adopted in the secular primary schools, except that religious instruction and exercises of course play a larger part with them than with their lay brethren. The ultra radicals, who in a large measure control the educational appropriations in the town-council, are bitterly opposed to any portion of the public instruction remaining in the hands of the clerical element, and their most strenuous efforts are used to have all these _congregational_ schools of both sexes closed. They would concentrate the entire national educational system under the control of a body of lay teachers to be paid by the towns and by the state. In these views they are supported by the Republican party, while the clergy have on their side the majority of the Senate. Whether the absence of clerical competition would be likely to prove advantageous or not to the secular educational establishments, we shall not attempt to say, but certain it is that the long continuance of this bitter feud between the two parties has been anything but conducive to the educational progress of France. At the age of fourteen the Parisian youth not intended for one of the learned professions leaves school to learn a trade. Should he desire to increase his stock of knowledge and have a taste for study, he can, after passing an examination, enter the excellent Ecole Turgot, wherein the programme of the primary schools is somewhat extended, without, however, embracing the study of Latin and Greek. At the Turgot the course comprises mathematics, linear and ornamental drawing, physics and mechanics, chemistry, natural history, calligraphy, bookkeeping, French language and literature, history, geography, English and German. All the pupils are day scholars. There could probably be no better devised programme for developing and exercising the intellectual faculties of those who have gone through the primary schools, and it may unhesitatingly be affirmed that for most of the pupils the training received at the Ecole Turgot is of lifelong value.