suited the wishes of the imperial government. Effectual means therefore were pursued for degrading and destroying them. It was decreed that not more than one should be allowed in a department, and that that one must be in a large town where there should be a Lyceum: all others were to be shut up within a fortnight after the promulgation of the law, and their property, moveable and immoveable, applied to the use of the University. The pupils were compelled to attend the Lyceums, and go through the same course of mathematical studies as if they had been designed for the army; they were not allowed to keep the church festivals as holidays, although they wore the habit of ecclesiastical students, and their masters were ranked below those of the meanest boarding-school. The object of the government in thus mortifying the teachers would be defeated by the wise policy of the Romish church, which has taught its ministers to regard every act of humiliation as adding to their stock of merits; the design of disgusting the students with their profession, by the contempt to which they were exposed in what were essentially military academies, and of unfitting them for their intended profession by an intercourse with military pupils, was likely to be more successful. ♦LYCEUMS.♦ It was through the Lyceums more than any other of his institutions that Buonaparte expected to perpetuate the new order of things: in these academies it was, that, by a system such as a Jesuit might have devised for the use of a Mamaluke Bey, he trained up the youth of France to become men after his own heart. It was laid down as a maxim by the government that all public education ought to be regulated upon the principles of military discipline, not on those of civil or ecclesiastical police. In the Lyceums, therefore, the pupils were distributed not in forms, or classes, but in companies, each having its serjeant and its corporal; and an officer-instructor, as he was called, taught the use of arms to all above twelve years of age, and drilled them in military manœuvres. He was present to superintend all their movements, which were so many evolutions, or marches. The punishments in use were arrest and imprisonment; and for their meals, their studies, their lessons, their sports, prayers, mass, going to bed, and getting up, signal was given by beat of drum. ♦FIRST CATECHISM.♦ The youth who were thus trained up in military habits had been taught, in their first catechism, that they owed to their Emperor Napoleon love, respect, obedience, fidelity, military services, and the contributions required for the preservation and defence of the empire, and of his throne: that God, who creates empires and disposes of them according to his will, had, by endowing Napoleon with a profusion of gifts as well in peace as in war, made him the minister of his power, and his image upon earth: to honour and serve the Emperor was therefore the