A most unpractical people, however, the Germans, who have been so active in almost every possible field of speculation, have produced nothing which could give one unacquainted with their university system a true notion of its workings and actual state.  Much has been written on Pedagogy, its history general and special, the common schools and gymnasia; but until 1854 there was not even a general work on the history of the universities.  To Karl von Raumer, former Minister of Public Worship in Prussia, we owe the first Beitrag, as he modestly calls it, the fourth volume of his “History of Pedagogy” being devoted exclusively to these.  Partly made up of historical sketches, partly narrations of the writer’s personal experience as student from 1801, as professor in various places from 1811, it does not aim and is but little calculated to give a clear idea of the system itself.  Special works, as the one of Tomek on Prague, and of Kluepfel on Tuebingen, do exist, but otherwise nothing but personal observation can be made use of.  Statistics, every information, in fine, concerning the present intellectual wealth of the nation, must be acquired either orally, or from the catalogues, programmes, and hundreds of local pamphlets that are issued yearly.  The work of the Rev. Dr. Schaff, “Germany, its Universities, Theology, and Religion,” (Philadelphia, 1857,) rather aims to characterize the nature and tendency of German theology, the latter part being taken up with interesting and well-written sketches of the leading divines.

Before proceeding to these high-schools themselves, let us glance at the general system of German education.  In spite of political differences, there exists much uniformity in this throughout the Confederation.  The German States are exceedingly paternal in the care they take of their subjects.  They extend their parental supervision even to the family interior, every relation of life regulated by fixed laws, and even after death the inhumation must be conducted the forms and with the precautions prescribed.  The new-born child must be baptized within six weeks after birth.  If the parents neglect it, Government sees to it,—­unless they claim the privileges of Israelites, in which case the rites of their religion must be followed.  Between his sixth and seventh year the child must enter some school or receive elementary instruction at home.  So far is education compulsory; beyond, it is optional.  When duly prepared, he enters, if the parents desire it, the Government Gymnasium or Lyceum, answering pretty much to our College; it fits the youth for entering the University.  It confers no degrees; only, at the conclusion of the studies, an Examen Maturitatis takes place.  The youth is then declared ripe for matriculation.  Without having undergone this examination, he can never become a regular student.  Even should he have attended regularly any of the many private academies, or the Realschule,