"Learning lessons, knowing by heart a grammar or a compendium, repeating well and imitating well--that," writes a former Minister of Public Instruction, M. Jules Simon, "is a ludicrous form of education whose every effort is an act of faith tacitly admitting the infallibility of the master, and whose only results are a belittling of ourselves and a rendering of us impotent." Were this education merely useless, one might confine one's self to expressing compassion for the unhappy children who, instead of making needful studies at the primary school, are instructed in the genealogy of the sons of Clotaire, the conflicts between Neustria and Austrasia, or zoological classifications. But the system presents a far more serious danger. It gives those who have been submitted to it a violent dislike to the state of life in which they were born, and an intense desire to escape from it. The working man no longer wishes to remain a working man, or the peasant to continue a peasant, while the most humble members of the middle classes admit of no possible career for their sons except that of State-paid functionaries. Instead of preparing men for life French schools solely prepare them to occupy public functions, in which success can be attained without any necessity for self-direction or the exhibition of the least glimmer of personal initiative. At the bottom of the social ladder the system creates an army of proletarians discontented with their lot and always ready to revolt, while at the summit it brings into being a frivolous bourgeoisie, at once sceptical and credulous, having a superstitious confidence in the State, whom it regards as a sort of Providence, but without forgetting to display towards it a ceaseless hostility, always laying its own faults to the door of the Government, and incapable of the least enterprise without the intervention of the authorities.