LITMIR.BIZ

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for instance, taught, at different times, almost every branch of theology and philosophy."

      The Law Department, to which the celebrated school of Bologna served as a first model, extends over a far wider field than similar institutions elsewhere. Starting from the Roman Law, it embraces lectures on the History of Jurisprudence, the Pandects, Civil, Criminal, and Common Law, and Natural Rights, besides History and Philosophy, as applied to legal studies,—branching into specialities for German Law and Practice, local and general. To Americans, of course, only the first part of these studies would be at all desirable. Moreover, the advantages are not all of a practical nature.

      The Medical Faculty embraces all the studies pursued in our medical colleges, more specialities being treated,—the time required being scarcely ever less than five years for the course, often more. Examinations are severe. The faculties of Berlin, Munich, and Würzburg are in especial repute,—Vienna also affording many advantages. In some of the smaller university towns the means of study are limited for the advanced student, extensive collections and large hospitals being wanting. Medical studies are attended with more expense than any other.

      The Cameralistische Facultät is devoted to those preparing themselves for practical statesmanship. It is new, and established only of late years in a few of the universities. In others, the branches taught are still comprehended under the philosophical. Munich is in especial repute. It comprises lectures on Political Economy in all its branches, Mining, Engineering,—in fact, whatever is necessary to fit one for service in the State.

      Let no one, from the above comprehensive list of studies, form the idea, that the outward incarnation of the German intellect, in speech or deed, corresponds to its inner worth and solidity. The name Dryasdust must cling to many a learned professor more firmly than to the most chronological of the old historians. Germany is not the land of outward form. To one accustomed to public speaking, the lecturers will often appear far below the standard of mediocrity in their manner. Though such men as Lasaulx in Munich, Häusser in Heidelberg, Droyson and Werder in Berlin deliver their lectures in a style that would grace the lecture-room of any country, yet the great majority are far, very far, from any eloquence in their delivery. Timid and bashful often to an extreme, they ascend their rostrum with a shuffling, ambling gait, the very opposite of manly grace and bearing, and, prefacing their discourse with the short address, "Meine Herren" keep on in one long, never-varying, monotonous strain, from beginning to end,—reading wholly or in part, often so slowly that the hearer can write down every word, often only the heads and substance of paragraphs, definitions and the like,—and that so indistinctly, so carelessly of all but the very words themselves, that it is not only unpleasant, at first, but even repulsive to many. This dictating of every word, a relic of the times when printing was yet unknown, is fast dying away. Many, both students and professors, are loud against it, yet the tedious method is still pursued in many places. The introductory remark of a celebrated lecturer is characteristic. Seeing all his hearers, on the first day of the course, ready with pen and paper, he began,—"Gentlemen, I will not dictate: if that were necessary, I should send my maid-servant with my manuscript, and you yours with pen and paper; my servant would dictate, yours would write, and we in the mean while could enjoy a pleasant walk." This is, however, not the only point that will be likely to produce an unfavorable impression. To see a man whose name you have met in your reading as the highest authority, whose works you have so often admired, his style energetic, fiery, and impressive,—to see him ascend his rostrum with every mark of negligence, uncouth and awkward in his appearance, with every possible mannerism, talking through his nose, indistinctly and unsteadily mumbling over his sentences, careless of all outward form and polish, awakens anything but pleasant feelings, as the preconceived ideal must give way to the living reality. And yet so it is with many!

      It may have contributed not a little to the reputation of Göttingen and Heidelberg with foreigners, that a good and clear German is spoken in both places by the professors. In Tübingen, on the contrary, even in Munich, to a great extent, the local dialect prevails to such a degree, that students from Northern Germany, many of whom frequent these cities in the summer session, find it difficult, nay, almost impossible, to understand at first, especially the broad Suabian of Tübingen. Here, however, as the system of dictation prevails, the slowness of utterance compensates in a measure for its indistinctness and incorrectness.

      In some places, where academic freedom, as the students style it, exists to a high degree, a general scraping of the feet admonishes the lecturer to repeat his words or be more distinct and clear in his enunciation. This pedal language, though often disregarded, still does not fail in the end in producing the desired effect.

      With such characteristics, it cannot be a matter of wonder, if some time be required to be spent in hearing lectures daily before the full benefit can be fairly appreciated. Many will appear slow in the extreme; and the constant recourse to notes, and the tedious manner, will create a feeling of weariness hard to overcome. However, these peculiarities are soon forgotten in the excellence of the matter, and their disagreeableness is scarcely noticed after a few weeks, except in extreme cases. The mannerism fades away, and the hearer learns to follow from thought to thought under the guidance of an experienced leader, whose living words he hears, whose thought he feels as it is communicated directly to him.

      Not so much from the actual things heard, the actual facts mastered, is the lecture-system valuable to the student, as for the method of study which he derives from it. He is no longer like an automaton, a school-boy guided by his teacher and text-book, but is spoken to as an independent thinker. Authorities are quoted, which he may consult at his leisure. No subject is exhausted,—it is only touched upon. He learns to teach himself.

      Far different is the mental training thus acquired from that gained in the same amount of time spent in mere reading. Thought is stimulated to a far greater degree. The lecture-room becomes a laboratory, where the mind of the hearer, in immediate contact with that of a man mature in the ways of study, of one whose whole life seems to have prepared him for the present hour, assimilates to itself more than knowledge. The lecturer gives what no books can give, his own force to impel his own words. His mind is ever active while he speaks. The hearer feels its workings, and his own is stirred into action by the contact. It is not given to all to enjoy the conversation and intercourse of the master-minds of the age: in the lecture-room they speak to us immediately; we feel the current of their life-blood; it pulsates through all they say.

      That seeming exceptions may occur, as in the case of professors who year after year deliver the same written course, can have no weight against the system. The tone and gesture, the very look, must animate the whole;—and these very written lectures, read and delivered so often, are no dead stalk, but a living stem, which puts forth new leaves and blossoms every spring.

      Nor is the hearer himself without his corresponding influence. His attention and eager desire for knowledge stimulate new thought in the speaker day by day, hour by hour; and many a German scholar must have felt with Friedrich August Wolf, when he says,—"I am one who has been long accustomed to the gentle charm which lies in the momentaneous unfolding of thought in the presence of attentive hearers, to that living reaction softly felt by the teacher, whereby a perennial mental harmony is awakened in his soul, which far surpasses the labors in the study, before blank walls and the feelingless paper."

      THE STUDIES

      The first entrance into a German auditorium or Hörsaal, as the lecture-rooms in the universities are called, will show much that is characteristic. But little care is bestowed on the decoration of the apartment. Whatever aesthetic culture the nation may have, it finds little manifestation in the things of daily life, and elegance seems little less than banished from the precincts of the learned world. The academic halls present to the view nothing but dingy walls, rough floors coated with the dust and mud of days or weeks, and, winter and summer, the huge porcelain stove in one corner,—that immovable article of cheerless German furniture, where wood is put in by the pound, and no bright glow ever discloses the presence of that warmest friend of man, a good fire. For the students there are coarse, long wooden desks and benches, with places all numbered, cut up and disfigured to an extent which will soon convince one that whittling is not a trait of American destructiveness exclusively. Here are carved names and intertwined lettering, arabesque masterpieces of penknife-ingenuity, with

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