The times. [volume] (Richmond, Va.) 1890-1903, 1891-02-08
OUR LITERARY BUDGET.
CONTRIBUTIONS FROM THE FIEID
or CURRENT LTTERATURE.

Emperor william the Second and Ills We've
on Educational Reform what a Frer Gilman
Has TO Say on the Suhject-Herocs and
ueroines In Modern Fiction.
Most young sovcreigns. when they begin b
recn, are retiring and dihident; they feel thoii
vay but William H. is an exception 10 the
rnlc His tone has from the first been one Of
decision. Convinced that in the now Ger
mau Empire the Emperor is the first Of al in-
situiions, the centre from which all influence
radiates, he found on his accession that
minister Of high political stature had placed
himself between the throne and the nation.
and thus concealed the sovereign from his
subjects. lie at once put an end to this alb
normal state Of things. tie dismissed TIE
Grand vizer, Bismarck In his cagernoSs 10
exhibit himself. .hc then proceeded 10 put away
one by one all the other men Of mark boy
whom he was surrounded.
William III. has not only resolved % take
tha government of the Empire in his own
hands, he has decided in advance what the
character of that government is to be. Be
leUug that TINS Is an age OF transition IN
which many reforms are neccs AIRY, he has
taken steps 10 reform everything military
Tactics society. dress etiquette. language the
STAGE and-pubhc education. Last month he
called together at Berlin grand commission.
conn. -ed not only OF professional teachers
bur ot members of Parliament, high officials
uuihr.~is. great manufacturer and dignita-
lies O. the church. TO consider the question of
lower class education; and at their FIRST meet
ile which took place on the 4th Of December,
leappcarcd before them IN the uniform of o
lr-.lr and, with his hand on the hilt of his
3 q
was.
Whatever the thoughtless may say Of it. the
rrI-ramme is perfectly original one
ST. rvthug in 1.-THE truths as wei a. the fall
la0-- bears the stamp of King Of Prussia
and Emperor OF Germany. who in talking Of
Jui lc education was thinking of himself,
w.- looking upon the youth Of the country as
amoins of accomplishing his own designs
os an instwimentum recni.
Among other complaints, the Emperor
urged that Overstudy was affecting tine eye
SIGHT of the majority Of youths, and Chat men
whose vision was Impaired were useless Tor the
defense OF the country, for which he needed
soldiers. lie complained, moreover. that the
education was classical and medieval rather
than national, and was calculated 20 produce
not young Germans. but young Greeks and RO-
mans. Another OF his chief objections to the
present system is, that In the common schools
tle pupils are taught nothing Of the history
ana inc wars OF th"lr own country. ana luc
principal feature OF the reform IN teaching he
proposes to- make is the substitution of what
lc regards as the useful forthomcrely curious
or interesting. Above all he thinks that poll
ties should be taught in colleges. The En-
pre- has been constructcd,' said he; we
have what we were wishing for. The school
ought now 70 guide the youth of the coun-
try and make them understand that the new
form of State has been brought into existence
in order That it may be maintained On this
point nothing has been done, and consequent
~, although the Empire has existed for only
81 short time. certain centrifugal tendencies
have already been developed i'm it," In other
words. what the Emperor means to say is, that
the only useful knowledge isthat which Is nee
essary To- the maintenance of the German En-
piIe. What he aims an as the final object Of
teaching is not the production of thinkers, but
the multiplication OF specimens of the " good
young German the compliment docle,
respectful, driiful young man, contcnted with
himself and with his Emperor. lie would
educate the youth of Germany not for their
sake, bat for his own, and If ho succeed IN
carrying out hs wishes. his educational re-
form VIII be a masterpiece Of political utilita-
rlansm.-Reyiow OF Two Worlds.