CHAPTER XXXIX.
System of Education introduced into France by Napoleon—National University—its nature and objects—Lyceums—Proposed Establishment at Meudon.
The reputation of Buonaparte as a soldier, was the means which raised him to the Imperial dignity; and, unfortunately for himself, his ideas were so constantly associated with war and victory, that peaceful regulations of every kind were postponed, as of inferior importance; and thus war, which in the eye of reason ought always, even when most necessary and justifiable, to be regarded as an extraordinary state into which a nation is plunged by compulsion, was certainly regarded by Napoleon as almost the natural and ordinary condition of humanity. He had been bred on the battle-field, from which his glory first arose. "The earthquake voice of victory," according to the expression of Britain's noble and lost bard, "was to him the breath of life."[329] And although his powerful mind was capable of applying itself to all the various relations of human affairs, it was with war and desolation that he was most familiar, and the tendency of his government accordingly bore an aspect decidedly military.
PUBLIC EDUCATION.
The instruction of the youth of France had been the subject of several projects during the Republic; which was the more necessary, as the Revolution had entirely destroyed all the colleges and seminaries of public instruction, most of which were more or less connected with the Church, and had left the nation almost destitute of any public means of education. These schemes were of course marked with the wild sophistry of the period. In many cases they failed in execution from want of public encouragement; in others, from want of funds. Still, however, though no fixed scheme of education had been adopted, and though the increasing vice and ignorance of the rising generation was sufficiently shocking, there existed in France two or three classes of schools for different purposes; as indeed it is not to be supposed that so great and civilized a nation could, under any circumstances, tolerate a total want of the means of educating their youth.
The schemes to which we allude had agreed in arranging, that each commune (answering, perhaps, to our parish) should provide a school and teacher, for the purpose of communicating the primary and most indispensable principles of education. This plan had in a great measure failed, owing to the poverty of the communes on whom the expense was thrown. In some cases, however, the communes had found funds for this necessary purpose; and, in others, the expense had been divided betwixt the public body, and the pupils who received the benefit of the establishment. So that these primary schools existed in many instances, though certainly in a precarious and languishing state.
The secondary schools were such as qualified persons, or those who held themselves out as such, had established upon speculation, or by the aid of private contributions, for teaching the learned and modern languages, geography, and mathematics.
There was besides evinced on the part of the Catholic clergy, so soon as the Concordat had restored them to some rank and influence, a desire to resume the task of public education, which, before the Revolution, had been chiefly vested in their hands. Their seminaries had been supported by the public with considerable liberality, and being under the control of the bishop, and destined chiefly to bring up young persons intended for the Church, they had obtained the name of Ecclesiastical Schools.
LYCEUMS.