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. This to such an extent that one
day, under the second Empire, a minister, dr