from us that there is anything wiser than our ordinary selves, and to prevent our getting the notion of a paramount right reason. Royalty itself, in its idea the expression of the collective nation, and a sort of constituted witness to its best mind, we try to turn into a kind of grand advertising van, meant to give publicity and credit to the inventions, sound or unsound, of the ordinary self of individuals.
I remember, when I was in North Germany, having this very strongly brought to my mind in the matter of schools and their institution. In Prussia, the best schools are Crown patronage schools, as they are called; schools which have been established and endowed (and new ones are to this day being established and endowed) by the Sovereign himself out of his own revenues, to be under the direct control and management of him or of those representing him, and to serve as types of what schools should be. The Sovereign, as his position raises him above many prejudices and littlenesses, and as he can always have at his disposal the best advice, has evident advantages over private founders in well planning and directing a school; while at the same time his great means and his great influence secure, to a well-planned school of his, credit and authority. This is what, in North Germany, the governors do in the matter of education for
