To lose time in the manufacture of cut-and-dried constitutions is, in consequence, a puerile task, the useless labour of an ignorant rhetorician. Necessity and time undertake the charge of elaborating constitutions when we are wise enough to allow these two factors to act. This is the plan the Anglo-Saxons have adopted, as their great historian, Macaulay, teaches us in a passage that the politicians of all Latin countries ought to learn by heart. After having shown all the good that can be accomplished by laws which appear from the point of view of pure reason a chaos of absurdities and contradictions, he compares the scores of constitutions that have been engulfed in the convulsions of the Latin peoples with that of England, and points out that the latter has only been very slowly changed part by part, under the influence of immediate necessities and never of speculative reasoning.
“To think nothing of symmetry and much of convenience; never to remove an anomaly merely because it is an anomaly; never to innovate except when some grievance is felt; never to innovate except so far as to get rid of the grievance; never to lay down any proposition of wider extent than the particular case for which it is necessary to provide; these are the rules which have, from the age of John to the age of Victoria, generally guided the deliberations of our two hundred and fifty Parliaments.”
It would be necessary to take one by one the laws and institutions of each people to show to what extent they are the expression of the needs of each race and are incapable, for that reason, of being violently transformed. It is possible, for, instance, to indulge in philosophical dissertations on the advantages and disadvantages of centralisation; but when we see a people composed of very different races devote a thousand years of efforts to attaining to this centralisation; when we observe that a great revolution, having for object the destruction of all the institutions of the past, has been forced to respect this centralisation, and has even strengthened it; under these circumstances we should admit that it is the outcome of imperious needs, that it is a condition of the existence of the nation in question, and we should pity the poor mental range of politicians who talk of destroying it. Could they by chance succeed in this attempt, their success would at once be the signal for a frightful civil war,10 which, moreover, would immediately bring back a new system of centralisation much more oppressive than the old.
The conclusion to be drawn from what precedes is, that it is not in institutions that the means is to be sought of profoundly influencing the genius of the masses. When we see certain countries, such as the United States, reach a high degree of prosperity under democratic institutions, while others, such as the Spanish-American Republics, are found existing in a pitiable state of anarchy under absolutely similar institutions, we should admit that these institutions are as foreign to the greatness of the one as to the decadence of the others. Peoples are governed by their character, and all institutions which are not intimately modelled on that character merely represent a borrowed garment, a transitory disguise. No doubt sanguinary wars and violent revolutions have been undertaken, and will continue to be undertaken, to impose institutions to which is attributed, as to the relics of saints, the supernatural power of creating welfare. It may be said, then, in one sense, that institutions react on the mind of the crowd inasmuch as they engender such upheavals. But in reality it is not the institutions that react in this manner, since we know that, whether triumphant or vanquished, they possess in themselves no virtue. It is illusions and words that have influenced the mind of the crowd, and especially words—words which are as powerful as they are chimerical, and whose astonishing sway we shall shortly demonstrate.
5
Instruction and Education
Falsity of prevalent ideas as to the influence of instruction on crowds—Statistical indications—Demoralising effect of Latin system of education—Part instruction might play—Examples furnished by various peoples.
Foremost among the dominant ideas of the present epoch is to be found the notion that instruction is capable of considerably changing men, and has for its unfailing consequence to improve them and even to make them equal. By the mere fact of its being constantly repeated, this assertion has ended by becoming one of the most steadfast democratic dogmas. It would be as difficult now to attack it as it would have been formerly to have attacked the dogmas of the Church.
On this point, however, as on many others, democratic ideas are in profound disagreement with the results of psychology and experience. Many eminent philosophers, among them Herbert Spencer, have had no difficulty in showing that instruction neither renders a man more moral nor happier, that it changes neither his instincts nor his hereditary passions, and that at times—for this to happen it need only be badly directed—it is much more pernicious than useful. Statisticians have brought confirmation of these views by telling us that criminality increases with the generalisation of instruction, or at any rate of a certain kind of instruction, and that the worst enemies of society, the anarchists, are recruited among the prize-winners of schools; while in a recent work a distinguished magistrate, M. Adolphe Guillot, made the observation that at present 3,000 educated criminals are met with for every 1,000 illiterate delinquents, and that in fifty years the criminal percentage of the population has passed from 227 to 552 for every 100,000 inhabitants, an increase of 133 percent. He has also noted in common with his colleagues that criminality is particularly on the increase among young
