creamless region, bestowing with the same solemnity his blessing on the one which had afforded him that savoury refreshment.' _Friedrich von Schillers Leben_ (Heidelberg. 1817), p. 11.] This good hope was not, however, destined to be realised in the way they expected: accidents occurred which changed the direction of Schiller's exertions, and threatened for a time to prevent the success of them altogether. The Duke of Würtemberg had lately founded a Free Seminary for certain branches of professional education: it was first set up at Solitude, one of his country residences; and had now been transferred to Stuttgard, where, under an improved form, and with the name of _Karls-schule_, we believe it still exists. The Duke proposed to give the sons of his military officers a preferable claim to the benefits of this institution; and having formed a good opinion both of Schiller and his father, he invited the former to profit by this opportunity. The offer occasioned great embarrassment: the young man and his parents were alike determined in favour of the Church, a project with which this new one was inconsistent. Their embarrassment was but increased, when the Duke, on learning the nature of their scruples, desired them to think well before they decided. It was out of fear, and with reluctance that his proposal was accepted. Schiller enrolled himself in 1773; and turned, with a heavy heart, from freedom and cherished hopes, to Greek, and seclusion, and Law. His anticipations proved to be but too just: the six years which he spent in this establishment were the most harassing and comfortless of his life. The Stuttgard system of education seems to have been formed on the principle, not of cherishing and correcting nature, but of rooting it out, and supplying its place with something better. The process of teaching and living was conducted with the stiff formality of military drilling; every thing went on by statute and ordinance, there was no scope for the exercise of free-will, no allowance for the varieties of original structure. A scholar might possess what instincts or capacities he pleased; the 'regulations of the school' took no account of this; he must fit himself into the common mould, which, like the old Giant's bed, stood there, appointed by superior authority, to be filled alike by the great and the little. The same strict and narrow course of reading and composition was marked out for each beforehand, and it was by stealth if he read or wrote any thing beside. Their domestic economy was regulated in the same spirit as their preceptorial: it consisted of the same sedulous exclusion of all that could border on pleasure, or give any exercise to choice. The pupils were kept apart from the conversation or sight of any person but their teachers; none ever got beyond the precincts of despotism to snatch even a fearful joy; their very amusements proceeded by the word of command.