We have so often insisted on the necessity of teaching students to calculate, as to justify the extent of the part of the programme relating to logarithms. We have suppressed the inapplicable method of determining logarithms by continued fractions, and have substituted the employment of the series which gives the logarithm of _n_+1, knowing that of _n_. To exercise the students in the calculation of the series, they should be made to determine the logarithms of the numbers from 1 to 10, from 101 to 110, and from 10,000 to 10,010, the object of these last being to show them with what rapidity the calculation proceeds when the numbers are large; the first term of the series is then sufficient, the variations of the logarithms being sensibly proportional to the variations of the numbers, within the limits of the necessary exactness. In the logarithmic calculations, the pupils will be exercised in judging of the exactness which they may have been able to obtain: the consideration of the numerical values of the proportional parts given in the tables is quite sufficient for this purpose, and is beside the only one which can be employed in practice. The use of the sliding rule, which is merely an application of logarithms, gives a rapid and portable means of executing approximately a great number of calculations which do not require great exactness. We desire that the use of this little instrument should be made familiar to the candidates. This is asked for by all the professors of the “School of application,” particularly those of Topography, of Artillery, of Construction, and of Applied Mechanics, who have been convinced by experience of the utility of this instrument, which has the greatest possible analogy with tables of logarithms. Before entering on the subjects of higher algebra, it should be remembered that the reductions of the course which we have found to be so urgent, will be made chiefly on it. The general theory of equations has taken in the examinations an abnormal and improper development, not worth the time which it costs the students. We may add, that it is very rare to meet a numerical equation of a high degree requiring to be resolved, and that those who have to do this, take care not to seek its roots by the methods which they have been taught. These methods moreover are not applicable to transcendental equations, which are much more frequently found in practice. The theory of the greatest common algebraic divisor, in its entire generality, is of no use, even in pure science, unless in the elimination between equations of any degree whatever. But this last subject being omitted, the greatest common divisor is likewise dispensed with.