In the strictly agricultural districts of Prussia the number of courses open to those who work upon the land has steadily increased.

In 1882 there were 559 courses of instruction and 9,228 pupils; in 1902, 1,421 such courses and 20,666 pupils; and in 1908, 3,781 courses and 55,889 pupils. About five per cent. of the cost of such instruction, which cost the state 566,599 marks in 1908, is paid by the fees of the pupils themselves.

To those interested in ways and means it may serve a purpose to say that the total cost of these elementary schools amounts to $130,715,250 a year, of which the various state governments pay $37,500,000 and local authorities the rest. In 1910 the city of Berlin spent $9,881,987 on its schools. The average cost per pupil is $13.50. In some of the towns of different cla.s.ses of population that I have visited the number of pupils per 100 inhabitants stands as follows: Berlin, 11.1; Essen, 16.5; Dortmund, 16; Dusseldorf, 13.2; Charlottenburg, 9; Duisburg, 16.7; Oberhausen, 17.7; Bielefeld, 14.7; Bonn, 11.1; Cologne, 13.1.

There are 170,000 teachers in these elementary schools, of whom 30,000 are women. They begin with $250 a year, which is raised to $300 when they are given a fixed position. By a graduated scale of increase a teacher at the age of forty-eight (when he may retire) may receive a maximum of $725. A woman teacher's salary would vary from $300 to $600 as the maximum.

These figures are for Prussia. In other states of the empire, in Bavaria and Saxony, for example, the scale of salaries is somewhat higher.

The secondary schools are the well-known Gymnasien and Progymnasien, the Realgymnasien, and the Realschulen. Roughly the Gymnasien prepare for the universities, and the Realschulen for the technical schools. Admission to the universities and to any form of employment under the civil service demands a certificate from one or another of these secondary schools.

In 1890, two years after the present Emperor came to the throne, he called together a conference of teachers and in an able speech suggested that these secondary schools devote more time and attention to technical training. As a result of this, the certificates of the Realgymnasien and Realschulen are now received as equivalent to those conferred by the Gymnasien, where Latin and Greek are, as they were then, still paramount.

Of these secondary schools some are state schools; others are munic.i.p.al or trade-supported schools; some are private inst.i.tutions; but all are amenable to the rules, organization, and curricula approved by the state. All secondary and elementary teachers must meet the examinational requirements of the state, which fixes a minimum salary and contributes thereto. In the universities and technical high- schools all professors are appointed by the state, and largely paid by the state as well. In the year 1910 the German Empire expended under the general heading of elementary instruction $130,715,250. Prussia alone spent $60,424,325; Bavaria, $8,955,825 (though nearly $750,000 of this total went for building and repairs for both churches and schools); Baden, $4,176,075; Saxony, $4,573,250; the free city of Hamburg, $5,561,900. The total expenditures of the empire and of the states of the empire combined in 1910 amounted to $2,225,225,000; of this, as we have seen, more than $130,000,000 went for instruction and allied uses; $198,748,775 was the cost of the army; and $82,362,650 the cost of the navy, not counting the extraordinary expenditures for these two arms of the service, which amounted to $5,624,775 for the army, and $28,183,125 for the navy. The total expenditure of the Fatherland for schools, army, and navy amounted, therefore, to one- fifth of the total, or $416,108,225.

I have grouped these expenditures together for the reason, that I am still one of those who remain distrustful and disdainful of the Carnegie holy water, and a firm believer that the two best schools in Germany, or anywhere else where they are as well conducted as there, are the army and the navy. Even if they were not schools of war, they would be an inestimable loss to the country were they no longer in existence as manhood-training schools. This is the more clear when it is remembered that, according to the army standard, both the German peasant and the urban dweller are steadily deteriorating. In ten years the percentage of physically efficient men in the rural districts decreased from 60.5 to 58.2 per cent., and this decrease is even more marked in particular provinces.

Infant mortality, despite better hygienic conditions and more education, has not decreased, and in some districts has increased; while the birth-rate, especially in Prussia and Thuringia, has fallen off as well. For the whole of Germany, the births to every thousand of the inhabitants were, in 1876, 42.63; in 1891, 38.25; in 1905, 34; and in 1909, 31.91. In Berlin the births per thousand in 1907 were 24.63 and in 1911 only 20.84.

The observer who cares nothing for statistics, who rambles about in the district of Leipsic, Chemnitz, Riesa, Oschatz, and in the mountainous district of southeast Saxony, may see for himself a population lacking in size, vigor, and health, noticeably so indeed. Education at one end turning out an unwholesome, "white-collared, black-coated proletariat," as the Socialists call them; and industry and commerce, which even tempt the farmer to sell what he should keep to eat, at the other, are making serious inroads upon the health and well-being of the population.

The Chancellor, von Bethmann-Hollweg, speaking in the Reichstag February 11, 1911, said: "The fear that we may not be working along the right lines in the education of our youth is a cause of great anxiety to many people in Germany. We shall not solve this problem by shunning it!"

Many social economists hold that higher education is unfitting numbers of young men from following the humbler pursuits, while at the same time it is not making them as efficient as are their ambitions; and such men are recognized as the most potent chemical in making the milk of human kindness to turn sour. At a meeting of the Goethebund this year, advocating school reform, it was evident that many intelligent men in Germany were not satisfied with present methods of education, which were characterized as wasting energy in mechanical methods of teaching, and so robbing youth of its youth. It is beginning to be understood in Germany, as it has been understood by wise men in all ages, that "to spend too much time in studies is sloth; to use them too much for ornament is affectation; to make judgment wholly by their rules is the humour of the scholar." This commentary of Bacon should be on the walls of every school and university in Germany. An education can do nothing more for a man than to make him less fearful of what he does not know, and to save him from the vulgarity of being pre-empted wholly by the present, because he knows something of the past. You cannot educate a man to be a poet or a preacher or a pianist; that we know. We are only just discovering that the much-lauded technical education will not make him an engineer or a shipbuilder or an architect. You may give him the tools and the elementary rules, but the rest he must do himself. Nine-tenths of the technically educated men to-day are working for men who were liberally educated, or who educated themselves. Germany is producing a race of first-rate clerks and skilled mechanics, who are working hard to enrich the Jews.

In America, it is true, we have gone ahead along educational lines. In 1800, it is said, the average adult American had 82 days of school attendance; in 1900, 146 days. In the last quarter of a century our secondary schools have increased in number from 1,400 to 12,000; and during the last eighteen years the proportion of our youth receiving high-school instruction has doubled, and attendance at American colleges has increased 400 per cent. while the population increased by 100 per cent. But education is by no means so strenuous as in Germany. The hours are shorter, holidays longer, standards lower, and the emphasis far less insistent. A boy who has not the mental energy to pa.s.s the entrance examinations at Harvard, for instance, and proceed to a degree there, ought to be drowned, or to drown himself. I would not say as much of the requirements in Germany, for they are far more severe. Prince von Hohenlohe in his memoirs gives an account of a conversation between the Emperor, the Emperor's tutor, and himself. The Emperor was regretting the severity of the examinations in the secondary schools, and it was replied to him that this was the only way to prevent a flood of candidates for the civil service!

There is another all-important factor in Germany bearing upon this point. A boy must have pa.s.sed into the upper section of the cla.s.s before the last, "Secunda," as it is called, or have pa.s.sed an equivalent examination, in order to serve one year instead of three in the army. To be an Einjahriger is, therefore, in a way the mark of an educated gentleman. The tales of suicide and despair of school-boys in Germany are, alas, too many of them true; and it is to be remembered that not to reach a certain standard here means that a man's way is barred from the army and navy, civil service, diplomatic or consular service, from social life, in short. The uneducated man of position in Germany does not exist, cannot exist. This is, therefore, no phantom, but a real terror. The man of twenty-five who has not won an education and a degree faces a blank wall barring his entrance anywhere; and even when, weaponed with the necessary academic pa.s.sport, he is permitted to enter, he meets with an appalling compet.i.tion, which has peopled Germany with educated inefficients who must work for next to nothing, and who keep down the level of the earnings of the rest because there is an army of candidates for every vacant position. On the other hand, the industries of Germany have bounded ahead, because the army of chemists and physicists of patience, training, and ability, who work for small salaries provide them with new and better weapons than their rivals.

There are two sides to this question of fine-tooth-comb education. Its advantages both America and England are seeing every day in these stout rivals of ours; but its disadvantages are not to be concealed, and are perhaps doing an undermining work that will be more apparent in the future than now it is. The very fact that an alien, an oriental race, the Jews, have taken so disproportionate a share of the cream of German prosperity, and have turned this technical prowess to purposes of their own, is, in and of itself, a sure sign that there may be an educated proletariat working slavishly for masters whom, with all their learning and all their mental discipline, they cannot force to abdicate.

Strange to say, the federal const.i.tution of 1871, which gave Germany its emperor, did not include the schools, and each state has its own school system, but in 1875 an imperial school commission was formed which has done much to make the system of all the states uniform.

The three cla.s.ses of schools recognized as leading later to a university career are the Gymnasium, in which Latin and Greek are still the fundamental requirements; the Realgymnasium, in which Latin but no Greek is required; the Oberrealschule, in which the cla.s.sics are not taught at all, but emphasis is laid upon modern languages and natural science.

In addition to these there are the so-called Reformschulen, of very recent growth, which are an attempt to put less emphasis upon the cla.s.sics, but without excluding them entirely from the course, and to pay more attention proportionately to modern languages, French in particular. There are in addition some four hundred public and one thousand or more private higher girls' schools, with an attendance of a quarter of a million, all subject to state supervision.

If one were to make a genealogical tree of the German schools which educate the children from the age of six up to the age of entrance to the university, it might be described as follows: First are the Volkschulen, which every child must attend from six to fourteen. In the smaller country schools the children of all ages may be in one school-room and under one teacher; in another, divided into two cla.s.ses; in another, into three or four cla.s.ses; up to the large city schools, in which they are divided on account of their number into as many as eight cla.s.ses. Next would come the Mittelschulen, where the pupils are carried on a year farther, and where the last year corresponds to the first year of the so-called Lehrerbildungsanstalten, or training schools for teachers. These again are divided into two, one called Praeparanda, the other Seminar, the former carrying the pupil on to his sixteenth year, the latter to the nineteenth year and turning him out a full-fledged Volkschule teacher, and giving him the right to serve only one year in the army.

If boy or girl goes on from the fourteenth year, the hohere Knabenschulen and the hohere Madchenschulen take them on to the eighteenth or nineteenth year. Many boys go on till they have pa.s.sed from the lower Secunda, next to the last cla.s.s, which is divided into upper and lower Secunda, into the upper Secunda, when their certificate ent.i.tles them to serve one year only in the army, when they quit school.

Many boys, too, intending to become officers, leave school at sixteen or seventeen and go to regular cramming inst.i.tutions, where they do their work more quickly and devote themselves to the special subjects required. For boys intending to go on through the higher schools, there are schools taking them on from the age of nine, with a curriculum better adapted than that of the Volkschulen to that end.

In all these higher schools there is less attention paid to mere examinations, and more attention paid to the general grip the pupils have on the work in hand; and of the teaching, as mentioned elsewhere, too much cannot be said in its praise.

For those boys who finish their public schooling at the age of fourteen and then turn to earning their living, there are the continuation schools, which are in many parts of the country compulsory, and which are nicely adapted, according to their situation in shopkeeping cities, in factory towns, or in the country, to give the pupils the drilling and instruction necessary for their particular employment. The average amount of expenditure for these continuation schools is $6,250,000. In Prussia there are some 1,500 of these schools, with an average attendance of 300,000 pupils.

According to the last census the proportion of illiterates among the recruits for the army was 0.02 per cent. The number of those who could neither read nor write in Germany was, in 1836, 41.44 per cent.; in 1909, 0.01 per cent. If one were to name all the agricultural schools; technical schools; schools of architecture and building; commercial schools, for textile, wood, metal, and ceramic industries; art schools; schools for naval architecture and engineering and navigation; and the public music schools, it would be seen that it is no exaggeration to speak of fine-tooth-comb education.

I have visited scores of all sorts of schools all over Germany, from a peasant common school in Posen up to that last touch in education, the schools in Charlottenburg, the Schulpforta Academy, and such a private boys'

school as Die Schulerheim-Kolonie des Arndt-Gymnasiums in the Grunewald near Berlin, and the training schools for the military cadets. Through the courtesy of the authorities I was permitted, when I wished it, to sit in the cla.s.s-rooms, and even to put questions to the boys and girls in the cla.s.ses. From the small boys and girls making their first efforts at spelling to the young woman of seventeen who translated a paragraph of the "Germania" of Tacitus, not into German but into French, for me (a problem I offered as a good test of whether I was merely a.s.sisting at a prepared exhibition of the prowess of the cla.s.s or whether the minds had been trained to independence), I have looked over a wide field of teaching and learning in Germany. If that young person was typical of the pupils of this upper girls'

school, there is no doubt of their ability to meet an intellectual emergency of that kind.

Of one feature of German education one can write without reservation, and that is the teaching. Everywhere it is good, often superlatively good, and half a dozen times I have listened to the teaching of a cla.s.s in history, in Latin, in German literature, in French literature, where it was a treat to be a listener. I remember in particular a cla.s.s in physical geography, another reading Ovid, another reading Shakespeare, and another reading Goethe's "Hermann and Dorothea," where I enjoyed my half-hour, as though I had been listening to a distinguished lecturer on his darling subject.

We know how little these men and women teachers are paid, but there is such a flood of intellectual output in Germany that the compet.i.tion is ferocious in these callings, and the schools can pick and choose only from those who have borne the severest tests with the greatest success. The teaching is so good that it explains in part the amount of work these poor children are enabled to get through. School begins at seven in summer, at eight in winter. The course for those intending to go to the university is nine years; the recitation hours alone range from twenty-five to thirty-two hours a week; to which must be added two hours a week of singing and three hours a week of gymnastics, and this for forty-two weeks in the year. The preparation for cla.s.s-work requires from two and a half to four hours more. It foots up to something like fifty hours a week!

At Eton, in England, the boys grumble because they only have a half-holiday every other day, and four months of the year vacation. It will be interesting to see which educational method is to produce the men who are to win the next Waterloo. No wonder that nearly seventy per cent. of those who reach the standard required of those who need serve only one year instead of three in the army are near-sighted, and that more than forty-five per cent. are put on one side as physically unfit. The increase in population in Germany is so great, however, and the candidates for the army so numerous, that the authorities are far more strict in those they accept than in France, for example. There is more manhood material for the German army and navy every year than is needed.

In the first year of the nine-years' course in a Gymnasium the 25 hours a week are divided: religion, 3 hours; German, 4 hours; Latin, 8 hours; geography, 2 hours; mathematics, 4 hours; natural science, 2 hours; writing, 2 hours. In the last year: religion, 2 hours; German, 3 hours; Latin, 7 hours; Greek, 6 hours--Greek is begun in the fourth year; French, 3 hours--French is begun in the third year; history, 3 hours; mathematics, 4 hours; natural science, 2 hours.

In the first year in a Realgymnasium: religion, 3 hours; German, 4 hours; Latin, 8 hours; geography, 2 hours; mathematics, 4 hours; natural science, 2 hours; writing, 2 hours. In the last year of the course: religion, 2 hours; German, 3 hours; Latin, 4 hours; French ?

begun in third year--4 hours; English--begun in fourth year--3 hours; mathematics, 5 hours; natural science, 5 hours; drawing, 2 hours.

In the first year in an Oberrealschule: religion, 3 hours; German, 5 hours; French, 6 hours; geography, 2 hours; mathematics, 5 hours; natural science, 2 hours; writing, 2 hours. In the last year: religion, 2 hours; German, 4 hours; French, 4 hours; English--begun in the fourth year--4 hours; history, 3 hours; geography, 1 hour; mathematics, 5 hours; natural science, 6 hours; free-hand drawing ?

begun in the second year--2 hours.

It may be seen from these schedules where the emphasis is laid in each of these schools. So far as results are concerned, the pupils about to leave for the universities seemed to me to know their Latin, Greek, French, German, and English, and their local and European history well. Their knowledge of Latin and of either French or English, sometimes of both, is far superior to anything required of a student entering any college or university in America. I have asked many pupils to read pa.s.sages at sight in Latin, French and English in schools in various parts of Germany and there is no question of the grip they have upon what they have been taught. I am, alas, not a scholar, and can only judge of the requirements and of the training and its results in subjects where I am at home; and I must take it for granted that these boys and girls are as well trained in other subjects where I am incapable of pa.s.sing judgment. It is improbable, however, that the same thoroughness does not characterize their work throughout the whole curriculum. The examination at the end of the secondary-school period, called Abiturienten-examen, is more thorough and covers a wider range than any similar examination in America. It is a test of intellectual maturity. It permits no gaps, covers a wide ground, leaves no subject dropped on the way, and sends a man or woman to the university, with an equipment entirely adequate for such special work as the individual proposes to undertake.

It seemed to me that in many cla.s.s-rooms the ventilation was distinctly bad, but here too I must admit an exaggerated love for fresh air, born of my own love of out-door exercise.

There are practically no schools in Germany like the public schools for boys in England, and our own private schools for boys, like Saint Paul's, Groton, Saint Mark's, and others, where the training of character and physique are emphasized. Here again I admit my prejudice in favor of such education. I should be made pulp, indeed, did I try to run through the boys of a fifth or sixth form at home, but, from the look of them, I would have undertaken it for a wager in Germany.

It is not their fault, poor boys. Practically the whole emphasis is laid upon drilling the mind. Moral and physical matters are left to the home, and in the home there are no fathers and brothers interested in games or sport, and in this busy, compet.i.tive strife, and with the small means at the disposal of the majority, there is no time and no opportunity. Boys and girls seldom leave home for distant boarding-schools.

They go from home to school and from school home every day, and have none of the advantages to be gained from intercourse with men outside their own circles. It shows itself in a deplorable lack of orientation as compared with our lads of the same relative standing.

In dress and bearing, in at-homeness in the world, in ability to take care of themselves under strange conditions or in an emergency, and in domestic hygiene they are inferior, and yet they are so competent to push the national military, industrial, and commercial ball along as men, that one wonders whether Bagehot's gibe at certain well-to-do cla.s.ses of the Saxons, that "they spend half their time washing their whole persons," may not have a grain of truth in it.

Another feature of the school life which is prominent, especially in Prussia, is the incessant and insistent emphasis laid upon patriotism. In every school, almost in every cla.s.s-room, is a picture of the Emperor; in many, pictures also of his father and grandfather. Even in a munic.i.p.al lodging-house, where I found some tiny waifs and strays being taught, there were pictures of the sovereign, and brightly colored pictures of the war of 1870-71, generally with German personalities on horseback, and the French as prisoners with bandages and dishevelled clothing.

This war, which began with the first movement of the German army on August 4, and on the 2d of September next Napoleon was a prisoner; this war, in which the German army at the beginning of operations consisted of 384,000 officers and men and which had grown during the truce to 630,000 on March 1; lost in killed and those who died from wounds 28,278, of whom 1,871 were officers; this war is flaunted at the population of Germany continually, and from every possible angle.

We hear very little of our war of 1861-1865, that cost us $8,000,000,000 with killed and wounded numbering some 700,000. We do not find it necessary to feed our patriotism with a nursing-bottle.

At a kindergarten two tots, a boy and a girl, stood at the top of some steps while the rest marched by and saluted; they later descended and went through the motions of reviewing the others. They were playing they were Kaiser and Kaiserin!

Two small boys in a school-yard discussing their relative prowess as jumpers end the discussion when one says as a final word: "Oh, I can jump as high as the Kaiser!"

We have noted in another article how even police sergeants must be familiar with the history of the House of Hohenzollern.

I am an admirer of Germany and her Emperor, with a distinct love of discipline and a bias in favor of military training, and with an experience of actual warfare such as only a score or so of German officers of my generation have had; but I am bound to say I found this pounding in of patriotism on every side distinctly nauseating. Boys and girls, and men and women, ought not to need to be pestered with patriotism. We had a controversy in America some ten years before the Franco-German War, where in one battle more men were killed and wounded than in all the battles Prussia, and later Germany, has fought since 1860.

In the South, at any rate, we bear the scars and the mourning of those days still, but n.o.body would be thanked for pummelling us with patriotism. In the skirmish with Spain our military authorities were pestered with candidates for the front. Germany itself is not more a nation in arms than America would be at the smallest threat of insult or aggression. But we take those things for granted. If we have the honor to possess a medal or a decoration, the gentlemen among us wear it only when asked to do so, or perhaps on the Fourth of July.

Germany is even now somewhat loosely cemented together. Their leaders may feel that it is necessary to keep ever in the minds even of the children, that Germany is a nation with an Emperor and a victory over France, France in political rags and patches at the time, behind them.

They even carry this teaching of patriotism beyond the boundaries of Germany. The Allgemeiner Deutscher Schulverein zur Erhaltung des Deutschtums im Auslande, is a society with headquarters in Berlin devoting itself to the advancement of German education all over the world. The society was started privately in 1886, and is now partly supported by the state. It controls some sixteen hundred centres for the teaching of German and German patriotism, and German learning.

There are such centres in China, South America, the United States, Spain, and elsewhere. They number 90 in Europe, 25 in Asia, 20 in Africa, 70 in Brazil, 40 in Argentina, and 100 in Australia and Canada. The society is instrumental in having German taught in 5,000 schools and academies in the United States to 600,000 pupils. The work is not advertised, rather it is concealed so far as possible, but it is looked upon as a valuable force for the advancement of German interests throughout the world.

In the schools, too, there is an enemy of which we know nothing, and that is the active propagandism of socialism, which is anti-military, anti-monarchical, and anti-status quo. Leaflets and books and pamphlets are widely distributed among the school children; many of the teachers are in sympathy with these obstructionist methods; and the authorities may feel that they must do what they can to combat this teaching. In Prussia, on every side, and in the industrial towns of Saxony, one sees the evidence of this impotent discontent expressing itself either openly or in surly malice of speech and manner. The streets of Berlin, and of the industrial towns, show this condition at every turn, and when the Reichstag closes with cheers for the Emperor, the Socialist members leave in a body before that loyal ceremony takes place.

We in America are brought up to believe that the best cure for such maladies is to open the wound, to give freedom of speech, to let every boy and girl and man and woman find out for himself his citizen's path to walk in. We have no policemen on our public platforms, no gags in the mouths of our professors or preachers, no lurid pictures of battles, no plastering of the walls of our schools and seminaries with pictures of our rulers, and withal our German immigrants are perhaps our best and most patriotic citizens. In America they think less and do more, and for most men this is the better way. It makes life very complicated to think too much about it.

Self-consciousness is the prince of mental and social diseases, as vanity is the princess, and even self-conscious patriotism seems a little unwholesome, not quite manly, and often even grotesque. It is easy to say: "Dic mihi si fueris tu leo, qualis eris?" and if one is a person of no great importance, it is an embarra.s.sing question to answer. In this connection I can only say that I should a.s.sume that my lionhood was taken for granted without so much roaring, bristling of the mane, and switching of the tail. It irritates those who are discontented, it positively infuriates the redder democrats, and it bores the children, and, worst of all, proclaims to everybody that the lion is not quite comfortable and at his ease. The German lion is a fine, big fellow now, with fangs, and teeth, and claws as serviceable as need be, and it only makes him appear undignified to be forever looking at himself in the looking-gla.s.s.

Whatever may be the right or wrong of these comparative methods of training, Germans trained in the investigation of such matters agree in telling me that the boys who come up to the universities, especially in the large cities and towns, are somewhat lax in their moral standards as regards matters upon which the puritan still lays great stress.