The parents might often accompany or follow their children and establish themselves within reach of them.

This privilege was not granted to Prince Patrizzi; he was stopped on the road at Marseilles and kept there .-- In this way, through the skilful combination of legislative prescriptions with arbitrary appointments, Napoleon becomes in fact, directly or indirectly, the sole head-schoolmaster of all Frenchmen old or newcomers, the unique and universal educator in his empire.
III.

Napoleon's machinery.
His machinery .-- The educating body .-- How its members come to realize their union .-- Hierarchy of rank .-- How ambition and amour-propre are gratified .-- The monastic principle of celibacy .-- The monastic and military principle of obedience .-- Obligations contracted and discipline enforced.
-- The Ecole Normale and recruits for the future university.
To effect this purpose, he requires a good instrument, some great human machine which designed, put together and set up by himself, henceforth works alone and of its own accord, without deviating or breaking down, conformably to his instructions and always under his eye, but without the necessity of his lending a hand and personally interfering in its predetermined and calculated movement.

The finest engines of this sort are the religious orders, masterpieces of the Catholic, Roman and governmental mind, all managed from above according to fixed rules in view of a definite object, so many kinds of intelligent automatons, alone capable of working indefinitely without loss of energy, with persistency, uniformity and precision, at the minimum of cost and the maximum of effect, and this through the simple play of their internal mechanism which, fully regulated beforehand, adapts them completely and ready-made to this special service, to the social operations which a recognized authority and a superior intelligence have assigned to them as their function .-- Nothing could be better suited to the social instinct of Napoleon, to his imagination, his taste, his political policy and his plans, and on this point he loftily proclaims his preferences.
"I know," says he to the Council of State, "that the Jesuits, as regards instruction, have left a very great void.

I do not want to restore them, nor any other body that has its sovereign at Rome."[6128] Nevertheless, one is necessary.