VIII           The children’s interest in the theatre continued; many half-historical, half-mythological pieces were played then, and it came into ‘the Boy’s’ head that he himself could write such a piece. He did so, made a clean copy, and laid it before his friend Derones, who read it with great attention, and, in answer to a modest question, conceived that it was not impossible that … Continue reading Formation of Character Volume 5 Pt 4. Chapter 2. VIII

VII           The year 1759 was eventful for all the families in Frankfort, for then began the French occupation which lasted for a couple of years. Herr Goethe was especially afflicted. His new, or rather his restored, house was not yet completed, and, behold billeted upon him were Count Thorane, the King’s Lieutenant, with his staff. He could not reconcile himself to this invasion. The … Continue reading Formation of Character Volume 5 Chapter 2 Pt 4.VII

CHAPTER XXI SUGGESTIONS TOWARDS A CURRICULUM (For Children under Twelve) PART II.—SCHOOL-BOOKS         Books that supply the Sustenance of Ideas.—Mr H. G. Wells has put his finger on the place when he says that the selection of the right school-books is a great function of the educator. I am not at all sure that his remedy is the right one—or that a body of experts … Continue reading School Education Volume 3 Chapter 21

VI           Thus, for the second time, circumstances compelled the young poet on the lines of his vocation. We hear, too, of his success as a story-teller, and the young of Frankfort wondered at his tale of The New Paris. At this time ‘the Boy’ appears to have had lessons with other youths; but things did not go well with him. p.325 The teacher was … Continue reading Formation of Character Volume 5 Pt 4. Chapter 2. VI

V           His seventh year (1756) brought a new public interest to the boy, the opening of the war which, he tells us, had for the next seven years great influence on his life. Frederick the Second, king of Prussia, had with 60,000 men fallen upon Saxony; and, instead of leaving the war to account for itself, had issued a manifesto showing why he invaded … Continue reading Formation of Character Volume 5 Pt 4. Chapter 2. V

IV           We find that public events, which must needs rouse reflection in all men, had their share in the education of ‘the Boy’: notable amongst these was the extraordinary calamity which, he tells us, deeply, for the first time, troubled his peace of mind. On 1st November 1755 occurred the earthquake of Lisbon, falling as a terrific shock upon a peaceful world. The earth … Continue reading Formation of Character Volume 5 Pt 4. Chapter 2. IV

III           Another fragment of his early education Goethe describes in words that must be quoted in order to do justice to the strength of the impression made on the little boy’s mind—           “In the house, my gaze was chiefly attracted by a row of Roman views with which my father had decorated an ante-room. Here I daily saw the Piazza del Popolo, the … Continue reading Formation of Character Volume 5 Pt 4. Chapter 2. III

II           Young Goethe’s father, who delighted in teaching, instructed his children himself; and there are still exercises of the boy preserved in the Frankfort library, in German, Latin, Greek, and French, written between his seventh and ninth years. These exercises show that the manner of instruction was immediate and interesting; the father dictating what had struck himself—some news of the day or some story … Continue reading Formation of Character Volume 5 Pt 4. Chapter 2. II

II A GENIUS AT ‘SCHOOL’ “Minds like Goethe’s are the common property of all nations.” —Carlyle. EVERY intimate and penetrating book has something of the nature of an autobiography. If it do not tell us what happened to the writer in the actual circumstances, it reveals what, in his idea, would have come to pass under such and such conditions. If this be true, how … Continue reading Formation of Character Volume 5 Pt 4. Chapter 2. I

CHAPTER XX SUGGESTIONS TOWARD A CURRICULUM (For children under Fourteen) PART I           Summary of Preceding Chapters.—I have left the consideration of a curriculum, which is, practically, the subject of this volume, till the final chapters; because a curriculum is not an independent product, but is linked to much else by chains of cause and consequence. The fundamental principles of docility and authority have been … Continue reading School Education Volume 3 Chapter 20