The Treaty of Verdun, signed in 843 BC, formed the basis for the formation of the present-day European borders by dividing the Carolingian empire into three regions. Civil conflict and war resulted in the kingdom being divided into East Francia, Central Francia and West Francia which later became the Kingdom of France. The last absolute monarchy of France by King Louis XVI has given rise to a revolutionary movement against arbitrary and discriminatory rule. People's resistance due to the hedonism of the royal family, the deteriorating economy with an unfair taxation system and domestic political instability, led to the French Revolution (1789-1799) and became the path of the glorious career of a son of the Italian nobleman, Napoleon Bonaparte. The intelligent officer who graduated from the French Military Academy, The Ecole Militaire- The Comte de Saint Germain was not only ambitious, but was able to show a strong and visionary leadership character so that he succeeded in changing the conditions of Europe, including the military education system and career path in a relatively short time in his leadership as French Emperor. Napoleon's imperialism was spread throughout Europe under the banner of Liberte, Equality, Fraternity [1]. 

It is known that since before BC, warlords were known for field experience in combat, not the result of formal education, like Julius Caesar of the Roman Empire; Achilles of Greece; Alexander the Great of Macedonia and many others. Napoleon has given birth to a new perspective that great leaders are not only obtained from experience competing on the battlefield but also from a combination of academic achievements. As a master war strategist, Napoleon won almost all of his battles so that he could control almost all of mainland Europe, except Russia and England. 

The military strategies and tactics he developed later inspired the development of military forces not only in Europe but in almost all countries in the world. However, not all wars bring success. The decline of Napoleon's power began to be seen since his efforts to fight Russia failed and caused total losses on his part. Napoleon's reign in Europe ended after his defeat at the Battle of Waterloo. 

Napoleon and the wars he waged contributed significantly to France's hegemonic position in Europe from the late 18th century to the first two decades of the 19th century.France's hegemonic position was seriously challenged by a coalition of forces involving Britain, Germany, Austria, Sweden and Russia. Practically these countries united against Napoleon and France in a number of wars.During his reign, Napoleon waged no less than eight major wars in mainland Europe and in other parts of the world. The wars carried out by Napoleon in various history books are termed the "Napoleonic Wars" and were felt even in the archipelago, when Herman W Daendels was appointed Governor General of the Dutch East Indies in the early 19th century. Daendels himself is famous as a colonial ruler who built the road from Anyer to Panarukan.

This study related to 'The Influence of Napoleon Bonaparte's Leadership on Military Schools in 19th Century Europe' uses the theory of military leadership and the organization of military schools. How was the condition of Europe before and after Napoleon Bonaparte came to power and how the military school was before and after the Napoleonic era, is a study question that will be harmonized with the influence of individual character and leadership of Napoleon Bonaparte so that it can be seen the differences in the system in Europe, especially military education since the 19th century.

Literature Review 

Military Leadership Theory: In general, the concept of military leadership is the same as civilian leadership, but has specifics. First, military leadership is leadership in a formal military organization, namely a high bureaucracy with a structured hierarchy and division of tasks; Second, military personnel consist of members of the military and administrative and technical civil servants who are entirely subject to military doctrine, regulations and military code of ethics; Third, leadership in a state of war or peace [2].

The need for leaders and leadership since humans exist in order to protect themselves and their communities from Threats, Challenges, Disturbances and Obstacles (ATHG), both from external and internal factors. ATHG originating from External, for example: disturbance of other human groups, wild animals and natural disasters. While ATHG from Internal, for example: heterogeneity that triggers conflict, ambition, differences in motivation, personal egoism.

In the concept of the British Defense Doctrin [3], it is stated that leadership is a projection of character and personality to encourage subordinates' compliance with the achievement of common interests, and to foster confidence in responsibility, initiative and the possibility of risks that must be borne. Further emphasized by Syam Soemanegara [4], that in military leadership, loyalty or loyalty holds the highest position. These elements are the main elements in military organizations. Military leadership is aimed at building, increasing and maintaining loyalty of members or soldiers to the nation, state and organization.

While someone can be said to be a transformational leader if he can play himself in providing services as a catalyst for change, as well as a supervisor for change. Although there are some differences in defining transformational leadership, in general, experts interpret it as an agent of change. Transformational leadership can produce productivity if it can be defined as: Idealized Influence, Inspirational Motivation, Intellectual Motivation, Intellectual Stimulation and Individualized Consideration [5].

Military School Theory 

Education is a pillar in forming human resources that have a very decisive role and function in shaping and developing the quality of human resources for soldiers so that they have professional criteria. The peculiarity of military education anywhere in the world lies in the discipline and strictness factor in implementing the education/training system. The purpose of education is in principle to form a professional soldier in combat duties [6]. 

According to Peter Sange, the organizational transformation that is considered the most effective, especially in relation to educational organizations refers to the tendency of a learning organization, namely: a group of people who from time to time increase their capacity to create what they really want to create. It is important to thoroughly identify complex and convergent structures and innovate in school organizations, through: systems thinking, personal mastery, mental models, shared vision, and team learning. 

Meanwhile, constitutional reforms by the revolutionaries had reconstructed the French military system. Like other physiocratic and philosophical ideas of free trade, the monopoly of nobles (nobles) on military positions has been abolished and careers are widely open to citizens with regard to the will and talents of any source [7].

This study uses historical data or facts that have not been widely discussed by utilizing historical studies in the form of exploratory qualitative literature. 

Napoleon's Individual Character and Leadership

It is known that individual character and leadership are very influential on the development and progress of the organization, including the victory of war and the development of military organizations. Not just having high adrenaline to always start fights from a young age, Napoleon at the age of seven even explicitly refused to be on the losing side, even though it was just a group simulation in his class [8]. Not just having high adrenaline to always start fights from a young age, Napoleon at the age of seven even explicitly refused to be on the losing side, even though it was just a group simulation in his class [8]. Napoleon has had a strong and ambitious character since childhood, this is in line with the genetic theory which says that true leaders are born with (have) brought leadership talent based on heredity or self-potential that is owned since birth (Table 1). 

Table 1: Conditions Before and After the Napoleonic Era

In addition, the intelligence and perseverance of learning from Napoleon Bonaparte during school are the main assets that shape him into a strong intellectual-based leader who is able to carefully calculate troop deployment strategies by accurately predicting the strengths and needs of troops and defense equipment in each of his military campaigns and willing to continue to study weaknesses. and the advantages it has over the opposing forces. This contradicts the previous argument that great warlords are born solely from the battlefield. An alumnus of an officer school known as an elite institution in France, Ecole Militaire de Paris, who spent a lot of time reading and studying, managed to build a war strategy based on the knowledge he had throughout his studies [8].

Napoleon succeeded in bringing innovations in various policies and regulations that were fundamentally different from the old regime, including military tactics and strategies towards French hegemony by annexing all of mainland Europe, especially in the ambition of conquering the two great powers at that time, namely Russia and Britain. Jeremy D Popkin [9] suggests how Napoleon's leadership in a relatively short time managed to lead people's support to realize his ambitions. In the name of democracy and nationalism, French citizens voluntarily supported Napoleon's policies in both government and military affairs.This intelligent officer whose maturity was formed from the many war missions he had undertaken, consolidated the beginning of his leadership with the revolutionary title of quickly breaking the political factions that had sprung up before the French Revolution. Even Napoleon bravely formed a new body, the conseil d'etat (Council of State) which was in charge of making joint strategic decisions whose members were directly determined by Napoleon.This is done to avoid the coachman's debate in the legislative arena which is considered to hinder decision-making which must be determined quickly. In its development, debate in the forum is a formality, voting is also avoided because there has been informal communication outside the session to prevent violence or majority rejection.

Napoleon's negotiating and diplomatic skills further facilitated the achievement of missions, both for domestic and annexation interests. As stated by John Downey [10], international policy is based on rivalry between kings or their alliances who are actors of war, but on a certain scale by modern standards, diplomacy, negotiation and their combination are often more effective in preventing or accelerating the settlement of war. Although ambitious, the nature of prudence (prudent) in determining strategies and making decisions also became Napoleon's personality. Referring to Zakia Sultana [11], the order to attack England in 1795 was rejected, because he understood that the strength of the French fleet at that time was still very far compared to the British, but his fighting spirit did not stop immediately due to weakness, he used a circular attack by invading Egypt with the aim of cutting British trade logistics route to India. And this strategy was successfully carried out, although after that the British counterattacked which resulted in the troops falling apart.

Napoleon strongly believed that a great country had a strong military. It was this premise that drove Napoleon's ambition to build a French military system and organization, including revamping military schools to produce professional and militant soldiers. Placing Human Resources (HR) as a basic development priority in all aspects of the life of the nation and the state by seriously paying attention to the process since student recruitment and in the career (military) level. Stephen J Gerras [12], states that to be effective in the strategic arena, senior military leaders and staff must understand the strategic vision of the nation and how strategies are formulated. 

Meanwhile, John P Kotter [13] suggests, there are eight steps to lead change, namely: 

• Building a sense of urgency

• Creating guiding coalitions 

• Develop a vision and strategy

• Communicating the change vision 

• Empowering staff to act simultaneously 

• Achieve short-term wins

• Consolidating progress and bringing about more change

• Introducing new approaches in culture. With the absolute power of Napoleon (one man rule), the government runs effectively where the entire state administration to the manufacture of weapons is in full control. The French economy is growing rapidly with the creation of jobs and a fair taxation system, where the defense industry is the mainstay to fulfill the targets of the imperialist mission 

According to Bass and Avolio, the transformational leadership model consists of four dimensions, namely charismatic or ideal influence, inspirational motivation, intellectual stimulation and individual attention. The Napoleonic Code (Napoleon Code) as the basis of the French constitution which was adopted from the codification of Roman law is a form of Napoleon's criticism of the conditions of previous regimes which were managed without legal standards, but based on customs (absolute monarchy). It also includes a military code in the form of a draft of the Military Criminal Code, but it was never implemented because it was facing a third coalition war. According to Mohamed AM Ismail, however, it was the first modern legal code to be adopted with a pan-European scope, and it greatly influenced the laws of many countries that were formed during and after the Napoleonic Wars. Legal reform is one of the reforms carried out by Napoleon, with a transformational leadership style, has modernized the government and changed the feudalistic regime to a democratic one which was eventually followed by many countries not only in Europe, but also in the United States, Latin America and other developing countries in various countries. parts of the world.

The Spirit of Nationalism as the Forerunner of The National Defense Concept

For the first time Napoleon introduced the armed forces of a country that was based on the strength of its own people. Napoleon issued a mandatory military policy by setting quota targets to meet the needs of war troops from civil society as well as a measurable, transparent and non-discriminatory recruitment system. Prior to the Napoleonic era, the military personnel of the belligerent countries were generally limited and came from mercenaries. Napoleon changed this custom and made the people the main backbone of the armed forces. As a result, the number of soldiers became much larger, the process of producing soldiers in the form of systematic education began to be held and the obligation to defend the country in the form of military service was introduced. Civil society from various circles is required to attend military education as a reserve force to strengthen military actions or campaigns. This innovative idea caused France to conquer almost all countries in Europe.

Inflaming nationalism is tantamount to increasing militancy in the struggle and strengthening loyalty. The concept of nationalism was born at this time where soldiers were mobilized with a fighting spirit that mobilized all efforts in the form of human, industrial and emotional resources [10]. Through the deployment of all national resources as a reserve component in safeguarding the sovereignty of his territory from foreign attacks as well as invading the target area, Napoleon received additional troops in large numbers which continued to increase in every battle. The armed forces are no longer only directed to secure the king but rather to defend the country, so that the new doctrine becomes the call of the soul of every citizen to participate in maintaining the existence and sovereignty of France.However, there are two conflicting points of view regarding the convention of 20 February 1793 which ruled that all citizens aged between 1840 years could be required to enter military service. For some, voluntary enlistment is in line with revolutionary ideas, but for others, the idea of conscription is fair and egalitarian [8]. It is known in Alfred Vagts [7], the honor scheme offered by Napoleon Bonaparte after his coronation as leader of France was anti-feudalism. In his speech it was said that everyone can have the same pride in France, meaning that everyone has the same opportunities in social life as the sweet fruit of the revolution. That spirit also inspired the birth of the concept of defending the country or military service which is currently being imitated by many countries around the world. 

War Success and Military School Transformation

Samuel Huntington [14] divided the army into two clusters, namely: traditional armies that existed before 1789 (before the Napoleonic era) and modern armies based on professional institutions. Professional officers are characterized by:

• Expertise (violence management)

• Regulation (responsibility to the state and society)

• Corporatism (group awareness or organizational bureaucratization)

• Ideology (military spirit). Napoleon believed that the intelligence of its citizens would smooth the hegemony of France, the opportunity factor would no longer be a barrier to the proletariat who had the desire and competence in realizing its ambitions and ideals

Military professionalism has started since the 19th century, where more than half of the French military forces are the best people with the highest rank. The policy is carried out based on three basic criteria, namely: first, it has a permanent character although it is flexible in the number of personnel depending on the needs of general mobilization; secondly, the core forces must have adequate technical capabilities gained from education and experience in both war and peace conditions; third, the unity of the military system is a function of state service under political authority [10]. 

Napoleon Bonaparte's elite fighting force, the Grande Armee, was highly respected by opponents. The combination of the Grande Armee in the form of deploying the strength of the Infantry, Cavalry, Artillery combat corps, including a solid and well-systemized troop support system and proven successful in winning many wars.Napoleon's phenomenal creation was the formation of artillery units, according to Bruce McConachy [3], after 1807 a sophisticated and highly mobile artillery force was formed as a decisive tactical division. The option of strengthening artillery troops rather than relying on infantry in eroding enemy defenses is considered more efficient because it can use mass artillery as the spearhead to destroy the opponent's defense before finally sending infantry and cavalry troops into the middle of the battle. The war tactics adopted by Napoleon were a mixture of Royal Army tactics and revolutionary improvisation. Napoleon always (except in the Austerlitz War) emphasized speed, mass and aggressiveness. The key to troop formation. The leading units are the cavalry divisions that pave the way and find the enemy. From various Napoleonic battles, it is known that when cavalry meets cavalry it will only cause casualties that are not too large, compared to when confronted by infantry troops [15].

Based on the study of Donald Sutherland [16], the ideal Napoleonic battle is to manipulate the enemy into an unfavorable position through maneuver and deception, simultaneously removing core and reserve forces to face the main battle and then carrying out a covert attack with reservists or unbound troops in the field. wing or rear. Such a surprise attack would have the effect of crushing the opponent's morale or forcing him to weaken his main battle line. This strategy always succeeded in putting moral pressure on the enemy, so even the small number of troops from Napoleon did not mean defeat. 

Armed with his intelligence, Napoleon changed the standardization of the military school curriculum through integrated learning and training methods, related to tactics, strategies, or doctrines that put the interests of the state as the top priority. With strict requirements from the very beginning of recruitment, competent soldiers or war leaders were formed, thus facilitating the victory of the Napoleonic wars. John Downey [10] stated that the development of science can change the battlefield but society is the factory of the army's resource needs.

Completely overhauling the traditions of the old regime, military schools in France after the reorganization by Napoleon required competitive and anti-corruption entry selection, by applying intellectual merit, no longer based on descent or age, for example, as exemplified by Langin Janis, The Ecole Polytechnique projected to fill artillery troops and produce competent civil engineers requires strong academic skills in mathematics and engineering sciences starting from the recruitment process as well as an integral part of the education curriculum. French military academy schools are centralized under the authority of the Central Government which is taken for two years, providing lessons that are equally good for the artillery corps of the army (Army) and naval (Navy) as the two main fighting forces of the country. At that time the Air Force had not yet been formed.

Napoleon also included the military curriculum at the polytechnic school, Ecole Polytechnique, which had been previously established by the national convention. Napoleon, who was taught from the start to trust the strength of the Infantry (walking troops) by emphasizing on the capabilities, strategies and ideas of a pure military, finally changed his own war strategy by increasing the strength of the artillery and cavalry elements. According to Langin Janis, France and its military schools are respected for their technological strength and outstanding reputation for excellence in mathematics and the exact sciences. During the years 1794-1830 Paris carried out an educational revolution, including the military world, which inspired many schools in Europe in particular and became the beginning of the rise of Mathematics in all corners of the world to this day. Paris grew to become a center of scientific activity, but imperialist policies have significantly changed the scientific tradition, which strengthens the basic theory, shifting to focus on applied science by adopting education in Germany [9]. After that the glory of Paris experienced a serious decline, including in the development of science and technology after the fall of Napoleon's power. 

Military school students, Ecole Royale Militaire Paris are taught mathematics as a basic science for 6 hours a day-20 hours a week (50% of the total study period), with added lessons on history, drawing, grammar, German, martial arts and dance. In addition, since 1805, student uniforms and dormitory requirements have been imposed, including the existence of professors in charge of controlling the discipline, lifestyle and academic abilities of military cadets. Military education institutions grow rational and bureaucratic, placing mathematics and mathematics instruction as a guide to moral values that apply in sharpening thinking and leadership skills on the battlefield. In this context, mathematics is used as the correct educational pattern to discipline students, teach obedience to rules and lines of command so as to produce a professional and charismatic military education industry. 

He further added that along with innovations in the field of human resources, Napoleon also improved the organization of military units. The division between units is carried out and is directly related to the war strategy. Napoleon standardized combat equipment, which facilitated the process of transferring equipment in space and time. The large size and weight of the defense equipment are adjusted to the strategy, battlefield and strength of the opponent they are facing. Napoleon reproduced smaller and lighter cannons with greater firepower, so the need for horsepower and gunmen could be reduced and optimized to fill other parts.

There has been a fundamental change to the system and organization of military schools due to the previous fact that although for a long time nobility easily entered military schools and immediately became officers, according to Alfred Vagts [7], the idea of military schools at that time did not develop rapidly, it was because the nobility felt enough with the privilege of military service without the need to apply the science of war, the level of education is based on age not because of level of knowledge. They (mostly) nobles have a tendency to avoid war assignments, so the quality of war soldiers cannot be tested and measured. This is very different from Napoleon who really utilized all his professional abilities to become a great officer and leader based on a strong intellect.

School is a strategic area that gives birth to Leaders and Leadership. Not only in commercial or industrial areas, even in the military leadership has a major and strategic role in developing the organization. Referring to John Adair [10], schools not only produce graduates who are scientifically competent but also influence mindsets, implementation of values and abilities, hone personal maturity as well as the ability to work together in teams. Napoleon democratized military schools, as well as officer careers. Nobles did not automatically have the privilege of becoming an officer when they graduated from school, as in the period before Napoleon came to power. Even since the 19th century, nobles had to submit to warlords even though they came from proletarian elements. The cavalry (horse) and infantry (elite troops) divisions are no longer dominated by nobles, in addition the artillery division must have strong abilities in mathematics and exact sciences, all recruitment and post-educational placements are based on measurable and fair competency tests that apply without discrimination. no matter whether it was royalty or family, privilege did not apply to anything. The system has been arranged in such a way to base on intellectual criteria. In John Dewey [10] it was mentioned that the reform of military organization in Europe occurred in the 19th century, which merged the branches of the army into one central command under the commander of the army, where each dimension was governed by the Chief of Staff. This modern concept carries out the main functions of the military, namely: giving orders, organizing, conducting training, providing resources and equipment, enforcing discipline and so on by highlighting the effectiveness of the organization in its management. 

Napoleon Bonaparte, managed to combine academic intelligence and combat experience as an officer to formulate war strategies and tactics in realizing French hegemony. Since the end of the 18th century, Napoleon, who has a transformational leadership type, completely overhauled the system of government, especially military organizations and schools, by rearranging and utilizing all national resources to support his vision and mission to conquer all of Europe. Starting with the merit system pattern, which removes the privileges of nobility in the recruitment and career placement process, to the idea of nationalism to collect reserve components in the form of military service as an act of defending the country. Napoleon's war strategy has spawned artillery and cavalry divisions that make the war effective and on target.In addition, Napoleon also pioneered Mathematics and Exact science as a strategic science of the academic world to determine a person's quality in practical and leadership levels, because it is known that great leaders have high abilities in mathematics, in addition to history and geography, so they can calculate with precision war strategies and needs resource.

Suggestions

Based on this historical experience, it is known that strengthening human resources based on strong nationalism will form future leaders and citizens who are intelligent, characterized, loyal and militant. The courage to carry out a radical and fundamental reorganization needs to be done to encourage policy acceleration as the vision to be achieved. 

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