University of Wisconsin Superior - Gitche Gumee Yearbook (Superior, WI)

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G I T C II E G U n E E To many it is but a place wherein one may find the latest books of fiction and an opportunity to scan, superficially, the contemporary periodical literature. Then there arc others who know something of its value, but whose code of social ethics does not include the ethics of the library—quietness of manner, care for public property, restoring of reference and other books to their proper place in the stacks in an orderly and correct position, in short, a fine sense of regard for the rights and welfare of others. To teach these and to furnish material, pictorial and reading, for the model department, arc the important uses of this library. The accomplishment of these aims depends entirely upon the efficiency of the person in charge, and we are particularly fortunate in having secured the service of Miss Blanche Herzog in the work. These are her qualifications: She is a graduate of Superior high and normal schools; has taught in the public schools of the city; was assistant in both the Superior and La Crosse public libraries; and she has made good in this her first year with us. A Visit to a German Gymnasium A. I). WHEALDON Before one can visit schools in Berlin, a permit from the Prussian minister of education must be obtained. This is to be had for the asking, and the asking must be done through the United States embassy. The red tape attached thereto consumes from two to four weeks, depending on—nobody seems to know what. Translated, mine reads as follows: Mr. A. D. Wlicaldon, professor in the State Normal School of Superior, Wisconsin, wishes to inspect middle schools and higher institutions of learning in Berlin and Cliarlottenlnirg. His presence during school hours is permitted in so far as it does not interfere with the work, and it is also permitted to give him such information as lie may desire for his purposes. Berlin, the 10th of February, 1909. Koepke. Royal Prussian Minister of Education. Armed with this important document, and accompanied by a friend, who was also trying to learn something of the workings of these far-famed German schools, 1 started for my first visit to a German “gymnasium.” How often in “History of Ed. and “Science of Ed.” and various forms of “Pcd.” 1 had heard of this same “gymnasium,” and now 1 was to he permitted to see it in operation. The school selected for this visit was in the northeast, or Jewish, quarter of the city, a section seldom visited by Americans in their sight-seeing tours. We experienced some difficulty in finding it. because of its location in the center of a large block surrounded on all sides by solid rows of the five-story flats so characteristic of Berlin, the entrance being a double-doored passageway through one of the flats. The grounds were commodious and well kept. A reasonable portion was given to play and games, other parts being used for flowers, shrubbery, and trees. Outdoor exercise is an essential part of German school life, and ample provision is always made PAGE TWENTY

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inn profession of teaching took a course in stenography. After a year’s experience in an office in this city, Miss Hill received, through the civil service, the appointment at La Crosse Normal. When the vacancy occurred in Superior, she was transferred from La Crosse. M iss Hill, in her short period with us, has won the affection of both faculty and students. Mr. A. C. Dkneen. At the head of the manual training department, which was installed this year, we have a very able instructor in the person of Mr. A. C. Dcnccn. Mr. Dcnccn is a graduate of the River Falls Normal School, and has met with marked success in positions held previous to accepting the position in our Normal. Among these positions are schools mr. a. c. dknkkn jn Hudson, Kau Claire, Mcnasha, evening school in free hand drawing at Poppenhausen Institute, College Point, L. 1., and design work in Prang Summer School at St. Johnsvillc, New York. Preparation for this work in manual training was received in summer sessions of Stout Institute, 1908-09, and in New York, where Mr. Dcnccn took the special general art course in the Pratt Art School, as well as the normal art and manual training course. His success in this department, as well as his success in athletics, has made him a popular member of the faculty. Miss Blanche Herzog. The first door to the right as you come in at the main entrance. Y'cs; that is it. It? Why, the new children’s library—surely you have visited it. No? Well, then, do so. You will sec one of the most valuable assets of our training department. There arc few institutions of society to-day that are more vital in the life of a citizen than the public library. Given a sound knowledge of library science, and a man or woman has a basis and opportunity for learning and culture that is only limited by the length of his life. It would completely stifle the old cry of “if 1 had only had the chance.” But how surprisingly few there are who know how to use it—properly. miss blanche herzoo I'ACB NINETEEN

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for it in well arranged play grounds. This outdoor part of the school program is under as complete control of the teachers as is the work in the school-room. The building was a large, three-story brick structure, of simple yet pleasing architecture. Inside, it was not so pleasing. The halls were narrow and dark. The walls were of plain plaster, without tinting or decoration. The school furniture was old-style, uncomfortable, unhygienic, and unattractive. On the whole, the school-room presented a rather gloomy appearance as compared with the grounds. It should be said, however, that this is one of the oldest school buildings, and does not at all typify the schools of Berlin. Modern buildings arc the equal of the best city buildings of our own country, with the possible exception of school furniture. Here, 1 think, we lead them. The first person to be consulted concerning a proposed visit is the janitor, who always has an office just inside the main entrance. He is the source of information, and in him is vested much authority over visitors. Contrary to custom, we found, on this occasion, he was “not in.” So we asked a boy whom we found in the hall to conduct us to the principal, or, as he is called in German, the “rector.” This he did most politely, finding the worthy rector not in his office but in a recitation room consulting with one of his teachers. The rector appeared a man of some seventy-five years of age, short and fat, with long gray hair and whiskers. Nun, was wollrn Sir? he demanded in a voice of unmistakable authority. We presented our permits, and, contrary to our expectations, lie seemed much pleased with our wishing to visit his school. He said it was seldom an American visited his school, and asked us to express to him freely our opinions of the work as we saw it. He took us back to his office, where our overcoats found an honored place in his private Gar dr robe. He then consulted a record book on his desk, ami found our names written there. It seems that, when a permit is issued, all schools included therein arc notified of the same, and a record is kept by each principal in this “visitors’ ” book. He consulted his daily program, and gave us the recitations then in progress. We selected for our first visit a geometry class. He conducted us to the recitation room, and without ceremony opened the door. As we entered, all pupils arose and assumed a strict military “attention.” and remained so, motionless as the statues on Sieges Alice, until the command of Sitzrn!” from the rector. A most delightful spirit of respect ar.d obedience was everywhere manifested by the boys—no laughing, whispering, or “monkey shines,” such as too often greet the visitor in an American school. We were formally introduced to the teacher, and, saying he would return for us at the close of the recitation period, the rector left us. 'I'lic teacher was a man about forty-five years of age, of good appearance. He had excellent control of himself and pupils. 'The boys, as he told us, were from thirteen to fifteen years of age. They were enthusiastic in their work, but not in the least boisterous. All reciting and moving about the room were done carefuly and quickly. In fact, the boys actually ran to and from the hoard, yet without commotion. The room possessed only one blackboard, some three feet wide by four feet long. Only one boy was sent to the board at a time. 'rile first part of the recitation consisted of a review of the previous day’s proposition. Without any figure save that which they carried in their minds, the boys talked of the relations of lines and angles, which showed good memory and clear insight into the proposition. They had evidently worked hard and mastered well the task set them G I T C [I E G U fl E E PACE TWENTY-OS’E