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Enracinement CNAM dans esprit des Lumières (non comme polytehcnique modelée sur l'école du génie de Mézières)

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Origine: \"dépôt de machines destinées à être démonstrées aux artisans et aux artistes\" (18). Pratique a pour origine Descartes (Traité des machines simples, laboratoire de physique chez lui), Académie des Sciences fondée par Colbert en 1666, avec cabinet de machines, qui devient public en 1785 sur décision de L16.

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Autre source de fonds du Cnam: collection Vaucanson à l'hôtel de Mortagne, acheté en 1782 par L16 pour être \"cabinet des machines du roi\". Vandermonde nommé en 1783 conservateur de collection et s'adjoint C.P. Molard comme démonstrateur en 1785. 200 mahcines en 1787. Vandermonde nommé en 1790 au Comité d'Aliénation pour désigner biens du clergé que l'Etat devrait conserver.

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Troisième source des fonds: Décembre 1793, Commission Temporaire des Arts charge Vandermonde, Molard, Hassenfratz d'inventorier / réunir livres, instruments, machines, objets propres à l'instruction. Dépôt à l'Hôtel d'Aiguillon.

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\"Parallèlement à ces collections, on voit se multiplier les publications d'ouvrages techniques et descriptions d'arts et métiers. Dans ce domaine aussi, on note la continuité entre les pratiques de l'Ancien Régime et celles de la Révolution ainsi que le rôle incitatif de l'Etat.\" (21)

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1675, Colbert demande à l'Académie des scieces un traité de mécanique sur les méchines. Premier volume publié en 1761, 70 vols en tout, inspirent vulgarisation notamment Encyclopédie. 1789, Molard fonde Société pour la description des Arts. 

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\"Au XVIIIe siècle, la formation aux métiers industriels se faisait essentiellement par l'apprentissage, dans le cadre des corporations. Pourtant sous l'égide de l'Etat et des congrégations religieuses, un enseignement technique industriel était apparu dans l'idée de perfectionner le travail industriel, notamment celui des manufactures: c'est le cas de l'école d'apprentis fondée en 1748 par le roi à la Manufacture des Gobelins. Mais ce type d'enseignement ne concerne au milieu du XVIIIe siècle qu'une minorité d'élèves privilégiés.\" (23)

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Seconde moitié 18è s, apparition d'écoles gratuites de dessin. 27 écoles en 1789. Dessin pour former ouvriers en tout genre.

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Modèle du CNAM: l'Ecole Royale Gratuite de dessin fondée par Bachelier en 1766. 1767, Discours sur l'utilité des écoles élémentaires en faveur des arts mécaniques.

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Printemps 1793, Lycée des Arts créé par Desaudray, membre du Comité d'Instruction Publique. But: réunir savants, distribuer prix, instruire public. Classification des connaissances. Lavoisier, rapport sur le Lycée, propose création d'une Société centrale des sciences et des arts, qui préfigure Société d'Encouragement pour l'Industrie nationale, fondée par Chaptal en 1801. Avec Lycée, \"expérimentation d'une forme inédite d'enseignement public et gratuit des sciences appliquées et d'un mode de gestion collégiale de l'institution, éléments pivôts de la première réforme du Conservatoire en 1817. A cette date, en effet, est fondée au Conservatoire l'enseignement des sciences appliquées et créé le Conseil de Perfectionnement, véritable instance de direction et de gestion de l'établissement.\" (26)

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Rapports de Lavoisier en 1793 sur l'enseignement technique. Voir Lavoisier, Oeuvres complètes, t. IV, p. 649-668 et t. VI p. 516-528. Contexte d'économie de guerre et de nationalisation des productions après levée en masse de juillet 1793, importance de la formation des artisans. Commission nommée en juillet 93, dont Lavoisier. Rapport d'août introduit ensegienement technique à l'intérieur du sys d'enseignement général. Une école élémentaire des arts par disttrict, un Institut des Arts et des Sciences (secondaire) par département, enseignement supérieur dans 14 Lycées situés dans grandes villes, avec sommet à PAris, Lycée Central des Arts, divisé en 6 museums, enseignement appuyé sur les collections de machines. \"Ainsi, pour la première fois, on propose que l'instruction des Français soit fondée sur un enseignement à caractère scientifique et tehcnique, rompant radicalement avec la tradition de l'enseignement des humanités, réservé jusque là aux couches privilégiées de la Nation. Cet enseignement \"moderne\" était destiné, selon Lavoisier, à 'linstruction de la nation toute entière\" mais son but dépassait la mission traditionnelle d'instruction des cutoyens et prétendait fonder la puissance inudstrielle du pays.\" (28) d'où formation ingénieurs civils et militaires. Lavoisier propose aussi système de rémunération des chercheurs.

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Rapport de l'Abbé Grégoire, président du Comité d'Instruction publique, du 9 vendémiaire an III. ropose de rassembler machines en un seul lieu. S'inspire de Lavoisier. Diffusion des connaissances techniques, pas école d'apprentissage, mais enseignement de visu. Edition de livres.

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Rôle des revendications d'éducation du mouvement sans-culotte dans la décision. An II, pousse la Convention à voter l'instruction gratuite. Importance aussi de la guerre, cf \"Avis aux ouvriers en fer sur la fabrication de l'acier\".

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Adhésion unanime de la Convention à rapport de l'abbé Grégoire le 8 vendémiaire (29 septembre) et vote de la loi sur la création du Conservatoire des arts et métiers le 19 vendémiaire (10 octobre 1794).

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Mais difficultés au début. Locaux de l'Abbaye de Sain-MArtin-des-Champs attribués en 1796, mais collections n'arrivent qu'en 1798. Alquier et Grégoire doivent se battre pour que Conservatoire ne passe pas sous dépendance de l'Institut de France à sa création en 1798. 21 mars 1812, décret de Napoléon pour transférer conservatoire au Louvre, décision suspendue après intervention de Saint-Jean d'Angely.

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Activité au début des trois démonstrateurs: J.B. Leroy, Conté et Vandermonde, + le dessinateur Beuvelot. 1794-8, collections dispersées à l'Hôtel de Mortagne, à l'Hôtel d'Aiguillon et au Louvre (machines de l'Académie des Sciences). Cf règlements de l'an IV et de l'an VII. A cette date, Conté remplacé par abbé Grégoire et Vandermonde par Molard. Bureau des dessinateurs fondé en 1796, premier service du Conservatoire à s'établir rue Saint-Martin en 1798. Organisation d'une bibliothèque, bibliographie, traduction de périodiques tehcniques étrangers, tient au courant minitère de l'Intétieur des progrès en France et à l'étranger. Gruvel premier bibliothécaire. Autre service créé, Atelier de construction et de réparation des machines. 1798, installation progressive rue Saint-Martin. 1798, démonstrateurs sont Conté, Montgolfier et Molard, nommé administrateur du Conservatoire en 1801 (>1817). Début XIXe, collections s'enrichissent. Galeries ouvertes au public en 1802. Conservatoire devient lieu d'expertise du Bureau Consultatif du Ministère de l'Intérieur, ui distribue prix aux inventeurs. Aussi utilisé par Société d'Agriculture et Société d'Encouragement. Essais nombreux sur soie, betterave, surtout filature et tissage. Aussi activité de production et amélioration mécanique par l'atelier de réparation.

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1798, Molard propose un programme d'enseignement du dessin géométrique et de technologie, en plus de démonstration des machines. Ecole de filature (1804), reste identique à modèle traditionnel d'enseignement technique. Perfectionnement des meilleurs artisans. Rapport anonyme de 1814, Conservatoire (notamment Ecole de dession, organisée en 1806) ne doit pas être école de perfectionnement technique, mais formation de directeurs instruts. 1816, Charles crée laboratoire de physique expérimentale, puis ours de mécanique et d'hydraulique.

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Restauration, CNAM devient Conservatoire royal des arts et métiers. Molard mis à l'écart par règlement de 1817 qui instaure un Conseil d'amélioration et de perfectionnement, présidé par un Inspecteur nommé par le roi. Nouveau directeur, Gérard Christian. Disparition de la fonction de démonstrateur. La Rochefoucauld devient Inspecteur du Conservatoire. \"Mettre la science et la technique au service du progrès industriel et de la puissance nationale reste bien la mission essentielle de l'établissement\". (42)

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Impulsion décisive: institution de cours publics de sciences appliquées par l'ordonnance royale du 25 novembre 1819.

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\"Comme lieu de formation des artisans et ouvriers, le Conservatoire hésitera au cours de cette période entre les modèles expérimentés au XVIIIe siècle et qui se rattachent encore à la formation professionnelle et à l'apprentissage, d'une part et entre une pratique plus nouvelle qui n'a fait l'objet que d'expéreicens fragiles comme celle du Lycée des Arts en 1793 d'autre part. Les responsables ne trancheront définitivement qu'en 1819, avec l'instauration d'un haut enseignement des sciences appliquées, destiné à la formation scientifique et technique de toutes les catégories industrielles, renouant ainsi avec la pensée visionnaire de Lavoisier\" (43).

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