population (in 1910 they numbered 783,000), but they claimed it all the more on grounds of their ancient culture. All parties were agreed that an Italian faculty of laws should be created; the difficulty lay in the choice of the place. The Italians demanded Trieste; but the Government was afraid to let this Adriatic port become the centre of an irredenta; moreover the Southern Slavs of the city wished it kept free from an Italian educational establishment. Bienerth in 1910 brought about a compromise; namely, that it should be founded at once, the situation to be provisionally in Vienna, and to be transferred within four years to Italian national territory. The German National Union (Nationalverband) agreed to extend temporary hospitality to the Italian university in Vienna, but the Southern Slav Hochschule Club demanded a guarantee that a later transfer to the coast provinces should not be contemplated, together with the simultaneous foundation of Slovene professorial chairs in Prague and Cracow, and preliminary steps towards the foundation of a Southern Slav university in Laibach. But in spite of the constant renewal of negotiations for a compromise it was impossible to arrive at any agreement, until the outbreak of war left all the projects for a Ruthenian university at Lemberg, a Slovene one in Laibach, and a second Czech one in Moravia, unrealized. Primary and secondary education in Transleithania One of the first measures of newly established Hungarian government was to provide supplementary schools of a non-denominational character. By a law passed in 1868 attendance at school was obligatory for all children between the ages of 6 and 12 years. The communes or parishes were bound to maintain elementary schools, and they were entitled to levy an additional tax of 5% on the state taxes for their maintenance. But the number of state-aided elementary schools was continually increasing, as the spread of the Magyar language to the other races through the medium of the elementary schools was one of the principal concerns of the Hungarian government, and was vigorously pursued. In 1902 there were in Hungary 18,729 elementary schools with 32,020 teachers, attended by 2,573,377 pupils, figures which compare favourably with those of 1877, when there were 15,486 schools with 20,717 teachers, attended by 1,559,636 pupils. In about 61% of these schools the language used was exclusively Magyar, in about 6 20% it was mixed, and in the remainder some non-Magyar language