Berlin Under the New Empire: Its Institutions, Inhabitants, Industry, Monuments, Museums, Social Life, Manners, and Amusements, Volume 2 (Google eBook)

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Tinsley bros., 1879 - Berlin (Germany)
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p. 104 Student groups in Berlin; p. 97 drawing studnets in a Berlin Beirkeller; p. 307 Germans make waiters-not so nice article;lots of beir drinking illustrations in book.

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Page 61 - A dozen crinkling strokes, made in the twinkling of an eye, represented the head waters of the great rivers which flow in different directions from that mountainous range; while the children, almost as eager and excited as though they had actually seen the torrents dashing down the mountain sides, cried out Danube, Elbe, Vistula, Oder, &c.
Page 62 - They rose in their seats, they flung out both hands, their eyes kindled, and their voices became almost vociferous as they cried out the names of the different places, which under the magic of the teacher's crayon rose into view. Within ten minutes from the commencement of the lesson, there stood upon the...
Page 61 - In less than half a minute, the ridge of that grand central elevation which separates the waters that flow north-west into the German ocean, from those that flow north into the Baltic, and south-east into the Black Sea, was presented to view, executed almost as beautifully as an engraving.
Page 49 - The thing is not to let the schools and Universities go on in a drowsy and impotent routine ; the thing is to raise the culture of the nation ever higher and higher by their means.
Page 61 - The teacher stood by the blackboard, with the chalk in his hand. After casting his eye over the class to see that all were ready, he struck at the middle of the board. With a rapidity of hand which my eye could hardly follow, he made a series of those short, divergent lines, or shadings, employed by mapengravers to represent a chain of mountains.
Page 62 - But the Prussian teacher has no book. He needs none. He teaches from a full mind. He cumbers and darkens the subject with no technical phraseology. He observes what proficiency the child has made, and then adapts his instructions, both in quality and amount, to the necessity of the case. He answers all questions. He solves all doubts. It is one of his objects, at every recitation, so to present ideas, that they shall start doubts and provoke questions. He connects the subject of each lesson with...
Page 39 - He draweth out the thread of his verbosity finer than the staple of his argument.
Page 94 - That a boy shall have been for a certain number of years under good training is what, in Prussia, the State wants to secure ; and it uses the examination test to help it to secure this. We leave his training to take its chance, and we put the examination test to a use for which it is quite inadequate to try and make up for our neglect.
Page 48 - ... mere church appendage, and fast becoming torpid. A theological student, making his livelihood by teaching till he could get appointed to a parish, was the usual schoolmaster. ' The schools will never be better...
Page 70 - The boys had been through the oration during the early part of the halfyear ; they were now going very rapidly through it again, translating into fluent German without taking the Latin words. The master let the boys be the performers, and spoke as little as possible himself, but every good or bad performance was noticed. Just the same with lessons in Thucydides, Livy, and Horace, which I heard at other gymnasiums in Berlin. The lessons had been well prepared by the pupils, the master made few comments...

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