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 Klüpfel on Tübingen, 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