What is the real object of the State? Does it truly seek to obtain fine capacities? The system now pursued directly defeats that end; it has crated the most thorough mediocrities that any government hostile to superiority could desire. Does it wish to give a career to its choice minds? As a matter of fact, it affords them the meanest opportunities; there is not a man who has issued from the Ecoles who does not bitterly regret, when he gets to be fifty or sixty years of age, that he ever fell into the trap set for him by the promises of the State. Does it seek to obtain men of genius? What man of genius, what great talent have the schools produced since 1790? If it had not been for Napoleon would Cachin, the man of genius to whom France owes Cherbourg, have existed? Imperial despotism brought him forward; the constitutional regime would have smothered him. How many men from the Ecoles are to be found in the Academy of Sciences? Possibly two or three. The man of genius develops always outside of the technical schools. In the sciences which those schools teach genius obeys only its own laws; it will not develop except under conditions which man cannot control; neither the State nor the science of mankind, anthropology, understands them. Riquet, Perronet, Leonardo da Vinci, Cachin, Palladio, Brunelleschi, Michel-Angelo, Bramante, Vauban, Vicat, derive their genius from causes unobserved and preparatory, which we call chance,--the pet word of fools. Never, with or without schools, are mighty workmen such as these wanting to their epoch. Now comes the question, Does the State gain through these institutions the better doing of its works of public utility, or the cheaper doing of them? As for that, I answer that private enterprises of a like kind get on very well without the help of our engineers; and next, the government works are the most extravagant in the world, and the additional cost of the vast administrative staff of the _Ponts et Chaussees_ is immense. In all other countries, in Germany, England, Italy, where institutions like ours do not exist, works of this character are better done and far less costly than in France. Those three nations are remarkable for new and useful inventions in this line. I know it is the fashion to say, in speaking of our Ecoles, that all Europe envies them; but for the last fifteen years Europe, which closely observes us, has not established others like them. England, that clever calculator, has better schools among her working population, from which come practical men who show their genius the moment they rise from practice to theory. Stephenson and MacAdam did not come from schools like ours.