Volume 5 read

A GENIUS AT ‘SCHOOL’ 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, […]

A GENIUS AT ‘SCHOOL’ 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

A GENIUS AT ‘SCHOOL’ 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

A GENIUS AT ‘SCHOOL’ 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

A GENIUS AT ‘SCHOOL’ 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

A GENIUS AT ‘SCHOOL’ 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

A GENIUS AT ‘SCHOOL’ 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;

Chapter II A GENIUS AT ‘SCHOOL’ I “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

Two Peasant Boys II           “Jörn shall study,” said his father; “that is understood. He shall be a land-agent. Let us drink to Jörn Uhl, the land-agent.” And they drank. So the notion got about the village that Jörn was destined for high things. He went to school to Lehrer Peters to be prepared for

Part 4 Some Studies in the Evolution of Character ——♦♦—— Chapter I TWO PEASANT BOYS I           JORN UHL[1] and Wilhelm Meister are books that parents should read. To mention a book of yesterday in the same breath as a world’s classic is bold, perhaps foolhardy, but in the two we get the two sides of the shield.