We may up to a certain point regard all factories and workshops as laboratories for inventions, since a considerable number of improvements in machinery have been devised by workmen in the course of their work. The inventor having no money to patent and apply his discovery, the employer takes out the patent in his own name, and in accordance with the spirit of capitalist justice, it is he who reaps all the benefit. When the government takes it into its head to rewards talent, it is the employer who receives the decoration; the inventive workman, who is not an intellectual, continues to revolve like the other machines under the black and greasy number which distinguishes him, and as in this capitalist world he must be content with little, he consoles himself for his poverty by the reflection that his invention is bringing wealth and honor to his employer. The capitalist class, which to increase its wealth is in pressing need of inventions, is in even more imperative need of intellectuals to supervise their application and to direct its industrial machinery. The capitalists, before they equipped invention factories, had organized factories to turn out intellectuals. Dollfus, Scherer-Kestner and other employes of Alsace, the most intelligent, most philanthropic and consequently the heaviest exploiters in France before the war, had founded with their spare pennies at Mulhouse, schools of design, of chemistry and of physics, where the brightest children of their workmen were instructed gratis, in order that they might always have at hand and at reasonable figure the intellectual capacities required for carrying on their industries. Twenty years ago the directors of the Mulhouse school persuaded the municipal council of Paris to establish the city school of chemistry and physics. At the beginning, whether it is still the case I do not know, the pupils were recruited in the common schools, they received a higher education, gratis, a dinner at noon at the school, and fifty francs a month to indemnify the parents for the loss from the fact that their sons were not in the workshop. On the platform of the constituent assembly of 1790 the Marquis of Foucault could declare that to be a laborer it was not necessary to know how to read and write. The necessities of industrial production compel the capitalist of today to speak in language altogether different; his economic interests and not his love of humanity and of science force him to encourage and to develop both elementary and higher education.