p to Is-IS only two important steps had been taken in the further development of the system. Normal schools were established in 1516, and the free schools for the poor were supplemented by institutions of a somewhat higher grade where a small tuition fee was required. Sinee the free schools could be entered only by those who pos sessed a certificate of poverty. the children of people Ivith moderate means were excluded from them. The private schools for such children were fast inferior to the free :schools which were under p ohne patronage. and it was to sup ply this want that the towns established inter mediate schools t ussclo n schoolcn ) . In addition, French schools, which emphasized modern lan guages and commercial brmiehes, and Latin prepwring for the universities, were foomled. These higher schools. did not compare so favorably with those of other C01111 as did the primary ones.
Thy t'onstitution of 15-4S established liberty of instruction. This conflicted with the provision of the law of 1~t16 that the authorizations of the municipal council and of the inspector were necessary for even the teacher in a private school. in 1557 this requirement was removed. ()lily the general admission certificate being demanded in such eases. The Constitution of 1S45. also. by placing all religious denominations on a footing of equality, gave to the Catholics and liberals a chance to attack the religions instruction in the schools. which to the law of 1Stai was to have been Christian but midenonifilational. Their agitation led to a strict enforcement of the law. whiell in turn roused the antagonism of the orthodox Protestants. The result of a hitter contest was the law of 1S.17, which reaffirmed that of IsOn, making more explicit its provision that religious instruction. while undenominat al. should inculcate Christian virtues. It was also provided that the selloolrooms should lit special hours be put at the disposal of religious ecumminions for purposes of instruction. This attitude has been continued by the law of I575.
'The Lill of also made definite regulations regarding the number and support of schools, the salary and n lllll ber of teachers, sehool fees, the primary curriculum. the selection of teachers and school inspectors, Each emiminne was required to maintain at its ow 11 charge xvliat in the opinion If the State', deputies and illy supreme Govern ment was a sufficient number of primary schools. If this task was 100 heavy, the State and the province were to share in a grant of aid. It was provided that pupil leachers should aid in the Nvorl; of instruction. School fees were to be exacted 014 of W110 could afford to pay The subjects 01 prinInl.y were defincd to be rending. writ tar. arillmictie, the elements of 11111 netry, of Dutch gra 111r, of of t he not oral sciences. and
singing. The public schoolmaster xvos to he seleeted by the communal from a list of those who had acquitted themselves best in competitive examination. .1 salaried provineinl inspector was substituted for the provineial com mission of inspectors. The minister of the Dome Department, assisted by a refercn dary, was made the supreme authority in matters connected with education.
In 1Sti3 a law was passed organizing secondary instruction as consisting of burgher, higher burgher, agricultural, polytechnic:II, and indus trial schools. This la W was n11101(141 in IS7G :11111 I570. The secondary schools are under special commissions and inspectors. and teachers in them are required to have special diplomas, and, except in a few cases, to be university graduates.
The law of 1837 has been twice amended, in I 57s and IsS9. In 1875 the school authorities were empowered to increase the curriculum as laid down in IS57, by Trench, German, English, general history. mathematics, drawing, agricul ture, and gymnastics whenever they deemed it expedient. It was also provided that ea C11 1111111e shiouhil soh,t,urt the 11111111)er of unsectarian schools; but 30 per cent. of its edu cational expenditures were to he contrihnted by the State, which also undertook to subsidize pri vate schools under certain conditions. An enor mous increase ill the State contribution to popu lar education \ Vas thus brought about. In 1859 the method of granting the State subsidy was modified. If the school applying for one is found on inspeetion to conform to the State regulations it will he granted an ainomit dependent on the attend:1nm. the number of teachers, and extent of the curriculum. All schools having more than forty-one pupils must have at least t WO teachers, and an additional teacher is required for an aver age addition of about fifty pupils. When sehools have more than the mininfmn requirement of teachers, and when they cover none than the re quired curriculum. additional grants art. given. The State also furnishes 25 per cent. of the amount necessary to establish a school. and regulates the and hygienic conditions of the buildings and premises. The law of instituted a system of pensions for teachers who had reached the age of sixty-live. The annual amount is one-sixtieth of the annual salary for (melt year of service. The teachers contribute 2 per cent. of their yearly salaries to a pension fund.
The Dutch classify their gymnasia together with their universities under the head of superior instruction. Snell instruction is organinql into a system by the law of 1S713. The three state uni versities are supported and controlled by the na thinal Government. See UNIVERSITY.