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II. Schools and Politics in the Netherlands, 1796–1814

Bibliographic Data

ID8959445
AuthorsSimon Schama (Christ University, corresponding author)
Year1970
Volume13
Issue4
Pages589-610
Publication date1970-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe Historical Journal (JOURNAL)
Journal identifiersISSN: 0018-246X • E-ISSN: 1469-5103
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s0018246x00009420
OpenAlexW1975939133
LanguageEN
Citations received5
References cited3

By 1811, just a year after the annexation of their national territory to the French Empire, the Dutch had organized the most effective and comprehensive system of elementary education in Europe. How had this been accomplished? Not, at any rate, in emulation of their former neighbours. At the zenith of its power, Imperial France had nothing to show for years of speculation and derelict legislation except the return of responsibility for the ‘écoles primaires’ to the Church. The respective condition of the two states made this contrast still more emphatic. France commanded financial and administrative resources which the most absolute of her monarchs would have coveted; the Dutch were exhausted by fiscal penury and torn by bitter political division

Annexation · Economic history · Economics · Economy · Empire · Legislation · Nothing · Political economy · Political science · Politics · Power (physics · Sociology · Speculation · Finance · Historical Education and Society · Historical Education Studies Worldwide · History · Law · Religious Education and Schools

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Unique citing works5
Citations per year0,1
Citation span1976 - 2011 (36)
Citation velocityhistorical
Highly citedNo
Citation typesNeutral: 5

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