itously.--Eure, by Masson Saint-Amand. There were previous to
1789, 8 high-schools which were all suppressed and destroyed.--Drome,
by Collin, p.66. Before the revolution, each town had its high-school,"
etc.]

[Footnote 3162: Cf. Marmontel, "Memoires," I., 16, for details of these
customs; M. Jules Simon found the same customs afterwards and describes
them in the souvenirs of his youth.--La Chalotais, at the end of
the reign of Louis XV., had already described the efficiency of the
institution. "Even the people want to study. Farmers and craftsmen
send their children to the schools in these small towns where living
is cheap."--This rapid spread of secondary education contributed a good
deal towards bringing on the revolution.]

[Footnote 3163: "Statistiques des prefets," Indre, by Dalphonse,
year XII, p.104: "The universities, the colleges, the seminaries, the
religious establishments, the free schools are all destroyed; vast plans
only remain for a new system of education raised on their ruins. Nearly
all of these rest unexecuted.... Primary schools have nowhere, one may
say, been organized, and those which have been are so poor they had
better not have been organized at all. With a pompous and costly system
of public instruction, ten years have been lost for instruction."]

[Footnote 3164: Moniteur, XXI., 644. (Session of Fructidor 19, year II.)
One of the members says: "It is very certain, and my colleagues see it
with pain, that public instruction is null."--Fourcroy: "Reading and
writing are no longer taught."--Albert Duruy, p. 208. (Report to the
Directory executive, Germinal 13, year IV.) "For nearly six years no
public instruction exists."--De La Sicotiere, "Histoire du college
de Alencon," p.33: "In 1794, there were only two pupils in the
college."--Lunet, "Histoire du college de Rodez," p.157: "The
recitation-rooms remained empty of pupils and teachers from March
1793 to May 16, 1796."--"Statistiques des prefets," Eure, by Masson
Saint-Amand year XIII: "In the larger section of the department,
school-houses existed with special endowments for teachers of both
sexes. The school-houses have been alienated like other national
domains; the endowments due to religious corporations or establishments
have been extinguished--As to girls, that portion of society has
suffered an immense loss, relatively to its education, in the
suppression of religious communities which provided them with an almost
gratuitous and su