Convinced of the uselessness, or rather, of the fatal effects, of an increase of wages, and seeing clearly that the question is wholly organic and not at all commercial, M. Chevalier attacks the problem at the other end. He asks for the working class, first of all, instruction, and proposes extensive reforms in this direction. Instruction! this is also M. Arago's word to the workingmen; it is the principle of all progress. Instruction! . . . . It should be known once for all what may be expected from it in the solution of the problem before us; it should be known, I say, not whether it is desirable that all should receive it,--this no one doubts,--but whether it is possible. To clearly comprehend the complete significance of M. Chevalier's views, a knowledge of his methods is indispensable. M. Chevalier, long accustomed to discipline, first by his polytechnic studies, then by his St. Simonian connections, and finally by his position in the University, does not seem to admit that a pupil can have any other inclination than to obey the regulations, a sectarian any other thought than that of his chief, a public functionary any other opinion than that of the government. This may be a conception of order as respectable as any other, and I hear upon this subject no expressions of approval or censure. Has M. Chevalier an idea to offer peculiar to himself? On the principle that all that is not forbidden by law is allowed, he hastens to the front to deliver his opinion, and then abandons it to give his adhesion, if there is occasion, to the opinion of authority. It was thus that M. Chevalier, before settling down in the bosom of the Constitution, joined M. Enfantin: it was thus that he gave his views upon canals, railroads, finance, property, long before the administration had adopted any system in relation to the construction of railways, the changing of the rate of interest on bonds, patents, literary property, etc. M. Chevalier, then, is not a blind admirer of the University system of instruction,--far from it; and until the appearance of the new order of things, he does not hesitate to say what he thinks. His opinions are of the most radical. M. Villemain had said in his report: "The object of the higher education is to prepare in advance a choice of men to occupy and serve in all the positions of the administration, the magistracy, the bar and the various liberal professions, including the higher ranks and learned specialties of the army and navy."