"We may put by the book, and study Charlemagne's achievements on the borders of the Rhine; better than in the book may the traveller see Charlemagne's genuine character pictured upon the lovely unfolding landscape: the huge domminsters, the fortresses of religion; the yellow sunny rocks studded with the vine; the mulberry and the peach, ripening in the ruddy orchards; the succulent potherbs and worts which stock the Bauer's garden,--these are the monuments and memorials of Charlemagne's mind. The first health pledged when the flask is opened at Johannisberg should be the monarchs name who gave the song-inspiring vintage. Charlemagne's superiority and ability consisted chiefly in seeking and seizing the immediate advantages, whatever they might be which he could confer upon others or obtain for himself. He was a man of forethought, ready contrivance, and useful talent. He would employ every expedient, grasp every opportunity, and provide for each day as it was passing by. "The educational movement resulting from Charlemagne's genius was practical. Two main objects had he therein upon his conscience and his mind. The first, was the support of the Christian Faith; his seven liberal sciences circled round theology, the centre of the intellectual system. No argument was needed as to the obligation of uniting sacred and secular learning, because the idea of disuniting them never was entertained. His other object in patronizing learning and instruction was the benefit of the State. He sought to train good men of business; judges well qualified, ready penmen in his chancery; and this sage desire expanded into a wide instructional field. Charlemagne's exertions for promoting the study of the Greek language--his Greek professorships at Osnaburgh or Saltzburgh--have been praised, doubted, discussed, as something very paradoxical; whereas, his motives were plain, and his machinery simple. Greek was, to all intents and purposes, the current language of an opulent and powerful nation, required for the transaction of public affairs. A close parallel, necessitated by the same causes, exists in the capital of Charlemagne's successors. The Oriental Academy at Vienna is constituted to afford a supply of individuals qualified for the diplomatic intercourse, arising out of the vicinity and relations of the Austrian and Ottoman dominions, without any reference to the promotion of philology. We find the same at home. If the Persian language be taught at Haileybury, it is to fit the future Writer of his Indian office. He may study Ferduzi or Hafiz, if he pleases, but the cultivation of literature is not the intent with which the learning is bestowed."