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Germany (Germany) (search for this): chapter 23
: when once admitted they become his children, and the reciprocal relation is cherished with corresponding tenderness and respect. I should like to proceed a little farther in this subject, but the bottom of my paper forbids. The following is from Ticknor again, and shows, though without giving details, that the young men had extended their observations beyond Gottingen:-- Gottingen, November 30, 1816. Dear sir,--On returning here about a fortnight since, after a journey through North Germany which had occupied us about two months, I found your kind letter of August 4 waiting to welcome me. I thank you for it with all my heart, and take the first moment of leisure I can find in the busy commencement of a new term, to answer it, that I may soon have the same pleasure again. You say you wish to hear from me what hours of relaxation I have, and what acquaintances I make, in this part of the Continent. The first is very easily told, and the last would not have been difficult
Westminster (Massachusetts, United States) (search for this): chapter 23
land, but it was forty years later:-- Oxford, June 6, 1818. I have been over two Months in England, and am now visiting Oxford, having passed a Week in Cambridge. There is more teaching and more learning in our American Cambridge than there is in both the English Universities together, thoa between them they have four times Our number of Students. The misfortune for us is that our subjects are not so hopeful. We are obliged to do at Cambridge [U. S.] that which is done at Eton and Westminster, at Winchester, Rugby, and Harrow, as well as at Oxford and Cambridge. Boys may go to Eton at 6, and do go often at 8, 10, and of Necessity before 12. They stay there under excellent Masters, 6 Years, and then come to the University. Whereas a smart clever boy with us, will learn out, even at Mr. Gould's, in 4 Years, and it was the boast of a very distinguished Man Named Bird [Samuel Bird, H. C., 1809], who was two Years before me at Cambridge, that he had fitted in 160 days. And I rea
Saxony (Saxony, Germany) (search for this): chapter 23
e children, and fettered when they are sent to our college; here they are cloistered, too much so I acknowledge, till they can guide themselves, and then put at their own disposal at the universities. Luther's Reformation threw all the monkish establishments in the Protestant countries into the hands of the Princes, and they very wisely appropriated them to the purposes of education, but unluckily they have retained more of the monastic seclusion than they ought. The three great schools in Saxony, Pforte, Meissen, and — are kept in convents, and the boys enjoy little more than the liberty of a cloister. They are all very famous, the first more particularly; out of it have come half of the great scholars of the country. Still they are essentially defective in the point above named. Just in the neighborhood of Gotha is the admirable institution of Salzmann, in a delightfully pleasant and healthy valley; his number is limited to thirty-eight, and he has twelve instructors,--admits n
France (France) (search for this): chapter 23
versity to that of Oxford, and to have spent this winter there. I have altered this determination for the sake of joining forces with Theodore Lyman at Paris this winter; and as he proposes to pass the ensuing summer in traveling in the South of France, I shall take that opportunity of going to England. It is true I should have liked to have gone directly from Gottingen to Oxford, to have kept the thread as it were unbroken, and gone on with my studies without any interruption. But I find, evpartner, say to Bankers like Prime, Ward, and King. He was at first a Scholar, a Lawyer in Maine. His wife dying,sister to Dr. Nichols' wife (Gilman),--Mr. C. went abroad. Was supercargo, then a residing agent of Wm. Gray's in Europe, Holland, France, and Italy; was a good Merchant; expensive in his habits, he did not accumulate; tired of roving, he accepted the office of Librarian here. He would not manage things under control of others, and so left College and sat up Round Hill School. H
Gotha (Thuringia, Germany) (search for this): chapter 23
ery wisely appropriated them to the purposes of education, but unluckily they have retained more of the monastic seclusion than they ought. The three great schools in Saxony, Pforte, Meissen, and — are kept in convents, and the boys enjoy little more than the liberty of a cloister. They are all very famous, the first more particularly; out of it have come half of the great scholars of the country. Still they are essentially defective in the point above named. Just in the neighborhood of Gotha is the admirable institution of Salzmann, in a delightfully pleasant and healthy valley; his number is limited to thirty-eight, and he has twelve instructors,--admits no boy who does not bring with him the fairest character: when once admitted they become his children, and the reciprocal relation is cherished with corresponding tenderness and respect. I should like to proceed a little farther in this subject, but the bottom of my paper forbids. The following is from Ticknor again, and s
Europe (search for this): chapter 23
very way better that I should be there in summer, as the Library is open a greater part of the day. Meanwhile, I try to feel duly grateful to Providence and my friends at home to whom I owe the opportunity of resorting to the famous fountains of European wisdom. The only painful feeling I carry with me is that I may not have health, or strength, or ability to fulfill the demands which such an opportunity will create and justify. More is apt to be expected in such cases than it is possible to ve to fit boys for college, I think the Boston Latin School and the Andover Academy are the only ones that deserve the name, and much I doubt if they deserve it. There is much truth in the remark so constantly made that we are not old enough for European perfection, but we are old enough to do well all it is worth while to do at all; and if a child here in eight years can read and speak Latin fluently, there is no reason why our youth, after spending the same time on it, should know little or n
Cantabrigia (United Kingdom) (search for this): chapter 23
ade them to compliment, not the President, but themselves. It is a pity Dr. Kirkland's could not have been published first, to serve as a model how they might speak to the President without coldness on one side and adulation on the other, and of themselves without intrusion or forwardness. The following letter transfers Edward Everett to Oxford, and gives in a somewhat trenchant way his unfavorable criticisms on the English universities of that day. He subsequently sent his son to Cambridge, England, but it was forty years later:-- Oxford, June 6, 1818. I have been over two Months in England, and am now visiting Oxford, having passed a Week in Cambridge. There is more teaching and more learning in our American Cambridge than there is in both the English Universities together, thoa between them they have four times Our number of Students. The misfortune for us is that our subjects are not so hopeful. We are obliged to do at Cambridge [U. S.] that which is done at Eton and W
Baltimore, Md. (Maryland, United States) (search for this): chapter 23
et to be as wise at ye (sic) age of threescore as their fathers were at sixty, and who transmit the concern of life to their children in as good condition as they took it themselves. Meanwhile, the physical and commercial progress of ye (sic) country goes on, and more numerous doctors and more ministers are turned out, not more learned ones, to meet it. I blushed burning red to the ears the other day as a friend here laid his hand upon a newspaper containing the address of the students at Baltimore to Mr. Monroe, with the translation of it. It was less matter that the translation was not English; my German friend could not detect that. But that the original was not Latin I could not, alas! conceal. It was, unfortunately, just like enough to very bad Latin to make it impossible to pass it off for Kickapoo or Pottawattamy, which I was at first indined to attempt. My German persisted in it that it was meant for Latin, and I wished in my heart that the Baltimore lads would stick to t
United States (United States) (search for this): chapter 23
n 1816. Ticknor was born in 1791, graduated (Dartmouth) in 1807, went to Germany in 1815, and was appointed professor of Modern Languages at Harvard in 1817. Everett was born in 1794, graduated (Harvard) in 1811, and went abroad on his appointment as Greek professor (Harvard) in 1815. The first of these letters is from George Ticknor, and is a very striking appeal in behalf of the Harvard College Library, which then consisted of less than 20,000 volumes, although the largest in the United States, with perhaps one exception. Gottingen, May 20, 1816. As you have talked a good deal in your letter about the college and its prospects, I suppose I may be allowed to say a few words about it in reply, though to be sure I have already said more than was perhaps proper in one like myself, who am not even a graduate there, and shall very probably get no other answer to what I may venture to say hereafter than that I should do better to mind my books, and let those who are intrusted wit
Providence, R. I. (Rhode Island, United States) (search for this): chapter 23
shall take that opportunity of going to England. It is true I should have liked to have gone directly from Gottingen to Oxford, to have kept the thread as it were unbroken, and gone on with my studies without any interruption. But I find, even at Paris, that I have no object there but study; and Professor Gaisford, at Oxford, writes me that it is every way better that I should be there in summer, as the Library is open a greater part of the day. Meanwhile, I try to feel duly grateful to Providence and my friends at home to whom I owe the opportunity of resorting to the famous fountains of European wisdom. The only painful feeling I carry with me is that I may not have health, or strength, or ability to fulfill the demands which such an opportunity will create and justify. More is apt to be expected in such cases than it is possible to perform; besides that, after the schoolmaster is prepared for his duty, all depends upon whether the schoolboy is also prepared for his. You must n
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