the simple life being above all else the product of a direction of mind, it is natural that education should have much to do with it.

in general but two methods of rearing children are practiced: the first is to bring them up for ourselves; the second, to bring them up for themselves.

in the first case the child is looked upon as a complement of the parents: he is part of their property, occupies a place among their possessions. sometimes this place is the highest, especially when the parents value the life of the affections. again, where material interests rule, the child holds second, third, or even the last place. in any case he is a nobody. while he is young, he gravitates round his parents, not only by obedience, which is right, but by the subordination of all his originality, all his being. as he grows older, this subordination [168]becomes a veritable confiscation, extending to his ideas, his feelings, everything. his minority becomes perpetual. instead of slowly evolving into independence, the man advances into slavery. he is what he is permitted to be, what his father's business, religious beliefs, political opinions or esthetic tastes require him to be. he will think, speak, act, and marry according to the understanding and limits of the paternal absolutism. this family tyranny may be exercised by people with no strength of character. it is only necessary for them to be convinced that good order requires the child to be the property of the parents. in default of mental force, they possess themselves of him by other means—by sighs, supplications, or base seductions. if they cannot fetter him, they snare his feet in traps. but that he should live in them, through them, for them, is the only thing admissible.

education of this sort is not the practice of families only, but also of great social organizations whose chief educational function consists in putting a strong hand on every new-comer, in order to fit him, in the most iron-bound fashion, into existing forms. it is the attenuation, pulverization and [169]assimilation of the individual in a social body, be it theocratic, communistic, or simply bureaucratic and routinary. looked at from without, a like system seems the ideal of simplicity in education. its processes, in fact, are absolutely simplistic, and if a man were not somebody, if he were only a sample of the race, this would be the perfect education. as all wild beasts, all fish and insects of the same genus and species have the same markings, so we should all be identical, having the same tastes, the same language, the same beliefs, the same tendencies. but man is not simply a specimen of the race, and for that reason this sort of education is far from being simple in its results. men so vary from one another, that numberless methods have to be invented to repress, stupefy, and extinguish individual thought. and one never arrives at it then but in part, a fact which is continually deranging everything. at each moment, by some fissure, some interior force of initiative is making a violent way to the light, producing explosions, upheavals, all sorts of grave disorders. and where there are no outward manifestations, the evil lies dormant; beneath apparent order are hidden dumb revolt, flaws made by an abnormal existence, apathy, death.

[170]the system is evil which produces such fruit, and however simple it may appear, in reality it brings forth all possible complications.

the other system is the extreme opposite, that of bringing up children for themselves. the r?les are reversed: the parents are there for the child. no sooner is he born than he becomes the center. white-headed grandfather and stalwart father bow before these curls. his lisping is their law. a sign from him suffices. if he cries in the night, no fatigue is of account, the whole household must be roused. the new-comer is not long in discovering his omnipotence, and before he can walk he is drunken with it. as he grows older all this deepens and broadens. parents, grandparents, servants, teachers, everybody is at his command. he accepts the homage and even the immolation of his neighbor: he treats like a rebellious subject anyone who does not step out of his path. there is only himself. he is the unique, the perfect, the infallible. too late it is perceived that all this has been evolving a master; and what a master! forgetful of sacrifices, without respect, even pity. he no longer has any regard for those to whom he [171]owes everything, and he goes through life without law or check.

this education, too, has its social counterpart. it flourishes wherever the past does not count, where history begins with the living, where there is no tradition, no discipline, no reverence; where those who know the least make the most noise; where those who stand for public order are alarmed by every chance comer whose power lies in his making a great outcry and respecting nothing. it insures the reign of transitory passion, the triumph of the inferior will. i compare these two educations—one, the exaltation of the environment, the other of the individual; one the absolutism of tradition, the other the tyranny of the new—and i find them equally baneful. but the most disastrous of all is the combination of the two, which produces human beings half-automatons, half-despots, forever vacillating between the spirit of a sheep and the spirit of revolt or domination.

children should be educated neither for themselves nor for their parents: for man is no more designed to be a personage than a specimen. they should be educated for life. the aim of their education is to aid them to become active members of [172]humanity, brotherly forces, free servants of the civil organization. to follow a method of education inspired by any other principle, is to complicate life, deform it, sow the seeds of all disorders.

when we would sum up in a phrase the destiny of the child, the word future springs to our lips. the child is the future. this word says all—the sufferings of the past, the stress of to-day, hope. but when the education of the child begins, he is incapable of estimating the reach of this word; for he is held by impressions of the present. who then shall give him the first enlightenment and put him in the way he should go? the parents, the teachers. and with very little reflection they perceive that their work does not interest simply themselves and the child, but that they represent and administer impersonal powers and interests. the child should continually appear to them as a future citizen. with this ruling idea, they will take thought for two things that complement each other—for the initial and personal force which is germinating in the child, and for the social destination of this force. at no moment of their direction over him can they forget that this little being confided to their care must become himself and a brother. [173]these two conditions, far from excluding each other, never exist apart. it is impossible to be brotherly, to love, to give one's self, unless one is master of himself; and reciprocally, none can possess himself, comprehend his own individual being, until he has first made his way through the outward accidents of his existence, down to the profound springs of life where man feels himself one with other men in all that is most intimately his own.

to aid a child to become himself and a brother it is necessary to protect him against the violent and destructive action of the forces of disorder. these forces are exterior and interior. every child is menaced from without not only by material dangers but by the meddlesomeness of alien wills; and from within, by an exaggerated idea of his own personality and all the fancies it breeds. there is a great outward danger which may come from the abuse of power in educators. the right of might finds itself a place in education with extreme facility. to educate another, one must have renounced this right, that is to say, made abnegation of the inferior sentiment of personal importance, which transforms us into the enemies of others, even of our own children. our authority is beneficent only when it is [174]inspired by one higher than our own. in this case it is not only salutary, but also indispensable, and becomes in its turn the best guarantee against the greater peril which threatens the child from within—that of exaggerating his own importance. at the beginning of life the vividness of personal impressions is so great, that to establish an equilibrium, they must be submitted to the gentle influence of a calm and superior will. the true quality of the office of educator is to represent this will to the child, in a manner as continuous and as disinterested as possible. educators, then, stand for all that is to be respected in the world. they give to the child impressions of that which precedes it, outruns it, envelops it: but they do not crush it; on the contrary, their will and all the influence they transmit, become elements nutritive of its native energy. such use of authority as this, cultivates that fruitful obedience out of which free souls are born. the purely personal authority of parents, masters and institutions is to the child like the brushwood beneath which the young plant withers and dies. impersonal authority, the authority of a man who has first submitted himself to the time-honored realities before which he wishes the [175]individual fancy of the child to bend, resembles pure and luminous air. true it has an activity, and influences us in its manner, but it nourishes our individuality and gives it firmness and stability. without this authority there is no education. to watch, to guide, to keep a firm hand—such is the function of the educator. he should appear to the child not like a barrier of whims, which, if need be, one may clear, provided the leap be proportioned to the height of the obstacle; but like a transparent wall through which may be seen unchanging realities, laws, limits, and truths against which no action is possible. thus arises respect, which is the faculty of conceiving something greater than ourselves—respect, which broadens us and frees us by making us more modest. this is the law of education for simplicity. it may be summed up in these words: to make free and reverential men, who shall be individual and fraternal.

let us draw from this principle some practical applications.

from the very fact that the child is the future, he must be linked to the past by piety. we owe it to him to clothe tradition in the forms [176]most practical and most fit to create a deep impression: whence the exceptional place that should be given in education to the ancients, to the cult of remembrance of the past, and by extension, to the history of the domestic rooftree. above all do we fulfil a duty toward our children when we give the place of honor to the grandparents. nothing speaks to a child with so much force, or so well develops his modesty, as to see his father and mother, on all occasions, preserve toward an old grandfather, often infirm, an attitude of respect. it is a perpetual object lesson that is irresistible. that it may have its full force, it is necessary for a tacit understanding to obtain among all the grown-up members of the family. to the child's eyes they must all be in league, held to mutual respect and understanding, under penalty of compromising their educational authority. and in their number must be counted the servants. servants are big people, and the same sentiment of respect is injured in the child's disregard of them as in his disregard of his father or grandfather. the moment he addresses an impolite or arrogant word to a person older than himself, he strays from the path that a child ought never to quit; and if only occasionally the parents [177]neglect to point this out, they will soon perceive by his conduct toward themselves, that the enemy has found entrance to his heart.

we mistake if we think that a child is naturally alien to respect, basing this opinion on the very numerous examples of irreverence which he offers us. respect is for the child a fundamental need. his moral being feeds on it. the child aspires confusedly to revere and admire something. but when advantage is not taken of this aspiration, it gets corrupted or lost. by our lack of cohesion and mutual deference, we, the grown-ups, discredit daily in the child's eyes our own cause and that of everything worthy of respect. we inoculate in him a bad spirit whose effects then turn against us.

this pitiful truth nowhere appears with more force than in the relations between masters and servants, as we have made them. our social errors, our want of simplicity and kindness, all fall back upon the heads of our children. there are certainly few people of the middle classes who understand that it is better to part with many thousands of dollars than to lead their children to lose respect for servants, who represent in our households the [178]humble. yet nothing is truer. maintain as strictly as you will conventions and distances,—that demarkation of social frontiers which permits each one to remain in his place and to observe the law of differences. that is a good thing, i am persuaded, but on condition of never forgetting that those who serve us are men and women like ourselves. you require of your domestics certain formulas of speech and certain attitudes, outward evidence of the respect they owe you. do you also teach your children and use yourselves manners toward your servants which show them that you respect their dignity as individuals, as you desire them to respect yours? here we have continually in our homes an excellent ground for experiment in the practice of that mutual respect which is one of the essential conditions of social sanity. i fear we profit by it too little. we do not fail to exact respect, but we fail to give it. so it is most frequently the case that we get only hypocrisy and this supplementary result, all unexpected,—the cultivation of pride in our children. these two factors combined heap up great difficulties for that future which we ought to be safeguarding. i am right then in saying that the day when by your own practices you have [179]brought about the lessening of respect in your children, you have suffered a sensible loss.

why should i not say it? it seems to me that the greater part of us labor for this loss. on all sides, in almost every social rank, i notice that a pretty bad spirit is fostered in children, a spirit of reciprocal contempt. here, those who have calloused hands and working-clothes are disdained; there, it is all who do not wear blue jeans. children educated in this spirit make sad fellow-citizens. there is in all this the want of that simplicity which makes it possible for men of good intentions, of however diverse social standing, to collaborate without any friction arising from the conventional distance that separates them.

if the spirit of caste causes the loss of respect, partisanship, of whatever sort, is quite as productive of it. in certain quarters children are brought up in such fashion that they respect but one country—their own; one system of government—that of their parents and masters; one religion—that which they have been taught. does anyone suppose that in this way men can be shaped who shall respect country, religion and law? is this a proper respect—this respect which does not extend [180]beyond what touches and belongs to ourselves? strange blindness of cliques and coteries, which arrogate to themselves with so much ingenuous complacence the title of schools of respect, and which, outside themselves, respect nothing. in reality they teach: "country, religion, law—we are all these!" such teaching fosters fanaticism, and if fanaticism is not the sole anti-social ferment, it is surely one of the worst and most energetic.

if simplicity of heart is an essential condition of respect, simplicity of life is its best school. whatever be the state of your fortune, avoid everything which could make your children think themselves more or better than others. though your wealth would permit you to dress them richly, remember the evil you might do in exciting their vanity. preserve them from the evil of believing that to be elegantly dressed suffices for distinction, and above all do not carelessly increase by their clothes and their habits of life, the distance which already separates them from other children: dress them simply. and if, on the contrary, it would be necessary for you to economize to give your children the pleasure of fine clothes, i [181]would that i might dispose you to reserve your spirit of sacrifice for a better cause. you risk seeing it illy recompensed. you dissipate your money when it would much better avail to save it for serious needs, and you prepare for yourself, later on, a harvest of ingratitude. how dangerous it is to accustom your sons and daughters to a style of living beyond your means and theirs! in the first place, it is very bad for your purse; in the second place it develops a contemptuous spirit in the very bosom of the family. if you dress your children like little lords, and give them to understand that they are superior to you, is it astonishing if they end by disdaining you? you will have nourished at your table the declassed—a product which costs dear and is worthless.

any fashion of instructing children whose most evident result is to lead them to despise their parents and the customs and activities among which they have grown up, is a calamity. it is effective for nothing but to produce a legion of malcontents, with hearts totally estranged from their origin, their race, their natural interests—everything, in short, that makes the fundamental fabric of a man. once detached from the vigorous stock which produced them, the wind of their restless ambition drives [182]them over the earth, like dead leaves that will in the end be heaped up to ferment and rot together.

nature does not proceed by leaps and bounds, but by an evolution slow and certain. in preparing a career for our children, let us imitate her. let us not confound progress and advancement with those violent exercises called somersaults. let us not so bring up our children that they will come to despise work and the aspirations and simple spirit of their fathers: let us not expose them to the temptation of being ashamed of our poverty if they themselves come to fortune. a society is indeed diseased when the sons of peasants begin to feel disgust for the fields, when the sons of sailors desert the sea, when the daughters of working-men, in the hope of being taken for heiresses, prefer to walk the streets alone rather than beside their honest parents. a society is healthy, on the contrary, when each of its members applies himself to doing very nearly what his parents have done before him, but doing it better, and, looking to future elevation, is content first to fulfill conscientiously more modest duties.[c]

[c] this would be the place to speak of work in general, and of its tonic effect upon education. but i have discussed the subject in my books justice, jeunesse, and vaillanos. i must limit myself to referring the reader to them.

education[183] should make independent men. if you wish to train your children for liberty, bring them up simply, and do not for a moment fear that in so doing you are putting obstacles in the way of their happiness. it will be quite the contrary. the more costly toys a child has, the more feasts and curious entertainments, the less is he amused.

in this there is a sure sign. let us be temperate in our methods of entertaining youth, and especially let us not thoughtlessly create for them artificial needs. food, dress, nursery, amusements—let all these be as natural and simple as possible. with the idea of making life pleasant for their children, some parents bring them up in habits of gormandizing and idleness, accustom them to sensations not meant for their age, multiply their parties and entertainments. sorry gifts these! in place of a free man, you are making a slave. gorged with luxury, he tires of it in time; and yet when for one reason or another his pleasures fail him, he will be miserable, and you with him: and what is worse, perhaps in some capital encounter of life, you will be ready—you and he together—to sacrifice manly dignity, truth, and duty, from sheer sloth.

[184]let us bring up our children simply, i had almost said rudely. let us entice them to exercise that gives them endurance—even to privations. let them belong to those who are better trained to fatigue and the earth for a bed than to the comforts of the table and couches of luxury. so we shall make men of them, independent and staunch, who may be counted on, who will not sell themselves for pottage, and who will have withal the faculty of being happy.

a too easy life brings with it a sort of lassitude in vital energy. one becomes blasé, disillusioned, an old young man, past being diverted. how many young people are in this state! upon them have been deposited, like a sort of mold, the traces of our decrepitude, our skepticism, our vices, and the bad habits they have contracted in our company. what reflections upon ourselves these youths weary of life force us to make! what announcements are graven on their brows!

these shadows say to us by contrast that happiness lies in a life true, active, spontaneous, ungalled by the yoke of the passions, of unnatural needs, of unhealthy stimulus; keeping intact the physical faculty of enjoying the light of day and the air we [185]breathe, and in the heart, the capacity to thrill with the love of all that is generous, simple and fine.

the artificial life engenders artificial thought, and a speech little sure of itself. normal habits, deep impressions, the ordinary contact with reality, bring frankness with them. falsehood is the vice of a slave, the refuge of the cowardly and weak. he who is free and strong is unflinching in speech. we should encourage in our children the hardihood to speak frankly. what do we ordinarily do? we trample on natural disposition, level it down to the uniformity which for the crowd is synonymous with good form. to think with one's own mind, feel with one's own heart, express one's own personality—how unconventional, how rustic!—oh! the atrocity of an education which consists in the perpetual muzzling of the only thing that gives any of us his reason for being! of how many soul-murders do we become guilty! some are struck down with bludgeons, others gently smothered with pillows! everything conspires against independence of character. when we are little, people wish us to be dolls or graven images; when we grow up, they approve of us [186]on condition that we are like all the rest of the world—automatons: when you have seen one of them you've seen them all. so the lack of originality and initiative is upon us, and platitude and monotony are the distinctions of to-day. truth can free us from this bondage: let our children be taught to be themselves, to ring clear, without crack or muffle. make loyalty a need to them, and in their gravest failures, if only they acknowledge them, account it for merit that they have not covered their sin.

to frankness let us add ingenuousness, in our solicitude as educators. let us have for this comrade of childhood—a trifle uncivilized, it is true, but so gracious and friendly!—all possible regard. we must not frighten it away: when it has once fled, it so rarely comes back! ingenuousness is not simply the sister of truth, the guardian of the individual qualities of each of us; it is besides a great informing and educating force. i see among us too many practical people, so called, who go about armed with terrifying spectacles and huge shears to ferret out na?ve things and clip their wings. they uproot ingenuousness from life, from thought, from education, and pursue it even to the region of [187]dreams. under pretext of making men of their children, they prevent their being children at all;—as if before the ripe fruit of autumn, flowers did not have to be, and perfumes, and songs of birds, and all the fairy springtime.

i ask indulgence for everything na?ve and simple, not alone for the innocent conceits that flutter round the curly heads of children, but also for the legend, the folk song, the tales of the world of marvel and mystery. the sense of the marvellous is in the child the first form of that sense of the infinite without which a man is like a bird deprived of wings. let us not wean the child from it, but let us guard in him the faculty of rising above what is earthy, so that he may appreciate later on those pure and moving symbols of vanished ages wherein human truth has found forms of expression that our arid logic will never replace.