"France is in a position to furnish the polytechnic school with twenty times as many scholars as enter at present (the average being one hundred and seventy-six, this would amount to three thousand five hundred and twenty). The University has but to say the word. . . . If my opinion was of any weight, I should maintain that mathematical capacity is MUCH LESS SPECIAL than is commonly supposed. I remember the success with which children, taken at random, so to speak, from the pavements of Paris, follow the teaching of La Martiniere by the method of Captain Tabareau." If the higher education, reconstructed according to the views of M. Chevalier, was sought after by all young French men instead of by only ninety thousand as commonly, there would be no exaggeration in raising the estimate of the number of minds mathematically inclined from three thousand five hundred and twenty to ten thousand; but, by the same argument, we should have ten thousand artists, philologists, and philosophers; ten thousand doctors, physicians, chemists, and naturalists; ten thousand economists, legists, and administrators; twenty thousand manufacturers, foremen, merchants, and accountants; forty thousand farmers, wine-growers, miners, etc.,--in all, one hundred thousand specialists a year, or about one-third of our youth. The rest, having, instead of special adaptations, only mingled adaptations, would be distributed indifferently elsewhere. It is certain that so powerful an impetus given to intelligence would quicken the progress of equality, and I do not doubt that such is the secret desire of M. Chevalier. But that is precisely what troubles me: capacity is never wanting, any more than population, and the problem is to find employment for the one and bread for the other. In vain does M. Chevalier tell us: "The higher education would give less ground for the complaint that it throws into society crowds of ambitious persons without any means of satisfying their desires, and interested in the overthrow of the State; people without employment and unable to get any, good for nothing and believing themselves fit for anything, especially for the direction of public affairs. Scientific studies do not so inflate the mind. They enlighten and regulate it at once; they fit men for practical life. . . ." Such language, I reply, is good to use with patriarchs: a professor of political economy should have more respect for his position and his audience. The government has only one hundred and twenty offices annually at its disposal for one hundred and seventy-six students admitted to the polytechnic school: what, then, would be its embarrassment if the number of admissions was ten thousand, or even, taking M. Chevalier's figures, three thousand five hundred?