Our public school was as good as any in Germany. These small duchies generally followed the example of Prussia, and they carried out the instructions issued by the Ministry of Education at Berlin according to the very letter. Besides, several of the reigning dukes had taken a very warm and personal interest in popular education, and at the beginning of the century the eyes of the whole of Germany, nay, of Europe, were turned towards the educational experiments carried on by my great-grandfather, Basedow,[6] at the so-called Philanthropinum at Dessau under the patronage of the Duke and of several of the more enlightened sovereigns of Europe, such as the Empress Catherine of Russia, the King of Denmark, the Emperor Joseph of Austria, Prince Adam Czartoryski, &c. Even after Basedow’s death the interest in education was kept alive in Dessau, and all was done that could be done in so small a town to keep the different schools—elementary, middle-class, and high schools—on the highest possible level of efficiency. [6] Johann Bernhard Basedow, von seinem Urenkel, F. M. M. (Essays, Band IV). Bathing was a very healthful recreation, though I very nearly came to grief from trusting to my seniors. They could swim and I could not yet. But while bathing with two of my friends in a part of the river which was safe, they swam along and asked me to follow them. Having complete confidence in them I jumped in from the shore, but very soon began to sink. My shouts brought my friends back, and they rescued me, not without some difficulty, from drowning. In an English school the influence of the master is, of course, more constant, because one of the masters is always within call, while in Germany he is visible during school-hours only. If a master is fond of his pupils, and takes an interest in them individually, he can do them more good than parents at home, or the teacher at a day school. The boys at a German school are, no doubt, a very mixed crew, but that cannot be helped. This mixture of classes may be a drawback in some respects, but from an educational point of view the sons of very rich parents are by no means more valuable than the poor boys. Far from it. Many of the evils of schoolboy life come from the sons of the rich, while the sons of poor parents are generally well behaved. But for all that, there was a rough and rude tone among some of the boys at school, arising from defects in the education at home, and this sometimes embittered what ought to be the happiest time of life, particularly in the case of delicate boys. The son of a Minister has often to sit by the side of the son of a wealthy butcher, and the very fact that he is the son of a gentleman often exposes the more refined boy to the bullying of his muscular neighbour. I was fortunate at school. I could hold my own with the boys, and as to the masters, several of them had known my father or had been his pupils, and they took a personal interest in me.