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A VlMT TO A GKHMAN GYMNASIUM.
Vol. vii,
I '
the Latcin-lehrcr, and tho Assislantcn.
These nro nppointctl by the King, anil
hold their positions for life, or until ex
cused, superannuated, or raised lo a high
or position.
Tho profesior receives a salcry of ;j,!G0
Marks, or about $840, per annum; this is
increased every live years by 5100 Marks,
or $1)0 per annum; however, for the
fourth quiutenuium, the increase is but
ISO Marks.
The Latcin-lehrcr receives 2280 Marks,
or $570, per annum, which is increased as
above.
The Assistant receives 1320 Marks, or
$M0 per annum. When superannuated
each teacher and professor receives a
heavy pension sufllcicnt for his support.
The expenses of the institution are paid
directly from the State Treasury, except
what is realized from the tuition fees,
namely: 5)3 Marks, $8.25 from each pupil
per annum.
The method is, in the main, excellent,
and a degree of thoroughness is aimed at,
and attained, particularly in Latin and
Greek, a precision and readiness are
gained by the pupil almost incredible. I
shall not be able to cxprcsss fully tho ad.
miration and astonishment on my part,
which a recitation in Latin grammar
elicited. It was a third Latcin-classc.and
about thirty members were present, bright,
intellectual, many of them almost spirit
ual looking littlo fellows, about twelve
year of age, Many showed the evidence
of too much work, which h, perhaps, the
chief fault of the Gymnasium instruction.
It is the aim of the Germans to make
Latin a second "mother" tongue; to teach
the student, not only to read it, but also
to understand it when read, ovon to speak
it, so far as consistent with the opportuu
ity for practice. This aim is, in fact, real
ized, as my own observations among the
university students testifies. Hence the
only true and sensible method for mas
tering any language is adopted (?.
latton from onet own into the forniyn
tongne.
On the present occasion, nearly the
whole cxerciso was of this character.
German sentences, several lines in length,
were rendered in Latin by the little lei.
lows cxtemjmre, with the greatest readi
ness and facility, while every step was
verified by rule. Sentences of consider
able length, improvised by the teacher,
were translated into Latin with great tin
ency and exactness. Should the slightest
mistake in form, arrangement, or idiom
occur, instantly twenty hands were up
and twenty pairs of eyes sparkled with
eager intelligence
The lesson, outside of the impromlu
sentences proposed by the teacher, com
prized over one and one half octavo pages
a "composition lesson" which would
horrify the average American collegian,
who has already donned his tall hat and
green spectacles.
A recitation in the third Gymnasium-clas.
se (Juniois) in Cicero's orations, and one
in the second (Sophomore) in Herodotus,
showed the same astonishing proficiency,
corresponding to the superior age and ad.
vancement of the students. The pronun
ciation of Greek was flowing and musi
cal, and the dialects were compared with
remarkable ability.
No specified amount is assigned as a
lesson; no more is gone over each day
than can be thoroughly discussed; on
this occasion about i7 lines of Cicero and
20 of Herodotus were read. About 10
hours per week are devoted to Latin. The
actual quantity of the classics read dur
ing the course is not, perhaps, a third
more than in an American college; but
the quantity written and spoken will
bear no comparison.
The Gymnasiast is much younger than
the American collegian. While in solid
classic and historic (though perhaps not
in scientific) knowledge lie is much supe
rior to tho latter; yet in general informa
tion, in manly bearing and development
of character, he is far behind him. He is
a bov and acts like a boy. He lays no
claim to the rights and prerogatives of a
