From the beginning, public tests and examinations were instruments of policy. The Imperial Chinese examination was created to permit the emperor to replace the patronage system by which powerful lords were choosing their own candidates to be mandarins. The Jesuit schools in 17th-century France introduced a weekly testing system to allow central control of classroom teaching. In 19th-century England, Thomas Macaulay argued for employing the Chinese principle in selecting cadets for the Indian Civil Service; a similar system was later used for the British Civil Service. A primary school examination system was set up in England at the end of the 19th century to serve the same purpose of achieving quality control and accountability in public schools as was proposed for the No Child Left Behind Act (NCLB) that is being bitterly disputed in 21st-century United States. Chauncey's primary goal after World War II in developing the Scholastic Achievement Test for admission to elite U.S. universities was to replace the children of the wealthy establishment with highly qualified students who would see their role as contributing to public service.