eece
has, indeed, yet other unworked resources; she lacks only sufficient
means by the aid of which she might continue her civilizing march in
history.

The disquietude and uncertainty in the condition of Eastern affairs
which have followed upon the war and changed the political condition of
the Balkan peninsula have not been able to completely arrest the
intellectual movement which is a peculiar trait of the Hellenic race. On
the contrary, there has in recent years been observed in the life of the
nation a more active and serious tendency to a radical improvement and a
more complete reorganization of the education of the country, and
particularly of popular instruction. This famous word, which for some
time past has been going the round of Europe, and according to which it
was the German schoolmaster who gained the victory over France, is in
Greece also, as everywhere in Europe, the watchword of the day, which
occupies individuals as well as the Government. The impetus which was at
first given by the _Syllogoi_ on this fundamental question of a more
complete instruction of the nation has been followed by the Government,
which does not ordinarily distinguish itself by taking the initiative in
general questions which do not particularly affect its political
interests. Primary normal schools, on the model of those of Germany,
without, however, losing sight of the character and the individuality of
the Hellenic mind, have been founded in different parts of the kingdom,
and in the Turkish provinces; and we hope that this lively and generous
impulse will produce the most glorious and most useful fruits in the
future of the nation. A thorough and living popular education is always
the fundamental basis of the morality and liberty of nations. It is
always the surest guarantee of their intellectual and national
independence. In modern society, in which, according to the famous
saying of Royer Collard, democracy moves like a ship in full sail, in
which the people, by universal suffrage, take a direct part in the
affairs of the State, popular instruction ought to be always very
extensive and scattered abundantly among the people. We would even say,
quoting from M. Jules Simon, that no citizen who does not know how to
read and write ought to take any part in the concerns of the State. Our
Governments unfortunately do not take the initiative in order to revive
the noble tendencies of the nation. However, there are here individuals,