It  would  be  an  easy  matter  to  produce  a  mass  of  testimony,  from  the
writings  of  eye  witnesses,  to  prove  the  excellence  of  the  eighteen  pubUc
schools  of  Heidelberg;  the  6,508  primary  schools  of  Bavaria,  besides
its  thirty-two  mechanics'  schools,  its  seventy  Latin  schools,  its  three  Poly-
technic Schools,  its  eight  Normal  Schools,  its  seventy-four  Gymnasiums,
its  nine  Lyceums  and  its  three  Universities,  all  public  such  as  our  common
schools;  the  two  thousand  two  hundred  common  schools  of  Wurtem-
burg;  the  Wiesbaden  poor  school;  the  schools  of  Frankfort  on  the
Maine ;  those  of  Berlin,  including  its  thirteen  free  schools  for  the  poor,
with  a  school  attendance  of  12,000  poor  children. Such  witnesses
could  be  made  available  if  necessity  required,  to  satisfy  us  of  the
efficiency  of  the  teachers,  and  the  general  success  attending  the  work  of
education. It  is  much  preferable,  however,  to  take  the  evidence  of  one
who  has  been  considered  by  American  educationists,  an  unexceptionable
authority. Mr. Mann  has  recorded  his  testimony  with  reference  both
to  particular  school  visits  and  to  the  general  chai-acter  of  the  Prussian
schools. He  is,  therefore,  the  mast  suitable  authority  on  this  occasion ;
the  more  so  on  account  of  the  unreserved  manner  in  which  he  discourses
on  the  subject. Here  is  his  testimony : —

"  With  us  it  too  often  happens  that  if  a  hiplier  branch, — Geometry,  Natural
Philosoptiy,  Zoology,  Botany, — is  to  be  tauj^^ht,  both  Teacher  and  Class  must
have  text  books. At  the  beginning  of  these  text-books,  all  the  lechnica
names,  and  definitions  are  set  down. These,  before  the  pupil  has  any
practical  idea  of  their  meaning,  must  be  committed  to  memory. The  book
js  then  studied  chapter  by  chapter. At  the  bottom  of  each  page  or  at  the
end  of  the  sections,  are  questions  printed  at  full  length. At  tne  recitations


JS  then  studied  chapter  by  chapter. At  the  bottom  of  each  page  or  at  the
end  of  the  sections,  are  questions  printed  at  full  length. At  tne  recitations
the  Teacher  holds  on  to  these  leading  strings. He  introduces  no  collateral
knowledge. He  exhibits  no  relation  between  what  is  contained  in  the  book,
and  other  kindred  subjects,  or  the  actual  business  of  men  and  the  affairs  of
life. At  length  the  day  of  examination  comes. 