[Footnote 3161: "Statistiques des préfets," Ain, by Bossi, p.368. At Bourg, before the revolution, 220 pupils, of which 70 were boarders, 8000 livres income in real property confiscated during the revolution.--At Belley, the teachers consist of the congregationist of Saint-Joseph; 250 pupils, 9950 francs revenue from capital invested in the pays d'état, swept away by the revolution.--At Thoissy, 8000 francs rental of real property sold, etc.--Deux-Sèvres, by Dupin, year IX, and "analyse" by Ferrière, P. 48: "Previous to the revolution, each department town had its high-school.--At Thouars, 60 boarders at 300 livres per annum, and 40 day-scholars. At Niort, 80 boarders at 450 livres per annum, and 100 day-scholars".--Aisne, by Dauchy, p.88. Before 1789, nearly all the small high-schools were gratuitous, and, in the large ones, there were scholarships open to competition. All their possessions, except large buildings, were alienated and sold, as well as those of the 60 communities in which girls were taught gratuitously.--Eure, by Masson Saint-Amand. There were previous to 1789, 8 high-schools which were all suppressed and destroyed.--Drôme, by Collin, p.66. Before the revolution, each town had its high-school," etc.] [Footnote 3162: Cf. Marmontel, "Mémoires," I., 16, for details of these customs; M. Jules Simon found the same customs afterwards and describes them in the souvenirs of his youth.--La Chalotais, at the end of the reign of Louis XV., had already described the efficiency of the institution. "Even the people want to study. Farmers and craftsmen send their children to the schools in these small towns where living is cheap."--This rapid spread of secondary education contributed a good deal towards bringing on the revolution.] [Footnote 3163: "Statistiques des préfets," Indre, by Dalphonse, year XII, p.104: "The universities, the colleges, the seminaries, the religious establishments, the free schools are all destroyed; vast plans only remain for a new system of education raised on their ruins. Nearly all of these rest unexecuted.... Primary schools have nowhere, one may say, been organized, and those which have been are so poor they had better not have been organized at all. With a pompous and costly system of public instruction, ten years have been lost for instruction."]