There is a story, which historians of modern France often tell, of the ministerial official in Paris who had only to glance at his clock in order to know the exact passage of Vergil being construed and the law of physics being expounded in every school throughout the country. Invariably, the story is told for a purpose. It is used to demonstrate the high degree of centralization and the attendant rigidity of the French educational system, usually with special reference to (...) the nineteenth century. The story, which has its roots in the rich corpus of Napoleonic legend, serves this purpose very well, but unfortunately it is both apocryphal and misleading. For while it is true that most nineteenth-century ministers with responsibility for education aspired to the ideal of total control, not one of them came close to it in reality. (shrink)