It is well known that Bonaparte prepared himself for the rôle of lawgiver by devouring the books lent him by Cambacérès, and by studying the memorials already prepared by the Convention. Even then, however, he was in the main guided by his instinct, combined with his profound knowledge of men. The latter was his sole guide in elaborating his scheme of public instruction. Talleyrand's plan was before him, but the conclusion was his own. He was not at all concerned to make scholars or to increase knowledge. He was stubbornly determined to make citizens, as he understood the word. In a time of utter chaos he professed himself indifferent to ideals, and was animated by a purely practical spirit, doing nothing but what appeared immediately essential. For this reason, in carrying out his plan, he selected as an agent no expert with wide experience and settled convictions, but an excellent chemist who had been a member of the notorious Committee of Public Safety, and within a narrow horizon had good capacities. To Fourcroy alone was intrusted the formulation of a measure which, as Roederer said in its support, was a political institution intended to unite the present generation with the rising one, to bind the fathers to the government by their children and the children by their fathers--in short, to establish a sort of public paternity. The religious societies which still retained their hold on such instruction as there was had no connection with the state, and very little with the new society. The new system was ingeniously devised to bind up the youth of the nation with both the political and social life of the new France. There was to be in every commune a primary school with teachers appointed by the mayor, under supervision of the subprefect. Next in order were secondary schools in the chief town of every department, under supervision of the prefect; and coördinate with these were such private schools as would submit to government regulations. The next stage was composed of a limited number of lyceums or colleges with both a classical and a modern side. These were open only to such students as had gained distinction in the grade below, and from them in turn a fifth were promoted to the professional schools. Of these there were nine categories: law; medicine; natural science; mechanical and chemical technology; higher mathematics; geography, history, and political economy; the arts of design; astronomy; music and the theory of composition. The First Consul would listen to no more comprehensive or enlightened plan until this should first be put into successful execution, as it soon was under his impulse and Fourcroy's guidance.