Richmond times-dispatch. [volume] (Richmond, Va.) 1914-current, 1918-10-21

came almost subservient.
1t so happened that I wanted to see
me court; the day. was cold. He
jumped up and helped me on with my
orercoat: he was most solicitous for
nasiunn he said very gently. PROBES
sor VIII yon please tell me why you
%ouidn't shut tho door" | said My
dear str. ] am American" From
that time he stopped posing and be.
came almost human.
as have minated. these Illus
trations OF the characteristics of Ger
arrogant assumption OF superiority has
been systematically bred In the upper
snse the tor fo5,y years
over. one dominant notion has been in
cuiated In all classes OF Germans.
namely the notion, that the only
ing are The Germans. Other people
who In any way interfere with the
gsTandisemcnt Of Germany must sub
nit to Germany or be crushed
EVERY STATE HAS
ITS OWN SCHOOL SYSTEM.
The school system in Germany is
planned to keep tho masaes OF the
There. is no such thing as Grman
school system any moro than there
Is a school system OF the United
in the Emitted States, has it's own
school system but the school systems
OF the German States resemble each
school systems Of the uni,ed states t.s
40 particularly in the upper branches
OF education.
!, Elementary education is provided
school--but not with any such mean
ing of the word people" as with
US. Secondary and hihger education
Moreover there MS is 1 no articulation
Whatever, after the third year of
school, between what we call seSon-
school covers eight years (sometImes
s s from the ,puinrs sixth to his
consists Of religion" the mother stqa
tongue: geography. primarily OF Ger
many. and of German colonies and de-
pendcncics: history. chiefly Of Ger
many: arithmetic, with emphasis on
facility in the Fundamental operations;
little drawing. and little else. Read
tute the main subject matter of the
course, Manual training Is found here
and there. Nature study is also found
here and there But The emphasis Is
on the school arts throughout.
POOR hoy HAS NO CHANCE
TO RISE IN GERMANY.
The secondary school, which IL the
school Tor the classes. takes children
secondary schools OF the first grade
Tor nine years. Now suppose two
ooys begin together In the elementary
secondary school the other destined 10
complete his education at the end of
,ne elementary school. Suppose they
oeSin school at six years OF age.
Al nine ono goes into the secondary
schooi Ia gymnasium); the other re-
mains in the elementary school. The
one In the secondary school begins
!ong career of mathematical study;
the study OF his mother tongue and OF
history In SCOPE and suoject-rnatter far
beyond what Is given in the elementary
school. After three years the pupil
in the secondary school begins Greek.
! iittle later inc begins modern
tI@Teign language, either English or
BY the time both boys are fourteen
S Sen ,, oid their educational careers
there is no relation between them
told YOU ahat secondary education
Is , not free although the elementary
not less than $50 a Year. Tina, sI IS not
high from the American point OF view:
pa: !" - aht !; was -" Eiaa ,,"n
eral quite beyond the reach of The
masses.
M, Most o; these secondary schools
or "vorschulon" So the boy Who is
10 go TO secondary school usually
begins in the Norschule and does not
enter the elementary school at all.
NO career Is open to the graduate
OF an elementary school and no en-
iarging opportunities beyond small
increase In his wages, az he grows
older. lie Cd become AN elementary
normal school. : But between gradua
ting from the elementary school and
ADMISSION 10 normal school, there
!les a course OF training he must pay
for.
DOOR OF opronTuNlTY
CLOSED ON LOWER GRADE.
Tho discrimination between the ele-
n:ontary school graduate and The sec
ondary school graduate is carried so
iar that no matter how much the
+ G ist1ua,. Of the elementary schooi may
not rise above tho rank of Al subul-
tern. An officer" must have tho edu-
cation of member OF the upper
The segregation OF social cl. sses ia
as ,,; Somp!ete M possible. Every career
within the state or in. civil life is
schooi OF the first grade. He may
study law, or any other profession. he |
may enter tho government service. |
STANDS S, in the way Of his advancement.
That is to say the attainment OF class |
e e,st,ne,io 2ni,a ana success TO u! the
are possible for the S MASSES a SnIs
through seconda-v education: and
since ); nc this education "a made For them
dihicult or impossible or access, very
lew who are born OF the masses ara
aole TO Improve themselves
There secondary school scholar
SHIPS which cover the tuition charges /
but these scho larships arc few in mum.
Der. The result Is that the percentage
Of the German people that attain any
thlng like high school education is /
small, So small that IL Ia in marked |
contrast with the corresponding per
ccehtase or our population And this /
Is done for the reason. already stated. |
m order that the authoritative ana |
PAT rna listic form OF German society
ana or German government may be !
preserved. The masses OF tho Cor
lnhh people arc precisely In tho state !
OF our slaves during tho time of |
slavery in this country except that |
they understand their Dependence on
tho classes as the slaves couldn't he.
cause tho Germans have seen to n
mat the masses are trained lust far
enough to understand that Dependence.
but no: further.
Now need assert that a system Of |
cducation with such motives. however
efhcient in cNecutirn---for 1t is efficient /
as machine-is repugnant to every
human and democratic sentiment that |
we Americans value most?
GERMAN DISCIPLINE 10
LAST DEGREE AETIIOVlTSTIvE
Let me give you one or two ilIus. t
! rat ions OF German school "dlsciplinS"
This discipline IL authoritative TO