Abstract
SUMMARY. — Early in the Second Empire Hippolyte Fortoul effected an important change in French secondary education. By measures introduced in 1852 he gave science a new prominence in the curriculum of lycées and tried to reform teaching methods. Scientists were among those who contributed to the change, which has come to be known as the « bifurcation ». The idea of « bifurcation » was not a new one, and the need for reform in secondary education has already been stressed by Saint-Simonians such as the economist Michel Chevalier. The reform was severely criticized and for a variety of reasons it was a failure. The system of « bifurcation » was abandoned by Duruy in 1864.
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