ssons." His hosts reminded him openly at times that his
prospective teachers were still waiting, still recommending
themselves. Responsibility was evidently felt for his programme
of work. He realized that he was somewhat disappointing, for
instruction, education, is such a pushing, unceasing business
with the Germans. It may be said they never finish school.

Yet he wished first to take a good look at the historic city, its
celebrated art treasures. He wanted to make a few excursions in the
environs before the winter set in with its dampness and gloom.
Besides, he never before had had a chance at fine opera, at fine
symphonies and music recitals.

"But ought not Herr Kirtley at least begin with the free evening
lectures?"--with which Dresden shone through the illuminations of
many profound and oracular professors in lofty pulpits. He submitted
that his German was too feeble of wing to enable him to soar into
the heights of such wisdom.

The zest in Germany for learning and accomplishments was truly
wonderful to him. Half his life of instruction now quickly seemed to
have been idling. As far as industriousness, drilling, well-defined
ambitiousness, were concerned, the young German had many advantages.

The modest Bucher household was run educationally with the dynamic
regularity of military establishments. It was, of course, no
exception. Lessons and lectures commenced mornings at eight, with
Sundays partly included. This routine begins with the German child
at six.

Evenings, too, had their busy duties. No baseball, no tennis, no
lazy days of swimming and fishing. Playtime was spent in martial
exercise, in evenings at the opera or seeing the classical dramas of
all races and epochs on the stage. Gard became aware that the Bucher
children had carried six or seven studies at an age when he had
thought he was abused, overburdened, with four.

Besides, their courses were more mature. And yet he had come to
Germany, despite Rebner's eulogiums of the Germans, with the
complacent idea that, as he was the respectable American average,
he could look the other youth of the world in the face unashamed,
asking no odds.

Little Ernst at fifteen was studying, among numerous things,
philosophy and didactic religion. The way he could cite facts
and carry on a discussion on these and similar subjects!

"What part do philosophy and religion play in our system of
instruction for the young?" Gard asked himself with a deprecator