same thing as to honour and serve God; and they who violated their duty towards him, would resist the order which God himself had established, and render themselves worthy of eternal damnation. The religious sanction which was thus given to his authority had its full effect in childhood, and when this feeling lost its influence, devotion to the Emperor had become a habit which every thing around them contributed to confirm and strengthen. There were 150 exhibitions, or burses, appointed for every Lyceum: twenty were of sufficient amount to cover the whole expense of the boys’ education and maintenance; the others were called half or three-quarter burses, and the relatives of those who obtained them made up the sum which was deficient. The money for these foundations was of course drawn from the public taxes: a third part was even raised by an extra and specific impost upon the respective _communes_. But in the eyes of the pupils every thing flowed from the Emperor himself: he was their immediate benefactor, as well as their future and sure patron; and they looked to him with gratitude and hope at an age when these generous feelings are the strongest. ♦SPECIAL MILITARY ACADEMIES.♦ Two hundred and fifty chosen youths were transferred every year to the special military academies, where they were supported by the state; and from whence the army was supplied with a succession of young men, thoroughly educated for their profession, and thoroughly attached to the Emperor Napoleon. Others were appointed to such civil offices as they seemed best qualified to fill, and they carried with them the same attachment to revolutionary principles, and to the person of Buonaparte. This was not all. Buonaparte, far-sighted when not blinded by vanity, or dazzled by ambition, made use of the Lyceums to assist in securing his conquests. ♦YOUTHS FROM THE CONQUERED COUNTRIES.♦ Two thousand four hundred youths, chosen from the foreign territories which had been annexed to France, were educated in these academies at the public expense. This measure, said Fourcroy (by whom the scheme of the University was framed), was so congenial with the times, that its advantages would be perceived by all who were capable of understanding the existing circumstances. The inhabitants, he said, who spake a language of their own, and were accustomed to their own institutions, must relinquish their old usages, and adopt those of their new country: they had not the means at home of giving their children the education, the manners, and the character, which were to identify them with the French. What more advantageous destiny could be prepared for them than that which the new system offered? and what more efficacious resource could be given to the government, which had nothing more at heart than to bind these new citizens to the French empire?... Bound to it, indeed, they would thus be; the youths by the effect of the education which they received; the parents because the