A great law on public instruction prepared the way for the foundation of the University, from that time one of the favorite ideas of the First Consul. Primary instruction remained neglected, as it had been practically by the Convention. The communes were entrusted with the direction and construction of schools; no salary was assured to the instructor beyond the school fees. The central schools were suppressed; their method of mixed instruction had succeeded badly. The project of the First Consul instituted thirty-two Lycées, intended for instruction in the classical languages and in the sciences. He had little taste for the free exercise of reflection and human thought; instruction in history and philosophy found no place in his programme. "We have ceased to make of history a particular study," said M. Roederer, "because history properly so called only needs to be read to be understood." The great revival of historic studies in France was soon to protest eloquently against a theory which separated the present from the past, and which left in consequence a most grievous blank in education. Military exercises were everywhere carefully organized. Six thousand four hundred scholarships, created by the State, were to draw the young into the new establishments, or into the schools already founded to which the State extended its grants and its patronage. Without being officially abolished, the freedom of secondary instruction was thus subjected to a destructive rivalry, and the action of the government penetrated into the bosom of all families. "What more sweet," said M. Roederer, "than to see one's children in a manner adopted by the State, at the moment when it becomes a question of providing for their establishment?" "This is only a commencement," said the First Consul to Fourcroy, the principal author of the project, and its clever defender before the Corps Législatif; "by and by we shall do better."