over the
horses, could no longer be seen in the present day. The _role_ of the
count had been particularly fatiguing; one man had not sufficed for it;
they had, therefore, had three counts, who, by turns, exercised their
gymnastic art. Upon my asking whether there had not been speaking also,
and whether he could not remember some passage which he could recite
before me, the old man began to declaim, one tone and a half above his
natural voice, singing and scanning with a monotonous abrupt rhythm and
cadence. Undoubtedly this mode of delivery was a tradition from ancient
times, and the speaking in these representations was an accessory only,
while the jumping, wrestling, and gymnastics were the main point. From
the productions of modern art which were at my command, I chose a
native tragedy, 'Hans Waldmann Buergermeister von Zuerich,' by
Wurstemberger of Berne. The hero, a leader in the Burgundian war,
exerted himself to destroy the rule of the nobles in his native city,
and to introduce reforms in accordance with the spirit of the age. Many
of these innovations were displeasing to the citizens. The 'man of the
people' became unpopular, a conspiracy of nobles upset him, and he was
executed. The piece was not deficient in the necessary action; single
combats, popular insurrection, fighting, and prison scenes gave spice
to the dish; and longer dialogues were struck out. When my time for
consideration had passed, the scholars made their appearance with
military punctuality, and undertook with acclamation to perform the
piece I had chosen.

"The young men set actively to work, and showed that innate disposition
to self-government which had been developed by education and
practice. Those who took part in it--the elder and fifth-class
scholars--assembled at the national school, formed a union, and
constituted it by the election of a president, a treasurer, and a
secretary. They immediately proceeded to the distribution of parts.
This took place as follows:--The president inquired of those assembled,
'Who will act the part of Hans Waldmann?' Three or four candidates
rise, each brings forward his claims--height, a powerful voice, or
school education; then they retire, and the discussion begins. Each
candidate has his adherents and opponents. The discussion is closed,
and a nearly unanimous majority allots the principal _role_ to the
teacher, Tschui. Thus it went on with all the parts in succession, and
the remainder of the gene