The development of French Universities has been quite different, and indeed almost in the opposite direction. In accordance with the tendency of the French to throw overboard everything of historic development to suit some rationalistic theory, their faculties have logically become purely institutes for instruction--special schools, with definite regulations for the course of instruction, developed and quite distinct from those institutions which are to further the progress of science, such as the _Collège de France_, the _Jardin des Plantes_, and the _École des Études Supérieures_. The faculties are entirely separated from one another, even when they are in the same town. The course of study is definitely prescribed, and is controlled by frequent examinations. French teaching is confined to that which is clearly established, and transmits this in a well-arranged, well worked-out manner, which is easily intelligible, and does not excite doubt nor the necessity for deeper inquiry. The teachers need only possess good receptive talents. Thus in France it is looked upon as a false step when a young man of promising talent takes a professorship in a faculty in the provinces. The method of instruction in France is well adapted to give pupils, of even moderate capacity, sufficient knowledge for the routine of their calling. They have no choice between different teachers, and they swear _in verba magistri_; this gives a happy self-satisfaction and freedom from doubts. If the teacher has been well chosen, this is sufficient in ordinary cases, in which the pupil does what he has seen his teacher do. It is only unusual cases that test how much actual insight and judgment the pupil has acquired. The French people are moreover gifted, vivacious, and ambitious, and this corrects many defects in their system of teaching. A special feature in the organisation of French Universities consists in the fact that the position of the teacher is quite independent of the favour of his hearers; the pupils who belong to his faculty are generally compelled to attend his lectures, and the far from inconsiderable fees which they pay flow into the chest of the Minister of Education; the regular salaries of the University professors are defrayed from this source; the State gives but an insignificant contribution towards the maintenance of the University. When, therefore, the teacher has no real pleasure in teaching, or is not ambitious of having a number of pupils, he very soon becomes indifferent to the success of his teaching, and is inclined to take things easily. Outside the lecture-rooms, the French students live without control, and associate with young men of other callings, without any special _esprit de corps_ or common feeling.