)]

[Footnote 6388: Liard, "Universites et Facultes," p. 39 and following
pages.--"Rapport sur la statistique comparee de l'instruction," vol.
II. (1888).--"Exposition universelle de 1889" ("Rapport du jury," groupe
II., part I., p.492.)]

[Footnote 6389: In 1994 there were in France 1389 public and 841 private
lycees (SR.)]

[Footnote 6390: Liard, ibid., p. 77.]

[Footnote 6391: Also called the preparatory classes, the so-called
math-sup and math-spe of the preparatory schools attached to the state
lycees and attended by selected 18-20 year-old students. (SR.)]

[Footnote 6392: These figures were obtained in the bureaux of the
direction of primary instruction.--The sum-total of 582,000,000 francs
is composed of 241,000,000, furnished directly by the State, 28,000,000
furnished by the departments, and 312,000, 000 furnished by the
communes. The communes and departments being, in France, appendices of
the State, subscribe only with its permission and under its impulsion.
Hence the three contributions furnish only one.--Cf. Turlin,
"Organisation financiere et budget de l'Instruction primaire," p. 61.
(In this study, the accounts are otherwise made up. Certain
expenses being provided for by annuities are carried into the annual
expenditure:) "From June 1, 1878, to Dec. 31, 1887, expenses of first
installation, 528 millions; ordinary expenses in 1887, 173 millions."]

[Footnote 6393: Law of June 16, 1881 (on gratuitous education).]

[Footnote 6394: Law of March 28, 1882 (on obligatory education).]

[Footnote 6395: National temperament must here be taken into
consideration as well as social outlets. Instruction out of proportion
with and superior to condition works differently with different nations.
For the German adult it is rather soothing and a derivative; with the
adult Frenchman it is especially an irritant or even an explosive.]

[Footnote 6396: It might be interesting to note what Mark Twain wrote on
India education about the same period when Taine wrote this text:
"apparently, then, the colleges of India were doing what our high
schools have long been doing--richly over-supplying the market for
highly educated service; and thereby doing a damage to the scholar,
and through him to the country. At home I once made a speech deploring
the injuries inflicted by the High School in making handicrafts
distasteful to boys who would have been willing to make a living at
trades and agriculture if they had but had the