"In the hospital, the mine, the factory, in the architect's or the lawyer's office, the student, who makes a start while very young, goes through his apprenticeship, stage by stage, much as does with us a law clerk in his office, or an artist in his studio.Previously, and before making a practical beginning, he has had an opportunity of following some general and summary course of instruction, so as to have a framework ready prepared in which to store the observations he is shortly to make.
Furthermore he is able, as a rule, to avail himself of sundry technical courses which he can follow in his leisure hours, so as to co-ordinate step by step the daily experience he is gathering.
Under such a system the practical capabilities increase and develop of themselves in exact proportion to the faculties of the student, and in the direction requisite for his future task and the special work for which from now onwards he desires to fit himself.By this means in England or the United States a young man is quickly in a position to develop his capacity to the utmost.At twenty-five years of age, and much sooner if the material and the parts are there, he is not merely a useful performer, he is capable also of spontaneous enterprise; he is not only a part of a machine, but also a motor.In France, where the contrary system prevails--in France, which with each succeeding generation is falling more and more into line with China--the sum total of the wasted forces is enormous."The great philosopher arrives at the following conclusion with respect to the growing incongruity between our Latin system of education and the requirements of practical life:--"In the three stages of instruction, those of childhood, adolescence and youth, the theoretical and pedagogic preparation by books on the school benches has lengthened out and become overcharged in view of the examination, the degree, the diploma, and the certificate, and solely in this view, and by the worst methods, by the application of an unnatural and anti-social regime, by the excessive postponement of the practical apprenticeship, by our boarding-school system, by artificial training and mechanical cramming, by overwork, without thought for the time that is to follow, for the adult age and the functions of the man, without regard for the real world on which the young man will shortly be thrown, for the society in which we move and to which he must be adapted or be taught to resign himself in advance, for the struggle in which humanity is engaged, and in which to defend himself and to keep his footing he ought previously to have been equipped, armed, trained, and hardened.This indispensable equipment, this acquisition of more importance than any other, this sturdy common sense and nerve and will-power our schools do not procure the young Frenchman; on the contrary, far from qualifying him for his approaching and definite state, they disqualify him.In consequence, his entry into the world and his first steps in the field of action are most often merely a succession of painful falls, whose effect is that he long remains wounded and bruised, and sometimes disabled for life.The test is severe and dangerous.In the course of it the mental and moral equilibrium is affected, and runs the risk of not being re-established.Too sudden and complete disillusion has supervened.The deceptions have been too great, the disappointments too keen."[12]
[12] Taine, "Le Regime moderne," vol.ii., 1894.These pages are almost the last that Taine wrote.They resume admirably the results of the great philosopher's long experience.
Unfortunately they are in my opinion totally incomprehensible for such of our university professors who have not lived abroad.
Education is the only means at our disposal of influencing to some extent the mind of a nation, and it is profoundly saddening to have to think that there is scarcely any one in France who can arrive at understanding that our present system of teaching is a grave cause of rapid decadence, which instead of elevating our youth, lowers and perverts it.
A useful comparison may be made between Taine's pages and the observations on American education recently made by M.Paul Bourget in his excellent book, "Outre-Mer." He, too, after having noted that our education merely produces narrow-minded bourgeois, lacking in initiative and will-power, or anarchists--"those two equally harmful types of the civilised man, who degenerates into impotent platitude or insane destructiveness"--he too, I say, draws a comparison that cannot be the object of too much reflection between our French lycees (public schools), those factories of degeneration, and the American schools, which prepare a man admirably for life.The gulf existing between truly democratic nations and those who have democracy in their speeches, but in no wise in their thoughts, is clearly brought out in this comparison.
Have we digressed in what precedes from the psychology of crowds?
Assuredly not.If we desire to understand the ideas and beliefs that are germinating to-day in the masses, and will spring up to-morrow, it is necessary to know how the ground has been prepared.The instruction given the youth of a country allows of a knowledge of what that country will one day be.The education accorded the present generation justifies the most gloomy previsions.It is in part by instruction and education that the mind of the masses is improved or deteriorated.It was necessary in consequence to show how this mind has been fashioned by the system in vogue, and how the mass of the indifferent and the neutral has become progressively an army of the discontented ready to obey all the suggestions of utopians and rhetoricians.
It is in the schoolroom that socialists and anarchists are found nowadays, and that the way is being paved for the approaching period of decadence for the Latin peoples.
