Consequently, from 1876 to 1890,[6388] the State expends for superior instruction, in buildings alone, 99,000,000 francs. Formerly, the receipts of the Faculties about covered their expenses; at the present day, the State allows them annually 6,000,000 francs more than their receipts. It has founded and supports 221 new (professional) chairs, 168 complementary courses of lectures, 129 conférences and, to supply the attendants, it provides, since 1877, 300 scholarships for those preparing for the license and, since 1881, 200 scholarships for those preparing for the aggrégation. Similarly, in secondary instruction, instead of 81 lycées in 1876, it has 100 in 1887[6389]; instead of 3,820 scholarships in 1876, it distributes, in 1887, 10,528; instead of 2,200,000 francs expended for this branch of instruction in 1857, it expends 18,000,000 in 1889.--This overload of teaching caused overloaded exams: it was necessary to include more science than in the past to curriculum of the grades delivered and determined by the State. "This was what was then done whenever possible."[6390] Naturally, and through contagion, the obligation of possessing more knowledge descended to secondary instruction. In effect, after this date, we see neo-Kantian philosophy descending like hail from the highest metaphysical ether down upon the pupils in the terminal class of the lycées, to the lasting injury of the seventeen-year old brains. Again, after this date, we see in the class of special mathematics[6391] an abundance of complicated, confusing problems so that, today, the candidate for the Polytechnic School must, to gain admission, expound theorems that were only mastered by his father after he got there.--Hence, "boxes" and "ovens", private internats, the preparatory secular or ecclesiastical schools and other "scholastic cramming-machines"; hence, the prolonged mechanical effort to introduce into each intellectual sponge all the scientific fluid it can contain, even to saturation, and maintain it in this extreme state of perfection if only for two hours during an examination, after which it may rapidly subside and shrink. Hence, that mistaken use, that inordinate expenditure, that precocious waste of mental energy, and that entire pernicious system which overburden for a substantial period the young, not for their advantage, but, on reaching maturity, to their intellectual detriment.