Savannah courier. (Savannah, Tenn.) 1885-1979, 1886-03-11
SAVANNAH, TENNESSEE. THURSDAY, MARCH II, 1886.
GERMAN SCHOOLS.
An American Farmers View of Educa-
tional Methods In Germany.

An American Farmers View of Educa-
tional Methods in Germany.
The paternal form of government,
that seems so to emasculate the men
and make them dough in the hands of
the rulers, causes the schools to be the
very ideals of what they should be.
was delightfully."- impressed with the
first visit, and the more l see of them,
the impressions grow deeper. To meet
the director | was sent to long,
CHEEKY room, where was table the
entire length, covered with all sorts of
literary matter, in that delightful con-
fusion so attractive to lover of books;
seats-comfortable arm-chairs, placed
regularly y-showed it was the cabinet,
so to speak, Of the chief. and here the
professors were gathered for their ex-
animation of exercises, consultation
and relaxation; some were passing
their pupils exercises under examina-
ton, with that rapidity so surprising to
a layman doubtful of his own p's and
q's; two were enjoying, evidently,
letter written to one of them by an ex-
asperated mother; others were evident
ly newly arrived from Berlin, and
chatter of gossip went on, while the
exercises were at the same time quick.
ly examined; others only came in to
deposit books, and departed with
salutation to all, not even forgetting
me, who sat with my tongue in
double twist to encounter the German
language. Almost all were smoking;
all were in the prime of life, younger
than expected, nervous, intellectual,
by far the finest collection of men ]
had yet seen.
When the director was at leisure, l
was invited to his study, where met
genial, thin student, with capability
written in strong characters all over
his face. To my great relief he had
one of his ''staff," a charming young
man and fluent English scholar, who
bridged me safely over the interview.
The principal was as interested in my
plan as if the six hundred other boys
in the gymnasium were never on his
mind. He examined my children fully,
to see where they could enter so as to
preserve their self-respect and not be
in classes with companions too small;
suggested in what branches they had
best have private instruction to hasten
them on, and made them, as well as
me, feel that every consideration
would be paid. AS every class has a
special guardian, appointments were
made where could meet and consult
with them, so that | felt | had about a
dozen private teachers, instead of
dropping them into sort of mael-
strom, as one feels in leaving boys at a
large school with us.
This feeling of personal interest in
the pupils increases as the system be-
comes more familiar. AT every holi-
day "wednesday and Saturday after
noons) when suitable weather, the
boys 90 to one of the commons and
have royal games of football. One of
the professors is always there, who
generally enters into the game on the
weaker side, to add interest; keeps a
general supervision, and thus the play
never oversteps the bounds of safety or
temper. One day the pupils of this
and the other large college had grand
sham battle few miles from town;
there were captains, flags, a regular
, field of battle, and do not know what
all-only know the faces were flushed
with healthy excitement when they
came home, and all were full of their
prowess, their struggles and final vic.
tory or defeat.
The satisfaction that one has, to see
studies so administered that all the
scholars enjoy them-thorough to the
last degree, but gradual, gentle, per-
sistent! No boy is made to feel that he
is expected to cram two years study
into one. Yet, to show how thorough
it is, my boys said one day-"We are
far ahead of the class in Caesar, but all
the boys can talk in Latin just as easily
as in German" 1t is not dead Ian
guage to them, but a live one; and SO
in whatever is taught.
So absorbing is the desire to have
the whole nation educated, that it has
changed the natural habits of man
for no adult, of his own free will, would
start the wheels of life at five a. m;
yet here, for half the year, schools be-
gin at seven; for the excellent reason
that two hours in the morning are, fol-
instruction, worth four later in the day.
Every thing bends to this. All places OF
amusement begin at half-past six, out
at nine, and we go to bed at ten with.
out blush. wish l could say we rise
at five with alaclity; but as 1 see the
advantage to the children, | must ad.
init that in every way we should find il
well to adopt it at home. Think of the
wasted morning hours, and the horrible
suffering our children endure in sum.
mer! If they were over the worst Of
the days studies at eleven, think of the
relief, the vast improvement in theil
health, what different thing study
would be! And, quite as important
the pressure here is gentle; the children
take to study about as willingly as tc
play; the teachers are separated by nc
gulf, they are familiar to the verge Of
mpudence; but their power being
autocratic, the line is always clesrly de
fined. | wish all our school trustee.
(for remember, these are all public
schools) could be impressed with thes,
facts, and that parents would suppor
the teachers in carrying such reform,
into practice.-BrunSUick GERMANY
Cor. Country Gentleman.