Herald of the times. [volume] (Newport, R.I.) 1830-1846, 1838-02-15
WHOLE NO. Al,
COMMON SCHOOLS IN PRUSSIA.

Here we have n charming portrait of be-
ncvolent inonarch-a phlaDihropIst clothed
W III the powers ard prerogaiivcs Of an abso-
lutte throne, and exercising them all for the
advancement of society, and the good of his
race. We copy it from Professor Stoves
recent "Rcport on elementary Public Instruc-
ton in Europe" to the Ohio Legislature, by
which he was commissioned. II is an inter
estlng pamphlet of some 60 pages.
When Frederick William III. asccDded
the throne ofPrussia in 1897, the CONDITION of
4 the people was IN many respcrts truly de-
plorable. But Immediately upon his acces-
sion, he set about reforming abuses, and
introducing improvements. The odiOus re-
llgons edict was abolished the administration
ofjustice was thoroughly reformed, aud rigid
economy Introduced into The royal housed hold.
The exclusive privileges of the mobiles were
taken away, aud their power so completely
broken, that there Is now no hereditary arl--
tocracy which can interfere with the soyer-
ei2n, ar opprcss the people.
In 1870 the Pcasontry. who before had no
ownership in the soil which they cultivated.
and consequently no Independence of char
acter, by royal d, cree became ffeeholders
their lands on perpetual lease by giving ub
one third, and these who held them on limited
or life leases, by giving UP one half n the
Landlord, became the a." nerS in fee simple nf
the rest. The military is now so mod lied
That every citizen between the ages of lS
ana u, Is ~ actual service Ia tlun;gnding
army, where he is instructed ~ aIrthat per
lains To the military life, and then returns t.s
his peaceful occupations. Thus the army is
made up entirely of ciizens-and every citi-
zen Is soldier; and there is no such thing
ms standing army at the entire devotion OF
the sovereign, and'independeht Of the peo-
pie.
The prime minister, Iiardenberg, ~ a Cit
cular published at the time when these re-
foims were in progress, declares. that Tho
new system Is based upon the principle that
every subject, personally free, be able to raise
himself, and develupe his powers freely with
ou, let or hndrance from any other; that the
public burdens be borne ia common and in
just proportions that equality before the law,
be secured to every subject; that justice be
ricidy and punctually administered: that
merit in whatever rank it may be found, be
enabled to rise without obstacle ; that the GO
ycrnment be carried on with unity. order rand
power; that, by the education of the people,
and the spread OF trne religion, the general
interests, and national spirit he promoted.
"a the only secure basis. of the national well
fare.
Another European king of the Romsn
Catholic faith, Louis of Bavaria. who is con
nected by marriage with the royal house of
Prussia, moved by this example, and excited
by emulation in behalf both of his church and
kingdom, is now zeaously pashing forward
the same experiment among his own people,
ard already the Bavarian schools begin to ri
val the Prussan and The University of Ber-
lin finds It's only equal in that of Munich
louis has in one thing gone even beyond his
brother of Prussia, in that he has granted to
his people a real constitutional representation
in the government, privilege and rigbs
which the Prussians have labored in vain to-
extort from Frederick William.
Even the Autocrat, Nicholas Of Russia,
married to daughter Of the Prussian mon
arch, who inherlts much of her fathers spirt,t
has been induced TO commence q similar sys-
ten throughout his vast dominions aud from
the reports to the Emperor Of nj. dOuvaroff,
the Russian miHister of public instruction, it
appears that already from Poland to Siberia.
and from the White Sea to the regions be-
yond the Caucasus, including the provinces
so recently wrested from Persia, there are
the beginnings Of q complete system Of COM
mon school instruction for the whole people,
to be carried into full execution as fast as 10
is possible to provide the requisite number Of
qualified teachers.
Thus three sovereigns, representing the
three great divisions of Christendom.the Pro-
tes!ant, the Romish, and the Greek, are now
zeaously engaged in doing what despotic
sovereigns have seldom done before-en-
lightened and educating their people and
that with hottar nlans .f nctrprtinn
u more efficient accomplishment iu practice
than the world has ever before witness sed-
Nor is the spirit of education confined to
these nations. The Kingdom Of Nuremberg.
and the grand duchy Of Baden, are not be-
bind Prussia or Bavaria The smaller states
of Germany, and even old Austria, are push
ing forward IN the same career France IL
all awake; Spain and Italy are beginning to
open their eyes; the government of Eng land
which has hitherto neglected the educatOn
of the common people more than any other
protestant country Of Europc-is beginning
to bestr itself; and even the Sultan Of Tur-
key, snd the Pscha Of Egypt, are looking
around for well qualified teachers To GO
among their people. In London and Paris .
saw Turks, Arabs, and Greeks,who had been
sent by their respective governments to these
cities Tor the express purpose Of being cd0-
Gated for teachers in their native countries,
if not for the whole people, at least for the
favored few. AT Constantinople a society
has been formed for the promotion OF useful
which publishes monthly jour
nal edited by one of the Turks who studied
IN Paris; and the Sultan now employs
French teacher in his capital whom he es-
pecially invited from France. And here too.
in our own country.n .he movements of New
England, New York. Pennsylvania, Ohio,
Michigan, and several other OF the Stntes,we
arc strongly reminded Of the educational zeal
q liz,