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 than the uneducated; the educated soldier is more than a match for the drilled barbarian, other things being equal; and there is, as a rule, less crime in an educated community. Sound schools of every kind are therefore not a mere luxury or convenience but a condition of national existence. Practically, the statesman in every country would gladly enlist the clergy on the side of education if he could do it by concessions that were not destructive of his purpose. Practically, the clergy in every country demand the control of the schools; and while they are willing to teach the elements of knowledge, desire above all to send out the scholars entrusted to them saturated with a superficial and gross theology. The battle, of course, varies in different countries. In parts of South America the clergy have succeeded in keeping the schools in their own hands, and these are among the most backward States on that continent; in Belgium they would compound for the liberty to drive out a teacher they dislike, and to interfere as they choose in school hours; in England they are united in dislike of Board or quasi-secular schools, and aspire to prohibit any improvements that may make these dangerously attractive. In Holland they have actually succeeded in securing a return to pure denominationalism. In Ontario the Church of Rome, in the first instance, procured an exceptional right for those of its members who were not within a certain distance of a Catholic school to remain uneducated; and the Protest-