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 for itself furnish the materials for a very thorough and wide-reaching education. On the one hand is the classical course, consisting of Greek and Latin, and on the other what may be termed the modern course, composed of French, living foreign languages, history, geography, science and physical exercises,--these last embracing fencing, gymnastics, gun-practice, etc. Society at the time of the Renaissance had to be steeped once again in the study of classical literature in order to weld anew the links of that chain which had been broken by the invasion of the barbarians. So also, reasons M. Janet, it is necessary now for us to be prepared for the new conditions of modern and contemporary civilization. This civilization, he goes on to say, is marked by three distinguishing characteristics: the prodigious development of science and industry; the establishment of political institutions more or less liberal; the extension of the means of communication between various nations. Therefore he holds that the study of science should occupy a more prominent place in the system of French instruction. History, useless in a country despotically governed, becomes more and more necessary in a free country. Foreign languages and the literature of the Teutonic and English-speaking nations must occupy a larger place in the new plan of studies.