ablishments are, to say the least, quite as much interested in the
results of the contest as are the pupils themselves. The natural
consequence is, that the professors devote themselves to cramming those
pupils whose assiduity and superior intelligence mark them out as fit
partakers in such a contest. There are sometimes as many as sixty pupils
in a class in the Paris Lycee, and yet the professor's attention may be
confined to barely a dozen among them. The rest of the class read
novels, go to sleep or remain listless during the lesson. The well-known
writer M. Maxime du Camp may possibly have slightly exaggerated the evil
when he asserted that "Ceux-la seuls travaillent qui se destinent aux
ecoles speciales;" but we have no difficulty in believing his statement
that on one occasion M. Emile Saisset--since a member of the Institute,
then professor at the Lycee Henri IV.--left the platform, and taking a
seat facing the front row, where he had got together the six best (_plus
forts_), began reading to them in a low tone. When one of the other
pupils began talking too loud, the professor cried out, "Ne faites donc
pas tant de bruit: vous nous empechez de causer."

But, although these general examinations may operate somewhat
disadvantageously toward the duller members of the class, it must be
acknowledged that they have had the effect of inducing many a youth to
put forth his best efforts in order to attain special distinction, and
have thus laid the foundation of future success. Among those with whom
such has been the case may be mentioned the names of Delille the poet,
La Harpe the critic, Victor Cousin the philosopher, Adrien de Jussieu
the naturalist, Drouyn de Lhuys, ex-Minister of Foreign Affairs, now
president of the Agricultural Society of France; Taine, Edmond About,
Prevost Paradol, etc.

Within the last thirty years the plan of study in the lycees has
undergone many changes. Each successive Minister of Education has
instituted some modifications, and the result has generally been an
improvement. The most thoroughgoing revision took place under M. Jules
Simon, who was Minister of Public Instruction in 1872. A well-known
member of the Institute and professor of philosophy, M. Paul Janet, in
defending the reforms instituted by M. Simon, makes some bold remarks on
the subject. Secondary education in France is now composed of two
branches of instruction mingled, which if separated might, according to
M. Janet, each