'Don't bother me,' said he, 'with your religion, which has never led men to aught but error and ruin. If I get nothing out of my pupils it is because, in the first place, they are taken from me too early, to be placed in the factories. And secondly, and more particularly, it is because there is less and less discipline, because the master is left without any authority. If a child is whipped nowadays the parents shriek like a pack of fools. But if I were only allowed to give those youngsters a few good canings I think I should open their minds a little.'
Then, as Sœurette, quite affected by this theory, began to protest, he explained his views. For him, given the general corruption, there was only one means of saving society, which was to subject the children to the discipline of liberty, insert belief in republican principles in them by force, if necessary, and in such a manner that they should never lose it. His dream was to make each pupil a servant of the State, a slave of the State, one who sacrificed to the State his entire personality. And he could picture nothing beyond one and the same lesson, learnt by all in one and the same manner, with the one object of serving the community. Such was his harsh and doleful religion, a religion in which the democracy was delivered from the past by dint of punishments, and then again condemned to forced labour, happiness being decreed under penalty of being caned.
But Abbé Marle obstinately repeated: 'Outside the pale of Catholicism there is only darkness.'
'Why, Catholicism is toppling over!' exclaimed Hermeline. 'It's for that very reason that we have to raise another social framework.'
The priest, no doubt, was conscious of the supreme battle which Catholicism was waging against the spirit of science, whose victory spread day by day. But he would not acknowledge it; he did not even admit that his church was gradually emptying. 'Catholicism!' he resumed, 'its framework is still so solid, so eternal, so divine, that you copy it when you talk of raising I know not what atheistical State in which you would replace the Deity by some mechanical contrivance appointed to instruct and govern men!'
'Some mechanical contrivance, why not!' retorted Hermeline, exasperated by the touch of truth contained in the priest's attack. 'Rome has never been aught but a wine-press, pressing out the blood of the world!'
When their discussions reached this violent stage Doctor Novarre usually intervened in his smiling and conciliatory way. 'Come, come, don't get heated!' said he. 'You are on the point of agreeing, since you have got so far as to accuse one another of copying your religions one from the other.'
Short and spare, with a slender nose and keen eyes, the doctor was a man of a tolerant, gentle, but slightly sarcastic turn of mind, one who, having given himself to science, refused to let himself be excited by political and social questions. Like Jordan, whose great friend he was, he often said that he only adopted truths when they had been scientifically demonstrated. Modest, timid, too, as he was, without any ambition, he contented himself with healing his patients to the best of his ability, and his only passion was for the rosebushes which he cultivated between the four walls of the garden of the little dwelling where he lived in happy peacefulness.
Luc had hitherto contented himself with listening. But at last he recalled what he had read the previous night, and he then spoke out: 'The terrible part of it,' said he, 'is that in our schools the starting-point is invariably the idea that man is an evil being, who brings into the world with him a spirit of rebellion and sloth, and that a perfect system of punishments and rewards is necessary if one is to get anything out of him. Thus education has been turned into torture, and study has become as repulsive to our brains as manual labour is to our limbs. Our professors have been turned into so many gaolers ruling a scholastic penitentiary, and the mission given to them is that of kneading the minds of children in accordance with certain fixed programmes, and running them all through one and the same mould, without taking any account of varying individualities. Thus the masters are no longer aught but the slayers of initiative; they crush all critical spirit, all free examination, all personal awakening of talent beneath a pile of ready-made ideas and official-truths, and the worst is that the characters of the children are affected quite as badly as their minds, and that the system of teaching employed produces in the long run little else but dolts and hypocrites.'
Hermeline must have fancied that he was being personally attacked, for he now broke in rather sharply: 'But how would you have one proceed then, monsieur? Come and take my place, and you will soon see how little you will get out of the pupils if you don't subject them one and all to the same discipline, like a master who for them is the embodiment of authority.'