A good account of Denmark and the Danes is yet wanting. It may be collected by any honest writer, moderately conversant with the language and history of the country. We fear that Mr. Kohl will not supply the literary void, if we are to judge from the one volume before us. Others are, however, to follow; and as our author is immethodical, he may haply return to make good imperfections, and to fill up his hasty sketches. We cannot but regret that he should have passed so rapidly through the Duchy of Holstein. Had he followed the highways and byways of the province, instead of flitting like a swallow--to use his own words--over the ground by means of the newly-opened railroad through Kiel, his "Travels" would surely have been the better for his trouble. Instead of pausing where the most volatile would have been detained, our author satisfies himself with simply expressing his unfeigned regret at being obliged to pursue his journey, consoling his readers and himself with the very paradoxical assertion that we are most struck by the places of which we see least; since, being all of us more or less poetically disposed, we permit the imagination to supply the deficiencies of experience;--an argument which, we need scarcely say, if carried to its fullest limits, brings us to the conviction, that he who stays at home is best fitted to describe the countries the furthest distant from his fireside. Surely, Mr Kohl, you do not speak from knowledge of the fact! In his present volumes, Mr Kohl refers only passingly to the subject of education in Denmark. He remarks that the national schools far surpassed his expectations. He might have said more. For the last thirty or forty years, we believe, it has been rare to meet with the commonest peasant who could not read and write; a fact proving, at least, that Denmark is rather in advance than otherwise of her richer neighbours in carrying out the educational measures which, of late years, have so largely occupied the attention of the various governments of Europe. No one in Denmark can enter the army or navy who has not previously received his education at one or other of the military academies of the country. The course of study is well arranged. It embraces, besides the classics, modern languages, drawing, and exercises both equestrian and gymnastic. The academies themselves are under the immediate direction of the best military and naval officers in the service. For the education of the people, two or three schools are provided in every village, the masters receiving a small salary, with a house and certain perquisites. In 1822 the system of Bell was introduced in the elementary public schools, and since that period it has been generally adhered to.