In the early days of the Restoration, in 1814, the government maintained it only provisionally. It promised everything, radical reform and full liberty. It announced that, through its efforts, "the forms and direction of the education of children should be restored to the authority of fathers and mothers, tutors and families."[6302] Simply a prospectus and an advertisement by the new pedagogue who installs himself and thus, by soothing words, tries to conciliate parents. After a partial sketch and an ordinance quickly repealed,[6303] the rulers discover that the University of Napoleon is a very good reigning tool, much better than that of which they had the management previous to 1789, much easier handled and more serviceable. It is the same with all social tools sketched out and half-fashioned by the Revolution and completed and set a-going by the Consulate and the Empire; each is constructed "by reason," "according to principles," and therefore its mechanism is simple; its pieces all fit into each other with precision; they transmit throughout exactly the impulsion received and thus operate at one stroke, with uniformity, instantaneously, with certitude, oil all parts of the territory; the lever which starts the machine is central and, throughout its various services, the new rulers hold this lever in hand. Apropos of local administration, the Duc d'Angoulême said in 1815,[6304] "We prefer the departments to the provinces." In like manner, the government of the restored monarchy prefers the imperial University, sole, unique, coherent, disciplined and centralized, to the old provincial universities, the old scattered, scholastic institution, diverse, superintended rather than governed, to every school establishment more or less independent and spontaneous.