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

Page 32 text:

the previous day. The second part of the recitation was the development of the new g i T C n E G U n E E fourteen years old, excepting several young men probably from twenty-five to thirty. These were Jewish young men, who, as the teacher told us, were expecting to come to America, and were learning the language before they left home, so that they might have less difficulty in securing employment. The first part of the recitation consisted of a drill in English articulation. 'The teacher gave short sentences and called on individual pupils to repeat after him. The teacher pronounced the words with ease and accuracy, and set an excellent example for the boys to imitate. They did well. The second part consisted of reading at sight from an elementary school history of England. The teacher asked questions in English concerning that which was read, requiring answers also in English. German was minimized. The whole recitation was practical work in plain English, and not a theorizing about English in German. Not once during the whole recitation was a point of English grammar or syntax raised. We talked with some of the boys after the recitation, and it seemed to me that the results amply justified the method. On inquiry we found that the teacher had prepared himself for the work by three years’ study in England. He possessed a freedom in the use of English almost equal to that with which he spoke German. His familiarity with English manners, customs, and institutions also aided him much in teaching. Our time did not permit further visits that morning, so we returned to the rector’s office for our coats. He was greatly pleased when we told him how we had enjoyed our visit to his school and complimented him on the good work being done by his teachers. He said that before we went we must eat and drink with him. There on his desk he had sandwiches and wine, and insisted that we do him the honor of partaking. We ate his sandwiches, and, as he proposed the toasts, we drank to the health of his wife and our wives, his school and our schools, Germany and America. As we left his office, he took us, one by his right hand, the other by his left, and said: “We part as friends!” and we parted. work. One boy was sent to the board, and under the direction of the teacher the figure was drawn. Then, by what appeared to me as skillful work on the part of the teacher, the relations to be expressed in the new proposition were developed. The boys had no text-books, but kept all new material in note books, which became to them a text. The recitation was entirely free from the scolding or harshness so often imputed to German teachers. On the contrary, a most sympathetic relation between teacher and pupil was manifested at all times. At the close of the period the rector came for us and took us to sec the boys on the play ground, as there was then a fifteen-minute recess. This intermission was largely for the purpose of allowing the hoys and teachers to cat ztcri c Friilistiick. The first breakfast in a German home consists of rolls and coffee, and is eaten early. Every person—business man, teacher, or student—takes his second breakfast along in his pocket. It is eaten somewhere about ten o’clock, at whatever time and place the person desires. It is not at all rare to sec people walking along the street or riding in a street car, eating a “second breakfast.” Our next visit was to a recitation in English. The teacher was a young man, and appeared somewhat nervous because of our presence. The bovs were from twelve to PACE TWENTY-TWO

Page 31 text:

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

Page 33 text:

I ACE TWENTY-THREE