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.
But what is the good of talking? When a few young and able engineers, full of ardor, solve, at the outset of their career, the problem of maintaining the roads of France, which need some hundred millions spent upon them every quarter of a century (and which are now in a pitiable state), they gain nothing by ****** known in reports and memoranda their intelligent knowledge; it is immediately engulfed in the archives of the general Direction,-- that Parisian centre where everything enters and nothing issues; where old men are jealous of young ones, and all the posts of management are used to shelve old officers or men who have blundered.
This is why, with a body of scientific men spread all over the face of France and constituting a part of the administration,--a body which ought to enlighten every region on the subject of its resources,--this is why we are still discussing the practicability of railroads while other countries are ****** theirs. If ever France was to show the excellence of her institution of technical schools, it should have been in this magnificent phase of public works, which is destined to change the face of States and nations, to double human life, and modify the laws of space and time.
Belgium, the United States of America, England, none of whom have an Ecole Polytechnique, will be honeycombed with railroads when French engineers are still surveying ours, and selfish interests, hidden behind all projects, are hindering their execution.
Thus I say that as for the State, it derives no benefit from its technical schools; as for the individual pupil of those schools, his earnings are poor, his ambition crushed, and his life a cruel deception. Most assuredly the powers he has displayed between sixteen and twenty-six years of age would, if he had been cast upon his own resources, have brought him more fame and more wealth than the government in whom he trusted will ever give him. As a commercial man, a learned man, a military man, this choice intellect would have worked in a vast centre where his precious faculties and his ardent ambition would not be idiotically and prematurely repressed.
Where, then, is progress? Man and State are both kept backward by this system. Does not the experience of a whole generation demand a reform in the practical working of these institutions? The duty of culling from all France during each generation the choice minds destined to become the learned and the scientific of the nation is a sacred office, the priests of which, the arbiters of so many fates, should be trained by special study. Mathematical knowledge is perhaps less necessary to them than physiological knowledge.
And do you not think that they need a little of that second-sight which is the witchcraft of great men? As it is, the examiners are former professors, honorable men grown old in harness, who limit their work to selecting the best themes. They are unable to do what is really demanded of them; and yet their functions are the noblest in the State and demand extraordinary men.
