but they secure youth from the taint of Republicanism, and Society knows that it can rely on their support when the long and expected coup d'êtat comes off. In certain circles, to be educated Is not the main thing, but not to be mistaken for one of the canaille.
M. Demolins wrote a book, A quoi tient la supériorité des Anglo-Saxons, which made a considerable stir. The author maintains that the violent contrast between the two races starts in the schoolroom, and reveals to us already the deep-seated causes of their differences. The French boy is trained in the suppression of all independence, the discouragement of all initiative. Those brought up in the secular lycées have nothing to remember but unqualified misery. The system is less intolerable for the day-pupils. These come at eight and leave at seven. Each class lasts two hours, and if the boy's way lies through any of the big gardens, he can enjoy, with other outdoor comrades, many an hour of play. The indoor martyrs are less privileged, for each moment of recreation is as severely guarded as the hours of class. They have stated intervals for play; in the earlier years they are contented with running, but, by-and-by, they crave for more violent and interesting exercise, and when these are denied them, they give up play. Until lately, all violent games were forbidden in the lycées because they were regarded
