=The Parochial Schools in New Netherlands.=--A second type of colonial organization of education appears in the New Netherlands, as the country between the Delaware and Connecticut rivers was called during the period of Dutch control (1621-1674). In contrast to the _laissez faire_ attitude of Virginia, the foundation of schools was parochial. Instead of the chance endowment of schools wherever the benefactors happened to be located, a school was founded in connection with every church. This arrangement grew out of the Calvinistic conception of universal education, which formed an essential part of the social traditions in Holland during the seventeenth century. Long before the Dutch came to America, the parochial school, as a means of preserving the Reformed faith, had become an indispensable part of church organization. But the Dutch state also had concerned itself with the facilities for education. The Reformed Dutch Church was granted the right to examine teachers, enforce subscription to the creed, and, in the case of the elementary schools at least, largely determine the appointments, but the legal support and control of education were vested in the civil authorities. Hence there early arose in New Amsterdam and the villages of New Netherlands a parochial school system and a distribution of control between Church and State very similar to that in Holland. Besides the ordinary elementary branches, these parochial schools of the New Netherlands taught the ‘true principles of Christian religion,’ and the catechism and prayers of the Reformed Church. Thus the Dutch school differed from those in the Anglican colonies of the South, which stressed secondary education, in being chiefly elementary, although some attempt at conducting a Latin or ‘grammar’ (see p. 120) school was also made in New Amsterdam from 1652 on. However, after the English took permanent possession of New York (1674), the parochial school of the city was limited to the support of the Reformed Church, and, as a result of its long refusal to adopt the English language, its possible influence toward the realization of universal education was completely lost. While the Dutch schools of the villages generally retained the joint control and support of the local court and church, with a constantly increasing domination of the former, as a whole the English occupation of New York would seem to have set public education back about a hundred years. At any rate, by the eighteenth century colonial New York seems to have fallen into the same _laissez faire_ support of education that prevailed in the Southern colonies. The policy of universal education by means of parochial schools no longer existed. [Sidenote: More sects and the municipality not coördinated.] [Sidenote: Friends,] [Sidenote: Lutherans,] [Sidenote: Mennonites,] [Sidenote: and others.]