that they have arrived at this melancholy termination of their campaign, by exchanging the cap for the Philistine hat, and their cronies are reasonable enough then to perceive, that nobody may disturb them in these their arduous exertions, as, indeed, the Burschen-life cannot last for ever. After these glorious exertions, the son of the Muses plunges boldly into the doctoral examination. This is partly made in writing, partly orally, and is conducted under the superintendence of the Dean, who also selects the questions, to which the youth under examination, isolated in a room of the Dean's house, gives his answers. The examination is seldom closed under a week; after which he receives, as its results, from the examining professors of the faculty, one of the usual degrees of the university, unless his acquirements have been so indifferent, that his evilstar, as the students say, has caused him to fall through.". pp. 402, 403.

Such are the prominent features of the student's life as described in the work before us. There are several interesting episodes scattered here and there, such as an account of Sand, and the consequences of his crime; and some amusing histories of renowned characters amongst the students.

An entire chapter is devoted to the history of the Burschenschaft, an institution which for various reasons deserves our notice. Its origin is here traced back as far as to the first occupation of Germany by the French, when the sense of national dishonor is described as rousing the German youth from their trivial student's life, and leading them to form one great union for the deliverance of their country. But though such a spirit was undoubtedly awakened amongst the students, so that they stood ready at the first cry of liberty to rush forth to take arms against the usurper, the origin of the Burschenschaft is usually ascribed to the period immediately following their return from the campaign with the allied armies, when, their minds matured, and their views enlarged by the actual experience of life, they could not but see the absurdities of their student practices, whilst a strong love of country seemed to swallow up almost every other feeling. But whenever we date its origin, the Burschenschaft originated in noble and worthy feelings. It was animated by a manly and patriotic spirit, and however it may afterwards have justly laid itself open to the charge of revolutionary designs, at first it had only at heart the good of Fatherland. The sovereigns of Germany had, in the

first enthusiasm of gratitude for their deliverance from a common foe, made promises to the people of constitutions and representative government, which on reflection they were slow to perform. This begot discontent, and the youth at the universities, full of their new notions of liberty, were perhaps the foremost in this almost general dissatisfaction. How far they went in their secret designs, it is difficult to say; but it is certain, that they were accused of meditating nothing less than the overthrow of the existing government, and the bringing of all Germany under one general constitution. The governments became alarmed, and imprisoned many of their leaders, who in the end were glad to escape from their native country, so that Germany lost some of its noblest spirits, to the great gain of our own and other lands. It is very much to be regretted, however, for the sake of the German universities, that the Burschenschaft could not have kept clear of any such suspicions, retaining the manly, patriotic spirit by which it was distinguished. The following are some of its principles, in which there is certainly nothing to be discovered treasonable, or deserving of punishment.

"In the German Fatherland we will live and move. We will perish with it, or die free in it, if God's great call ordain. Live the German speech for ever! Flourish the true chivalry! Let Germany be free!

"He who avows these ideas, and is willing to contend for their advancement is our beloved brother. To accomplish these high endeavors, there must be a universal free Burschenschaft throughout all Germany.

"There can no salvation come to our beloved Germany, unless through such a free and universal Burschenschaft, in which Germany's noblest youth continues intimately fraternized, in which every one learns to know his duty - and which Burschenschaft shall always find the Gymnastic schools its defence and alarm-post.

"We will never apply the word Fatherland to that state in which we were born; Germany is our Fatherland; the state in which we were born is our Home.

"We will hold these principles firmly and honorably; spread them by every possible means; and with all our power, now as youths, and hereafter as men, labor to bring them into exercise.

"When we quit the High School, and are invested with any office, be it high or low, we will fulfil the same honorably, true

to Prince and Fatherland, and in such a manner administer it as shall be in accordance with the spirit of these principles.

"The law of the people shall be the will of the Prince. Liberty and Equality are the highest good, after which we have to strive, and from which strife no pious and honest German can ever desist.

666

'Every student who maintains honor and virtue, shall be a free German Bursche; subject to no one; inferior to no one; all shall be equal, obeying only the laws.'"- pp. 76, 77.

In the Burschenschaft duels were prohibited, there were no distinctions of ages, but a universal equality. It is still, we understand, carefully discouraged and watched against by the various governments, and the students have returned to their old absurdities. Still, as we have had occasion more than once to intimate, these are fast dying out of themselves. In the universities which are situated in large cities, particularly at Berlin, which we suppose at this moment holds the first rank amongst German universities, they are almost extinct. And at the same time it is observed, (the work before us to the contrary notwithstanding,) that in such universities the standard of learning is higher, and the general proficiency greater than elsewhere. How indeed could it be otherwise! The author of this book attempts in a true student spirit to show the good effects of wasting the first half year (as he admits usually is done) in drinking and duels," a period of rest," he says, "in which, from an undisturbed point of view, he can look back into the past; can there weigh what he has so far accomplished; can look forward, and acquire a clear consciousness of his future purposes, and can gather strength for the necessary enterprise." A fine opportunity, indeed, for this calm contemplation, at the fencing-school, and in the beer-kneipe! It is fortunate that the far-off examination extends its threads back to the very first half year, and so through the whole course, or many a poor youth would be lost in the labyrinths of this student-life. It is well that the habits of industry are often so firmly fixed at the Gymnasia, that a disorderly life soon becomes unsatisfactory. The great secret of German education is the steady, unbroken progress from first to last. The only break has been in going from the gymnasium to the university. When this shall no longer be, it may truly be asserted, as is asserted in this book, that in education Germany sets an example to the world.

It appears, too, that there is another influence at work, which will help in no small degree to do away with these disorders of student-life, namely, the increasing number and importance of the Real or Polytechnic schools. These institutions are in Germany the growth of later times, and the right has not yet been extended to them, which students coming from a Gymnasium enjoy, of admittance to the university on producing a certificate of having matured their studies at the school. This, it seems, is called the exemption and maturity right. We have lately seen a statement, taken from the last edition of the Conversations Lexicon, from which it appears, that the number of students in the German universities has diminished in the last ten years nearly one third. And this diminution, it is remarkable, is almost all in the departments of Law and Theology. In 1830, the number of Law students in all the German universities was 3215-in 1840, 2543. Of Theological students in 1830, 3659-in 1840, 2159—making a decrease of 1500 in ten years. The students in medicine had increased in the same period from 1839 to 1900, and those in the general sciences, engineering, mining, natural history, agriculture, from 1426 to 1774. In the progress of the Real schools we see in part the explanation of this phenemenon. Of course it must debar the pupils of these schools from the university, if after finishing their course they must go to the Gymnasium to get a certificate of having gone through their studies there. And in the existence of another road to the offices and trusts of life, we see a new diligence in the students, and increased vigilance on the part of the governments of the universities. And even should the interdict be withdrawn, and the same right be allowed to the Real schools as to the Gymnasia, which we understand to be just now a subject of discussion, and which seems to be but common justice, we should not look to find the same spirit in the young men who come from these newer establishments. The Gymnasia have always been the nurseries of students in every sense. There they begin their smoking and drinking. The Frog (the Gymnasiest) is the father of the Fox. We are glad to hail in these Polytechnic schools the spirit of the time, the dawning light before which these absurdities of student-life-these goblins of the dark ages will vanish.

F. C.

F. Parkman.

ART. VI.An Inquiry into the Foundation, Evidences, and Truths of Religion. By HENRY WARE, D. D., late Hollis Professor of Divinity in Harvard College. Cambridge: John Owen. Boston: James Munroe & Co. 1842. 2 vols. 12mo. pp. 330 and 311.

"THESE volumes," as the reader is informed in a brief notice accompanying them, "are selected chiefly from the manuscripts, which constituted a part of one of the series of discourses delivered by the author in the Chapel of Harvard College, while he was Professor of Divinity in that institution." The title is truly descriptive of the contents of the volumes. And they, who, as the sons of Harvard, have partaken with ourselves of the benefit of the instructions, of which this work may, we suppose, be regarded as the substance, will not fail to recognise throughout its pages the candor, impartiality, faithfulness of investigation, and absolute freedom from dogmatism, which eminently distinguished the teachings of the venerable writer, and commanded the confidence even of those most widely differing in their religious speculations.

Dr. Ware entered upon the duties of his Professorship in May, 1805, as successor of the amiable and evangelic Dr. Tappan. He continued in the full discharge of his office for nearly thirty-five years a term of service unusual in any calling, commenced as was his after a ministry of half that period, and unprecedented with only one exception in the annals of the College from its foundation; * the elder Dr. Wigglesworth, who first occupied that theological chair, having been inducted as the Professor soon after its establishment by Mr. Hollis in 1722, and having died in 1765.

"About six years ago," as is expressed in the same notice, "the author's sight began gradually to fail, which made it

*In strict accuracy we should add two exceptions to that of Professor Wigglesworth, whose term of office exceeded forty-two years. Judah Monis, a converted Jew, and known by his Christian charity as the founder of a small fund for the benefit of widows of deceased clergymen, was Teacher of Hebrew for nearly the same period, and Henry Flynt was Tutor during the space of fifty-five years. Besides these, no President or Instructor in the University has continued so long in the duties of his place as has the author of these volumes.