Matters were upon this footing when Buonaparte brought forward his grand project of a National University, composed of a Grand Master, a Chancellor, a treasurer, ten counsellors for life, twenty counsellors in ordinary, and thirty inspectors-general; the whole forming a sort of Imperial council, whose supremacy was to be absolute on matters respecting education. All teachers, and all seminaries of education, were subjected to the supreme authority of the National University, nor could any school be opened without a brevet or diploma from the Grand Master, upon which a considerable tax was imposed. It was indeed the policy of the government to diminish as far as possible the number of Secondary and of Ecclesiastical Schools, in order that the public education might be conducted at the public seminaries, called Lyceums, or Academies.
In these Lyceums the discipline was partly military, partly monastic. The masters, censors, and teachers, in the Lyceums and Colleges, were bound to celibacy; the professors might marry, but in that case were not permitted to reside within the precincts. The youth were entirely separated from their families, and allowed to correspond with no one save their parents, and then only through the medium, and under the inspection, of the censors. The whole system was subjected to the strict and frequent investigation of the University. The Grand Master might dismiss any person he pleased, and such a sentence of dismission disqualified the party receiving it from holding any civil employment.
In the general case, it is the object of a place of learning to remove from the eyes of youth that pomp and parade of war, by which at an early age they are so easily withdrawn from severe attention to their studies. The Lyceums of Buonaparte were conducted on a contrary principle; every thing was done by beat of drum, all the interior arrangements of the boys were upon a military footing. At a period when the soldier's profession held out the most splendid prospects of successful ambition, it was no wonder that young men soon learned to look forward to it as the only line worthy of a man of spirit to pursue. The devotion of the young students to the Emperor, carefully infused into them by their teachers, was farther excited by the recollection, that he was their benefactor for all the means of instruction afforded them; and thus they learned from every circumstance around them, that the first object of their lives was devotion to his service, and that the service required of them was of a military character.
There were in each Lyceum one hundred and fifty exhibitions, or scholarships, of which twenty were of value sufficient to cover the student's full expenses, while the rest, of smaller amount, were called half or three quarter bursaries, in which the parents or relations of the lad supplied a portion of the charge. From these Lyceums, two hundred and fifty of the most selected youth were yearly draughted into the more professional and special military schools maintained by the Emperor; and to be included in this chosen number, was the prime object of every student. Thus, every thing induced the young men brought up at these Lyceums, to look upon a military life as the most natural and enviable course they had to pursue; and thus Buonaparte accomplished that alteration on the existing generation, which he intimated, when he said, "The clergy regard this world as a mere diligence which is to convey us to the next—it must be my business to fill the public carriage with good recruits for my army."
Of the whole range of national education, that which was conducted at the Lyceums, or central schools, was alone supported by the state; and the courses there taught were generally limited to Latin and mathematics, the usual accomplishments of a military academy. Undoubtedly Brienne was in Napoleon's recollection; nor might he perhaps think a better, or a more enlarged course of education necessary for the subjects of France, than that which had advanced their sovereign to the supreme government. But there was a deeper reason in the limitation. Those who, under another system of education, might have advanced themselves to that degree of knowledge which becomes influential upon the mind of the public, or the fortunes of a state, by other means than those of violence, were disqualified for the task by that which they received in the Lyceums; and the gentle, studious, and peaceful youth, was formed, like all the rest of the generation, to the trade of war, to which he was probably soon to be called by the conscription. If the father chose to place his son at one of the Secondary Schools, where a larger sphere of instruction was opened, it was still at the risk of seeing the youth withdrawn from thence and transferred to the nearest Lyceum, if the Directors of the Academy should judge it necessary for the encouragement of the schools which appertained more properly to Government.
Yet Napoleon appears to have been blind to the errors of this system, or rather to have been delighted with them, as tending directly to aid his despotic views. "My university," he was accustomed to say to the very last, "was a masterpiece of combination, and would have produced the most material effect on the public mind." And he was wont on such occasions to throw the blame of its failure on Monsieur Fontanes, the Grand Master, who, he said, afterwards took merit with the Bourbons for having encumbered its operation in some of its most material particulars.
Buonaparte, it must be added, at a later period, resolved to complete his system of national education, by a species of Corinthian capital. He proposed the establishment of an institution at Meudon, for the education of his son, the King of Rome, where he was to be trained to the arts becoming a ruler, in the society of other young princes of the Imperial family, or the descendants of the allies of Napoleon. This would have been reversing the plan of tuition imposed on Cyrus, and on Henry IV., who were bred up among the common children of the peasants, that their future grandeur might not too much or too early obscure the real views of human nature and character. But it is unnecessary to speculate on a system which never was doomed to be brought to experiment; only, we may presume it was intended to teach the young Napoleon more respect to the right of property which his princely companions held in their toys and playthings, than his father evinced towards the crowns and sceptres of his brothers and allies.
CHAPTER XL.
Military Details—Plan of the Conscription—Its Nature—and Effects—Enforced with unsparing rigour—Its influence upon the general Character of the French Soldiery—New mode of Conducting Hostilities introduced by the Revolution—Constitution of the French Armies, Forced Marches—La Maraude—Its Nature—and Effects—on the Enemy's Country, and on the French Soldiers themselves—Policy of Napoleon, in his personal conduct to his Officers and Soldiers—Altered Character of the French Soldiery during, and after, the Revolution.