s rules, and absorbed the greater part of the hours not devoted to instruction.
Midway up the Dissauberg was the spacious wrestling-ground with the shooting-stand, and in the court-yard of the institute the gymnasium for every spare moment of the winter. There fencing was practised with fleurets (thrusting swords), not rapiers, which Barop rightly believed had less effect upon developing the agility of youthful bodies. Even when boys of twelve, Ludo and I, like most of the other pupils, had our own excellent rifles, a Christmas gift from our mother, and how quickly our keen young eyes learned to hit the bull’s-eye! There was good swimming in the pond of the institute, and skating was practised there on the frozen surface of the neighbouring meadow; then we had our coasting parties at the “Upper House” and down the long slope of the Dissau, the climbing and rambling, the wrestling and jumping over the backs of comrades, the ditches, hedges, and fences, the games of prisoner’s base which no Keilhau pupil will ever forget, the ball-playing and the various games of running for which there was always time, although at the end of the year we had acquired a sufficient amount of knowledge. The stiffest boy who came to Keilhau grew nimble, the biceps of the veriest weakling enlarged, the most timid nature was roused to courage. Indeed, here, if anywhere, it required courage to be cowardly.
If Froebel and Langethal had seen in the principle of comradeship the best furtherance of discipline, it was proved here; for we formed one large family, and if any act really worthy of punishment, no mere ebullition of youthful spirits, was committed by any of the pupils, Barop summoned us all, formed us into a court of justice, and we examined into the affair and fixed the penalty ourselves. For dishonourable acts, expulsion from the institute; for grave offences, confinement to the room—a punishment which pledged even us, who imposed it, to avoid all intercourse with the culprit for a certain length of time. For lighter misdemeanours the offender was confined to the house or the court-yard. If trivial matters were to be censured this Areopagus was not convened.
And we, the judges, were rigid executors of the punishment. Barop afterwards told me that he was frequently compelled to urge us to be more gentle. Old Froebel regarded these meetings as means for coming into unity with life. The same purpose was served by the form of our intercourse with one another, the pedestrian excursions, and the many incidents related by our teachers of their own lives, especially the historical instruction which was connected with the history of civilization and so arranged as to seek to make us familiar not only with the deeds of nations and bloody battles, but with the life of the human race.
In spite of, or on account of, the court of justice I have just mentioned, there could be no informers among us, for Barop only half listened to the accuser, and often sent him harshly from the room without summoning the school-mate whom he accused. Besides, we ourselves knew how to punish the sycophant so that he took good care not to act as tale-bearer a second time.