Georg Hermann Schröder
Georg Hermann Schröder (born November 26, 1832 in Osnabrück , † September 19, 1911 in Lübeck ) was a German teacher and school councilor . As the first school council in the Hanseatic city, he reorganized the Lübeck education system and built up the entire Lübeck elementary , middle and country schools.
Life
After high school in his hometown, he attended the school teacher seminar there for three years until Michaelis 1853 . After passing the exams, he was the “first teacher” in the mountains of Osnabrück from 1853 to 1856 and at the same time headed a private institute. He now went abroad for further studies. First he did this at the Academy in Lausanne , then for 2 ½ years modern-language mathematics and natural sciences at the Sorbonne in Paris and in 1860 joined Carrington's observatory in Redhill near London as an astronomical assistant . When he returned to Germany in 1861 , he was elected rector of the Melle Citizens ' School and made it a model institution over the next eight years. He received his doctorate with his thesis “On Sunspot Observations in 1861” in Göttingen , passed his examen pro facultate docendi (precursor to the state examination ), and obtained the title of Doctor of Philosophy . The authorities became aware of him and appointed him to the post of district school inspector in Hameln in 1869 and in Harburg in 1872 . He was also Head ( Director ) of the higher girls' school .
When it was decided in 1874 in Lübeck to reform its elementary school system , which had lagged behind other German states , and to create the position of a school council for this purpose , Schröder appeared to be the most suitable man for the office. So he came to the Hanseatic City on the New Year of 1875 and was introduced to his office on January 18 . Almost all schools were private , church and foundation schools . The classrooms were small, musty , dusty, dull, with insufficient light and fresh air. The school and game courts and the public conveniences were unreasonable. A teaching class was not yet known, it was more like a school or teacher guild . The owner or director of a private school was the schoolmaster who kept his schoolmates and school apprentices in sufficient or insufficient numbers. These have been committed with real apprentice and journeyman letters.
While in all German cities the most diverse school systems were still standing next to each other and the great pedagogue Friedrich Wilhelm Dörpfeld in a special font was promoting the four-class system as the only correct one, Schröder was already gradually introducing the eight-class system for all urban elementary schools. This should be exemplary for all elementary schools in the whole German fatherland. The first thing he did was reorganize the Marien-Boys' School and the others gradually followed nationalization . They were filled with several permanent teachers in addition to the main teachers, equipped with better teaching aids and moved to new buildings.
Next, the middle schools came under state supervision and were ninth grade. They too moved into new, light, airy, healthy school buildings and enjoyed an unexpected boom. The entire country school system, the conditions of which were much worse than those in the city, passed into the hands of the state in 1886.
In addition to the external changes, internal changes also had to be made. Schröder made the old school guild disappear and created the new class of teachers . On October 17, 1885, the "new teaching law" was published. With the establishment of a state teacher training institute, the preparation institute and the nationalization of the teacher seminar , the circle of major renovation work was as good as closed. As a teacher and educator, the school council set an example for the state by placing capable teachers from Lübeck and neighboring countries as helpers.
The school system of the small state was closely linked with that of Prussia by Schröder . A second examination was necessary here in 1886 to raise the teaching level. So gifted and aspiring main teachers could take their high school and rector exams in every province of Prussia . So, his claim was "The method is the best, with which one can achieve the best performance!", He tried to get those in the better paid positions who had passed the most and best exams. He was always able to accurately assess the abilities of his subordinates.
Schröder enjoyed special esteem among the secondary and district school teachers . He traveled to the district schools several times a year. Hiking conferences were set up for the rural school teachers. After a few sample lessons by the teacher in question, they were discussed among those present. In this way, all participants received professional support. Schröder knew how to teach in a masterly, exemplary and vivid manner. At exams, walking conferences and inspections of his country schools he often took up the lessons himself, he carefully, step by step, tapped into the children's wealth of knowledge and presented sample lessons so simply, popularly and lively that he delighted both children and teachers.
Schröder did not ignore innovations in school policy issues. So he had long approved and defended the introduction of free schools determined by the Education Act . Later, however, he had questioned the necessity of two types of elementary school and most recently advocated the abolition of free schools and the graduation of school fees according to the parents' income .
The mayor Wilhelm Brehmer once described Schröder as “a financial genius”, as this even undemanding man knew how to set up his administrative district with the least possible means. For years he had two seminarians for an hour or two in the morning to take care of the day-to-day office business before the messages were then circulated in folders to the schools. Since the seminarians were available to the schools in the morning, this did not cost any special money. After the seminar was nationalized, there were no more seminarians available, so he had an older assistant teacher, well versed in the school system, assigned to him as a clerk . Schröder had set up the teacher training institute in such a way that, as he often proudly emphasized, “the state did not cost a penny”. When the institution wanted a different facility in 1904 and 1905, he opposed it to the end. The teachers trained there up to then were not only capable enough for Liibeck, but also for Prussia , which received a number of teachers from Liibeck. Ergo there was no reason for a change. In addition, the institution would have cost the state money after a change. In Lübeck he was a member of the Freemason Lodge Zur Weltkugel .
On May 1, 1905, the first school council in Lübeck was to retire . But since his successor could not be elected at that time, Schröder found himself willing to continue to run the business until the new school council took office. Far from home, he then sought to regain his damaged health in South Tyrol .
literature
- School Board Dr. Schröder. , in Vaterstädtische Blätter , year 1905, No. 41, edition of October 8, 1905, p. 169.
- School Board Dr. G. Schröder †. , in Lübeckische Blätter , vol. 53, number 39, edition of September 24, 1911, pp. 563-565.
- School Board Dr. Schröder. by Hermann Niemann, Rector in Lübeckische Blätter , volume 74, number 48, edition of November 27, 1932, pp. 673–674.
Web links
Individual evidence
- ^ High school Carolinum Osnabrück
- ↑ ex Red Hill Observatory
- ^ History of the Melle Council School
- ↑ Marien School
- ^ In Albin Möbusz , director of the nationalized teacher seminar, the school board found one of its closest employees.
| personal data | |
|---|---|
| SURNAME | Schröder, Georg Hermann |
| BRIEF DESCRIPTION | German teacher and school council |
| DATE OF BIRTH | November 26, 1832 |
| PLACE OF BIRTH | Osnabrück |
| DATE OF DEATH | September 19, 1911 |
| Place of death | Lübeck |