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Education was high on Napoleon's list of priorities, which were in large part those of the middle class. Napoleon believed in a system of merit, and for such a system to be effective there must be some form of widespread education, especially at the secondary level. Besides, the state of French education was not all that it could have been when Napoleon began to rule. This fact was made abundantly clear by the results of a survey of all prefects in the nation conducted in March of 1801, under the direction of Minister for Home Affairs Chaptal. Numerous complaints were heard regarding the lack of schools in many areas, lack of professionalism among teachers, lack of discipline and attendance by the students and, in a few areas, the lack of religious education.
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I divided this list of quotes through elementary keywords, that are all part of the lexicon of intelligence, motivation and leadership. These are: vision, drive, change, failure, obsession, motivation, friends, attitude and goals. The quotes come from different personalities in different times and contexts: the Bible, Albert Einstein, Mark Cuban, Bill Gates, Albert Camus, Salvador Dalí, Friedrich Nietzsche, Napoleon Bonaparte, Peter Drucker, Warren Bennis, Tony Blair, Zig Ziglar.
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The issues of religious and primary education were partially resolved by the Concordat between the Pope and Napoleon, which allowed some of the religious elementary schools to be reestablished. These schools had provided most of the education available to girls, a fact that conveniently reflected Napoleon's attitudes toward female education. Napoleon felt that education was important for girls, but did not generally expect them to have the same sort of education given to boys. In his Napoleon suggests that religion and assorted domestic skills necessary for the attraction of husbands should be stressed at this girls' school. While Napoleon's comments in this note regarding women are hardly designed to win him favor in the modern world, he at least does call for their learning numbers, writing, and the principles of their language, as well as history, geography, physics and botany. Napoleon has been criticized for his attitude toward women and their education, but he was simply a reflection of the historical trend in France. Indeed, women received the right to vote in France almost a quarter century after they did in America.
Under the new system, elementary schools were to be the responsibility of the local municipalities. Napoleon had relatively little interest in this level of education, and was not firmly committed to the mass education that would result from a state-wide elementary education system. As a result, the religious schools were to share a significant amount of the responsibility for elementary education. Secondary education, however, was the base education for the future leaders of the nation, as well as members of the bureaucracy and the military; hence, Napoleon's greater interest. The state had a strong interest in the curriculum being presented, and control would be easier if they established a system of secondary schools under the direction of a central authority. Many of these secondary schools would be established by private initiative, including clerical, but all such schools were controlled by the state. Covering students roughly from age 10-16, they would provide a level of education designed to provide students for higher levels of education. Indeed, some bonus plans were established for teachers who had large number of students qualifying for advancement.
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The had a six year term of study, building on the work of the secondary schools. The curriculum included languages, modern literature, science, and all other studies necessary for a "liberal" education. Each was to have at least eight teachers, as well as three masters (a headmaster, an academic dean, and a bursar). In a reflection of modern debate on the subject, the government provided a fixed salary for teachers, but also provided bonuses for successful teachers. They were also provided a pension. Teachers were, incidentally, chosen by Napoleon from a list of recommendations provided by inspectors and the Institute. The inspectors were given over-all responsibility for inspecting the schools on a regular basis.
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It is clear that the new system of education introduced by Napoleon had more than one purpose. It was intended, of course, to provide an educated elite that could help run the country and the military. It was also designed to provide for an increased middle class; a middle class that would be successful and hence non-revolutionary. Moreover, there was a great emphasis on patriotism in the schools; an emphasis that was to increase during the years of the empire. This is not surprising, of course, as even in modern America we are expected to teach a certain amount of patriotism in our classes.
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Napoleon was particularly concerned with the independence of the secondary schools. Moreover, there were problems with the as well. Financial constraints had limited the number that had actually opened, and competition with the private schools had limited enrollment. Napoleon's solution was to be the ultimate in centralized control of the French educational system. He established the Imperial University in 1808. The law creating this "university" stated, in part
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The system of education under the Imperial University was as follows. First was elementary education. This was, as before, the lowest priority of Napoleon. Following that was the secondary education of the middle class. As before, Napoleon placed the greatest emphasis on this level of education. The were, as before, mainly boarding schools supported by the state and providing a six year course heavy on the Classics and mathematics. Along with them were the which were municipal or communal secondary schools, a bit lower than the These schools stressed French, Latin, geography, history and mathematics. There were also some independent schools known as instituts, which were more or less the equivalent of the collèges. This system was not, of course, uniquely Napoleonic; it mirrored ideas of earlier systems as well as other systems in Europe. It is also no surprise to learn that Napoleon stressed various military aspects in his schools, including uniforms, formations, music, and discipline.
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