and accommodations to meet the wants of modern society, has for its basis the study of dead languages,—and the so-called "enseignement spécial," organized in 1866 by a minister of the Second Empire, M. Victor Duruy. This second course was intended by its founder as a professional course-practical and technical-a preparation for industrial, agricultural, and commercial careers. But in less than thirty years the aspect of affairs has changed. The "enseignement spécial " is no longer content with the modest rôle marked out for it by its origi

nator.

General practical instruction-the education which anticipates industrial careers-is now given in our higher primary schools; those newly established schools that are a continuation of our elementary primary schools, and which are attended by not less than 34,000 pupils, girls as well as boys.

The "enseignement spécial," under the title of French secondary instruction, is fast becoming a means of general culture, accomplishing by other methods the same results as the Greek and Latin classical learning. Many concessions have been made. The bachelor's degree in "l'enseignment spécial" was created several years ago, conferring the same privileges as the bachelor's degree in letters or science, and thus throwing open many liberal careers to the holder of such a degree. This year has been marked by a considerable advance. The Cluny Normal School, opened by M. Duruy, whose aim was the education of teachers for "l'enseignement spécial," has been closed. Hereafter there will be but one course of training for the teachers of the two grades of secondary instruction. In doing away with this dual preparation of teachers, it would seem that the equality between classical learning and secondary instruction was declared. Other changes are talked of, and it is probable that in a short time the Government, which has promised the Chamber of Deputies, through M. Bourgeois, Minister of Public Instruction, that the position of classical learning shall be defined, will end by proclaiming a perfect equality between the two sections of our secondary instruction.

This cannot be accomplished without much difficulty and much resistance. There are still in France a large number who believe that a liberal education is impossible if the study. of the authors of antiquity is abandoned. Parents are generally opposed to sending their children to a lycée where only

French and modern languages are taught. Latinism is still all-powerful in molding the traditional tendencies of most of our fellow-citizens. And if the heads of the university attempted, I do not say to abandon, for they do not dream of that, but to restrict, to its proper allowance of time, the study of Greek and Latin in public instruction, it is to be feared that a large portion of the patrons of the university would leave the lycées and enter religious schools, above all those directed by the Jesuits,-which are still flourishing in spite of the decrees of proscription,-where instruction can be found in keeping with the traditions of our country; an education based on the worship of the masterpieces of classical antiquity.

For if, on one side, we see such practical men as M. Berger, the organizer of the Universal Exposition, such deputies as M. Siegfried, and such poets as M. Jean Richepin, forming a national association to organize the new instruction, but proposing to throw out the study of Greek and Latin; we hear, on the other hand, ardent demands and protestations not only from humanists by profession, but from independent philosophical thinkers. Among the foremost of these may be quoted M. Alfred Fouillée, one of the most eminent representatives of contemporary French thought, who in a recent book, "L'enseignement au pointe de vue nationale" (Hachette, 1891), undertakes the defense of classical learning, threatened by the encroachments of the utilitarian spirit. He strives to demonstrate, without laying any stress upon the well-known arguments, that ethical and national reasons-race affinitiesshould force France to regard the study of Greek and Latin as the exclusive and privileged source of a liberal education. Without attempting to foretell the future, it is probable that the contradictory exaggerations of to-day will sink into accord. From the encounter of these two classes of pedagogic fanatics-one holding that all is lost if the Ark of the Covenant is but touched, the other pretending that it will only be satisfied with the declaration that all dead languages are but useless lumber-will result, I trust, an arrangement, an agreement tempered by reason. Without suppressing the study of the past, the study of modern languages will gain its proper place in the programme.

Meanwhile, all sorts of measures are taken to improve the administration of our boarding-schools, with the intention of introducing more kindness in discipline, more life and light

and purpose in the method of instruction. Attention has been drawn to the dangers of mental over-pressure, and, to obviate these, the length of class and study hours has been reduced, the school day has been shortened, and we are gradually appreciating the truth of the rule, that you in America know so well, the rule of the three eights: "Eight hours to work, eight hours to play, eight hours to sleep."

At the same time, through a tardy imitation of the school methods of England and America, physical culture has regained its place of honor. In all provincial towns, as well as in Paris, associations have been formed to encourage athletics. Games of foot-ball, paper-chases, not forgetting French games, are pursued with ardor among our collegians; and if anything is to be feared, it will no longer be the old-time indifference to the education of the body; it will be, rather, that physical over-work will take the place of mental strain.

There is no space to speak at length of the progress of our higher education, comprised in the Faculties of law, medicine, letters, and science. During the last fifteen years our Faculties have been transformed. The number of professors and students has almost doubled, the right to receive gifts and legacies has been conceded, and although generous givers are rarer in France than in America, we trust that individual liberality will add to the largess of the State. It is with the aim of encouraging such gifts, as well as to increase the respect with which the Faculties are regarded, that the Government has submitted to the Chamber a plan of university reorganization; thus conferring a title abandoned among us for the past hundred years, but which still retains its prestige among foreigners. These universities are to be established in a certain number of towns, where the best work is now done.

But no vote has yet been taken, and at this moment the outcome is a passionate rivalry between the different cities, which possess flourishing Faculties, to gain recognition for their claims to be universities. Montpellier has placed herself in the front rank by the splendor of the fêtes with which she celebrated, in 1890, her sixth hundredth anniversary.

In reality the title of university, when conferred by the Chamber, will be but a nominal change, a simple decoration. Our Faculties now possess the scientific and literary standing which constitutes them seats of higher education. Lyons, to

give but one example, has its four Faculties of 110 professors. and 1700 students, admirably housed and equipped.

While the attempt is made to bring to life the universities. of the past, under a new form, to meet the present wants of society, patient scholars are exhuming our university history. P. Denifle publishes, under the auspices of the General Council of the Faculties of Paris, the "Chartularium universitatis parisiensis." A professor in the Faculty of Law at Caen has commenced, under the patronage of the Minister of Public Instruction, the publication of the statutes and privileges of French universities from their foundation to 1789. The first volume is ready, consisting of not less than 1000 pages, and comprising all documents relating to the universities of Angers, Orléans, and Toulouse.

But while we are congratulating ourselves upon this retrospect of our national past, we are by no means indifferent to what is passing in the Old as well as the New World.

One of the promoters of physical training in France, M. de Coubertin, who was sent on a mission to the United States, has published an interesting book entitled "Les Universités Transatlantiques" (Hachette, 1890). We have learned from this to pay more attention to the love of learning, by which you, too, seem to be possessed; to acknowledge that material interests no longer engage all your attention; and to measure the scientific vitality of a country where universities are founded, and develop, with the same rapidity as manufacturing towns. Take, for example, Cornell University, at Ithaca, which, with its 94 professors and 1400 students, can throw down the gauntlet, after only twenty-five years of existence, to the universities of Europe.

RECTEUR D'ACADÉMIE,

POITIERS, FRANCE.

GABRIEL COMPAYRÉ.

VII.

EDITORIAL.

It was noted in this column last month (II: 77) that there is a distinct movement in this country toward the elevation of the standard of admission to the professions of law and medicine. Since that time the very important announcement has been made that the University of Pennsylvania proposes at an early day to extend the university course in medicine from three to four years. This is a significant and courageous step, and one that will greatly redound to the credit of the University. A similar move at other large universities cannot be long delayed. It remains to secure good material in the professional schools by insisting upon rigid requirements for admission.

As the time approaches for the meeting of the National Educational Association at Toronto, signs multiply that the meeting is to be of more than usual interest and importance. For the first time the Association meets on foreign soil, and the contact with men of different training and environment from our own cannot fail to be beneficial. The school system of Ontario is remarkable for its efficiency in some points where our own is very weak, and visiting superintendents and principals cannot do a wiser thing than employ a few days in studying those features of the Ontario system that will throw most light upon their own work.

In at least one other respect the Toronto meeting will be noteworthy. The programme is for once not overcrowded. It is so arranged that attention is to be centered for a reasonable period of time upon a single subject or a related group of subjects. This invites intelligent discussion of each topic presented, and also makes it possible.

At least one familiar figure will be absent from the gathering. John Hancock, of Ohio, than whom few schoolmasters