Essays on Educational ReformersQuick, Robert Hebert
History
Essays on Educational Reformers
Quick, Robert Hebert
Education -- History; Educators
§ 6. Goethe found in Basedow’s society an opportunity of “exercising, if
not enlightening,” his mind, so he bore with his personal peculiarities,
though apparently with great difficulty. Basedow seems to have delighted
in worrying his associates. “He would never see anyone quiet but he
provoked him with mocking irony, in a hoarse voice, or put him to
confusion by an unexpected question, and laughed bitterly when he had
gained his end; yet he was pleased when the object of his jests was quick
enough to collect himself, and answer in the same strain.” So far Goethe
was his match; but he was nearly routed by Basedow’s use of bad tobacco,
and of some tinder still worse with which he was constantly lighting his
pipe and poisoning the air insufferably. He soon discovered Goethe’s
dislike to this preparation of his, so he took a malicious pleasure in
using it and dilating upon its merits.
§ 7. Here is an odd account of their intercourse. During their stay at
Ems Goethe went a great deal into fashionable society. “To make up for
these dissipations,” he writes, “I always passed a part of the night
with Basedow. He never went to bed, but dictated without cessation.
Occasionally he cast himself on the couch and slumbered, while his
amanuensis sat quietly, pen in hand, ready to continue his work when the
half-awakened author should once more give free course to his thoughts.
All this took place in a close confined chamber, filled with the fumes of
tobacco and the odious tinder. As often as I was disengaged from a dance
I hastened up to Basedow, who was ready at once to speak and dispute on
any question; and when after a time I hurried again to the ball-room,
before I had closed the door behind me he would resume the thread of his
essay as composedly as if he had been engaged with nothing else.”
§ 8. It was through a friend of Goethe’s, Behrisch, whose acquaintance we
make in the “Wahrheit und Dichtung,” that Basedow became connected with
Prince Leopold of Dessau. Behrisch was tutor to the Prince’s son, and by
him the Prince was so interested in Basedow’s plans that he determined
to found an Institute in which they should be realised. Basedow was
therefore called to Dessau, and under his direction was opened the famous
Philanthropinum. Then for the first, and probably for the last time,
a school was started in which use and wont were entirely set aside,
and everything done on “improved principles.” Such a bold enterprise
attracted the attention of all interested in education, far and near:
but it would seem that few parents considered their own children _vilia
corpora_ on whom experiments might be made for the public good. When, in
May 1776, a number of schoolmasters and others collected from different
parts of Germany, and even from beyond Germany, to be present by
Basedow’s invitation at an examination of the children, they found only
thirteen pupils in the Philanthropinum, including Basedow’s own son and
daughter.
Public-domain text, read in full here on John Shaqi.
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