The last reason for accepting or tolerating the University; its work at home, or in its surroundings, develops gradually and more or less broadly according to necessities.--In 1815, there were 22,000 primary schools of every kind; in 1829,[6323] 30,000; and in 1850, 63,000. In 1815, 737,000 children were taught in them; in 1829, 1,357,000; and in 1850, 3,787,000. In 1815, there was only one normal school for the education of primary teachers; in 1850, there are 78. Consequently, whilst in 1827, 42 out of 100 conscripts could read, there were in 1877, 85; whilst in 1820, 34 out of 100 women could write their names on the marriage contract, in 1879 there are 70.--Similarly, in the lycées and colleges, the University which, in 1815, turned out 37,000 youths, turns out 54,000 in 1848, and 64,000 in 1865;[6324] many branches of study, especially history,[6325] are introduced into secondary instruction and bear good fruit.--Even in superior instruction which, through organization, remains languid, for parade, or in a rut, there are ameliorations; the State adds chairs to its Paris establishments and founds new Faculties in the provinces. In sum, an inquisitive mind capable of self-direction can, at least in Paris, acquire full information and obtain a comprehensive education on all subjects by turning the diverse university institutions to account.--If there are very serious objections to the system, for example, regarding the boarding part of it (internat), the fathers who had been subject to it accept it for their sons. If there were very great defects in it, for example, the lack of veritable universities, the public which had not been abroad and ignores history did not perceive them. In vain does M. Cousin, in relation to public instruction in Germany, in his eloquent report of 1834, as formerly Cuvier in his discreet report of 1811, point out this defect; in vain does M. Guizot, the minister, propose to remove it: "I did not find," says he,[6326] "any strong public opinion which induced me to carry out any general and urgent measure in higher instruction. In the matter of superior instruction the public, at this time,... was not interested in any great idea, or prompted by any impatient want.... Higher education as it was organized and given, sufficed for the practical needs of society, which regarded it with a mixture of satisfaction and indifference."