On the other hand， through this operation， it has extended and fortified itself； it has multiplied the institutions it directs and the persons whom it controls. To direct， inspect， augment and diffuse its primary instruction， the State has maintained 173 normal schools for teachers， male and female， 736 schools and courses of lectures in primary， superior and professional instruction， 66，784 elementary schools， 3，597 maternal schools， and about 115，000 functionaries， men and women.[105] Through these 115，000 officials， representatives and megaphones， Secular Reason， which is enthroned at Paris， sends its voice even to the smallest and most remote villages. It is this Reason， as our rulers define it， with the inclinations， limitations and prejudices they have need of， the near-sighted and half-domesticated grand-daughter of that other formidable sightless， brutal and mad grandmother， who， in 1793 and 1794， sat under the same name and in the same place. With less of violence and blundering， but by virtue of the same instinct and with the same one-sidedness， the latter employs the same propaganda. She too wants to seize the new generations， and through her programs and manuals， her insinuations and summaries of the Ancient Régime， the Revolution and the Empire， by her perceptions of recent or contemporary matters， through her formulae and suggestions in relation to moral， social and political affairs， it is of her and she alone， that she preaches and glorifies.
VI. Summary.
Total and actual effect of the system. - Increasing unsuitableness between early education and adult life. - Change for the worse in the mental and moral balance of contemporary youth.
In this manner does the education by the State end. (in 1890) When a matter is taken out of the hands of those who are concerned and handed over to a third and differently motivated party， it cannot end well；sooner or later， this basic defect will dominate and lead to unexpected results. In this case a growing disparity between education and life. On the three levels of instruction， infancy， adolescence and youth， the actual theoretical and direct instruction is extended and overloaded with the examination， the grade， the diploma and the certificate in view only. To this end any and all means is used；through the application of an unnatural and anti-social system competition， through excessive delay in practical apprenticeship， through the internat， through artificial stimulation and mechanical cramming， and through overwork. There is no consideration of the future， of the adult epoch and the duties of the complete man. The real world in which the young man is about to enter， the state of society to which he must adapt or resign himself， the human struggle in which he must defend himself or keep erect is left out. For this new life he is neither armed， equipped， drilled and hardened. That solid common sense， that determination and those steady nerves， indispensable tools in life， are not dispensed by our schools； quite the contrary； far from qualifying him for his approaching independence the schools disqualify him for it. Accordingly， his entrance into the world and his first steps on the field of practical life are generally a series of painful failures； as a consequence he remains bruised， often for a long time， offended sometimes permanently crippled. This is a rude and dangerous ordeal； the moral and mental balance is altered and risks never being restored； his illusions vanish too suddenly and too completely. His deceptions have been too great and his disappointment too severe. Sometimes， among close friends， embittered and worn out like himself， he is tempted to tell us：
"Through your education you have led us to believe， or you have let us believe， that the world is made in a certain fashion. You have deceived us. It is much uglier， more dull， dirtier， sadder and harder， at least in our opinion and to our imagination： you judge us as overexcited and disordered； if so， it is your fault. For this reason， we curse and scoff at your world and reject your pretended truths which， for us， are lies， including those elementary and primordial verities which you declare are evident to common sense， and on which you base your laws， your institutions， your society， your philosophy， your sciences and your arts."This is what our contemporary youth， through their tastes， opinions， vague desires in letters， arts and life， have loudly proclaimed for the past fifteen years.[106] (Written in 1890.)_____________________________________________________________________POSTSCRIPT：
It is only fair to the French to note that they have， since the law called Debré in 1959 allowed the Catholic schools to operate freely with teachers paid by the state provided they，* use qualified teachers，* have a contract with the government submitting to inspection of their buildings etc.，* submit to government study programs，* regular accepted hours etc. (SR.)_________________________________________________________________________Notes：
[1] Ordinance of Oct. 4， 1814.
[2] Liard， "L'Enseignement supérieur pendant la Restauration." (Rev.
des deux Mondes， number for Feb.15， 1892.) Decree of April 8， 1814.
[3] Ordinance of April 17， 1815 (to suppress the university pay and separate the sole University into seventeen regional universities.)This ordinance， dating from the last days of the first Restoration， is repealed the first days of the second Restoration， Aug. 15， 1815.
