In 1813,[6149] a circular announces that "the number of places that chance to fall vacant from year to year, in the various University establishments, sensibly diminishes according as the organization of the teaching body becomes more complete and regular in its operation, as order and discipline are established, and as education becomes graduated and proportionate to diverse localities.

The moment has thus arrived for declaring that the Normal School is henceforth the only road by which to enter upon the career of public instruction; it will suffice for all the needs of the service." VI.

Objects and sentiments.
Object of the educational corps and adaptation of youth to the established order of things .-- Sentiments required of children and adults .-- Passive acceptance of these rules.
-- Extent and details of school regulations .-- Emulation and the desire to be at the head .-- Constant competition and annual distribution of prizes.
What is the object of this service ?--Previous to the Revolution, when directed by, or under the supervision of, the Church, its great object was the maintenance and strengthening of the faith of the young.
Successor of the old kings, the new ruler underlines[6150] among "the bases of education," "the precepts of the Catholic religion," and this phrase he writes himself with a marked intention; when first drawn up, the Council of State had written the Christian religion; Napoleon himself, in the definitive and public decree, substitutes the narrowest term for the broadest.[6151] In this particular, he is politic, taking one step more on the road on which he has entered through the Concordat, desiring to conciliate Rome and the French clergy by seeming to give religion the highest place .-- But it is only a place for show, similar to that which he assigns to ecclesiastical dignitaries in public ceremonies and on the roll of precedence.

He does not concern himself with reanimating or even preserving earnest belief: far from that: "it should be so arranged," he says,[6152] "that young people may be neither too bigoted nor too incredulous: they should be adapted to the state of the nation and of society." All that can be demanded of them is external deference, personal attendance on the ceremonies of worship, a brief prayer in Latin muttered in haste at the beginning and end of each lesson,[6153] in short, acts like those of raising one's hat or other public marks of respect, such as the official attitudes imposed by a government, author of the Concordat, on its military and civil staff.

They likewise, the lyceans and the collegians, are to belong to it and do already, Napoleon thus forming his adult staff out of his juvenile staff.
In fact, it is for himself that he works, for himself alone, and not at all for the Church whose ascendancy would prejudice his own; much better, in private conversation, he declares that he had wished to supplant it: his object in forming the University is first and especially "to take education out of the hands of the priests.[6154] They consider this world only as a vehicle for transportation to the other," and Napoleon wants "the vehicle filled with good soldiers for his armies," good functionaries for his administrations, and good, zealous subjects for his service .-- And, thereupon, in the decree which organizes the University, and following after this phrase written for effect, he states the real and fundamental truth.
"All the schools belonging to the University shall take for the basis of their teaching loyalty to the Emperor, to the imperial monarchy to which the happiness of the people is confided and to the Napoleonic dynasty which preserves the unity of France and of all liberal ideas proclaimed by the Constitutions." In other terms, the object is to plant civil faith in the breasts of children, boys and young men, to make them believe in the beauty, goodness and excellence of the established order of things, to predispose their minds and hearts in favor of the system, to adapt them to this system,[6155] to the concentration of authority and to the centralization of services, to uniformity and to "falling into line" (encadrement), to equality in obeying, to competition, to enthusiasm, in short, to the spirit of the reign, to the combinations of the comprehensive and calculating mind which, claiming for itself and appropriating for its own use the entire field of human action, sets up its sign-posts everywhere, its barriers, its rectilinear compartments, lays out and arranges its racecourses, brings together and introduces the runners, urges them on, stimulates them at each stage, reduces their soul to the fixed determination of getting ahead fast and far, leaving to the individual but one motive for living, that of the desire to figure in the foremost rank in the career where, now by choice and now through force, he finds himself enclosed and launched.[6156] For this purpose, two sentiments are essential with adults and therefore with children: The first is the passive acceptance of a prescribed regulation, and nowhere does a rule applied from above bind and direct the whole life by such precise and multiplied injunctions as under the University regime.
School life is circumscribed and marked out according to a rigid, unique system, the same for all the colleges and lycees of the Empire, according to an imperative and detailed plan which foresees and prescribes everything even to the minutest point, labor and rest of mind and of body, material and method of instruction, class-books, passages to translate or to recite, a list of fifteen hundred volumes for each library with a prohibition against introducing another volume into it without the Grand-Master's permission, hours, duration, application and sessions of classes, of studies, of recreations and of promenades causing the premeditated stifling of native curiosity, of spontaneous inquiry, of inventive and personal originality, both with the masters and still more, with the scholars.