Honoré de Balzac

by Théophile Gautier

It would be intriguing to compare the novella titled William Wilson, in which Edgar Allen Poe describes, with the strange exaggerations of childhood, the old building from the time of Queen Elizabeth where his hero was raised with a companion who was no less strange than Louis Lambert; but this is not the place to make this comparison, thus I must content myself only to point it out.

Balzac suffered prodigiously in this college, where his tendency to daydream was assaulted every instant by some inflexible rule. He neglected his studies; but, benefitting from the tacit complicity of a tutor of mathematics, who was at the same time a librarian and occupied in studies that were outside of the realm of ordinary experience, he did not take his lessons and borrowed all of the books he wished. He passed all of his time in secret reading. Soon he became the most punished student in the class. Extra work and detentions occupied his recreation time.

For certain schoolchildren, punishments inspire a sort of stoic rebellion, and they oppose the exasperated professors with the same disdainful impassivity that captive savage warriors display toward the enemy who tortures them. Isolation, starvation, and the leather strap will not elicit the least complaint; there are thus between the master and the student some horrible conflicts, unknown to the parents, in which the steadfastness of the martyrs and the skills of the executioner are found equally. Some nervous teachers cannot bear the expressions full of hate, scorn, and threat with which a child of eight or ten years defies them.

Let us consider here some characteristic details that, under the name of Louis Lambert, also describe Balzac. "Accustomed to the open air, the independence of an education left to chance, the tender care of an old man who cherished him, and thinking while being warmed by the rays of the sun, it was very difficult for him to conform to the rules of the college, to march in line, to live within the four walls of a room in which twenty‑four young boys were silent, seated on a wooden bench, each before his desk. His senses possessed a perfection which gave them an exquisite fragility, and they all suffered from this communal life; the exhalations that left the air corrupted, mixed with the odor of a class that was always dirty and encumbered by the remains of our lunches and our snacks, affected his sense of smell, that sense which, connected more directly than the others to the cerebral system, should cause by its derangements some unavoidable shocks to the organ of thought; apart from these atmospheric corruptions, he found in our study halls some spots where each would put his booty, pigeons killed for the feast days or plates stolen from the refectory. Finally our rooms contained an immense stone on which two buckets of water rested where on a rotating basis we went each morning to wash our face and hands, in the presence of the master. Washed only once each day before our awakening, our premises were always dirty. Then, despite the number of windows and the height of the door, the air was always fouled by the emanations of the wash house, the garbage dump, by the thousand activities of every schoolboy, without counting our eighty bodies when assembled. This kind of a collective humidity, when combined with the dirt that we would carry back from our travels, resulted in an unbearable stench. The deprivation of air that was pure and scented with the countryside in which he had until then lived, the change in his routines, and the discipline all saddened Lambert. His head always leaning on his left hand and his arm supported by his desk, he passed his study time by looking at the foliage of the trees or the clouds in the sky. He seemed to be studying his lessons; but seeing his pen immovably fixed and his page remaining blank, the professor would cry out to him: 'You are doing nothing, Lambert.'"

To this vivid and truthful description of the miseries of life at school, let me add an extract in which Balzac characterizes himself as a duality under the double sobriquet Pythagoras and the Poet, one carried by the half of himself personified in Louis Lambert and the other by the half of himself that was his true identity, and which explains admirably why he was seen by his teachers as being an incapable child:

"Our independence, our illicit occupations, our apparent indolence, the torpor in which we remained, our constant punishments, our repugnance toward homework and chores, won us the reputation of being useless and incorrigible boys: our masters despised us, and we similarly fell into the most terrible discredit among our classmates, from whom we concealed our contraband studies for fear of their mockeries. This double low regard, unjust on the part of the Fathers, was a natural sentiment on the part of our classmates; we didn't know how to play ball, run, or walk on stilts on those days of amnesty when by chance we obtained a moment of freedom; we didn't take part in any of the amusements then in style at the school; strangers to the pleasures of our comrades, we remained alone, seated sadly under a tree in the courtyard. The Poet and Pythagoras were an exception, living a life separate from that of the community. The penetrating instinct, the fragile self‑regard of schoolboys, gave them a greater sensitivity with regard to minds that were higher or lower than their own; from there, for some, was hatred of our mute aristocracy; for others, scorn for our uselessness. We held these sentiments between us without our full knowledge, and it's possible that I didn't understand them until today. We lived therefore exactly like two rats skulking in the corner of the room that held our desks, bound there equally during the hours of study and during those of recreation."

The result of these hidden labors, of these meditations which used up study time, was the famous Traité de la Volonté about which he spoke many times in La Comédie Humaine. Balzac always regretted the loss of this first work that he describes in Louis Lambert, and he speaks with an emotion that time has not diminished of the confiscation of the box that held the precious manuscript; some jealous schoolmates tried to snatch the box that two friends fiercely defended: "Suddenly, attracted by the noise of the battle, Father Haugoult roughly intervened and quieted the dispute. This terrible Haugoult ordered us to give the box to him; Lambert handed him the key, the teacher took the papers and flipped through them; then he said while confiscating them: 'So this is the foolishness for which you neglect your work!' Large tears fell from Lambert's eyes, caused as much by the consciousness of his offended sense of moral superiority as by the gratuitous insult and the betrayal that overwhelmed him. Father Haugoult probably sold the Traité de la Volonté to a grocer of Vendôme without knowing the importance of the scientific treasures whose seeds were left to die in ignorant hands."

After this passage he adds, "It was in memory of the catastrophe that had happened to Louis's book that in the work with which these studies begin I used for a piece of fiction the title truly invented by Lambert, and that I gave the name (Pauline) of a woman who was dear to him to a young girl who was full of devotion."

In effect, if I open La Peau de Chagrin, I find in the confession of Raphael the following words: "You alone admired my Théorie de la Volonté, that long work for which I learned the Oriental languages, anatomy, physiology, and to which I dedicated the greatest part of my time, work which, if I am not mistaken, will complete the studies of Mesmer, of Lavater, of Gall, of Bichat, by opening a new path to the human science; there stops my beautiful life, this sacrifice of all of those days, this silkworm's work, unknown to the world, and whose only compensation could be in the work itself; since the end of childhood until the day that I finished my Theorié, I have observed, learned, written, read without rest, and my life has seemed like a long chore; a gentle lover of Oriental idleness, enthralled with my dreams, sensual, I have always worked, denying myself the delights of Parisian life; a gourmand, I have been temperate; fond of hikes and journeys on the water, hoping to visit foreign countries, still finding a child's pleasure in skipping stones on the water, I stayed constantly seated with pen in hand; talkative, I went to listen in silence to the public courses at the library and the museum; I slept in my solitary bunk like a devotee of the order of Saint Benedict, and women were however my only fantasy, a fantasy that I caressed but which always escaped me!"

If Balzac regretted the Traité de la Volonté, he was less sensitive to the loss of his epic poem on the Incas, which began thusly: