1859. He closed his last
address to the graduating class at Antioch with these noble words: "_Be
ashamed to die until you have won some victory for humanity_." He
himself had won many great victories for humanity,--in the improvement
of the common school systems of his native country; in the establishment
of free schools; in the founding of normal schools where teachers might
be trained; in the adoption of milder means of discipline; in the
improvement of schoolhouses; in the better support of schools; in better
methods of instruction; and in the inspiration he gave to teachers for
all time. Therefore he at least had no need to be "ashamed to die."

FOOTNOTES:

[164] _Educational Review_, Vol. XII, p. 65.

[165] Mrs. Mann, "Life of Horace Mann," p. 10.

[166] Mr. Mann completed the term made vacant by the death of John
Quincy Adams, and was reelected for the two succeeding terms.

[167] Colonel Parker in article cited.

[168] For an analysis of these Reports, see Dr. Harris's article in
_Educational Review_, Vol. XII, p. 112.

[169] "Education in Massachusetts," p. 174.

[170] "Horace Mann," p. 76.

CHAPTER XLII

THE SCHOOL SYSTEM OF GERMANY

=Literature.=--_Parsons_, Prussian Schools through American Eyes;
_Klemm_, European Schools; _Prince_, Methods in the German Schools;
_Seeley_, The German Common School System; _Russell_, German Higher
Schools; _Bolton_, Secondary Education in Germany.

We have traced the historical development of education to the present
time. It now remains for us to examine briefly the educational systems
of a few leading countries, in order that comparisons may be made,
lessons drawn, and the present condition of education clearly set
forth.[171]

The plan of discussion to be followed in each of the four systems
considered will embrace, 1, _Administration_; 2, _School Attendance_; 3,
_the Schools_; 4, _Support of Schools_; 5, _the Teachers_.

=Administration.=--Each German state is independent in its school
system, though there are many features in common, and there is a mutual
understanding on most educational questions between the various states,
which makes their systems practically uniform. The system here described
is that of Prussia, which, being the largest, most populous, and most
influential of the states comprised within the German Empire, as well as
the foremost in educational development, may well be taken as a type.

There is a minister of education whose