Abstract
In this paper, indicators and explanations for the revival of Dutch science after around 1860 are proposed. Explanations for the occurrence of the `second Golden Age of Dutch Science' emphasize the effects of educational reform policy after 1862. The (often unintended) results of the Secondary Education Act of 1863, the Higher Education Act of 1876, the sharp increases in Personnel and Materials Budgets after 1876, and the decrease of student influx at the same time, are discussed in some detail.
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