The same thing applies to all the modes of living expressed by the word “cleanliness.” Cleanliness! Who does not know human beings, especially women, who make a great virtue of cleanliness? Who does not know the various phrases of this cleanliness, which have no limit whatever when it is procured by the labour of others? Who among self-made men has not experienced in his own person the pains with which he carefully accustomed himself to this cleanliness, which illustrates the saying, “White hands are fond of another's labour”?
To-day cleanliness consists in changing one's shirt daily; to-morrow it will be changed twice a day. At first, one has to wash one's hands and neck every day, then one will have to wash one's feet every day, and afterwards it will be the whole body, and in peculiar methods. A clean table-cloth serves for two days, then it is changed every day, and afterwards two table-cloths a day are used. To-day the footman is required to have clean hands; to-morrow he must wear gloves, and clean gloves, and he must hand the letters on a clean tray.
There are no limits to this cleanliness, which is of no other use to anyone except to separate us, and to make our intercourse with others impossible while the cleanliness is obtained through the labour of others.
Not only so, but when I had deeply reflected upon this, I came to the conclusion that what we term education is a similar thing. Language cannot deceive: it gives the right name to everything. The common people call education fashionable dress, smart conversation, white hands, and a certain degree of cleanliness. Of such a man they say, when distinguishing him from others, that he is an educated man.
In a little higher circle men denote by education the same things, but add playing on the piano, the knowledge of French, good Russian spelling, and still greater cleanliness.
In the still higher circle education consists of all this, with the addition of English, and a diploma from a high educational establishment, and a still greater degree of cleanliness. But in all these shades, education is in substance quite the same.
It consists in those forms and various kinds of information which separate a man from his fellow-creatures. Its object is the same as that of cleanliness: to separate us from the crowd, in order that they, hungry and cold, may not see how we feast. But it is impossible to hide ourselves, and our efforts are seen through.
Thus I became aware that the reason why it was impossible for us rich men to help the town poor was nothing more or less than the impossibility of our having closer intercourse with them, and that this barrier we ourselves create by our whole life and by all the uses we make of our wealth. I became persuaded that between us rich men and the poor there stood, erected by ourselves, a barrier of cleanliness and education which arose out of our wealth; and that, in order to be able to help them, we have first to break down this barrier and to render possible the realization of the means suggested by Sutaief: to take the poor into our respective homes. And so, as I have already said at the beginning of this chapter, I came to the same conclusion from a different point of view from that to which the train of thought about town misery had led me; viz., the cause of it all lay in our wealth.
CHAPTER XV
I began again to analyze the matter from a third and purely personal point of view. Among the phenomena which particularly impressed me during my benevolent activity, there was one,—a very strange one,—which I could not understand for a long time.