Ah! how fervently did Marc devote himself to that sowing and cultivation of truth! He strove to plan things in such wise that truth might impose itself on his pupils by its own power, nourish their expanding minds, and become both their flesh and their brains. And what truth it was! It so happens that every error claims to be truth. Does not even the Roman Catholic Church, though based on absurd dogmas, pretend that it is the sole truth? Thus Marc began by teaching that there is no truth outside the pale of reason, logic, and particularly experiment. When the son of a peasant or a workman is told by his schoolmaster that the world is round and revolves in space, he accepts the statement upon trust just as he accepts the statements made to him by the priest on matters of religion at the Catechism class. In order that he may appreciate the difference, experiment must show him the scientific certainty of the former statement. All so-called revealed truth is falsehood; experimental truth alone is accurate—one, entire, eternal. Marc therefore at the outset found it necessary to rebut the Catholic catechism by the scientific catechism. He took the world and mankind as they were explained by science, and set them forth in their living reality and their march towards a continual and ever more and more perfect future. There was no possibility of real amelioration, liberation, and happiness otherwise than by truth—that is, by knowledge of the conditions in which mankind exists and progresses. All the craving for knowledge as a means for rapid attainment to health and peace bore within itself its method of free expansion, science ceasing to be a dead letter, and becoming a source of life, an excitant of temperament and character.
Marc, as far as possible, left books upon one side, in order to compel his pupils to judge things for themselves. They only knew things well when they had seen or touched them. He never asked them to believe in a phenomenon until he had proved its reality by experiment. The whole domain of unproven facts was set aside, in reserve, for future investigation. But he demonstrated that with the help of the acquired truths mankind might already rear for itself a large and splendid home of security and brotherliness. To see things for oneself, to convince oneself of what one ought to believe, to develop one's reasoning powers and one's individuality in accordance with the reasons of existence and action, such were the principles which governed Marc's teaching method, the only one by which true men might be created.
But knowledge was not sufficient—a social bond, a spiritual link of perpetual solidarity was required. And this Marc found in Justice. He had often noticed with what a flash of rebellion a boy, molested in his rights, would exclaim: 'That isn't fair!' Indeed, any act of injustice raises a tempest in the depths of those young minds, and brings them frightful suffering. This is because the idea of justice in them is absolute. Mark turned to good use the candour of equity, the innate need of truth and justice, that one finds in children when life has not yet inclined them to mendacious and iniquitous compromises. By way of Truth towards Justice—such was the road along which he strove to direct his pupils, as often as possible requiring them to judge themselves when they happened to be in fault. If they had told a falsehood, he made them admit the wrong they had done both to their schoolfellows and to themselves. If they were disorderly and delayed lessons, he showed them that they were the first to suffer. At times a culprit spontaneously admitted his offence, thus earning forgiveness. Emulation in equity ended by animating those young people; they learnt to rival one another in frankness. At times, of course, there was trouble, conflict, catastrophe, for all this was only a beginning, and several generations of schoolboys would be needed for schools to become the real abodes of healthy and happy life. Marc, however, rejoiced over the slightest results that he obtained, convinced as he was that if knowledge were primarily essential for all progress, nothing definitive with respect to the happiness of mankind could be achieved without the assistance of the spirit of justice. Why did the bourgeois class, which was the best educated, become rotten so soon? Was it not by reason of its iniquities, its denial of justice, its refusal to restore what it had stolen, to give to the humble and the suffering their legitimate share of the world's good things? Some folk, in condemning education, cited the ignominious downfall of the bourgeoisie as an example, and accused science of producing a multitude of casteless individuals, thereby increasing the sum of evil and tribulation. And yes, so long as the passion for knowledge merely for its own sake should become keener and keener in a social system which was all falsehood and injustice, it would only add to existing ruins. It was necessary that science should tend towards justice, and bring to the future city of fraternity a moral system of liberty and peace.
Even to be just did not suffice; Marc also required kindliness and affection of his pupils. Nothing could germinate, nothing could flower, unless it were by love and for it. In the universal flame of desire and union one found the focus of the world. Within each human being was implanted an imperious need to mingle with all others; and personal action, liberty, and individuality were like the play of different organs, all dependent on the universal Being. If each individual man, even when isolated, represented so much will and power, his actions, at all events, only began to count when they exercised an influence on the community. To love, to make oneself loved, to make all others love: the teacher's rôle was found entire in those three propositions, those three degrees of human instruction. To love—Marc loved his pupils with his whole heart, giving himself to them unreservedly, knowing full well that one must indeed love if one would teach, for only love has the power of touching and convincing. To make oneself loved—that was a task to which he devoted every hour, fraternising with his boys, never seeking to make them fear him, but, on the contrary, striving to win them over by persuasion, affection, the good-fellowship of an elder brother still growing up among his juniors. To make all others love—that again was his constant thought; he was ever recalling the true saying that the happiness of each is compounded of the happiness of all; and he brought forward the daily example of the progress and pleasure of each boy when the whole class had worked well.
Schooling, no doubt, should have as its objects the culture of energy, the liberation and exaltation of each individuality; a child must judge and act by himself alone in order that as a man he may yield the sum-total of his personal value. But, as Marc put it, would not the crop resulting from such intensive culture increase the common harvest of all? Could a man create true glory for himself without contributing in one or another form to the happiness of others? Education necessarily tended to solidarity, to the universal attraction which was gradually blending mankind into one family. And Marc's mind and heart were set on sympathy and affection, on a joyous, brotherly school, full of sunshine, song, and laughter, where happiness was taught, where the pupils learnt to live the life of science, truth, and justice, which would come in all its fulness when the way for it should have been sufficiently prepared by generations of children taught as they ought to be.
From the very outset Marc combated the system by which violence, terror, and folly were inculcated in so many children. The right of the stronger, massacre, carnage, the devastation and razing of cities—all those things were set before the young, glorified in books, pictures, and constant, almost hourly, lessons. Great was the display of the bloody pages of history, the wars, the conquests, the names of the captains who had butchered their fellow-beings. The minds of children were enfevered by the crash of arms, by nightmares of slaughter steeping the plains in blood. In the prize books given to them, in the little papers published for their perusal, on the very covers of their copybooks, their eyes encountered the savagery of armies, the burning of fleets, the everlasting calamity of man sinking to the level of a wolf. And when a battle was not depicted there came a miracle, some absurd legend, some source of darkness: a saint delivering a country by his or her prayers, an intervention of Jesus or Mary ensuring the ownership of the world to the wealthy, a Churchman solving political and social difficulties by a mere sign of the Cross. The humble were invariably warned that they must show obedience and resignation. To impress it on their minds in childhood's hour, stormy skies were shown them, illumined by the lightning of an irritated and cruel Deity. Terror reigned, terror of that Deity, terror too of the devil, a base and hideous terror, which seized on man in his infancy and kept him cowering until he reached the grave after a life which was all dense night, ignorance, and falsehood. In that manner one fashioned only slaves, flesh fit to serve the master's capricious purposes. And indeed that education of blind faith and perpetual extermination was based on the necessity of ever having soldiers ready to defend the established and iniquitous order of things.
Yet what an antiquated idea it was to cultivate human energy by lessons of warfare! It corresponded with the times when the sword alone decided questions between nation and nation, and between kings and their subjects. But nowadays, if nations still guard themselves—as they do, in formidable fashion, full of anxious dread lest everything should collapse—who will dare to say that victory will rest with the warlike nations? Who, on the contrary, cannot see that the triumphant nation of to-morrow will be that which defeats the others on the economic field, by reorganising the conditions of human toil, and by bringing more justice and happiness to mankind?
To Marc it seemed that the only worthy rôle for France was that of completing the Revolution and becoming the great emancipator. The narrow doctrine that one's sole purpose should be to make soldiers of Frenchmen filled him with grief and anger. On the morrow of the disasters of 1870 such a programme may have had its excuse; and yet all the unrest of years and years, the whole abominable crisis of the present times has proceeded from that programme, from having placed one's supreme hope in the army, from having abandoned the democracy to military leaders. If it be still necessary to guard oneself, surrounded as one is by neighbours in arms, it is yet more necessary to become workers, free and just citizens, such as those to whom to-morrow will belong. On the day when France knows it and wills it, on the day when she becomes a nation freed from error, the armour-plated empires around her will crumble beneath the breath of truth and justice emanating from her lips—a breath which will achieve that which can never be accomplished by all her armies and her guns. Nations awaken nations, and on the day when, one by one, the nations rise, enlightened, instructed by example, the world will witness the victory of peace, the end of war. Marc could imagine for his country no more splendid rôle than that of hastening the day when all countries would mingle in one. Thus he kept a strict watch over his pupils' books, replacing as far as possible all pictures and descriptions of spurious miracles and bloody battles by others which dealt with the truths of science and the fruitful labours of mankind. The one true source of energy lies in work for happiness' sake.
In the course of the second year some good results were already manifest. Dividing his school into two classes, Marc took charge of the first, composed of boys from nine to thirteen years of age, while Mignot attended to the second, in which the lads were from six to nine years old. The young principal also adopted the system of appointing monitors, whence he derived certain advantages, a saving of time in some matters, and an increase of emulation among his boys. Not a moment was lost during school hours, yet he allowed the lads as much independence as possible, chatting with them, provoking objections from them, and imposing nothing on them by dint of authority, desirous as he was that all feeling of certainty should come from their own minds. Thus gaiety prevailed, and the lessons in which those young minds passed from discovery to discovery were full of attractiveness.
On one matter only did Marc insist, and that was great cleanliness. Under his guidance the lads took pleasure in washing their hands at the water taps, and the classroom windows were opened widely at each interval between lessons, as well as afterwards. Before Marc's time it had been the practice (a usual one in French elementary schools) for the boys to sweep the schoolroom floor, whereby they raised a terrible amount of dust,—a redoubtable means of spreading contagion,—but he taught them to wash the floor with sponges, a duty which they soon regarded as a pastime.