The cult of incompetence

by Émile Faguet

Now if nations organise themselves against nature (the nature that, the schoolmaster assumes, makes all men equal), if instinctively they organise themselves in a hierarchy which is aristocratic, if they have their leaders and their subordinates, their stronger and their weaker members, it is because this arrangement is necessary in a camp, and each nation feels that it is a camp. If each feels that it is a camp, it is simply because there are other nations round it, because it feels and knows that there are others round it. When there are no longer other nations, each nation will organise itself no longer against nature, but naturally, that is to say on egalitarian principles. Nature perhaps strictly speaking is not egalitarian, but it tends towards equality in the sense that it produces many more, indeed infinitely more, mediocrities than superior intelligences.

Thus equality demands the abolition of inheritance, and the equality of possessions. Equality of possessions necessitates collectivism, and collectivism requires the abolition of nationalities. We are egalitarians, then collectivists, and by logical consequence anti-patriots.

So argue the great majority of school teachers, with an absolute logic, in my opinion, irrefutable, with the logic which takes no account of facts, and which only takes account of its own principle and of itself. So they will all argue to-morrow, if they continue, as it is probable they will continue, to be very excellent dialecticians.

Will they go back to the premises and say, that if the sovereignty of the people and equality lead logically and imperatively to these conclusions, it is perhaps because the sovereignty of the people and equality are false ideas, and because these conclusions prove them to be false? This is a course not likely to be taken, for the sovereignty of the people and the principle of equality are something more than general ideas, they are sentiments.

They are sentiments which have become ideas, as is the case doubtless with all general ideas, and they are sentiments of great strength. The sovereignty of the people is the truth for him who believes in it, because it ought to be true, because it is a thing as full of majesty for him as was Cæsar in all his pomp for the ancient Roman, or Louis XIV. in all his glory for the man of the seventeenth century.

Equality is truth for him who believes, because it ought to be true, because it is justice, and because it would be infamous if justice and truth were not one. For the democrat, the world has ever been rising gradually, since its creation, towards the sovereignty of the people and the doctrine of equality; the latter contains the former, the former is destined to found the latter and has this mission for its purpose in life; together they constitute civilisation, and if they are not attained, there is a relapse into barbarism.

They are dogmas of faith. A dogma is an overmastering sentiment which has found expression in a formula. From these two dogmas everything that can be deduced without breach of logic is truth which it is our right and duty to proclaim.

We must add that the schoolmaster is urged in this same direction by sentiments of a less general character, which nevertheless have an influence of their own. He is placed in his commune in direct opposition to the priest, the only person very often who is, like himself, in that place a man of some little education. Hence rivalry and a struggle for influence. Now the priest, by a series of historical incidents, is a more or less warm partisan sometimes of monarchy but almost always of aristocracy. He is a member of a body that once was an estate of the realm, and he is persuaded that his corporation is still an estate of the realm, notwithstanding all that has happened. If the existing order is regulated by the concordat, the existing order recognises his corporation as a body legitimatised by the State, since it treats it on the same terms as the magistracy and the army. If the existing order is one based on the separation of State and Church, his corporation appears to him still more to be an estate of the realm, because being forced into an attitude of solid organisation, and recognising no limitations of frontier, it becomes a collective personage which, not without peril, but also not without a certain measure of success, has often ventured to cross swords with the State itself.

As the priest then belongs to an order endowed with an historic authority which is nevertheless distinct from, and in no wise a delegation from, the authority of the people, the priest cannot fail more or less definitely and consciously to adopt an attitude of mind favourable to aristocracy.

The school teacher, his rival, is thrown then all the more inevitably towards the adoption of democratic principles, and he embraces them with a fervour into which enters jealousy quite as much as conviction. They mean more to him than even to an eighteenth century philosopher, because he has a much greater personal interest in believing them, the interest of personal dislike and animosity; for it is his belief that everything taught by the priest is the pure invention of ingenious oppressors who wish to enslave the people in order to consolidate their own tyranny; and that is his reason for professing philosophical ideas resuscitated from the teaching of Diderot, and Holbach. For the school teacher it is almost inconceivable that the priest should be anything but a rascal.