M. Chevalier, long accustomed to discipline, first by his polytechnic studies, then by his St. Simonian connections, and finally by his position in the University, does not seem to admit that a pupil can have any other inclination than to obey the regulations, a sectarian any other thought than that of his chief, a public functionary any other opinion than that of the government. This may be a conception of order as respectable as any other, and I hear upon this subject no expressions of approval or censure. Has M. Chevalier an idea to offer peculiar to himself? On the principle that all that is not forbidden by law is allowed, he hastens to the front to deliver his opinion, and then abandons it to give his adhesion, if there is occasion, to the opinion of authority. It was thus that M. Chevalier, before settling down in the bosom of the Constitution, joined M. Enfantin: it was thus that he gave his views upon canals, railroads, finance, property, long before the administration had adopted any system in relation to the construction of railways, the changing of the rate of interest on bonds, patents, literary property, etc.
M. Chevalier, then, is not a blind admirer of the University system of instruction,—far from it; and until the appearance of the new order of things, he does not hesitate to say what he thinks. His opinions are of the most radical.
M. Villemain had said in his report: "The object of the higher education is to prepare in advance a choice of men to occupy and serve in all the positions of the administration, the magistracy, the bar and the various liberal professions, including the higher ranks and learned specialties of the army and navy."
"The higher education," thereupon observes M. Chevalier,[14] "is designed also to prepare men some of whom shall be farmers, others manufacturers, these merchants, and those private engineers. Now, in the official programme, all these classes are forgotten. The omission is of considerable importance; for, indeed, industry in its various forms, agriculture, commerce, are neither accessories nor accidents in a State: they are its chief dependence. . . . If the University desires to justify its name, it must provide a course in these things; else an INDUSTRIAL UNIVERSITY will be established in opposition to it. . . . We shall have altar against altar, etc. . . ."
[14] Journal des Economistes," April, 1843.
And as it is characteristic of a luminous idea to throw light on all questions connected with it, professional instruction furnishes M. Chevalier with a very expeditious method of deciding, incidentally, the quarrel between the clergy and the University on liberty of education.
"It must be admitted that a very great concession is made to the clergy in allowing Latin to serve as the basis of education. The clergy know Latin as well as the University; it is their own tongue. Their tuition, moreover, is cheaper; hence they must inevitably draw a large portion of our youth into their small seminaries and their schools of a higher grade. . . ."
The conclusion of course follows: change the course of study, and you decatholicize the realm; and as the clergy know only Latin and the Bible, when they have among them neither masters of art, nor farmers, nor accountants; when, of their forty thousand priests, there are not twenty, perhaps, with the ability to make a plan or forge a nail,—we soon shall see which the fathers of families will choose, industry or the breviary, and whether they do not regard labor as the most beautiful language in which to pray to God.
Thus would end this ridiculous opposition between religious education and profane science, between the spiritual and the temporal, between reason and faith, between altar and throne, old rubrics henceforth meaningless, but with which they still impose upon the good nature of the public, until it takes offence.
M. Chevalier does not insist, however, on this solution: he knows that religion and monarchy are two powers which, though continually quarrelling, cannot exist without each other; and that he may not awaken suspicion, he launches out into another revolutionary idea,—equality.