into liberty to remain in ignorance, became a source of anxiety, and some of the delegates endeavored on this account to reconcile compulsory attendance at school with the principles affirmed in the Constitution. Their motto was; "instruction compulsory and gratuitous;" such is the feeling of some Belgian politicians also, who in view of similar difficulties, have been endeavoring since 1857, to effect in their country a similar solution. But the Dutch delegates did not effect their object. The 33d Article of the law merely says:

"The parish authorities shall use all possible means to induce parents, who are poor and receiving support, to send their children to school."

Several of the large cities, Rotterdam, among others, have made their support of the parents conditional upon the school-attendance of the children. Other subjects that were discussed at the same time, we will mention as occasion offers, in connection with the brief statement, which we now give, of the law of 1857.

a. Classification of Schools.

The common schools are either public or private, (Article 3.) The first class include those schools that are sustained, by the parishes, provinces, and the State, severally, or conjointly, (gezamenlijk ;) the private schools are entitled to assistance from the provinces and parishes, in case of necessity, but in that case, must be open to children of all religions.

The number of schools in each parish, (Article 6,) must correspond to the wants and number of the population. The parish determines how many are necessary, (Article 17,) but the provincial anthorities (gedeputeerde staten,) and the government have the right to increase the number if they consider it expedient. These provisions secure, it is evident, greater certainty of instruction than does the Belgian law, but they are less precise in reference to the right of poor children to attend the schools free of expense, (Article 33.)

The warm interest felt by the legislature in the cause of instruction is shown in (Article 18,) which requires that whenever a teacher has more than 70 scholars, he shall have the assistance of an "aspirant" (Kweekeling, pupil;) this title is given to young men that have not yet received certificates of qualification, or, in other words, have not yet passed the official examination, but who are authorized, until they attain the required age, (eighteen years for an assistant's, and twenty-three for a teacher's diploma, Article 43,) to perform certain duties as "beginners,"-called also in Belgium "secondants." If the number of scholars exceed 100, the teacher is allowed an "assistant," and an additional aspirant if it exceeds 150; with fifty more scholars, another teacher is employed, and with a hundred more, a second assistant.

The course of study is divided into the "ordinary" and the "advanced" course. Instruction in the latter, must be given wherever possible, and where its introduction is judged to be expedient, (Article 16.) The ordinary course must embrace reading, writing, arithmetic, the elements of

geometry, the Dutch language, geography, history, natural philosophy, and vocal music; while the higher course include lectures upon the elements of modern languages, the elementary mathematics, the primary principles of agriculture, gymnastics, the art of design, and for females, the usual domestic accomplishments.

The teacher is appointed (Article 22,) by the parish council, from among the candidates, three to six in number, that have been selected, after examination, by the mayors and justices, with the approval of the district superintendent.

b. Local Authorities.

The control of the schools was so skillfully and wisely arranged, under the law of 1806, that M. Cousin, in the warmth of his admiration for this "bold action," which had never suggested itself to the mind of the French legislators, could, without exaggeration, exclaim; "this is the right method of regulating common school instruction, and in popular education, is the point, that is, in my opinion, of the most vital importance, its more or less skillfully devised organization." The new law has retained the local committees, (Article 53,) there being both district and provincial superintendents, who are appointed for six years, and meet annually. Complaint might perhaps be made of the want of a general superintendent, on the ground that, on account of the continual changes to which the ministry is subject, none but a permanent officer of this kind can secure uniformity in the system of school regulations, and in their administration. The system of 1806, had in fact such a keystone, to be recognized in the established hierarchical organization of the school authorities, but it is scarcely necessary to say, that a superintendence of the schools by the clergy is now wholly out of the question in Holland.

c. Teachers.

The law of 1857, neither outhorizes teachers' associations, nor directs a uniform plan of operation for the teachers' seminaries. But through the influence of the superintendents, who have generally manifested a zeal worthy of all praise, numerous teachers' societies have been formed, (in 1858, numbering 249, with 3,544 members,) with the two-fold object of affording to teachers opportunities for advanced instruction, and of disseminating the most approved methods of teaching. In the schools for the poor, pupils are selected from among the most proficient, to be trained for the office of teacher, and to these, especial attention is given. In order to obtain a certificate of proficiency, there is required a knowlledge, (Article 44, 45, 46,) not only of the subjects embraced in the course of ordinary school instruction, more extended than usual, and with a more rational and thorough understanding of them, but also of pedagogy and methodics; it is also required, that the teacher, whether male, or female, be able to express himself with ease, and in a polished manner, both orally, and in writing. Nearly all the teachers' societies have of late, vied with each other in their endeavors to comply creditably with the

new requirements of the law. In several places these poor pupil-teachers supply the free schools with aspirants as assistant teachers. The parishes generally contribute to their support, and very frequently the provincial authorities also, as in Utrecht, and Amersfort. But the Royal Teachers' Seminary at Haarlem, is more especially worthy of mention, where pupils are received from all parts of the kingdom upon the recommendation of the superintendents, and formally admitted after a three months' trial, upon the satisfactory report of the director. This institution was established under a royal decree of May 31, 1816, and placed under the control of M. Prinsen, a normal instructor of great talent. Ten full scholarships of 250 florins, and fourteen half scholarships of 125 florins yearly, during the entire four years' course of study were founded for such pupils as obtained a diploma of the first degree. This school at Haarlem, has accommodations for day scholars only, (externat,) but otherwise is similar in its arrangement to the Prussian seminaries. The entire expense to the State, for its forty pupils, is 10,000 florins annually. Not only is theoretical instruction given, but actual practice in teaching; the pupils being employed in the schools of the city, for the purpose of accustoming them to their duties as teachers. The discipline is very simple, embracing only a few special regulations, and has been found all that could be desired. Perhaps the natural temperament of the Dutch will sufficiently account for this fact also. In connection with M. Prinsen, others may be mentioned who have aided in securing the success of this establishment,-among them, Mll. Van Dapperen, once a pupil of Pestalozzi, Polman, and B. Schreuder, all extensively known through their school-books, and the influence which they have had in the advancement of method among the public schools. But in addition to these schools, a system of normal instruction has now been perfected by a recent decree, which provides for three large normal seminaries, and twenty-two schools of practice, the latter, receiving an annual appropriation of 3,000 florins. The society "Tot nut van 'talgemeen," has also afforded great assistance to teachers and aspirants, by the publication of a good selection of manuals and abridgments (elementary text-books,) upon general and special subjects. Judging from their catalogue, they attach great importance to the pedagogical works of Germany.

d. Encouragement of Teachers.

Of the means that are made use of for the encouragement of teachers, we will allude only to the presentation of gifts, and the annual distribu tion of silver medals, to the most zealous.

B. STATISTICS.

According to M. Blaupot Ten Cate, the number of children that in 1855, remained without instruction, must be put at 38,000, while in 1852, there were only 21,000, or 107 to 1,000 inhabitants. But the fact that the school attendance has for several years diminished, is nevertheless certain, and must be a source of surprise to those who are acquainted with the

progress that has been made since 1806. The last report of M. van Tets, minister of the interior, accounts for this falling off by the simultaneous advance in popularity of the private schools after 1848. Since the public schools have again become to be decidedly preferred, more value seems to be placed upon the education of children, and a happy change has commenced. An increase of upward of one per cent. (sic.,) in the attendance is shown by the reports of 1857, above those of 1850.

a. Number of Schools.

The number of common schools in the kingdom, (excepting the colonies and the archduchy of Luxemburg,) was 3,422, in 1857; among which there were 2,478 public schools, 278 private schools of the first class, and 666 of the second. The following table embraces all the information that will be desired. The total population of the kingdom on January 1st, 1857, was 3,298,317.

This total of 406,329 scholars, who were in attendance on January 15, 1857, was composed of 228,353 boys, and 177,976 girls. On the 15th July, of the same year, (the summer term,) the number had diminished to 317,618; of which, 158,721 were boys, and 158,897 were girls. These numbers include those who attended the evening schools, (24,868 on 15th January; 18.070 boys, and 6,798 girls,) as well as those who only attended the evening lectures, (numbering 27,272 at the same date, of whom 19,749 were boys, and 7,523 were girls.)

The ratio of the number of scholars to the whole population, is, in winter, about as one to eight; in summer, as one to ten. The first class of private schools, include the "Diakonieschulen," i. e., such as are supported by the revenues of endowment funds, (170;) those that are sustained by the society "Tot nut van 'talgemeen," (17;) and some that belong to private persons, (91.) The schools of the second class, are generally of the latter description.

In this list there are also 784 infant schools, (Warteschulen,) of which,

the one at Zwolle, has long been well known; 152 schools for review, (Herhalingscholen,)-originated by the society, "Tot nut van 'talgemeen," and intended for adults, with the design of preventing that frequent relapse into ignorance that is seen in the later years of those who have left the usual schools; 118 Sunday schools; 71 individual schools, for mechanics; 127 public singing schools; 23 schools for gymnastics; and finally, 35 boarding schools, 286 boarding and day schools, (171 for boys, and 115 for girls.)*

b. Number of Teachers.

The number of instructors, in 1857, was 7,391, consisting of 6,480 male teachers, of every kind, and 911 female teachers. The ratio of teachers to scholars was, on the 15th January, as one to fifty-five; on the 15th July, as one to forty-seven. The new law provides liberally, as it should, for the teachers of the schools. Their salary can not be less than 400 florins, ($160,) nor that of an assistant, less than 200 florins. Some teachers receive more than 1,000 florins per year. The minimum established by law in Belgium, is 200 francs, ($38,) somewhat less than one-fourth that of Holland! Moreover, the teacher in Holland, has the right of appeal, whenever the district is disinclined to provide him a suitable residence, or pay him the equivalent which is his due; in such case, he can make complaint to the standing provincial committee, who settle the matter conclusively, (Article 19.)

c. Expense of Schools.

It would be difficult to state accurately the cost of the schools, inasmuch as their support is by law (Article 31,) obligatory upon the parishes. The appropriations of the State toward their maintenance amounted, in 1857, to 156,000 florins, ($62,000.) This, too, was a subject, that gave occasion to a lively discussion in the chambers, in 1857. The requirement certainly imposes a very heavy burden upon the local authorities; still, they can, to a certain extent, evade the law, since they are at liberty, (Article 3, § 3,) to support private schools, and the danger, therefore, is not so great as it, at first glance, appears; besides, (Article 36,) of the law declares that whenever the government is satisfied, by information derived from the standing committee and the provincial authorities, that a parish will be obliged to submit to great sacrifices in order to put its common schools in operation, as it should be done, the State and province shall aid the parish by an appropriation of half the amount necessary. There is, however, something arbitrary in these regulations, though they possess this advantage, that they express definitely the extent of liability, while in Belgium, the parish, and the State, are in mutual opposition; for when even a wealthy parish has col

* We mention, as examples of these female boarding schools, the one at Voorscholen, near Ley den, under the patronage of Queen Sophie,-the school at Haarlem, and the one long established at Wageningen. It is a peculiarity deserving of note, that nearly all female schools are conducted by female teachers exclusively, and are under the supervision of the royal superintendent.-Editor.