his ministry all the great reforms which give the control of Prussian education to the State,—the transference of the management of public schools from their old boards of trustees to the State, the obligatory State-examination for schoolmasters, and the foundation of the great State-University of Berlin,—take their origin. This his English reviewer says not a word of. But, writing for a people whose dangers lie, as we have seen, on the side of their unchecked and unguided individual action, whose dangers none of them lie on the side of an over-reliance on the State, he quotes just so much of Wilhelm von Humboldt's example as can flatter them in their propensities, and do them no good; and just what might make them think, and be of use to them, he leaves on one side. This precisely recalls the manner, it will be observed, in which we have seen that our royal and noble personages proceed with the Licensed Victuallers.
In France the action of the State on individuals is yet more preponderant than in Germany; and the need which friends of human perfection feel for what may enable the individual to stand perfect on his own foundations is all the stronger. But what says one of the staunchest of these friends, M. Renan, on State action; and even State action in that very sphere where in France it is most excessive, the sphere of education? Here are
