Truths. Prodosh Aich
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darling” and partly disable being regularly attacked by severe headaches. There are very little positive aspects in his life to talk about with his schoolmates. There are only limited options left for him not to fall into depression: excel in learning, excel in sports, and learn talking on imaginative remote themes, conceived or exaggerated.
We have not found any indication that Friedrich Maximilian ever participated in any sport activities. Due to his chronic headaches, he cannot excel in learning either. He practices talking entertainingly. To begin with glorifying the fame of his father that is always a theme at home also and conceiving fantastic stories.
Max Müller will describe this period of Friedrich Maximilian’s life at Dessau and his situation there in “My Autobiography” (p. 90), written, as mentioned, at the age of around 75, far better than we ever could have done going through historical records in the archives:
“The more I think about that distant, now very distant past, the more I feel how, without being aware of it, my whole character was formed by it. The unspoiled primitiveness of life at Dessau as it was when I was at school there till the age of twelve would be extremely difficult to describe it in all its details. Everybody seemed to know everybody, and everything about everybody. Everybody knew that he was watched, and gossip, in the best sense of the word, ruled supreme in the little town. Gossip was in fact, public opinion with all its good and bad features. Still the result was that no one could afford to lose caste, and that everybody behaved as well as he could.”
As already indicated, several adverse factors could have lead Friedrich Maximilian to a traumatic life which he has to tackle from the very early childhood: we recall, the sudden death of his father, negligence by families of both sides, depressions of Adelheid, their social isolation, Adelheid’s ambitions, poverty and his severe migraines. Friedrich Maximilian has to cope with the adverse situation and to develop strategies. He makes the best of it. His basic personality is being set accordingly. He does it in his own way. We shall come along to “his way” in due courses. Presently we read in “My Autobiography” by Max Müller on the early childhood of Friedrich Maximilian (p. 52 - 57):
“My sister and I were always terrified when we were sent to visit her, for with her dishevelled grey hair, her thin white face, and her piercing eyes, she was to us the old grandmother or the witch of Grimm’s stories; and the language she used was such that, if we repeated at home, we were severely reprimanded. She knew very little about my father, but her memory about her first husband and about her own youth and childhood was very clear, though not always edifying. Her stories about ghosts, witches, ogres, knickers, and the whole of that race were certainly enough to frighten a child and some of them clung to me for a very long time, ... On my mother’s side my relations, who were all high in the public service, my grandfather, as I said, being the Duke’s chief minister, made life more easy and pleasant b for us; but for many years my mother never went into society, and our society consisted of members of our own family only. All I remember of my mother at that time was that she took her two children day after day to the beautiful Gottesacker (God’s Acre), where she stood for hours at our father’s grave, and sobbed and cried. ... At home the atmosphere was certainly depressing to a boy. I heard and thought more about death than about life, though I knew little of course of what life or death meant. I had but few pleasures, and my chief happiness was to be with my mother, I shared her grief without understanding much about it. She was passionately devoted to her children and I was passionately fond of her. What there was left of life to her, she gave it to us, she lived for us only, and tried very hard not to deprive our childhood of all brightness. She was certainly most beautiful, and quite different from all other ladies at Dessau, not only in the eyes of her son, but it seemed to me, of everybody. ... As far as I can recollect, I was never so happy as when I could be with her. She read so much to us that I was quite satisfied, and saw perhaps less of my young friends than I ought. When my mother said she wished to die, and to be with our father, I feel sure that my sister and I were only anxious that she should take us with her, for there were few golden chains that bound us as yet to this life.”
Is it not a morbid atmosphere for children? This atmosphere will continue until Friedrich Maximilian becomes 12 years old. Thereafter he will be sent to a school at Leipzig. How he fares in the school in Dessau? There are no significant indications. Friedrich Maximilian enters the “Gymnasium” (High School) at Dessau when he is six years old. “Gymnasiums” then had 13 classes.
Georgina Max Müller reports (p. 6) in her book: “His school reports were not remarkable, and certainly at that time he gave little evidence of the power that was in him. ‘Writing bad’ was the almost invariable report, and in later years he often lamented the small pains taken by the writing master to improve it.”
We do not know more about the real child-life of Friedrich Maximilian at Dessau that constituted his basic personality. We assume, poverty and his migraine have played an important role in his basic personality, in his childhood and in his early school days.
A lot has been published on “Max Müller” later. His biographers, including his wife, Georgina Max Müller, and his son, W. G. Max Müller, have totally left out the background that constituted his basic personality. It has even been totally ignored that there is the chapter two in the “My Autobiography” which is titled “Childhood at Dessau”, p. 45 – 94. There we read in the pages 65 ff memorizing the school life of Friedrich Maximilian at Dessau:
“I remember a number of small events in my school-life at Dessau ... The influence which music exercised on my mind ... My work at school and at home was not too heavy; I was fond of it and very fond of books. ... Paper was so dear that one had to be very sparing in its use. Every margin and cover was scribbled over before it was thrown away, and I fest often so happened by the scarcity of paper that I gladly accepted a set of copybooks instead of any other present that I might have asked for on my birthday or at Christmas. I am sorry to say I have had to suffer all my life from the inefficiency of our writing master or may be from the fact that my thoughts were too quick for my pen. In other subjects I did well, but though I was among the first in each class, I was by no means cleverer than other boys. ... I feel sure I could have done a great deal more at school than I did, but it was partly my music and partly my incessant headaches that interfered with my school work. ... I was fortunate at school. I could hold my own with the boys, and as to the masters, several of them had known my father or had been his pupils, and they took a personal interest in me. I remember more particularly one young master who was very kind to me, and took me home for private lessons and for giving me some good advice.”
There is not much more about Friedrich Maximilian’s real childhood in the chapter “Childhood at Dessau”. Information on his childhood and on his school life at Dessau is unsystematically touched in this chapter now and then. This scattered information is packed between Max Müller’s uncalled for reflections on “God and the world”; on the Jews in Anhalt-Dessau and on persons, he met during the years of his life that have nothing to do with Friedrich Maximilian’s “Childhood at Dessau”. It is an unsystematic narration full of phantasm than an autobiography describing his childhood. We have taken a note of this aspect in his writings in “My Autobiography” and the volumes of “Auld Lang Syne” and we shall keep our eyes wide open.
We put together the scattered information in pages chronologically. Max Müller remembers Friedrich Maximilian’s school days in his autobiography (p. 62–63):
“At school our religious teaching was chiefly historical and moral. ... Some, by no means all, children of Roman Catholic and Jewish parents were allowed to be absent from religious lessons. ... If Jews or Roman Catholics wished for any special religious instructions it was given by their own priests or Rabbis, and was given without any interference on the part of the Government. ... Thus we grew up from our earliest youth, being taught to look upon Christianity as an historical fact, on Christ and on