The foregoing Table is made up from recent official statistics furnished by the Federal authorities at Berne to Wm. Hepworth Dixon, and published in "The Switzers," from which we gather the following paragraphs, in some instances somewhat condensed:

Although there are 22 Cantons, each recognized by the Federal Constitution as sovereign in matters strictly local, three of these original Cantons have been sundered by party feuds, each of the six Half-Cantons holding a portion of the divided sovereignty, as well as of the representation in the Federal Council.

Canton Basle [Basel, as spelt by Mr. Dixon, and many authors,] was formally divided, in 1833, in consequence of old local jealousies springing from city and country considerations,-Basle-stadt or town, having its capital and constituency in the old city; and Basle-land, or country, holding its local legislation in Lienthal, and each having one deputy in the Federal Assembly, where the influence of the old Canton is lost by the deputies voting different ways on all great questions.

The Appenzells were divided as far back as 1597, on the religious discussions of that period, the mountain districts clinging to the ancestral church, and the lowland hamlets with different social and industrial habits, adopting the doctrines of the reformers; and the old Swiss League bestowed on the former the name of Appenzell outer-Rhoden [beyond the Rhoden Alp], with the hamlet of Appenzell for its seat of government; and on the latter the name of Appenzell-inner-Rhoden [below the Rhoden] with Trogen for its capital; and as with the deputies of Old Basle, the representatives of these half cantons neutralize each other at Bern.

Unterwalden was divided centuries since by the Kernwald forest into hamlets over or beyond [ob-wald], and into others under or below [nid-wald] the wood-the former having the capital at Sarnen, and the latter at Stanz.

A similar division is likely to follow the religious and political feuds, which have for years divided the inhabitants of Canton Fribourg these differing views springing from race and creed, language and occupation, seem to widen and deepen from year to year, and to find no controlling force below the Federal Compact, which may ultimately absorb the Cantonal organizations, leaving all local administration with the Communes-which have ever exercised no small portion of the functions of independent States. The Commune is the unit of Swiss organization, and is the source and secret of Swiss republicanism, corresponding to the New England town. It is so held by the Swiss themselves.

To the amount (5,157,756 frs.) paid out of the Cantonal budget, must be added 5,000,000 frs. expended by the several Communes on their own schools, and 287,611 frs. contributed by the Federal Council to the Polytechnic School at Zurich, to reach the total cost (10,445,367 frs.) of public instruction in Switzerland for 1870, while the cost (4,508,901 frs.) of the military service as paid by the Cantons in the same year, was increased by the sum of 5,486,396 frs. from the Federal budget, making the total expenditure for the army 9.995,297 frs. We add extracts from The Switzers.

The School in Switzerland.

A

In Switzerland, the primary business of the State is keeping school. school is one of the first things present to the eyes of a Swiss child, and one of the last things present to the mind of a Swiss man. It comes to him in his cradle, and attends him to his grave. He could not cast it from him if he would; he would not cast it from him if he could.

A Swiss child dreams of school as urchins in an English city dream of work. He knows it is his fate in life. He sees his brother and sister go to school; he sees them bring their lessons home; he sees them rise at dawn to learn their tasks. If he is stout of limb and clear of sight, his turn will come, and he must also troop to school.

In coming to a certain age-in some the age of six, in some of seven-his right to stay at home, to play at top, and make mud pies, will cease. He is a member of the Commune, and the Commune will not suffer him to live and die a pig The school will sieze him, hold him fast for years, and rear him into what he is to be: a baker, goatherd, student, tinker, what not; but in any case it will not lose its grasp until he grows into a man. But then an infant Swiss dreams pleasantly of school, while urchins in our country dream unpleasantly of work. If school is fate to a Swiss child, the vision comes to him in likeness of a fairy, not a hag.

Among the many quaint old fountains in these streets of Bern—with heroes, knights, and ladies on the shafts-there is a fountain in the corn-market, with an ogre, known to Bernese little folks as kindle-fresser-children-catcher-looking up the street. This ogre has a tooth for boys and girls, and clutches them as they go by. A child is disappearing down the monster's throat; three children flutter in the monster's wallet; and a bunch of children twist and wriggle in the monster's belt. That monster will devour them one and all. Grown men dispute about the legend of this ogre in the streets of Bern. One holds him out to be a feudal lord, another as an emblem of the Church. A pastor tells me that the ogre who devours his offspring is the Revolution; and a sharp young student from the neighboring college, whispers he is only Time. But neither man nor boy in Bern imagines that this ogre represents the school. A noble lady, sweet of face and firm of purpose, with her arms about the children's necks, would be to man and boy alike the type of school.

The fairest edifice a Swiss can see when he goes out to walk, is his village school, his city school, his Cantonal school, according as he happens to reside in country or in town. A jail, a workhouse-nay, a town-hall, may nestle in some corner where a curious eye might miss it; but school, a college, an academy, is sure to be in sight, the pride of every village slope and every city square. In Zurich and Lausanne, the intellectual capitals of SwitzerlandTeutonic capital and Latin capital-the noblest buildings are the public schools. If we except the Federal Hall at Bern, the Polytechnic in Zurich is the finest edifice in this country; fine alike in site, proportion, fitness, and display. "Our children," says to me a sage professor, "are so much accustomed to regard the schoolhouse as the foremost building in a city, that they fall into the drollest errors when they go abroad." He tells me, as an illustration of such errors, that some years ago he took his daughter, when a child of ten, to France; and,

being at Versailles, he heard her clap her hands, and cry with glee, "Look here, papa! here is the schoolhouse! It was the garden front of that huge pile. It is the same or very near the same-when you are out of town. You walk into some deep and sombre gorge, with jagged heights and foaming torrents, where the pines can hardly cling, a châlet here and there, high up, on what appears an inaccessible ledge of rock, and near you not a sound, except the crash of falling trees, just breaking the oppressive monotone of rushing floods. "No school in such a gorge," you haply say, when lo! a square white building rises in your front. In England, such a thing would be a shootingbox; and here it is a village school. In less secluded nooks, these buildings are on a larger scale. Take that of Sarnen. Smiling on the bright, green water, stands the finest edifice in the Canton, and of course it is a public school. Wander round St. Gallen-that St. Gallen which was once a seat of Benedictine learning, and is now the seat of a new trade in lace. One side of the fine public park is occupied by the Cantonal school-a noble edifice even in this land of noble schools. Even at Einsiedeln, the great basilica is fronted by a handsome Communal school.

The larger number of these schools belong to the Commune; for in every hamlet where there may be twenty boys and girls, the mayor and council must provide a school and hire a master. Next to the Communal schools in number, stand the burgher schools, which are supported by the State. The Canton is the State. As yet there is but one Federal school in Switzerland, the Polytechnic in Zurich, which has now become, for all the world, a model school of practical life. A great desire is felt in Zurich, Bern, Geneva, and Lausanne to found a Federal university of the highest class-to challenge Bonn and Heidelberg, if not Berlin. The Federal Constitution gives the power to found it; but as yet the project has been chilled by local jealousies, the fruit of those diversities of race, of creed, of speech, which makes us wonder that a Switzerland exists at all. But several of the Cantons have their universities on a smaller scale, and with their faculties more or less complete. Basil has a university. Bern has a university. Zurich, Neufchatel, Geneva, have their own universities. Vaud, Luzern, St. Gallen, and Ticino, each of these Cantons has a separate university. No people in the world can boast of so many seats of learning in proportion to their number as the Switzers can.

a man.

Democracy at School.

Attention to his school is not a fixed and formal business to a Switzer, as it might be to a Briton and a Frank, but an unceasing and engrossing duty from his cradle to his grave. The school is, with a Switzer, always as a child and as No sooner has he ceased to be a pupil, than he starts into a principal. The village schools are governed by the villagers; and as a member of his village, be he preacher, woodman, goatherd, innkeeper, he must share in managing these public schools. He has to build them, to conduct them, and to keep them up. He has to choose the teacher and director, and to pay a portion of their stipends from his private purse. In time, he is a parent, with his little ones to tend and train. Then opens up a new relation to his village schools. He is a visitor, on private more than public grounds. Each parent has a right to visit and inspect the school, to see the teacher, and consult the records of his child. Good teachers welcome these parental visits; for a parley with the father helps the teacher with his child. The circle of his duty is complete, and so a Switzer never can forget his school, and what concerns his school.

School politics are public politics. With the Church and chapel they make the popular politics; but in a Switzeric mind, there is an earlier stage of thought than either Church or chapel reaches, and that earlier stage is the school.

In many Cantons there is some assertion in the fundamental law, that the true end of public instruction is to combine democracy with religion; that every boy attending at a public school may grow up into a good citizen and a good Christian. In the law of Zurich it is said: "The people's schools shall train the children of all classes, on a plan agreed upon, to be intelligent men, useful citizens, and moral and religious beings." In the law of Luzern it is laid down that "The school affords to every boy and girl, capable of education, the means of developing their mental and physical faculties, of training them

for life in the family, in the community, in the church, and in the state; of putting them in the way to gain their future bread." In Vaud, the law declares that "Teaching in the public schools shall be in accordance with the principles of Christianity and democracy." In the law of Thurgau, it is stated that "The general aim of a primary school shall be to call out the power and talents of the children, so as to give them the knowledge and capacity of citizen-life, and to train them to be moral and religious men and women." Almost every Canton puts a clear announcement of this principle in front-the business of a public teacher is to make his boys good republicans and good Christians.

But the rule thus stated in the form of law is subject to revision year by year. The Jesuits and their party put religion first; and if they had their way, would make it first and last. The liberals bring democracy to the front; and some among them, if they had their way, would make it all in all. With us elections mostly turn on trade, alliances, and policy; in Switzerland, they mostly turn on school affairs; and hence the fundamental laws are in a stage of ebb and flow, as the conservative or democratic party gain the upper hand. In Zurich there was recently a question in debate which set the city in a blaze. A new girls' school was wanted; every one allowed it, though a stranger might have fancied there were schools enough. The only question was in which locality the citizens should build that school. Two parties came into the front-a clerical party and a liberal party; those who put religion first, and those who put democracy first. "Let us build this school for females near the minister," said the clerical party, "for the female mind is more susceptible than the male; and if we keep the women we shall always have the men." The radical party met them with a counter-cry: "No more connection of the church and school; the clergy have no business in the class-room; let us build on neutral ground-beyond the ancient walls, among the vineyards, in the sunshine." Public policy was with the radicals. No ground was vacant near the minister, save the public square, and open places are so rare in Zurich that a project for invading one of them with stone and mortar, meets with public opposition, like a project with ourselves for trenching on a public park. The war of words grew hot; elections turned upon it; till the clerical party got the sober people, known as pères de famille, on their side. These fathers said their girls should grow beneath the shadow of the minister; it was better for them; it was more respectable; it was their fate. And so the school was built on the ancient cloisters, round the graves of venerable monks. A slice of public ground was added from the public square.

In Bern a new girls' school is wanted. The site must be a fine one; yea, the very best in Bern. But sites are difficult to find in this old city, where the narrow ridge of ground is occupied from gate to bridge with ancient houses. There are left the public gardens, called the Lesser Ramparts, where the bands perform, the citizens walk, the children play, and strangers watch the sun set on the Bernese Alps. Can any part of this delicious garden be surrendered? Yes; for one great purpose, and that purpose only-for a school. The site is given; but when the plans are drawn, it is discovered that some lime trees of enormous size and matchless beauty-trees which scent the air and cool the paths-must be destroyed. A second public pang,-and they are gone. No pride and glory of the town must stand between a Switzer and his school.

In Lausanne you find the natives talking much, and wisely, of an inter-cantonal movement in support of what is held in certain towns to be, "the just influence" of the French-speaking section of the League. That section is much weaker than the German-speaking section; but in days gone by it held a share of power beyond the value of its numbers, on account of its superior learning, energy, and dash. But now the tables have been turned, for German science has beaten French science, just as German arms have subdued French arms. Lausanne is not the literary capital; that supremacy has gone to Zurich. Geneva is no longer the political centre; that supremacy has gone to Bern. Fact and fear have roused the Gallic Cantons into crusade for the preservation of their rights. Professor Eugène Rambert lives in Zurich, where he holds the chair of Literature. Aware of what is going on, he sees that "La Suisse Romande" is losing ground. He calls his countrymen to arms. A party meet in the Hôtel de Ville, Lausanne-the men of Neufchatel, Geneva,

Vaud, and Valais-when the state of things is carefully explained, and a proposal made to found a League of French-speaking Cantons to defend themselves against the ever-increasing German force. But how are they to hold their own? By artifice, corruption, violence? Not a dream of such things clouds their minds. The meeting sees and says it is a question of the public schools. French education is below the mark;-it ought to be improved; and the Société Intercantonale proposes to revise and widen the superior education in the three French-speaking cities of Lausanne, Geneva, and Neufchatel. But how? By means, says Rambert, of a French University in Celtic Switzerland. Professor Rambert is a native of Lausanne, and he proposes to erect this Federal University in Lausanne. But here creeps in once more the sign of race. Instead of urging that the three French-speaking cities should subscribe the money and begin the work, these Celtic Switzers ask their common country— in the main Teutonic-to provide the means. The League, they say, is rich; the Canton poor. The Communes are already taxed beyond their strength; the Cantous can not bear fresh burthens; let a generous country pay.

School Festival and Holiday.

A band, a line of flags, much patter of small feet, with now and then a swell of fervid song; some fifteen hundred girls in white; a troop of magistrates and councilors, pastors, teachers, foreign consuls; then a second band, with firemen in their casques, and landwehr in their uniforms; some fifteen hundred boys in line of march; soft babble of young voices, in the intervals of drums and trumpets.

Scene-The English Garden at Geneva. Time-the afternoon of Tuesday, June the twenty-seventh. Group-the pupils of the primary schools. Occasion-the completion of the half-year's school work. Prizes have been given to the deserving scholars. Lists of those most worthy of such honors have been read aloud. The magistrates of the republic have addressed the mall in cheery and exciting words. It is a great day in their lives. They are the heroes of one happy hour; and all their faces glow with inner fire. A word is given the bugles sound-the lines begin to move; and soon the English Garden is behind us.

For the last three days the skies have opened all their gates; this morning brought a pause in the great roar of rain, and as the heads of columns quit the ground a gleam of sunshine shoots to right and left, and soon the city and the lake are bathed in golden light. The Canton is agog with joy. All men make way for the procession. Ha! the merry ones! Good children! Soldiers of the Lord! are some of many greetings, as the boys and girls troop forward, pass the quays, and winding by the Molard, up the Rue Corraterie, reach the Electoral palace, where the magistrates receive them, and regale them. After honest fare and kindly speech, the children march to the theatre, where conjurors and showmen entertain them; then to the Plainpalais, where all the city goes to meet them; and a happy day is ended with a wonderful discharge of fireworks, rockets, wheels, and detonating stars. Much glory to the boys and girls; but glory earned by weeks of earnest work.

The festivals and holidays of a Switzer are connected with his life at school. Each change is made the pretext for a feast. Of going to school there is a feast; on leaving school there is a feast at every stage of his advance there is a feast. There is vacation feast, assembling feast; when a new teacher comes there is a feast, and when a teacher leaves there is a feast. The school is made to him, by public and by private acts, a centre of all happy thoughts and times. It shares the joys of home and the rewards of Church. At school, a Swiss boy finds his mates, with whom he learns to sing and play, to drill and shoot. The teacher is to him a father. With this teacher he will grow into a man, assisted on his way with care and love, unmixed with either foolish fondness or paternal pride. With him, and with his mates, the lad will take his country strolls, collecting rocks and plants; will push his boat across the lake, and dive into the secrets of the ancient water-folk; will pass by train into some neighboring Commune, where the arts are other than he sees at home. All bright and pleasant things are grouped about him; and in after-time, when farm and counter occupy his cares, these school days will seem to him the merriest of his life.