The Student-Life of Germany

by William Howitt

[CHAPTER XXVI.]

A PARTING GLANCE AT OTHER UNIVERSITIES: GERMAN AND FOREIGN.

We have in conclusion, only to say a few words of comparison between the university of Heidelberg and the other German universities; and between these generally and those of other countries.

In the description of a German university, we have always had that of Heidelberg in our eye, touching only occasionally one or another of the other German universities. The institutions of these are essentially alike, yet each one has its own peculiarities; and this is not to be wondered at, when one reflects how many influences determine the course of the developement of a High-school. It shapes itself on the circumstances of the times, according to the will of the Princes under whose protection it stands; according to surrounding causes, in respect to nature and art; and more than all, according to the spirit and character of the teachers. To take a comparative review of these peculiarities of the other universities of Germany would be highly interesting; but when we reflect that in such a course all alleged influences must be carefully weighed; and, in fact, that not merely the present but all the past fortunes of the High-schools must be brought under the eye, it will at once be seen that so wide a scope of observation does not belong to this work. We can as little go into the narrative of the foreign universities; because personal inspection is wanting to us, and because we can give little faith to the statements of foreigners--statements which often contradict each other, and for the most part are as little worthy of credence, as those fabulous accounts of German universities which have been circulated abroad The last few years have brought us intelligence of the English universities, which represents them as the nurseries of all that is mischievous and corrupt, and which paints them in colours as repellant as, at the same time, have been daubed over the caricatures of German universities there. The false representations which foreigners, who, in fact, have lived for some years at a German High-school, have made of the diligence and moral condition of the same, warn us not to pronounce a similar opinion on academical institutions which we have not seen with our own eyes. We will only here devote a few lines to some advantages which our institutions appear to us to possess over those of England.

The great wheel of the mechanism of a German university is, next to the payment for the lectures, the division of the teachers into ordinary and extraordinary professors, and private teachers. Through the income appointed by the government, the professor is not dependent on his hearers, and is not tempted to care more for his income than for science. The first duty of a professor is towards science; not towards the students. That is the principle of all genuine university professors; and in this exactly differs the university essentially from the Gymnasium. The state must secure a moderate income to the professor, independent of the number of his hearers; since a lecture which has only seven or eight attendants may be of incalculable benefit to science; as for instance, those on the higher analysis, or the higher philology. A great mathematician ought not, in order to acquire emolument merely, waste his time in teaching the inferior branches of his science. But on the other hand, the state is not bound to give to every individual a scientific education gratuitously, and to its own ruin; and it would be unjust to extract money from the pockets of all citizens for the benefit of only a very small number. A suitable and secure income, which furnishes a professor with what is necessary and with leisure; and paid lectures, which in proportion to his success shall better his condition,--these, in this respect, constitute the true means; since a professor should never forget the higher interests of science, nor in the brilliant lustre of a transcendent genius content himself with only a certain degree of success, and only a moderate number of hearers. There is also this advantage to be added, that the students frequent with more zeal and perseverance the lectures for which they pay.

What happens in these respects in France is exactly the contrary. In the French faculties of language and science, the doors are thrown open, and every man can enter without paying. This at the first view appears excellent, and worthy of a great nation. But what is really the consequence? That an audience is like the pit of a theatre; one goes in, and then goes out again, in the midst of the lecture; another comes once, and then comes no more if the professor does not tickle his ear. The attendants listen with distracted attention, and in general you see more amateurs than students. The professor who does not lose a sous, let him do his work as ill as possible, either neglects it, and expends little trouble or talent on his lectures, or loving fame, anxious for his reputation, and yet despairing to win a serious audience, labours at least to assemble a numerous one. In this case there is an end to science; for in order to make it attractive, he must sink himself to the level of his hearers.

There lies in this great number of attendants an almost magnetic influence, which bows to its yoke even the strongest minds; and he who would be an earnest and admirable professor for attentive students, becomes for frivolous, airy, and superficial hearers, light and superficial himself. In fine, what remains to the multitude of that instruction to which they have given a gratuitous attendance?--a confused impression, just about as profitable as that which an interesting drama in the theatre would have left behind.

But is this to be compared for a moment with the persevering zeal of fifty or a hundred hearers even, who have paid beforehand for the lectures; who follow their progression obstinately, in order to sift them, and to give themselves an account of them, without which they have thrown away both their time and money. Thus excellent is the arrangement that the student shall pay something, and at the same time the state shall guarantee to the distinguished and learned men who are chosen as professors, a secure and fitting support.

The three degrees of teachers at the High-schools of Germany are in the happiest manner divided from each other, and yet bound together. The foundation, the root of the professorship, the inexhaustible and everspringing nursery of the German university, are the young doctors, to whom it is allowed, under certain conditions, and with the permission of the faculties, to deliver public lectures. Every able young man may thus arrive at the higher offices of teaching, but none without raising, at least good expectations. He is tried, but without entering into any actual engagement with him; without any thing being promised to him, or given him. If he does not by correspondent results, realize the hopes which have been entertained of him; if he fails to attract hearers, and to do honour to the faculty which admitted him; it is seen that a vain anticipation has been attached to him, and he is not raised to the rank of extraordinary professor. He himself, after some years, withdraws himself from the hopeless pursuit, which brings him few hearers and little profit, and betakes himself to some other career. On the contrary, if he fulfil the hopes raised by him; if he gather numerous hearers, and write works which excite attention; he is then declared Extraordinary professor, a title which is irrevocable, and which gives him a small fixed salary, which, with the income derived from his hearers, encourages him, and supports him in his career. If he maintain this happy progress, if he prove himself an able man, the state, in order to retain him, increases by degrees his income, and finally names him Ordinary professor.

This distinguished title is never given on account of hopes: which may be found false by experience, but on account of tried effects, of distinguished talents, and established reputation. It is very rare that this title is received before a certain age; and there is not a professor in Germany, who is not a man of a reputation more or less distinguished, since this position is entirely the reward of his talents. Great and successful results, be they in writing or lecturing, these in Germany nominate the Ordinary professor, and an unlimited choice is afforded in the multitude of young teachers. Talent, with the aid of time and perseverance, wins the prize, and that is the genuine and proper contest. As age and time dull the zeal and diminish ability, and the professor now grown old, neglects or does not advance with the advances of science; an innovator in his youth, does he now become a loiterer, what is to be done? His hearers, ever attracted by the spirit of the time, desert his lectures; and seek those of an Extraordinary professor, or perhaps those of a private teacher--young and zealous, and often to excess, fond of innovation and bold inquiry; and the university suffers not through the retreat of those, who formerly served it faithfully and well. This happy mechanism rests on the distinction into extraordinary and ordinary professors, and private teachers; which in France correspond with the titulaires, adjoints, and agregés.