2. TRADITIONS
Traditions represent the ideas, the needs, and the sentiments of the past. They are the synthesis of the race, and weigh upon us with immense force.
The biological sciences have been transformed since embryology has shown the immense influence of the past on the evolution of living beings; and the historical sciences will not undergo a less change when this conception has become more widespread. As yet it is not sufficiently general, and many statesmen are still no further advanced than the theorists of the last century, who believed that a society could break off with its past and be entirely recast on lines suggested solely by the light of reason.
A people is an organism created by the past, and, like every other organism, it can only be modified by slow hereditary acc.u.mulations.
It is tradition that guides men, and more especially so when they are in a crowd. The changes they can effect in their traditions with any ease, merely bear, as I have often repeated, upon names and outward forms.
This circ.u.mstance is not to be regretted. Neither a national genius nor civilisation would be possible without traditions. In consequence man"s two great concerns since he has existed have been to create a network of traditions which he afterwards endeavours to destroy when their beneficial effects have worn themselves out. Civilisation is impossible without traditions, and progress impossible without the destruction of those traditions. The difficulty, and it is an immense difficulty, is to find a proper equilibrium between stability and variability.
Should a people allow its customs to become too firmly rooted, it can no longer change, and becomes, like China, incapable of improvement. Violent revolutions are in this case of no avail; for what happens is that either the broken fragments of the chain are pieced together again and the past resumes its empire without change, or the fragments remain apart and decadence soon succeeds anarchy.
The ideal for a people is in consequence to preserve the inst.i.tutions of the past, merely changing them insensibly and little by little. This ideal is difficult to realise. The Romans in ancient and the English in modern times are almost alone in having realised it.
It is precisely crowds that cling the most tenaciously to traditional ideas and oppose their being changed with the most obstinacy. This is notably the case with the category of crowds const.i.tuting castes. I have already insisted upon the conservative spirit of crowds, and shown that the most violent rebellions merely end in a changing of words and terms. At the end of the last century, in the presence of destroyed churches, of priests expelled the country or guillotined, it might have been thought that the old religious ideas had lost all their strength, and yet a few years had barely lapsed before the abolished system of public worship had to be re-established in deference to universal demands.[8]
[8] The report of the ex-Conventionist, Fourcroy, quoted by Taine, is very clear on this point.
"What is everywhere seen with respect to the keeping of Sunday and attendance at the churches proves that the majority of Frenchmen desire to return to their old usages and that it is no longer opportune to resist this natural tendency. . . . The great majority of men stand in need of religion, public worship, and priests. IT IS AN ERROR OF SOME MODERN PHILOSOPHERS, BY WHICH I MYSELF HAVE BEEN LED AWAY, to believe in the possibility of instruction being so general as to destroy religious prejudices, which for a great number of unfortunate persons are a source of consolation. . . . The ma.s.s of the people, then, must be allowed its priests, its altars, and its public worship."
Blotted out for a moment, the old traditions had resumed their sway.
No example could better display the power of tradition on the mind of crowds. The most redoubtable idols do not dwell in temples, nor the most despotic tyrants in palaces; both the one and the other can be broken in an instant. But the invisible masters that reign in our innermost selves are safe from every effort at revolt, and only yield to the slow wearing away of centuries.
3. TIME
In social as in biological problems time is one of the most energetic factors. It is the sole real creator and the sole great destroyer. It is time that has made mountains with grains of sand and raised the obscure cell of geological eras to human dignity. The action of centuries is sufficient to transform any given phenomenon. It has been justly observed that an ant with enough time at its disposal could level Mount Blanc. A being possessed of the magical force of varying time at his will would have the power attributed by believers to G.o.d.
In this place, however, we have only to concern ourselves with the influence of time on the genesis of the opinions of crowds.
Its action from this point of view is still immense. Dependent upon it are the great forces such as race, which cannot form themselves without it. It causes the birth, the growth, and the death of all beliefs. It is by the aid of time that they acquire their strength and also by its aid that they lose it.
It is time in particular that prepares the opinions and beliefs of crowds, or at least the soil on which they will germinate.
This is why certain ideas are realisable at one epoch and not at another. It is time that acc.u.mulates that immense detritus of beliefs and thoughts on which the ideas of a given period spring up. They do not grow at hazard and by chance; the roots of each of them strike down into a long past. When they blossom it is time that has prepared their blooming; and to arrive at a notion of their genesis it is always back in the past that it is necessary to search. They are the daughters of the past and the mothers of the future, but throughout the slaves of time.
Time, in consequence, is our veritable master, and it suffices to leave it free to act to see all things transformed. At the present day we are very uneasy with regard to the threatening aspirations of the ma.s.ses and the destructions and upheavals foreboded thereby. Time, without other aid, will see to the restoration of equilibrium. "No form of government," M. Lavisse very properly writes, "was founded in a day. Political and social organisations are works that demand centuries. The feudal system existed for centuries in a shapeless, chaotic state before it found its laws; absolute monarchy also existed for centuries before arriving at regular methods of government, and these periods of expectancy were extremely troubled."
4. POLITICAL AND SOCIAL INSt.i.tUTIONS
The idea that inst.i.tutions can remedy the defects of societies, that national progress is the consequence of the improvement of inst.i.tutions and governments, and that social changes can be effected by decrees-- this idea, I say, is still generally accepted. It was the starting-point of the French Revolution, and the social theories of the present day are based upon it.
The most continuous experience has been unsuccessful in shaking this grave delusion. Philosophers and historians have endeavoured in vain to prove its absurdity, but yet they have had no difficulty in demonstrating that inst.i.tutions are the outcome of ideas, sentiments, and customs, and that ideas, sentiments, and customs are not to be recast by recasting legislative codes.
A nation does not choose its inst.i.tutions at will any more than it chooses the colour of its hair or its eyes. Inst.i.tutions and governments are the product of the race. They are not the creators of an epoch, but are created by it. Peoples are not governed in accordance with their caprices of the moment, but as their character determines that they shall be governed.
Centuries are required to form a political system and centuries needed to change it. Inst.i.tutions have no intrinsic virtue: in themselves they are neither good nor bad. Those which are good at a given moment for a given people may be harmful in the extreme for another nation.
Moreover, it is in no way in the power of a people to really change its inst.i.tutions. Undoubtedly, at the cost of violent revolutions, it can change their name, but in their essence they remain unmodified. The names are mere futile labels with which an historian who goes to the bottom of things need scarcely concern himself. It is in this way, for instance, that England,[9] the most democratic country in the world, lives, nevertheless, under a monarchical regime, whereas the countries in which the most oppressive despotism is rampant are the Spanish-American Republics, in spite of their republican const.i.tutions. The destinies of peoples are determined by their character and not by their government. I have endeavoured to establish this view in my previous volume by setting forth categorical examples.
[9] The most advanced republicans, even of the United States, recognise this fact. The American magazine, The Forum, recently gave categorical expression to the opinion in terms which I reproduce here from the Review of Reviews for December, 1894:--
"It should never be forgotten, even by the most ardent enemies of an aristocracy, that England is to-day the most democratic country of the universe, the country in which the rights of the individual are most respected, and in which the individual possesses the most liberty."
To lose time in the manufacture of cut-and-dried const.i.tutions is, in consequence, a puerile task, the useless labour of an ignorant rhetorician. Necessity and time undertake the charge of elaborating const.i.tutions when we are wise enough to allow these two factors to act. This is the plan the Anglo-Saxons have adopted, as their great historian, Macaulay, teaches us in a pa.s.sage that the politicians of all Latin countries ought to learn by heart. After having shown all the good that can be accomplished by laws which appear from the point of view of pure reason a chaos of absurdities and contradictions, he compares the scores of const.i.tutions that have been engulfed in the convulsions of the Latin peoples with that of England, and points out that the latter has only been very slowly changed part by part, under the influence of immediate necessities and never of speculative reasoning.
"To think nothing of symmetry and much of convenience; never to remove an anomaly merely because it is an anomaly; never to innovate except when some grievance is felt; never to innovate except so far as to get rid of the grievance; never to lay down any proposition of wider extent than the particular case for which it is necessary to provide; these are the rules which have, from the age of John to the age of Victoria, generally guided the deliberations of our two hundred and fifty Parliaments."
It would be necessary to take one by one the laws and inst.i.tutions of each people to show to what extent they are the expression of the needs of each race and are incapable, for that reason, of being violently transformed. It is possible, for, instance, to indulge in philosophical dissertations on the advantages and disadvantages of centralisation; but when we see a people composed of very different races devote a thousand years of efforts to attaining to this centralisation; when we observe that a great revolution, having for object the destruction of all the inst.i.tutions of the past, has been forced to respect this centralisation, and has even strengthened it; under these circ.u.mstances we should admit that it is the outcome of imperious needs, that it is a condition of the existence of the nation in question, and we should pity the poor mental range of politicians who talk of destroying it. Could they by chance succeed in this attempt, their success would at once be the signal for a frightful civil war,[10] which, moreover, would immediately bring back a new system of centralisation much more oppressive than the old.
[10] If a comparison be made between the profound religious and political dissensions which separate the various parties in France, and are more especially the result of social questions, and the separatist tendencies which were manifested at the time of the Revolution, and began to again display themselves towards the close of the Franco-German war, it will be seen that the different races represented in France are still far from being completely blended. The vigorous centralisation of the Revolution and the creation of artificial departments destined to bring about the fusion of the ancient provinces was certainly its most useful work. Were it possible to bring about the decentralisation which is to-day preoccupying minds lacking in foresight, the achievement would promptly have for consequence the most sanguinary disorders. To overlook this fact is to leave out of account the entire history of France.
The conclusion to be drawn from what precedes is, that it is not in inst.i.tutions that the means is to be sought of profoundly influencing the genius of the ma.s.ses. When we see certain countries, such as the United States, reach a high degree of prosperity under democratic inst.i.tutions, while others, such as the Spanish-American Republics, are found existing in a pitiable state of anarchy under absolutely similar inst.i.tutions, we should admit that these inst.i.tutions are as foreign to the greatness of the one as to the decadence of the others. Peoples are governed by their character, and all inst.i.tutions which are not intimately modelled on that character merely represent a borrowed garment, a transitory disguise. No doubt sanguinary wars and violent revolutions have been undertaken, and will continue to be undertaken, to impose inst.i.tutions to which is attributed, as to the relics of saints, the supernatural power of creating welfare.
It may be said, then, in one sense, that inst.i.tutions react on the mind of the crowd inasmuch as they engender such upheavals.
But in reality it is not the inst.i.tutions that react in this manner, since we know that, whether triumphant or vanquished, they possess in themselves no virtue. It is illusions and words that have influenced the mind of the crowd, and especially words-- words which are as powerful as they are chimerical, and whose astonishing sway we shall shortly demonstrate.
5. INSTRUCTION AND EDUCATION
Foremost among the dominant ideas of the present epoch is to be found the notion that instruction is capable of considerably changing men, and has for its unfailing consequence to improve them and even to make them equal. By the mere fact of its being constantly repeated, this a.s.sertion has ended by becoming one of the most steadfast democratic dogmas. It would be as difficult now to attack it as it would have been formerly to have attacked the dogmas of the Church.
On this point, however, as on many others, democratic ideas are in profound disagreement with the results of psychology and experience. Many eminent philosophers, among them Herbert Spencer, have had no difficulty in showing that instruction neither renders a man more moral nor happier, that it changes neither his instincts nor his hereditary pa.s.sions, and that at times--for this to happen it need only be badly directed--it is much more pernicious than useful. Statisticians have brought confirmation of these views by telling us that criminality increases with the generalisation of instruction, or at any rate of a certain kind of instruction, and that the worst enemies of society, the anarchists, are recruited among the prize-winners of schools; while in a recent work a distinguished magistrate, M.
Adolphe Guillot, made the observation that at present 3,000 educated criminals are met with for every 1,000 illiterate delinquents, and that in fifty years the criminal percentage of the population has pa.s.sed from 227 to 552 for every 100,000 inhabitants, an increase of 133 per cent. He has also noted in common with his colleagues that criminality is particularly on the increase among young persons, for whom, as is known, gratuitous and obligatory schooling has--in France--replaced apprenticeship.
It is not a.s.suredly--and n.o.body has ever maintained this proposition-- that well-directed instruction may not give very useful practical results, if not in the sense of raising the standard of morality, at least in that of developing professional capacity. Unfortunately the Latin peoples, especially in the last twenty-five years, have based their systems of instruction on very erroneous principles, and in spite of the observations of the most eminent minds, such as Breal, Fustel de Coulanges, Taine, and many others, they persist in their lamentable mistakes. I have myself shown, in a work published some time ago, that the French system of education transforms the majority of those who have undergone it into enemies of society, and recruits numerous disciples for the worst forms of socialism.
The primary danger of this system of education--very properly qualified as Latin--consists in the fact that it is based on the fundamental psychological error that the intelligence is developed by the learning by heart of text-books. Adopting this view, the endeavour has been made to enforce a knowledge of as many hand-books as possible. From the primary school till he leaves the university a young man does nothing but acquire books by heart without his judgment or personal initiative being ever called into play. Education consists for him in reciting by heart and obeying.
"Learning lessons, knowing by heart a grammar or a compendium, repeating well and imitating well--that," writes a former Minister of Public Instruction, M. Jules Simon, "is a ludicrous form of education whose every effort is an act of faith tacitly admitting the infallibility of the master, and whose only results are a belittling of ourselves and a rendering of us impotent."
Were this education merely useless, one might confine one"s self to expressing compa.s.sion for the unhappy children who, instead of making needful studies at the primary school, are instructed in the genealogy of the sons of Clotaire, the conflicts between Neustria and Austrasia, or zoological cla.s.sifications. But the system presents a far more serious danger. It gives those who have been submitted to it a violent dislike to the state of life in which they were born, and an intense desire to escape from it.
The working man no longer wishes to remain a working man, or the peasant to continue a peasant, while the most humble members of the middle cla.s.ses admit of no possible career for their sons except that of State-paid functionaries. Instead of preparing men for life French schools solely prepare them to occupy public functions, in which success can be attained without any necessity for self-direction or the exhibition of the least glimmer of personal initiative. At the bottom of the social ladder the system creates an army of proletarians discontented with their lot and always ready to revolt, while at the summit it brings into being a frivolous bourgeoisie, at once sceptical and credulous, having a superst.i.tious confidence in the State, whom it regards as a sort of Providence, but without forgetting to display towards it a ceaseless hostility, always laying its own faults to the door of the Government, and incapable of the least enterprise without the intervention of the authorities.
The State, which manufactures by dint of textbooks all these persons possessing diplomas, can only utilise a small number of them, and is forced to leave the others without employment. It is obliged in consequence to resign itself to feeding the first mentioned and to having the others as its enemies. From the top to the bottom of the social pyramid, from the humblest clerk to the professor and the prefect, the immense ma.s.s of persons boasting diplomas besiege the professions. While a business man has the greatest difficulty in finding an agent to represent him in the colonies, thousands of candidates solicit the most modest official posts. There are 20,000 schoolmasters and mistresses without employment in the department of the Seine alone, all of them persons who, disdaining the fields or the workshops, look to the State for their livelihood. The number of the chosen being restricted, that of the discontented is perforce immense. The latter are ready for any revolution, whoever be its chiefs and whatever the goal they aim at. The acquisition of knowledge for which no use can be found is a sure method of driving a man to revolt.[11]
[11] This phenomenon, moreover, is not peculiar to the Latin peoples. It is also to be observed in China, which is also a country in the hands of a solid hierarchy of mandarins or functionaries, and where a function is obtained, as in France, by compet.i.tive examination, in which the only test is the imperturbable recitation of bulky manuals. The army of educated persons without employment is considered in China at the present day as a veritable national calamity. It is the same in India where, since the English have opened schools, not for educating purposes, as is the case in England itself, but simply to furnish the indigenous inhabitants with instruction, there has been formed a special cla.s.s of educated persons, the Baboos, who, when they do not obtain employment, become the irreconcilable enemies of the English rule. In the case of all the Baboos, whether provided with employment or not, the first effect of their instruction has been to lower their standard of morality. This is a fact on which I have insisted at length in my book, "The Civilisations of India"--a fact, too, which has been observed by all authors who have visited the great peninsula.