Cornell University Library The original of this book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924030566248 Cornell University Library LA729.A3 T48 Under the august shade of German unlvers olin 3 1924 030 566 248 Pris: 2 kronor. UNDER THE AUGUST SHADE OF GERMAN UNIVERSITIES. BY K. M. THORDEN UPSALA: R. ALMOVIST & J. WIKSELL, PUBLISHERS, CORNELL \ LIBRARY UPS ALA: PRINTED BY R. ALMQYIST « J. WIKSELL. PREFACE. Before entering upon the subject of German uni- versities I should state that the reader will here find but little relating to the essentials of them — the his- tory of their foundation and subsequent develop- ment, their present organization, their work, and the like. Indeed, were any one of these points treated in a thorough and exhaustive manner, it would re- quire bulky volumes. I will, therefore, give but a general outline of them, devoting the greater part of my little work to a fuller sketch of university life, a topic less known and equally interesting. — By doing so, I run the risk, perhaps, of being considered one, who would put evil notions into the heads of English youths and would advocate foreign customs to the exclusion of national ones; but, if so, I will bear the imputation with a quiet conscience, being fully convinced that an Oxonian or Cantrabigian on the one hand knows IV PREFACE. much more of the tricks of this bad world of ours than he is put down for in the registers of janitor and tutor, and on the other hand would scarce sub- stitute the German " Kneipe ", " Commers ", or " Mensur " for his own college, commons, cricket- field, or boat-race, nor even the " Wicks " for his renowned academic apparel. K. M. Th. Upsala, October, 1883. CONTENTS. PAGE. I. HISTORICAL VIEW i Various Origins and Organizations of the Universities. — Number of Gives Academici. — Comparison as to Learning and Prosperity. II. STUDENT-SOCIETIES 15 Student-nations. — Landsmannschaften, — Student-orders. — Burschenschaften. — Corps. — Cartel-Verbindung. — Verbin- dungen.— Vereine.—Corps: Chargirte, Burschen,Fiichse,Alte Hauser, Biercomment and Student Conversationslexicon and Wichsi — Commers of Old Houses in Berlin. — Philis- tines. — Tea-boys. — Finken. — Wilderi. — Students in Ger- many, England, America, and Sweden. III. PRESENT UNIVERSITY ORGANIZATION AND IN- STRUCTION ... 27 State Supervision. — Curator or Chancellor.' — Rector or Pro- rector and Senatus. — University Court. — Faculties. — Staff of Instructors. — Academic Year. — Instruction. — Lesehalle. IV. STATISTICS . . .... 52 Semi-Universities. — Complete Universities. — Number of Teachers and Students. — Comparisons. V. THE TWO PRINCIPAL GERMAN UNIVERSITIES 58 Foundation. — Site. — Structure. — Lecture-rooms. — Professors and Students at Lecture. VI, STUDENT-LIFE -. ... 49 Of our Own Age : Kncipe, Kater and Graues Elend, Com- mers, Landesvater, Hospiz, Biermensur, Brotherhood, Sala- mander, Beer-dances, Jammer, Paukerei or Mensur, — Ger- man Student-life of Earlier Centuries. VII. STUDENTENLIEDER 81 I. HISTORICAL VIEW. A'ario-js Origins and Organizations of the Universities. — Number of Gives Academici. — Comparison as to Learning and Prosperity'. THE first foundation of Universities does not by any means date so far back as earh- antiquari- ans would have us believe. As a matter of fact these institutions were unknown to the ancient classical world, nay even to the earlier middle age, although a gleam of daybreak from these suns of modern culture ma\- be seen at the end of the eighth century, in the reign of Charlemagne, when a new era of learning seemed about to begin for the countdes un- der his swa\". Thus, by an ordinance of the j'ear 789 Charlemagne commands that at all cathedrals and monasteries, as well as in all parishes in both cit)' and country, schools should be erected, the latter , for the instruction of the people at large, whereas the cathedral and monastery schools were charged with the training of clergymen and officers of state. In addition to these institutions we find, in the royal palace, a court-academy of prominent scholars, com- bined with which was a court-school for the educa- HISTORICAL VIEW. tioh of the royal princes and other youths of noble or common birth. The learned Alcuin, a friend of the emperor, was director of both. However, the endeavours of Charlemagne, like those of some other great monarchs of the earlier middle age, as Theodoric of Italy and Alfred of England, proved vain alike for the restoration of learning and the bringing of social order out of the darkness and barbarism which followed the downfall of the Roman empire. The age, immediately follow- ing that of Charlemagne, was marked by even greater misery and devastation than that which pre- ceded it, as it was the period during which the Carlovingian empire was dissolved and its severed parts overrun on the east and northeast by the Hungarians and Slaves, on the south by the Arabs, and on the north and west by the Norsemen, the ravagers also of the British Islee and of all the coasts of Europe. This epoch of universal savagery was followed by one more favorable to learning, .that of the Ottos, the celebrated German emperors, which commenced about one hundred years after the divi- sion qf the Carlovingian realm and extended into the era of the crusades. It was during the crusades that there arose in Europe a class of learned persons, and that univer- sities were incorporated or institutions established from which the universities derived their origin. But though these institutions began to exist in the twelfth century, it was more particularly during the thir- teenth, fourteenth, and fifteenth, that they grew in number and importance. HISTORICAL VIEW. As corhcerns the . German universities, however, there are not a few differences between them and their elder sisters in the other countries of Europe. Thus, the origin of the German universities is not of precisely the same date as that of the old univer- sities in Italy, France^ and England. Bologna and Salerno, Oxford and Cambridge, Montpellier and Paris arose at so remote or at least so dark a period of the middle ages, that a veil is drawn over their birth and earliest history. Consequently, no one can accurately tell the year when they were opened nor the individuals who founded them. The German universities, on the contrary, have, even the oldest of them, their known history : we know not only their founders, but also the year in which each was established; indeed, the charters of their foundation still' exist and the institutions themselves in most cases bear the name of the founder. The Italian, French, and English universities are self-made insti- tutions, the fruit of private zeal and industry.' At the opening of the crusades, Christianity was aroused from a long and lethargic slumber, and there was enkindled in it a spirit of intense religious and chivalric enthusiasm. This was also the time of the separation of the four orders of the people and the ris'e of the corporations, of the formation of the mod- ern South- and West-Eurqpean languages as well as of the reviving of arts and sciences. Besides the only previous study — Catholic theology — secular top- ics, medicine, Roman law, and Aristotelian philoso- phy now made their appearance. Learned men arose among the laity, who by the enlarged treatment of old or by the introduction of new subjects acquired HISTORICAL VIEW a fame which, yet survives, expounding the fresh branches of knowledge, which they revealed to an eagerly listening world, with an ardor and boldness rivalling that of the crusaders themselves. Under such circumstances it was that Irnerius of Bologna and Abelard of Paris, for instance, both living in the first part of the twelfth century, gathered thousands of disciples around them. During a longer or shorter period these free unions existed as a kind of com- monwealth of teachers and learners on the border between the temporal and spiritual powers, some- times at strife with them, but frequently favored by both. They labored and perfected theniselves, laid down fixed rules for the management of their own affairs and acquired various rights long before any government granted them official powers or publish- ed charters of privileges. The first favour of this kind was conferred by Frederick Barbarossa, who in the year 1158 raised the school at Bologna into a Universitas hommuin [doctoruin et scholarmin\ that is, acknowledged it, not as an institution of uni- versal learning, but as a corporation njtth its own lazvs, judicial powers, and administration. At nearly the same time the school of medicine at Salerno and the theological and philosophical school in Paris were instituted as universities. Or bodies with similar prerogatives, by king Roger of the two SiciUes and kings Louis VII and PhiHp Augustus. The school at Naples, although it is said to have been endowed with the privileges of a complete university by Fre- derick the Second, in 1224, really then received only • a confirmation of long enjoyed rights. The case is the same as regards the universities of Oxford and HISTORICAL VIEW. Cambridge, which obtained their first formal char- ters of privileges in 1244 and 1291 respectively. The German universities, on the contrary, began their career with the charter of foundation itself, and were from their first opening public societies with a special organization as well as with settled rights. These charters were granted by the pope and confirmed by the emperor, or sometimes vice versa, being fbr this reason from their earliest existence dependent to a certain extent both upon the spiritual and temporal powers, or at least indebted to them for their estab- lishment. As a consequence of the Reformation and from the date of the erection of the universities ot Wittenberg, in 1502, and Frankfort on the Oder, in 1506, the papal action in founding universities ceased in Protestant Germany, whereas that of the emperor continued indispensable until the dissolution of the German empire, in 1806. The German universities, furthermore, were com- plete, teaching all the academic branches. The elder, Non-German universities commenced rather as frasr- ments of universities : in Salerno and Montpellier, for example, medicine was chiefly studied; in Bologna and Lyons, jurisprudence; in Paris, as also in Oxford, philosophy and theology. But by degrees they de- veloped scholars in all subjects — theologians, philoso- phers,' jurists and physicians, assembling in the same seats of learning. Nevertheless, that particular science which was first taught there still continued for a time to occupy the superior position, at Salerno, for instance, no other degrees than those in medicine being conferred, while Paris was empowered to create only doctors in theology, and Bologna in jurispru- HISTORICAL nEtr. dence. In this way there was during the lapse of time formed a Univcrsitas literarum, a school of all the arts and sciences, and in addition there ori- ginated in these universities the Faculties so-called, under their respecti\"e Deans, as small corporations with rights of their own : first the theological, then that of canon and civil law, then that of medicine, and lastly the facult}- of arts. Besides examining and promoting to degrees, it belonged to the facul- ties, as well as to the unixersit}- itself, to publish rules and elect officers. The establishing of the faculties took place first at the universitj- of Paris during the latter part of the thirteenth centurj': the theological facultj' in the year 1259. the medical facultj- and that of canon and civil law about 1270. after which the faculty of arts came into being, as it were, spon- taneous!}-. This new arrangement was soon adopted b\- the other universities. Before this time and to some extent after it the organization of a universit}- depended upon the Xations, by which is to be understood divisions of the scholars, of the teachers, or of both united, not in respect to the studies pursued b}- them, but to their country or nationalitj'. Ever}" such nation formed an independent bod}-, choosing its own direc- tor, Procurator so-caUed, and these procurators elected themselves the Rector of the university and together with him constituted the judicial Court of the university. Moreover, the nations were empow- ered to make laws, possessed propertj". schools, churches, nation-houses, archives, and had their own feasts, customs, and the like. General!}- the number of nations was four, but these as well as their prerog- HISTORICAL riElf. atives varied sometimes, even at the same university. Often we find the nations divided into Provinces or Districts under Deans, and, again, many united, for instance in Bologna and Padua, into larger bod- ies styled Corporations with their respective rights. The whole power, during the elder form of constitu- tion, was at the Italian universities in the hands of the students, the teachers being chosen and discharged by them at pleasure, and having nothing tp do with the affairs of the university. At the French uni- versities, especially in that of Paris, the power was divided between the teachers and scholars, while the English were distinguished mainly by the Colleges and the Principals in these; indeed, the English uni- versities may be considered as almost independent of external control and the colleges as independent of the university itself, their principals having undisputed authority in them. At the German universities, which were modelled after that of Paris, the teachers had more power than the students. Besides, in these universities the division into faculties is found at their very commencement, whereas that into nations as a basis of their organization seldom occurred and, when exi.sting, had only a brief and insignificant existence. It may be further observed that from nearly in- dependent commonwealths the German universities have become in the course of time rather institutions of state, partly for examinations, or the test of com- petency for public offices. The change is closely connected with the Reformation which bestowed upon the civil government an authority over the school and church that Catholicism was far from HISTORICAL VIEW. admitting; but the novelty once introduced in the Protestant universities was later adopted also by the Catholic. To give accurate dates on this subject would be uninteresting, as the steps were taken sometimes forward and sometimes backward . and at different periods at the several universities. Howev- er, the sixteenth and the seventeenth centuries saw the transition, the foundation of the university of Wittenbeng, in 1 502, marking the beginning and that of the university of Halle, in 1697, the end. The first German university was founded by the emperor Charles IV, in 1348, at Prague, the capital of Bohemia, to be followed during the succeeding five centuries by a crowd of similar institutions all over Germany. But in the lapse of time some of them have either ceased entirely to exist or have been united with others. The former is the case of Altdorf, Helmstadt, Rinteln, Osnabriick, and several others, whereas the university of Frankfort on the Oder, founded by Joachim I of Brandenburg in 1506, was, in 181 1, joined to that of Breslau, which had been created, in 1702, by the emperor Leopold I,, and, in 181 7, the university of Wittenberg was incor- porated with that of Halle. Furthermore, universities have been removed from one place to an other, that of Ingolstadt, for instance, established in the year 1472, having been transferred to Landshut, in 1802,, and afterward, in 1826, to Munich. Such changes can be easily accounted for, if we bear in mind th^t universities, like other schools, do not contain the principle of life solely within themselves, but, on the contrary, are closely connected with the general development of culture, with practical life, and with HISTORICAL VIEW. political events. This being the case, the learning of the universities, like the monkish lore of the middle ages, has frequently journeyed from place to place and risen or fallen through the vicissitudes of time. Thus, in the fifteenth • century there were erected many universities, the reason for which is to be found in the struggles between Bohemians and Ger- mans at the university of Prague, in the great church councils, and in the revival of classical literature. The Reformation, as begetting a fierce rivalry be- tween Catholics and Protestants, was favorable to the fpunding of universities during the sixteenth century, whereas the early part of the seventeenth, when the Thirty Years war spread devastation all oX?er Ger- many, was exactly the contrary, many such already established then going to destruction. After the peace of Westphalia .some of these were revived and new ones added. The eighteenth century, with its many wars, shows but few establishments and more di.ssolutions of universities than any century preceding. At the commencement of the present century and even during the Napoleonic wars we find some universities reorganized and new ones brought into existence, knowledge then having be- come of more importance than ever before and Germany having to make up for her physical defects by an energetic development of her spiritual facul- ties. The number of cives acadeviici^ during the first centuries of the existence of universities, reached high 'figures : Bologna, Paris, and Oxford numbering — so we read — 'in the thirteenth century ten, twenty, and even ' thirty thousand. It is even related that HISTORICAL VIEW. in consequence of the strife just mentioned at Prague, in 1408 and 1409, many thousands of teachers and scholars — authors vary between 44000 and 4400 — then quitted the university. Albeit these figures, no doubt, are highly exaggerated, yet the number of students during the earlier times has, assuredly, been very great, judging frojn such facts as the following : whole cities have increased and decreased with their universities; strenuous endeavors were required to procure food and lodging for the stu- dents, and the city arid even the government itself was obliged to grant them extraordinary privileges and connive at gross disorders, fearing lest the whole company, troublesome as it was, should pack off to an other city or country. Still it would be erro- neous to suppose that all those called students de- serve that name in the strict sense of the word. For a3 such many were reckoned, who were either not enrolled ■ at all or who were so only with the view of enjoying the prerogatives and abused liber- ties of academic life. Amongst them are also to be counted clergymen, and rich and noble persons, who, though far above the age of students, passed their lives at the university in preference to any other place. Moreover, the university, in those days, partly took the place of inferior schools, whence many were regarded as students, who were, in truth, but school-boys. At the beginning of the sixteenth century we find about 7000 students at the university of Vienna. With this exception the number of students in that century, which otherwise exhibits a high academic prosperity, was not very remarkable, there being at HISTORICAL VIEIV. Wittenberg, toward 1550, only about 1500 students, which was considered as a large number. The form- ing of gymnasia and lower schools and the appro- priation by the state of the monastic and church property are the causes assigned for this diminution. The number of students at some universities in the last century reached 1000 or 2000; in the year 1800 Konigsberg numbered one thousand. At the present time some German universities — Munich, Prague, Leipsic, Berlin, and Vienna — have two, three, and even four thousand. If a comparison be drawn between the various German universities in regard to learning and prosper- ity, it will be seen that during the fourteenth cen- tury Vienna and Prague were foremost, and during the following Prague and Erfurt, especially about the year 1450. At the commencement of the sixteenth century Cologne and Vienna were rivals, and a little later Protestant Wittenberg vied with Catholic Ingol- stadt. In the earlier part of the seventeenth century there appeared among the teachers as well as among the students, at all the universities, a visible decline and demoralization. With the beginning of the eigh- teenth century the Protestant universities gained a superiority over the Catholic, of the former Halle, Er- langen, and Gottingen especially distinguishing them- selves, and of the latter Vienna, Wiirtzburg, and Ingol- stadt. By the Catholic universities a great advance was made through the abolition of the Jesuit-order jn 1773, and the improvements of the Catholic gymnasia and Latin schools, reforms which have caused them to approach more nearly their Protestant rivals. In our day- the universities of Leipsic and Berlin are the most HISTORICAL VIEW'. famous on the Protestant side and those of Munich, Prague, and Vienna on the CathoHc. A comparison between German and Non-German universities shows that the former were decidedly inferior during the first part of the seventeenth cen- tury, whereas from the beginning of the eighteenth,, they have taken the lead. — Having finished this his- torical review of the Germ.an universities themselves, I will now proceed to sketch the Student-societies in. them. 6 yf'^^*' % V ^i ^ fi 5^ __^_^ W 8 II. STUDENT-SOCIETIES. . Student-iiations.—Landsmannscha ft en.— Student-orders.— Bursdienschaften. Corps. — Cartel-Verbindung. — Vcrbindungen. — \'ereine. — Corps: Chargir- te, Burschen, Fiichse, AUe Hauser, Biercomment and Student Conversa- tionslexicon and Wichs. — Commers of Old Houses in Berlin. — Philistines. — Tea-boys. — Finken. — W'ilden. — Students in Germany, England, America, and Sweden. AS HAS been mentioned above, the Student-na- . tions came into being \^ith the university sys- tem itself. These societies, consisting of men from several. countries or provinces, were to be found in the German universities also, but there they never occu- pied any prominent position, and, by degrees grow- ing feebler, finally disappeared altogether. How- ever, in some places they prolonged their existence into the nineteenth century — at Leipsic until 1830 — and may on this account have influenced the for- mation of the student-unions of our own age, although the nature and manner of such influence are very obscure. In close relation to the nations and the elder academic life as a whole stood the Collegia or Biirsen, a kind of schools under special rectors or 14 STUDENT-SOCIETIES. principals, where students, called Bursarii or Btir- schen, received food, lodging, and tuition. Gradually they degenerated and even disappeared completely, in consequence of which new-comers to the univer- sity submitted themselves, either voluntarily or by constraint, to the leading and control of elder under- graduate countrymen. Thus, grew up in the course of the sixteenth century a sort of nations, which bore the name Landsmannschaften. These unions were possessed of statutes of their own,' archives, treasuries, officers, attendants, feasts, ceremonies, and so forth. Their members were divided into Schoristen ■ and Penn-ale, the latter being freshmen who as such were bound to absolute obedience to their elder fellow students, the Schorists. This resulted in Pen- nalism, a tyranny so violently exercised, particularly between 1610 and 166 1, as to rouse against it not only the academic authorities, but also individual princes and even the German diet. By their united efforts Pennalism, it is asserted, was suppressed about 1750. Nevertheless, the Landsmannschaften themselves con- tinued to exist at some, universities, secretly causing the same mischief as before; and in addition to them or in their lieu Student-orders made their appear- ance, in the middle of the last century. The Stu- dent-orders are said to have carried on actual free- masonry. As to organization they resembled the Landsmannschaften, diff"ering in so far, that members were admitted irrespectively of their birthplace. To the Landsmannschaften the Student-orders stood on a footing of perpetual enmity. A still more implacable adversary did the former encounter in the Burschenschaften. The appella- STUDENT-SOCIETIES. 15 tion of these novel bodies of students is to be derived from the Bursen or perhaps more indirectly from the " Bourse ", the college treasury in France, out of which, so fer back as the thirteenth century, students received certain aid in money. According to some Burschenschaft comes from the old German* word " Bur ", "■ Baur " or " Bauer ", thus signifying a jolly, robust fellow. At all events the Burschen- schaften are intimately connected with the war of 181 3 — 15, in which professors and students flocked in thousands around the national standard, winning garlands .of victory on many a field of battle. In these students there was enkindled a spirit of Chri- stian zeal and love for the fatherland, which strongly contrasted with the narrow local patriotism and duel- fighting of the Landsmannschaften. On their return to the universities, they consequently joined them- selves into societies of their own, the Burschenschaf- ten. The first Burschenschaft was founded in Jena, 1816 on the anniversary of the battle of Waterloo. Immediately it was followed by numerous others at the sister universities, and two years later deputies from fourteen universities, assembled at Jena, orga- nized a general Burschenschaft, assigning as their aim " Christian German education of every mental and bodily faculty for the service of the fatherland ". With the Landsmannschaften the Burschenschaften waged an unceasing warfare. In the meantime the Burschenschaften increased largely, being in some measure favored by the governments; but suddenly the tables were turned upon them. Suspecting them of harboring revolutionary designs the German feder- al assembly at Frankfort on the Main, in 1819, or- i6 STUDENT-SOCIETIES. dered them to be dissolved, and the dififerent govern- ments appointed special university committees to carry the decision into execution. Notwithstanding, the keenest surveillance and numerous annoyances the Burschenschaften persevered or reestablished themselves, though as secret societies; and with the introduction of free constitutions they again came into the light, now not always being quite distin- guishable from the Corps. The number of Corps differs at the various uni- versities : against seven in Berlin there is only one in Kiel, for instance. The oldest Corps date back to the eighteenth century, but new ones are continually formed. The statutes of a Corps are always subject to the approval of the university authorities; but any other hindrance to the formation of new Corps can hardly be said to exist, unless in the deficient cour- age or small fighting abilities of those bent on the matter. For a new Corps is sure to encounter fierce and incessant struggles with the old ones, which, as it seems, imagine thefr own honor and interest injured by the accession of a new-comer. Anyhow, the establishment of a Corps at a German university causes a most stirring life amongst all the fighting cocks, the old ones being determined to rule the roost and the .young ones to get a place of their own there. About 1820 the organization of many Corps took place. In respect to time of forma- tion the Corps are, accordingly, contemporaries with the Burschenschaften, both being creations of the nineteenth century, but, while the latter were quite newly constituted and without regard to country or province, the former derived their origin from STUDENT-SOCIETIES. 17 the Landsmannschaften. For these were at lenght opened to all the students, thus becoming the Corps of the present age. Of the relationship we are still reminded by the names born by the Corps. In Berlin, to mention those at but one university, these are Marcomannia, Vand lia, Guestphalia, Normannia, Alemannia, Teutonia, and Rhenania. However, some of them . have their origin in the Burschenschaften, not few of these having transformed themselves into Corps. Since the year 1854 the Corps have instituted a union between themselves, styled Cartel- Vh'bin- dung, by means of which students who are mem- bers of some one Corps, in coming to a new univer- sity city, become by right " Conkneipants " (pot-com- panions) of any other one there existing. Besides the student-societies just noticed, we meet now a days others under the names of Verbindiin- ^en, Vereine, and the like, all, as it appears, beirig of recent date. — With reference to organization and objects there ■ is, of course, difference between the various kinds of unions. Indeed, some of them, being built upon quite opposite principles, act in a spirit of hostility to each other: while, for instance, one union condemns and combats duelling, an other chiefly lives, moves, and has its being in that repre- hensible practice. However, in stead of dwelling further on this topic in general, I prefer to deal somewhat more in detail with but one class of stu- dent-societies, the Corps, as being the most pro- minent in repute and influence at the German uni- versities, and certainly presenting the most character- istic features. Having for a long time been acknow- ledged by the academic authorities as the only STUDENT SOCIETIES. representatives of the students on. all solemn occa- sions, the Corps can on that score still claim a sort of pre-eminence over the other unions. As a matter of fact, the Corps are made up more exclusively of youths of birth, wealth, and lively disposition, who choose to live " flott " and " burschikos " — of a sort of devil-may-care-fellows, if I may be allowed the vulgarity. Of course, the members of a Corps believe themselves to be the very elite of the students, the students par excellence, and conduct themselves with great reserve and dignity toward other student-unions and students outside them. In truth, I have heard it hinted, that the Corps students not only look down upon the others, but even treat them to a dose of cane, when an apportunity occurs. But if the assertion be true, such are doubtless pure exceptions to be laid' to the account of reckless and, perhaps, irresponsible individuals, the Corps students on the whole being allowed a gentlemanly deportment. Moreover, the uni- versity court is a most conscientious defender of the inviolability of the rights of all academic citizens, ' punishing unsparingly any insults or injuries brought to its cognizance. As f^r as the Cartel-Verbindung, the confedera- tion of Corps, is concerned, its general affairs are managed by the Senioren-Convent, composed of the presidents of the different Corps at all univer- sities, who meet annually for this purpose. — Within a Corps, again, the governing power is vested in the Chargirten — Seniors, Conseniors, Secretaries, and others — all elected yearly. Otherwise the members are divided into Burschen and Filckse (foxes), the former fellows of full right, the latter a kind of STUDEXT-SOCIETIES. 19 probationers or novices. During his first term of apprenticeship the Fuchs is called crasser Fuchs, during the second Brandficchs or Brander, and, if he enjoys the honor of intimate company with a Bursch, Leibfuchs. But, all through, the Fuchs has to observe " decorum cerevisiale ", suppressing the love of luxury within him and aspiring to a proper conduct at the beer-table and are spectful behaviour towards the Bursch'en and the alte Hauser (old houses). Having duly fulfilled the conditions imposed upon him, the Fuchs at the end of a year enters from the vestibule' of the most holy into the most holy itself, from the "■ Fuchsthum " into the " Burschen- thum ". Amongst conditions of admission some are mere ceremonies : the " kiss of brotherhood ", the " Fuchstaufe ", and the "• Fuchsreiten ". The fox-ride is taken upon chairs around the room, while in the fox-baptism the candidates ' crowns are drenched jwith beer; and both ceremonies are performed to music or the singing of all present. A " Mensur " (duel) fought with honor and the passing of an ex- amination in the " Biercomment " are, on the other hand, conditions, involving difficulties for the foxes. — With reference to the duel the Fuchs will, I sup- pose, be benefited by a thorough study of the rules or statutes published on the art of fencing. Nev- ertheless, the fullest knowledge of them would little help him to parry or inflict a good blow, did he not perfectly master the " Schlager ". In conse- quence he has to go through a practical training in the^ art of fence. For this end each Corps is provided with a. fe-icing-room, where its members every STUDEST-SOCIETIES. day take their exercises. The Biercomment, no doubt, also requires a good deal of head-work, albeit much of it may be imbibed by practical experience along with the beer. For a Biercomment is exten- sive and detailed. The '' Allgemeiner Biercomment ", for example, contains one hundred paragraphs, many of which consist of numerous articles, all being com- prised under eight heads, which are as follows : I. the beer-table and its personnel; II. the beer-honor; III. the beer-drinking itself (" Vor- und Nachtrin- ken"); IV. the beer-punishments; V. the beer-duels; VI. the beer-court or council (" Bierconvent "); VII. beer-impotence; VIII. ''Salamander". The rubrics alone, assuredly, will give the reader an idea of how great a part beer plays in the world of Corps-students. Indeed, if we take upon ourselves the labor of perusing the one hundred paragraphs with their articles, we shall find that the fox ought not only to have some head, but a great deal of stomach to contain the torrents of beer, which are poured into it. At beer-duels the num- ber of '' Schoppen " (" schooners ") sometimes amounts to thirty two, which. are to be emptied in twelve minutes; and whosoever becomes "beer- king " must, I am told, have consumed not less than eighty such glasses in a fixed space of time. Whether any one ever has reached this pinnacle of "■beer-honor", I arn unable to say; neither do I express a confident opinion, whether there is any possibility of reaching it. Any man of ordinary capacity will, of course, fall short of the glory. But a student of Herculean frame and thorough drill in beer-drinking might exceptionally succeed. For the STUDEXT-SOCIETIES. ability of a veteran beer-drinker is, for sooth, amas- ing : using his gullet as a funnel, so to speak, be opens his mouth and pours in the fluid without any need for swallowing. A peculiar jargon used among the Corps-students the fox, probably, learns chiefly by intercourse with the Burschen. It is as rich as curious. The essen- tial part of it an out-sider will find in the Biercom- ment and the '• Student-Conversationslexicon ". Pon- dering the various kinds of mental and physical drill a Fuchs thus undergoes, I am inclined to believe that he spends much more time and brain-power on them than on scientific books and lectures. By the way I will mention, that one of the beer codes informs us, that of the beer rules some are grounded on books published by " wise men and still wiser commissions" in and before 1831, and on oral traditions from " alte Hauser ", while the most date from the fourteenth and fifteenth centuries and others originated in the " manners and customs of the ancient Germans at the drinking of the noble sap of the stately corn " as narrated by Tacitus in his ■■ Germania ". In the same code we also read that at its appearance in print a "shout of joy rang through all the German provinces" and that ^nev- er were laws more rigorously executed or founded on a firmer basis than those which it laid upon the beer-drinking public "' When a Corps student has completed his triennium, he is entitled to withdraw from the society, and, if still remaining at the university, may be called a Philister. In doing' so, he will, however, not incur the depreciation otherwise involved in the name philistine, STUDENT-SOCIETIES. but recover entire independence, so that he can pur- sue his studies with undivided forces. — For as active member of a Corps the student is bound in the first place to perform all the duties imposed on him in that capacity, being liable to punishment, whenever he neglects any of them. The penalty inflicted consists of a fine either in money of beer to treat the company with. Whosoever after the prescribed time ceases to be an active member of a Corps becomes an honorary member of the same. As such he bears the title a/ter Herr, bemostes Haupt, or altes or fideles Haus. This position involves on the part of its owner various duties, such as to attend festivals in honor of the union, to present it with barrels of beer, to aid it in accidental distresses and to train up his offspring in the belief that of all. the unions his is the most sojid, famous, and respected. Of course, the Bursch and the Fuchs see in the Corps not only their "-happy home", but also a means for a perfected education. Indeed, even the " mossy head " regards the Corps as an institution, " which aids the individuality in the student youths to its right and develops in them at an early period what is most necessary in the struggle of life — firmness of character ". It is a fact well known, that any one who has belonged to a Corps is in after-life attached to it with the whole of his mind and with all his affections. In proof of this I refer to a Commers of old houses in Berlin, which took place during my stay there in 1876. Among about 300 heads of moss partaking in the festival were men of all classes and' STUDENT-SOCIETIES. 23 all ages. One had completed his ninetieth " seme- ster ", and prince Bismarck would have been present, had he not been prevented by indisposition. It is a matter of fact that Bismarck as a student was one of the " flottest " Burschen. With music, song, speeches, jingling of glasses, and other signs of happiness, the " old gentlemen " played over again merrily the roll of " flotte Burschen ". In remem- brance of the sweet student years the president pro- posed a toast of " pereat for the dry Philisterthum ", but an " eternal vivaffor the fresh and gay Burschen- leben, as it flourishes within the German Corps ". On the same occasion there was appointed a per- manent committee to arrange for the old gentlemen yearly " Commerse ", as well as "• Biervergntigen ", " Bierhocke ", and like beer-feasts of a more unpre- tentious character. It may be added that each Corps has its own colors, which the members wear in their caps and across their breasts. The colors are three in number. More- over, the German student has, as is known of old, a special uniform, in the student slang called " Wichs ". At present, however, it is used only by the Char- girten at solemn festivals. When in full rig, they wear "Kanonen" (bluchers) and spurs; tight yellow- white leather breeches; " Peckesche " (black embroid- ered velvet jacket); " Paradeschlager " (dress-sword); large leather gloves; ribbon; and either " Cerevis " or " Barret " — the one an embroidered velvet cap scareely big enough to cover an infants head, the other a velvet head-gear, provided with an embroid- ered roll or lap, with a buckle and two plumes on the left side. 24 STUDES'T-SOCIETIES. Students outside the Corps and Burschenschaften do not distinguish themselves by any outward mark whatever. In ijumber they far exceed those within these unions, but as they are without orga- nization and discipline, the latter easily keep the upper hand, arranging things at their own conven- ience. By them the former are nicknamed Phili- stines — a word that," when applied to cives acade- mici, denotes students not taking part in " Burschen- suiten ", the gay and heedless student-life. Else and originally it means any man who does not belong to the university. Still less respectful, I beheve, is the term Tea-boy^ by which outside-students are also designated at times. One will also hear the names Finken, Wilden, and others. Perhaps, a wild- man commands more deference than a tea-boy and a Fink, but in substance there is rather but a slight distinction in these appellations. From the above account the reader may already infer that the German students enjoy liberties un- known to those of Oxford and Cambridge. In fact, the freedom at German universities is complete. In the " Gymnasium " and " Realschule " the future stu- dent of what ever age he may be, is treated as a boy : crammed, drilled, and disciplined to the utter- most. But once on the university rolls, he is left to himself The matriculation is conditional on a certi- ficate of " maturity ", which should be obtained at the preparatory school itself Accordingly, the en- trance examination is passed, not at the university, but at the school. It is conducted by state officials and consists in oral and written tests. Having passed it, the minor becomes of age and is his own STUDEXT-SOCIETIES. master, at the same time fully independent and re- sponsible. If he infringe the law, the university court will try and punish him in accordance with strict forms of justice. Else the academic authori- ties -pay no special heed to him, but he must take care of himself. In this respect the German student differs com- pletely from the English and American, who is tend- ed and heeded by wk alma mater, albeit big enough and old enough to think and act for himself. On the contrary, he stands materially on a footing with one of my own country. Where any difference exists, it is, I think, to the advantage of the latter. For while the German university lets the students entirely alone, in Sweden they are provided with public control, guidance,, and aid of various kinds. This, however, does not in the least interfere in their own affairs or prevent their independence of thought and action. The fortunate state of things existing in Sweden is due to the so-called Student-nations, i. e., official academic societies made up of students and teachers, but with all active powers lodged in the former and a large moral influence exercised by the latter. Through these organizations it mainly is that the Swedish students neither indulge in the duels and beer-bravados of their former brothers nor share in the bondage as to wa\-s of study and mode of living at the uni\ersit}- laid on the Eng- lish and American. As things now stand at the German universities, the freshman can either join some one student- society or live outside them entirely. If members of a Corps, the students carry on, most certainly, a 26 STVDEXT-SOCIETIES. '• flott " and " burschikos " life, some during their whole stay at the university, perhaps, others only for one or two semesters, afterwards taking ear- nestly to their studies. Among the Philistines one jneets divers varieties : idlers and book-worms, le- monaders and fellows accustomed to empty five or ten Schoppen a night, and so forth. Xo student is compelled to attend certain lectures, read set books, submit to pr^ribed examinations, or the like; but every one manages his studies according to his own judgment and convenience. As a matter of fact a student seldom passes his whole course at one university, but moves freely from one to an other, having, thus, the advantage of hearing the best professors in the various branch- es of learning. Of course, the student is likewise entitled to lodge and board, where he likes and at what price he likes. III. PRESENT UNIVERSITY ORGANIZATION AND INSTRUCTION. State ^pervision. — Curator or Chancellor. — J?ector or Prorector and Senatus. — University Court. — Faculties. — Staff of Instructors. — Academic Year. — Instruction. — Lesehalle. AS REGARDS the working, organization, and gene- . ral position of the German universities, they ^re pretty rriuch the same in all places. Thus, -although they are corporations with rights and privi- leges of their own, the universities all stand under -supervision of the state. This is mainly to be as- •cribed to the circumstance that the universities, be- ;sides being institutions for learning, serve also to train 'Officers of state, and depend for their existence ;more or less on money granted out of the public purse. The consequence is that while the university •enjoys full freedom of teaching and learning, of grantiiiig " venia docendi ", of conferring degrees, and ;inakes its voice heard at the appointment of profes- sors, yet the government appoints them, selects per- sons for conducting the examinations of state, and anierferes in the 'academic administration 28 PRESENT UXIV. ORGAyiZ. AXD IXSTRUCTIOM. m The intermediate authority between the govern- ment and the university is the Cjirator or Chan- cellor. In concurrence* with . or independently of him, the Rector magnificiis or the Prorector to- gether with the Sendtus academicus manages the general affairs of the corporation. The rector is elected annually by and from ■ full or ordinary professors, subject, however, to the confirmation of the crown; while the academic senate is composed of the judge of the university, the deans of the fa- culties and some chosen members of the same. With the exception of those of Bavaria, German universities have judicial powers over the students in civil cases and in criminal ones of a less grave character. This is adrfiinistered by the University Court^ the principal members of which are the rector and the judge, the latter a government offi- cial. The proceedings before the court are strictly legal. The punishment inflicted is ordinarily incar- ceration for some few days; but fines, damages^ suspension, and expulsion may also be imposed on the offender. The Faculties are presided over by Deans, who are chosen or promoted according to age and merit. The number of these faculties is nowhere less than four, to wit : those of theology, law, medicine, and philosophy. At some of the universities there are more than four. Thus, we find in Bonn, Breslau^ and Tubingen two theological faculties, one for Pro- testant and an other for Catholic theology; while there is only a Catholic faculty in Freiburg, Munich, and Wiirtzburg, and only a Protestant one in the other fourteen universities. At Munich, in addition PRESEXT UXir. ORGAXIZ. AXD IXSTRUCTIOX. 29 to the usual four faculties, there is one for political economy {staatsiuirthschaftlicJi). In Strasbourg the philosophical faculty is divided into two faculties, viz., the philosophical faculty so-called and that of mathematics and natural sciences (viatheviatisch- naturwissenschaftlich). Tubingen, besides the legal, medical, and the two theological faculties, has also faculties of philosoph}', jJolitical economy, and nat- ural sciences; Wiirtzburg,' in addition to the theo- logical, medical and legal faculties, has a philoso- phical facultjr, which is divided into a philosophical- historical section and a section for natural sciences and mathematics. The faculties are entrusted with conferment of degrees, examinations, and the aca- demic instruction. The staff of instructors consists of Ordinary Pro- fessors, Extraordinary Professors^ and Privat-do- centcn. The ordinary professors are professors of full rights in university and faculty affairs, with a higher salary, and bound to deliver certain lectures. Extraordinary professors draw generally also a sa- lary from the university treasury and perform inde- pendently their academic \\ork, not being the assist- ants of the former, but competing directly with theni. In rank they are inferior to the full profes- sors. Lowest on the academic ladder stand the private-docents, but out of their class the professo- rial chairs are filled. They are without salaries and votes in university matters, but enjoy full liberty of teaching, and attendance on their lectures is equi- valent to attendance on a professor's. No teacher as such concerns himself about the discipline of the students. 30 PRESENT UNIV. ORGANIZ. AND INSTRUCTION. The academic year is divided into two semesters^. a z£/z>?/fr-semester, from October 15 to March 15^ and a ^(^w/^^r-semester, from April 15 to August 15. At Christmas there is a vacation of two weeks, and both the beginning and the end of the semesters, are practically passed without work. Instruction is given through Collegia, which are publica, privata, and privatissima. Collegia pri- vatissima are also called seminaric exercises and aim at mutual labor between the instructor and a small number of disciples. Accordingly, they are. conducted under form, of lectures — oral or written : — delivered either by the professor or the students and accompanied by remarks, discussions, the reading, of books or manuscripts, and the like. When rightly carried on, this kind of instruction cannot but elicit an exchange of thoughts advan- tageous to all concerned and give the professor an excellent means of learning the capacities and attainments of his pifpils. Being of a wholly private character, their terms are settled by agreement be-- tween the: two parties. Collegia publica or public lectures are always held gratuitously. They bear, as a rule, on some minor topic of general interest, whilst the substance of university teaching is im- parted through Collegia privata. The private lec- tures are paid for, the sum varying according to the number of Jiours a term. The average price for every participant is about twenty shillings for a semester's course of four or five hours a week. As the Lesehalle shares in the work of instruc- tion, it also deserves a short notice. By the name Lesehalle is meant an academic reading-club. It is PRESENT UyiV. ORGANIZ. AXD INSTRUCTION. ;i administered by younger teachers and elder students and furnishes all the more important journals and periodicals of religion, science, politic, and belles- lettres. Of a far higher use for learning than this institution are, of course, the public libraries and scientific societies, which are to be found at all German universities, but, as being, no doubt, known to the reader already, they have been mentioned here only in passing. -^^ A ^ss^^< ,. ■W- 1^ :Sj^ ^— »* ^ ^=5^ A h =ih ¥^gij jW\^ f^i ^^^^ ^ Kj^^^\ r-T M4i (&^Jr r^^ 1 11 Sf^^ j) ,^^!^H^^^ r^ =^ 1^^ s X ^ ^^1 IV. STATISTICS. Semi-Universities. — Complete Universities. — Number of Teachers and Students. — Comparisons. THE German universities spoken of above are complete.. But. side by side with them we meet in Germany institutions of learning, which have a similar "name, though but in part deserving it. Of this number are the Academy for Modern Philo- logy at Berlin and the Agricultural Academies of Poppelsdorf and Eldena. In it rank also an Acade- mic Real Gymnasium in Hamburg and a so-called University for Hebrew Science in Berlin. Still more important are the Lyceum Hosianum in Braunsberg and the Catholic Academy in Munster. They were erected in 1568 and 1786 for training Catholic clergy and contains each a theological and a philosophical faculty. With reference to the complete universities their place, year of foundation, and number of teachers and students were in 1883 as follows: STATISTICS. 55 Place. Year of foundation. Number of teachers, students. Berlin 1809 251; 4062 Bonn 1818 109 1 165 Breslau 1702 128 1559 Erlangen 1743 61 641 Freiburg 1457 62 823 Giessen 1607 54 464 Gbttingen 1737 115 1104 Greifswald .... 1456 70 741 Halle 1697 100 1414 Heidelberg .... 1386 102 loig Jena 1558 75 631 Kiel 1665 72 441 Konigsberg .... 1544 95 929 Leipsic . _. . . . 1409 176 3097 Marburg 1527 80 848 Munich 1826 142 2295 Rostock 1418 43 231 Strasbourg .... 1566 102 834 Tubingen 1477 . 83 1373 Wtirtzburg .... 1402 68 1085 According to the above table the new German empire possesses in all 20 universities, which in the year 1883 numbered 1,992 professors and 24,756 stu- dents. Of the universities, that of Heidelberg, founded in 1386, is the oldest; the youngest is that of Mu- nich, established in 1826. With respect to the num- ber of professors and scholars the university of Berlin, instituted in 1809, counted up to 255 pro- fessors and 4,062 students; and that of Rostock, in- corporated in 141 8, showed the lowest figure of students, namely 231. The latter has also the small- est staff of teachers, only 43, whilst the university of Berlin had a body of teachers no less than 255 in number. On an average there were at every 3 54 STATISTICS. university lOO teachers and 1,238 students, thus, allowing one professor for 12 pupils. If the , kingdom of Prussia be compared with all the remaining states of the empire, we find that the former with a population of 27,250,000 had 9 univer- sities, but the others with a population of 17,250,000 had eleven. Consequently, there was in Prussia one university for every 3,028,000 inhabitants, while in the rest of Germany the proportion was one for every 1,568,000. Amongst the Prussian universities that of Greifswald is the oldest and that of Berlin the youngest, the years of their foundation being 1456 and 1809. Berlin had greatest number of instruc- tors as well as of students — 255 and 4,062, Greifswald the smallest staff of teachers — 70, and Kiel, which was founded in 1665, the smallest number of stu- dents — 441. Of all the teachers and students 1024 and 12,263 respectively were enrolled at the Prussian universi- ties and 968 and 12,493 at the Non-Prussian. These figures, thus, show that whilst the number of pro- fessors is greater in Prussia, the number of students is greater in the other states, each teacher within the latter having more disciples than in the former. As to line of studies pursued there were 4,243 students in the faculty of theology, 3,558 studying Evangelic theology and 685 Catholic theology. There were 6,172 in the faculty of medicine, 5,426 in that of law, and 8,915 in that of philosophy. The total number of students would be increased, if we should add the students attending the semi-uni- versities spoken of above. It is, further, raised, if ■we count as students such persons as, although STATISTICS. not enrolled, are entitled to attend the university- lectures. In 1883 the latter numbered 1,580, of whom 1,096 were found in Berlin alone. It is, nev- ertheless, to be remembered that a considerable portion of the large number of students at the Ger- man universities are foreigners, who flock thither from every quarter of the globe. Their accurate number is difficult to ascertain, but in the;, year we speak of they amounted at Leipsic, for instance, to about eight per cent of the whole number. The German universities hitherto treated of, all belong to the German empire proper. But univer- sities modelled after these are found in some coun- tries, which according to Germans are to be consid- ered as " portions of the great fatherland ", as " for the most part lying within the natural borders* of Germany and with but few exceptions having be- longed to the old German realm or to the German confederation before 1866". These countries and universities are as follows. — I. The Baltic provinces (Russia) with the university of Dorpat. The univer- sity of Dorpat, which has been founded by the Swedes, in 1632, included 71 teachers and 1,426 stu- dents. It is organized on five faculties — the theologic- al, legal, medical, historico-philological, and physico- mathematical. — II. Switzerland with the universities of Basel, founded in 1460, with 76 teachers and 277 students, Berne, „ „ 1834, „ 80 ,. „ 362 Geneva, „ „ 1873, ,, 77 „ ,, 414 „ Lausanne, „ „ 1537, „ 45 „ „ 171 „ Neufchatel, „ „ 1866, „ 3; „ „ ? „ Zurich, „ „ 1832, „ 89 „ „ 436 The division of faculties of these universities is, on the whole, the ordinary one. In Berne there is a 56 STATISTICS. faculty of Catholic as well as one of Evangelic the- ology, while Neufchatel and Lausanne totally lack a faculty of medicine, and the university of the for- mer place, like that of Geneva, beside the faculty of philosophy is possesed of a facultj' of natural sciences, and that of the latter place, in addition to these two faculties, has a " technical "' faculty. In Basel, Berne, Geneva, and Zurich the faculty of philosophy is divided into two sections; and likewise that of natural, sciences in Geneva. — III. Austria-Hungary with nine universities — in Cracow, established in 1364, with 81 teachers and ? students. Czemo«-itz, „ 1875. ■ 35 , 219 Gratz, „ 1586, , 105 , 778 Innsprack, , „ 1672, . 73 , 566 Lamberg, „ 1784, , 56 , 922 Prague, „ 1348, , 108 , 1 103 Vienna, ., 1365. , 272 , 4099 Budapesth, „ 1780, . 143 3 Klausenburg, .. 1872, > 51 ? The Austrian-Hungarian universities have the usu- al division of four faculties. — ^The exceptions are those of Czernowitz and Lemberg, which are without a medical faculty, that of Vienna with two theolo- gical faculties, a faculty of Evangelic theology having been established, in 1821, and now numbering 6 professors, and that of Klausenburg, which is possess- ed of no theological faculty, but, on the other hand, of a faculty of mathematics and natural sciences. Various student-unions — Corps, Burschenschaften, and others — exist at most of these universities, but a Chancellor only at that of Vienna. To the lec- tures of these universities pupils of certain schools STATISTICS. for special training are, as a rule, admitted in the same way as in Germany. Likewise tlie Scandinavian universities remind us vividly of the German. They are : Christiania, incorporated in iSi I, with 6S teachers and 82S students, Copenhagen, „ „ 147S, „ 83 „ „ 1020 „ Helsingfors, „ „ 1S29, „ 68 „ „ 1330 . „ Lund, „ „ 1666, „ 79 „ „ 7SS „ Upsala, „ „ I477> .. "2 „ „ 1647 Essentially similar to tlie German universities are the universities in Holland and Belgium. If we then to the 20 German, i Russian, 6 Swiss, 9 Austrian-Hungarian, and 5 Scandinavian universities add 3 Dutch and 4 Belgian, we have 48 institutions, which by like means and in like wajs cultivate the highest branches of learning. After this exhibition of German universities in general, the following part will give a brief account of the academic, life, such as I have been made acquainted with during may stay at the two princi- pal of them — Berlin and Leipsic — together with such particulars of their history and condition as are likely to prove interesting to the reader. ♦ft^ V. THE TWO PRINCIPAL GERMAN UNIVERSITIES. Foundation. — Site. — Structure. — Lecture-rooms. — Professors and Students at Lecture. THE University of Berlin was founded, as we have seen already, in the year 1809. The fact of its foundation having occurred between the battles of Jena and Auerstadt and the battle of Leipsic, gives proof, that adversity does not necessarily sub- due the courage and weaken the manly force of a people, but, on the contrary, may spur it to wise calculations and great undertakings,. The leading motive for the new establishment was set forth by king Frederick William III of Prussia, when, as a fugitive from his own capital, he said in Memel on the loth of August, 1807: "The state ought by spi- ritual forces to regain what it has lost in physical forces". On the same day of August, 1809, the charter of corporation was granted, and the lectures commenced on the 15th of October the ensuing year. • THE TWO PRINCIPAL GERMAN UNIVERSITIES. 39 The foundation of the BerHn university was largely- facilitated, in as much as there then existed in the capital numerous scientific societies and institutions although without any bond of organization between them. The site of the university is such as befits one of the first seats of learning of the present time. The fagade fronts on " Unter der Linden ", with the imperial palace, the Opera-house, and the palace of the crown-prince, the rear abuts on the " Garden of Chestnuts "- On the left hand it has the Academy of arts and sciences, on the right the quarters of the royal body-guard. In the neighborhood there stand statues of the generals of the " war of deli- verance" (1813 — 15); and between the .university building and the imperial residence sits " old Fritz " on a rearing war-horse. At a short distance to the east the royal castle, the " Dome ", and the Museums are situated. In short, the university building lies in the very heart of Berlin with ornamental edifices and monuments on all sides around it. The structure itself, a work of Joh. Boumann, con- sists of a three-story central building and two par- allel wings, the fagade being adorned with six Co- rinthian columns. It was given to the university, in 1809, by its founder, the king. Earlier, between 1754 and 1764, it was occupied by the same prince Hen- ry, whose name is connected with the partitioji of Poland. — We can enter the university either in the central part or through one of the wings; but in the latter we meet with a prohibition of smoking and in the former with " Pedelle " and an immense number of advertisements. The advertisements are 40 THE TIVO PRINCIPAL GERMAN UNIVERSITIES. " i i partly academic notices — some written in the Latin' language, some with German characters, and so forth ' — partly other statements, which notify the students ' of all matters necessary for their living in Berlin. In the lecture-bulletins the professors often address the " Commilitones " (students) as " dilectissimi ", " humanissimi ", " ornatissimi ", etc., again they use such expressions as " Commilitonibus salytem ", and the like. Many of the bulletins are signed by men of world-wide repute such as Gneist, Virchow, von Langenbeck, Wagner, Mommsen, Droysen, Kiepert^ Lepsius, and others. — A long and dark passage, with a pavement laid in cement, traverses the whole buil- ding; and on each side are the rooms of some of- ficers, the •' Sprechzimmer " (conversation-room of the teachers) and auditories to a number of twenty two. On the floors above, besides museums, labo- ratories, and the like, are also lecture-rooms. A letter-box is placed at the chief entrance; and above this is a bell to announce the opening and conclu- sion of the lectures. In case of conflagration alarm is sounded by a fire-bell. Having now become acquainted with the exterior of the university building, we may enter one of the auditories in order to hear a lecture. In all the audi- tories printed placards are posted up, admonishing the students to " watch their wardrobes with the utmost vigilance ", because " repeated thefts are com- mitted " there. As to extent the rooms vary con- siderably, two hundred and seventy seven and twenty one numbered seats showing the capacity of the largest and of the smallest. THE TWO PRINCIPAL GERMAN UNIVERSITIES. 41 The auditory, where we attend the lecture, is one of medium size, containing numbered places for one hundred and fifty four hearers. The custom at the university is this, that when a student gives his name for a course of lectures a particular place is assigned, him. It is indicated in the book, in which students' attendance at lectures is certified, and the place once allotted should be kept for the whole term. The room is almost on a level with the ground. The well-preserved floor is of black and soiled-yellow tiles of square or hexagonal forms. The walls are plastered and washed with a light-green water-color. On one of' them are the placards, warning the stu- dents to have an eye to their wardrobes, and a long row of clothes-hooks; on the opposite wall just over the platform hangs a blackboard. From the third wall a gigantic German stove sheds a warmth, con- trasting most agreeably with the piercing cold of the street, and through three large windows on the fourth side black darkness peeps into the room, lit up by eight gas-jets. The ceiling colored like the walls is sustained by two heavy beams, themselves- supported by iron columns. The low platform, with its desk, and the benches are very insignificant. The latter are decorated with written or carved names and signs, more exhibiting ungovernable fin- gers than artistic skill in the academic youths. The walls also present here and there similar marks. The " academic quarter " or more precisely twenty minutes pass after the hour is struck before the •lecturer arrives; and, thus, we have plenty of time to observe the students, as they come in. Quietly and orderly they take their seats, almost every one: 42 THE TWO PRINCIPJL GERMAN UNIVERSITIES. having a note-book about him. No acquaintance or but little appears to exist between them, for only a few have some one to greet or to converse with. In dress they are rather unpretentious than foppish. Some are in regimentals. These are the " one-year- ers " (Einjahrige), who despite their military perfor- mances attend the lectures. The light locks and the features betray the German extraction of most of those present, although among these are, undoubt- edly, Americans, and, perhaps. Englishmen and Scan- dinavians like the writer himself But not a few curly black heads are seen in the assembly. They belong mostly to the children of Israel, one of them to a descendant of their ancient oppressors, a stranger from the country of the Pharaohs. The professor finally makes his appearance and with hurrying steps hastens from the door. He is regarded as one of the leading spirits of the " social democrats " within the learned world, but is of a most stately and dignified aspect. The form is high, erect, and commanding; the top of the head nearly bald; and the countenance with animated eyes, a lofty forehead, and aquiline nose, highly imposing. In possession of a fortune and of a young and hand- some wife he, surely, will share neither with any man; and, when we have heard his doctrines, we shall regard him as one who sympathizes with the suffering poor, without wishing therefor to plunder the opulent. In a moment the professor has taken his chair and the lecture commences. In his discourse, which mainly bears on the present condition of the working classes, the '•' reader " ad- vocates their claims as well for a decrease in laboring THE TWO PRINCIPAL GERMAN UNIVERSITIES. 43 hours as for an increase of wages, he' urges the necessity, nay, the duty, of not overstraining the children in mills or factories, and, in short, unfolds doctrines, none of which would be well received by any sincere worshipper of " mammon ". Greatly pleased, as I was, with the contents, the manner in which these Christian truths were expounded did not less favorably impress me.- Sometimes we will, I am sure, he^r lecturers possesed of the art of lull- ii^ their audience into slumber or of sending their wits a wool-gathering, while the words mechanically drop from the platform. Such was not the case here, as our professor swayed his hearers irresistibly. All the chief points were delivered with such slow- ness and clearness as to enable the students to note down every word. The more important argu- ments in proof of them were given in a way that^ those, at least, a little exercised in writing from dic- tation could place the principal ones in their books. But when examples, or illustrations, were produced with a view of presenting the subject more perspicu- ously, all note-taking was made imposible. For then the lecturer poured out word upon word and sentence upon sentence with a rapidity remind- ing us of the rushing torrent. The students, there- fore, laid aside their pens, trying with undivided attention to catch the winged words. — Before we are aware, the bell rings and the lecturer rises. How- ever, standing on the platform he " still has some- thing to say to the gentlemen " and therewith, in a passionate speech, he empties vials of wrath over a colleague of his at the same university, with whom he is said to have long been on hostile terms. — 44 THE TWO PRINCIPAL GERMAN UNIVERSITIES. This latter was the Privat-docent Dr. E. Duhring, the lecturer was the Professor Dr. A. Wagner. Wishing again to hear a lecture, we go into an- other auditory. The subject falls here also within the . sphere of political economy, but the " reader "' is new to us and the lecture-room is found in the . city of Leipsic. This place, besides being renowned for three great: battles fought there, contains the secortd seat of learn- ing in Germany, if we consider the number of p^- fessors and students, as given above. — The University of Leipsic^ founded in the year 1409, as we know from the foregoing, is a daughter of the university of Prague. Its erection is due to the rivalry be- •tween the Bohemians under Huss and the Germans- in Prague at the beginning of the fifteenth century. The state of things was this. At Prague the students, were divided into four nations, three of which were German and but one Bohemian. The votes were taken by nations. As a consequence the Germans had it in their power to reign supreme. In spite of" hard struggles, however, Huss succeeded in reversing the constitution, the Bohemians getting three votes- and the Germans only one. Hence it' came to pass- that many thousands of students, accompanied by their teachers, emigrated from Prague, two thousands, of them going to Leipsic. But first under prince iftoritz — the same prince who after the battle of Miihlberg, in 1547, got possession of the electorate of Saxony — the new university got a sure existence and began to flourish. For he and private mdivi- duals endowed it largely, so that it became possess- THE TWO PRINCIPAL GERMAN UNIVERSITIES. 45 ed of no insignificant wealth, a great deal of this •consisting in real estate. The university building is situated within the old -city, on the left side of Augustus square, with the Museum and the New Theatre at a short distance. To speak more correctly, there is a whole block of < — >< 1 _ — I ■:=^=t=[ juchhei— di, liei di, hei— da, , juchhei-di, hei da! 2. . Studio auf eiiier Reis', trallala etc.,- lebet halt nach cigner Weis', trallala etc. Immerfort durcli Dick und Diinn schlah'n wir unser Dasein hin. Juchheidi etc. STUDENTENLIEDER. 91 3. Kehr'n wir in.ein Wirthshaus cin, trallak etc., trinkeii wir vom besten Wein, trallala etc. Ist's zu Ende mit dem Geld, sind wir doch nicht sclilecht bestellt. Jucliheidi etc. 4. Denn so raancli' fideles Haus, trallala etc., hilft dem Burschen getne aus, trallala etc., und so maiiclies Pfaffelein ladet uns zum Schmause ein. Juchheldi etc.. 5. Jubeind zieh'n wir unsre Strass', trallala etc., singen ohne Un- terlass, trallala etc. Alle Madchen sind uns gut, denn wir sind ein lustig Blut. Juchheidi etc. 6. Bairisch Bier und Lcberwurst, trallala etc., und ein Kind mit runder Brust, trallala etc., und ein Glas Crambambuli — Uonnerwetter Parapluie! Juchheidi etc. 8. ALTES STUDENTENLIED. Fest, doch heiter bewegt. C. M. v. Weber. rich lo— be mir das Burschen— Ic ben, ein Je--derlobt sich ■ \der Ffeiheithab'ichmicher ge — ben, sie bleibtmeinletz-tes Chor. •pfand. Stu— den-ten sind fi— r— de— le *) J— i« — ^- m ■■^-■^ ■fl-i-i- »3EE -'^-jj- .azzp^i: JSr- Brii-der, kein Un-fall schlagtsieganz dar-nie *) Variante. ■■-der. f— 7- :-der, dar-- — nie- -dcr. 92 STUDENTENLIEDER. 2. Die Hirsche, Hasen und Studenten erieiden gleiches Ungemach, denn jenen jagen Jager, Hunde, und diesen die Philister nach. (Chor.) Studenten sind etc. 3. Brav Gelder muss der Vater schicken, wenn der Herr Sohn studiren soil, den Beutel mit Dukaten spicken; nur dann gerath das Sohnlein wohl. (Chor.) Studenten sind etc' 4. Die Miihlen konnen nichts erwerben, sobald dass Wasser sie nicht treibt; so muss denn auch der Bursch verderben, wenn ihm der Wechsel aussen bleibt. (Chor.) Studenten sind etc. 5. Und hat der Bursch kein Geld im Beutel, so pumpt er die Phi- lister an und spricht: Es ist doch AUes eitel, vom Burschen bis zum Bettelmann. (Chor.) Studenten sind etc. 6. Ach, wenn die lieben Eltern wiissten der Herren Sohne grossp Noth, wie sie so flott verkeilen miassten, sie weinten sich die Aeuglein roth. (Chor.) Indessen thun die Herren Sohne sich dann und wann gar trefflich bene. 7. Und hat der Bursch nun ausstudiret, so reiset er in Patriam, mit seinem Hefte ausstaffiret, und heisst ein grundgelehrter Mann. (Chor.) Studenten sind etc. 8. Und fallt der Bursche durch's Examen, so schert er sich den Teufel drum; er reiset doch in Gottes Namen keck in der ganzen Welt herum. (Chor.) ■ Studenten- sind ete. 9. Soil ich fur Ehr' und Freiheit fechten, fur's Burschenwohl den Schlager ziehn, gleich bhnkt der Stahl in meiner Rechten, ein Freund wird mir zur Seite stehn. (Chor.) Studenten sind etc. ID. Sing', bet' und geh' auf rechten Wegen, und thu' das Deine nur getreu, und kommt ein schones Kind entgegen, lass es nicht un- gekiisst vorbei! (Chor.) Studenten sind etc. 9. Kraftig und froh. Einzeln. :tsz =t :t -1^ ij IX I. Qa. fa, ge schmau— set,lasstunsnichtrappelkopfisch seini Wer nicht mit hau- -| !— • It ^« -set, derbleib' da heimi m -t STUDENTENLIEDER. 93 . Char. Sfeifefl^fsijf^ ifzd E — di— te, bi— bi-.-te, col— le— gi-T~a— les |. post mul-ta '^^^^m^m sae~cu— la po-cu— la nul-lal ' 2. Der Herr Professor liest heut' kein Collegium; drum ist es besser min trinkt ein's 'rum. Edite etc. 3. Trinkt nach Gefallen, bis ihr die Finger darnach leckt; danix hat's uns Allen recht wohl geschmeckt. Edite etc. 4. Auf, auf, ihr Bruderl erhebt den Bacchus auf den Thron, und setzt euch nieder, wir trinken schon. Edite etc. 5. So lebt man immer, so lang' der junge Lenz uns blinkt und Jugendschimmer die Wangen schminkt. Edite etc. 6. Knaster, den gelben, hat uns Apolda praparirt und uns den- selben recommandirt. Edite etc. 7. Hat dann ein Jeder sein Pfeifchen Knister angebrannt, so nehm' er wieder sein Glas zur Hand I Edite etc. 8. So lebt man lustig, well es noch flotter Bursche heisst, bis dass man riistig ad patres reist. Edite etc. 9. Bis dass mein Hieber vom Corpus juris wird besiegt, so lang' ihr Bruder, leb' ich vergniigt! .Edite etc. 10. Denkt oft, ihr Bruder, an unsre Jugenfrohlichkeit, sie kehrt nicht wieder, die goldne ZeitI Edite etc. Massig. 10. GERSTENSAFT. i f-=4=^- -JC I. Der Gersten saft, ihr mei-iie lie-ben :b^-: Bru~der, ist :^33iSE£l 4j=? schon ein al— ter Trank! ist schon ein al — ter Trank! Drum fuUt die 94 STUDENTENLIEDER. ;|^f3^5i^^3^f^33^ grossten Stie^fel-gla-ser wie-der, habt dem Er-fin-der :fer:t: Chor. >_->_ I H — • ^ — I — • — m — m — • — I Dank! habt dem Er- -? P ?" -fin— der Dank ! habt dem Er- I I — fin— der Dank! habt dem Er fin— der Dank! 2. Thuiskon's Sohne "schon, ihr Briider, tranken euch dieses Saft- lein fein, durch dereri Schwert die stolzen Romer sanken, und denkt, — die tranken Wein. 3. Aus diesem nun konnt ihr ganz richtig schliessen, es sei ein edler" Saft, wenn ,auch sogar Erob'rer fallen mussen durch seiner Trin- ker Kraft. 4. Gesteht's nur selbst, in Baiern und in Franken giebt's Manner voller Kraft; was mag die Ursach' anders sein? sie tranken den cdlen Gcrstensaft. 5. Und als die Enkel Hermann's Bier noch tranken, da sah'n sie stolz hcrab; als sie es aber eitcl schmaliten, sanken sie ruhmlos in ihr Grab. 6. ber Wein, der Punsch gewahren nichts als Pochen, und eine rothe Nas"; drum, wunscht ihr frische Farb' und starke Knochen, so bleiht bei'm Gerstenglas! 7. Drum schamt euch nicht der Vater, meine Briider, mit Freudcn sehn sie das; sie singen in Walhalla Bardenlicder, und .greifen nach dem Glas, STUDENTEtfLIEDER. 95 11. DIE LORE AM THORE. Gumuthlich. :::: --^-:^ -»-^ SEfo. :±; -'!'- :?^ ;; I. Von al— lendeiiMadchen.so blink und sd blank ge- fiillt miram be-sten die Lo— re; von al—IendenWinkelnund GiisschenderStadt ge— falltmir'sim Winkel am Tho-re. Der _fc _. _. ^^ IV . fci. rN-iK-Th- -»r-»— »— ^>— >— —*--*—» Mcister, derschmunzelt,als hab' er Verdacht, als hab' er Vcr- :d5=:iii::j5i — »i- --v — ^id=: »V-* B dacht auf die Lo--re; ist meiii Geda.n-ke bei Tag and bci Nacht und wohnet im Winkel am Tho-re. 2. Un3 koramt sie getrippelt das Gasschen liinab, sonvird mir ganz schwiil vor den Augen; und hor' icli von Wotem ilir Irises Klipp, Klapp kein Niet oder Band will melir tangcn. Die Dameii bei Hofe, so schr sie sich zicr'n, sic gleichen doch nicht meiner Lore; sie ist racin Gedanke bei Tag und bei Nacht und wohnet im Winkel am Thorc. 3. Und kommet die Hebe Weihnacht heran, und strotst mir das Geld in der Westcn,- das Geld, das die Mutter zum Rock mir gesandt, ich geb's ihr, bci ihr ist's am besten; und wiirden mir Schiitse vom Tnufel. gebracht, ich triige sie alle zur Lore; sie ist mein Gedanke bei Tag nnd bei Nacht und wohnet ira Winkel am Thore. 96 STUDENTENLIEDER. 4. Und kommet nun endlich anch Pfingsten heran, nach Hand- erksgebrauch miisst' ich wandera; danji werd' ich jedoch fur mein enes Geld liier Burger und Meister trots Andern. Dann werde ich Meister in dieser Stadt. Frau Meisterin wird meine Lore; dann geht es Juchheissa! bei Tag und bci Nacht, doch nicht mehr ini Wink el am There. 12. BEI'M FUCHSRITT ZU SINGEN. Lebhaft. ii .::=di -«-- J5ri^JtJ!L: -• — m—M — m — -• — t — • — • — ■* -* I. Was kommt dort von der Hoh', waskommtdortvon der Hoh', was kommt dort von der le— der-nenHoh', 5a 5a le — der-nenHoh', was kommt dort von der Hoh'? 2. I : Es ist ein Postilion, : | es ist ehi lederner Postilion, ?a fa Postilion, es ist ein Postilion. 3. Was bringt der Postilion, was bringt der lederne Postilion? etc. 4. Er bringt 'nen Fuchsen mit, et bringt 'nen ledernen Fuchsen mit etc. 5. iilhr Diener, meine Herrn, Ihr Diener, meine hochzuverelirende Herrnli) etc. 6. Was raacht der Herr Papa? Was macht der lederne etc. 7. »Er liest im Kikero,» etc. 8. Was macht die Frau Mama? etc. 9. »Sie fangt dem Papa Floh'l» etc. 10. Was macht die Mamsell soeur? etc. STUDENTENLIEDER. 97 11. ))Sie sitzt zu Haus uiid naht!» etc. (Alias: iiSie strickt dem Papa Strumpf'!» etc.) 12. • Was macht der Herr Rector ? etc. 13. ))Er priigelt seine Bub'n!» etc. 14. Raucht aiicli der Fuclis Tabak? etc. 15. »Ein wenig, meine Herrnl ein wenig, meine hochzuverehrende Herfu!)) etc 16. So steck* Er sich Eins an! etc. 17. »Ach, ach, es wird mir weli!» etc. 18. So brech' Er sicli 'mal aus 1 etc. 19. ))Jetzt ist mir wieder wohII» etc. 20. So wird der Fuchs ein Bursch, etc. 13. BIERWALZER. iH^Sg5Slf=s5={=Jg -N- imo 2do ^^mmwM 98 STUDENTENLIEDER. imo 2do -do.. ^^mmmmi^mi^^ )e-rum, je-rum, je-rum. je-rum, 2do m\^m\^ la la la la la la la la la! la! Ammerkung. Beim drittcn Theile wird mit den t'iissen gestampft, gepfiffen, mit den Hausschliisseln an die GlAser geschlagen etc. 14. DER EXMATRICULANDUS. Klagend. 1 it w I. Ach, dasEx — ma-tri—cu li— rcn ist ein b6-sesDiug,ja, ja! Mich befallt ein lei-ses Frie-ren, denk'ich der E— _ ri crcsc. t^ zz^^ zizi~t:i-^ * * i — < - — —J xa — mi — na. Mir wird bang' und im— mer ban— ger. dcnn die schone Zeit ist aus! Zogerndarf ich nun nicht linger. /, ^^ : ,_i .J J muss zu— ruck ins V.a-ter-liausl STUDENTENLIEDER. 2. Der Papa, der schreibt posttaglich : »Lieber Soliii, bist fertig du ?» Fertig, ja, und das ist klaglich, fertig mit dem Geld im Nii. Aber sollte ich mich zeigeu fertig in Gelehrsainkeit : — acli, ic\\ kann mir's nicht verschweigen, darin kam ich nicht' zu weit. 3. Wohlgespitzt die scharfe -Feder, und den Spicker dintcrvoll, sass ich da_ vor dem Katheder, dem der Weisheit Wort entquoll, alles wiirde nachgeschrieben in den Heften, schwarz auf weiss; doch da ist es auch geblieben, in dep" Kopf kam nicht mein Fleiss. 4. Hattc ja so viel zu denken an Commers und Comitat; musste meinen Sinn oft lenken zum fidelei) Burschenstaat. Ej, da war gar lang' zu sparen, wusste kaum noch, wo und wie; fellit' es mir audi an dem Baaren, — an den Biiren felilt' es nie. 15. DER ERSTE KAT^ZENJAMMER. Massig. -T^^it— 3 — ->v ^ K ',:—- ^-i- — 1 — * — -^-- :^-JL^ -i_: :_^pi{.^j^1^_J_?_ :-^^_; -: I. Der No — all Mor-gcns friih um acht aus %zz^~ i^—i^- H — H- »T-*— » ■ - H^ 1 - ^ J5I -f—0 ,T-»- "N— N— N- --{- — K- seinem ersten Rauscli erwacht, es jammert in dem Sciiiidel -?-.- m^m^i^ sein, ■ als wa-ren tausendKatzen drein, stohnt und seuf — zet bit ter lich, und ruft dem Vom Chor wi eder holt. ^^ heil'-gen Ul — le — r-rich. 7^ ricli. STUDEXTEXLIEDER. 2. Sankt UUerich trat z\i ihm- an: Mit meiner Macht ist nichts gethaa, den Magen kann ich dir vom Wein, von Katzen nicht den Kopf befrei*n, doch sei die Lehr* dir eingenpragt: trink' mehr nicht, als ein Mensch yertragt. 5. Der Noah ruft in hachster Noth: So hilf mir du, oHerreGott! der Wein in meinem Haupte tos't, ak wie im Fass der junge Most; ich bin ein frommes altes Haus, und bitt" mir noch 'ne Gnade aus. 4. O gieb mir eine Arzenei, die heilsam und erquickend sei, ich fiihl' es salzig muss sie sein,- nur sei sie nicht von einem Schwein, dieweil ein gottesfiircht'ger Jud' kein Schweinefleisch nicht essen thut. 5. Der Noah schrie ganz furchterlich, darob erbarmt der Herre sich, und sprach: Verachtest du des Schweins, der du doch selber hist kein kleins? Was ich erschuf, ist woUgemacht, die SchweineknSchle nicht veracht' ! 6. Doch weil, wer nie betrunkcn -war, kein braver Mann ist ofFen- bar, so sei dir eine Arzenei, die heilsam und erquickend sei, wenn dir, als wie im Fass der Most, der Wein in deinem Haupte tos't. 7. Da griff der Herr ins Himmelreich und gab ihm einen Hiring gleich. Als den der fromme Noah roch, da sprang er auf vor Frenden hoch, und ass ihn auf ganz unverweilt und war von aller Pein geheilt. 8. Und wieder Durst bekam er drauf, und ass noch manchen Ha- ring auf, so oft ihm katzenjammrig war, dreihundert neunundvierzig Jahr, und annoch freut sich Jud' und Christ, dass Haring gut im Jam- mer ist. 16. Keck und stark markirt. Neithardt. N 1 K I , , ' I*. -•i .' i_*.-_h — ' J_--i_.^ I ' * J r T3 »~i — '^^ — '■ i" *-=ar-^-J- ■•- I. Wisst ihr, was ein Phi — li— sterheisst? Ich will sein Bild ent- STUDENTENLIEDER. V «j • 4 !=i= ii:=5=l= I . ' ' i I schlei-ern! Geht ir— gend wo ein fin— strer Geist be- I hut— sam wie auf Ei — em. uml tragi geschmuckt den r\ I. I ' 1 N I I S. li ' m fcfi=f=f==z:--[-Si::fi±=:tii=t^t"=t: /'^ i I hoh— len Kopf mit > N I * H. S J •■•- ■•-•••- ■•-• «-■•-■ I b I U '! U I A-tzel, Haarsack o der Zopf, der -^. -•— »r- S 7-- i- -7-^-fi— •- r S: f r s s b ' ist der ist, der ist der ist,der ist, der ist, der ist, der ist. t II, Schnell. I t ' I I IS: ^ em Herr Phi li ster! Ja, ja, ja, ja^ der STUDENTENLIEDER. I 1 -J— 4 I r I I I I y S: t I I r r-*-i.— r ist cin Phi-Phi Phi~Phi-Phi-, der I I ist ein Herr Phi- I ■. I I I I li— ster! hoi' ihn, . t hoi' ihn der Ku~kulc und sein iJ_J_i_,_U-i -r sr .1 I ^L^:i^{|fc±:p^t,^ t-1- Si I I i 'ill Kii ster! hoi' ihn der Ku-kulcund sein Kii- -sterl 2. Wer da, wo Tr^ubensaft vom Rhein der Manner Herz erquicket, den Gottertrank mit Gansewein in seinem Becher mischet, und wo ein freies Lied ertont, Gesichter zieht und Seufzer stohnt, der ist etc. 5. Wer immer vom gesunknen Staat und bosen Zeiten pimpeh, und jedc kuhne Manncrthat spicssbiirgerlich begimpelt, und alle Musen- kiinst schilt, wcil sich dadurch der Sack nicht fiillt, der ist etc. 4. In Surama, wer die Welt ura sich so dunkelstolz betrachtet,- als w.^r' sie seinem liohen Icli vom lieben Gott verpaclitet, und drum verlangt mit dummem Groll, dass, wie er pfeift; sie tanzen soil, |: der ist und bleibt : 1 ein Herr Philister ; ja, ja, ja, ja, der hleibt ein Phi- Phi-Phi-Phi-Plii-der bleibt ein Herr Phihster; ;|: hoi' ihn :|: der Kukuk und sein Kiisterl :| STUDUNTUNLIEDER. lO? 17. UNSER VATERLAND. Massig, Solo. Hans Gcorg Nagcli, r— fl • T — I — ►f • — T — «;-•—■ T 1 -. 1 I. Kunnt ilirdasLaiul,so -3 — I !*>.- wundcrschonin sei-ner Ei-chen -(m^ ^-^— *-»— I *— [ — P-'g ^*^l.ij f-^l h; — P — »— gru~ncmKranz?das Land, wo auf den sanftcnHSh'ndie Trau— be reift im Clior. —J J fef^^E=J31-i=E| Son- -glanz ? :z=:t=z.t:=.'*iz=Z-z=:itz=m=:i\.z=.i-:zz.izzzj>i—Mmi-.\ *■ I I, Ut- ■(=■ -»-•■*-■!- ^- I I' bV I I Das sclio— ne Land I'st creic. Ill J dim. | b * I be kaunt, es i:=*:r:=;r:za;z:iiz-.t-t-=z:^=t=:^i:^il3 I ist das deutsche Va- I — ter land. 2. Kennt ihr das Land, vom Truge frci, wo noch das Wort dcs Mamies gilt? das gute Land, wo Lieb' und Trcu' den.Schmcrz des Erclcnljbens stillt? — Das gute Land ist uns bckannt, es ist das deut- sche Vatcrland. • ■ 3. Kcnnt ihr das Land, wo SUtlichkcit im Krcisc frohcr Mcnschcn wohnt? das hcil'gc Land, wo uncntweiht dcr Glaube an Vcrgeltung • thront? Das heij'g e Land ist uns bckannt, esist ja uuscr Vaterland. I04 STUDENTENLIEDER. 4. Heil dir, du Land, so hehr und gross vor alien auf dem Erden- rund! Wie schon gedeiht in deiuem Schooss der edlern Freiheit scho- ner Bund! — Drum -woUen wir dir Liebe weih'n und deines Ruhmes ftwiirdig'sein! 18. KATZENJAMMER. 1. O well mir armer Mann, hab' nachten z'viel getrunken, mein Hirn ist mir gesunken, es lauft als um, bin toll und dumm, mein Sinn sind mir geschwachet, das G'siclit verkehrt, dass es nit hort, ich hab' iibermass zecfiet. 2. O weh, icli kann nit gehn, wie Ist mir doch geschehen? kann audi nit auf den Fiissen stehn, wie hab' ich's iihersehen ? Ich geh' im Schwank, fall auf die Bank, " weh, ich kann nit sitzen! Der Magen quillt, ist iiberfiillt, der Wein will von mir schwitzen.