The Rector, one evening, came to Professor Werner, and after greeting Ilse, began, "You set a good example to your country when you came to us; a communication has been made from head-quarters to the University that in the next term your Hereditary Prince will begin his studies with us." Then, turning to the Professor, he continued: "It is expected that we shall all do what we can, compatibly with the duties of our office, to advance the education of the young Prince. I have to convey to you the wishes of his Highness that you should lecture to the Hereditary Prince in his own room." "I shall give no Prince's lectures," replied the Professor; "my branch of learning is too comprehensive for that; it cannot be put into a nutshell." "Perhaps you could lecture on some popular theme," advised the prudent Rector. "It appears to me that greater value attaches to the beneficial effect of your personal intercourse with the Prince than to the contents of your lectures." "If it is agreeable to the Prince to be in our house, and he will accommodate himself to our habits, I shall show him every respectful and fitting attention. But in my course of instruction I shall make no change on his account. If he attends my lectures as a student, well and good; but I will never give any private lessons in his room or in that of any one else." "Will not your refusal be regarded as an incivility?" rejoined the Rector. "It is possible," replied the Professor, "and I must acknowledge to you that in this case it is particularly painful to me. But no personal consideration shall induce me to give up a principle. I have formerly experienced how humiliating it is to have to fashion and fit a serious subject to the comprehension of a boy who has not the necessary preparatory knowledge and the power of grasping and taking a real interest in it. I shall never do it again. But I will do all that I can for this young gentleman, although I must confess that my studies lie far from the high road of princely education. If they wish to learn of us what may be profitable for their future life, they must do so in a regular way, and they should come to us with the preparatory knowledge which alone will make it possible for them to derive advantage from learning. I have here and there observed from a distance how sad is the education of most of them. The shallow and superficial nature of their training, which renders it almost impossible for them to take a warm interest is any domain of intellectual labor, is also of little value for their future life, and gives them little capacity for their duties as rulers. We participate in inflicting this injury, if we impart a mere varnish of learned culture to youths who have not in truth as much knowledge as a freshman. And that is usually the object. It is not necessary to visit the University in order to become a useful man; but if one enters this difficult path--and I think undoubtedly that every