"While on the subject of music, I may be permitted to speak of an outcast class of minstrels, namely, the harp girls; who, after having wandered through Germany, or even England, or having been turned out of the same, find their way to the United States. Especially in New Orleans are they at home, and there sing, in the coffee-houses and bar-rooms, most blackguard (zotenhaften lieder) songs, in the English language, learned either at home or in England—partly to the delight and partly to the disgust of the mixed companies there assembled. Germany can in truth take but little pride in such representatives of her nationality. She is already too little appreciated in America to render it necessary that such females should still further degrade her—females, for whom the American (who invariably holds in high respect the sex) entertains an unconquerable disgust. Apropos of those, I may mention the so-called 'broom girls,' who sell a sort of little brooms or fly-brushes, singing therewith fearful songs; and finally, the innumerable organ and tambourine players, who frequently have with them a child which dances like an ape to the sound of their horrible music."
From the practical and common-sense-like manner in which the subject is treated, the following chapter on boarding-schools will probably prove interesting to every American reader:
"Would not any one imagine that a nation like the German, which is universally recognized as the best educated and most erudite, which has written and effected so much for the cause of education, would naturally be the one to supply the world with accomplished teachers? Is there in the civilized world another nation where so many men have made it the entire business of a life, passed in the most zealous and deeply grounded studies of all languages, living and dead, or who have so fully succeeded in teaching even foreigners their own language? Certainly not. 'Whence comes it then,' any one may reasonably inquire, 'that these learned men, who appear to be, in every respect, so peculiarly adapted to teach, have not long since conducted the education of the whole world? Or why is it, that in North America at least, where a widely spread German element throws open so vast a field to their exertions, they have not the direction of every private school?'
"Incomprehensible as this may appear at a first glance, it is still explicable in a few words. The American seeks, for the education of his children, practical men, who are not only adapted to and skilled in their vocation, but also familiar with the world—its progress and requirements—men not only capable of teaching their pupils the rules of grammar and syntax, but who are also qualified to impart the peculiarities and precepts of life in the world at large—men of prepossessing manner and appearance, and whose habits are adapted to the requirements of refined society. This it is, in a few words, that the American requires. And now, I ask—how many old and young teachers are there in Germany thus qualified?
"I here speak, of course, in a general way; for I well know that there are in Germany many teachers and learned men, who could more than fulfil all of these requirements of the American parent, but their number is unfortunately limited; and I deem it important that I speak freely and fully on this subject, since many a learned German, whose acquirements and scientific knowledge would insure him an independent and respectable station at home, nevertheless frequently finds himself compelled by the pressure of circumstances to seek America, in the hope of there opening a school, or at least finding employment as teacher, and there too frequently, in addition to the bitterest disappointment, discovers too late that he is fit for no other practical employment which will yield him his daily bread.
"As a proof, however, that most of these so called pedagogues must in America be necessarily deceived in their expectations, I take the liberty of adding yet a few words.
"The American requires before all, as far as the moral qualifications of the teacher are concerned, a firm religious tendency—a requirement for which the scion of 'Young Germany,' fresh from his university career, has but little taste; since his recollections of that life are yet too fresh upon him to admit of a willing submission to such rules,—and I advise any one who proposes to follow such a course to become a farmer's man, rather than a hypocrite or sham-saint....
"If we proceed in our examination of private schools in America, we find that the majority are for the education of girls. Upon which the question arises—Are German ladies generally adapted to the superintendence of such establishments?—a question which I must either answer with No, or modify with the admission that if there be any schools managed by German ladies, I am ignorant of their existence. The cause for the negative being essentially the same as with the male scholars.
"No man can better appreciate the worth of German women than myself. I acknowledge perfectly their virtues and excellencies—their domestic sphere is their world, inhabited by their children and ruled by their husbands, whose faithful, true-hearted, modest, obedient companions they are. To be independent and free is not in their nature; they are not so adapted either by origin or manner of life; nor does their education embrace any thing cosmopolitan. Born and brought up in a province, or court city, they have never cast a glance beyond its limits or boundaries, or those of the nearest town, and all that lies beyond is to them unknown and uninteresting. Thus they generally lead, according to ancient custom, (nach altem brauch) an almost vegetable life; and nothing save the dictates of fashion can ever disturb in the slightest degree the equanimity of their quiet souls. They do not in the least interest themselves in the progress of industry, literature, science, or politics, even in Germany—much less for that of foreign countries; but are content with learning in which section of the place they inhabit this or that necessary article may be best or most cheaply purchased; what late foreign romance is current in the circulating library; and what are the latest changes in bonnets, caps, chemisettes, or dresses, in the kingdom of fashion—whose sovereign they all obey. In politics they rest under the perpetual conviction that all goes on in the old way, and pass their leisure hours in coteries and parties, where knittings exclude all spirituelle entertainment. In the lower grades of the middle class, they grow up with an unchangeable feeling of social inferiority, and shudder at every free glance into life, as if guilty of unheard of arrogance and presumption.
"And how is it possible that a woman who has grown up in such social relations should, despite the fullest possession of all imaginable virtues and acquirements, be capable of teaching high-minded and independent girls? The American maiden regards most household employments as work requiring but little intelligence, and for which even negroes are as well qualified. She believes that she can better occupy the time necessary to the acquisition of subordinate acquirements, and prefers reading, music, and art, to knitting stockings, and similar soul-killing business. She recognizes, moreover, no distinction in rank, but strives to acquire as many accomplishments and as refined manners as any other person. In short, she strives to become a lady, and regards it as no extraordinary assumption, particularly when education or natural advantages adapt her thereto, to consider herself quite as good as any other woman in the republic. Nor does she forget that the time will come when, as mother, the first development of her child's mind will become a duty, and she remembers also that he will be a republican whose sphere of action is without limit, if his ability correspond only to the effort. Moreover, the American maidens are materially very wide awake, (sehr auf gewecht,) particularly in the large cities, where they enjoy excellent opportunities for instruction, and are proportionally highly educated.