We know how little these men and women teachers are paid, but there is such a flood of intellectual output in Germany that the competition is ferocious in these callings, and the schools can pick and choose only from those who have borne the severest tests with the greatest success. The teaching is so good that it explains in part the amount of work these poor children are enabled to get through. School begins at seven in summer, at eight in winter. The course for those intending to go to the university is nine years; the recitation hours alone range from twenty-five to thirty-two hours a week; to which must be added two hours a week of singing and three hours a week of gymnastics, and this for forty-two weeks in the year. The preparation for class-work requires from two and a half to four hours more. It foots up to something like fifty hours a week!
At Eton, in England, the boys grumble because they only have a half-holiday every other day, and four months of the year vacation. It will be interesting to see which educational method is to produce the men who are to win the next Waterloo. No wonder that nearly seventy per cent. of those who reach the standard required of those who need serve only one year instead of three in the army are near-sighted, and that more than forty-five per cent. are put on one side as physically unfit. The increase in population in Germany is so great, however, and the candidates for the army so numerous, that the authorities are far more strict in those they accept than in France, for example. There is more manhood material for the German army and navy every year than is needed.
In the first year of the nine-years’ course in a Gymnasium the 25 hours a week are divided: religion, 3 hours; German, 4 hours; Latin, 8 hours; geography, 2 hours; mathematics, 4 hours; natural science, 2 hours; writing, 2 hours. In the last year: religion, 2 hours; German, 3 hours; Latin, 7 hours; Greek, 6 hours - Greek is begun in the fourth year; French, 3 hours - French is begun in the third year; history, 3 hours; mathematics, 4 hours; natural science, 2 hours.
In the first year in a Realgymnasium: religion, 3 hours; German, 4 hours; Latin, 8 hours; geography, 2 hours; mathematics, 4 hours; natural science, 2 hours; writing, 2 hours. In the last year of the course: religion, 2 hours; German, 3 hours; Latin, 4 hours; French - begun in third year - 4 hours; English - begun in fourth year - 3 hours; mathematics, 5 hours; natural science, 5 hours; drawing, 2 hours.
In the first year in an Oberrealschule: religion, 3 hours; German, 5 hours; French, 6 hours; geography, 2 hours; mathematics, 5 hours; natural science, 2 hours; writing, 2 hours. In the last year: religion, 2 hours; German, 4 hours; French, 4 hours; English - begun in the fourth year - 4 hours; history, 3 hours; geography, 1 hour; mathematics, 5 hours; natural science, 6 hours; free-hand drawing - begun in the second year - 2 hours.
It may be seen from these schedules where the emphasis is laid in each of these schools. So far as results are concerned, the pupils about to leave for the universities seemed to me to know their Latin, Greek, French, German, and English, and their local and European history well. Their knowledge of Latin and of either French or English, sometimes of both, is far superior to anything required of a student entering any college or university in America. I have asked many pupils to read passages at sight in Latin, French and English in schools in various parts of Germany and there is no question of the grip they have upon what they have been taught. I am, alas, not a scholar, and can only judge of the requirements and of the training and its results in subjects where I am at home; and I must take it for granted that these boys and girls are as well trained in other subjects where I am incapable of passing judgment. It is improbable, however, that the same thoroughness does not characterize their work throughout the whole curriculum. The examination at the end of the secondary-school period, called Abiturienten-examen, is more thorough and covers a wider range than any similar examination in America. It is a test of intellectual maturity. It permits no gaps, covers a wide ground, leaves no subject dropped on the way, and sends a man or woman to the university, with an equipment entirely adequate for such special work as the individual proposes to undertake.
It seemed to me that in many class-rooms the ventilation was distinctly bad, but here too I must admit an exaggerated love for fresh air, born of my own love of out-door exercise.
There are practically no schools in Germany like the public schools for boys in England, and our own private schools for boys, like Saint Paul’s, Groton, Saint Mark’s, and others, where the training of character and physique are emphasized. Here again I admit my prejudice in favor of such education. I should be made pulp, indeed, did I try to run through the boys of a fifth or sixth form at home, but, from the look of them, I would have undertaken it for a wager in Germany.
It is not their fault, poor boys. Practically the whole emphasis is laid upon drilling the mind. Moral and physical matters are left to the home, and in the home there are no fathers and brothers interested in games or sport, and in this busy, competitive strife, and with the small means at the disposal of the majority, there is no time and no opportunity. Boys and girls seldom leave home for distant boarding-schools. They go from home to school and from school home every day, and have none of the advantages to be gained from intercourse with men outside their own circles. It shows itself in a deplorable lack of orientation as compared with our lads of the same relative standing. In dress and bearing, in at-homeness in the world, in ability to take care of themselves under strange conditions or in an emergency, and in domestic hygiene they are inferior, and yet they are so competent to push the national military, industrial, and commercial ball along as men, that one wonders whether Bagehot’s gibe at certain well-to-do classes of the Saxons, that “they spend half their time washing their whole persons,” may not have a grain of truth in it.
Another feature of the school life which is prominent, especially in Prussia, is the incessant and insistent emphasis laid upon patriotism. In every school, almost in every class-room, is a picture of the Emperor; in many, pictures also of his father and grandfather. Even in a municipal lodging-house, where I found some tiny waifs and strays being taught, there were pictures of the sovereign, and brightly colored pictures of the war of 1870-71, generally with German personalities on horseback, and the French as prisoners with bandages and dishevelled clothing. This war, which began with the first movement of the German army on August 4, and on the 2d of September next Napoleon was a prisoner; this war, in which the German army at the beginning of operations consisted of 384,000 officers and men and which had grown during the truce to 630,000 on March 1; lost in killed and those who died from wounds 28,278, of whom 1,871 were officers; this war is flaunted at the population of Germany continually, and from every possible angle. We hear very little of our war of 1861-1865, that cost us $8,000,000,000 with killed and wounded numbering some 700,000. We do not find it necessary to feed our patriotism with a nursing-bottle.