twenty-six years, Nashville had never failed to hear. The predictions were all fulfilled or fulfilling, though the eloquent tongue that spoke them was now silent. And we felt that, if Nashville should ever erect a public monument to any man, the honor was due to her eminent educator-PHILIP LINDSLEY.

Whether then we measure the results of his great life-work by its special effect upon the city of his adoption, or by its wider influence upon the progress of education in Tennessee, or by its still wider impression upon the whole South West, through the influence of its pupils-not to speak of his writings and general influence abroad-we think it can not be questioned that he has left his mark, deep and ineffaceable, upon his country and his generation. And we doubt not that, as it regards all that earlier portion of his labors, at the east, of which we have here said nothing, there are men still living in various parts of our country-once his pupils, but now leading citizens-statesmen, jurists, divines, educators--who could bear witness to his eminent abilities and to his important influence upon their own character and destiny. It can not be questioned that he was among the leading spirits of our times, and possessed one of the most acute, thoroughly disciplined, and accomplished minds in our country. He was himself a living illustration-and a noble one-of that higher culture and scholarship of which he was, through life, the eloquent advocate and defender. He never crossed the waters; but, had he gone, there can be no doubt that, as a Grecian and a savant, he would have done honor to his country in any circle of the European literati. Devoting all his fine powers and his ripe scholarship to the great work of education, and casting in his lot for life with the people of the West, he has set a noble example of consecration to all young men of genius. Nor will the example be lost. A great state will not soon forget the memory of her adopted son, who so early came to her help, and so long labored for her good, in the very front rank of her scholars and educators.

But our task is done. It has been to us a labor of love. Would that we could have made it a worthier tribute to his memory. We have at least been able to group together some of his own glowing and weighty thoughts. It was a striking and fitting Providence that he should be permitted to return and die on the very scene of his labors in the presence of his fellow-citizens-in the midst of his brethren of the general assembly of the church-in the arms of his children. Such an exit, after such a life, was more blessed and more glorious than that of the soldier on the field of his fame, and in the very onset of victory. It was the ready and sublime ascent of the veteran teacher from the bosom of his early pupils, and at the sum

mons of the Great Master, who was calling him to rest from his toils, in that world of light where we shall see eye to eye and know even as we are known.

His mortal part sleeps in the rural cemetery adjacent to the city, beside the dust of his kindred and many of the great and good who have been gathered there. In that quiet valley of the dead, from which spreads out in the distance the living panorama of the citythe spires and turrets of its churches, the graceful sweep of its bridges, the classic walls of its university, its medical and high schools, the proud dome of its capital towering to the sky, the gentle flow of the Cumberland toward the setting sun, and over all the blue vault of heaven-there, with his compeers and predecessors, his friends and pupils, does his body await in hope of the resurrection of the just. He rests from his labors, and his works do follow him.

Such a life, when we consider its triumphs, its trials, its influences, and its issues, both temporal and eternal, may well be called a great epic. Well may it inspire the young with patriotic ardor, and with high resolves to excel in every honorable and useful calling. Well may it cheer the faithful fellow-laborer with God in the fields of education, through all the heat and burden of the day. Nobly and impressively does it teach the grand moral lesson that we labor not in vain, when we labor in the Lord and for the good of our fellow-men. Let us not be weary in well-doing; for in due season we shall reap, if we faint not.

"Lives of great men all remind us
We can make our lives sublime,
And, departing, leave behind us
Footprints on the sands of time;

"Footprints, that perhaps another,
Sailing o'er life's solemn main,
A forlorn and shipwrecked brother,
Seeing, shall take heart again."

II. THE GERMAN UNIVERSITIES.

(Translated from the German of Karl von Raumer for the Journal of Education.

THE following Contributions to the History and Improvement of "The German Universities" constitutes the fourth volume of Prof. Raumer's History of Pedagogics," and was translated from the last German edition, for the "American Journal of Education," by the Associate Editor, Mr. Frederic B. Perkins, Librarian of the Connecticut Historical Society. Prof. Raumer introduces his work with the following quotation, on the title-page, from Savigny's "History of the Civil Law."

"The Universities have come down to us as a noble inheritance of former times; and we are bound in honor to leave them to future generations with their condition improved as far as possible, and injured as little as possible."

The work is dedicated by the German author

TO THE

STUDENTS OF THE PAST AND PRESENT,

WHO HAVE BEEN MY COMPANIONS FROM 1811 To 1854,

I DEDICATE THIS BOOK,

IN TRUE AND HEARTFELT LOVE.

The PREFACE is as follows:

The reader here receives the conclusion of my work.

It is a contribution to the history of the universities. When I commenced it, I hoped confidently to be able to make it greater; but in proportion as I gained an insight into the difficulty of the enterprise of writing a complete history of the German universities, my courage failed. Many of the difficulties which the historian of the German people has to overcome, are here also found in the way, and in inch increased dimensions.

If all the German universities possessed the same features, if the characteristics of one of them-important modifications excepted-would stand for all, then the task of their historian would, apparently, be quite simple. But how different, and how radically different, are the universities from each other!

Even the multiplicity of the German nationalities, governments, and sects had much to do in distinguishing them. To compare, for instance, the universities of Göttingen and Jena, as they were at the beginning of the present century; what a contrast appears between them! And how much greater is the difference between these two Protestant universities and the Catholic one of Vienna !

Further than this, each single university undergoes such changes in the course of time, that it appears, as it were, different from itself. To instance the University of Heidelberg: Catholic in the beginning, it became Lutheran in 1556, Reformed in 1560, Lutheran in 1576, Reformed again in 1583; afterward came under the management of the Jesuits; and, at the destruction of their order, returned to Protestantism.

To these difficulties, in the way of the historian of all the German universities, is added this one: that the most important sources of information fail him; as we have, namely, but few competent histories of single universities-such, for example, as Klüpfel's valuable "History of the University of Tubingen."

These considerations will sufficiently excuse me for publishing only contributions to a history of the German universities, which will sooner or later appear. What I have added under the name of "Academical Treatises," is also a contribution to history; for the reason that these treatises will, of necessity, not be worthless for some future historian of the present condition of our universities. In conclusion, I desire gratefully to acknowledge the goodness of Chief Librarian Hoeck, for books furnished me from the Göttingen library. Mr. Stenglein, librarian at Bamberg, also most willingly furnished me with books from it. The use of the Royal Library at Berlin was also afforded me, with distinguished friendliness and kindness; for which I would once more most heartily thank Privy Councilor and Chief Librarian Pertz, and Librarians Dr. Pinder and Dr. Friedlander.

ERLANGEN, 9th April, 1854.

KARL VON RAUMER.

NOTE BY THE AMERICAN EDITOR.

In order to a full understanding of the basis upon which the university system of Germany rests, and to furnish the data for a comparison between our American colleges and professional schools, and the corresponding institutions of higher learning and special scientific instruction in Europe, there are from time to time published in the "American Journal of Education," accounts of the Gymnasia, Latin Schools, Lycea, and other institutions of secondary education, and also of the Polytechnic Institutions, Schools of Arts, Science, Agriculture, &c., of the principal states of Europe.

In this place we can merely remind the reader that, in order justly to estimate the absolute and relative excellence and value of the German universities, and their systems, as compared with our American colleges, he must always bear in mind the great differences between the states of society in which the two classes of institutions exist, the different ages of their undergraduates, the different classes of avocations into which their graduates enter, and the different tests of attainment which are applied to these graduates before their entrance into actual life.

UNIVERSITY OF WISCONSIN,

MADISON, June 4th, 1859.

XIII. AUTHORITIES REFERRED TO IN RAUMER'S GERMAN UNIVERSITIES.

ARNOLDT, COMPLETE HISTORY OF THE UNIVERSITY OF KONIGSBERG, (Ausführliche Historie der Königsberger Universität,) 1746. 2 parts.

BECMANN, MEMORANDA RELATING TO THE UNIVERSITY OF FRANKFURT. (Memoranda Francofurtana,) 1676.

NOTICES OF THE UNIVERSITY OF FRANKFURT, (Notitia Universitatis Francofurtane,) 1707.

BONICKE, OUTLINES OF A HISTORY OF THE University of WURZBURG, (Grundriss einer Geschichte von der Universität zu Wüzburg,) 1782. 2 parts. CONRING, H., ON ACADEMICAL ANTIQUITIES, (De Antiquitatibus Academicus,) 1739.

DIETERICI, HISTORICAL AND STATISTICAL ACCOUNTS OF THE PRUSSIAN UNIVERSITIES, (Geschichtliche und Statistische Nachrichten über die Universitaten im Preussischen Staate,) 1836.

EICHSTADT, ANNALS OF THE UNIVERSITY OF JENA, (Annales Academiæ Jenensis,) 1823.

ENGELHARDT, THE UNIVERSITY OF ERLANGEN, FROM 1743 TO 1843, (Die Universität Erlangen von 1743, bis 1843.)

GADENDAM AND OTHERS, HISTORY OF THE UNIVERSITY OF ERLANGEN, (Historia Academia Fridericiana Erlangensis,) 1744.

GESNER, J. M., HISTORY OF THE UNIVERSITY OF GÖTTINGEN, (De Academia Georgia Augusta quæ Göttingæ est.) 1737.

GRETSCHEL. University of Leipzig, (Die Universität Leipzig,) 1830. GROHMANN, ANNALS OF THE UNIVERSITY OF WITTENBERG, (Annalen der Universität Wittenberg,) Meissen, 1801. 3 parts.

HAUSSER, HISTORY OF THE RHENISH PALATINATE, (Geschichte der Rheinischen Pfalz,) 1845. 2 parts.

HAUPT, J. L., THE LANDMANSCHApften on the Burschenschaft, (Landsmannschaften und Burschenschaft.)

HENKE, THE UNIVERSITY OF HELMSTADT IN THE 16TH CENTURY, (Die Universität Helmstädt im 16 Jahrhundert,) 1833.

HOFFBAUR, HISTORY OF THE Universität zu Halle,) 1805.

UNIVERSITY OF HALLE, (Geschichte der

HEUMANN, LIBRARY OF UNIVERSITY HISTORY, (Bibliotheca Historica Academica.)

JUSTI, OUTLINES OF A HISTORY OF THE UNIVERSITY AT MARBURG, (Grundzüge einer Geschichte der Universität zu Marburg,) 1827.

KLUPFEL, HISTORY AND DESCRIPTION OF THE UNIVERSITY OF TUBINGEN, (Geschichte und Beschreibung der Universität Tübingen,) 1849.

KOCH, THE PRUSSIAN UNIVERSITIES, (Die Preussischen Universitäten,) 1839. 2 vols.

LOTICHIUS, ORATION ON THE PRESENT FATAL EVILS IN THE UNIVERSITIES OF GERMANY, Delivered at the University of Rinteln, 1631, (Oratio super fatalibus hoc Temp. Academiarum in Germania periculis, recitata in Academia Rintelensi,) 1631.

MEDERER, ANNALS OF THE UNIVERSITY OF INGOLSTADT, commenced by V. Rotmarus and Joh. Engerdus, and continued by Mederer, (Annales Ingolstadiensis Academiæ inchoaverunt V. Rotmarus et Joh. Engerdus, continuavit Mederer,) 1782.

MEINERS, HISTORY OF THE ESTABLISHMENT AND GROWTH OF THE UNIVERSI TIES, (Geschichte der Entstehung und Entwicklung der hohen Schulen,) 1802. 4 vols.

MEINERS, ORGANIZATION AND ADMINISTRATION OF THE GERMAN UNIVERSITIES, (Ueber Verfassung und Verwaltung Deutscher Universitäten,) 2 vols., 1801 and 1802.