faculties, than they have to each other. To be sure the theologian may attend a lecture on anatomy, or the lawyer and physician may hear Winer on Protestantism and Catholicism; however, either of the three has a more intimate intercourse with the philosophical branches, i. e. with logic, psychology, metaphysics, moral philosophy, history, Greek, Latin, Hebrew, mathematics, astronomy, natural philosophy, natural history, etc. than the three have with each other. There have been five professors lecturing on philosophy proper (the most popular, Drobisch and Hartenstein, are disciples of Herbart); seven on classical philology, four on history and polity, Wachsmuth, Pölitzt, Bülau, Flathe, one on astronomy, Möbius, one on zoölogy, Schwägrichen, one on mineralogy, Naumann, one on botany, one on chemistry, one on natural philosophy, Fechner, one on mathematics, Drobisch, two on pedagogy, two for Hebrew and Arabic, one on old German literature, Haupt, and several on the modern languages.

There being in Leipzig about three hundred students of each of the three professions, the chief lectures in those faculties are always attended by a large audience, but those in the philosophical faculty, however excellent they may be, have sometimes but a few hearers, (Hegel had in the first term at Heidelberg only four students, and was comforted by the theologian, Paulus, the leader of the "Rationalists," that he himself had sometimes lectured for not more than five. Several lectures are discontinued in the first week. The number of students exclusively devoted to theoretical, i. e. philosophical, philological, etc. learning is of course small, because rich estates or poor professorships are but rare articles after all, in common life, and it would be still smaller if it did not contain a good many non-Saxons or non-Germans. Of the twenty or twenty-five philologists in Leipzig ten years ago, there were scarcely more than ten born in the kingdom of Saxony, But, as it has been mentioned already, the philosophical faculty is not only intended for the few who prepare themselves for the chairs of their teachers, but also for the great mass of professional students, who, however, as it has been always complained of, avail themselves too little of the advantage to improve more and more in the liberal and humanistic learning, which they acquired in the gymnasia. Scarcely two come from those quarters, it is true, to hear lectures on the Integral Calculus, on archaeology or syntax, etc.; but there are generally enough to make a considerable audience in logic, psychology, history, etc., especially new-comers or fuchse (foxes) as they are nicknamed by their older fellows.

The importance of a university depends partly on the size and wealth of the State, and partly on the temporary excellence of most or several

of the professors. About fifty years ago, the little Jena had Schiller, Fichte, Schelling, Schlegel, Hegel and other distinguished men. The university at Giessen, in the grand-duchy of Hesse, is one of the smallest, but Liebig has given her a new lustre, and the government, anxious to detain him, has gracefully vouchsafed to make him baron. Of course, Giessen is now the resort of many students of chemistry from all parts of Germany and from other countries. Students of law went to Heidelberg, to hear Thibaut and Mittermaier, physicians to Vienna, Prague or Würzburg (Julius Hospital), philosophers to Berlin (Hegel †1831, etc.) or Munich (Schelling, now in Berlin), or Göttingen (Herbart†), theologians to Halle (Tholuck, etc.) or to Leipzig (Winer and Niedner), or to Berlin (Schleiermachert, Neander). But most of the professional students remain in their respective State universities. And even the smallest universities, Rostock, Kiel, Marburg, Giessen, Jena, Erlangen, have at any time a number of stars, either shining in the modest dress of privatdocenten, or with the splendor of titles. But when the light has reached the eyes of richer universities, it is soon transferred to a larger sphere, sometimes in an ungenial region or after the fire of genius has gone out. Berlin (since 1810) and Munich are new universities, transferred from Frankfort on the Oder and Landshut, but in consequence of their being situated in capitals and near the heart of the "Landsväter," they have the greatest number of students. Berlin has about 1600. Jena about 375. The university in Vienna was closed last year, the "academic legion" having been the chief corporation of the revolution, and the "Aula," Vienna's Faneuil Hall. Göttingen was once great under Münchausen's curatorship, having Michaelis, Heyne, Heeren, Herbart, Gauss, Ottfried Müller, etc., but a good deal of her renown since the Duke of Cumberland became king of Hanover, 1837, has disappeared. Seven celebrated professors protested against his arbitrary changes, and were compelled to resign. They were Ewald the orientalist, Albrecht, Weber, now in Leipzig, Gervinus, now in Heidelberg, Jacob and Wilhelm Grimm, now in Berlin, and Dahlmann, now in Bonn. Ewald has lately returned to Göttingen.

For the students of philology Leipzig has been for fifty years a favorite resort. The lately deceased Hermann was the magnet. His fame had been on the increase since the beginning of the century, and when it had spread farthest, his vitality had not decreased. The ministers of education in Russia and France, Uwaroff and Cousin, were seen sitting on the old benches in his lecture-room, and the former numbered even among his friends. Also the present Secretary of the Board of Education in Massachusettss, Dr. Sears, has listened to the

eloquent wisdom of the great master, and has, together with the Professors, Edwards of Andover, and Felton of Cambridge, laid down in the "Classical Studies" a noble gift on the altar of learning and education. In 1840, when Hermann had been doctor of philosophy for fifty years, all the universities of Europe vied with each other in presenting their homage by deputies, diplomas or poems. Scholars of all kinds had held back their new books for the great day, to dedicate them to him; others had written literary dissertations only for that occasion. The government, which had created him long before "Comthur" of the "order of merit," presented his son, Conrad Hermann, with a "stipendium" for three years, to study in some other universities in Germany. The Greek Society gave him a tabula votiva of silver, with an inscription on one side, and the names of the "Sodales" on the other.

Gottf. Hermann was born in Leipzig, and spent nearly all his life in the same city. The classical air of the gymnasium could not but inspire the highly gifted youth with love for ancient literature, and excite the desire of continual communion with the favorite studies. At that time very few devoted themselves exclusively to philology, and only such as purposed to pursue the "academical career," and to become university professors of classical literature. The professorships in the gymnasia were commonly filled by such candidates of theology, as in addition to their required studies (das Brodstudium) had, while at the university, most successfully continued their classical studies. G. Hermann, when entering the high school, chose, like his father, the study of law, and had almost finished his course, when he exchanged the corpus juris for the corpus poetarum graecorum. Classical learning is much indebted to Prof. Reiz (Plauti Rudens, 1784. Herodotus, etc.) whose learning, taste and teaching talent were able to win the young Hermann for a field in which his genius had a larger scope than in the dull and mouldy pages of Tribonian. Hermann remembered him always with respect and gratitude. The notes to Viger, inserted in Hermann's edition, will carry his name with that of his celebrated disciple down to classical scholars of coming ages. With 1790 Hermann's academical and literary career commenced. The "Elementa artis metricae," "Epitome" and "Handbuch” showed him soon to the world as a scholar of the first order. With philosophical sagacity he analyzed the metrical laws of the ancients, and though there may be in the introduction too much of Kant's categories, his attachment to Kantianism, like that of Schiller, could not but bear fine fruits of independent research. His grammatical writings, " de Emendanda Rat. Graec. Grammaticae I. 1801; Adnot. ad Vigerum; de

nown.

Particula, av," etc., showing a thorough acquaintance with authors and grammarians, and an unusual acuteness of judgment, made him the first authority in grammatical learning. His editions of Aristotle de Arte Poet. 1802, Eurip. Hecuba, 1800, Homeri hymni, 1806, Orphica, 1806, Sophocles after Erfurdt, 1809, Euripides, etc. completed his reIt is true, he has published no popular grammar like Buttmann or Kühner, but he gave new principles and new materials to others for writing common books in systematical arrangement. It is not less true, that his editions never have been nor will be favorite school books, because they contain very little matter suited to the wants and tastes of younger students. He intended to emend the text, not to explain it. He purposed to show the right way to other critics, and to prepare the field for teachers or editors who sow the classical seed by books or recitations. According to the different character of the university and gymnasium, the professors of the former have to promote learning as such by new theories and new researches, whereas those of the latter have to make it popular by a new method or the skilful application of an old one. Hence popular school editions are, generally speaking, written by gymnasia professors, as Krüger, Anabasis and Thucydides, Kühner, Tusculan Questions, Stallbaum, Plato, Matthiae, Cic. Orat. Select., etc., Wunder, Sophocles, Wagner, Virgil, Herzog, Caesar, Doering, Horace, Goeller, Thucydides, Rüdiger, Demosthenes Olynth., Jacobs, Lucian, Fabri, Sallust, Livy, etc. Besides the above named books, we have a treasure of classical learning in the many treatises on various subjects, published in "Programms" or reviews. The former we owe to his function as professor of eloquence and poetry, which obliged him to write at all public occasions the universityprogramme, i. e. a dissertation, followed on the last page by the invitation or other communications in the name of the university. (The gymnasia professors write them by turns.) They are all, together with prefaces, poems and letters, collected in the six volumes of his Opuscula. They contain "De mythologia Graecorum antiquissima, 1817, De historiae graecae primordiis, 1818, a number of researches on Aeschylus' tragedies, and the great review of Aeschyli Eumenides, ed. by C. O. Müller in Göttingen, 1833, almost a complete commentary and as valuable as Müller's edition itself. In length it is only surpassed by Ed. Wunder's "recension" of Lobeck's Ajax, and by Hermann's "über Herrn Prof. Böeckh's Behandlung der griech. Inschriften, 1826, 8. vs. Böeckh's corpus inscriptionum graecarum, 2 vols. 1825." The "Incredibilia" were directed vs. Schaefer, with whom a dispute had arisen on account of some remark in the preface to Viger. If his literary disputes were to be judged by the most rigid mo

ralist, he might perhaps receive some little censure for his quarrel with Schaefer, but certainly would be acquitted on any other account. His disputes with Böckh and O. Müller may by a phrenologist be traced to large combativeness; but by others they are considered as the neces sary results of opposite positions in the field of science, and hallowed by many useful and interesting results. We remember well, that in the lecture on mythology, the views of " Professor Müller" (Prolegomena zu einer wissenschaftlichen Mythologie, 1825) were sharply, sometimes even scornfully contradicted, and that in the Pindar-lecture many Böckhiana were unpardonably rejected, but Hermann was critic by profession, and the students wanted not to hear a school-like genealogy of the gods, with a chronological account of their exploits, etc., but the principles of the science in general, and the peculiar views of Hermann in opposition to other chief masters. The amiability of his character blunted generally the sharp point of his criticism. Hence he was feared, not hated by his opponents, respected by all, and loved, sincerely and warmly loved, by his disciples. The scholar Hermann was only surpassed by the teacher Hermann. The most elegant Latin was flowing from his lips, while all eyes of the audience were rivetted upon him with unbroken attention. The most tasteful combination of critical and explanatory matter, laid the author open in all his beauty and strength. When the passage was rugged, a conjecture smoothed the way, and each hearer was gliding along convinced, that if the proposed reading was not the genuine one, it was the better one. The hour passed rapidly, but the thinking hearer had enough to reflect upon for a whole day. Hermann gave always six lectures a week, from 11 till 12 every day; on a Greek author, rarely on a play of Plautus or Terence, four times; and on mythology, metre, Greek syntax, and similar subjects, twice, i. e. on Wednesdays and Saturdays. The latter were given in German. In the first days of a new term, the “ Auditorium" was always crowded, many "hospites" being there to see and hear, once at least, the great man of whom they had heard so much; and throughout the term we seldom found, on the four days (" publice"); less than fifty hearers. The "wissenschaftlichen" lectures were attended by scarcely any others than philologists; yet, since nearly all of these were present, the audience numbered at least twenty.

Hermann's colleagues were formerly Chr. Daniel Beck, the polyhistor, author of an history of the world, 1787, remarkable for the completeness of the literature, of a " Grundriss der archaeologie," 1816; of" de philologia saeculi Ptolem. 1818; Observ. critt. histor." 1821, etc. and editor of Plato, 1813, of the "Commentarii in Aristophenem, etc.; Carl Beier, the editor of Cicero de Officiis, 1820, Caelius, 1828, and