El Paso herald. (El Paso, Tex.) 1901-1931, 1918-10-19

hibited from discussing the matter, II
is understood that Germany accepts
president Wilson's conditions gener-
ally. with one exception. She declares
that the submarine warfare must con-
tinue until the wars end She denies
having inflicted cruelties or carried
out devastating measures beyond the
scope OF military necessities.
stitute the main subject matter Of the
course. Manual training is found
here and there. Nature study Is also
found here and there. But the en-
phasis is on the school arts through
out.
Poor Boy Has No Chance To Rise.
The secondary school. which is the
school for the classes. takes children
al 9 and carries them forward, in
secondary schools of the first grade
for nine years. Now suppose two boys
begin together in the elementary
school, one of them destined for the
secondary school, the other destined
to complete his education at the end
of the elementary school Suppose
they begin school at years OF age.
At 9 one goes into the secondary
school "a gymnasium); the other re-
mains in the elementary school The
one in the secondary school begins At
once 10 hours a week OF Latin; a long
career of mathematical study; the
study Of his mother tongue and Of
history in scope and ,subject-matter
far beyond what is given in the~ele-
mentary school. After three years the
pupil in the secondary school begins
Greek. A little later he begins a
modern foreign language, either Eng
lish or French
By the time both boys are II years
old their educational careers have di-
Verged to such an extent that there
is no relation between them.
told you that secondary education
is not free. although the elementary
schools are. A tuition Is charged
not less than $50 a year That is not
high from the American point OF view;
but in Germany II was so high. even
before the war, that it was. in gen
eraL quite beyond the reach Of the
masses.
Most Of these secondary schools have
their own preparatory schools or
-'Vorschule." So the boy who is 10
go to a secondary school usually be-
gins in the Vorschule and does not
enter the elementary school at all
No career is open to the graduate Of
an elementary school and no enlarg-
ing opportunities beyond a small in
crease in his wages. as he grows older,
He can become an elementary school
school But between graduating
from the elementary school and ad-
mission to a normal school. there lies
a course Of training he must pay for.
subaItern Can't Rise.
The discrimination between the ele-
mentary school graduate and the sec
ondary school graduate is carried so
graduate OF the elementary school
may distinguish himself in this war.
he cannot rise above the rank of a
subaltern- An officer" must have
the education Of a member Of the up
per classes
The segregation Of social classes is
as complete as possible Every ca
-eer within the state or in civil life is
open to the graduate of q secondary
school Of the first grade He may study
aw or any other profession. he may
enter the government service, he may
90 into the army-nothing stands in
The way Of his advancement. That is
10 say, the attainment Of class dis
-inctiOn, and access to all the careers
h hich Germany society affords are
possible for the masses only through
secondary education; and since this
II impossible of access. very few who
ire born Of the masses are able to
improve themselves
The masses Of the German people /
are precisely in the state Of our slaves
turing the time Of slavery in this !
country. except that they understand
their dependence on the classes as the !
slaves couldn't because the Germans
have seen to it that the masses are I
trained Just far enough to understand !
that dependence. but not further
Now need I assert that a system of l
education with such motives. how
aver efficient in execution-for II is
efficient as a machines repugnant ]
10 every humane and democratic sen !
.iment that we Americans value /
nost2
Let me give YOU one or two illus /
.rations of German school discipline"
This discipline is authoritative TO the 4
asst degree-instead Of seeking to de- I
relOp self reliance and self direction.
{ aims at enforcing habitual ODE 4
Hence TO external authority.
Terribly Pupils.
I once visited a class in geography 4
n an elementary school The lesson I
happened to be on Russia The 1
eacher, OF a class OF so boys, had a |
ong bamboo stick which he waved 1
excessively He stood near n map. /
boy was asked to name and point /
ut on the may important cities of 4
russia. The boy was so terrified and /
onfused when I entered the room /
hat he was unable to follow the I
eacher's directions; he failed to dis
inguish north from south and moved /
is hand about on the map helplessly I
n accordance with what he thought
he teacher demanded The boy was
lot stupid. but he was terrified by
he bullying teacher.
The German In authority is al
most always n bully. ! have seen
him in the university as well rs in
the elementary school 1t was in
Glessen-Where n celebrated pro-
fessOr was IecfurinE. He was also
the head of gymnasium. and was
carrying on n @seminarD for sec
Ondnry school teachers in his
gymnasium. Prof. SchilIer's way
of receiving what his seminary
students-alI university men-said
was to Erunt in what seemed to
me n peculiarly offensive nan-
ner or to shout IN acrimonious
No!5
He further allowed himself to use
busive epithets-he called one man
fool. for example: and another he
idiculed as the one member Of the
lass whose replies to questions or
-ritten exposition showed a peculiar
enius for laundering. In the midst
one Of his Trades he turned fierce
= on his class and said. pointing at
le: What an exhibition befire this
mericau gentleman! What must he
aink,"
Thought Him a Bullying ASS.
Now. what 1 thought was, what a
ullying ass he was-or at least a
raging one placed in authority and
lisusing it OF course. all German
professors are not like this
ne But my Illustrations show the
ort Of creature the German teacher
lay become under a system that gives
i'm authority and requires him to
nforce obedience, or submission TO
as an end In itself.
How can the German people sup