The Autobiography of Goethe. Иоганн Вольфганг фон Гёте

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СКАЧАТЬ foliage, and all the things which in ordinary instruction are practised without consistency or method. Finally we dropped into close imitation and neatness of strokes, without troubling ourselves about the merit or taste of the original.

      In these attempts our father led the way in an exemplary manner. He had never drawn, but he was unwilling to remain behind now that his children pursued this art, and would give, even in his old age, an example how they should proceed in their youth. Several heads, therefore, of Piazetta, from his well-known sheets in small octavo, he copied with an English lead-pencil upon the finest Dutch paper. In these he not only observed the greatest clearness of outline, but most accurately imitated the hatching of the copper-plate with a light hand—only too slightly, as in his desire to avoid hardness he brought no keeping into his sketches. Yet they were always soft and accurate. His unrelaxing and untiring assiduity went so far, that he drew the whole considerable collection number by number, while we children jumped from one head to another, and chose only those that pleased us.

      About this time the long-debated project, long under consideration, for giving us lessons in music, was earned into effect; and the last impulse to it certainly deserves mention. It was settled that we should learn the harpsichord; but there was always a dispute about the choice of a master. At last I went once accidentally into the room of one of my companions, who was just taking his lesson on the harpsichord, and found the teacher a most charming man. For each finger of the right and left hand he had a nickname, by which he indicated in the merriest way when it was to be used. The black and white keys were likewise symbolically designated, and even the tones appeared under figurative names. Such a motley company worked most pleasantly together. Fingering and time seemed to become perfectly easy and obvious, and while the scholar was put into the best humour, everything else succeeded beautifully.

      The Eccentric Music-master.

      Scarcely had I reached home, than I importuned my parents to set about the matter in good earnest at last, and give us this incomparable man for our master on the harpsichord. They hesitated, and made inquiries; they indeed heard nothing bad of the teacher; but, at the same time, nothing particularly good. Meanwhile I had informed my sister of all the droll names; we could hardly wait for the lesson, and succeeded in having the man engaged.

      The reading of the notes began first, but as no jokes occurred here, we comforted ourselves with the hope that when we went to the harpsichord, and the fingers were needed, the jocular method would commence. But neither keys nor fingering seemed to afford opportunity for any comparisons. Dry as the notes were, with their strokes on and between the five lines, the black and white keys were no less so: and not a syllable was heard either of "thumbling," "point-erling," or "goldfinger," while the countenance of the man remained as imperturbable during his dry teaching as it had been before during his dry jests. My sister reproached me most bitterly for having deceived her, and actually believed that it was all an invention of mine. But I was myself confounded and learned little, though the man at once went regularly enough to work; for I kept always expecting that the former jokes would make their appearance, and so consoled my sister from one day to another. They did not reappear, however, and I should never have been able to explain the riddle if another accident had not solved it for me.

One of my companions came in during a lesson, and at once all the pipes of the humorous jet d'eau were opened; the "thumblings" and "pointerlings," the "pickers" and "stealers," as he used to call the fingers, the "falings" and "galings," meaning "f" and "g," the "fielings" and "gielings," meaning "f" and "g" sharp,[1] became once more extant, and made the most wonderful mannikins. My young friend could not leave off laughing, and was rejoiced that one could learn in such a merry manner. He vowed that he would give his parents no peace until they had given him such an excellent man for a teacher.

      And thus the way to two arts was early enough opened to me, according to the principles of a modern theory of education, merely by good luck, and without any conviction that I should be furthered therein by a native talent. My father maintained that everybody ought to learn drawing; for which reason, he especially venerated the Emperor Maximilian, by whom this had been expressly commanded. He therefore held me to it more steadily than to music, which, on the other hand, he especially recommended to my sister, and even out of the hours for lessons kept her fast, during a good part of the day, at her harpsichord.

      But the more I was in this way made to press on, the more I wished to press forward of myself, and my hours of leisure were employed in all sorts of curious occupations. From my earliest years I felt a love for the investigation of natural things. It is often regarded as an instinct of cruelty that children like at last to break, tear, and devour objects with which for a long time they have played, and which they have handled in various manners. Yet even in this way is manifested the curiosity, the desire of learning how such things hang together, how they look within. I remember that as a child, I pulled flowers to pieces to see how the leaves were inserted into the calyx, or even plucked birds to observe how the feathers were inserted into the wings. Children are not to be blamed for this, when even our naturalists believe they get their knowledge oftener by separation and division than by union and combination—more by killing than by making alive.

      An armed loadstone, very neatly sewed up in scarlet cloth, was one day destined to experience the effects of this spirit of inquiry. For the secret force of attraction which it exercised not only on the little iron bar attached to it, but which was of such a kind that it could gain strength and could daily bear a heavier weight—this mysterious virtue had so excited my admiration, that for a long time I was pleased with merely staring at its operation. But at last I thought I might arrive at some nearer revelation by tearing away the external covering. This was done, but I became no wiser in consequence, as the naked iron taught me nothing further. This also I took off, and I held in my hand the mere stone, with which I never grew weary of making experiments of various kinds on filings and needles—experiments from which my youthful mind drew no further advantage beyond that of a varied experience. I could not manage to reconstruct the whole arrangement; the parts were scattered, and I lost the wondrous phenomenon at the same time with the apparatus.

      Nor was I more fortunate in putting together an electrical machine. A friend of the family, whose youth had fallen in the time when electricity occupied all minds, often told us how as a child he had desired to possess such a machine, had got together the principal requisites, and by the aid of an old spinning-wheel and some medicine bottles, had produced tolerable results. As he readily and frequently repeated the story, and imparted to us some general information on electricity, we children found the thing very plausible, and long tormented ourselves with an old spinning-wheel and some medicine bottles, without producing even the smallest result. We nevertheless adhered to our belief, and were much delighted when at the time of the fair, among other rarities, magical and legerdemain tricks, an electrical machine performed its marvels, which, like those of magnetism, were at that time already very numerous.

      The want of confidence in the public method of instruction was daily increasing. People looked about for private tutors, and because single families could not afford the expense, several of them united to attain their object. Yet the children seldom agreed, the young man had not sufficient authority, and after frequently repeated vexations, there were only angry partings. It is not surprising, therefore, that other arrangements were thought of which should be more permanent as well as more advantageous.

      Pfeil's Boarding-School.

      The thought of establishing boarding-schools (Pensionen) had arisen from the necessity which every one felt for having the French language taught and communicated orally. My father had brought up a young person who had been his footman, valet, secretary, and in short successively all in all. This man, whose name was Pfeil, spoke French well. After he had married, and his patrons had to think of a situation for him, they hit upon the plan of making him establish a boarding-school, which extended gradually into a small academy, in which everything necessary, and at last even Greek and Latin, were taught. СКАЧАТЬ