ounded on religious instinct and on tradition, and
now against evidence engendered by realities and by the agency of the
testing process. Consequently, obliged to forbid the testing process, to
falsify things, to disfigure the reality, to deny the evidence, to lie
daily and each day more outrageously,[6266] to accumulate glaring
acts so as to impose silence, to arouse by this silence and by these
lies[6267] the attention and perspicacity of the public, to transform
almost mute whispers into sounding words and insufficient eulogies into
open protestations. In short, weakened by his own success and condemned
beforehand to succumb under his victories, to disappear after a short
triumph, Napoleon will leave intact and erect the indestructible rival
(science and knowledge) whom he would like to crush as an adversary but
turn to account as an instrument.[6268]

*****

[Footnote 6201: Lamennais, "Du Progres de la Revolution," p.163.]

[Footnote 6202: Any socialist or social-nationalist leader would
undoubtedly have been impressed by Napoleon's ability to control and
dominate his admiring people and do their best to copy his methods.
(SR.)]

[Footnote 6203: "The Modern Regime," I., 247.]

[Footnote 6204: Pelet de la Lozere, p. 159.]

[Footnote 6205: Maggiolo, "Les Ecoles en Lorraine avant et apres 1789,"
3rd part, p.22 and following pages. (Details on the foundation or the
revival of primary schools in four departments after 1802.) Sometimes,
the master is the one who taught before 1789, and his salary is always
the same as at that time; I estimate that, in a village of an average
size, he might earn in all between 500 and 600 francs a year; his
situation improves slowly and remains humble and wretched down to the
law of 1833.--There are no normal schools for the education of primary
instructors except one at Strasbourg established in 1811 by the prefect,
and the promise of another after the return from Elba, April 27, 1815.
Hence the teaching staff is of poor quality, picked up here and there
haphazard. But, as the small schools satisfy a felt want, they increase.
In 1815, there are more than 22,000, about as many as in 1789; in the
four departments examined by M. Maggiolo there are almost as many as
there are communes.--Nevertheless, elsewhere, "in certain departments,
it is not rare to find twenty or thirty communes in one arrondissement
with only one schoolmaster.... One who can read and write is consulted
by his