iv

PREFACE.

ferred by distinguished members of that school,which enjoys the honour of his protection.”*

As might be inferred from the indifference of theofficial men in this country, the public acts of itsgovernment contain no notice of these proceedings,or indeed advert at all to the interesting and nationalsubject of popular or universal education. It is con-solatory, however, to find that the same silence hasnot every where been maintained. In the speech ofthe King of the Netherlands on opening the StatesGeneral in the Session of 1826, we find a strong ex-pression of the value of the present efforts to facili-tate the diffusion of useful knowledge, and a directallusion to that particular branch which has herebeen allowed to proceed without the slightest disco-verable notice. “Public instruction,” says his Ma-jesty, “ is becoming more and more adequate to thewants of society. The indigent class can now everywhere enjoy it gratuitously. In some towns a be-ginning has been made to give to the working classesscientific instruction, with a view to increase theirpractical knowledge.”

The official encouragement bestowed upon thisplan in France , combined with the natural zeal ofFrenchmen , has been followed by its extension toa degree somewhat astonishing. In the report

* Effets de l’Enseignement Populaire sur les Prosperities de la France , par le Baron Charles Dupin . Discours prononcedans la seance d’ouverture du cours normal de geometrie et demechanique, appliquees, le 29 Nov. 1826, au Conservatoire desArts et Metiers .—Revue Encyclopedique, 97 e Livraison.