In matters of school economy, the Catholics in Germany continued far behind the Protestants, because they cherished the notion that diffusion of knowledge amongst the people was dangerous to the state; and therefore most carefully cut off all possible opportunities for advancing popular instruction; whereas the Protestants, on the contrary, from the last half of the eighteenth century, spared no sacrifice for the promotion of such an object. Such men as Campe, Salzmann, Trapp, rendered services to instruction in a more restricted sense, since they began to reduce the science of tuition to a system; but Rochou was the first who undertook, in the spirit of philanthropy, to work a genuine reformation in the Folk's-schools. Then appeared Pestalozzi, who grounded education on the natural developement of the powers and capacities themselves. His system, which proved its worth in the severe trials that it underwent in the hands of Tillich, Plaman, Schwartz, Ewald, Türk, Ladomus, Herbert, Zeller, Harnisch, Kant, Fichte, Schelling, Jean Paul, Arndt, Pœlitz, Stephani, Dinter, and others, found, by degrees, general acceptance; and our present school system may with perfect justice be styled the Pestalozzian. But for the necessary preparatory education of teachers themselves, earnest care was soon taken, and a great number of school-teacher seminaries were founded, in which this class of men must study and qualify themselves, and which to them must stand in the same relation as the universities to the professors of scientific and general knowledge. By these means the general improvement of the business of education experienced only accelerating circumstances; and now even Catholic countries, particularly those in which many Protestants dwell, ceased to hang back, and there is now scarcely a place in Germany which does not possess a school; scarcely a state whose government has not thrown out a plan of education more or less adapted to its end. Yes; foreign nations themselves now acknowledge the preeminence of Germany in school economy.
On a closer inquiry into the organization of these proper Folk's-schools, the great variety of the same however strikes us, and we cannot here omit to notice a circumstance which is of the most essential importance. In many--yes, in most of the country schools, are the school establishments subdivided according to the different confessions of faith; and this circumstance extends itself even to the schools of the smallest villages. Although the greater part of these are placed under the jurisdiction of a High Board, and are formed, more or less, on a common plan, yet the disadvantage is not to be denied, which must necessarily result from such a system of subdivision. We have observed above how much all Catholic countries lay behind in popular enlightenment, which alone flourishes through popular instruction; and we must, we regret to say, remark that this sorrowful experience again manifests itself as an attribute of these aforesaid school institutions. How very different is it in the Protestant schools! If unlimited freedom of teaching is given to those as well as these, yet the opinions taught are very different, and the consequences of an all-too scrupulous observation of dogmatic forms, not the most agreeable, are seen in the Catholic schools. On the contrary, the Protestant schools follow, free from constraint, every direction of the mind, and the foundation of a philosophical system is here first discernible.
In strong contradistinction to both these, stand the so-called Communal-schools, as those which are intended for children of each denomination. These schools, wherever they exist, exert the most beneficent influence on the people. The foundation pillars of all human happiness. Tolerance and Intelligence, find here the securest guarantees for their enduring existence; since, however much men have striven or may strive to counteract them, it continues still incontestably true, that the first impressions on the minds of children are the most vivid and permanent, and the spirit in later years of life pursues its course in accordance with such impressions. It requires no demonstration to show how rich in blessings is such a school system; and the reader will excuse us turning now to a further pursuit of our theme.
It is particularly to be observed, that various attempts have been made to extend these school regulations so far as to allow boys and girls to be taught altogether in one and the same class. Such experiments were, however, for the most part confined to such places where the circumstances entirely permitted their trial, which was only here and there; and such school dispositions yet exist. But generally, the instruction is given to boys and girls in one building, but in separate rooms.
Before we cast a glance at the mode of school tuition, we will passingly remark, that in most German towns there are, besides the proper Folk's-schools, many establishments for boys and girls, as well for elementary as for more complete education. These stand, however, in no connexion with the Folk's-schools, and do not profess in the slightest degree to employ the same machinery. Yet these educational establishments in the present time deserve so much attention, that to say only what is barely necessary upon them would lead us too far.
The subjects of instruction in the Folk's-schools are these: reading, writing, arithmetic, geography, natural history, history; in the higher classes, mathematics, geometry; instruction in the German language;--extended also to a higher style of penmanship, drawing, and music, seldom more than choral singing, and instruction in religion, which last is not given by the teachers but by the pastors of the respective faiths.
When each branch of education has not its individual teacher appointed in these schools, the charge of such instruction is consigned to a teacher expressly qualified for it. Mistresses are also appointed for the girls, as well to teach them the ordinary school branches, as hand-work. Of this organization, however, the schools only of the larger cities can boast themselves. In most of the German towns, the parents are obliged to send their children into the schools from their sixth year. If they wish to give to their children an education in another place, more particularly if they would have them privately educated, or would send them to some particular institution, they must for that purpose ask permission of the proper Board. On the part of persons of high position, or of great property, this is very frequently the case, but they are seldom on this account exempt from the payment of the school impost, as this defrays part of the expense of the system, and has, therefore, to be well looked after by government.
The schools are divided into classes, according to the respective studies; that is, into systematic divisions, according to the circumstances of the increasing evolutions of the subjects of study. No age qualifies a child to advance into a higher class, but capacity and acquirement alone. And in order to give to the parents an account of the activity of the school system, as well as of the acquirements of the scholars in particular, annual examinations are held publicly, in which what has been taught and learned is brought forward with all possible despatch, and at which the parents are present, that they may convince themselves of the truth of the matter. These public examinations at the same time serve to excite the scholars to activity, as rewards for diligence and good conduct are distributed, and thus a moral value is added to the political one of these institutions. Whatever relates to the arrangement of these schools in their outward form, in their connexions and relations to the state, and the like, in a word, whatever belongs to the administration of the whole, may, in running our observations through them, be pronounced to be a good.
All the teachers are placed under the control of an upper teacher: in cities where there are at the same time gymnasia, commonly under the director or rector of the same; or they are under the special oversight of the principal clergymen of the respective faiths. These are, again, dependent on the school college, or Upper Council of Studies, which, in connexion with the Upper Consistorium, constitutes the highest Board. In how far this whole arrangement constitutes one complete and homogeneous scheme of education institutions, including the universities themselves, we will hereafter take an opportunity to point out; we now proceed to describe the higher institutions for instruction which are expressly intended for the people. The next in order are
The origin of these schools we owe, as we have said, to Bassedow, who transplanted the ideas of Rousseau to Germany, which found, by degrees, a complete introduction, especially amongst the tradespeople; yet the Real-schools of that period--the end of the last century, are by no means to be considered as synonymous with the present ones, although they then excited a general interest and acquired for themselves a tolerably high position. They agree entirely in this, that they were schools for those who were not intended to go forward to the universities, and yet whose future destinations demanded, in some measure a higher education than ordinary. The subjects of instruction in them were particularly--geography, history, the natural sciences, calculation, technology, etc. The first, however, in a more extended range than in the lower class of Folk's-schools; these, as they at present exist, and especially such as are organized on the most recent plans, are not merely higher Bürger-schools, but indeed such as might qualify for an academical course. People are, however, far from agreed upon the rights of these schools; upon the determination of their relations to the gymnasia, the universities, etc.; at least, in many German states, great debates have arisen upon this debatable point, and which are yet by no means brought to a conclusion.
The Real-schools divide themselves into Higher Gewerb[28]--Polytechnical Institutions--and Provincial Real-schools, or Higher Bürger Schools.
Now it is evident, that in consequence of the assumption of the higher subjects of tuition, as foreign languages, the higher mathematics, physics, etc., by the first institutions, a disadvantage may occur to the Gymnasia, insomuch as all those who are expressly educated for branches of state official service, for offices of finance, of the forests, of general administration, etc., are educated in the Gymnasia. These, and other reasons which we will explain, in noticing the Gymnasia, have been, and probably will long continue to be the causes, that no result sufficiently satisfactory to both parties, however much desired, can be arrived at. But the decidedly advantageous influence which the collective body of Real-schools exert, and which it will more and more extend by still continually extending its sphere of action, is not, however, to be mistaken; and if this excites a spirit of hostility, there cannot be a more palpable reason assigned for it than that which is drawn from a rich experience by a great philologist, and thus expressed:--"What isnewis not always wholesome; but even the necessarynew, and which afterwards proves itself to be an actualadvance, is certain in its commencement to be attacked."
Let us now glance at the internal arrangements of these schools; and indeed of the Higher Gewerb-schools--literally Trade schools--as the so-called provincial Real-schools are neither more nor less than better elementary schools, or rather schools preparatory to the Higher Gewerb-schools; and as so many of the real branches of education are undertaken in them. To these provincial or preparatory schools belong the teaching of physics, natural history, the elements of chemistry, modelling, book-keeping, etc.; instruction in the French, English, and Latin languages; drawing and singing; the former subjects, however, only in the higher classes. The subjects of tuition in the Higher Gewerb, or technical schools, are, on the contrary, mathematics, algebra, plane trigonometry, analytical geometry in all its branches and modes of practical application; higher algebra, differential and integral calculus, plan-drawing and machine-drawing, botany and zoology, and physiology of plants, geognosy, geology; experimental chemistry, technical chemistry, analytical chemistry, practical chemical operations; mineralogy; mechanics, statistic and dynamic, experimental physics, free hand-drawing, modelling in wood and metal, and instruction in German, French, English and Latin languages, and history.
It may easily be seen, from this glance at the subjects of instruction, how comprehensive these educational institutions are. To attempt to describe the advantages that they afford would lead us too far, and lies out of our track; but the subject deserves the attention of the whole civilized world, as its consequences must become continually more striking. The circumstances of our times demand a real education; that is, in the practical arts and sciences. One has long ceased to desire that every man shall be every thing; one wishes rather that every one should be qualified to fill with ability his particular post. The philosophical school compulsion which rules in the Gymnasia is here entirely nonexistent. The all-sided human accomplishment which the Gymnasia aim at, and ought to aim at more or less, is not arrived at in these schools, because it is contrary to their object and intention; but on the other hand, they afford the opportunity more thoroughly to throw the minds of the scholars on those subjects which are the most congenial to them, and which will consequently be most serviceable to them in their profession. We ourselves, far from being admirers of a too strict, and therefore forced and one-sided practical education, cannot help calling to mind the splendid proofs of the advantageous and excellent working of these praiseworthy schools, since they have impressed us with the conviction that in this manner able men have been educated not only for the state, but for science, notwithstanding the short time that these institutions have flourished.
May now claim our attention, which, particularly through the conflict which has arisen between them and the Real-schools, must possess an especial interest.
We must, in the first place, remark, that the word itself expresses no actual conception of the thing, as a gymnasium properly means an open place, where the youth were instructed in philosophy,--in fact, an associate-school. In Athens there were three of them: the Academia, the Lyceum, and Cynosarges. The origin of the gymnasium and the nature of its internal business as a higher educational institution, are simply indicated by the term. To trace what modifications these schools have undergone from that period to the present would be a too widely excursive notice for our present purpose. We shall, under this head, understand only such as strongly mark themselves out by their tendency from the schools already described, and which properly divide themselves into the Latin-school, Progymnasium, Gymnasium, and the Lyceum.
The first three are properly schools for future learned men, artists, &c; and in the state in which they exist, as in Bavaria, the studies are commenced in the Latin school, and are ended in the Gymnasium, as the school preparatory for the university.
By the Lyceum, in a restricted sense of the word, we understand such a school as seems to conduct to a certain point, the education of the students of the scientific faculty; although in the first, that is, in the Gymnasia, etc., all subjects of study are facultative. For the rest it is very difficult to give a description of these schools which shall express their real character, since in every one of the German states they have different names with different meanings, and in many places bear various appellations where they possess the same tendency. The Gymnasium and Lyceum equally signify schools which give a course of education expressly preparatory to an academical career, and we shall therefore include both under the general name of Gymnasium.
The elementary instruction, let it have been acquired as it will, must have made a certain advance before the scholar can enter the Gymnasium, since in the lowest classes--the Gymnasium is divided into classes in the same manner as the Folk's-schools--are taught the elements of the Latin tongue, history, mathematics, etc. Here are especial teachers for every faculty of science; that is, one teacher, particularly in the higher classes, teaches one determinate subject.
The study of the ancient classics continues still the chief business, since the German philologists conceive that they constitute the only and indispensable gymnastics of the mind. This is another ground by which these schools have come into open feud with the Realist tendency of the age--why the Gymnasia have dreaded an encroachment on their rights through the rapid growth and influence of Real-schools; because they feared that the public would come to see in their effects, that there was another mode of awaking the spirit to an internal activity than by the study of the dead languages.
It is not to be denied that through the study of the ancients the spirit is awakened; the sense of the noble and the great is inspired; that the poetical feeling is excited,--the taste purified, and the reason strengthened; that the mind is accustomed to a logical activity, and especially to self-reflection. But the schoolmen go too far with this. They are orthodox, and are contented that the future learned should here find their necessary nourishment. They will, in general, acknowledge no other learning or education than that of the Gymnasium, and torment every one with it who, as a future tradesman, can manage his affairs perfectly without this knowledge, and can bring by it little or nothing out of the school into his own trade. Yet at present the Gymnasia strive so far to meet the acknowledged necessities of the time, that they have adopted some of the educational subjects of the Real-schools, as mathematics, and the natural sciences in the fullest sense of the word. The subjects of tuition, with the exception of the predominant teaching of the ancient languages, are in general those of the other schools; that is, of the Folk's-schools, in a higher degree. The relation to the state is the same as that which we have already made ourselves acquainted with in the Folk's-schools; and we will now only explain a few more of the peculiarities of the Gymnasia.
A totally different discipline prevails in the Gymnasia to that of the Folk's-schools. Corporal punishments here, for the most part, cease in the higher classes entirely. Tasks, shutting up, open reproof, but especially moral restraint, are the means employed for correction. The teachers also stand in a totally different position in regard to their scholars; at least in the higher classes there is less school compulsion, though probably on that account not the less pedantry to be observed. In general, the gymnasiast is already more free, and placed in greater external advantage than the scholars of the other schools; the near prospect of student life calls forth, not seldom, extravagances, which, however, are contended with more vigorously by the teachers, but through the advanced age of the youths are not readily repressed. Though it is strictly forbidden, yet the gymnasiast frequently resorts secretly to public places of diversion, inns, etc.; he also begins to smoke, and to become regardless of conventional relations. In many cities the gymnasiasts have actually endeavoured, of course only the older ones, to form corporations, and to imitate the university Chores. But spite of all this, the constant and great diligence of the gymnasiasts is not to be denied. They exert themselves, because they know that it is only by that means that they can arrive at promotion; that is, that they can obtain the right to enter the university. We must here break off a moment to notice a particular which is of essential importance.
The Exemption-and-Maturity-Right[29]belongs exclusively to the Gymnasia--another cause which has called forth in many German states contentions, the other schools already making claims on this privilege. Nothing can indeed be more vexatious, and even in many cases, unsettling, than for an able scholar of the Real-school, after he has passed his examination, and has given ample proof that he is quite qualified to enter the university, to have again to make the course of the Gymnasium, again to weary himself with the reading and study of the ancient classics, entirely for the sake of the formality of promotion, which might just as well be conferred on the Real-schools, and by which money and more especially time might be spared. From the higher position which these schools have already assumed, it is, however, to be expected that this injustice will be done away with, at least, that the Exemption-and-Maturity-Right will be extended to those Real scholars who devote themselves to state science, and to those professions which are included in it.
We cannot here avoid taking the opportunity of remarking that, through the contention of these two institutions, which we have thus described according to their different motives, there stands before the Gymnasium a reorganization, unless theancienne regimemaintains the upper hand; that is, if the onesidedness of the strong philological party, which aims at a total isolation of the two institutions, or rather at a complete prevention of their co-operation, shall not achieve the triumph of upholding the Gymnasia in the most unlimited possession of their antiquated privileges; are not, indeed, prepared to resist the stream of time by main force, and to deprive the Real-schools of their equally high importance. The conflict is severe, because prejudices are here attacked; but the impetus of human advancement surmounts every difficulty, and the spirit of man knows no restraint which ultimately may not be broken through;--but we must return to our subject.
When the gymnasiast has passed through all the classes, he then undergoes his examination. As in the Folk's-schools, so in the Gymnasia also, there are held annual public examinations for the same purpose; to which, however, is added a government commissioner, for the examination of the Abiturienten; that is, of those who are about to depart, and proceed to the university. This commissioner has to pronounce his solemn judgment upon the performances of the Abiturient, according to which his promotion is allowed or not. This is generally accompanied on the part of the Abiturient by a farewell, or other speech, which is usually composed in Latin or French, and on that of the School College by a public summons to the university, to which is added the necessary school-certificates.
It is now curious to see how the Abiturient will conduct himself from the moment that he turns his back on the Gymnasium. Not a book will be looked at; not a pen will be touched; he recompenses himself immediately for the school torment that he has passed through, by a delightful do-nothing; and gives himself up in anticipation to the blessed consciousness of student life. The foretaste of awakening liberty leads him to commit a thousand follies; he imagines himself lord of the world, and knows no conventional restraints. The parents have the worst of it, as they are seldom in a situation to put a salutary damper upon the forth-bursting storm of the mind of the youth. To travel is rule the first with which the Abiturient busies himself; that is, in which he seeks to sound the depths, and explore the regions of the desired freedom. His great endeavour is now to knit up acquaintances with students, and so comes he easily into student life. But in many places it is customary that the Abiturient should give a farewell entertainment. Thither are invited the best of his friends from the abandoned school, and his new ones amongst the students; and the whole takes much the character of a Commers. It is, moreover, regarded as a ceremonial act, and is introduced by the singing of the customary song--The Land's Father. From this period the Abiturient bears the name of Camel, which he has acquired in exchange for the abdicated one of Frog.
It may be sufficient to remark, that the educational institutions of every kind keep tolerably equal step with the universities. That Germany bears away the crown of school economy from all other countries, is not to be denied. Or where is the country which has more flourishing schools than Prussia, Wirtemberg, Baden, etc.
We here conclude with the words with which we commenced--"the nineteenth century is the age of enlightenment;" and Germany propels at the highest speed its spirit towards intellectual consciousness. It possesses a moral vigour which no other nation of the earth possesses, and the giant arms of German art and science embrace the whole wide surface of the globe with an all-living power.
Where man sings, lie down--there certain peace is;Amongst the bad, all song of gladness ceases.
Where man sings, lie down--there certain peace is;Amongst the bad, all song of gladness ceases.
Traverse the whole territory of Germany, every where, in the north and in the south, thou wilt hear German songs.
What is the German's Fatherland?So name me, finally, that land!"Far as the German's free tongue springs,And hymns to God in heaven sings,"That shall it be, while sun doth shine!That land, brave German, call it thine!
What is the German's Fatherland?So name me, finally, that land!"Far as the German's free tongue springs,And hymns to God in heaven sings,"That shall it be, while sun doth shine!That land, brave German, call it thine!
Serious and deep feeling are characteristic traits of the German, and may indeed distinguish his character, so variously modified as it is, amid all the divisions of the German race, and by its manifold points of contact with its foreign boundary neighbours, and thus becoming tinged with so many colours. He who has the skill to clear the original colour from its foreign mixtures, will continually find it lying as the one ground colour, which always remains the same. To this depth and sincerity of feeling the songs and poetry of the Germans are a necessity. As to the man--when all the chords of his heart are shaken by some mighty sorrow; when they threaten to rend asunder under the excess of agony--as then to him comes a flood of tears as a relief; which, as it were, combines the contending feelings of his internal being, and amalgamates them with the most neutral body--water; so song presents itself as a medium to prevent us from succumbing beneath an overwhelming feeling, which the sufferer would fain clothe in words, but finds all words too poor to represent. Let a language be as rich as it will, it may possibly express all that man thinks, but not all that he feels. Nature has lent the eye to the understanding that it may serve it, and in which it may wonderfully mirror itself. In this microcosm of the eye, her creative power has marvellously repeated, in little, every part of his masterpiece--man; and has so completely furnished it, that it can answer most admirably to its destination--to conduct man to the truth. But nature has bestowed upon her favourite yet another sense, through which the fibres of his brain can instantly be put into vibration. Through this she has rendered his position in society delightful, and endowed him with sensibility to foreign communications.
But shall these be the only advantages which this sense shall procure him? No; through this shall external impressions enter, which, corresponding with the laws of beauty, shall furnish him with a new enjoyment. Through this, feeling can be constantly and directly acted upon--that portion of the human soul where the animal and the divine nature so wonderfully meet. In vain would he attempt to escape from its lordship; its power extends farther than appears at the first sight; and when sufficiently observed, is found to be the ultimate spring of all human operations. Other nations may, if they please, believe that the ear was given them in order to listen to strange language,--the German is not so cruel as to rend Euterpe and Polyhymnia out of the band of the Nine Sisters. Every where in Germany are altars built to these sisters, and the goddesses smile down approval on the people, because they deem themselves worthy to scatter incense before them.
The faith in the mysterious might of music and of song, which so beautifully expressed itself in the Mythology of the Greeks, shone forth also in newer Sagas; and even refined Christendom has not disdained to employ music to work upon the hearts of its votaries. Goethe has done homage to this beautiful faith when, in his Prologue to Faust, he causes Raphael to speak.
The sun, in its old way, goes sounding,With brother-spheres in rival song,And its prescribed course thus rounding,Careers with thunder-speed along.
The sun, in its old way, goes sounding,
With brother-spheres in rival song,
And its prescribed course thus rounding,
Careers with thunder-speed along.
Thus the Germans rejoice themselves in an affluence of popular songs, although they possess but few national poets. This latter fact easily explains itself, when one reflects how late the German speech arrived at a greater perfection, and that, at the same time that Germany achieved a literary independence and literary greatness, it lost its political freedom, and came out of its captivity a dismembered whole.
Take from Germany its wine, its songs, and we might name yet a third particular of a less middle character,[30]and it will become quite another country. The German expresses the most varied feelings in song, though he does not go quite so far as the opera, in which you cannot, without smiling, hear the Czar of Russia conclude a contract with the English and French ambassadors singing, and ratify the Treaty of Peace in the most exquisite melodies. But the Germans acknowledge the truth of what Goethe has said:
What I erred in, what I sought for;What I lived through, what I fought for;Are but flowers in this bouquet:And the young, the old and ailing,And each virtue as each failing,Speak their language in some lay.
What I erred in, what I sought for;
What I lived through, what I fought for;
Are but flowers in this bouquet:
And the young, the old and ailing,
And each virtue as each failing,
Speak their language in some lay.
The common man in Germany sings as he goes to his labour; he sings while he works, in order to enliven himself, and when he has concluded he naturally sounds forth his song of satisfaction. A pleasure, without the accompaniment of singing, he does not understand. Thus the foreigner, who has a taste for singing, hears, with surprise, a chorus-song resounding from a public-house, or passing along the streets, which might not sustain a very severe criticism, but which does all honour to the uneducated singers. So they establish themselves in the smallest villages into Gesang-vereine (singing companies), and the author recollects with particular pleasure, a serenade, which he heard in returning late one evening from Schriesheim, in the village of Handschuhsheim; and also the delightful choral-song, which a company of peasants and peasantesses, frequently raised in the summer evenings in the castle-gardens at Schwetzingen, and which in the stillness of twilight, when the splashing of the distant fountains were only heard besides, produced an extraordinary effect.
Thus it happens that songs of simple contents and of simple airs, spread themselves rapidly amongst the people, and by no other means in Germany can you so speedily operate on the popular mind as through the medium of such songs. In almost every different place you hear different songs. As an example of these songs, which are current amongst the people, we may here give a very favourite one, which is sung in a sort of half recitative.
PRINCE EUGENE.[31]Prince Eugene, that noble captain,For the Emp'ror fain would back win,Town and fortress of Belgrade,And that they at once might do it,And the army all rush to it,Caused he that a bridge be made,When this work so far had ran on,That with baggage and with cannonThey could pass the Danube flood,By Semlin struck they their tents all,And to chase the Turks they went all,To chase them far with jibes and blood.It fell on the twenty-first of August,There came a spy through rain and storm-gust,Swore to the Prince, and showed him then,That the Turks did near him hover,As far as man could them discover,With three hundred thousand men.When Prince Eugene thou comprehended,He bade that he should be attendedBy his generals and field-marshals;He caused them to be instructedHow the troops should be conducted,And upon the foe should fall.Through the parole the word was given,That when they count one and elevenAt the midnight by the clock,Every man to horse should go then,For to skirmish with the foemen,All who strength had for the shock.All to horse at once then leaping,And their swords before them keeping,Swift and silent they advance;The troopers and hussars also then,Struck right stoutly, blow for blow then,'Twas, in truth, a lovely dance.Gunners to the walls advancing,Play ye music to this dancing,With your cannons great and small;With the great ones, with the lesser,On the Turks! and on the Heathens!Till they scamper one and all!Prince Eugenius on the right wing,Like a lion there was fighting,As general and field-marshal.Prince Ludwig rode to and fro then,"On, be brave, ye German brethren,Strike the foe with dauntless hands!"Prince Ludwig he must surrenderHis spirit and his life so tender,For a bullet struck him down;Prince Eugene was sorely grievedOf such friend to be bereaved,And had him brought to Peterwardein.
Prince Eugene, that noble captain,
For the Emp'ror fain would back win,
Town and fortress of Belgrade,
And that they at once might do it,
And the army all rush to it,
Caused he that a bridge be made,
When this work so far had ran on,
That with baggage and with cannon
They could pass the Danube flood,
By Semlin struck they their tents all,
And to chase the Turks they went all,
To chase them far with jibes and blood.
It fell on the twenty-first of August,
There came a spy through rain and storm-gust,
Swore to the Prince, and showed him then,
That the Turks did near him hover,
As far as man could them discover,
With three hundred thousand men.
When Prince Eugene thou comprehended,
He bade that he should be attended
By his generals and field-marshals;
He caused them to be instructed
How the troops should be conducted,
And upon the foe should fall.
Through the parole the word was given,
That when they count one and eleven
At the midnight by the clock,
Every man to horse should go then,
For to skirmish with the foemen,
All who strength had for the shock.
All to horse at once then leaping,
And their swords before them keeping,
Swift and silent they advance;
The troopers and hussars also then,
Struck right stoutly, blow for blow then,
'Twas, in truth, a lovely dance.
Gunners to the walls advancing,
Play ye music to this dancing,
With your cannons great and small;
With the great ones, with the lesser,
On the Turks! and on the Heathens!
Till they scamper one and all!
Prince Eugenius on the right wing,
Like a lion there was fighting,
As general and field-marshal.
Prince Ludwig rode to and fro then,
"On, be brave, ye German brethren,
Strike the foe with dauntless hands!"
Prince Ludwig he must surrender
His spirit and his life so tender,
For a bullet struck him down;
Prince Eugene was sorely grieved
Of such friend to be bereaved,
And had him brought to Peterwardein.
The Bauer, the Handworker, the Sportsman, in short, each and all have their peculiar songs in abundance, which are never out of their mouths. Do all Germans then sing, and sing they everywhere? some one may ask. No, don't fear that you would actually be deafened with singing in Germany. The Bundestag,[32]when it holds its sitting; the Landtag,[33]when it is in debate; the statesman in the business of his office; the learned man writing his dissertation, and many other people, don't sing; in short, people do not sing in their solemn affairs, though the opera makes them do so. But amongst those who have nothing better to do, the little children who have yet no proper voices, or initiated ears for it, and the very old people who have partly sent their teeth before them into another world, are the only ones that don't sing. The young sing much, the care-free young still more; and the students perhaps most of all.
Singest thou not through all thy lifelong hours?Yet in thy youth rejoice;We hear alone while lasts the moon of flowersThe nightingale's sweet voice.Uhland.
Singest thou not through all thy lifelong hours?
Yet in thy youth rejoice;
We hear alone while lasts the moon of flowers
The nightingale's sweet voice.
Uhland.
It is this also which gives heart to the student; and how can he who is called the son of the Muses, do otherwise than be obedient to his divine mother? The so-called Commers-Books contain a rich collection of songs, so that the student can be in no embarrassment to find one suitable to the moment. He finds here a song adapted to every occasion, and to every mood of mind. Before all, social songs are in requisition when the students are assembled at their Kneip for a merry meeting. As the larger assemblies of this kind are called Commers, so the song-books are called the Commers-Books.
When a song is sung by a number of them in company, it is the duty of the Foxes to hand round these books. The popular songs live, however, without the books, permanently in the minds of the students. An individual student often sings a song solo. The greater portion of them are only what may be called natural singers; but in a large Chore this is not of much consequence. In most of the German schools a portion, but a very scanty portion of instruction in singing is given, and this mainly with the object of preventing the people from too much disturbing the devotions of the congregations in the churches by their dissonance. By this, however, so much is gained, that every one who has afterwards neglected singing, yet still retains a notion of it. There is besides sure to be found amongst such a throng of students, no inconsiderable number, who possess a really fine voice, and which has, therefore, not been neglected. These are they who in the Kneips often execute a solo, or in the choral-songs undertake the solo part, and others endeavour, by the power and steadiness of their voices, to conceal the defects of those who sing with them. When, as often happens in summer, the company suffer their songs to float in the open air, and when the cups have not gone too diligently their round, it is then a genuine pleasure to listen to them. One of the most beautiful songs, and which is most frequently sung at the German universities, is this, in which the effect of the chorus is often strengthened by the accompaniment of instrumental music:--
COMMERS SONG.From high Olympus comes our pleasures crowning,From thence our dream of youth was sent;Therefore trust brothers, spite of Envy's frowning,Who would our youthful joys prevent.Solemnly sound ye the jubilant song.Revelling brothers with beaker clang.Deep in the sea of youthful pleasure drinking,Joy smiles and beckons from the shore;Till on some evening late the bright sun sinking,Delights us with its beams no more!Solemnly, etc.So long as pleaseth God, thus friends beloved,In gladness shall our life move on;And when, some day, the curtain is removed,We'll join our worthy fathers gone,Solemnly, etc.Drink, brother, drink! thy loved one,--think upon her,She who thy youth's dream blesseth still;A glorious "Ho!" now sound we to her honour,That through her every nerve shall thrill!Solemnly, etc.And of our brethren is there one departed--By pale Death summoned in his bloom?We weep, and wish him peace, all saddest hearted,Peace to our brother's silent tomb.We weep and wish that peace may dwellIn our dear brother's silent cell.
From high Olympus comes our pleasures crowning,
From thence our dream of youth was sent;
Therefore trust brothers, spite of Envy's frowning,
Who would our youthful joys prevent.
Solemnly sound ye the jubilant song.
Revelling brothers with beaker clang.
Deep in the sea of youthful pleasure drinking,
Joy smiles and beckons from the shore;
Till on some evening late the bright sun sinking,
Delights us with its beams no more!
Solemnly, etc.
So long as pleaseth God, thus friends beloved,
In gladness shall our life move on;
And when, some day, the curtain is removed,
We'll join our worthy fathers gone,
Solemnly, etc.
Drink, brother, drink! thy loved one,--think upon her,
She who thy youth's dream blesseth still;
A glorious "Ho!" now sound we to her honour,
That through her every nerve shall thrill!
Solemnly, etc.
And of our brethren is there one departed--
By pale Death summoned in his bloom?
We weep, and wish him peace, all saddest hearted,
Peace to our brother's silent tomb.
We weep and wish that peace may dwell
In our dear brother's silent cell.
Very frequently in the students' drinking companies they sing a roundelay, as we lately saw at the evening peep at them at Hoffmann's rooms, where each one sings in turn a song, or, at least, a strophe. This, as we have seen, they term a Sauf-Comment, which we may look at a little more closely, as it is sometimes attended with variations. The president of the Sauf-Comment sings,--
There goes a drinking-law oar table all around, around,There goes a drinking-law our table all around.Ten quarts and yet one-aYe knew well what I think on-a.Ten measures and ten mo,Fidibum! let one now go, let one now go, let one now go!
There goes a drinking-law oar table all around, around,
There goes a drinking-law our table all around.
Ten quarts and yet one-a
Ye knew well what I think on-a.
Ten measures and ten mo,
Fidibum! let one now go, let one now go, let one now go!
Or,
Three time three are nine-a,Ye know well what I opine-a.There goes a drinking-law our table all around!
Three time three are nine-a,Ye know well what I opine-a.There goes a drinking-law our table all around!
When all have sung round till it comes to one who can find no more song to sing, the Chore then sings--
Our brother, N. N.To pitch, to pitch, is turned again.Draw thou white-horse good,Up to the knees in mud, etc.
Our brother, N. N.To pitch, to pitch, is turned again.Draw thou white-horse good,Up to the knees in mud, etc.
The student has, again, other songs for festive celebrations and for fun, as for the initiation of the Foxes, by the Fox-ride; for the Commers; for the departure from the university; nor is he at all wanting in songs proper for a serenade to his beloved. Love, Wine, Fatherland, Friendship, of them the poets of a former age have sung, and of them sing the poets of our own. These the songs of the student celebrate, and the son of the Muses does not forget to enjoy his wine while he sings of it, well knowing how very often the other things exist rather in idea than in actuality.
And who should be more in the humour to sing a merry song than the student, who revels in the enjoyment of the serene present, perhaps shutting out a darker future from his eyes, which is yet separated from him by his examination. This happy time, free from all cares, which darken the later life of him who grasps at riches or at the phantom of renown; this time, he knows well, comprehends but a few years,--"but the whole of life," thinks he philosophically enough, "is but a span of time, therefore let us the more enjoy these years, and celebrate with song the felicity of youth." In this spirit they often sing and act with great glee the following comic piece:
AN UNBOUNDED JOLLITY.An unbounded jollity is of my life the rule, Sir,Since it leads me gaily through youth's rosy paradise:Comes a Manichean in, an old dunning fool, sir,I'm sure to give him much good advice."'Slife! hear you now, sir, I want my gold.""Cease jaw, Camel, I've none, and that's soon told."
An unbounded jollity is of my life the rule, Sir,
Since it leads me gaily through youth's rosy paradise:
Comes a Manichean in, an old dunning fool, sir,
I'm sure to give him much good advice.
"'Slife! hear you now, sir, I want my gold."
"Cease jaw, Camel, I've none, and that's soon told."
Spoken.--Make thyself scarce. Old Lamentable! Give time! or I'll pay thy long bill with five silver groschen. Agio.--We'll knock it all off (pointing to his stick, and showing his five fingers.)
Quickly doth the old fool fly,And I laugh till fit to die.Pray then when a-fresh the rhino cometh in, sir.An unbounded jollity, etc.Morning to the lectures go; nine-pins in the evening;Early, in old house-coat; not till late our toilet made.To Commers then haste away,For there's pawked in a Fox to-day.
Quickly doth the old fool fly,
And I laugh till fit to die.
Pray then when a-fresh the rhino cometh in, sir.
An unbounded jollity, etc.
Morning to the lectures go; nine-pins in the evening;
Early, in old house-coat; not till late our toilet made.
To Commers then haste away,
For there's pawked in a Fox to-day.
Spoken.--"Silence, Fox! hold your tongue when Old Mossy Heads are speaking."--"Ah! Heavens! I can drink no more of these healths. It makes me so ill."--"Hold thy tongue, Fox! Thou hast yet only emptied nineteen choppins of most excellent beer. It is not worth talking of. Study only three years, and thou'lt bring it up to nine-and-twenty."
So we had the Commers here,Jolly still with wine and beer,For we are but young once, in our life so fleeting.An unbounded jollity, etc.Meet I now an Exquisite, who comes stately sailing,Who right flat and swelling larger draws near.Then trample I on his toe--then wondereth he;I tread it again--then waxeth be wroth.
So we had the Commers here,
Jolly still with wine and beer,
For we are but young once, in our life so fleeting.
An unbounded jollity, etc.
Meet I now an Exquisite, who comes stately sailing,
Who right flat and swelling larger draws near.
Then trample I on his toe--then wondereth he;
I tread it again--then waxeth be wroth.
Spoken.---"Hear you there! Was that done purposely with the foot!"--"No; it was done with the heel."--"So! but that appears to me very strange?"--"Do me then the only pleasure; find nothing strange here. You are a Stupid Youth!"
And the duel then is seen,For the wit is mighty keen;--Strike him a thundering Winkelquartè![34]As unbounded jollity, etc.Find I then a sweet maid and loving,Then contains Ovidii Ars Amandi, good advice."Ay, but wilt thou marry me?"--"Don't be afraid;When I've once my office got, 'twont be delayed."
And the duel then is seen,
For the wit is mighty keen;--
Strike him a thundering Winkelquartè![34]
As unbounded jollity, etc.
Find I then a sweet maid and loving,
Then contains Ovidii Ars Amandi, good advice.
"Ay, but wilt thou marry me?"--"Don't be afraid;
When I've once my office got, 'twont be delayed."
Spoken.--"Aha! that's just as it happens! First I go to Jena, there to study theNefas; then go I to Heidelberg, study there the greatFasss.[35]That's the way of it."