Answer:
The biggest principle that the allies wanted to clean up after Napoleon was legitimacy.
Explanation:
Napoleon was a legitimate, recognized head of state, who everyone except England was allied with at one time or another. As a foreigner, they couldn’t execute the French head of state for acting on behalf of France. To just declare him a criminal and shoot him would have been admitting that the Czar of Russia and Emperor of Austria had been making deals with a criminal.
Also, some of the allies LIKED changes made by Napoleon and wanted to keep it. For example, Kings of the Confederation of the Rhine wanted to keep being Kings, not Grand Dukes or Electors. It was in their interest to not declare Napoleon an outright criminal.
Even the allies holding him on St. Helena wasn’t backed by law. How they were treating Napoleon had no legal precedence. They were making things up as they were going along. The reason why the British would never allow Napoleon to set foot on England was that Napoleon’s supporters would have filed a Habeas Corpus suit on behalf of Napoleon and make the British courts answer what law they were holding Napoleon under.
In the long run it actually played to the advantage of British that Napoleon was alive and under their control. Letting loose Napoleon was the ultimate political trump card they had against the Germans and the French.
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Octavius(Octavian) was Julius Caesar’s adopted son.
When Jefferson died in 1826, the nation stood on the threshold of a stupendous transformation. During the ensuing quarter century it expanded enormously in space and population. Commerce flourished and so did agriculture. The age witnessed the rise of the common man with the right to vote and hold office. It was a time of overflowing optimism, of dreams of perpetual progress, moral uplift, and social betterment. Such was the climate that engendered the common school. Open freely to every child and upheld by public funds, it was to be a lay institution under the sovereignty of the state, the archetype of the present-day American public school. Bringing the common school into being was not easy. Against it bulked the doctrine that any education that excluded religious instruction—as all state-maintained schools were legally compelled to do—was godless. Nor had there been any great recession of the contention that education was not a proper governmental function and for a state to engage there was an intrusion into parental privilege. Even worse was the fact that public schooling would occasionally rise in taxes.
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