the mere current of circumstances. The Commune still remains a civil corporation with the obligation of maintaining both Churches and Schools for the inhabitants within its boundaries.

4. Education of the Minority.

In cases where the minority are unable to establish and maintain a separate School, or do not wish to do so, the following Regulations have long existed :-"Admittance into the Public Schools shall not be refused to any one on the ground of diversity of Religious confession."

5. Funds for Supporting the Prussian Schools.

As the endowment funds applicable to School purposes are very small, nearly the whole cost of the vast system of Elementary Education is defrayed by annual taxation of some kind. The funds for supporting the Primary Schools are derived chiefly from three sources: -1. School Fees of children. 2. Local School Rate. 3. The general the basis of population to each Province, or Regency, or circle; but it is made upon the ground, and only upon the ground of the poverty of a Commune, like our Poor School Grant, and forms therefore a very small proportion of the sums provided and expended in Primary Instruction.

6. Educational Obligations of Parishers, or Communes, in Prussia.

Every Commune must find School room and teaching for all the children from six to fourteen years of age belonging to it; and every Commune must provide for the support of its School, as far is it is able. The Law declares that not only shall provision be made for the education of every child of School age, but that every child shall attend School during that age, and that every Commune shall provide for the education of its own children, and shall only claim assistance from the State in case of the inability from poverty to fulfil the requirements of the Law. The Prussian System of Primary Instruction rests upon the obligation of each Parish, or Commune to provide for the Common School Education of its own children; and its efficiency arises from the universality of the enforcement and fulfilment of this obligation, and the thorough Elementary Education given to every child in the Kingdom. The State declares what the education shall be, and what shall be the qualifications of the Teachers who give it, and what shall be the minimum of the Salaries to be paid them, and the minimum and maximum Fees to be paid by Parents of Pupils, and then enforces this obligation and duty upon each Commune, and assists a Commune in case of poverty.

The departmental Government determines the Salary of the Teacher. Each Commune School has its local Board of Trustees; but the mode of providing the local funds for the support of the School greatly varies in the different Provinces and Districts. The following is the common feature:-The School Board of each Commune determines what the School Fees payable by Parents of Pupils shall be, the Law fixing the minimum at one groschen (two cents) per week, and the maximum at fifteen Prussian dollars ($11.25) per year, or a fraction less than a dollar of our money per month. (A Prussian dollar is seventy-one cents of our money). In determining what these Fees shall be, the School Board considers what Parents are able to pay. These Fees are collected by the School Board, are applied, as far as they will go, towards the support of the School. For the remaining part of the outlay required the School Board applies to the Commune, which provides by a Rate on property according to valuation as with us. If this Rate according to a certain percentage on the property of the Commune, is insufficient to support the School, then application is made for a Grant from the State funds. Out of the more than 30,000 Parishes, or Communes, comparatively few

are thus aided by the State, the aggregate amount granted by which is small in com- . parison with the sums provided from local sources. The Prussian Law on this subject since 1794, (and which has gradually passed into other States of Germany, and other Countries of Europe and America), is as follows:

"Where there are no endowments for the support of Common Schools, then the maintenance of the Teacher falls upon the collective Householders, without distinction of Religion."

7. Population and School Children in Prussia.

Population. The population of Prussia according to the last census before the recent conquests was 18,491,871, of which 11,298,246 were Protestants, 6,906,917 were Catholics, 254,795 Jews, 16,283 German Catholics, 12,716 Mennonites and 1,202 belonging to the Greek Church.

School Children. In these figures are included 848,939 children from five to seven years of age, and 2,731,536 from seven to fourteen years of age.

8. Universities, Colleges, Higher and Special Seminaries in Prussia.

Summary. There are in Prussia, 1 Academy of the Sciences; 1 Academy of Technical Science; 6 Universities with the four faculties, in each complete; 2 Catholic Universities of Philosophy and Theology; 13 higher Seminaries or Colleges, of which 9 are Catholic, 3 Protestant, 1 Jewish; 1 Jewish University of Talmudic Literature; 5 Seminaries or higher Normal Schools for training professors of the Gymnasia or Colleges; 1 Academy of Arts; 2 Academies of the Fine Arts; 6 Schools of Arts and Trades; 1 Institute of Church Music; 1 Academy of Bridges, Highways, and Architecture; 1 Academy of Mines; 1 Superior Institute of Commerce; 1 Superior School of Forests; 8 Schools of Agriculture; 1 Academy of the Military Art; 1 School of Engineering and Artillery; 3 Schools of War; 5 Military Schools; 1 Superior Marine School; 5 Schools of Navigation; 2 Schools of Military Surgery; 1 Central Institute, or Superior Normal School, for training Masters of Normal Schools; 144 Gymnasiums or Colleges; 25 Gymnasiums or Preparatory Colleges; 63 Real Schulen or Real Schools; 10 Superior Burgher or Citizen Schools; 25 Provincial Schools of Arts and Trades; 3 Schools of Design for Weavers; 2 Schools of Ordinary Drawing; 57 Seminaries or Normal Schools, for training Masters of the Primary or Common Schools; 25 Institutes for Deaf Mutes: 9 Institutes for the Blind; 70 Superior Schools for Girls; 350 Middling Schools for Boys; 370 Middling Schools for Girls.

9. Statistics of Common Schools in Prussia.

According to the latest printed general returns in 1857, there were in Prussia 25.163 Public Elementary Schools containing 2,828,692 children; of whom 1.430.926 were Boys and 1,397,766 were Girls, and taught by 33,597 male Teachers and 3.032 female Teachers.

10. Diffusion of Education in Prussia.

As the object of this Report is to give an epitome of Systems of Instruction and their results. rather than explain the subjects and modes of teaching in the Schools, it would exceed my prescribed limits and purpose to remark upon the subjects taught in the various kinds and graduations of Prussian Schools, Seminaries, Gymnasiums and Universities above mentioned, the methods of instruction and the modes of preparing Teachers and Professors for them; all of which is characterized by the solidity and thoroughness which distinguish German character and learning. In no other Country is there so thorough and universal Common School Education, or so complete a provi

sion for the education of all classes in all branches of science and literature, and for all the Trades, employments and pusuits of life, as well for the Blind, the Deaf and Dumb. Dumb.

11. Principle of Compulsory Education in Prussia.

The principle being avowed that every child shall be educated and well educated, the Government provides for the removal of every obstacle to the application of that principle. Whenever, therefore, any Member of a local Council, or Board, neglects his duty, or opposes what he should promote in this respect, he is removed and a better man appointed in his place. This is the ground and object for the exercise of what seems an arbitrary power. And upon the same ground is the power of compelling the education of each child from seven to fourteen years of age, inclusive, to prevent any Parent from robbing his child of the sacred right of a good education, and of depriving the nation of an educated citizen. Mr. Pattison, the English School Commissioner to Germany remarks, that "The compulsory attendance by itself is now so entirely adopted into their habits that it has quite lost its involuntary character. It is as much a matter of course that the children of the Peasant, the Farmer, the Artizan, the Labourer shold take their daily road to School, as that those of the Tradesman, the Merchant, the Banker, or the Judge, should. This is a consequence of the universal prevalence of Day Schools. In attending the Day School the child is but doing what all the children of the place, rich as well as poor, are doing. This habit of universal attendance at the Day Schools is one of the most precious traditions of the German family. The compulsory School attendance dates from the earliest period of the Reformation, and was recognized as a Religious duty long before it became a Law of the State. From the time of Luther's address to the Municipal Corporations of Germany, 1524, this has been so recognized, whether it was enforced by enactment, or not. When, in the beginning of the 18th century, Freidrich Wilhelm began to issue royal Ordinances for the regulation and improvement of Elementary Schools, we find these Ordinances assuming, not enacting de novo, universal School attendance of all unconfirmed persons [confirmation takes place at the age of fourteen, or sixteen, after a course of Religious Instruction]. The usage as a part of the duty of a Christian Parent had even survived the ruin of the thirty years' war. The edict of 1716, which is popularly regarded as the source of the Prussian Compulsory System, does really nothing more than give the sanction of the royal Ordinance to an existing practice. Compulsory education in Protestant Germany never had to contend with an adverse public opinion; not because the spirit of personal liberty is wanting, but because, since Protestantism began, there has never been a time when it was not thought part of parental duty to have the children properly educated.

Popularity of the Prussian System of Education. Mr. Kay, late Travelling Bachelor of the University of Cambridge, in his work on "The Social Condition and Education of the People of England and Europe," states as follows on this subject:

I went to Prussia with the firm expectation that I should hear nothing but complaints from the peasants, and that I should find the School nothing but a worthy offshoot of an absolute Government. To test whether this really was the case or not, as well as to see something of the actual working of the system in the country districts, I travelled alone through different parts of the Rhine Provinces for four weeks. During the whole of my solitary rambles, I put myself as much as possible into communication with the Peasants and with the Teachers, for the purpose of testing the actual state of feeling on this qustion. Judge, then, of my surprise, that although I conversed with many of the very poorest of the people, and with both Romanists and Protestants, and although I always endeavoured to elicit expressions of discontent, I never once heard in any part of Prussia one word spoken by any of the Peasants against the educational Regulations. But on the contrary, I everywhere received daily and hourly proofs of the most unequivocal character. of the satisfaction and real pride with which a Prussian, however poor he may be, looks upon the School of his locality.

12. Protection of Prussian Children as to Education and in Factories.

The protection of children against the neglect and avarice of unnatural Parents and rapacious employers, is humanely provided for in Prussia, as also in other German States. In Berlin every youth proposed to be apprenticed must, at the time of his being apprenticed, be examined by the Guild of the Trade for which he is destined. If he can read, write and cipher competently for the business, he receives a Certificate to that effect. If not, he is sent back to School until he is able to do so. "Prussia, (says Mr. Pattison), followed by Bavaria, Baden and other States, has minute Regulations for the protection of the children employed in Factories. The minimum age now in Prussia is twelve. No young person under sixteen can be employed in a Factory without a Certificate of having regularly attended School for at least three years, or a Certificate stating that the bearer can read and write. This Regulation does not apply where the Mill-owner supports a School at his own expense, which the children in his employ attend at such hours as the School councillor shall sanction. The maxirum number of hours for children under fourteen is now reduced from ten hours to six, and their employment between 8 p.m. and 5.30 a.m. is prohibited. They must attend School at least three hours daily. Every child has its Labour Book. These Books are supplied gratis to Parents or Guardians, of children. The provisions of the Factory Laws are printed in the beginning, and they contain: -1. Name, age and Religion of the child; 2. Name, calling and residence of the Parent, or Guardian; 3. Copy of Certificate of School attendance, etcetera. The Mill-owner has to take charge of these Books for each child in his employ, and to produce them to the Inspectors, or the Commissary of Police whenever called for, and to return them to the children on quitting his employment. Special Inspectors for Factories are appointed only here and there, although they can be sent to any Factory. Whether, or not, any Factory be under the supervision of a special Inspector, the ordinary Inspectors, local and departmental, are required to visit its School, (if any), as they do ordinary Schools. A Manufacturer may be fined for employing Persons under sixteen, without conforming to the prescriptions of this Law. He must send the names of all children in his employ twice a year to the public office."

13. French Summary View of Prussian Education.

I conclude this brief notice of the Prussian System of Public Instruction in the words (translated) of the French Government School Commissioner to Germany in 1865:

:

"No where, in fact, (says M. Baudouin), is instruction disseminated with so much The liberality, given with so much disinterestedness, and directed with so much care. smallest hamlet has its Primary School; the smallest town its Gymnasium, its citizen and real Schools perfectly organized, endowed and inspected. In Germany every one is interested in youth; the highest personages and women of the first rank consecrate to it their time, their property, their experience. The best writers write Books for small children; the poets for their lessons in vocal music, write verses which the most illustrious composers do not disdain to set to music. The entire German people appear convinced that to occupy themselves with the instruction of youth is to fulfil a personal duty and labour for the future of their Country. Each one voluntarily becomes Volkserzieber, Teacher of the people, and contributes his part to the progress of general instruction.'

III. PUBLIC INSTRUCTION IN HOLLAND.

1. Civil State of Holland.

Holland is divided into eleven Provinces, each with its Governor and Elective Assembly, composed of from twenty-four to ninety Members besides the National Legislature. The ratepayers elect the Kiezers, the Kiezers elect the Road, or Town Council,

the Town Council elect a certain proportion of the Provincial Governments, and the Provincial Government elect the lower Chamber of the States General, or House of Commons. The States General is composed of two Chambers; the Upper Chamber consists of fifty life Members, the Lower Chamber of fifty-five elective Members.

2. Historical Sketch of Education in Holland.

The American School Commissioner, Doctor Bache, in his Report on Education in Europe, 1838, remarks:-"The System of Primary Instruction in Holland is peculiarly interesting, from its organization in an ascending series, beginning with the local School Authorities and terminating in the highest authority, instead of emanating, as in centralized systems, from that authority."

The first impulse to an improved system of elementary instruction in Holland originated with a Mennonite Minister named John Nieuvenhuysen, who, with other citizens of Groningen, founded, in 1784, the "Society of Public Good," whose objects were three-fold: -1. To prepare and circulate elementary works on religious and moral subjects and the matters of every-day life. 2. To establish Model Schools, and temporary Schools, with Libraries for the use of work people who had left School. 3. To make and report enquiries into the true methods of School teaching and discipline, and of the principles of the physical and moral Education of children. This was the origin of modern investigations of these subjects and of improved Systems of Education in both Europe and America. This Society was very energetic and successful; the Government encouraged its efforts to prepare School Books, train Teachers, excite attention to the state of the Schools, and gradually adopted its plans. In 1806, when Holland was a Republic, the various Edicts and Regulations which had been published from time to time were digested into a law and generalized for the guidance of the Country at large, by M. Van den Eude, called the "Father of Public Instruction in Holland," and who, from 1806 to 1833, as Commissioner, and acting under the authority of the Home Department, directed the Popular Education of his Country.

3. French Statesmen on the State of Education in Holland.

So high was the reputation of the Dutch School Methods and System more than fifty years ago, that the French University deputed M. Cuvier, the great Naturalist, to visit Holland in 1811, and report on the System of Public Education. He described the astonishment and delight he felt in first visiting the Dutch Schools, and pronounced them above all praise. I confess that no Schools which I have visited in America or in different Countries of Europe, so deeply and favourably impressed me in regard to discipline, methods of teaching, order and neatness as those which I have visited in the principal Cities and Towns of Holland. The English Commissioner, Mr. Arnold, in his Report of 1860, says: "I have seen no Primary Schools worthy to be matched, even now, with those of Holland."

M. Cousin, the great French Philosopher and Educationist, who has visited and reported on the Schools of Prussia and other States of Germany in 1831, and prepared the famous French School Law of M. Guizot in 1833, visited and reported on the School System of Holland in 1836. Referring to the Dutch School Law of 1806, M. Cousin says: "This code of Primary Instruction was founded upon maxims so wise, so well connected in all its parts, so conformed to the spirit of the Country, so easily adapted itself, by the generality of its principles to the convenience of Provinces the most different, that it has continued until the present without any material modifications, through three great Revolutions:-That which changed the Batavian Republic into a Kingdom, first independent, afterwards incorporated with France; that which overthrew King Louis, restored the House of Orange, and formed Holland and Belgium into one Kingdom; and that which finally separated the two Countries, and reduced the Kingdom of the Netherlands within its ancient limits.