The Chamber elected after the Seize-Mai was by reaction markedly anti-Clerical, and the Waddington Cabinet, to begin with, contained three Protestants and a freethinker. Obviously steps would soon be taken to defeat the "enemy." In this movement Jules Ferry was from the beginning a leader, by direct action as well as by the educational reforms which he carried out as Minister of Public Instruction. Jules Ferry became, more than Gambetta, the great bugbear of the Clericals and the author of the "lois scélérates." During the Waddington Ministry Jules Ferry began his efforts for the reorganization of superior instruction, and among his measures carried through the Chamber of Deputies the notorious "Article 7" indirectly aimed at Jesuit influence in _secondary_ teaching as well: "No person can direct any public or private establishment whatsoever or teach therein if he belongs to an unauthorized order." The Jesuits had at that time no legal footing in France, but were openly tolerated. The Senate rejected this article under the Freycinet Ministry and the law was finally adopted thus apparently weakened. But Jules Ferry, nothing daunted, immediately put into operation the no less notorious decrees of March, 1880, reviving older laws going back even to 1762, which had long since fallen into disuse. By these decrees the Jesuit establishments were to be closed and the members dispersed within three months. Moreover, every unauthorized order was, under penalty of expulsion, to apply for authorization within a like limit of time. The expulsion of the Jesuits was carried out with a certain spectacular display of passive resistance on the part of those evicted. Later in the year similar steps were taken against many other organizations. It is evident from the above that the promotion of educational reform under Republican control was definitely connected with measures directed against clerical domination. The French Catholic Church, on its part, treated every attempt toward laicization as a form of persecution. But Jules Ferry unhesitatingly extended his policy when he became Prime Minister. His measures were genuinely neutral, but his reputation as a Voltairian freethinker and a freemason inevitably afforded his opponents an excuse for their charges. Jules Ferry's reforms in education, extending over several Cabinet periods as late as 1882, included secondary education for girls, and free, obligatory, lay, primary instruction. To Americans accustomed to such methods of education it is difficult to conceive the struggles of Jules Ferry and his assistant on the floor of the House, Paul Bert, in carrying through these measures for the training of the democracy.