Étiquette : Karel Vereycken
Hippolyte Carnot, father of modern republican education

Table of contents
- Introduction
- In the storm
- From charity to universal schooling
- Malebranche and the Oratorians
- The Revolution of the Mind
- The Committee of Public Instruction (1791)
- Condorcet and the « American Party
- The « Condorcet » Plan
- The battle under the Convention (1792-1795)
- Lazare Carnot under Les Cent-Jours (The Hundred Days)
- Carrying on the torch
- Lazare Carnot’s exile
- Hippolyte with Abbé Grégoire
- Like Schiller, patriot and citizen of the world
- The Revolution of 1830
- Minister of Public Instruction under the Second Republic
- Hippolyte’s Carnot’s reforms
A. Nursery school
B. Primary school
C. Explanatory memorandum to the School Act of June 1848
D. Teachers to enlighten the rural world
E. Secondary education
F. High Commission for Scientific and Literary Studies
G. A School of Administration
H. Lifelong education for all
I. People’s libraries
J. Fine arts, hygiene and gymnastics on the program
K. Citizen Concord - Conclusion
- Appendix: works by Hippolyte Carnot
- Short list of books and articles consulted.
« The tree you are planting is as young as the Republic itself (…) It will spread its branches over you, just as the Republic will spread over France the benefits of Popular Instruction.
« Hippolyte Carnot, Memorial (1848), dossier 13.



1. Introduction
Hippolyte Carnot (1801-1888) had neither the glory of his father Lazare Carnot (1753-1823), the « Organizer of Victory » of Year II, nor the renown of his brother, the inventor of thermodynamics Léonard Sadi Carnot (1796-1832), nor the tragic fate of his son, François Sadi Carnot (1837-1887), President of the Republic assassinated by an anarchist in Lyon.
History retains almost exclusively his magnificent « Memories on Lazare Carnot by his son », in which he recounts the actions, ideas and life of his father, the « great Carnot », scientific mind, poet, fervent republican and Minister of War.
Hippolyte remains little-known, despite the fact that his long life (87 years), slightly longer than Victor Hugo‘s (83 years), spans almost an entire century (1801-1888), and that his work and influence are considerable.
As is amply demonstrated by « Hippolyte Carnot et le ministère de l’Instruction publique de la IIe République » (PUF, 1948), written by his son, the physician Paul Carnot (1867-1957), he was much more than a mere observer or commentator on events.
2. In the storm
The 19th century was a period of profound change. The flame of hope kindled by the American and French Revolutions, the ideal of liberty, fraternity and emancipation of individuals, peoples and sovereign states alike, proved unquenchable, and was affirmed and extended throughout the 19th century. The long march towards a new paradigm was fraught with pitfalls. Changes took place slowly, against a backdrop of brutal crises and violent ruptures.

During his lifetime, Hippolyte Carnot (1801-1888) was directly or indirectly involved in :
Two Empires:
1803-1814: First Empire under Napoleon Bonaparte
1852-1870: Second Empire under Napoléon III
Three Monarchies:
1814-1815: First Restoration under Louis XVIII
1815-1830: Second Restoration under Charles X
1830-1848: July Monarchy under Louis-Philippe, Duc d’Orléans.
Two Republics:
1848-1852: Second Republic
1870: Third Republic
Three Revolutions expressing popular republican fervor:
1830 (Trois Glorieuses) ;
1848 (uprisings) ;
1871 (Commune).
In an ever-changing environment, through revolutions, coups d’état, monarchies, empires or republics, wars and trials, the man who was (too) briefly Minister of Public Instruction in 1848, a friend of Victor Hugo and Jules Ferry, Hippolyte was a nation builder and an inspiration.
Philosopher and journalist, memoirist and minister, Freemason and believer, political exile and member of parliament, senator and member of the Académie, he took part in all the battles for public and private freedoms, laid the foundations for teacher training and free, compulsory schooling, including kindergarten, created the forerunner of the ENA and defended the most advanced causes (schooling for girls, universal suffrage, the fight against slavery and the abolition of the death penalty).
Rémi Dalisson, in a fascinating and richly documented biography entitled « Hippolyte Carnot 1801-1888. La liberté, l’école et la République », published by the French CNRS in 2011, with supporting evidence, points out that « the vulgate of Jules Ferry as the inventor of the republican and secular school has been widely debunked ».

Given that Hippolyte‘s name, let alone his work, is nowhere to be found on the Ministry’s website, the author laments that « few people, including those at the Ministry of Education, pay tribute to the role and personality of Hippolyte Carnot« .
The anthologies of founding texts and speeches of the republican school, which have proliferated in recent years, systematically forget him.
« It is therefore an injustice and an oversight that we are repairing by tracing the life and work of Hippolyte Carnot, which go far beyond his educational projects and achievements. Through his stature, his training, his career, his ideas, his writings and his battles, this man of many talents will enable us to retrace the history of the construction of the school and therefore of society in the 19th century (…) And as this question refers to the political, social, even economic and cultural question of the nation, and as the minister was involved in all the philosophical battles of his century (…) it is largely the history of a century that will be evoked (…) ».
The full text of this magnificent biography is available free of charge on the Internet, and we have drawn heavily on it to write this text.
3. From charity to universal schooling

In order to fully appreciate the fundamental contribution of Lazare Carnot‘s ideas, and of their initial implementation by his son Hippolyte, a brief history of schooling in our country is in order.
Educating a handful of more or less talented children? We knew how to do it, especially since the tasty advice of the great Renaissance pedagogues (Vittorino da Feltre, Alexandre Hegius, Erasmus of Rotterdam, Juan Luis Vivès, Comenius, etc.). But organizing compulsory, secular and free education for an entire nation, boys and girls alike, remained an enormous challenge.
And as the following chronology shows, the road to universal schooling was strewn with many pitfalls.
In France, from the 16th century onwards, the royal state entrusted the Catholic Church (Jesuits, Oratorians and Brothers of the Christian Schools) with the task of educating state officials and the children of the nobility: only wealthy families could afford to pay a tutor for their own children, while the others, often described as « not suited to study », remained essentially illiterate.

In the 17th century, holy men, moved by the great misery of the children of the people, founded teaching orders to take in orphans and abandoned children free of charge. Their teaching was primarily religious, but they also provided them with food, basic education and basic writing and arithmetic skills. In the 18th century, women’s congregations took in poor girls in the same way.
Whatever his real motives, in 1698, following the revocation of the Edict of Nantes in 1685, Louis XIV ordered every village community or parish to open a school, whose teacher had to be a Catholic priest. This was the first time the state considered providing education for rural children.
Literacy figures at the end of the Ancien Régime show the scope and limits of the work accomplished. At that time, an estimated 37% of French people were literate enough to sign their marriage certificate, compared with 21% a century earlier. Female education progressed slowly, with around a quarter of women literate, many of them only in very basic terms. There were major disparities between town and country.
4. Malebranche and the Oratorians

Among the congregations, the Oratorians have been the exception since 1660, under the influence of the philosopher and theologian Nicolas Malebranche (1638-1715), who became its director. Breaking away from the Aristotelianism of the Jesuits and the dualism advocated by René Descartes, Malebranche, who had become an honorary member of the Académie des Sciences, was to be won over to the optimistic vision of the great German scientist Wilhelm Gottfried Leibniz through a sustained exchange of letters. Reconciling science and faith, on the metaphysical level his god is a wise and reasonable God, always respecting his essence and the laws of order he generates. His perfection lies above all in his function as legislator, identified with wisdom or reason, rather than arbitrary power.
Two examples demonstrate the excellence of their teaching: Gaspard Monge and Lazare Carnot, two great scientific minds and future co-founders of the Ecole Polytechnique. Convinced that the political, economic and industrial future of the Republic depended on it, they led the fight to ensure that the best possible education was available to all, not just the privileged few of whom they were a part.


The son of a Savoyard merchant, Gaspard Monge (1746-1818) studied at the Collège des Oratoriens in his native Beaune. From the age of 17, he taught mathematics at the Oratoriens de Lyon, then in 1771, mathematics and physics at the École de Génie established in Mézières. That same year, he came into contact with the physicist Jean Le Rond d’Alembert (1717-1783) and corresponded with the mathematician Nicolas de Condorcet (1743-1794), who encouraged him to submit four dissertations, one in each of the fields of mathematics he was studying at the time. It wasn’t long before his talents as a geometrician came to the fore: at the Ecole de Génie, he invented « Descriptive Geometry », which became part of the school’s curriculum and was essential to the industrial revolution just around the corner…
As for the future General Lazare Carnot (1753-1823), son of a Burgundian notary, after studying at the Oratoriens d’Autun (1762), he too entered the École du Génie de Mézières (1771), where he was taught by Gaspard Monge.
5. The Revolution of the Mind (1789)

In 1789, the Revolution turned the situation upside down. On February 13, 1790, all religious corporations and congregations were abolished by decree, and religious were ordered to swear an oath to the revolution. The all-powerful Church was totally challenged, and the few education that existed collapsed.

In a break with the Ancien Régime, the Constitution of 1791 asserted that « public instruction common to all citizens shall be created and organized. » A report and draft law were presented by Talleyrand (1754-1838) on September 10, 1791.
His Rapport sur l’Instruction publique, drafted in reality with contributions from some of the greatest scientists of the time (Condorcet, Lagrange, Monge, Lavoisier, La Harpe), represented a real break with the way education had been conceived under the Ancien Régime. It poses the question of public education in new terms, both in terms of principle (public education is presented as a political, social and moral necessity, and therefore as something the State must guarantee to its citizens) and in terms of form.
The plan encompassed the entire national education system, which was organized on four levels and whose establishments were distributed across the country according to administrative divisions. It laid the foundations for free education for all, including girls (separate schools and curricula), and specified that « the first elements of the French language, both spoken and written, will be taught ». In 1794, the jurist Bertrand Barère de Vieuzac (1755-1841) specified: « We will teach French to populations that speak Bas-Breton, German, Italian or Basque, in order to put them in a position to understand republican laws, and to attach them to the cause of the Revolution. » Due to lack of time, the bill was not passed.
In the bill, Talleyrand proposed the creation of an elementary school in each municipality. The Constituent Assembly had just established the territorial organization that is still in place today. The decree of December 14, 1789 had just created 44,000 municipalities (on the territory of the former « parishes »), which became « communes » in 1793. The law of December 22, 1789 created the départements, and the decree of February 26, 1790 set their number at 83.
6. The « Committee of Public Instruction » (1791)

A month after Talleyrand’s report, on October 14, 1791, the National Legislative Assembly created its first « Committee of Public Instruction », of which the mathematician and philosopher Nicolas de Condorcet (1743-1794) was elected president and lawyer Emmanuel de Pastoret vice-president. The other members were future general Lazare Carnot, deputy Jean Debry, mathematician Louis Arbogast and politician Gilbert Romme.
Condorcet also presided over one of the three sections, dealing with the general organization of public education. On March 5, 1792, he was appointed rapporteur for the draft decree on the general organization of public education that the committee was to present to the Assembly.
Educated at the age of 11 at the Jesuit college in Reims, he was sent to the Collège de Navarre in Paris at the age of 15. Throughout his life, he retained painful memories of this primarily religious education, which he criticized for its brutality and humiliating methods. His indignation led him to imagine a totally different approach. In 1791, in La Bibliothèque de l’homme public (The Public Man’s Library), he published five memoirs on public education, constituting a veritable plan.
They formed the basis of the project he drafted for the Legislative Assembly, and were approved by the Committee of Public Instruction on April 18 and presented to the National Assembly on April 20 and 21, 1792.
7. Condorcet and the « American Party »

A hagiographer of the physiocrat Anne Robert Jacques Turgot (1727-1781), while criticizing the sectarianism of the « economists », Condorcet, in terms of economics, largely shared his Physiocratic worldview, notably the establishment of a tax on agricultural income alone, considered to be the nation’s sole source of wealth, with industry seen as a « sterile » category of the national economy (see my article dealing with Karl Marx’s errors).
For the Physiocrats, great defenders of the land rent that made them fat, the enemy to be fought was the centralized, dirigiste and mercantile state that Jean-Baptise Colbert, following in Sully’s footsteps, had begun to set up.
This did not prevent Condorcet, more courageous than many of his generation, from taking center stage in openly supporting the American Revolution in its fight for dignity and emancipation against the horrors of the British Empire: slavery, the death penalty, human and women’s rights.



Although a friend of Voltaire, Condorcet wrote a vibrant eulogy of Benjamin Franklin. A friend of the influential English pamphleteer Thomas Paine, in 1786 he published « De l’influence de la Révolution d’Amérique sur l’Europe », dedicated to La Fayette. In this vibrant plea for democracy and freedom of the press, Condorcet considers that American Independence could serve as a model for a new political world. Along with Paine and du Chastellet, Condorcet contributed anonymously to an intermittent publication, Le Républicain, which promoted republican ideas. At the time, there were only a few states in the world known as republics (the Swiss cantons, Venice and the United Provinces, among others). Condorcet later had an argument with the second President of the United States, John Adams, whose encyclopedists scorned his proposal for a bicameral parliament.
Condorcet also made friends with the American president Thomas Jefferson, who promoted and published Condorcet’s writings in favor of the physiocrat Turgot in order to make them known in America. On July 31, 1788, Jefferson wrote to James Madison: « I am also sending you two little pamphlets by the Marquis de Condorcet, in which is the most judicious judgment I have ever seen on the great questions which are agitating this nation at this moment ». These were « Lettres d’un Citoyen des États-Unis à un Français et des Sentiments d’un Républicain ».

While in Paris, Jefferson frequented Mme de Condorcet’s cosmopolitan salon. Before returning to America, he received his closest friends one last time at his home, the Hôtel de Langeac: Condorcet, La Rochefoucauld, Lafayette and key organizer, Governor Morris.
After Jefferson’s return to America, Condorcet continued his dialogue with the American Secretary of State in Washington. On May 3, 1791, he sent him a copy of the report on the choice of a unit of measurement, presented by Borda, Lagrange, Laplace, Monge and himself to the Académie des Sciences on March 19, and subsequently submitted to the Assemblée nationale on the 26th. Indeed, it was a matter of common interest: on July 4, 1790, Jefferson had presented his Report on Weights and Measures to the American Congress, a copy of which he had sent to Condorcet. It was the same faith in progress that encouraged both men to support the idea of a universal, decimal system of measurement.
In a letter, Jefferson informed Condorcet of the work of a black American mathematician and astronomer, Benjamin Banneker, author of an almanac, of which he had sent him a copy. In his « Réflexions sur l’esclavage des nègres » (Reflections on Negro Slavery), Condorcet, though a staunch abolitionis, had expressed himself in favor of a gradual abolition of slavery, in the same way as Jefferson did in his « Notes on the State of Virginia ».
Jefferson oscillated in his positions, attributing the inferiority of blacks sometimes to natural causes, sometimes to the effects of slavery, while Condorcet – in agreement with Franklin – had always been convinced of the natural equality of all men.
In reality, the very man who became the third president of the United States owned over 600 slaves during his adult life. He freed two slaves during his lifetime, and five more were freed after his death, including two of his children from his relationship with his slave Sally Hemings. After his death, the remaining slaves were sold to pay off the debts of his estate.
Jefferson strongly opposed the « Federalists » like Alexander Hamilton, who promoted a strong federal state, Colbert-style economic dirigisme and mercantilism. Condorcet was to encourage Jefferson in his project of « agrarian democracy », the physiocratic vision of the great landowners that would become, until the arrival of Abraham Lincoln and his advisor Henry Carey, the ideology of the American Republican Party.
8. The « Condorcet » Plan
Progress of science and reason will lead to the happiness of societies and individuals, according to Condorcet. In Esquisse d’un tableau historique des progrès de l’esprit humain, he writes:
« Our hopes, concerning the future state of the human species, can be reduced to these three important points: the destruction of inequality between nations, the progress of equality within the same people; finally, the real perfection of man. »
Preferring « L’Instruction publique » to national education, he dreamed of an education totally independent of the State and free of dogmatism:
« Public authority cannot, even on any subject,
have the right to teach opinions as truths; it must not impose any belief. »
(Sur l’instruction publique, first memoir, 1791).
Outlining secular principles, for Condorcet, « the principles of morality taught in schools and institutes will be those which, founded on our natural feelings and on reason, belong equally to all men. »
At the National Assembly, he received massive applause when he declared :
« In these schools, the primary truths of social science will precede their applications. Neither the French Constitution nor even the Declaration of Rights will be presented to any class of citizens as tables descended from heaven, to be worshipped and believed. Their enthusiasm will not be based on the prejudices and habits of childhood; and they will be told: ‘This Declaration of Rights, which teaches you both what you owe to society and what you are entitled to demand of it, this Constitution which you must uphold at the expense of your life, are but the development of those simple principles, dictated by nature and reason, whose eternal truth you learned to recognize in your early years.
This Bill of Rights, which teaches you both what you owe to society and what you have the right to demand of it, this Constitution, which you must uphold at the cost of your life, is but the development of those simple principles, dictated by nature and reason, whose eternal truth you learned to recognize in your early years. As long as there are men who do not obey their reason alone, who receive their opinions from a foreign opinion, in vain will all chains have been broken, in vain will these command opinions be useful truths; the human race will no less remain divided into two classes, that of men who reason and that of men who believe, that of masters and that of slaves.' »
For those standing behind the Condorcet plan, the aim was to ensure the development of each individual’s abilities, and to strive for the perfection of humanity. His project proposed the creation of 5 categories of establishments:
- elementary school for civic and practical education ;
- secondary schools, with a focus on mathematics and science;
- institutions, providing training for primary and secondary school teachers in each département, and general education for pupils;
- lycées, training teachers and those « destined for professions in which great success can only be achieved through in-depth study of one or more sciences »;
- the Société nationale des sciences et des arts, whose mission was to manage schools, enrich cultural heritage and disseminate discoveries.
The plan was also characterized by the equality of ages and sexes in education, universal and free elementary education, and the freedom to open schools. Last but not least, religion was to be confined to the private sphere.
The project did not forget « the people », as weekly and monthly lectures for adults were intended to « continue education throughout life », an ambition taken up by Abbé Grégoire and Hippolyte Carnot.
As his son Paul Carnot recounts:
« In its short existence, the Constituent Assembly had only been able to pass on Talleyrand’s famous report to the Convention. After the no less famous reports by Condorcet and Lakanal, and the discussions of its Education Committee (almost as active as the Public Safety Committee), the Convention proclaimed the principles of compulsory, free and secular primary education, which are still ours today. The Declaration of the Rights of Man (art. XXII) proclaimed, with Robespierre, ‘Instruction is the need of all; society must favor, with all its power, the progress of public reason and put Instruction within the reach of all citizens’. »
Rarely were all parties in agreement on these points. The Girondins (Condorcet, Ducos) said, along with François Xavier Lanthenas (1754-1799), that « instruction is the State’s first debt to its citizens. »
On the subject of free education, Georges Danton said: « No one has the right not to educate his children. There is no real expense where there is a good use for the public interest. After bread, education is the first need of the people.
But the program of public education leading to the perfectibility of mankind thanks to reason, had not the chance to become a priority, as King Louis XVI, at the suggestion of General Dumouriez, went to the National Assembly to propose declaring war on Austria… Added to that, money for education wasn’t available.
Condorcet had to interrupt the lecture of his project. At the end of the afternoon of April 20, 1792, the Assembly adopted the declaration of war against the King of Bohemia and Hungary, unanimously minus seven votes. The following day, Condorcet completed the reading of his project. The Assembly decreed that the report be printed, but postponed discussion of it.
On May 24, Romme, on behalf of the Committee of Public Instruction, requested in vain that discussion of the report be placed on the agenda. Condorcet’s project, like Talleyrand’s report, did not have time to be debated, and was not adopted.
9. The battle under the « Convention » (1792-1795)

The protagonists of Year I (under the Convention) were hardly more decisive. A new Committee of Public Instruction was set up. It included Abbé Henri Grégoire, abolitionist and close friend of Lazare Carnot and later of his son Hippolyte, and Joseph Lakanal (1762-1845).
On December 12, 1792, Marie-Joseph de Chénier (1764-1811) read Lanthénas’s proposals, which echoed the ideas of Talleyrand and Condorcet. The discussions were fruitless, and the project was swept aside by Marat. Marat exclaimed that day:
« However brilliant the speeches we hear here on this subject may be, they must give way to more urgent interests. You are like a general who would amuse himself by planting and removing trees to feed starving soldiers. I ask that the assembly order the printing of these speeches, to attend to more important objects. »

The following year, Robespierre opted for a national education plan devised by Lepeltier de Saint-Fargeau (1760-1793). According to this plan, presented by Robespierre himself on July 13, 1793, education without a healthy dose of republican ideology would not suffice to regenerate the human race. It is therefore up to the State to inculcate a republican morality, by taking charge of the common education of children between the ages of 5 and 12.
On January 21, 1793, the King was beheaded. While Carnot, who only backed the decision to prevent any possible return to power of the Monarchy, Condorcet, who was opposed to the death penalty on principle, opposed it.
Debates on public education were delayed. It was not until the end of the year that compromise legislation on the organization of elementary school came into being, making education compulsory and free for all children aged six to eight, and establishing the freedom to all to open schools. The decree of December 19, 1793 stipulated that primary schools were the first level of instruction, teaching the knowledge strictly necessary for all citizens, and that those responsible for teaching in these schools would henceforth be called « instituteurs » (teachers). This decree was only partially implemented.
1794 saw a profusion of legislative texts on the subject including the decree of January 27, 1794 which imposed the use of the French language in all education.
On October 21, 1794, another decision organized the distribution of the first schools in the communes.
On October 30, at the instigation of Dominique Joseph Garat, Joseph Lakanal and the Comité d’Instruction Publique, the first « Ecole Normale » was created to train teachers. The law stipulated that « a teacher training college would be established in Paris, to which citizens from all parts of the Republic who were already educated in the useful sciences would be called, to learn the art of teaching under the most skilful teachers in all disciplines ». The school, planned for some 1,500 students, was set up in an amphitheatre at the Muséum national d’histoire naturelle, which was too small to accommodate the entire class. Although the school was soon closed, it nevertheless attracted a number of brilliant teachers, including the scientists Monge, Vandermonde, Daubenton and Berthollet.
On November 17, 1794, Lakanal had a law passed making education free, with the Republic providing salaries and housing for teachers, and authorizing the creation of private schools.

Also in 1794, Jacques-Élie Lamblardie, Gaspard Monge and Lazare Carnot, the institution’s founding fathers, were given the task of organizing a « Ecole centrale des travaux publics », renamed the « École Polytechnique » in 1795 by Claude Prieur de la Côte d’Or, not only to alleviate the shortage of engineers in post-Revolution France, but to create, by intensive training in projective geometry, a generation of scientific geniuses.



Unfortunately, in terms of universal schooling, the results in 1795 were disastrous: none of the decrees of 1794 had been implemented. Worse still, on October 25, 1795, a new law drafted by Pierre Daunou marked a step backwards: for lack of a budget, education was no longer free, teachers had to be paid by pupils (and their wealthy relatives), and the school curriculum was poor. This law remained in force until Napoleon’s texts on secondary and higher education in 1802. While it abandoned compulsory and free education, it did call for the creation of one elementary school per canton and secondary « central schools » in each département.
The new authorities set deadlines for municipalities to organize schools. They sent special envoys to see whether municipalities were taking the necessary steps to find and install a teacher.
In the towns and cities, the administration managed to recruit a certain number of candidate teachers, but in the countryside, the list often remained empty. In addition to the problem of recruitment, local authorities were faced with the problem of money, furniture, heating and books. Practising teachers complained about the shortage of pupils, as the republican school aroused mistrust. When the teacher ventured to replace the catechism and the Gospels with the Constitution and the Rights of Man, parents, encouraged by resistant priests, preferred to keep their children at home. The Comité d’Instruction Publique was inundated with questions, suggestions and requests.
On November 17, 1795, Lakanal had a new law passed by the Convention. Education remained free but not compulsory. It guaranteed a fixed salary and pension for teachers, and provided them with premises and housing. It authorized all citizens to set up private schools.
10. Lazare Carnot during the Cent-Jours (The Hundred Days)

On November 9, 1799, Bonaparte fomented a coup d’état and established the Consulate regime. As First Consul, he signed the Concordat with Pope Pius VII on July 16, 1801, abolishing the 1795 law separating Church and State.
Seizing the opportunity of the moment, and above all seeking to respond to immediate needs, the Minister of the Interior, the republican chemist and industrialist Jean-Antoine Chaptal (1756-1832), submitted to Bonaparte a project for the organization of secondary education, entrusted in particular to the Oratorians of Tournon. In 1800, he presented his « Rapport et projet de loi sur l’instruction publique » (Report and draft law on public education).
Recalled by the First Consul, Lazare Carnot was given the War portfolio, which he held until the conclusion of the Peace of Amiens in 1802, after the battles of Marengo and Hohenlinden.

An early revolutionary, but also a moderate and republican, he voted against the Consulate for life, then was the only speaker to vote against the Empire on May 1, 1804.
From then on, deprived of all political influence, he refocused on the Académie des Sciences. In 1814, he was entrusted with the defense of Antwerp, a city of which he became mayor: he held on for a long time, and only agreed to hand over the city on the orders of Louis XVIII.
But a few months later, the Emperor returned to power for the Hundred Days, from March to June 1815. It was at this point that Lazare, who had finally been threatened with arrest to the point of hiding out on rue du Parc-Royal, was appointed Minister of the Interior on March 22, 1815. And as this ministry included Public Instruction in its remit, he was able to launch the educational project that was so close to his heart.



Three days after his installation at the Ministry, Lazare Carnot commissioned a study on education. It was inspired by the work of the « Société d’encouragement pour l’industrie nationale », headed by philanthropist Joseph Marie de Gérando, who had also been educated by the Oratorians in Lyon and was a proponent of Mutual Tuition.
Carnot and his faction then founded the « Société pour l’Instruction Elémentaire » (SIE) to promote this type of education. For Carnot and Grégoire, education and instruction should « elevate all individuals of the human species to the dignity of Man », educate as much as moralize, and spread love among men.

During the Hundred Days, Carnot had just enough time to prepare, in April 1815, a « comprehensive plan for popular education », followed by a decree and the creation of a Special Commission for Elementary Education, tasked with outlining prospects in this area, drawing inspiration from English and Dutch models.
Familiar with the « brigades » invented by Gaspard Monge at Polytechnique, where the best students supervised the others, Carnot was in favor of the system of mutual tuition in popular schools. For him, the issue was not alleviating the suffering of the poor or avoiding social chaos, but educating every citizen of the Republic, whatever his conditions, to have a functial Republic. After spreading to England and Switzerland, Carnot established mutual tuition in France. Convinced of the importance of music and linear drawing, he wanted pupils to be taught it.
With this in mind, he met several times with Alexandre-Étienne Choron (1771-1834), who had also been educated by the Oratorians, and brought together a number of children to perform several pieces learned in very few lessons. Carnot had also known the pedagogue Louis Bocquillon, known as Wilhem (1781-1832), for ten years. He also saw the possibility of introducing singing into schools, and together they visited the Mutual Tuition pilot project on rue Jean-de-Beauvais, which had opened in Paris to three hundred children. Starting from there, Wilhem created the mass musical movement known as « Orphéons ». (see article by Christine Bierre)
11. Hippolyte carries on the Torch
Lazare, a pupil of Gaspard Monde and a scientific mind of the highest order, had strong ideas about education that would shape the personalities of his sons, notably Hippolyte, the future Minister of Public Instruction in the Second Republic. For the two Carnots,
« all social institutions must aim at the physical, intellectual and moral improvement of the largest and poorest classes ».
More than « full heads », he aspired to turn his sons into « well-made heads », « to let us know the taste of good things rather than make us infallible about the meaning of words », in the words of his younger son. For Lazare, it was a matter of putting to the test in the family the educational principles he advocated for the nation.
Although he had little interest in « dead languages » and was more interested in living ones, Lazare introduced his children to Latin, which was once again a compulsory language in the imperial lycées created in May 1802. For the rest, while their father’s rich library introduced Sadi Carnot and his brother Hippolyte to the classics that were essential to the humanist culture on which secondary education was based, it also introduced them to other, more contemporary and innovative thinkers.
Among them, Hippolyte was interested in those who addressed educational issues, such as Rousseau, but also in more original philosophers like Saint-Simon (whose movement was attractive but became a cult after his lifetime), of whom Lazare Carnot said:
« Here is a man who is called extravagant, yet he has said more sensible things in his entire life than the wise men who scoff at him […]. But he is a very original, very bold mind whose ideas deserve the attention of philosophers and statesmen ». Evoking his father, Hippolyte would later say, « The lessons we received were all intended to make us, like the master who gave them, virtuous without effort, wise without system. »
Lazare Carnot sends Hippolyte to the Polytechnic Institution, 8 avenue de Neuilly. According to Dalisson,
« the young Carnot received a Spartan education where, while discipline did not exclude corporal punishment under the rule of ‘Inspecteurs généraux’, pedagogy was innovative. Pupils were divided into classes according to age, and teaching combined intellectual and physical education through programs that complemented their father’s education. Hippolyte thus perfected his reading, ancient and modern languages, literature, mathematics, physics and geometry, and acquired a taste for chronology, history, drawing, music, fencing and dance, proving himself an excellent student in every respect.«
12. Exile of Lazare Carnot

After Napoleon’s second abdication, Lazare Carnot joins the provisional government. Exiled at the time of the Restoration, he was banished as a regicide in 1816 and retired to Warsaw, then to Magdeburg, where he devoted the rest of his life to study and, above all, the education of his children.
Dalisson: « when he’s not at school, he (Hippolyte) serves as secretary to his father, who continues his education ». In Magdeburg, « one of Carnot’s consolations was to complete the education of his young son, whose studies he directed more especially towards historical questions and social economics ». So it was in Prussia that Hippolyte found his way, abandoning the « hard » sciences to devote himself to philosophy in general, and political and social philosophy in particular. There, education had a privileged status since Frederick II had made primary education compulsory in 1763, envisaged a form of free education (for poor families) and created gymnasiums for secondary education. Enough to inspire Carnot père and fils to imagine how France could catch up.
Better still, as Dalisson points out:
« Prussia remains a kingdom which, like France a few years earlier, carried out a « levée en masse » (mass recruitment) in 1813 to drive out the invader. The link between popular education and national sentiment, between education and the economy, between liberalism and national education, is an obvious one, and ties in with the Carnot family’s educational ideals. That’s why, at the [prussian] government’s request, Lazare set up an educational project to create a « vocational school » in this distant host country. With the help of Hippolyte, he set up a complete teaching system for agriculture and industry. Although we have no trace of the text, it undoubtedly influenced the young man as much for his Parisian and liberal years as for his future ministry ».
13. Hippolyte with Abbé Grégoire

Back in France, Hippolyte contacted his father’s old friends, notably Abbé Henri Grégoire. An emblematic figure in the fight for the emancipation of Jews and blacks, this « revolutionary bishop » called for the total abolition of privileges and advocated universal male suffrage.
In principle, Hippolyte approved. However, in practice, after observing the people’s infatuation with public executions, he discovers how easily a crowd can be led, even manipulated, by playing on irrationality, passion and impulses – all things that make the use of universal suffrage tricky, and can lead to dictatorship. He concludes that popular education must enlighten the people to bring them back to more fraternal and reasonable sentiments.
For Abbé Grégoire, as for Carnot père and fils, slavery must be abolished, nations must free themselves from Empires by recovering their sovereignty, and education must free citizens from ignorance, a set of subjects marvelously brought together in the iconography of the bas-reliefs on the base of the statue of Gutenberg in Strasbourg, a commemorative monument created by a friend of both Grégoire and Hippolyte, after Victor Hugo, the sculptor David d’Angers.
As a member of the Comité d’Instruction Publique, Henri Grégoire called for the generalization of the French language, as the Oratorians had done before him, and became the rapporteur for the abolition of the old academies and the creation of the Institut.
The opening of a whole series of « special schools », such as the Ecole polytechnique (1794) and the Institut des langues orientales (1795), the establishment of the Musée du Louvre (1793), the preliminary project for a Bibliothèque nationale (1790), the creation of the Bureau des Longitudes (1795), the introduction of new units of weights and measures, the metric and decimal systems, the extension of elementary schools to all communes and one of the jewels in the crown of this policy: the founding of the Conservatoire National des Arts et Métiers (1794), owed much of their success to the boundless energy of Abbé Grégoire.
The aim was to transmit technical knowledge to two types of audience. On the one hand, the « grandes écoles », aimed at the country’s new elites, provided high-level education to train scientists and engineers (École polytechnique, Ponts et chaussées, etc.) or the future teachers of the new public education system with the École normale (1794); on the other hand, schools designed for middle management in factories, good workers and workshop managers: this was the case of the écoles d’arts et métiers, heirs to the vocational school imagined in 1780 in Liancourt (60) by the Duc de la Rochefoucauld-Liancourt.
Grégoire also established several major institutions that still exist today, including, in addition to those already mentioned, the Natural History Museum (1793), the Royal Garden of Medicinal Plants (1793) and the Museum of French Monuments (1795).

Grégoire introduced the young Hippolyte to the Masonic lodge of which he was a member, Les Philadelphes. Inspired by Grégoire’s struggle, of which he would be the executor and about which he would publish a work towards the end of his life, Hippolyte, barely 23 years old, published « Gunima, an 18th-century African short story » (1824), a philosophical tale recounting the moral education of young Benjamin who, equipped with the principles of the Enlightenment, confronts his prejudices and the injustice of the slave and servitude regime of the so-called Hottentots of the Cape. Surprisingly modern, the story takes up the challenge of fraternity at a time when France was responding to Haiti’s demands for recognition.
True to the philosophy of Abbé Grégoire, he protested against the expulsion of Jews from Dresden, where they were forbidden to stay. Indignant, he tried to alert public opinion: since 1789, Jews have been French citizens like any others. He reaffirmed his faith in freedom of worship, which had enabled the emancipation of the Jews, and exclaimed:
« If we call a Jew someone who, from his mother’s womb, society condemns to the vilest slavery, who vegetates without rights in his homeland and serves as a breastplate for the insults of the rabble, to whom his actions deserve nothing (…) and who is relentlessly pursued by shame and contempt, then I am a Jew and always will be ».
14. Like Schiller, patriot and world citizen
From Dalisson‘s book:

« Carnot’s position is summed up at a celebration in homage to the French Revolution on March 19, 1838 in Paris. In the name of ‘holy equality, solidarity between all peoples and all races of men in a spirit of fraternity’, he toasted ‘the abolition of slavery, the cessation of this awful scandal of humanity’.
« From that day on, he collaborated regularly with Victor Schoelcher, a journalist, Freemason, close to the Saint-Simonians and member of the same societies as himself, whom he would meet again three years later in the government of the Republic, then in exile. Schoelcher had been confronted with slavery in Cuba as early as 1828 and also believed that their emancipation should be gradual, before changing his mind and becoming a supporter of immediate abolition.
« Freedom must also apply to peoples and therefore to nations, because ‘the principle of all sovereignty lies in the nation’. A son of 1789, educated during the struggles for national emancipation, a student steeped in Romanticism, passionate about the revolts of the fifties and thirties before being caught up in the « Spring of the Peoples », Carnot placed his trust in the freedom of nations: « Salvation will come from peoples uniting to overcome the common enemy, despotism. If liberated nations and peoples manage to get along and unite, they will even build ‘United Europe’.
« Throughout the century, he would support all national struggles, and hence national unity, against empires that oppressed minorities. For nationality ‘is the human right proclaimed in 1789, the right to group together according to one’s affinities of character, tradition, race and language, and is basically LIBERTY itself’.
Even after the 1870 war, he was convinced of a kind of « right of peoples to self-determination » in a Europe founded on the freedom of peoples.
In his writings on foreign policy, notes Dalisson, he regularly recalled Friedrich Schiller‘s maxim: « Man is created free, he is free, even if he is born in chains. (…) Do not tremble before the free man. This freedom of peoples and nations must even be based, horresco referens, on the necessary reconciliation between France and Germany, two neighboring peoples who have been separated by the vicissitudes of history, but who are « two friends who have been divided by long quarrels and who need to explain themselves ».
15. The 1830 Revolution

The Revolution of 1830, also known as the July Revolution or the « Three Glorious Days », took place in Paris on July 27-28-29, 1830. Parisians, at that time the foremost revolutianary citizenry, rose up against the reactionary policies of King Charles X’s government. One of them, was Hippolyte Carnot who had transgressed his legendary moderation, took a rifle and joined those on the barricades. The question immediately arose: « What should replace the king? » Many intended to restore the Republic.
On July 30, deputies and journalists in favor of the Duc d’Orléans put up posters recalling the « patriotic » past of the duke, a veteran of Valmy who claimed to be in line with the ideas of George Washington, and his commitment to the future: he would be « a citizen-king ».
Unconditionally, the representatives of the people (95 deputies present in Paris) proposed that the Duc d’Orléans be appointed Lieutenant-General of the kingdom.
On July 31, he accepted the position and went to Hôtel de Ville in Paris, the Republican headquarters. There, before a gathered crowd, he was embraced by La Fayette, both wrapped in the tricolor flag. Lafayette felt that a gradual transition to a republic could only be achieved through a constitutional monarchy. On August 9, the deputies amended the Charter of 1814 to become the constitutional « charter » of 1830, and the Duc d’Orléans was proclaimed « King of the French » under the name of Louis-Philippe I.

Hippolyte Carnot, always a moderate, believed in « representative democracy » and was elected three times as a deputy under the Monarchy of 1830. A spokesman of the opposition to the regime, he prepared for what was to come.
16. Minister of Public Instruction under the Second Republic (1848)

After an initial attempt to re-establish republican values, neutralized by Louis-Philippe’s « Coup d’état » in 1830, the uprisings of 1847-48 succeded in February 1848 with the formation, at Paris City Hall, of the « Provisional Government » led by several friends of Hippolyte Carnot, to establish the « Second Republic ».
The provisional government’s first measures were intended to break with the previous period. The death penalty was abolished in politics. Corporal punishment was abolished on March 12, and « contrainte par corps » (imprisonment for debt) on March 19.
On March 4, a commission was set up to resolve the problem of slavery in the French colonies. Under the aegis of the Minister of Colonies, the Republican astronomer François Arago, a close friend of Alexander von Humboldt, and whose Secretary of State was Victor Schoelcher, its work led to abolition on April 27.
In the political sphere, the changes were significant. Freedom of the press and of assembly were proclaimed on March 4. On March 5, the government instituted universal male suffrage, replacing the censal suffrage in force since 1815. In one fell swoop, the electorate rose from 250,000 to 9 million…
This democratic measure made the rural world, which accounted for three-quarters of the population, the master of political life for many decades to come. Elections for a Constituent Assembly are scheduled for April 9. Lafayette’s National Guard, previously reserved for notables and shopkeepers, was made accessible to all citizens.

The provisional government proposed appointing Hippolyte Carnot to the Ministry of War or the Interior; he declined the offer, but accepted the Ministry of Public Instruction (which Victor Hugo had just refused), to which was added the Ministry of Religious Affairs, which until then had been the responsibility of the Ministry of Justice. Carnot’s desire to see cults be part of public education was based not only on his lack of hostility to the Church, but also on his belief that a close alliance between the Republic and the lower clergy was the best guarantee of progress.
« I myself, » he wrote, « have religious sentiment too deeply engraved in my heart not to be and not to want those around me to be full of deference towards the ministers of all religions. » And again: « My constant efforts have been aimed at reattaching the lower clergy to the Republic. The minister of religion and the schoolmaster are, in my eyes, the columns on which the republican edifice must rest. »
17. Hippolyte Carnot’s reforms

En s’appuyant sur le degré d’instruction des Français à l’âge du mariage, cette carte met en
évidence une grande disparité entre les régions. Ainsi, le taux d’alphabétisation des
habitants du nord et de l’est est-il nettement supérieur à celui des habitants du sud et de
l’ouest. La France alphabétisée est celle des grandes villes, des campagnes riches et des
populations denses.
During his very short ministry, armed with an overall vision that had been carefully thought through and prepared in advance, he announced, sometimes several times a week, republican reforms of all the major areas of education, from early childhood through to adults, including teacher training, senior civil servants and all citizens. Declaring in his preparatory notes that « it is important that the various levels of the education system integrate into each other, leading directly from one to the other ».
A. Nursery schools

For Carnot, « salles d’asile » were little more than charitable establishments run by nuns. Little was done to educate infants. Their name, reminiscent of misery and almsgiving, was replaced on April 28 by « nursery school ». « The child should find there the education he cannot receive from his mother, i.e. the care of the body, the language of feeling, and those little exercises intended, not yet to furnish the intelligence, but only to open it up ».
In the minds of Jean Reynaud (Under-Secretary of State for Public Instruction) and Carnot, the asylum was neither a school of instruction, nor a place of refuge for children deprived of their parents. At the same time, a « normal nursery school » was set up in Paris, for pupils aged between twenty and forty.
B. Primary schools

As early as February 27, in a circular to the rectors, Carnot expressed his intention to improve the condition of primary school teachers: « The condition of primary school teachers is one of the main objects of my solicitude…. It is to them that the foundations of national education are entrusted. It is not only important to raise their status through a fair increase in their salaries; the dignity of their function must be enhanced in every way…. Instead of sticking to the education they have received in elementary school, they must be constantly encouraged to improve it… There is nothing to prevent those who are capable of doing so from rising to the highest echelons of our hierarchy. Their lot in terms of advancement cannot be inferior to that of soldiers; their merit is also entitled to conquer ranks… However, to ensure that all are encouraged to emulate each other in such a glorious way, intermediate positions must be guaranteed. This will naturally be achieved by extending the teaching of mathematics, physics, natural history and agriculture to higher elementary school. In the name of the Republic, primary school teachers will therefore be invited to prepare themselves for the recruitment of staff for these schools. This is one of the complements to the establishment of primary teacher training colleges. It is in the interest of the Republic that the doors of the university hierarchy should be opened as wide as possible to these popular magistrates ».
On June 30, the Minister therefore tackled primary education. Before him, the ordinance of February 29, 1816 had marked a turning point. It established a cantonal committee to oversee schools and, in article 14, obliged communes, without giving them the means to do so, to « ensure that the children who live there receive primary education, and that indigent children receive it free of charge ». In short, primary education was left entirely to the communes, which in turn, for lack of premises and resources, called on religious congregations.
The minister therefore proposed « to raise the status of teachers by transforming them from commune officials into state officials », to emancipate them from local potentates, parents and clerics. For « it is certainly necessary that the teacher be accepted in his commune, but if he depends too much on it, he is not considered enough. It is therefore important that he cannot be capriciously dismissed ». With this in mind, he abolished the « certificate of morality », which had tied schoolteachers to the Church and, incidentally, to the government.
In addition to the compulsory schooling (for both sexes and for communes of at least 300 inhabitants) and total free education already mentioned, he wanted to complete the curricula to form a « uniform core curriculum (…) designed to review everything and serve to determine vocations », prefiguring the school of Jules Ferry and going further than just reading, writing and arithmetic.
In addition to national history and geography, several of Carnot’s favorite subjects, singing, natural history and linear drawing – three subjects designed to develop and educate – there are several specific features to be found in the new texts. The first, which would be taken up again thirty years later, is a kind of civic instruction that the Minister describes as « the duties and rights of man and citizen, the development of feelings of liberty, equality and fraternity (…), the basis of a civic education for the republican education of the country ».
Hippolyte had been elected to the Constituent Assembly on April 23, 1848. When, on May 10, 1848, the « Executive Commission » (May 9 – June 28, 1848) replaced the « Provisional Government » (February 24 – May 9, 1848), he retained his portfolio; but the executive, « in order to strengthen the revolutionary element », appointed Jean Reynaud (1806-1863), a former Saint-Simonian like himself, also elected as a representative, as Under-Secretary of State: I knew the real moderation of his principles, » Carnot wrote; « he knew the firmness of mine, and together we laughed at the role they were trying to assign him« . Edouard Charton (1807-1890), also a former Saint-Simonian and now a member of the Assembly, resigned as Secretary General, but continued his good offices without an official title.
Among Carnot’s actions in this second period of his ministry, we should mention the tabling, on June 3, of a draft decree opening a credit of 995,000 francs, intended to increase, for the second half of 1848, the salaries of those primary schoolteachers whose fixed and contingent salaries remained below six hundred francs; and a second credit, of 105,000 francs, intended to assist, during 1848, female communal schoolteachers whose fixed and contingent salaries remained below four hundred francs (the decree was voted on July 7).
C. Explanatory memorandum to the June 1848 School Act
The drafting of the primary education law continued in a small committee, charged with coordinating the work prepared by the High Commission. It was completed in the course of June, but the submission of the draft, delayed by events, could only take place on June 30, 1848. The explanatory statement reads as follows:
« Citoyens représentants, the difference between the Republic and the monarchy should nowhere be more profoundly demonstrated, in the field of public education, than in what concerns elementary school. Since the free will of the citizens must henceforth give the country its direction, it is on the proper preparation of this will that the future salvation and happiness of France will depend.
« The purpose of primary education is thus clearly defined. It is no longer simply a matter of equipping children with the notions of reading, writing and grammar; the State’s duty is to ensure that all children are brought up to be truly worthy of the great name of citizen that awaits them. Primary education must therefore include everything necessary for the development of the human being and the citizen, as the current conditions of French civilization allow us to conceive them. At the same time as introducing a greater body of knowledge into this teaching, it must also contribute more directly to moral education, and particularly to the consecration of the great principle of fraternity that we have inscribed on our flags, and which it is essential to make penetrate and live everywhere in people’s hearts if it is to be truly immortal.
« It is here, citizens, that primary education joins religious education, which is not the responsibility of the schools, but to which we sincerely appeal, to whatever religion it relates, because there is no more solid and general basis for the love of men than that which is deduced from the love of God.
« The establishment of the Republic, in giving primary education this new tendency, also required, as natural consequences, two important measures, which are to make this education free and compulsory.
« We want it to be compulsory, because no citizen can be exempted, without damage to the public interest, from an intellectual culture recognized as necessary for the proper exercise of his personal participation in sovereignty.
« We want it to be free, because we want it to be compulsory, and because there should be no distinction between the children of the rich and those of the poor in the schools of the Republic.
« We ask you to proclaim the freedom of education, i.e. the right of every citizen to communicate to others what he knows, and the right of the father of a family to have his children brought up by the teacher of his choice. We consider the declaration of this right as one of the legitimate and sincere applications of the word of liberty that our Republic has enthusiastically thrown into the world (…). (…) It even seemed to us that it would not be the least of the means of raising the standards of public schools to allow private schools to flourish, on condition that in this career of emulation, the former did not lack any favorable chance (…) In a word, citizens, the idea according to which we have directed ourselves has been the continual union of the principle of authority with that of liberty. (…) It is in this conciliation between two equally respectable principles that the whole spirit of the law we have the honor of submitting to you consists. »
Source : Hippolyte Carnot, Bulletin des lois, 1848
D. Schoolteachers called to enlighten the countryside

On March 5, a decree set April 9 as the date for convening the electoral assemblies for the appointment, by universal suffrage, of the « Constituent Assembly », which would sit from May 4 to 26. These were the first elections since 1792 to be held by universal male suffrage.
By decision of the Second Republic, the number of voters, which rose to 9,395,035, was multiplied by 40 !
However, as we have said, while Hippolyte Carnot was theoretically in favor of universal suffrage, with the vast majority of French people uneducated, the expression of the vote was likely to lead to disaster. No part of primary education, he writes, « has been more neglected under previous governments than the training of children as citizens ». As a result, many of the voters who have just been invested with the right to vote by the decree of the provisional government are not, especially in the countryside, sufficiently educated in the interests of public affairs.
To try and enlighten these voters about their rights and freedoms, Carnot appealed to schoolteachers:
« Encourage those around you who are capable of such a task to compose short manuals for your schoolteachers, with questions and answers, on the rights and duties of citizens. See to it that these books reach the teachers in your jurisdiction, and that they become in their hands the text of profitable lessons. This is what is going to be done in Paris before my eyes; imitate it. Let our 36,000 primary schoolteachers rise to my call and immediately become the repairers of public education for the rural population. May my voice reach even our last villages! I beg them to do their part in founding the Republic. It’s not a question of defending it against the danger of its borders, as it was in the days of our fathers; it’s a question of defending it against ignorance and lies, and it’s up to them to do this. New men, that’s what France needs. A revolution must not only renew institutions, it must also renew men. You change your tools when you change your work. This is a fundamental principle of politics. But schoolteachers, in enlightening voters, must not only teach them to choose the representatives most capable of consolidating the democratic regime; they can do more: « Why shouldn’t our primary schoolteachers put themselves forward, not only to teach this principle, but to take their place among these new men? There are some, I have no doubt, who are worthy: let a generous ambition ignite in them; let them forget the obscurity of their condition; it was most humble under the monarchy; it becomes, under the Republic, most honorable and most respected (…) Let them come among us, in the name of these rural populations in whose bosom they were born, whose sufferings they know, whose misery they share only too much. Let them express within the legislature the needs, wishes and hopes of this element of the nation, so vital and so long neglected. Such is the new service which, in these revolutionary times, I claim from the zeal of Messieurs les instituteurs primaires. »
These were words the like of which France had not heard since Year II. They caused deep emotion; they put the flame in the heart of all that was young and generous in the primary teaching staff, at the same time as they produced the most lively irritation in the conservative camp. Furious, Léon Faucher wrote to a friend on March 7: « Read Carnot’s circular to the rectors. It’s a masterpiece of madness!«
The Minister’s call for textbooks on the rights and duties of the citizen was heard. In several académies, rectors had civic education catechisms written and published. In Paris, the historian Henri Martin published a Manuel de l’instituteur pour les élections; the philosopher Charles Renouvier published, under the auspices of the Minister, a Manuel républicain de l’homme et du citoyen: both works were sent to the rectors and distributed by them.
Their electoral efforts were not crowned with success. The elections finally held on April 23 gave a majority to the moderates (« camouflaged monarchists » and « moderate republicans »). The « advanced » Republicans, including Carnot, were clearly defeated. The new assembly met on May 4. It proclaimed the Republic and put an end to the existence of the provisional government. It elected an « Executive Commission » from which the most progressive elements of the provisional government were excluded.
E. Secondary Education
Then, on February 28, a circular outlined the program of the Minister and his collaborators, « unfolding the general principles of our undertaking », said Carnot. It read:
« It is necessary, in the interests of society, that a certain number of citizens should receive knowledge beyond that which is sufficient to ensure human development. The establishment of secondary education is the answer. The republican government intends to recruit these essential agents from the mass of the people. It is therefore necessary to ensure that the doors of secondary education are not closed to any of the elite students who perform in primary schools. All necessary measures will be taken in this respect. – It is only in the higher schools that the principle of specialization, cautiously prepared for in the others, should fully take shape. No one can be denied access to the lessons of these schools; but it is with a view to students worthy of serving the general interest that they must be instituted. Only the decision of examinations can confer full rights. »
F. School of Administration
A decree dated March 8, 1848 announced that a:
« School of Administration, intended for the recruitment of the various branches of administration hitherto lacking preparatory schools, will be established on a basis similar to that of the Ecole Polytechnique ».
For Carnot, the aim was to create a home capable of « radiating » the « republican light » throughout France, by promoting the philosophical values of human rights. It was not up to the private sector, but rather the State, to establish « a seedbed for public service » by training administrators who would devote themselves body and soul to the general interest. In the absence of sufficient subsidies, the school was set up in a dilapidated building, the former Collège du Plessis, and the Ministry provided the chairs; students were required to attend lectures at the Collège de France, which were then repeated and commented on by lecturers. The curriculum was eclectic: alongside vocational training, « a large part was devoted to scientific studies, but also to literary studies, which furnish the intellect and give it breadth ». Unlike today’s ENA, this school did not teach « management » and statistics, but architecture, drawing, art history and oriental religions. Caught up in the political turbulence, this school did not survive the minister who founded it, but it would go on to become a benchmark.
G. High Commission for Scientific and Literary Studies
In preparation for a new law on primary education, and to find solutions to the new issues that were arising, Carnot set up a High Commission for Scientific and Literary Studies, chaired by Jean Reynaud, and including « the most notable men and friends of progress in the sciences, letters, administration and, above all, teaching ». Among the 45 members of the Commission were songwriter Pierre-Jean de Béranger, Boussingault, Henri Martin, Poncelet, Edgar Quinet and Charles Renouvier.
H. Lifelong Education for all

In terms of education, the situation in 1848 remained disastrous. Out of 300,000 conscripts, more than 112,000 could neither read nor write. Among the oldest, the proportion was even higher. Hence the decree of June 8, which instituted public evening readings in Paris, « intended to popularize knowledge of the masterpieces of our national literature ». These readings were to take place twice a week, « in various venues located, as far as possible, in the most populous districts of Paris ».
The Minister’s priority target is the peasants – two-thirds of the population – who have no association structures and are far from the towns and schools. It was they who had to be converted by reading, the key to education and emancipation, and brought into the schools:
« The teachers, now librarians, will read to them, aloud and intelligibly, and will be able to instruct them, interest them and (…) enthuse them about the political life of the country. Teachers, according to their availability, will provide general instruction in agricultural matters and readings in the schoolhouse or town hall, for civics and even literature. »
I. People’s Libraries

Based on the observation that « we lack reading books for the people as there are elsewhere », the Minister set up a vast public network of communal libraries of all sizes. He commissioned the publisher Paulin to assemble collections of the widest possible variety of books in every city district and rural canton, and make them available to the public free of charge. He also created a whole range of complementary establishments, such as special libraries near faculties, to make the most learned knowledge available to as many people as possible. Based on an idea by Jules Simon, he set out to create popular and rural libraries, which he renamed « circulating collections », with teachers who would « travel to small villages and bring to isolated children the instruction they could not find elsewhere ». The « missionary librarians » of these itinerant establishments would be « teacher-curators of the little people’s library », guiding the public, checking loans and reading on demand.
The creation of an official Service des lectures publiques du soir in the spring of 1848 should be seen in this bibliophile light. The aim was always the same: to give the best to the people. As Émile Deschanel explains:
« The Minister of the Republic wanted the sovereign people to have their own readers and teachers too. This service, as political as it is moral, is reminiscent of the sessions organized by philanthropists and Saint-Simonians, intended to replace cabarets and over-served balls. They would enable the worker (and later the peasant) tired « of daily toil to find a convenient asylum, a pleasure that would carry with it instruction, good advice and the familiarity of the great minds of our race ».
The aim was to popularize heritage texts and, if necessary, to comment on them in order to « nobly instruct listeners while amusing them », as the former Saint-Simonian Sainte-Beuve put it. The program of these readings must be varied to avoid fatigue. The great classics such as Corneille and Molière alternated with Michelet-style history, which had an obvious civic function, and comedies or songs such as those by Béranger.
The first Parisian screenings, attended by respectful workers and craftsmen, were a success « in an attentive silence where the slightest impressions were painted on faces ». The Minister noted amused reactions to the comedies, patriotic ones to the evocation of great battles such as Crécy, critical ones to the pompous style and bewildered ones to the Fables de la Fontaine. With this in mind, the Ministry envisaged the creation of a free Athénée based on the German and American models. The idea would be to bring together a handful of teachers in an amphitheater or former auditorium to offer free tuition, open to all and delivered by « pioneers in as yet unexplored fields » of science and technology.
J. Fine Arts, Hygiene and Gymnastics
In addition to « elements of national history and geography », he added French, public law and hygiene, not forgetting gymnastics to improve the health of the most disadvantaged. This was the adult version of what the new school and republican instruction would offer all French children. These courses should even bring art within everyone’s reach, through the promotion of heritage: « Is there a more powerful means of popular education? » he says, referring to art in general and the Beaux-Arts in particular.
In concrete terms, on March 29, the Minister and thirteen teachers founded the Association Philotechnique to provide workers with the professional and technical knowledge required for modern trades. The association agreed on courses in geometry, grammar, algebra, mechanics and drawing, to be given in the rooms of the Halle aux draps, and later at the École Turgot. Teachers from Parisian high schools are the first to be called on by the association to complete the training in history and law. The experiment began in early April, with 150 dyer-workers from the faubourg Saint-Marcel learning about science in the amphitheater of the pharmacy school. Vocational training soon spread to the provinces, including Orléans, before disappearing in the tumult of June.
Carnot wanted to go further, and envisaged « club-schools » based on the Scottish model of « Mechanic-institutions », i.e. lecture halls, libraries and permanent courses for workers in buildings adjoining factories. Keeping abreast of Braille’s work, he also took an interest in the deaf and blind, for whom he intended to multiply the number of specialized institutions under his ministry, rather than the Interior.
K. Citizen Concord
To crown this democratization, Carnot considered one of the Revolution’s most original methods: civic education through public festivals. At the end of February, he had already tested their civic virtues by taking part in the planting of a Tree of Liberty, a ritual practice in 1848, in the gardens of Saint-Nicolas in Paris. In this establishment specialized in the education of workers’ children, the ceremony was placed under the sign of the Three Colors. The clergyman blessed the tree, as is customary, in the presence of the mayor of the arrondissement. The Minister’s speech was edifying:
« The tree you are planting is as young as the Republic itself (…) It will spread its branches over you, just as the Republic will spread the benefits of popular education over France. (…) Good pupils become good citizens ».
The Minister of Education was also impressed by the « Fête de la Concorde » on March 21, between the Bastille and the Champ de Mars, with its parades, civic statuary, reviews of industrial works, hymns to the Republic and reformist enthusiasm. This civic pedagogy seemed effective to him, thanks to its symbolic representation of the regime and its « crowd of men obeying a common inspiration ».
18. Conclusion

By way of conclusion, here’s the end of that of Remi Dalisson, whose magnificent biography of Hippolyte Carnot we highly recommend:
« His practice is his legislative texts on instruction, including school curricula, as varied as they are innovative, like those of his School of Administration or the ‘nursery school’. They make Carnot the undisputed precursor of Jules Ferry and the educational and civic project of the Third Republic. His laws and decrees were designed (…) to emancipate children and turn them into active, critical citizens in a peaceful, moderate and socially fluid democracy, under the aegis of restored teachers, symbols of the new times.
« His practice was his fights and commitments, first and foremost in the opposition, to which he belonged for a long time. His early writings against the death penalty, his participation in the events of 1830, his role in the 1848 Assembly, his fight for teachers, for whom he spent lavishly, and his voluntary exile are all worthy of note. (…)
« In a century crushed by the memory of two world wars, by the erasure of the Republic under Vichy and then by decolonization and the fall of Communism, forgetting 1848 and its social and educational hopes speaks volumes about our mental structures and our memory. This kind of amnesia, which does not prevent the often anachronistic sacralization of the republican corpus, has consigned Hippolyte Carnot and the whole of the 19th century to a sad oblivion. The period no longer evokes much of anything, apart from the occasional spotlight. It has even been sacrificed in teaching, as if only the 20th century were worthy of study.
« At a time when the French educational model is being called into question, when the republican school is doubting its missions, when secularism is also being discussed and when teachers feel abandoned, it is more necessary than ever to understand the roots of an educational system intimately linked to the republican regime. To this end, at the dawn of the 21st century, a reappraisal of the life and work of Hippolyte Carnot, a staunch defender of freedom, schools, Clio and the Republic, can lay the foundations for renewed, civic-minded reflection on the school system.«
19. Appendix: list of works by Hippolyte Carnot
- Gunima, an 18th-century African short story (Paris, Barba, 1824).
- Le Gymnase, a collection of morals and literature (Paris, Balzac, 1828).
- Doctrine de Saint-Simon (Brussels, Hauman, 1831).
- Mémoires de Grégoire, Évêque constitutionnel de Blois (Paris, Dupont, 6 vols., 1837-1845).
- Quelques réflexions sur la domesticité (Paris, Henry, 1838).
- Rapport sur la législation qui règle dans quelques états d’Allemagne les conditions de travail des jeunes ouvriers (Paris, Imp. Royale, 1840).
- Mémoires de Barère de Vieuzac (avec David d’Angers) (Paris, Labitte, 4 volumes, 1842-1844).
- L’Allemagne avant l’invasion française (Fragments*, Paris, Revue indépendante, 1842).
- L’Allemagne pendant la Révolution (Fragments*, Paris, Revue indépendante, 1843).
- Les Esclaves noirs (Paris, Magasin pittoresque, 1844).
- De l’esclavage colonial (Paris, Revue indépendante, 1845).
- Les Radicaux et la Charte, (Paris, Pagnerre, 1847).
- Le Ministère de l’Instruction Publique et des Cultes, 24 février-5 juillet 1848 (Paris, Pagnerre, 1848).
- Éducation républicaine, (Paris, Prost, 2 vols., 1849).
- L’insurrection littéraire en Allemagne (Fragments*, Paris, Liberté de penser, 1848).
- Le Mémorial de 1848, (Paris, Revue indépendante, n.p. 1849).
- Doctrine saint simonienne (Paris, Librairie nouvelle, 1854).
- Mémoires sur Lazare Carnot par son fils (Paris, Pagnerre, 1861-63, reed. in 1893 and 1907, Hachette).
- Œuvres de Saint-Simon by Enfantin, preceded by two historical notes by H. Carnot (Paris, Dentu, 1865).
- La Révolution française, résumé historique (2 vols., Paris, Dubuisson et Pagnerre, 1867).
- L’Instruction populaire en France (Paris, Degorce-Cadot, 1869).
- Trois discours sur l’instruction publique, (Paris, Degorce-Cadot, 1869).
- Cours de l’association philotechnique pour l’instruction gratuite des adultes (Paris, Parent, 1872).
- Ce que serait un nouvel Empire (Paris, Société du patriote, Bibliothèque utile, 1874).
- Lazare Hoche, général républicain (Paris, Société du patriote, Bibliothèque utile, 1874).
- D’une École d’Administration (Versailles, Aubert, 1878);
- Henri Grégoire, évêque républicain (Paris, Libraire des publications populaires, 1882).
- La Révolution française (Paris, Boulanger, 1888).
- Les premiers échos de la Révolution française au-delà du Rhin (Paris, Picard, 1888).
20. Short list of books and articles consulted
- Rémi Dalisson, Hippolyte Carnot, la liberté, l’école et la République, CNRS Editions, Paris 2011.
- Paul Carnot, Hippolyte Carnot et le ministère de l’Instruction publique de la IIe République, PUF, Paris, 1948.
- Jacques Cheminade, Lazare Carnot, l’organisateur de la victoire.
- Jacques Cheminade, L’exemplarité de l’oeuvre d’Henri Grégoire et de Lazare Carnot, 2005.
- Jacques Cheminade, Dino di Paoli and Claude Albert, L’Ecole polytechnique et la science de l’éducation républicaine, Campaigner publications, 1980.
- Website: Le temps des instituteurs.
- Karel Vereycken, The statue of Gutenberg in Strasbourg, the republican fight of David d’Angers.
- José Manuel Menudo, Une apologie des physiocrates par Condorcet, Dixhuitième siècle N° 46, pp 657 to 672.
- Condorcet, De l’influence de la révolution d’Amérique sur l’Europe (excerpts).
- Manuel Albertone, Condorcet, Jefferson and America.
- Dorette Huggins, John Adams and his reflections on Condorcet.
- E. -T. Hamy, Correspondance d’Alexandre de Humboldt avec François Arago, 1907, Paris.
The republican struggle of David d’Angers and the statue of Gutenberg in Strasbourg

In the heart of downtown Strasbourg, a stone’s throw from the cathedral and with its back to the 1585 Chamber of Commerce, stands the beautiful bronze statue of the German printer Johannes Gutenberg, holding a barely-printed page from his Bible, which reads: « And there was light » (NOTE 1).
Evoking the emancipation of peoples thanks to the spread of knowledge through the development of printing, the statue, erected in 1840, came at a time when supporters of the Republic were up in arms against the press censorship imposed by Louis-Philippe under the July Monarchy.
Strasbourg, Mainz and China

Born around 1400 in Mainz, Johannes Gutenberg, with money lent to him by the merchant and banker Johann Fust, carried out his first experiments with movable metal type in Strasbourg between 1434 and 1445, before perfecting his process in Mainz, notably by printing his famous 42-line Bible from 1452.
On his death (in Mainz) in 1468, Gutenberg bequeathed his process to humanity, enabling printing to take off in Europe. Chroniclers also mention the work of Laurens Janszoon Coster in Harlem, and the Italian printer Panfilo Castaldi, who is said to have brought Chinese know-how to Europe. It should be noted that the « civilized » world of the time refused to acknowledge that printing had originated in Asia with the famous « movable type » (made of porcelain and metal) developed several centuries earlier in China and Korea (NOTE 2).
In Europe, Mainz and Strasbourg vie for pride of place. On August 14, 1837, to celebrate the 400th anniversary of the « invention » of printing, Mainz inaugurated its statue of Gutenberg, erected by sculptor Bertel Thorvaldsenalors, while in Strasbourg, a local committee had already commissioned sculptor David d’Angers to create a similar monument in 1835.
This little-known sculptor was both a great sculptor and close friend of Victor Hugo, and a fervent republican in personal contact with the finest humanist elite of his time in France, Germany and the United States. He was also a tireless campaigner for the abolition of the slave trade and slavery.
The sculptor’s life
French sculptor Pierre-Jean David, known as « David d’Angers » (1788-1856) was the son of master sculptor Pierre Louis David. Pierre-Jean was influenced by the republican spirit of his father, who trained him in sculpture from an early age. At the age of twelve, his father enrolled him in the drawing class at the École Centrale de Nantes. In Paris, he was commissioned to create the ornamentation for the Arc de Triomphe du Carrousel and the south facade of the Louvre Palace. Finally, he entered the Beaux-arts.

David d’Angers possessed a keen sense of interpretation of the human figure and an ability to penetrate the secrets of his models. He excelled in portraiture, whether in bust or medallion form. He is the author of at least sixty-eight statues and statuettes, some fifty bas-reliefs, a hundred busts and over five hundred medallions. Victor Hugo told his friend David: « This is the bronze coin by which you pay your toll to posterity. »
He traveled all over Europe, painting busts in Berlin, London, Dresden and Munich.
Around 1825, when he was commissioned to paint the funeral monument that the Nation was raising by public subscription in honor of General Foy, a tribune of the parliamentary opposition, he underwent an ideological and artistic transformation. He frequented the progressive intellectual circles of the « 1820 generation » and joined the international republican movement. He then turned his attention to the political and social problems of France and Europe. In later years, he remained faithful to his convictions, refusing, for example, the prestigious commission to design Napoleon’s tomb.
Artistic production

David’s art was thus influenced by a naturalism whose iconography and expression are in stark contrast to that of his academic colleagues and the dissident sculptors known as « romantics » at the time. For David, no mythological sensualism, obscure allegories or historical picturesqueness. On the contrary, sculpture, according to David, must generalize and transpose what the artist observes, so as to ensure the survival of ideas and destinies in a timeless posterity.
David adhered to this particular, limited conception of sculpture, adopting the Enlightenment view that the art of sculpture is « the lasting repository of the virtues of men », perpetuating the memory of the exploits of exceptional beings.

The somewhat austere image of « great men » prevailed, best known thanks to some 600 medallions depicting famous men and women from several countries, most of them contemporaries. Added to this are some one hundred busts, mostly of his friends, poets, writers, musicians, songwriters, scientists and politicians with whom he shared the republican ideal.
Among the most enlightened of his time were: Victor Hugo, Marquis de Lafayette, Wolfgang Goethe, Alfred de Vigny, Alphonse Lamartine, Pierre-Jean de Béranger, Alfred de Musset, François Arago, Alexander von Humboldt, Honoré de Balzac, Lady Morgan, James Fenimore Cooper, Armand Carrel, François Chateaubriand, Ennius Quirinus Visconti and Niccolo Paganini.
To magnify his models and visually render the qualities of each one’s genius, David d’Angers invented a mode of idealization no longer based on antique-style classicism, but on a grammar of forms derived from a new science, the phrenology of Doctor Gall, who believed that the cranial « humps » of an individual reflected his intellectual aptitudes and passions. For the sculptor, it was a matter of transcending the model’s physiognomy, so that the greatness of the soul radiated from his forehead.
In 1826, he was elected member of the Institut de France and, the same year, professor at the Beaux-Arts. In 1828, David d’Angers was the victim of his first unsolved assassination attempt. Wounded in the head, he was confined to bed for three months. However, in 1830, still loyal to republican ideas, he took part in the revolutionary days and fought on the barricades.

In 1830, David d’Angers found himself ideally placed to carry out the most significant political sculpture commission of the July monarchy and perhaps of 19th century France: the new decoration of the pediment of the church of Sainte-Geneviève, which had been converted into the Pantheon in July.
As a historiographer, he wanted to depict the civilians and men of war who built Republican France. In 1837, the execution of the figures he had chosen and arranged in a sketch that was first approved, then suspended, was bound to lead to conflict with the high clergy and the government. On the left, we see Bichat, Voltaire and Jean-Jacques Rousseau, David, Cuvier, Lafayette, Manuel, Carnot, Berthollet, Laplace, Malesherbes, Mirabeau, Monge and Fénelon. While the government tried to have Lafayette’s effigy removed, which David d’Angers stubbornly refused, with the support of the liberal press, the pediment was unveiled without official ceremony in September 1837, without the presence of the artist, who had not been invited.
Entering politics
During the 1848 Revolution, he was appointed mayor of the 11th arrondissement of Paris, entered the National Constituent Assembly and then the National Legislative Assembly, where he voted with the Montagne (revolutionary left). He defended the existence of the Ecole des Beaux-arts and the Académie de France in Rome. He opposed the destruction of the Chapelle Expiatoire and the removal of two statues from the Arc de Triomphe (Resistance and Peace by sculptor Antoine Etex).
He also voted against the prosecution of Louis Blanc (1811-1882) (another republican statesman and intellectual condemned to exile), against the credits for Napoleon III’s Roman expedition, for the abolition of the death penalty, for the right to work, and for a general amnesty.
Exile

He was not re-elected deputy in 1849 and withdrew from political life. In 1851, with the advent of Napoleon III, David d’Angers was arrested and also sentenced to exile. He chose Belgium, then traveled to Greece (his old project). He wanted to revisit his Greek Maiden on the tomb of the Greek republican patriot Markos Botzaris (1788-1823), which he found mutilated and abandoned (he had it repatriated to France and restored).
Disappointed by Greece, he returned to France in 1852. With the help of his friend de Béranger, he was allowed to stay in Paris, where he resumed his work. In September 1855, he suffered a stroke which forced him to cease his activities. He died in January 1856.
Friendships with Lafayette, Abbé Grégoire and Pierre-Jean de Béranger

David d’Angers was a real link between 18th and 19th century republicans, and a living bridge between those of Europe and America.
Born in 1788, he had the good fortune to associate at an early age with some of the great revolutionary figures of the time, before becoming personally involved in the revolutions of 1830 and 1848.
Towards the end of the 1820s, David attended the Tuesday salon meetings of Madame de Lafayette, wife of Gilbert du Motier, Marquis de La Fayette (1757-1834).
While General Lafayette stood upright like « a venerable oak », this salon, notes the sculptor,
« has a clear-cut physiognomy, » he writes. The men talk about serious matters, especially politics, and even the young men look serious: there’s something decided, energetic and courageous in their eyes and in their posture (…) All the ladies and also the demoiselles look calm and thoughtful; they look as if they’ve come to see or attend important deliberations, rather than to be seen. »

David met Lafayette’s comrade-in-arms, General Arthur O’Connor (1763-1852), a former Irish republican MP of the United Irishmen who had joined Lafayette’s volunteer General Staff in 1792.
Accused of stirring up trouble against the British Empire and in contact with General Lazare Hoche (1768-1797), O’Connor fled to France in 1796 and took part in the Irish Expedition. In 1807, O’Connor married the daughter of philosopher and mathematician Nicolas de Condorcet (1743-1794) and became a naturalized French citizen in 1818.

Lafayette and David d’Angers often got together with a small group of friends, a few « brothers » who were members of Masonic lodges: such as the chansonnier Pierre-Jean de Béranger, François Chateaubriand, Benjamin Constant, Alexandre Dumas (who corresponded with Edgar Allan Poe), Alphonse Lamartine, Henri Beyle dit Stendhal and the painters François Gérard and Horace Vernet.
In these same circles, David also became acquainted with Henri (Abbé) Grégoire (1750-1831), and the issue of the abolition of slavery, which Grégoire had pushed through on February 4, 1794, was often raised. In their exchanges, Lafayette liked to recall the words of his youthful friend Nicolas de Condorcet:
« Slavery is a horrible barbarism, if we can only eat sugar at this price, we must know how to renounce a commodity stained with the blood of our brothers. »
For Abbé Gregoire, the problem went much deeper:
« As long as men are thirsty for blood, or rather, as long as most governments have no morals, as long as politics is the art of deceit, as long as people, unaware of their true interests, attach silly importance to the job of spadassin, and will allow themselves to be led blindly to the slaughter with sheep-like resignation, almost always to serve as a pedestal for vanity, almost never to avenge the rights of humanity, and to take a step towards happiness and virtue, the most flourishing nation will be the one that has the greatest facility for slitting the throats of others. »
(Essay on the physical, moral and political regeneration of the Jews)
Napoleon and slavery

The first abolition of slavery was, alas, short-lived. In 1802, Napoleon Bonaparte, short of the money needed to finance his wars, reintroduced slavery, and nine days later excluded colored officers from the French army.
Finally, he outlawed marriages between « fiancés whose skin color is different ». David d’Angers remained very sensitive to this issue, having as a comrade a very young writer, Alexandre Dumas, whose father had been born a slave in Haiti.
As early as 1781, under the pseudonym Schwarz (black in German), Condorcet had published a manifesto advocating the gradual disappearance of slavery over a period of 60 to 70 years, a view quickly shared by Lafayette. A fervent supporter of the abolitionist cause, Condorcet condemned slavery as a crime, but also denounced its economic uselessness: slave labor, with its low productivity, was an obstacle to the establishment of a market economy.
And even before the signing of the peace treaty between France and the United States, Lafayette wrote to his friend George Washington on February 3, 1783, proposing to join him in setting in motion a process of gradual emancipation of the slaves. He suggested a plan that would « frankly become beneficial to the black portion of mankind ».
The idea was to buy a small state in which to experiment with freeing slaves and putting them to work as farmers. Such an example, he explained, « could become a school and thus a general practice ». (NOTE 3)
Washington replied that he personally would have liked to support such a step, but that the American Congress (already) was totally hostile.
From the Society of Black Friends to the French Society for the Abolition of Slavery

In Paris, on February 19, 1788, Abbé Grégoire and Jacques Pierre Brissot (1754-1793) founded « La Société des amis des Noirs », whose rules were drawn up by Condorcet, and of which the Lafayette couple were also members.
The society’s aim was the equality of free whites and blacks in the colonies, the immediate prohibition of the black slave trade and the gradual abolition of slavery; on the one hand, to maintain the economy of the French colonies, and on the other, in the belief that before blacks could achieve freedom, they had to be prepared for it, and therefore educated.
After the virtual disappearance of the « Amis des Noirs », the offensive was renewed, with the founding in 1821 of the « Société de la Morale chrétienne », which in 1822 set up a « Comité pour l’abolition de la traite des Noirs », some of whose members went on to found the « Société française pour l’abolition de l’esclavage (SFAE) » in 1834.
Initially in favor of gradual abolition, the SFAE later favored immediate abolition. Prohibited from holding meetings, the SFAE decided to create abolitionist committees throughout the country to relay the desire to put an end to slavery, both locally and nationally.
Goethe and Schiller

In the summer of 1829, David d’Angers made his first trip to Germany and met Goethe (1749-1832), the poet and philosopher who had retired to Weimar. Several posing sessions enabled the sculptor to complete his portrait.
Writer and poet Victor Pavie (1808-1886), a friend of Victor Hugo and one of the founders of the « Cercles catholiques ouvriers » (Catholic Workers Circle), accompagnied him on the trip and recounts some of the pictoresques anecdotes of their travel in his « Goethe and David, memories of a voyage to Weimar » (1874).
In 1827, the French newspaper Globe published two letters recounting two visits to Goethe, in 1817 and 1825, by an anonymous « friend » (Victor Cousin), as well as a letter from Ampère on his return from the « Athens of Germany ». In these letters, the young scientist expressed his admiration, and gave numerous details that whetted the interest of his compatriots. During his stay in Weimar, Ampère added to his host’s knowledge of Romantic authors, particularly Mérimée, Vigny, Deschamps and Delphine Gay. Goethe already had a (positive) opinion of Victor Hugo, Lamartine and Casimir Delavigne, and of all they owed to Chateaubriand.
A subscriber to the Globe since its foundation in 1824, Goethe had at his disposal a marvellous instrument of French information. In any case, he had little left to learn about France when David and Pavie visited him in August 1829. On the strength of his unhappy experience with Walter Scott in London, David d’Angers had taken precautions this time, and had a number of letters of recommendation for the people of Weimar, as well as two letters of introduction to Goethe, signed by Abbé Grégoire and Victor Cousin. To show the illustrious writer what he could do, he had placed some of his finest medallions in a crate.
Once in Weimar, David d’Angers and Victor Pavie encountered great difficulties in their quest, especially as the recipients of the letters of recommendation were all absent. Stricken with despair and fearing failure, David blamed his young friend Victor Pavie:

« Yes, you jumped in with the optimism of a young man, without giving me time to think and get out of the way. It wasn’t as a coward or under the patronage of an adventurer, it was head-on and resolutely that we had to tackle the character. (…) You’re only as good as what you are, it’s a yes or no question. You know me, on my knees before genius, and imployable before power. Ah! court poets, great or small, everywhere the same!
(…) And with a leap from the chair where he had insensitively let himself fall: Where’s Schiller? I’d like to kiss him! His grave, where I will strike, will not remain sealed for me; I will take him there, and bring him back glorious. What does it matter? Have I seen Corneille, have I seen Racine? The bust I’m planning for him will look all the better for it; the flash of his genius will gleam on his forehead. I’ll make him as I love and admire him, not with the pinched nose that Dannecker (image below) gave him, but with nostrils swollen with patriotism and freedom.
Victor Pavie’s account reveals the republican fervor animating the sculptor who, faithful to the ideals of Abbé Grégoire, was already thinking about the great anti-slavery sculpture he planned to create:
« At that moment, the half-open window of our bedroom, yielding to the evening breeze, opened wide. The sky was superb; the Milky Way unfurled with such brilliance that one could have counted the stars. He (David) remained silent for some time, dazzled; then, with that suddenness of impression that incessantly renewed the realm of feelings and ideas around him:
‘What a work, what a masterpiece! How poor we are compared to this!Would all your geniuses in one, writers, artists, poets, ever reach this incomparable poem whose tasks are splendors? Yet God knows your insatiable pretensions; we flay you in praise… And light! Remember this (and his presentiments in this regard were nothing less than a chimera), that such a one as received a marble bust from me as a token of my admiration, will one day literally lose the memory of it. – No, there is nothing more noble and great in humanity than that which suffers. I still have in my head, or rather in my heart, this protest of the human conscience against the most execrable iniquity of our times, the slave trade: after ten years of silence and suffering, it must burst forth with the voice of brass. You can see the group from here: the garroted slave, his eye on the sky, protector and avenger of the weak; next to him, lying broken, his wife, in whose bosom a frail creature is sucking blood instead of milk; at their feet, detached from the negro’s broken collar, the crucifix, the Man-God who died for his brothers, black or white. Yes, the monument will be made of bronze, and when the wind blows, you will hear the chain beating, and the rings ringing' ».
Finally, Goethe met the two Frenchmen, and David d’Angers succeeded in making his bust of the German poet. Victor Pavie:
« Goethe bowed politely to us, spoke the French language with ease from the start, and made us sit down with that calm, resigned air that astonished me, as if it were a simple thing to find oneself standing at eighty, face to face with a third generation, to which he had passed on through the second, like a living tradition.
(…) David carried with him, as the saying goes, a sample of his skills.He presented the old man with a few of his lively profiles, so morally expressive, so nervously and intimately executed, part of a great whole that is becoming more complete with our age, and which reserves for the centuries to come the monumental physiognomy of the 19th century. Goethe took them in his hand, considered them mute, with scrupulous attention, as if to extract some hidden harmony, and let out a muffled, equivocal exclamation that I later recognized as a mark of genuine satisfaction.Then, by a more intelligible and flattering transition, of which he was perhaps unaware, walking to his library, he charmingly showed us a rich collection of medals from the Middle Ages, rare and precious relics of an art that could be said to have been lost, and of which our great sculptor David has nowadays been able to recover and re-immerse the secret.
(…) The bust project did not have to languish for long: the very next day, one of the apartments in the poet’s immense house was transformed into a workshop, and a shapeless mound lay on the parquet floor, awaiting the first breath of existence. As soon as it slowly shifted into a human form, Goethe’s hitherto calm and impassive figure moved with it. Gradually, as if a secret, sympathetic alliance had developed between portrait and model, as the one moved towards life, the other blossomed into confidence and abandonment: we soon came to those artist’s confidences, that confluence of poetry, where the ideas of the poet and the sculptor come together in a common mold. He would come and go, prowling around this growing mass, (to use a trivial comparison) with the anxious solicitude of a landowner building a house. He asked us many questions about France, whose progress he was following with a youthful and active curiosity; and frolicking at leisure about modern literature, he reviewed Chateaubriand, Lamartine, Nodier, Alfred de Vigny, Victor Hugo, whose manner he had seriously pondered in Cromwell.


(…) David’s bust, writes Pavie, was as beautiful as Chateaubriand’s, Lamartine’s, Cooper’s, as any application of genius to genius, as the work of a chisel fit and powerful to reproduce one of those types created expressly by nature for the habitation of a great thought. Of all the likenesses attempted, with greater or lesser success, in all the ages of this long glory, from his youth of twenty to Rauch’s bust, the last and best understood of all, it is no prevention to say that David’s is the best, or, to put it even more bluntly, the only realization of that ideal likeness which is not the thing, but is more than the thing, nature taken within and turned inside out, the outward manifestation of a divine intelligence passed into human bark. And there are few occasions like this one, when colossal execution seems no more than a powerless indication of real effect. An immense forehead, on which rises, like clouds, a thick tuft of silver hair; a downward gaze, hollow and motionless, a look of Olympian Jupiter; a nose of broad proportion and antique style, in the line of the forehead ; then that singular mouth we were talking about earlier, with the lower lip a little forward, that mouth, all examination, questioning and finesse, completing the top with the bottom, genius with reason; with no other pedestal than its muscular neck, this head leans as if veiled, towards the earth:it’s the hour when the setting genius lowers his gaze to this world, which he still lights with a farewell ray. Such is David’s crude description of Goethe’s statue.- What a pity that in his bust of Schiller, so famous and so praised, the sculptor Dannecker prepared such a miserable counterpart!
When Goethe received his bust, he warmly thanked David for the exchange of letters, books and medallions… but made no mention of the bust ! For one simple reason: he didn’t recognize himself at all in the work, which he didn’t even keep at home… The German poet was depicted with an oversized forehead, to reflect his great intelligence. And his tousled hair symbolized the torments of his soul…
David d’Angers and Hippolyte Carnot

Among the founders of the SFAE (see earlier chapter on Abbé Grégoire) was Hippolyte Carnot (1801-1888), younger brother of Nicolas Sadi Carnot (1796-1832), pioneer of thermodynamics and son of « the organizer of victory », the military and scientific genius Lazare Carnot (1753-1823), whose work and struggle he recounted in his 1869 biography Mémoires sur Lazare Carnot 1753-1823 by his son Hippolyte.
In 1888, with the title Henri Grégoire, évêque (bishop) républicain, Hippolyte published the Mémoires of Grégoire the defender of all the oppressed of the time (negroes and Jews alike), a great friend of his father’s who had retained this friendship.
For the former bishop of Blois, « we must enlighten the ignorance that does not know and the poverty that does not have the means to know. »
Grégoire had been one of the Convention’s great « educators », and it was on his report that the Conservatoire des Arts-et-Métiers was founded on September 29, 1794, notably for the instruction of craftsmen. Grégoire also contributed to the creation of the Bureau des Longitudes on June 25, 1795 and the Institut de France on October 25, 1795.

Hippolyte Carnot and David d’Angers, who were friends, co-authored the Memoirs of Bertrand Barère de Vieuzac (1755-1841), who acted as a sort of Minister of Information on the Comité de Salut Public, responsible for announcing the victories of the Republican armies to the Convention as soon as they arrived.
It was also Abbé Grégoire who, in 1826, commissioned David d’Angers, with the help of his friend Béranger, to bring some material and financial comfort to Rouget de Lisle (1860-1836), the legendary author of La Marseillaise, composed in Strasbourg when, in his old age, the composer was languishing in prison for debt.
Overcoming the sectarianism of their time, here are three fervent republicans full of compassion and gratitude for a musical genius who never wanted to renounce his royalist convictions, but whose patriotic creation would become the national anthem of the young French Republic.
Provisional Government
of the Second Republic

All these battles, initiatives and mobilizations culminated in 1848, when, for two months and 15 days (from February 24 to May 9), a handful of genuine republicans became part of the « provisional government » of the Second Republic.
In such a short space of time, so many good measures were taken or launched! Hippolyte Carnot was the Minister of Public Instruction, determined to create a high level of education for all, including women, following the models set by his father for Polytechnique and Grégoire for Arts et Métiers.
Article 13 of the 1848 Constitution « guarantees citizens (…) free primary education ».
On June 30, 1848, the Minister of Public Instruction, Lazare Hippolyte Carnot, submitted a bill to the Assembly that fully anticipated the Ferry laws, by providing for compulsory elementary education for both sexes, free and secular, while guaranteeing freedom of teaching. It also provided for three years’ free training at a teacher training college, in return for an obligation to teach for at least ten years, a system that was to remain in force for a long time. He proposed a clear improvement in their salaries. He also urged teachers « to teach a republican catechism ».
A member of the provisional government, the great astronomer and scientist François Arago (1886-1853) was Minister for the Colonies, having been appointed by Gaspard Monge to succeed him at the Ecole Polytechnique, where he taught projective geometry. His closest friend was none other than Alexander von Humboldt, friend of Johann Wolfgang Goethe and Friedrich Schiller.

He was another abolitionist activist who spent much of his adult life in Paris. Humboldt was a member of the Société d’Arcueil, formed around the chemist Claude-Louis Berthollet, where he also met, besides François Arago, Jean-Baptiste Biot and Louis-Joseph Gay-Lussac, with whom Humboldt became friends. They published several scientific articles together.
Humboldt and Gay-Lussac conducted joint experiments on the composition of the atmosphere, terrestrial magnetism and light diffraction, research that would later bear fruit for the great Louis Pasteur.
Napoleon, who initially wanted to expel Humboldt, eventually tolerated his presence. The Paris Geographical Society, founded in 1821, chose him as its president.
Humboldt, Arago, Schoelcher, David d’Angers and Hugo

Humboldt made no secret of his republican ideals. His Political Essay on the Island of Cuba (1825) was a bombshell. Too hostile to slavery practices, the work was banned from publication in Spain. London went so far as to refuse him access to its Empire.
Even more deplorably, John S. Trasher, who published an English-language version in 1856, removed the chapter devoted to slaves and the slave trade altogether! Humboldt protested vigorously against this politically motivated mutilation. Trasher was a slaveholder, and his redacted translation was intended to counter the arguments of North American abolitionists, who subsequently published the retracted chapter in the New York Herald and the US Courrier. Victor Schoelcher and the decree abolishing slavery in the French colonies.
In France, under Arago, the Under-Secretary of State for the Navy and the Colonies was Victor Schoelcher. He didn’t need much convincing to convince the astronomer that all the planets were aligned for him to act.
A Freemason, Schoelcher was a brother of David d’Angers’s lodge, « Les amis de la Vérité » (The Friends of Truth), also known as the Cercle social, in reality « a mixture of revolutionary political club, Masonic lodge and literary salon ».
On March 4, a commission was set up to resolve the problem of slavery in the French colonies. It was chaired by Victor de Broglie, president of the SFAE, to which five of the commission’s twelve members belonged. Thanks to the efforts of François Arago, Henri Wallon and above all Victor Schoelcher, its work led to the abolition of slavery on April 27.
Victor Hugo the abolitionist

Victor Hugo was one of the advocates of the abolition of slavery in France, but also of equality between what were still referred to as « the races » in the 19th century. « The white republic and the black republic are sisters, just as the black man and the white man are brothers », Hugo asserted as early as 1859. For him, as all men were creations of God, brotherhood was the order of the day.
When Maria Chapman, an anti-slavery campaigner, wrote to Hugo on April 27, 1851, asking him to support the abolitionist cause, Hugo replied: « Slavery in the United States! » he exclaimed on May 12, « is there any more monstrous misinterpretation? » How could a republic with such a fine constitution preserve such a barbaric practice?
Eight years later, on December 2, 1859, he wrote an open letter to the United States of America, published by the free newspapers of Europe, in defense of the abolitionist John Brown, condemned to death.
Starting from the fact that « there are slaves in the Southern states, which indignifies, like the most monstrous counter-sense, the logical and pure conscience of the Northern states », he recounts Brown’s struggle, his trial and his announced execution, and concludes: « there is something more frightening than Cain killing Abel, it is Washington killing Spartacus ».
A journalist from Port-au-Prince, Exilien Heurtelou, thanked him on February 4, 1860. Hugo replied on March 31:
« Hauteville-House, March 31, 1860.
You are, sir, a noble sample of this black humanity so long oppressed and misunderstood.
From one end of the earth to the other, the same flame is in man; and blacks like you prove it. Was there more than one Adam? Naturalists can debate the question, but what is certain is that there is only one God.
Since there is only one Father, we are brothers.
It is for this truth that John Brown died; it is for this truth that I fight. You thank me for this, and I can’t tell you how much your beautiful words touch me.
There are neither whites nor blacks on earth, there are spirits; you are one of them. Before God, all souls are white.
I love your country, your race, your freedom, your revolution, your republic. Your magnificent, gentle island pleases free souls at this hour; it has just set a great example; it has broken despotism. It will help us break slavery. »
Also in 1860, the American Abolitionist Society, mobilized behind Lincoln, published a collection of speeches. The booklet opens with three texts by Hugo, followed by those by Carnot, Humboldt and Lafayette.
On May 18, 1879, Hugo agreed to preside over a commemoration of the abolition of slavery in the presence of Victor Schoelcher, principal author of the 1848 emancipation decree, who hailed Hugo as « the powerful defender of all the underprivileged, all the weak, all the oppressed of this world » and declared:
« The cause of the Negroes whom we support, and towards whom the Christian nations have so much to reproach, must have had your sympathy; we are grateful to you for attesting to it by your presence in our midst. »
A start for the better
Another measure taken by the provisional government of this short-lived Second Republic was the abolition of the death penalty in the political sphere, and the abolition of corporal punishment on March 12, as well as imprisonment for debt on March 19.
In the political sphere, freedom of the press and freedom of assembly were proclaimed on March 4. On March 5, the government instituted universal male suffrage, replacing the censal suffrage in force since 1815. At a stroke, the electorate grew from 250,000 to 9 million. This democratic measure placed the rural world, home to three quarters of the population, at the heart of political life for many decades to come. This mass of new voters, lacking any real civic training, saw in him a protector, and voted en masse for Napoleon III in 1851, 1860 and 1870.
Victor Hugo

To return to David d’Angers, a lasting friendship united him with Victor Hugo (1802-1885). Recently married, Hugo and David would meet to draw. The poet and the sculptor enjoyed drawing together, making caricatures, painting landscapes or « architectures » that inspired them.
A shared ideal united them, and with the arrival of Napoleon III, both men went into political exile.
Out of friendship, David d’Angers made several busts of his friend. Hugo is shown wearing an elegant contemporary suit.
His broad forehead and slightly frowning eyebrows express the poet’s greatness, yet to come. Refraining from detailing the pupils, David lends this gaze an inward, pensive dimension that prompted Hugo to write: « my friend, you are sending me immortality. »
In 1842, David d’Angers produced another bust of Victor Hugo, crowned with laurel, where this time it was not Hugo the close friend who was evoked, but rather the genius and great man.
Finally, for Hugo’s funeral in 1885, the Republic of Haiti wished to show its gratitude to the poet by sending a delegation to represent it. Emmanuel-Edouard, a Haitian writer, presided over the delegation, and made the following statement at the Pantheon:
The Republic of Haiti has the right to speak on behalf of the black race; the black race, through me, thanks Victor Hugo for having loved and honored it so much, for having strengthened and comforted it.
The four bas-reliefs
of the Gutenberg statue

Once the reader has identified this « great arch » that runs through history, and the ideas and convictions that inspired David d’Angers, he will grasp the beautiful unity underlying the four bas-reliefs on the base of the statue commemorating Gutenberg in Strasbourg.
What stands out is the very optimistic idea that the human race, in all its great and magnificent diversity, is one and fraternal. Once freed from all forms of oppression (ignorance, slavery, etc.), they can live together in peace and harmony.
These bronze bas-reliefs were added in 1844. After bitter debate and contestation, they replaced the original 1840 painted plaster models affixed at the inauguration. They represent the benefits of printing in America, Africa, Asia and Europe. At the center of each relief is a printing press surrounded by characters identified by inscriptions, as well as schoolteachers, teachers and children.
To conclude, here’s an extract from the inauguration report describing the bas-reliefs. Without falling into wokism (for whom any idea of a « great man » is necessarily to be fought), let’s point out that it is written in the terms of the time and therefore open to discussion:

Plaster model for the base of the statue of Gutenberg, David d’Angers.
« Europe
is represented by a bas-relief featuring René Descartes in a meditative attitude, beneath Francis Bacon and Herman Boerhaave. On the left are William Shakespeare, Pierre Corneille, Molière and Racine. One row below, Voltaire, Buffon, Albrecht Dürer, John Milton and Cimarosa, Poussin, Calderone, Camoëns and Puget. On the right, Martin Luther, Wilhelm Gottfried Leibniz, Immanuel Kant, Copernicus, Wolfgang Goethe, Friedrich Schiller, Hegel, Richter, Klopstock. Rejected on the side are Linné and Ambroise Parée. Near the press, above the figure of Martin Luther, Erasmus of Rotterdam, Rousseau and Lessing. Below the tier, Volta, Galileo, Isaac Newton, James Watt, Denis Papin and Raphaël. A small group of children study, including one African and one Asian.«

Plaster model for the base of the statue of Gutenberg, David d’Angers.
« Asia.
A printing press is shown again, with William Jones and Abraham Hyacinthe Anquetil-Duperron offering books to Brahmins, who give them manuscripts in return. Near Jones, Sultan Mahmoud II is reading the Monitor in modern clothes, his old turban lies at his feet, and nearby a Turk is reading a book. One step below, a Chinese emperor surrounded by a Persian and a Chinese man is reading the Book of Confucius. A European instructs children, while a group of Indian women stand by an idol and the Indian philosopher Rammonhun-Roy.«

« Africa.
Leaning on a press, William Wilberforce hugs an African holding a book, while Europeans distribute books to other Africans and are busy teaching children. On the right, Thomas Clarkson can be seen breaking the shackles of a slave. Behind him, Abbé Grégoire helps a black man to his feet and holds his hand over his heart. A group of women raise their recovered children to the sky, which will now see only free men, while on the ground lie broken whips and irons. This is the end of slavery.«

« America.
The Act of Independence of the United States, fresh from the press, is in the hands of Benjamin Franklin. Next to him stand Washington and Lafayette, who holds the sword given to him by his adopted homeland to his chest. Jefferson and all the signatories of the Act of Independence are assembled. On the right, Bolivar shakes hands with an Indian. »
America

We can better understand the words spoken by Victor Hugo on November 29, 1884, shortly before his death, during his visit to the workshop of sculptor Frédéric-Auguste Bartholdi, where the poet was invited to admire the giant statue bearing the symbolic name « Liberty Enlightening the World », built with the help of Gustave Eiffel and ready to leave for the United States by ship. A gift from France to America, it will commemorate the active part played by Lafayette’s country in the Revolutionary War.
Initially, Hugo was most interested in American heroes and statesmen: William Penn, Benjamin Franklin, John Brown and Abraham Lincoln. Role models, according to Hugo, who enabled the people to progress. For the French politician who became a Republican in 1847, America was the example to follow. Even if he was very disappointed by the American position on the death penalty and slavery.
After 1830, the writer abandoned this somewhat idyllic vision of the New World and attacked the white « civilizers » who hunted down Indians:
« You think you civilize a world, when you inflame it with some foul fever [4], when you disturb its lakes, mirrors of a secret god, when you rape its virgin, the forest. When you drive out of the wood, out of the den, out of the shore, your naive and dark brother, the savage… And when throwing out this useless Adam, you populate the desert with a man more reptilian… Idolater of the dollar god, madman who palpitates, no longer for a sun, but for a nugget, who calls himself free and shows the appalled world the astonished slavery serving freedom!«
(NOTE 5)
Overcoming his fatigue, in front of the Statue of Liberty, Hugo improvised what he knew would be his last speech:
« This beautiful work tends towards what I have always loved, called: peace between America and France – France which is Europe – This pledge of peace will remain permanent. It was good that it was done!«
NOTES:
1. If the phrase appears in the Book of Genesis, it could also refer to Notre-Dame de Paris (1831) a novel by Victor Hugo, a great friend of the statue’s sculptor, David d’Angers. We know from a letter Hugo wrote in August 1832 that the poet brought David d’Angers the eighth edition of the book. The scene most directly embodied in the statue is the one in which the character of Frollo converses with two scholars (one being Louis XI in disguise) while pointing with one finger to a book and with the other to the cathedral, remarking: « Ceci tuera cela » (This will kill that), i.e. that one power (the printed press), democracy, will supplant the other (the Church), theocracy, a historical evolution Hugo thought ineluctable.
2. It was the encounter with Asia that brought countless technical know-how and scientific discoveries from the East to Europe, the best-known being the compass and gunpowder. Just as essential to printing as movable type was paper, the manufacture of which was perfected in China at the end of the Eastern Han Dynasty (around the year 185). As for printing, the oldest printed book we have to date is the Diamond Sutra, a Chinese Buddhist scripture dating from 868. Finally, it was in the mid-11th century, under the Song dynasty, that Bi Sheng (990-1051) invented movable type. Engraved in porcelain, a viscous clay ceramic, hardened in fire and assembled in resin, they revolutionized printing. As documented by the Gutenberg Museum in Mainz, it was the Korean Choe Yun-ui (1102-1162) who improved this technique in the 12th century by using metal (less fragile), a process later adopted by Gutenberg and his associates. The Anthology of Zen Teachings of Buddhist High Priests (1377), also known as the Jikji, was printed in Korea 78 years before the Gutenberg Bible, and is recognized as the world’s oldest book with movable metal type.
3. Etienne Taillemite, Lafayette and the abolition of slavery.
4. Victor Hugo undoubtedly wanted to rebound on the news that reached him from America. The Pacific Northwest smallpox epidemic of 1862, which was brought from San Francisco to Victoria, devastated the indigenous peoples of the Pacific Northwest coast, with a mortality rate of over 50% along the entire coast from Puget Sound to southeast Alaska. Some historians have described the epidemic as a deliberate genocide, as the colony of Vancouver Island and the colony of British Columbia could have prevented it, but chose not to, and in a way facilitated it.
5. Victor Hugo, La civilisation from Toute la lyre (1888 and 1893).
Moulin de Fourges (27)



With Kondiaronk and Leibniz, re-inventing a society without oligarchy

By Karel Vereycken, May 2023.
Helga Zepp-LaRouche, the founder of the Schiller Institute, in her keynote address to the Schiller Institute’s Nov. 22, 2022 videoconference, “For World Peace—Stop the Danger of Nuclear War: Third Seminar of Political and Social Leaders of the World,” called on world leaders to eradicate the evil principle of oligarchy.
Oligarchy is defined as a power structure in which power rests with a small number of people having certain characteristics (nobility, fame, wealth, education, or corporate, religious, political, or military control) and who impose their own power over that of their people.
To be precise, Zepp-LaRouche said :
“For 600 years, there has been a continuous battle between two forms of government, between the sovereign nation state and the oligarchical form of society, vacillating back and forth with sometimes a greater emphasis in this or that direction.
All empires based on the oligarchical model have been oriented towards protecting the privileges of the ruling elite, while trying to keep the masses of the population as backward as possible,
because as sheep they are easier to control (…)”
Now, unfortunately, most of the citizens of the transatlantic world and elsewhere will tell you that abolishing the oligarchical principle is “a good idea”, a “beautiful dream”, but that reality tells us “it can’t happen” for the very simple reason that “it never happened before”.
Societies, by definition, they argue, are in-egalitarian. Kings and Presidents of Republics, they argue, eventually might have “pretended” they ruled over the masses for their “common good”, but in reality, our fellow-citizens think, it was always the rule of a handful favoring their own interest over the majority.
The BRICS
Interesting for all of us, is that some leading thinkers involved in the BRICS movement, are trying to imagine new ways of collective rule excluding oligarchical principles.
For example, going in that direction, economist Pedro Paez, former advisor to Ecuador’s Rafael Correa, in his intervention at the April 15-16 Schiller Institute’s video conference, defended
“a new concept of currency based on monetary arrangements of clearing houses for regional payments, that can be joined into a world clearing house system, which could also prevent another type of unilateral, unipolar hegemony from arising, such as the one that was established with Bretton Woods, and that would instead open the doors to multipolar management”.
Also Belgian philosopher and theologian Marc Luyckx, a former member of the Jacques Delors famous taskforce « Cellule de Prospective » of the European Commission, in a video interview on the de-dollarization of the world economy, underlined that the BRICS countries are creating a world order whose nature makes it so that not a single member of their own group can become the dominant power.
The Dawn of Everything

The good news is that a mind-provoking, 700-page book, titled “The Dawn of Everything: A New History of Humanity”, written and published in 2021 by the American anthropologist David Graeber and the British archaeologist David Wengrow, destroys the conventional notions of ancient human cultures making linear progress toward the neo-liberal economic model and therefore, by implication, high levels of inequality.
Even better, based on hard facts, the book largely debunks the “narrative” that oligarchical rule is somehow “natural”. Of course, the oligarchical principle ruled often and often for a long time. But, surprisingly, the book offers overwhelming indications and “hard facts” proving that in ancient times, some societies, though not all, which eventually prospered over centuries, through political choices, consciously adopted modes of governance preventing minority groups from permanently keeping a hegemonic grip over societies.
Zepp-LaRouche’s 10th point

The subject matter of this issue is intimately linked to the 10th point raised by Helga Zepp-LaRouche, which, in order to demonstrate that all sources of evil can be eradicated by education and political decision, that man’s natural inclination, is intrinsically to do the good. The very existence of historical precedents of societies surviving without oligarchy over hundreds of years, is of course, the “practical” proof of man’s axiomatic inclination to do the good.
Unsurprisingly, some argue that the issue of “good” and “evil” is nothing but a “theological debate”, since the concepts of “good” and “evil” are concepts made up by humans in order to compare themselves with one another. They argue it would never occur to anyone to argue about whether a fish, or a tree, were good or evil, since they lack any form of self-conscience enabling them to measure if their deeds and actions fulfill their own inclination or that of their creator.
Now, part of the “Biblical answer” to this question, if man is bad or evil, claims that people “once lived in a state of innocence”, yet were tainted by original sin. We desired to be godlike and have been punished for it; now we live in a fallen state while hoping for future redemption.
Overturning the evil Rousseau and Hobbes


Graeber and Wengrow, establishing the core argument of their entire book, demonstrate in a very provocative way how we got brainwashed by the pessimistic and destructive oligarchical ideology, especially that promoted by both Rousseau and Hobbes, for whom inequality is the natural state of man, a humanity which might have eventually been good as “a noble savage”, before becoming “civilized” and a society only surviving thanks to a “social contract” (voluntary bottom-up submission) or a “Leviathan” (top down dictatorship) :
“Today, the popular version of this [biblical] story [of man thrown out of the Garden of Eden] is typically some updated variation on Jean-Jacques Rousseau’s Discourse on the Origin and the Foundation of Inequality Among Mankind, which he wrote in 1754. Once upon a time, the story goes, we were hunter-gatherers, living in a prolonged state of childlike innocence, in tiny bands. These bands were egalitarian; they could be for the very reason that they were so small. It was only after the “Agricultural Revolution,” and then still more the rise of cities, that this happy condition came to an end, ushering in ‘civilization’ and ‘the state’—which also meant the appearance of written literature, science and philosophy, but at the same time, almost everything bad in human life: patriarchy, standing armies, mass executions and annoying bureaucrats demanding that we spend much of our lives filling in forms.
“Of course, this is a very crude simplification, but it really does seem to be the foundational story that rises to the surface whenever anyone, from industrial psychologists to revolutionary theorists, says something like ‘but of course human beings spent most of their evolutionary history living in groups of ten or twenty people,’ or ‘agriculture was perhaps humanity’s worst mistake.’ And as we’ll see, many popular writers make the argument quite explicitly. The problem is that anyone seeking an alternative to this rather depressing view of history will quickly find that the only one on offer is actually even worse: if not Rousseau, then Thomas Hobbes.
“Hobbes’s Leviathan, published in 1651, is in many ways the founding text of modern political theory. It held that, humans being the selfish creatures they are, life in an original State of Nature was in no sense innocent; it must instead have been ‘solitary, poor, nasty, brutish, and short’—basically, a state of war, with everybody fighting against everybody else. Insofar as there has been any progress from this benighted state of affairs, a Hobbesian would argue, it has been largely due to exactly those repressive mechanisms that Rousseau was complaining about: governments, courts, bureaucracies, police. This view of things has been around for a very long time as well. There’s a reason why, in English, the words ‘politics’ ‘polite’ and ‘police’ all sound the same—they’re all derived from the Greek word polis, or city, the Latin equivalent of which is civitas, which also gives us ‘civility,’ ‘civic’ and a certain modern understanding of ‘civilization.
“Human society, in this view, is founded on the collective repression of our baser instincts, which becomes all the more necessary when humans are living in large numbers in the same place. The modern-day Hobbesian, then, would argue that, yes, we did live most of our evolutionary history in tiny bands, who could get along mainly because they shared a common interest in the survival of their offspring (‘parental investment,’ as evolutionary biologists call it). But even these were in no sense founded on equality. There was always, in this version, some ‘alpha-male’ leader. Hierarchy and domination, and cynical self-interest, have always been the basis of human society. It’s just that, collectively, we have learned it’s to our advantage to prioritize our long-term interests over our short-term instincts; or, better, to create laws that force us to confine our worst impulses to socially useful areas like the economy, while forbidding them everywhere else
“As the reader can probably detect from our tone, we don’t much like the choice between these two alternatives. Our objections can be classified into three broad categories. As accounts of the general course of human history, they:
1) simply aren’t true;
2) have dire political implications and
3) make the past needlessly dull.”
As a consequence of the victory of imperial models of political power, the only accepted “narrative” of man’s “evolution”, automatically validating an oligarchical grip over society, is that which allows “confirming” the pre-agreed-upon dogma erected as immortal “truth”. And any historical findings or artifacts contradicting or invalidating the Rousseau-Hobbes narrative will be, at best, declared anomalies.
Open our eyes
Graeber and Wengrow’s book is an attempt
“to tell another, more hopeful and more interesting story; one which, at the same time, takes better account of what the last few decades of research have taught us. Partly, this is a matter of bringing together evidence that has accumulated in archaeology, anthropology and kindred disciplines; evidence that points towards a completely new account of how human societies developed over roughly the last 30,000 years. Almost all of this research goes against the familiar narrative, but too often the most remarkable discoveries remain confined to the work of specialists, or have to be teased out by reading between the lines of scientific publications.”
To give just a sense of how different the emerging picture is:
“[I]t is clear now that human societies before the advent of farming were not confined to small, egalitarian bands. On the contrary, the world of hunter-gatherers as it existed before the coming of agriculture was one of bold social experiments, resembling a carnival parade of political forms, far more than it does the drab abstractions of evolutionary theory. Agriculture, in turn, did not mean the inception of private property, nor did it mark an irreversible step towards inequality. In fact, many of the first farming communities were relatively free of ranks and hierarchies. And far from setting class differences in stone, a surprising number of the world’s earliest cities were organized on robustly egalitarian lines, with no need for authoritarian rulers,
ambitious warrior-politicians, or even bossy administrators.”
Kondiaronk, Leibniz and the Enlightenment


In fact, Rousseau’s story, argue the authors, was in part a response to critiques of European civilization, which began in the early decades of the 18th century. “The origins of that critique, however, lie not with the philosophers of the Enlightenment (much though they initially admired and imitated it), but with indigenous commentators and observers of European society, such as the Native American (Huron-Wendat) statesman Kondiaronk,” and many others.
And when prominent thinkers, such as Leibniz, “urged his patriots to adopt Chinese models of statecraft, there is a tendency for contemporary historians to insist they weren’t really serious”.
However, many influential Enlightenment thinkers did in fact claim that some of their ideas on the subject of inequality were directly taken from Chinese or Native American sources!
Just as Leibniz became familiar with Chinese civilization through his contact with the Jesuit missions, the ideas from Native Americans reached Europe by way of books such as the widely read seventy-one-volume report The Jesuit Relations, published between 1633 and 1673.
While today, we would think personal freedom is a good thing, this was not the case for the Jesuits complaining about the Native Americans. The Jesuits were opposed to freedom in principle:
“This, without doubt, is a disposition quite contrary to the spirit of the Faith, which requires us to submit not only our wills, but our minds, our judgments, and all the sentiments of man
to a power unknown to the laws and sentiments of corrupt nature.”
Jesuit father Jérôme Lallemant, whose correspondence provided an initial model for The Jesuit Relations, noted of the Wendat Indians in 1644: “I do not believe that there is a people on earth freer than they, and less able to allow to the subjection of their wills to any power whatever”.

Even more worrisome, their high level of intelligence. Father Paul Le Jeune, Superior of the Jesuits in Canada in the 1630:
“There are almost none of them incapable of conversing or reasoning very well, and in good terms, on matters within their knowledge. The councils, held almost every day in the Villages, and on almost all matters, improve their capacity for talking”.
Or in Lallemant’s words:
“I can say in truth that, as regards intelligence, they are in no ways inferior to Europeans and to those who dwell in France. I would never have believed that, without instruction, nature could have supplied a most ready and vigorous eloquence, which I have admired in many Hurons (American Natives); or more clear-nearsightedness in public affairs, or a more discreet management in things to which they are accustomed”.
(The Jesuit Relations, vol. XXVIII, p. 62.)
Some Jesuits went much further, noting – not without a trace of frustration – that New World “savages” seemed rather cleverer overall than the people they were used to dealing with at home.

The ideas of Native Indian statesman Kondiaronk (c. 1649–1701), known as “The Rat” and the Chief of the Native American Wendat people at Michilimackinac in New France, reached Leibniz via an impoverished French aristocrat named Louis-Armand de Lom d’Arce, Baron de la Hontan, better known as Lahontan.
In 1683, Lahontan, age 17, joined the French army and was posted in Canada. In his various missions, he became fluent in both Algonkian and Wendat and good friends with a number of indigenous political figures, including the brilliant Wendat statesman Kondiaronk. The latter impressed many French observers with his eloquence and brilliance and frequently met with the royal governor, Count Louis de Buade de Frontenac. Kondiaronk himself, as Speaker of the Council (their governing body) of the Wendat Confederation, is thought to have been sent as an ambassador to the Court of the French King, Louis XIV, in 1691.
The Great Peace of Montreal


Even after being betrayed by the French, and obliged to conduct his own wars to secure his fellow men, Kondiaronk, played a key role in what is remembered as the “Great Peace of Montreal” of August 1, 1701, which ended the bloody Beaver Wars, in reality proxy wars between the British and the French, each of them using the native Indians as “cannon fodder” for their own geopolitical schemes
France was increasingly cornered by the British. Therefore, at the request of the French, in the summer of 1701, more than 1,300 Indians, from forty different nations, gathered near Montreal, dispite the fact that the city was ravaged by influenza. They came from the Mississippi Valley, the Great Lakes, and Acadia. Many were lifelong enemies, but all had responded to an invitation from the French governor. Their future and the fate of the colony were at stake. Their goal was to negotiate a comprehensive peace, among themselves and with the French. The negotiations dragged on for days, and peace was far from being guaranteed. The chiefs were wary. The main stumbling block to peace was the return of prisoners who had been captured during previous campaigns and enslaved or adopted.
Without Kondiaronk’s support, peace was unattainable. On August 1, seriously ill, he spoke for two hours in favor of a peace treaty that would be guaranteed by the French. Many were moved by his speech. The following night, Kondiaronk died, struck down by influenza at the age of 52.

But the next day, the peace treaty was signed. From now on there would be no more wars between the French and the Indians. Thirty-eight nations signed the treaty, including the Iroquois. The Iroquois promised to remain neutral in any future conflict between the French and the Iroquois’ former allies, the English colonists of New England.
Kondiaronk was praised by the French and presented as a “model” of peace-loving natives. The Jesuits immediately put out the lie that, just before dying, he had “converted” to the Catholic faith in the hope other natives would follow his model.
Lahontan from Amsterdam to Hanover

Now, following various events, Lahontan ended up in Amsterdam. In order to make a living he wrote a series of books about his adventures in Canada, the third one entitled Curious Dialogues with a Savage of Good Sense Who Has Travelled (1703), comprising four dialogues with a fictional figure, “Adario” (in reality Kondiaronk), which were rapidly translated into German, Dutch, English, and Italian. Lahontan, himself, gaining some sort of celebrity, settled in Hannover, where he befriended the great philosopher and scientist Wilhelm Gottfried Leibniz.
On the lookout for everything that was being discussed in Europe, the philosopher, then 64 years old, seems to have been put on the track of Lahontan by Dutch and German journalists, but also by the text of an obscure theologian from Helmstedt, Conrad Schramm, whose introductory lecture, the « The Stammering Philosophy of the Canadians », had been published in Latin in 1707. Referring first to Plato and Aristotle (which he abandoned almost immediately), Schramm used the Dialogues and the Memoirs of Lahontan to show how the « Canadian barbarians knock on the door of philosophy but do not enter because they lack the means or are locked into their customs”.

Far less narrow-minded, Leibniz saw in Lahontan a confirmation of his own political optimism, which allowed him to affirm that the birth of society does not come from the need to get out of a terrible state of war, as Thomas Hobbes believed, but from a natural aspiration to concord.
But what captured his main interest, was not so much whether the “American savages” were capable, or not, of philosophizing, but whether they really lived in concord without government.
To his correspondent Wilhelm Bierling, who asked him how the Indians of Canada could live “in peace although they have neither laws nor public magistracies [tribunals]”, Leibniz replied:
“It is quite true […] that the Americans of these regions live together without any government but in peace; they know neither fights, nor hatreds, nor battles, or very few, except against men of different nations and languages.
I would almost say that this is a political miracle,
unknown to Aristotle and ignored by Hobbes.”
Leibniz, who claimed to know Lahontan well, underlined that Adario, “who came in France a few years ago and who, even if he belongs to the Huron nation, judged its institutions superior to ours.”
This conviction of Leibniz will be expressed again in his Judgment on the works of M. le Comte Shaftesbury, published in London in 1711 under the title of Charactersticks:
« The Iroquois and the Hurons, savages neighboring New France and New England, have overturned the too universal political maxims of Aristotle and Hobbes. They have shown, by their super-prominent conduct, that entire peoples can be without magistrates and without quarrels, and that consequently men are neither sufficiently motivated by their good nature, nor sufficiently forced by their wickedness to provide themselves with a government and to renounce their liberty. But these savages shows that it is not so much the necessity, as the inclination to go to the best and to approach felicity, by mutual assistance, which makes the foundation of societies and states; and it must be admitted that security is the most essential point”.
While these dialogues are often downplayed as fictional and therefore merely invented for the sake of literature, Leibniz, in a letter to Bierling dated November 10, 1719, responded: « The Lahontan’s Dialogues, although not entirely true, are not completely invented either.”
As a matter of fact, Lahontan himself, in the preface to the dialogues, wrote:
“When I was in the village of this [Native] American, I took on the agreeable task of carefully noting all his arguments. No sooner had I returned from my trip to the Canadian lakes than I showed my manuscript to Count Frontenac, who was so pleased to read it that he made the effort to help me put these Dialogues into their present state.”
People today tend to forget that tape-recorders weren’t around in those days.
For Leibniz, of course, political institutions were born of a natural aspiration to happiness and harmony. In this perspective, Lahontan’s work does not contribute to the construction of a new knowledge; it only confirms a thesis Leibniz had already constituted.
A critical view on the Europeans and the French in particular

Hence, Lahontan, in his memoirs, says that Native Americans, such as Kondiaronk, who had been in France,
“were continually teasing us with the faults and disorders they observed in our towns, as being occasioned by money. There’s no point in trying to remonstrate with them about how useful the distinction of property is for the support of society: they make a joke of everything you say on that account. In short, they neither quarrel nor fight, nor slander one another; they scoff at arts and sciences, and laugh at the difference of ranks which is observed with us. They brand us for slaves, and call us miserable souls, whose life is not worth having, alleging that we degrade ourselves in subjecting ourselves to one man [the king] who possesses all power, and is bound by no law but his own will.”
Lahontan continues:
“They think it unaccountable that one man should have more than another,
and that the rich should have more respect than the poor.
In short, they say, the name of savages, which we bestow upon them, would fit ourselves better,
since there is nothing in our actions that bears an appearance of wisdom.”
In his dialogue with Kondiaronk, Lahontan tells him that if the wicked remained unpunished, we would become the most miserable people of the earth. Kondiaronk responds:
“For my part, I find it hard to see how you could be much more miserable than you already are. What kind of human, what species or creature, most Europeans be, that they have to be forced to do the good, and only refrain from evil because of fear of punishment?… You have observed we lack judges. What is the reason for that? Well, we never bring lawsuits against one another. And why do we never bring lawsuits? Well because we made a decision neither to accept or make use of money. And why do we refuse to allow money in our communities? The reason is this: we are determined not to have laws – because, since the world was a world, our ancestors have been able to live contentedly without them.”
Brother Gabriel Sagard, a French Recollect Friar, reported that the Wendat people were particularly offended by the French lack of generosity to one another:
“They reciprocate hospitality and give such assistance to one another that the necessities of all are provided for without there being any indigent beggar in their towns and villages;
and they considered it a very bad thing when they heard it said
that there were in France a great many of these needy beggars,
and thought that this was for lack of charity in us, and blamed us for it severely”.

Money, thinks Kondiaronk, creates an environment that encourages people to behave badly:
“I have spent six years reflecting on the state of European society and I still can’t think of a single way they act that’s not inhuman, and I genuinely think this can only be the case, as long as you stick to your distinctions of ‘mine’ and ‘thine’. I affirm that what you call money is the devil of devils; the tyrant of the French, the source of all evils; the bane of souls and the slaughterhouse of the living. To imagine one can live in the country of money and preserve one’s soul is like imagining one could preserve one’s life at the bottom of a lake. Money is the father of luxury, lasciviousness, intrigues, trickery, lies, betrayal, insincerity, – all of the world’s worst behaviors. Fathers sell their children, husbands their wives, wives betray their husbands, brothers kill each other, friends are false, and all because of money. In the light of all this, tell me that we Wendat are not right in refusing to touch, or so much as to look at money?”
In the third footnote of his speech on the origins on inequality, Jean-Jacques Rousseau, who invented the idea of the “noble savage” presumably existing before man engaged in agriculture, himself refers to
“those happy nations, who do not know even the names of the vices
which we have such trouble controlling,
of those American savages whose simple and natural ways of keeping public order
Montaigne does not hesitate to prefer to Plato’s laws…”
Europeans refusing to return

Another observation is that of Swedish botanist Peher Kalm, who, in 1749, was astonished by the fact that a large number of Europeans, exposed to Aboriginal life, did not want to return:
“It is also remarkable that the greater part of the European prisoners who, on the occasion of the war, were taken in this way and mixed with the Indians, especially if they were taken at a young age, never wanted to return to their country of origin afterwards, even though their father and mother or close relatives came to see them to try to persuade them to do so, and they themselves had every freedom to do so. But they found the Indians’ independent way of life preferable to that of the Europeans; they adopted native clothing and conformed in every way to the Indians, to the point where it is difficult to distinguish them from the Indians, except that their skin and complexion are slightly whiter. We also know of several examples of Frenchmen who have voluntarily married native women and adopted their way of life; on the other hand, we have no example of an Indian marrying a European woman and adopting her way of life; if he happens to be taken prisoner by the Europeans during a war, he always looks for an opportunity, on the contrary, to return home, even if he has been detained for several years and has enjoyed all the freedoms that a European can enjoy.”
Before Lahontan:
Thomas More’s Utopians

In 1492, as the joke goes, “America discovered Columbus, a Genoese captain lost at sea”. The mission he had been entrusted with was motivated by a variety of intentions, not least the idea of reaching, by traveling west, China, a continent thought to be populated by vast populations unaware of Christ’s inspiring and optimistic message, and therefore in urgent need of evangelization.
Unfortunately, two years later, a less theological interest arose when, on June 7, 1494, the Portuguese and Spanish signed the Treaty of Tordesillas at the Vatican, under the supervision of Pope Alexander IV (Borgia), dividing the entire world between two dominant world powers:
- the Spanish Empire under top-down control of the continental Habsburg/Venice alliance;
- the Portuguese Empire under that of the banking cartel of Genoese maritime slave traders.
This didn’t stop the best European humanists, two centuries before Lahontan, from raising their voices and showing that some of the so-called “savages” of the United States had virtues and qualities absolutely worthy of consideration and possibly lacking here in Europe.

Such was the case with Erasmus of Rotterdam and his close friend and collaborator Thomas More, who shared what are thought to be their views on America in a little book entitled “U-topia” (meaning ‘any’ place), jointly written and published in 1516 in Leuven, Belgium.
By instinct, the reports they received of America and the cultural characteristics of its natives, led them to believe that they were dealing with some lost colony of Greeks or even the famous lost continent of Atlantis described by Plato in both his Timaeus and Critias.
In More’s Utopia, the Portuguese captain Hythlodeus describes a highly organized civilization: it has flat-hulled ships and “sails made of sewn papyrus”, made up of people who “like to be informed about what’s going on in the world” and whom he “believes to be Greek by origin”.
At one point he says:
“Ah, if I were to propose what Plato imagined in his Republic, or what the Utopians put into practice in theirs, these principles, although far superior to ours – and they certainly are –
might come as a surprise, since with us, everyone owns his property,
whereas there, everything is held in common.”
(no private property).
As far as religion is concerned, the Utopians (like the Native Americans)
“have different religions but, just as many roads lead to one and the same place, all their aspects, despite their multiplicity and variety, converge towards the worship of the divine essence. That’s why nothing can be seen or heard in their temples except what is consistent with all beliefs.
The particular rites of each sect are performed in each person’s home;
public ceremonies are performed in a common place;
Public ceremonies are performed in a form that in no way contradicts them.«
And to conclude :
“Some worship the Sun, others the Moon or some other planet (…) The majority, however, and by far the wisest, reject these beliefs, but recognize a unique god, unknown, eternal, in-commensurable, impenetrable, inaccessible to human reason, spread throughout our universe in the manner, not of a body, but of a power. They call him Father, and relate to him alone the origins, growth, progress, vicissitudes and decline of all things. They bestow divine honors on him alone (…) Moreover, despite the multiplicity of their beliefs, the other Utopians at least agree on the existence of a supreme being, creator and protector of the world.”
Exposing the trap of woke ideology
Does that mean that “all Europeans were evil” and that “all Native Americans were good”? Not at all! The authors don’t fall for such simplistic generalizations and “woke” ideology in general.
For example, even with major similarities, the cultural difference between the First Nation of the Canadian Northwest Coast and those of California, was as big as that between Athens and Sparta in Greek antiquity, the first a republic, the latter an oligarchy.
Different people and different societies, at different times, made experiments and different political choices about the axiomatics of their culture.
While in California, forms of egalitarian and anti-oligarchical self-government erupted, in some areas of the north, oligarchical rule prevailed:
“[F]rom the Klamath River northwards, there existed societies dominated by warrior aristocrats engaged in frequent inter-group raiding, an in which, traditionally, a significant portion of the population had consisted of chattel slaves. This apparently had been true as long as anyone living there could remember.”
Northwest societies took delight in displays of excess, notably during festivals known as “potlach” sometimes culminating in
“the sacrificial killing of slaves (…) In many ways, the behavior or Northwest Coast aristocrats resembles that of Mafia dons, with their strict codes of honor and patronage relations; or what sociologists speak of as ‘court societies’ – the sort of arrangement one might expect in, say, feudal Sicily, from which the Mafia derived many of its cultural codes.”
So, the first point made by the authors is that the infinite diversity of human societies has to be taken into account. Second, instead of merely observing the fact, the authors underline that these diversities very often didn’t result from “objective” conditions, but from political choices. That also carries the very optimistic message, that choices different from the current world system, can become reality if people rise to the challenge of changing them for the better.
Urbanization before agriculture

In the largest part of the book, the authors depict the life of hunter-gatherers living thousands of years before the agricultural revolution but able to create huge urban complexes and eventually ruling without a dominant oligarchy.
The book identifies examples in China, Peru, the Indus Valley (Mohenjo-Daru), Ukraine ((Taljanki, Maidenetske, Nebelivka), Mexico (Tlaxcala), the USA (Poverty Point), and Turkey (Catalhoyuk), where large-scale, city-level living was taking place (from about 10,000 BC to 6,000 BC).
But these didn’t involve a ruling caste or aristocratic class; they were explicitly egalitarian in their house building and market trading; made many innovations in plumbing and street design; and were part of continental networks which shared best practice. The agricultural revolution was not a “revolution”, the book argues, but rather a continual transformative process spread across thousands of years when hunter-gatherers were able to flexibly organize themselves into mega-sites (several thousand inhabitants), organized without centers or monumental buildings, but built with standardized houses, comfortable for daily life, all of this achieved without static hierarchies, kings, or overwhelming bureaucracy.

Another case in point is the example of Teotihuacan, which rivaled Rome in grandeur between about 100 BC and 600 AD, where, following a political revolution in 300 AD, an egalitarian culture embarked on a massive social housing program designed to give all residents decent quarters.
Conclusion
Living today, it is very difficult for most of us to imagine that a society, a culture, or a civilization, could survive over centuries without a centralized, forcibly hierarchical power structure.
While, as the authors indicate, archaeological evidence, if we are ready to look at it, tell us the contrary. But are we ready to challenge our own prejudices?

As an example of such self-inflicted blindness, worth mentioning is the case of the “King-Priest”, a small male carved figure showing a neatly bearded man, found during the excavation of the ruined Bronze Age city of Mohenjo-daro (Pakistan), dated to around 2000 BC and considered « the most famous stone sculpture » of the Indus Valley civilization. While in Mohenjo-Daro there exists neither a royal palace or tomb, nor a religious temple of any nature, British archaeologists immediately called it a “King-Priest”, because very simply “it can’t be otherwise”.
Reading Graeber and Wengrow’s book obliges us to adjust our views and become optimistic. They show that radically different human systems are not only possible but have been tried many times by our species. In a public talk in 2022, Wengrow presented what he sees as lessons for the political present from the past, where human beings were much more fluid, conscious and experimental with their social and economic structures :
“Now what do all these details amount to? What does it all mean? Well, at the very least, I’d suggest it’s really a bit far-fetched these days to cling to this notion that the invention of agriculture meant a departure from some egalitarian Eden. Or to cling to the idea that small-scale societies are especially likely to be egalitarian, while large-scale ones must necessarily have kings, presidents and top-down structures of management. And there are also some contemporary implications. Take, for example, the commonplace notion that participatory democracy is somehow natural in a small community—or perhaps an activist group—but couldn’t possibly have a scale-up for anything like a city, a nation or even a region. Well, actually, the evidence of human history, if we’re prepared to look at it, suggests the opposite. If cities and regional confederacies, held together mostly by consensus and cooperation, existed thousands of years ago, who’s to stop us creating them again today with technologies that allow us to overcome the friction of distance and numbers? Perhaps it’s not too late to begin learning from all this new evidence of the human past, even to begin imagining what other kinds of civilization we might create if we can just stop telling ourselves that this particular world is the only one possible.”
Victor Hugo et le réveil du colosse

Portrait de Victor Hugo (1802-1885) par Nadar (1884).
Comme l’affirme d’emblée Christophe Hardy sur le site L’Eléphant (avril 2014), dans un article dont je me suis largement inspiré, l’auteur des Misérables passe, à juste titre, pour un homme qui, dans ses textes et ses engagements, a « défendu la cause du peuple ».
Nourri d’un humanisme chrétien et de l’amour d’autrui, Victor Hugo est mis au défi par le peuple et la misère dans laquelle il se trouve, sans pour autant être conduit à s’en faire une vision idéalisée ou romantique. Et lorsqu’il voit ce peuple s’éveiller, Hugo prend la mesure de sa puissance colossale, pour le bien comme pour le mal.
Dans son poème Au peuple (Les Châtiments, Livre VI), il utilise la puissante métaphore de l’Océan pour caractériser cette force. En l’évoquant, Hugo s’adresse au peuple :
« Il te ressemble ; il est terrible et pacifique. (…)
Sa vague, où l’on entend comme des chocs d’armures,
Emplit la sombre nuit de monstrueux murmures,
Et l’on sent que ce flot, comme toi, gouffre humain,
Ayant rugi ce soir, dévorera demain. »
Durant la première moitié de son existence, Hugo fut témoin de plusieurs soulèvements populaires. Les années 1830 sont particulièrement agitées.
Des émeutes et des grèves se déclenchent dans les grandes villes, à Paris, Lyon, Marseille, provoquées par la dureté de la vie qu’aggrave la moindre crise de la production agricole.
D’une manière générale, la rigueur des conditions de travail découle des mécanismes absurdes du marché : face à l’effondrement des prix industriels (1817-1851), les entrepreneurs décident purement et simplement de diminuer les salaires.
La paupérisation explose et les ouvriers s’insurgent contre cette baisse dramatique de leurs revenus. A Paris, Hugo a sous les yeux le spectacle d’une masse laborieuse, venue de la province s’entasser dans le centre de la capitale, déracinée, vivant dans l’insalubrité et la précarité, exposée aux épidémies (choléra en 1832), prompte à l’émeute (février et septembre 1831, juin 1832, avril 1834).
Cependant, le monde ouvrier, qui ne représente qu’une petite minorité dans un pays largement agricole et paysan, peine à faire valoir ses revendications, notamment sur la diminution des journées de travail. Pas encore structuré, son morcellement l’empêche de se doter d’une véritable conscience de classe solidaire. Cette masse malmenée, agitée régulièrement de secousses brutales, effraye les notables et les possédants, qui la voient comme une classe dangereuse menaçant leurs privilèges.
L’amour plus fort que la pitié
Hugo a très tôt conscience que la misère du peuple est la principale « question sociale ». Cette sensibilité au sort des plus pauvres n’est pas celle de la dame charitable hypocrite, elle est le fond de son âme. Et lorsque, élu député, il l’évoque à l’Assemblée, les conservateurs dont il se croyait proche jusqu’en 1849, se mettent à hurler.
« Toute ma pensée, dira-t-il,
je pourrais la résumer en un seul mot.
Ce mot, le voici :
haine vigoureuse de l’anarchie,
tendre et profond amour du peuple ! »

La misère des classes populaires, l’écrivain la connaît pour être allé à sa rencontre, en avoir rendu compte : misère de la prison (visite de la Conciergerie, dans Choses vues, septembre 1846), misère de la vie ouvrière (visite des caves de Lille en février 1851, discours non prononcé qui inspirera le poème des Châtiments « Joyeuse vie »). Il est persuadé qu’elle peut être vaincue.
Contredisant les conservateurs, les classes laborieuses ne sont pas, à ses yeux, des « classes dangereuses ». Elles sont même en danger, et ce danger menace la stabilité de la société tout entière :
« Je vous dénonce la misère,
qui est le fléau d’une classe et le péril de toutes !
Je vous dénonce la misère
qui n’est pas seulement la souffrance de l’individu,
qui est la ruine de la société. »
(Discours du 9 juillet 1849.)
S’il abandonne ses convictions de jeune royaliste pour devenir un républicain de progrès passionné, Hugo craint le chaos et le sang versé inutilement.
Même s’il n’a pas vécu 1793 et la Terreur, il est obsédé par le souvenir des jours sanglants de la Révolution française, où la guillotine travaillait à plein régime.
Rendant compte de l’insurrection, en 1832, plus que la violence en tant que telle, il dénonce les extrémistes qui, par calculs personnels et non pour lutter contre l’injustice, excitent les masses à la révolte et annoncent pour la fin du mois « quatre belles guillotines permanentes sur les quatre maîtresses places de Paris ».
Hugo considère cette stratégie comme une impasse politique (« Ne demandez pas de droits tant que le peuple demandera des têtes »), tout en en comprenant la légitimité :
« Il est de l’essence de l’émeute révolutionnaire,
qu’il ne faut pas confondre avec les autres sortes d’émeutes,
d’avoir presque toujours tort dans la forme
et raison dans le fond. »
Avec ironie, il signale aux puissants que
« le plus excellent symbole du peuple, c’est le pavé.
On marche dessus jusqu’à ce qu’il vous tombe sur la tête. »
(Choses vues, 1830 à 1885.)
Comme le poète allemand Friedrich Schiller, Hugo a la conviction que le rôle de l’artiste et du poète est d’élever le débat. L’art, telle l’étoile polaire brillant dans la nuit pour les marins perdus sur l’océan, est essentiel pour guider le peuple à bon port.
Magnanime
Politiquement, afin de poser les bases d’un destin futur, pacifique et harmonieux, il affirme que la compassion et le pardon doivent prévaloir sur la haine et la vengeance.
« Tel a assassiné sur les grandes routes qui,
mieux dirigé, eût été le plus excellent serviteur de la cité.
Cette tête de l’homme du peuple, cultivez-la, défrichez-la,
arrosez-la, fécondez-la, éclairez-la, moralisez-la, utilisez-la ;
vous n’aurez pas besoin de la couper. »
(Claude Gueux, roman, 1834.)
Lucide, le poète déclare qu’« ouvrir une école, c’est fermer une prison », car « quand le peuple sera intelligent, alors seulement le peuple sera souverain ».
C’est le traitement appliqué à Jean Valjean, héros principal des Misérables : le pauvre voleur, bagnard évadé, finira par devenir la grande âme que son hôte d’un soir, monseigneur Myriel, avait su déceler en lui alors que le reste de la société s’avérait incapable de l’identifier…
Les Gueux
Hugo passera sa vie à dédiaboliser « les gueux », c’est-à-dire le peuple. En 1812, dans sa chanson Les gueux, le chansonnier populaire Pierre-Jean de Béranger*, qu’il admirait, entonnait :
« Des gueux chantons la louange.
Que de gueux hommes de bien !
Il faut qu’enfin l’esprit venge
L’honnête homme qui n’a rien. »
Dans un de ses plus grands discours (en juillet 1851, sur la réforme de la Constitution), Hugo réclame pour le peuple (et pour tous) le droit à la vie matérielle (travail assuré, assistance organisée, abolition de la peine de mort) et le droit à la vie intellectuelle (obligation et gratuité de l’enseignement, liberté de conscience, liberté d’expression, liberté de la presse).
Bref, en embryon, la vision d’un Jaurès et d’un De Gaulle qu’on retrouvera dans « Les Jours heureux », le programme du Conseil national de la Résistance (CNR), et l’antithèse de la mondialisation financière qu’on nous inflige aujourd’hui.
Lanceur d’alerte
En 1527, dans une lettre à son ami Thomas More, l’humaniste Erasme de Rotterdam avait prévenu les puissants : si l’Eglise de Rome n’adopte pas les mesures de réforme progressive et pacifique que lui, Erasme, propose, ils seront coupables d’avoir provoqué un siècle de violence !
Dans Les années funestes (1852), connaissant la puissance du colosse (Fig. 1), Victor Hugo aura, lui aussi, mis l’oligarchie en garde. Un avertissement qui garde son actualité :

Il Colosse, tableau de Goya (1808). Lorsque le colosse se lève, tous s’enfuient en courant.
Le seul qui reste immobile, c’est l’âne (symbolisant le roi d’Espagne Carlos IV, qui refusait de prendre en compte les aspirations du peuple).
« Vous n’avez pas pris garde au peuple que nous sommes.
Chez nous, dans les grands jours, les enfants sont des hommes,
Les hommes des héros, les vieillards des géants.
Oh ! Comme vous serez stupides et béants,
Le jour où vous verrez, risibles escogriffes,
Ce grand peuple de France échapper à vos griffes !
Le jour où vous verrez fortune, dignités,
Pouvoirs, places, honneurs, beaux gages bien comptés,
Tous les entassements de votre orgueil féroce,
Tomber au premier pas que fera le colosse !
Confondus, furieux, cramponnés vainement
Aux chancelants débris de votre écroulement,
Vous essaierez encore de crier, de proscrire,
D’insulter, et l’Histoire éclatera de rire. »
Victor Hugo, Les années funestes (1852)
NOTE:
*Christine Bierre, « Pierre-Jean de Béranger : la chanson, une arme républicaine » dans Nouvelle Solidarité N°07/2022.
Le violoniste, d’après Jacques Callot



Poséidon procédant à la destruction d’Atlantide





Qui est là?










Ambiance hausmannienne


4e état, janvier 2023.

3e état, janvier 2023.


L’olivier du Pont du Gard



Autoportrait à l’écharpe




Raphael 1520-2020: What Humanity can learn from « The School of Athens »
Ce texte en FR.

On the occasion of the five-hundredth anniversary of the death of the Italian painter Raffaello Sanzio da Urbino (1483-1520), several exhibitions are honoring this artist, notably in Rome, Milan, Urbino, Belgrade, Washington, Pasadena, London, and Chantilly in France.
The master is honored, but what do we really know about the intention and meaning of his work?
Introduction

There is no doubt that in the collective mind of the West, Raphael, along with Michelangelo and Leonardo da Vinci, appears as one of the most brilliant artists and even as the best embodiment of the « Italian Renaissance”.
Although he died at the age of 37, Raphael was able to reveal his immense talent to the world, in particular by giving birth, between 1509 and 1511, to several monumental frescoes in the Vatican, the most famous of which, 7.7 meters long and 5 meters high, is known as The School of Athens.
The viewer finds himself inside a building that brings together the thoughts of all mankind: united in a timeless space, fifty philosophers, mathematicians and astronomers of all ages meet to discuss their vision of man and nature.

The image of this fresco embodies so powerfully the « ideal » of a democratic republic, that in France, during the February 1848 revolution, the painting representing Louis Philippe (till then hanging behind the President of the National Assembly) was taken down and replaced by a representation of Raphael’s fresco, in the form of a tapestry from the Manufacture des Gobelins, produced between 1683 and 1688 at the request of Jean-Baptiste Colbert, the founder of the French Academy of Sciences.
Then, in France, arrived the idea that Raphael, being « the Prince of painters », embodied « the ultimate artist ». Superior to Rubens or Titian, Raphael was thought to have achieved the subtle « synthesis » between the « divine grace » of a Leonardo da Vinci and the « silent strength » of a Michelangelo. What more can be said ? A true observation as long as one looks only at the purity of the « forms » and thus of the « style ». Adored or hated, Raphael was erected in France as a model to be imitated by every young talent attending our Academies of Fine Arts.
Hence, for five centuries, artists, historians and connoisseurs have not ceased to comment and often to confront each other, not on the intention or the meaning of the artist’s works, but on his style! In a way akin to some of our contemporaries who adore Star Wars and its special effects without paying attention to the ideology that, underhandedly, this TV series conveys…
For this brand of historians, « iconography », that branch of art history which is interested in the subjects represented, in the possible interpretations of the compositions or particular details, is only really useful to appreciate the « more primitive » paintings, that is to say that of the « Northern Schools »…
One knows well, especially in France, that once the « form » takes the appearance of perfection, it does not matter what the content is! This or that writer tells abject horrors, but « it is so well written! »
The good news is that in the last twenty years or so, a handful of leading historians and especially female art historians, have undertaken and published in depth new research.
I am thanking in particular of Marcia Hall (Temple University), Ingrid D. Rowland (University of Chicago), Reverend Timothy Verdon (Florence and Stanford), Jesuit historian John William O’Malley, and especially Christiane L. Joost-Gaugier.
The latter’s book Raphael’s Stanza della Signatura, Meaning and Invention (Cambridge University Press, 2002), which I was able to read (thanks to the pandemic lockdown), allowed me to adjust some of the leads and intuitions I had summarized in 2000 in, let’s be honest, a rather messy note.
If my work had consisted in trying to give some coherence to what is in the public domain, through their assiduous archival work in the Vatican and elsewhere, these historians, for whom neither Latin nor Greek have any secrets, have largely contributed to shed new light on the political, philosophical, cultural and religious context that contributed to the genesis of Raphael’s work.
Enriched by these readings, I have tried here, in a methodical way, to « make readable » what is rightly considered Raphael’s major work, The School of Athens.
Instead of identifying and commenting from the outset on the figures we see in the Stanza della Segnatura (« Room of the Segnatura” of the Vatican in Rome), I have chosen first to sketch a few backgrounds that serve as “eye-openers” to penetrate this work. For, in order to detect the painter’s intentions, actions and feelings, it is essential to penetrate the spirit of the epoch that engendered the artist’s: those days political and economic challenges, the cultural heritage of Rome and the Church, a close-up on the pope who commissioned the work, the philosophical convictions of the advisors who dictated the theme of the work, etc.
However, if all this seems too tedious for you dear reader, or if you are just eager to familiarize yourself with the work, nothing prevents you from going back and forth between the deciphering of the frescoes at the end of this article (Guided visit) and the contextualization that precedes them.
Cleaning our eyeglasses

To see the world as it is, let’s wipe our glasses and stop looking at the tint of our glasses. For as is often the case, what « prevents » the viewer from penetrating a work, from seeing its intention and meaning, is not what his eyes see as such, but the preconceived ideas that prevents him from looking at the outside world. Learning to see usually starts by challenging some of our preconceptions.
1. It’s not a easel painting! Since the 16th century, we Europeans have been thinking in terms of « easel paintings » (as opposed to mural). The artist paints on a support, a wooden panel or a canvas, which the client then hangs on the wall. However, The School of Athens, as such, is not a « painting » of this type, but simply, in the strict sense, a part or a « detail » of what we would call today, « an installation ». I explain myself. What constitutes the work here is the whole of the frescoes and decorations covering the ceiling, the floor and the four walls of the room! We will explain them to you. The viewer is, in a way, inside a cube that the artist has tried to make appear as a sphere. So, to « explain » the meaning of The School of Athens, in isolation from the rest and without demonstrating the thematic and symbolic interconnections with the iconography of the other walls, the ceiling and the floor, is not only an exercise in futility but utter incompetence.
2. Error of title! Neither at the time of its commission, nor at the time of its realization or in the words of Raphael, the fresco carried the name “School of Athens”! That name was given later. Everything indicates that the entire room covered with frescoes was to express a divine harmony uniting Philosophy (The School of Athens), Theology (on the opposite side), Poetry (on its right side) and Justice (on its left side). We will come back to that.
3. The theme is not the artist’s choice! The only person who met both Raphael and Pope Julius II during his lifetime was the physician Paolo Giovio (1483-1552) who arrived in Rome in 1512, a year before the death of Julius II. According to Giovio, it was the pontiff himself who, as early as 1506, that is, two years before Raphael’s arrival, conceived the contents of the « Signing Chamber ». This is logical, since it was the place where he installed his personal library, a collection of some 270 books, arranged on shelves below the frescoes and classified according to the themes of each wall decoration (Philosophy, Theology, Poetry and Justice). However, given the complexity of the themes, and given Julius II’s poor literary culture, historians agree that the intellectual authorship of the frescoes was attributed to the pope’s advisors and especially to the one who would have been able to synthesize them, his chief librarian, Thomaso Inghirami (1470-1516).
Raphael, who seems to have constantly modified his preparatory drawings according to the feedback and comments he received from the commissioners, was able to translate this theme and program into images with his vast talent. In short, if you like the images, congratulate Raphael; if you like or don’t like the content, talk to the « boss ».

4. Painted by several people? What remains to be clarified is that, according to Vatican accounts, the entire decoration of the room was entrusted in mid-1508 to the talented fresco artist Giovanni Antonio Bazzi (1477-1549), six years older than Raphael and known as Il Sodoma. He appears to be the only person to have received any money for this work. Raphael does not appear in these accounts until 1513…
However, as the cycle of frescoes on the life of St. Benedict in the territorial abbey of Santa Maria in Monte Oliveto Maggiore testifies, Sodoma also had considerable talent, and above all, an incomparable know-how in fresco technique. Although he has never been honored, his style is so similar to Raphael’s that it is hard to mistake him.

It should also be noted that Sodoma, who came to Rome at the request of the pope’s banker Agostino Chigi (1466-1520), was asked to decorate the latter’s villa in 1508, which would have given Raphael free rein in the Vatican before joining him on the same site.
According to the french historian Bernard Levergeois, the sulphurous Pietro Aretino (1495-1556), a pornographic pamphleteer, before becoming the protégé and « cultural agent » of the banker Chigi in Rome, spent many years in Perugia.
There he took interest in the young pupils of Pietro Perugino (c. 1448-1523), Raphael’s master, and, says Levergeois, it was there that he
« met the most prestigious painters of the day: Raphael, Sebastiano del Piombo, Julius Romano, Giovanni da Udine, Giovan Francesco Penni and Sodoma, all of whom took turns decorating the magnificent villa (the Farnesina) that Chigi had built in Rome. Some of them also worked on the no less famous Villa Madam (for pope Julius II), a grandiose project that was never completed.«

As seen in the portrait painted by Titian, Aretino, nicknamed « the scourge of Princes », was a powerful, possessive and tyrannical character. A blackmailer, a flamboyant pansexual and well-informed about what was going on in the alcoves of the elites, he worked himself up, like FBI boss Edgar Hoover in the Kennedy era, as a king-maker, a power above power. Historians report that both Raphael and Michelangelo, before showing their works to the public, felt compelled to seek the advice of this pervert Aretino.
And in the Sistine Chapel, Michelangelo depicts St. Bartolomeo in the guise of the Aretino. The artist must have thought that the traditional attribute of the martyr flayed alive was a perfect fit for the one who was bullying him: Aretino is wearing the remains of Michelangelo’s skin and holding in his hand the large knife that was used for the torture…
It is therefore tempting to think that it was Aretino, the favorite of the Pope’s banker, and not necessarily Renaissance architect Donato Bramante, as is commonly accepted, who may have played the role of intermediary in bringing both Sodoma and Raphael to Rome in order to revive the glory of his patron and the oligarchy that held the Eternal City in contempt.
To my knowledge, Raphael, neither in his own letters nor in the statements reported by his entourage, would have commented on the theme and intention of his work. Strange modesty. Did he consider himself a simple « decorative painter »?
Finally, if Sodoma‘s participation in the realization of the School of Athens remains to be clarified, his portrait does appear. He is in the foreground on the far right, standing side by side to a rather sad Raphael (both on the side of the Aristotelians). A double signature?
This makes the question arise: Can one continue to speak of the frescoes as painted « by Raphael »? Are they not rather the frescoes of the four men team composed of Julius II, Inghirami, Sodoma and Raphael?
An unusual patron, « the warrior pope » Julius II

Before talking about these famous « impresarios of the Renaissance » and understanding their motivations, it is necessary to explore the character of future pope Julius II: Giuliano della Rovere (1443-1513). He was appointed bishop of Carpentras by Pope Sixtus IV, his uncle. He was also successively archbishop of Avignon and cardinal-bishop of Ostia.
On October 31, 1503, 37 of the 38 cardinals composing the Sacred College, make him the head of the Western Church, under the name of Julius II, until its death in 1513, a moment Giuliano had been waiting for 20 years.
Before him, others had made their way. In fact, in 1492, his personal enemy, the Spanish Rodrigo de Borgia (1431-1503), succeeded in getting himself elected as pope Alexander VI. True to the legendary corruption of the Borgia dynasty, he was one of the most corrupt popes in the history of the Church. Jealous and angry at his own failure, Giuliano accused the new pope of having bought a number of votes. Fearing for his life, he leaves for France to the court of King Charles VIII, whom he convinces to lead a military campaign in Italy, in order to depose Alexander VI and to recover the Kingdom of Naples… Accompanying the young French king in his Italian expedition, he enters Rome with him at the end of 1494 and prepares to launch a council to investigate the pope’s actions. But Alexander VI managed to circumvent the machinations of his enemy and preserved his pontificate until his death in 1503.

From the moment of his accession, Giuliano della Rovere confessed that he had chosen his name as pope, Julius II, not after Pope Julius I, but in reference to the bloodthirsty Roman dictator Julius Caesar. He asserts from the start his firm will to restore the political power of the popes in Italy. For him, Rome must once again become the capital of an Empire much larger than the Roman Empire of the past.
When Julius II took office, decadence and corruption had brought the Church to the brink. The territories that would later become Italy were a vast battlefield where Italian condottieri, French kings, German emperors and Spanish nobles came to fight. The ancient city of Rome was nothing more than a vast heap of ruins systematically plundered by rapacious entrepreneurs in the service of princes, bishops and popes, each one seeking to monopolize the smallest column or architrave likely to come and decorate their palace or church. Reportedly, out of the 50,000 inhabitants of the city, there were 10,000 prostitutes and courtesans…
Obviously, Julius II was the pope chosen by the oligarchy to restore a minimum of order in the house. For, particularly since 1492, the extension of Catholicism in the New World and then in the East, required a « rebirth », not of « Christian humanism », as during the Renaissance of the early 15th century, but of the authority of the Church.

For us today, the word « Renaissance » evokes the heyday of Italian culture. However, for the powerful oligarchs of Raphael’s time, it was a matter of resurrecting the splendor of Greco-Roman antiquity, embodied in the glory of the Roman « Republic », mistakenly idealized as a great and well-administered state, thanks to efficient laws, capable civil servants possessing a great culture, based on the assiduous study of Greek and Latin texts.
And it is well to this rebirth of the Roman authority that Julius II is going to dedicate himself. In first place by the sword. In less than three years (1503-1506), the rebellious César Borgia is reduced to impotence. He was the illegitimate son of Pope Alexander VI who, at the head of an army of mercenaries, waged war in the country and terrorized the Papal States,
In 1506, Julius II, quickly nicknamed « the warrior pope » at the head of his troops, took back Perugia and Bologna.
As the humanist Erasmus of Rotterdam (1467-1537), who was present in Italy and was an eyewitness to the sacking of Bologna by the papal troops, reproached him, Julius II preferred the helmet to the tiara. Questioned by Michelangelo in charge of immortalizing him with a bronze statue, to know if he did not wish to be represented with a book in his hand to underline his high degree of culture, Julius II answers:
« Why a book? Rather, show me a sword in hand.«
Originally from the region of Genoa (Liguria), Julius II undertook to chase the Venetians, whom he abhorred, out of Romagna, which they occupied. « I will reduce your Venice to the state of hamlet of fishermen from which it left, » had said one day the Ligurian pope to the ambassador Pisani, to which the proud patrician did not fail to retort:
« And we, Holy Father, we will make of you a small village priest, if you are not reasonable… »
This language gives the measure of the bitterness to which one had arrived on both sides. In the bull of excommunication launched shortly afterwards (April 27, 1509) against the Venetians, these were accused of
« uniting the habit of the wolf with the ferocity of the lion, and of flaying the skin by pulling out the hairs… ».
The League of Cambrai

Against the rapacious practices of Venice, on December 10, 1508, in Cambrai, Julius II officially rallies to the « League of Cambrai », a group of powers (including the French King Louis XII, the regent of the Netherlands Margaret of Austria, King Ferdinand II of Aragon and the German Emperor Maximilian I).
For Julius II, the happiness is total because Louis XII comes in person to expel the Venetians of the States of the Church. Better still, on May 14, 1509, after its defeat by the League of Cambrai at the battle of Agnadel, the Republic of Venice agonizes and finds itself at the mercy of an invasion. However, at that juncture, Julius II, fearing that the French would establish their influence on the country, made a spectacular turnaround. He organized, from one day to the next, the survival of Venice!
His treasurer general, the Sienese banker Agostino Chigi (a Sienese billionaire close to the Borgias, to whom he had lent colossal sums of money and later Raphael’s patron), set the conditions:
- In order to pay for the Swiss mercenaries capable of repelling the attackers of the Ligue of Cambrai, Chigi granted the Venetians a substantial loan.
- In exchange, the Serenissima agreed to give up its monopoly on the trade of alum that it imported from Constantinople. At the time, alum, an irreplaceable mineral used to fix fabric dyes, represented a real « strategic » issue.
- Once Venice stopped importing alum, the entire Mediterranean world was forced, from one day to the next, to obtain supplies, not from Venice, but from the Vatican, that is to say, from Chigi, who was in charge of exploiting the « alum of Rome » for the Papacy, located in the mines of the Tolfa mountains, northwest of Rome in the heart of the Papal States.
- Aware that its very survival was at stake, and for lack of an alternative, Venice grudgingly accepted the golden deal.
In his biography on Jules II, french historian Ivan Cloulas specifies:
« Above all stands out Agostino Chigi, the banker from Siena, farmer of the pontifical mines of alum of Tolfa since the reign of Alexander VI. The favor that this character enjoyed with Julius II is surprising, since he was a banker who had long served Caesar Borgia.
The pontiff, according to the tradition, conferred at the time of his accession the load of ‘depositary’ to one of his Genoese compatriots, Paolo Sauli, charged to carry out all the financial transactions of the Holy See in connection with the cardinal camerlingue Raffaelo Sansoni-Riario.
But Chigi did not suffer disgrace, because he advanced Julian della Rovere considerable sums of money to buy electors [cardinal members of the Sacred College], and he made the exploitation and export of alum extracted from the pontifical mines a success. The experience and value of the Sienese made him a partner of the various bankers of the papacy, notably the Sauli and the Fugger, who gained new wealth as the fruitful trade in indulgences developed in Germany.«
Hence, now in alliance with Venice, Julius II, in what appears to the naive as a spectacular « reversal of alliance », set up the « Holy League » to « expel from Italy the Barbarians » (Fuori i Barbari!). A coalition in which he made enter the Swiss, Venice, the kings Ferdinand of Aragon and Henri VIII of England, and finally, the emperor Maximilian. This league will then drive out the French out of Italy. Julius II said with irony:
« If Venice had not existed, it would have been necessary to invent it.«
In response, Louis XII, the King of France, attempted to transpose the struggle into the spiritual realm. Thus, a national council, meeting in Orleans in 1510, he declared France exempt from the obedience of Julius II. A second council was convened in Italy itself, in Pisa, then in Milan (1512) trying to depose the pope. Julius II opposed to the King of France the Vth ecumenical council of the Lateran (1512) where he will welcome warmly those who abandoned that of Milan…
Maritime Empires

Julius II was determined to re-establish his authority both on land and on the oceans. A bit like in ancient Greece, Italy experienced a rather particular phenomenon, that of the emergence of « maritime republics ».
If the « Republic of Venice » is famous, the « maritime republics » of Noli, Genova, Pisa, Gaeta, Amalfi, Anconca and Ragusa (Dubrovnik on the Dalmatian coast), are less known.
In each case, operating from a port, a local oligarchy built a maritime empire and above all poisoned its competitors. However, maritime activity, by its very nature, implies taking risks over time. Hence the need for skillful, robust and forward-looking finance, offering insurance and purchase options on future assets and profits. It is therefore no coincidence that most financial empires developed in symbiosis with maritime empires, notably the Dutch and British, and with the West and East India Companies.
At the end of the 15th century, it was essentially Genoa and Venice that were fighting for control of the seas. On the one hand, Venice, historically the bridgehead of the Byzantine Empire and its capital Constantinople (Istanbul), was by far the largest city in the Mediterranean world in 1500 with 200,000 inhabitants. Since its heyday in the 13th century, the Serenissima has defended tooth and nail its status as a key intermediary on the Silk Road to the West. On the other hand, Genoa, which, after having established itself in the Levant thanks to the crusades, by taking control of Portugal, financed all the Portuguese colonial expeditions to West Africa from where it brought back gold and slaves.
Two maritime achievements will exacerbate this rivalry a little more:
- 1488. Although the works of the Persian scholar Al Biruni (11th century) and old maps, including that of the Venetion monk Fra Mauro, made it possible to foresee the bypassing of the African continent by the Atlantic Ocean to reach India, it was not until 1488 that Portuguese sailors passed the Cape of Good Hope. Thus, Genoa, without any intermediary, could directly load its ships in Asia and bring its goods back to Europe;
- 1492. Seeking to open a direct trade route to Asia without having to deal with the Venetians or the Portuguese (Genoese), Spain sent the Genoese navigator Christopher Columbus west in 1492. More than a new route to Asia, Columbus discovered a new continent that would be the object of covetousness.

as signed on by Pope Alexander VI Borgia with the treaty of Tordesillas in 1494
Two years later, on June 7, 1494, the Portuguese and Spanish signed the Treaty of Tordesillas to divide the entire world between them. Basically, all of the New World for Spain, all of the old one (from the Azores to Macao) for Portugal. To delimit their empires, they drew an imaginary line, which Pope Alexander VI Borgia set in 1493 at 100 leagues west of the Azores and the Cape Verde Islands.
Later, the line was extended, at the request of the Portuguese, to 370 leagues. Any land discovered to the east of this line was to belong to Portugal; to the west, to Spain. At the same time, any other Western maritime power was denied access to the new continent. However, in 1500, to the horror of the Spaniards, it was a Portuguese who discovered Brazil. And given its geographical position, to the west of the famous line, this country fell under the control of the Portuguese Empire!
Julius II, a child of Liguria (region of Genoa, therefore linked to Portugal) and vomiting Alexander VI Borgia (Spanish), in 1506, takes great pleasure in confirming, by the bull Inter Cætera, the treaty of Tordesillas of 1494 allowing to fix the dioceses of the New World, obviously to the advantage of the Portuguese and therefore to his own.
The ultimate weapon, culture
On the « spiritual » and « cultural » level, if Julius II spent most of his time at war, posterity retains essentially the image of « one of the great popes of the Renaissance » as a great protector and patron of the arts.
Indeed, to re-establish the prestige (the French word for soft power) and therefore the authority of Rome and its Empire, culture was considered a weapon as formidable as the sword. To begin with, Julius II opened new arteries in Rome, including the Via Giulia. He placed in the Belvedere courtyard the antiques he had acquired, in particular, the « Apollo of Belvedere » and the « Laocoon », discovered in 1506 in the ruins of Nero’s Imperial Palace.

In the same year, that is to say six years before the end of the military operations, Julius II also launched great projects, some of which were only partially or entirely completed after his death:
- The reconstruction of St. Peter’s Basilica, a task entrusted to the architect and painter Donato Bramante (1444-1514) ;
- The tomb of Julius II, which the sculptor Michelangelo was entrusted with in the apse of the new basilica and of which his famous statue of Moses, one of the 48 bronze statues and bas-reliefs originally planned, should have been part;
- The decoration of the vault of the Sistine Chapel built by Pope Sixtus IV, the uncle of Julius II, was also entrusted to Michelangelo. Julius II let himself be carried away by the creative spirit of the sculptor. Together, they worked on ever more grandiose projects for the decoration of the Chapel. The artist gave free rein to his imagination, in a different artistic genre that did not please the pope. Until October 31, 1512, Michelangelo painted more than 300 figures on the vault;
- The frescoes decorating the personal library of the pope will be entrusted to the painter Raphael, called to Rome in 1508, probably at the suggestion of Chigi, Aretino or Bramante. The Stanza was the place where the pope signed his briefs and bulls. This room later became the private library of the pontiff Julius II, then the room of the Tribunal of Apostolic Signatures of Grace and Justice and later, that of the Supreme instance of appeal and cassation. Before the arrival of Julius II, this room and « the room of Heliodorus », were covered with frescoes by Piero della Francesca (1417-1492), a painter protected by the great Renaissance genius cardinal philosopher Nicolaus of Cusa (1401-1464), immortalizing the great ecumenical council of Florence (1438). Decorations by Lucas Signorelli and Sodoma were added later. Following his election, Julius II, anxious to mark his presence in history, and to re-establish the authority of the oligarchy and the Church, had the frescoes of the Council of Florence covered with new ones. Convinced by his advisors, the pope agreed to entrust the direction of the work to Raphael. Officially, it is said that Raphael spared some of the frescoes on the ceiling, notably those executed by Sodoma, so as not to antagonize him entirely. But, as we have said, the content, the very elaborate theme and part of the iconography of the frescoes were decided upon as early as 1506, even before Raphael’s arrival in 1508;
- To modernize the city of Rome. Julius II, undoubtedly advised by the architect Bramante, singularly transformed the road system of Rome. In order for all the roads to converge towards St. Peter’s Basilica, he ordered the Via Giulia to be pierced on the left bank and the Lungara, the paths that meandered along the river on the right bank, to be transformed into a real street. His death interrupted the great works he had planned, in particular the construction of a monumental avenue leading to St. Peter’s and that of a new bridge to relieve the congestion of the bridge over St. Angelo, to which he had also facilitated access by widening the street leading to it. The extent of the work undertaken poses the problem of materials; although it was, in principle, forbidden to attack the ancient monuments, the reality was quite different. Ruinante, became the nickname of Bramante.

These major construction projects, patronage and military expenses drained the Holy See’s revenues. To remedy this, Julius II multiplied the sale of ecclesiastical benefits, dispensations and indulgences.
In the twelfth century, the Roman Catholic Church established the rules for the trade of « indulgences » (from the Latin indulgere, to grant) through papal decrees. They provided a framework for the total or partial remission before God of a sin, notably by promising, in exchange for a given amount of money, a reduction in the time spent in purgatory to the generous faithful after their death. In the course of time, this practice, essentially exploiting a form of religious superstition, turned into a business so lucrative that the Church could no longer do without it.
In northern Europe, particularly in Germany, the Fugger bankers of Augsburg were directly involved in organizing this trade. This practice was strongly denounced and fought against by the humanists, in particular by Erasmus, before Luther made it an essential part of the famous 95 theses that he posted, in 1517, on the doors of the church in Wittenberg.
In his book Erasmus and Italy, french historain Augustin Renaudet writes that Erasmus, after having met the highest authorities of the Vatican, was not fooled:
« He was not long in understanding that apart from the Holy See, the services of the Curia and the Chancellery, apart from the cardinals, the innumerable prelates on mission and in charge, apart from a motley crowd of civil servants and scribes, who populated the administrative or financial offices and the courts, there was nothing in Rome. In all the cities he had known, in Brussels, in Paris, in London, in Milan, in Florence, and recently in Venice, an active economy, fed by industry, commerce, and finance, supported a strong urban bourgeoisie, or as in Venice, an aristocracy of shipowners. In Rome, all the economy, all the trade, all the finance, were in the hands of foreigners: Florentine or Genoese merchants, Florentine or Genoese bankers. These foreigners held in their dependence a people of small merchants, of small craftsmen who sold in the back room, of money changers and Jewish traffickers. Very little industry, the Roman population lived at the service of the Curia, the prelates and the convents. Erasmus marveled at the pride with which the descendants of the people-king pretended to maintain their ancient majesty.
The word of the Roman people was no longer an empty word; Erasmus was to write one day that, in the modern world, a Roman citizen counted less than a burgher of Basel.«
Historians André Chastel and Robert Klein, in L’Humanisme, l’Europe de la Renaissance, share this observation:
« Another trend, favorable to Caesar and Augustus, had emerged: Rome becoming again more and more the ‘imperial’ capital of all the powerful borrowed or sought to borrow a style from it.
This new style associates besides more and more arma and litterae, the sword and the book.
(…) Rich or poor, any sovereign of the Renaissance will occupy the artists and the scholars insofar as he needs prestige: the greatest patrons of the Renaissance were the ambitious and the warriors, Maximilian, Julius II, Henry VIII, François I, Charles V.«
Raphael’s « impresarios »
If, from a contemporary point of view, it seems close to unthinkable for an artist to be « dictated » the theme of his work, this was not the case at the time of the Renaissance and even less so in the Middle Ages. For example, although he was a high-level diplomat of the Duke of Burgundy Philip the Good, the Flemish painter Jan Van Eyck (, one of the first painters to sign his works with his name, was advised on theology by the Duke’s confessor, the erudite Dionysus the Cartusian (1401-1471), a close friend of Cardinal Nicolaus of Cusa. And no one will dare say that Van Eyck « did not paint » his masterpiece The Mystic Lamb.
Raphael’s position was more delicate. In his time, painters still had the status of craftsmen. Including Leonardo da Vinci, who was known for his superior intelligence, declared himself to be a « man without letters », that is to say, unable to read Latin or Greek. Raphael could read and write Italian, but was in the same condition. And when, towards the end of his short life, he was asked to work on architecture (St. Peter’s Basilica) and urban planning (Roman antiquities), he asked a friend to translate the Ten Books of the Roman architect Vitruvius into Italian. Now, any visitor to the « Chambers of the Signature » is immediately struck by the great harmony uniting several dozen philosophers, jurists, poets and theologians whose existence was virtually unknown to Raphael before his arrival in Rome in 1508.

Moreover, with the exception of The Marriage of the Virgin, painted in 1504 at the age of 21, based on the way his master Pietro di Cristoforo Vannucci, known as Pietro Perugino (c. 1448-1523) had treated the same subject, Raphael had not yet had to meet the kind of challenge that the Stanza would pose to him.
As we have already said, the cartoons and other preparatory drawings, sometimes quite different from the final result, also suggest that, following the « commission, » discussions with one or more impresarios led the artist to modify, improve or change the iconography to arrive at the final result.
As for the theme, as we have already mentioned, the ideas and concepts seem to have emerged during a long period of maturation and were undoubtedly the result of multiple exchanges between Pope Julius II and several of his advisors, librarians, and « orators » of the papal court.
According to historian Ingrid D. Rowlands, the archival documents unquestionably indicate the decisive contribution of three very different personalities of the time:
- Battista Casali ;
- Giles of Viterbo;
- Tommaso « Fedra » Inghirami.
The thorough investigation of the historian Christiane L. Joost-Gaugier has established the predominant role of Inghirami. He was the only one in a position, and in a position, as the pope’s chief librarian, to set the program of the rooms. Raphael, will be his enthusiastic collaborator and will undoubtedly end up being « recruited » to the orientations and vision of his commissionners. This is evidenced by the fact that he demanded to be buried in the Roman Pantheon, considered the most Pythagorean, and believed to be the most neo-Platonic, temple of the Roman era.
Battista Casali
As documented by the Jesuit historian John William O’Malley, it was on January 1, 1508, the year of his appointment to St. John Lateran, a few months before Raphael’s arrival in Rome, that Battista Casali (1473-1525), a professor at the University of Rome, evoked the image of The School of Athens in an oration delivered in the Sistine Chapel in the presence of Julius II:
« One day (… ) the beauty of Athens inspired a contest between the gods, where humanity, learning, religion, primacies, jurisprudence and law came into being before being distributed in every country, where the Athenaeum and so many other gymnasiums were founded, where so many princes of knowledge trained their youth and taught them virtue, fortitude, temperance and justice – all of this destroyed in the whirlwind of the Mohaematan war machine…
However, just as [your illustrious uncle Pope] Sixtus IV [who ordered the construction of the Sistine Chapel], in a way, laid the foundations of education, you laid the cornice. Here is the Vatican library which he erected as if it had come from Athens itself, gathering the books he was able to save from the wreckage, and created in the image of the Academy.
You, now, Julius II, supreme pontiff, have founded a new Athens when you invoke the downtrodden world of letters as if it were rising from the dead, and order it, surrounded by threats of suspended work, that Athens, its stadiums, its theaters and its Athenaeums, be restored.«
Giles of Viterbo

Another major influence on the theme, Giles of Viterbo (1469-1532) of which we will say more below.
- An outstanding orator, he was called to Rome in 1497 by Pope Alexander VI Borgia ;
- In 1503, he became the Superior General of the Order of Hermits of Saint Augustine; with 8000 members, it was the most powerful order of its time;
- He is known for the boldness and seriousness of the speech he gave at the opening of the Fifth Lateran Council in 1512;
- He severely criticized the bellicose policy of Julius II and urged him to triumph by culture rather than by the sword;
- After the death of the latter, he became the preacher and theologian of Pope Leo X who appointed him cardinal in 1517.
Tommaso Inghirami

Finally, the prelate Tommaso Inghirami (1470-1516), who spoke both Latin and Greek, was also a formidable orator. The man owed his fortune to Lorenzo the Magnificent (1449-1492).
Educated by the Neoplatonic philosopher Marsilio Ficino, Lorenzo the Magnificent was the patron of both Botticelli and Michelangelo who lived with him for three years.
Born in Volterra, Inghirami was also taken in by the Magnificent after the sacking of that city. He carefully supervised his studies and later sent him to Rome where Alexander VI Borgia welcomed him. Inghirami was a handsome and well-dressed man.
At 16, Inghirami earned the nickname « Phaedra » after brilliantly playing the role of the queen who commits suicide in a Seneca tragedy performed in a small circle at the residence of the influential Cardinal Raphael Riario, cousin of Julius II or nephew of Pope Sixtus IV and therefore cousin of Julius II. Thereafter, Phaedra, bon vivant and for whom the celestial and terrestrial pleasures were happily completed, gained in political and especially… physical weight.
- In 1475, he accompanied the nuncio of Pope Alexander VI to the court of Emperor Maximilian I of the Holy Roman Empire, who named him Count Palatine and poet laureate;
- On January 16, 1498, Inghirami delivered an oration in the Spanish Church of Rome in honor of the Infant Don Juan, the murdered son of the King of Spain. Inghirami, in the name of Alexander VI Borgia, fully endorsed the Spanish policy of the time: to extend Christianity as well as imperial looting into the New World, to drive the Moors out of Europe and to strengthen the colonial plunder of Africa. If Julius II hated Alexander VI, he will continue this policy;
- In 1508, Julius II nominates Inghirami to head the Library of the Vatican to be installed in the Stanza;
- In 1509, while he was heavily involved in the realization of the frescoes of the Stanza, Raphael made his portrait. Raphael shows us a man suffering from divergent strabismus who seems to turn his gaze towards the sky in order to signify where this « humanist » drew his inspiration from;
- In 1510, the Pope appointed him Bishop of Ragusa;
- Finally, in 1513, he became papal secretary and at the urgent request of the dying pope, Inghirami delivered his funeral oration: « Good God! What a mind this man had, what sense, what ability to manage and administer the Empire! What a supreme and unshakable strength! »
Inghirami soon served as secretary to the conclave electing Pope Leo X (John of Medici, second son of Lorenzo de Medici, also a great protector of neo-Platonists and « culture »), another pope whose portrait Raphael will paint.
In 1509, eager to reform the Catholic church on the basis of the study of the three languages (Latin-Greek-Hebrew) to settle the religious conflicts which were looming and announced the religious wars to come, Erasmus of Rotterdam meets Inghirami in Rome. The latter exposes to him the imposing cultural building sites which he directed. Erasmus does not say a word about it.
However, a long time after the death of Inghirami, Erasmus complained that the Vatican and the oligarchy recruited among the humanists. He notably fingerpointed the sect of “the Ciceronians”, omnipresent in the Roman Curia and of which Inghirami was one of the leaders.
Thus, in 1528, in a pamphlet titled The Ciceronians, Erasmus quoted Inghirami’s oration on Good Friday of 1509. He denounced the fact that the members of this sect, on the grounds of the elegance of the Latin language, only used Latin words that appeared as they were in the works of Cicero! As a result, all the new language of evangelical Christianity, enshrined in the Council of Florence, which Erasmus wished to promote, was either banned or « re-translated » into pagan terms and words of the Roman era! For example, in his sermon, Inghirami had presented Christ on the cross as a pagan god sacrificing himself heroically rather than as a redeemer.
Finally, shortly after Raphael’s death, Cardinal Jacopo Sadoleto (1477-1547) wrote a treatise on philosophy in which Inghirami (meanwhile tragically deceased) defended rhetoric and denied the value of philosophy, his main argument being that everything written was already contained in the mystical and mythological texts of Orpheus and his followers…
Plato and Aristotle, the impossible synthesis

Now, in order to be able to « read » the theme deployed by Raphael in the « Chamber of the Signature, » let us examine this Florentine « neo-Platonism » that animated both Giles of Viterbo and Tommaso Inghirami.
The approach of these two orators consisted above all in putting their « neo-Platonism » and their imagination at the service of a cause: that of asserting with force that Julius II, the pontifex maximus at the head of a triumphant Church, embodied the ultimate outcome of a vast line of philosophers, theologians, poets and humanists. At the origin of a civilizational and theological « big bang » presumed to lead to the immeasurable lustre of the Catholic Church under Julius II, not only Plato and Aristotle themselves, but those who had preceded them including Apollo, Moses and especially Pythagoras.
From 1506 onwards, Giles de Viterbo, in an exercise that can be described as « beyond” impossible, wrote a text entitled Sententia ad mentem Platonis (« Sentences with the mind of Plato »). In it, he tried to combine into one ideology the Sentences of Peter Lombard (1096-1160), the scholastic text par excellence of the 13th century and the starting point for the commentaries of the Dominican Saint Thomas Aquinas (1225-1274) for his Summa Theologica, and the esoteric Florentine neo-Platonism of Marsilio Ficino (1433-1499) * of whom Giles de Viterbe was a follower.
All this could only please a pope who, in order to establish his authority on earthly and spiritual matters, warmly welcomed this agreement between Faith and Reason defended by Thomas Aquinas who says that “the Truth being one”, reason’s only role is to confirm faith’s superiority.
The very idea to present the wedding of Aristotelian scholasticism (logic presented as « reason ») with Florentine neo-Platonism (Plotinus’ emanationism dressed as « faith ») as a source of poetry and justice as « The Signing Room » does, comes from this.
Let us recall that in the middle of the 13th century, two mendicant Orders, the Franciscans and the Dominicans, were contesting the drift of a Church that had become, above all, the simple manager of its earthly possessions. The one who would later be called St. Thomas Aquinas, opposed on this point (his competitor) St. Bonaventure (1221-1274), founding figure of the Franciscan Order.
For his part, Aquinas relies on Aristotle, whom Albert the Great (1200-1280), whose disciple he was in Cologne, had made known to him, to establish the primacy of « reason ». For the man who was nicknamed « the dumb ox », faith and human reason, each managing their own domain, had to move forward together, hand in hand while of course, the Church had the last word.

Several paintings (the great fresco of 1366 in the Spanish chapel of Santa Maria Novella in Florence; the painting by Filippino Lippi of 1488 in the Carafa chapel in Rome; or the painting by Benozzo Gozzoli (1421-1497), painted around 1470, in the Louvre in Paris), have immortalized the “Triumph of Thomas Aquinas”.
Gozzoli’s painting in the Louvre is of particular importance because several elements prefigure the iconography of the Signing Chamber, notably the three levels found in Theology (Trinity, Evangelists and religious leaders) as well as the couple Plato and Aristotle found in Philosophy.
In Gozzoli’s painting, we see Aquinas, standing between Plato and Aristotle, throwing down before him the Arab philosopher Averroes (1126-1198) (Ibn-Rushd of Cordoba) expelled for having denied the immortality and the thought of the individual soul, in favor of a « Single Intellect » for all men that activates in us the intelligible ideas.
In the West, before the arrival of Greek delegations in Italy to attend the Council of Ferrara-Florence in 1438, if several works of Plato, including the Timaeus, were known to a handful of scholars, such as those of the School of Chartres or Italians as Leonardo Bruni in Florence, most of the West’s knowledge of Greek thought came down to the works of Aristotle.
For the Aristotelians, who became dominant in the Catholic Church with Aquinas, Plato had to be considered as incompatible with Christianity.
On the other hand, for the Platonists, including Augustine, Jerome and especially Nicholas of Cusa and Erasmus, who honored and adorned him that Erasmus called « Saint Socrates », Plato was to be venerated by Christians: he was monotheistic, believed in the immortality of the soul and venerated, in the form of the Pythagorean triad, the mystery of the Trinity.

In the 15th century, for lack of epistemological clarity and some confusion on the authorship of certain manuscripts, some humanists, in particular Nicolaus of Cusa‘s friend and close collaborator Cardinal John Bessarion (1403-1472), one of the key organizers of the reunification of the Eastern and Western Churches, presented Plato as the « equal » of Aristotle, the latter’s disciple, with the sole purpose of making Plato « as acceptable as possible » to the Catholic Church.
Hence Bessarion‘s now famous phrase « Colo et veneror Aristotelem, amo Platonem » (I cultivate and venerate Aristotle, I love Plato) which appears in his In Calumniatorem Platonis (republished in 1503), a rejoinder to the virulent charge against Plato elaborated by the Greek Georges Trébizond.
Thus, in the School of Athens painted by Raphael, Plato and Aristotle appear side by side, not confronting each other but complementing the other with their respective wisdom : the first holding his book the Timaeus (on the creation of the universe) in one hand, and with the other, pointing to the sky (To the One, to God), the second holding his Ethics (the science of the good in personal life) in one hand, and raising the other arm horizontally to indicate the earthly realm (Physics).
If the commissioners had wanted to underscore the opposition of both philosophers, Plato would have rather been portrayed with his Parmenides (On Ideas) and Aristotle with his Physics (On natural sciences). That is clearly not the case.
Giles de Viterbo in his Sententia ad mentem Platonis will mobilize extreme sophism to erase the irreconcilable and very real oppositions (see box below) between the Platonic thought and that of Aristotle.
Why Plato and Aristotle are not complementary
By Christine Bierre

The fundamental concepts that gave birth to our European civilization can be traced back to classical Greece, and through it, to Egypt and other even more ancient civilizations.
Among the Greek thinkers, Plato (-428/-347 B.C.) and Aristotle (-385/-323 B.C.) asked all the great questions that interest our humanity: who are we, what are our characteristics, how do we live, where are we situated in the universe, how can we know it?
The accounts that have come down to us from this distant period speak of the disagreements that led Aristotle to leave Plato’s Academy, of which he had been a disciple. History then bears witness to the violence of the oppositions between the disciples of the one and the other. During the Renaissance, the most reactionary Catholic currents, the Council of Trent in particular, were inspired by Aristotle, whereas Plato reigned supreme in the camp of humanism, in the hands of some of the greatest, such as Erasmus and Rabelais.
There were various attempts, however, to make them complementary, as discussed in this article by Karel Vereycken. If Plato represents the world of Ideas, Aristotle represents the world of matter. Impossible to build a world without both, we are told. It seems so obvious!
The Greek philosopher, Plato.

All this starts, however, from a false idea opposing these two characters. For Plato, we are told, reality is found in the existence of ideas, universal concepts which represent, in an abstract way, all the things which participate of this concept. For example, the general concept of man contains the concept of particular men such as Peter, Paul and Mary; similarly for good, which includes all good things whatever they are. For Aristotle, on the contrary, reality is located in matter, as such.
What is false in this reasoning is the concept that the Platonic Ideas are abstractions. The Platonic Ideas are, on the contrary, dynamic entities that generate and transform reality. In the myth of the cave in The Republic, Socrates says that at the origin of things is the sovereign Good. In The Phaedo, he explains that it is through « Ideas » that this sovereign Good has generated the world.
In the myth of the cave, Socrates uses an offspring of the idea of the good, the Sun, to help us understand what the sovereign Good is. The Good, he says, has generated the Sun, which is, in the visible world, in relation to sight and objects of sight, what the Good is in the intelligible world in relation to intelligence and intelligible objects. The prisoners in the cave saw only the shadows of reality, and then, on coming out, they saw, thanks to the Sun, the real objects, the firmament and the Sun. After this, they will come to the conclusion about the Sun, that it is he who produces the seasons and the years, that he governs everything in the visible world and that he is in some way the cause of all those things that he and his companions saw in the cave.
The Sun not only gives objects the ability to be seen, but is also the cause of their genesis and development. In the same way for the knowable objects, they hold from the Good the faculty to be known but, in addition, they owe him their existence and their essence. The idea of the Good is thus for Plato the dynamic cause of the things: material and immaterial and not dead universals.
Aristotle’s splintered « One »

For Aristotle, as for all the empiricist current which followed him, reality is situated at the level of the objects knowable by the senses. Nature sends us its signals that we decode with our mental faculties. Ideas are only abstractions of the sensible universe which constitutes reality. For him the universals have no real existence: man « in general », does not generate anything. It is only an abstraction of all the men in particular. The particular man is generated by the particular man; Peter is generated by Paul.
It is also said of Aristotle that he « exploded » Plato’s One. There are two ways of conceiving the One. One can think of it either as an absolute One (God or first cause), depending on whether one is a religious person or a philosopher, a purely intelligible principle but a dynamic cause that has generated all things; or one can think of it as the number « one » that determines each particular thing: the number one when we say: a man, a chair, an apple.
Aristotle‘s One simply becomes a particular unity, characteristic of all things that participate in unity. It is not the cause of what « is » but only the predicate of all the elements that are found in all the categories. The Being and the One, he will say, are the most universal of predicates. The One, he will say again, represents a definite nature in each kind but never the nature of the One will be the One in itself. And the Ideas are not the cause of change.
What is the point of all this?
Does this discussion make more sense than all the never-ending debates about the sexes of angels that gave scholasticism such a bad name in the Middle Ages? The One or the many, what does it matter in our daily lives?
This point is however essential. The fact of being able to go back to the intelligible causes of all that exists, puts the human species in a privileged situation in the universe. Unlike other species, it can not only understand the laws of the universe, but also be inspired by them, in order to improve human society. This is why, in history, it is the « Platonic » current that was at the origin of the great scientific, technological and cultural breakthroughs in astronomy, geometry, mechanics, architecture, but also the discovery of proportions that allow the expression of beauty in music, painting, poetry and dance.
As for Aristotle, it must be said that his conceptions of man and knowledge only led him to establish categories defining a dozen possible states of being. Aristotle was also the founder of formal logic, a system of thought that does not claim to know the truth, but only to define the rules of a correct reasoning. Logic is so little interested in the search for truth that one can consider that a judgment that is totally false in relation to reality can be said to be right if all the rules of « good reasoning » of logic have been used.

Suite
To begin with, Giles de Viterbo underlines that Aristotle is a « pupil » of Plato and that the « two princes of philosophy » could be reconciled. Very much imbued with the neo-Pythagorean spirit, and for whom Plato was only one of the greatest disciples of Pythagoras, the author argues that both philosophers agree that, contrary to the pagan pantheon, the « One » is the ultimate expression of the divine. Clearly, they were both monotheists and thus their convictions anticipated those of Christianity.
Giles of Viterbo:
Philosophy, which traces and examines all things, judges that all number and multiplicity are absent from God, as Plato and his pupil Aristotle say.
Humanity has as its goal the understanding of divine things, as even Aristotle admits in his Ethics. Thus, if it is necessary to pursue this goal, it is necessary to arrive at the understanding of God.
And he continues:
Now these princes of Philosophy [Plato and Aristotle] can be reconciled, and no matter how much they disagree about creation, the Ideas, or the goal of the Good, these points [of agreement] can be identified and demonstrated.
(…) [Then], they appear not to disagree with each other at all (…) These great princes can be reconciled if we postulate the double nature of things, one which is free from matter and the other which is within matter.
(…) Plato follows the first, Aristotle the second, and because of this, these two great leaders of philosophy hardly differ from each other. If you think that we are making this up, listen to them yourselves. For if we speak of humanity, after all the subject of our conversation, then Plato says the same thing, he says humanity is the soul, in the (First) Alcibiades; and in the Timaeus, he says that humanity has two natures, and we know one of these natures by means of the senses, and the other by means of reason.
Also, in the same book, he teaches us that each part in us does not exist in isolation from the other, that each nature is concerned with the other nature. Aristotle, in the tenth book of his Ethics, calls humanity Understanding. So you can know that each philosopher (Plato and Aristotle) feels the same way, no matter how much it seems to you that they are not saying the same thing.
Pico della Mirandola the Neo-Platonist

Giles of Viterbo, like Tommaso Ingharimi, seems to have taken up the gauntlet thrown to them by John Pico della Mirandola (1463-1494), the young disciple of Ficino.
A precocious scholar, a protégé of Lorenzo de’ Medici (like Inghirami), this man of omniscience was fearless. Thus, in 1485, at the age of 23, he announced his project to gather, at his own expense, in the eternal city and capital of Christianity, the greatest scholars of the world to debate the mysteries of theology, philosophy and foreign doctrines. The objective was to go back from scholasticism to Zoroaster, passing by the Arabs, the Kabbalah, Aristotle and Plato, to expose to the eyes of all, the concordance of wisdom. The affair failed. His initiative, which reserved an important place for magic, could only arouse distrust. For the Vatican, all this could only smell of sulfur, and the initiative was discarded at the time.
However, it will mark the minds of a generation. For his Oratio de hominis dignitate, his inaugural speech written in an elegant and almost Ciceronian style, intended for the presentation of his nine hundred theses, published together after his death, was a great success, especially among young scholars like… Inghirami.
Pico’s achievement, which was not well received by the authorities, was to give humanistic studies (studia humanitatis) a new purpose: to seek the concordance of doctrines and define the dignity of the human being. The aim was, by bringing out what unites them despite their differences, to discover their common ground and, by a coincidence of opposites, to have them meet in a unity that transcends them.
Pico della Mirandola:
« That is why, not content with having added to the common doctrines a quantity of remarks on the primitive theology of Mercury Trismegistus, on the teachings of the Chaldeans and Pythagoras, on the most secret mysteries of the Jews, we have also proposed for discussion a certain number of discoveries and conceptions of our own in the physical and theological fields.
First of all, we have argued that Plato and Aristotle agree: many have thought so before us, no one has proved it sufficiently. Among the Latins, Boethius had promised himself to do so, but there is no indication that he ever realized what was always his project.
Among the Greeks, Simplicius had given himself the same program: heaven forbid that he should have lived up to his intentions! Augustine himself, in his work Against the Academicians, writes that many authors have conceived, with great finesse in argumentation, the project of establishing this same point, namely that the philosophies of Plato and Aristotle are one.
Thus John the Grammarian [The Hellenist John Lascarus] affirms well that only those who do not hear the words of Plato believe him to be in disagreement with Aristotle, but it is to his successors that he left the care of the demonstration. We have also added various developments where the concordance between the opinions – reputedly discordant – of Scotus and Thomas on the one hand, of Averroes and Avicenna on the other hand, is affirmed. Secondly, our considerations on Aristotelian and Platonic philosophy have been enriched by seventy-two new physical and metaphysical propositions: by making them one’s own, if I am not mistaken (and I will soon be sure of this), one will be able to solve any problem of a natural or theological nature, according to a philosophical method which is quite different from the one taught orally in schools and which is in honor among the doctors of our time.«
In a manuscript found unfinished at the time of his death in 1494 and entitled Concordia Platonis et Aristotelis, Pico della Mirandola explicitly mentions Plato’s Timaeus and Aristotle‘s Ethics, precisely the two books that appear as attributes of their authors in Raphael’s fresco.
Then, in his Heptaplus, a work he completed in 1489, Pico della Mirandola asserted that the writings of Moses and the Mosaic Law, according to him the foundation of all wisdom, were the basis of Greek civilization before becoming that of the Church of Rome. The Timaeus, the major work of Plato, says Pico, demonstrates that its author was an “attic Moses” (from Athens).
Cicero the Neo-platonist
For Inghirami, fascinated by the eloquence and the style of Cicero (-106/-43 BC) of whom he believed himself the reincarnation, the challenge launched by Pico della Mirandola to reconcile Apollo, Pythagoras, Plato and Aristotle, appeared almost as a divine test and the frescoes of Raphael decorating the Stanza will be above all his answer.
In addition, Cicero himself claimed to be a neo-Platonist. In the first volume of his work, the Academica, after condemning Socrates for continually asking questions without ever « laying the foundations of a system of thought », Cicero asserts, several centuries before Pico della Mirandola, that the ideas of Plato and Aristotle, in essence, « had the same principles »:
« In the shadow of Plato’s genius, a fertile, varied, universal genius, a unique philosophy was established under the double banner of the academicians and the peripatetics, who, agreeing on things, differed only on the terms.
For Plato, who had made Speusippus, son of his sister, the heir of his philosophy, also left two disciples of great talent and rare science, Xenocrates of Chalcedony and Aristotle of Stagire: those who followed Aristotle, were named peripatetics, because they discussed while walking in the Lyceum; whereas those who, according to the institution of Plato, held their assemblies and disserted in the Academy, the other gymnasium of Athens, received from this place the name of Academicians. But both of them, all penetrated by Plato’s fertile genius, formulated philosophy into a certain complete and finished system, and abandoned the universal doubt of Socrates, and his habit of discussing everything without affirming anything. There was then what Socrates entirely disapproved of, a philosophical science, with regular divisions and a whole methodical apparatus.
This philosophy, as I have said, under a double name, was one; for between the doctrine of the peripatetic [Aristotle] and the ancient Academy [Plato] there was no difference. Aristotle prevailed, in my opinion, by the richness of his genius; but the one and the other had the same principles, and judged the goods and the evils in the same way.«

Inghirami was also strengthened by the reading of countless Christian authors in this sense, such as the Frenchman, Bernard of Chartres (12th century), a Neoplatonist philosopher who played a fundamental role in the Chartres school, which he founded. He was appointed master (1112) and then became chancellor (1119) responsible for the teaching of the cathedral school.
You wonder the sculptures of Pythagoras and Aristotle appear side by side on the western portal of the cathedral?
Historian Etienne Gilson writes:
« Bernard of Chartres was first of all influenced by Boethius, whose Platonism he adapts. He then set out to reconcile Plato’s thought with that of Aristotle, which made him the greatest Aristotelian and Platonic thinker of the 12th century. John of Salisbury affirmed, in the most formal terms, that Bernard of Chartres and his disciples did not believe that they were simply expounding Plato’s thought by explaining in this way the relation of ideas to things, but that they had the pretension of putting Aristotle in agreement with Plato. That the trouble they took was wasted, is what John of Salisbury clearly states. With a very British humor he notes that these philosophers arrived too late and that they worked uselessly to reconcile dead men who had been arguing all their lives.«
Inghirami will have read St. Bonaventure (1217-1274), one of the founders of the Franciscan order, who pointed out that Plato and Aristotle each excelled in their own field:
« And so it appears that among philosophers, Plato’s gift is to speak of wisdom, Aristotle‘s of science.«
Or the Florentine Marsilio Ficino, this neo-Platonic philosopher of the XVth century whose « Platonic Academy » had put in saddle Pico della Mirandola. Ficino, had he not written in his Platonic Theology that
Plato treats natural things divinely while Aristotle treats even divine things naturally.
In the preface he wrote for The Fable of Orpheus, a play written by his disciple Poliziano (1454-1494), Ficino, referring to Saint Augustine, makes the mythical Hermes Trismegistus (Mercury) the first of the theologians: his teaching would have been transmitted successively to Orpheus, Aglaophemus, Pythagoras, Philolaos and finally Plato.
Thereafter, Ficino will place Zoroaster at the head of these prisci theologi, to finally attribute to Zoroaster and Mercury an identical role in the genesis of the ancient wisdom: Zoroaster teaches this one among the Persians at the same time as Trismegistus taught it among the Egyptians.
Preceding Plato, Pythagoras

In Raphael’s School of Athens, the figure of Pythagoras of Samos (580-495 B.C.), surrounded by a group of admirers, takes a major place. He is clearly identifiable by a tablet on which the musical chords and the famous Tetraktys appear, which we will discuss here.
While historians have so far mainly explored the influence of the Platonic and Neo-Platonic currents on the Italian Renaissance, historian Christiane L. Joost-Gaugier, in her book Pythagoras and Renaissance Europe, has highlighted the extent to which the ideas of the great pre-Socratic thinker Pythagoras influenced the thought and art of the Renaissance.

In art, Pythagoras inspired the Roman architect Vitruvius (90-15 BC), and later such theorists of the golden mean such as the Franciscan monk Luca Pacioli (1445-1517), whose treatise, De Divina Proportiona, illustrated by Leonardo da Vinci, appeared in Venice in 1509.
However, if a theorem, probably from India, bears his name (attributed to Pythagoras by Vitruvius), little is known of his life. Just like Confucius, Socrates and Christ, if we are sure that he really existed, no writing from his hand has come down to us.
By necessity, Pythagoras
became a living legend, and even very active during the Renaissance, so much so that most people saw Plato as a mere « disciple » of the « divine Pythagoras ».

Born in the first half of the 6th century B.C. on the island of Samos in Asia Minor, Pythagoras was probably in contact with the school of geometer’s founded by Thales of Miletus (-625/-548 B.C.).
Around the age of 40, he left for Crotone in southern Italy to found a society of friends, both philosophical, political and religious, whose chapters were to multiply.
For Pythagoras, the issue is to build a bridge between man and the divine and on this basis to transform society and the city. When asked about his knowledge, Pythagoras, before Socrates and Cusa, asserted that he knew nothing, but that he sherished « the love of wisdom ». The word philo-sophy would have thus been born.
No Christian humanist, reading Saint Jerome (347-420), one of the Fathers of the Catholic Church, could escape the praise that the latter gives to Pythagoras.
In his polemic Apology against the Books of Rufinus, Jerome, in order to evoke an exemplary behavior, quotes what two disciples of Pythagoras would have said:
« We must by all possible means avoid softness of the body, ignorance of the spirit, intemperance, civil dissensions, domestic dissensions and in general excess in all things.«
And Jerome invokes the « Precepts of Pythagoras » :
« Everything must be common among friends; a friend is another ourselves. We must consider two periods in life, the morning and the evening, that is, what we have done and what we must do. After God, we must seek the truth, which alone can bring men closer to the Creator.”
Secondly, Jerome believes that Pythagoras, in affirming the concept of the immortality of the soul, preceded Christianity:
« Listen to what Pythagoras was the first to find in Greece, Jerome says: That souls are immortal, that they pass from one body into another, and, it is Virgil himself who tells us in the sixth book of the Aeneid: When they have made a revolution of a thousand years, God calls them in great numbers to the banks of the river Lethe, so that they may undoubtedly see again the heaven they no longer remember; it is then that they begin again to revive a new body, which first was Euphorbus, then Calide, then Hermoticus, then Perhius and finally Pythagoras ; and that after a certain time what has existed begins to be born again, that there is nothing new in the world, that philosophy is a collection of meditations on death, that every day it strives to free the soul from the chains that bind it to the body and to give it back its freedom. Plato communicates many other ideas in his writings, especially in the Phaedo and in the Timaeus.«
The hidden geometry of numbers
For Pythagoras « the beginning is half of everything ». According to Theon of Smyrna (v. 70/v. 135), for the philosopher, « numbers are, so to speak, the principle, the source and the root of all things ».
Aristotle, in his Metaphysics reports:
« The Pythagoreans first applied themselves to mathematics… Finding that things [including musical sounds] model their nature mainly on the set of numbers and that numbers are the first principles of the whole of nature, the Pythagoreans concluded that the elements of numbers are also the elements of everything that exists, and they made the world a harmony and a number.«
And as Cleinias of Tarantum (4th century BC), a Pythagorean friend of Plato, said:
« When these things, therefore, are at rest, they give birth to mathematics and geometry, when they are in motion to the harmonica and astronomy.«
The idea of the « monad », a dynamic unity participating in the One, perfected several centuries later by the philosopher and scientist Gottfried Wilhelm Leibniz (1646-1716) in his « Monadology« , comes to us from this period. Etymologically meaning « unity » (monas), it is the supreme unity (the One, God, the principle of numbers) which, while being at the same time the minimal unity, reflects in the microcosm the same dynamic activity that the One represents in the macrocosm.
Already, just the name of Apollo (a god considered as « the father » of Pythagoras) means, as Plato, Plutarch and other ancient authors point out: free of all multiplicity (Pollo = multiplicity; a-pollo = non-multiple).
Xenophanes of Colophones (born around 580 BC), asserts the existence of a unique God governing all things by the power of his intelligence. It is about a god not similar to the men, because eternal, incorporeal and spherical.

As much as this conception of a dynamic One has sometimes provoked an explosion of esoteric interpretations, it has stimulated the most creative minds and terrorized the formalists of thought.
When speaking about simple things, arithmetic numbers, Pythagoras uses the terms of one, two, three, four, five, ten…, while to evoke ideal numbers and their power, he speaks about: monad, dyad, triad, tetrad, decad, etc. Thus, by conceiving numbers in a non-linear but figurative way, he offers an arithmetic applicable to astronomy, music and architecture. By arranging these numbers, like marbles, in a particular way, Pythagoras discovered the famous « geometry of numbers ». For example, in the case of triangular numbers, three points form a triangular surface. If we add three points below, we find the number 6, but it is still a triangle. And if we add four more points, we get the number 10, still a triangular number.
The Patriarch of Constantinople Photius (810-893) confirms that :
« The Pythagoreans proclaimed that the complete number is ten.
The number ten, is a compound of the first four numbers that we count in their order. That is why they called Tetraktys the whole constituted by this number.«
Besides the plane and triangular numbers (1, 3, 6, 10, etc.), Pythagoras explored the square numbers (1, 4, 9, 16, …), rectangular, cubic, pyramidal, star-shaped, etc. In doing so, Aristoxenus said, Pythagoras had « raised arithmetic above the needs of merchants ». This approach, that of seeing harmony above and within the multiple, has inspired many scientists throughout history. One thinks of Mendeleev for the elaboration of his table of elements or of Einstein.
The power of numbers was also well understood by the cardinal-philosopher Nicolaus of Cusa, who evokes Pythagoras in the first chapter of his treatise De Docta Ignorantia (1440), when he states that :
« All those who search, judge the uncertain by comparing it to a certain presupposition by a system of proportions. All research is therefore comparative, and uses the means of proportion: if the object of research can be compared to the presupposition by a small proportional reduction, the judgment of apprehension is easy; but if we need many intermediaries, then difficulty and pain arise. This is well known in mathematics: the first propositions are easily brought back to the first principles which are very well known, whereas the following ones, because they need the intermediary of the first ones, have more difficulty.
Therefore, all research consists of a comparative proportion, easy or difficult, and this is why the infinite, which escapes, as infinite, from all proportion, is unknown. Now, the proportion which expresses agreement in a thing on the one hand and otherness on the other hand, cannot be understood without the number. This is why the number encloses all that is susceptible of proportions.
Therefore, it does not create a proportion in quantity only, but in everything that, in some way, by substance or by accident, can agree and differ. Therefore, Pythagoras strongly believed that everything was constituted and understood by the power of numbers.
Now, the precision of combinations in material things and the exact adaptation of the known to the unknown are so far above human reason that Socrates considered that he knew nothing but his ignorance; at the same time as the very wise Solomon affirms that all things are difficult and that language cannot explain them.«
The Geometry of numbers,
the secret of mental calculations

Here is a simple example.
One day, in Göttingen, the teacher of the young German mathematician Carl Gauss (1777-1855) asked his students to calculate the sum of all the numbers from one to one hundred. The students did so and began to add the numbers 1 + 2 + 3 + 4 + 5, etc.
The young Gauss raises his hand and, following a mental calculation, announces the result of the operation: « 5050, Sir! »
The teacher, surprised, asks him how he arrived at the result so quickly. The young Gauss explains: to see if there is a geometry in the number 100, I added the first digit (1) with the last (100). This gives 101. Now, if I add the second digit (2) with the second to last one (99), it also makes 101. I concluded that within the number 100 there are fifty pairs of even and odd numbers whose sum is 101 each time. Thus, by multiplying 101 by the number of couples (50), I immediately arrive at 5050.
From Pythagoras to Plato

For Pythagoras, the most perfect surface is the circle and the ideal volume is the sphere since regular polyhedra can be inscribed. According to one of his disciples, the Italian Philolaus of Croton (-470/-390 BC), Pythagoras would have been the first to define the five regular polyhedrons:
- the cube,
- the tetrahedron (a pyramid with 4 triangular faces),
- the octahedron (composed of 8 triangles),
- the icosahedron (64 triangles) and
- the dodecahedron (composed of 12 pentagons).
Since Plato describes them in his work, the Timaeus, these regular polyhedra took the name of « Platonic solids ». Let’s recall that Plato went to Italy several times, notably to meet his close friend, the great Pythagorean scientist, astronomer, musical theorist and political leader, Archytas of Tarantum (-428/-387), considered today as « the father of robotics ».
A direct disciple of Philolaos, Archytas became the mathematics teacher of the brilliant Greek astronomer and physician Eudoxus of Cnidus (-408/-355).

Starting with Archytas, the Pythagoreans associate the 1 to the point, the 2 to the line, the 3 to the surface (the two-dimensional geometrical figure: circle, triangle, square…), the 4 to the solid (the three-dimensional geometrical figure: tetrahedron, cube, sphere, etc.).
Let’s add that in the Timaeus, one of Plato’s last dialogues, after a brief exchange with Socrates, Critias and Hermocrates, the Pythagorean philosopher Timaeus of Locri (5th century BC) exposes a reflection on the origin and the nature of the physical world and of the human soul seen as the works of a demiurge while addressing the questions of scientific knowledge and the place of mathematics in the explanation of the world.
Cicero (Republic, I, X, 16) specifies that Timaeus of Locri was an intimate of Plato:
No doubt you have learned, Tuberon, that after the death of Socrates, Plato went first to Egypt to learn, then to Italy and Sicily, in order to learn all about the discoveries of Pythagoras.
There he lived for a long time in the intimacy of Archytas of Taranto and Timaeus of Locri, and had the chance to obtain the Commentaries of Philolaos.
The music of the spheres

A magnificent bas-relief on the campanile of the Florence cathedral reflects what the early Italian humanists knew about Pythagoras.
Luca della Robbia (1399-1482), the sculptor working on the instructions of the humanist chancellor of Florence Leonardo Bruni (1370-1444), shows Pythagoras, a large hammer in one hand, a small hammer in the other, striking an anvil and concentrating his mind on the difference in the sounds he produces.

According to the legend, Pythagoras was walking near a forge when his attention was caught by the sound of hammers striking the anvil. He discerned in his ear the same consonances as those he could produce with his lyre. His intuition led to a fundamental discovery: musical sounds are governed by numbers.
This is how Guido d’Arezzo (992-1050), the Benedictine monk who created the system of musical notation still in use, relates the event in the last chapter (XX) of his book Micrologus around 1026:
« A certain Pythagoras, a great philosopher, was traveling adventurously; he came to a workshop where an anvil was being struck with five hammers. Amazed by the pleasant harmony [concordiam] they produced, our philosopher approached them and, believing at first that the quality of sound and harmony [modulationis] lay in the different hands, he interchanged the hammers. When this was done, each hammer retained its own sound. After having removed one that was dissonant, he weighed the others, and, admirably, by the grace of God, the first weighed twelve, the second nine, the third eight, the fourth six of I don’t know what unit of weight. He thus knew that the science [scientiam] of music resided in the proportion and ratio of numbers [in numerorum proportione et collatione] […] What can we say about the science of music? […] What more can be said? By arranging the notes according to the intervals mentioned above, the illustrious Pythagoras was the first to perfect the monochord. As it is not lasciviousness that one finds there, but a fast revelation of the knowledge of our art, it met a general assent among the scholars. And this art has gradually been affirmed and developed to this day, for the Master himself always illuminates the human darkness and his supreme Wisdom endures for all centuries. Amen.«
Here, the diagram (found on a slate placed at the feet of Pythagoras in Raphael’s fresco), which visualizes the musical harmonies obtained by dividing a string. Dividing it in two gives the octave, in three the fifth and in four the fourth. Finally, epogdoon (from the prefix epi- meaning above and ogdoon meaning the eighth) translates the interval of 9/8, which here corresponds to the tone.
IMAGE

Let’s go back to the harmonic ratios that Pythagoras discovered from the weights of the hammers: 12, 9, 8 and 6.
- The ratio between 12 and 6 is the half and corresponds to the octave (diapason). It is found on a musical instrument by vibrating half a string;
- The ratio between 12 and 8 is a ratio of two thirds, which corresponds to the fifth (diapente);
- The ratio between 8 and 6, is a ratio of three quarters, which corresponds to the fourth (diatessaron);
- Finally, the ratio between 8 and 9 gives the interval of a tone (epogdoon, the prefix epi- meaning above and ogdoon meaning the eighth).

Later, the Pythagoreans transposed the same proportions to other objects, including volumes of water in glasses, the size of bells as well as bronze disks or the length of strings of musical instruments or flutes. For Pythagoras, this experience is fundamental because it corroborates the basic intuition of his philosophy: everything that exists is number, including phenomena as immaterial as musical intervals. In a famous passage of the Timaeus (35-36), Plato describes the fabrication of the proportions of the World Soul by the Demiurge. This passage is based on the numerical series 1, 2, 3, 4, 9, 8, 27, which corresponds to the fusion of the series of the first powers of 2 (2, 4, 8) and the series of the first powers of 3 (3, 9, 27). Now, from this series, we can derive the numerical relationships on which the musical intervals are based.
In his Metaphysics, Aristotle also notes :
« The Pythagoreans noticed that the whole of the modes of musical harmony and the relations which compose it are resolved in proportional numbers.«
With the French philosopher Pierre Magnard, we would rather say:
« If to know is to measure, music is the art of pursuing measurement beyond the threshold of incommensurability. When numerical, metric and weight standards are no longer capable of establishing proportions between natural realities, harmony comes to the rescue of its own scales – diatonic, chromatic, enharmonic – and of its intervals – fifth, fourth, third, octave – to make up for the lack of calculation.«
Finally, as the Roman musicologist Theon of Smyrna (70-135) stated:
« The Pythagoreans assert that music is a harmonic combination of opposites, a unification of multiples and an agreement of opposites.«
In addition, for the Pythagoreans, music also had an ethical and medical value:
« He started education with music, using certain melodies and rhythms, thanks to which he healed the character traits and passions of men, and brought harmony between the faculties of the soul.«

All this made Pythagoras the incarnation of a cosmic and universal harmony**. Moreover, he would have been the first to have used the word « cosmos » (perfection, order).

Pythagoras, praised by the first true astrophysicist Johannes Kepler (1571-1630), is said to have been the first to coin the concept of « the music of the spheres » or « the harmony of the spheres ».
For, as Sextus Empiricus (towards the end of the second century) states in his Pyrrhonian sketches, Pythagoras would have noted that the distances between the orbits of the Sun, the Moon and the fixed stars correspond to the proportions regulating the intervals of the octave, the fifth and the fourth. In the Republic, Plato states that astronomy and music are « sister sciences ».

Copernicus admits that the work of the Pythagoreans inspired his own research:
« Others think that the Earth moves. Thus, Philolaos the Pythagorean says that the Earth moves around the Fire in an oblique circle, as do the Sun and the Moon. Heraclitus of Pontus and Ecphantos the Pythagorean do not, it is true, give the Earth a translational motion [motion around the Sun, heliocentrism]… Starting from this, I too began to think of the mobility of the Earth. »
(Copernicus, letter to Pope Paul III, preface to De revolutionibus orbium caestium [On the Revolutions of the Celestial Orbs], 1543).
The name Pythagoras (etymologically, Pyth-agoras: « he who was announced by the Pythia », the goddess), derives from the announcement of his birth made by the oracle to his father during a trip to Delphi. However, legend has it that Pythagoras was the son of Apollo, the god of light, poetry and music.
According to the oldest pre-Socratic traditions, Apollo had conceived a plan to control the universe. This plan was revealed in « the music of the spheres » under the wise supervision of Apollo, the sun god and god of music; a Greek god who passed to the Romans without changing his name. Apollo is represented with a crown of laurels and a lyre, surrounded by the nine muses.
GUIDED TOUR

After reviewing the political situation of the time, the motivations of Pope Julius II and his advisors seeking to re-establish the authority of a « Triumphant Church, » the ultimate culmination for centuries to come of a culture that goes back to Apollo, Moses, Pythagoras, Plato, Cicero and their disciples, the viewer now has some solid « keys » (the « codes ») in hand that will allow him or her to « read » Raphael’s frescoes adorning the Stanza.
Without Raphael’s account of his work, this reading remains an obstacle course. For example, the identification of the figures remains uncertain, since, with a few rare exceptions, no tablet tells us this. The idea, in any case, is that the spectator, by analyzing the appearance and gestures of each one, discovers for himself who is represented.
As we said, when entering the room, the viewer is immediately asked to appreciate each fresco not in isolation, but as an expression of a coherent whole.
When entering the Stanza, as if inside a painted cube, one immediately realizes that one is facing a theatrical setting. For the great vaults that the spectator discovers are only painted images and do not respond to any structural reality of the building. Inghirami was a speaker, an actor and a director who knew who should appear where, with what attitude and dressed in what way. Thanks to this imagination, a room that was at first sight rectangular and boring, was transformed into a spherical cube because the corners of the room were « rounded » with stucco.
A. THE CEILING

From the thematic point of view, the visual path, as one might expect, begins on the ceiling and ends on the floor. In the center of the ceiling, a small circle with the coat of arms of Julius II. Around it, an octagon surrounded by four circles connected by four rectangles. Each of the four circles touches the top of one of the four vaults painted on the four walls and shows an allegorical figure and a text announcing the theme of the large frescoes below.
Each time, it is a question of emphasizing the harmony uniting all the opposing (circle, square) parts. While the real incompatibilities are left to the checkroom, the oppositions and the formal differences will even be strongly emphasized, but exclusively to show that one can accommodate them by submitting them to a higher design.

Thus two double themes (2 x 2) are articulated:
- Philosophy (the true accessible by reason), nicknamed The School of Athens, and Theology (the Truth accessible by divine revelation), nicknamed since the Council of Trent, the « Dispute of the Holy Sacrament »; a theme common to Aquinas and the neo-Platonists.
- Poetry and music (the Beautiful), and Justice (the Just), a theme of Ciceronian origin.
- Above the theme Philosophy, in one of the four circles, is represented by a woman wearing a dress with each of the four colors symbolizing the four elements evoked by a motif: blue illustrates the stars, red the tongues of fire, green the fish and golden brown the plants. Philosophy holds two books entitled « Morality » and « Nature », while two small genius (geniuses) carry tablets on which one can read « CAUSARUM » and « COGNITO », read together meaning « To know the causes ». Clearly, the aim of moral and natural philosophy is to know the causes, that is to say to go back to God.
- Above Theology, a woman dressed in red and green, colors of the theological virtues. In her left hand, she holds a book, her right hand points to the fresco below. Two geniuses carry tablets saying « DIVINAR.RER » and « NOTITIA », « The revelation of sacred things ».
- Above Poetry, the winged figure of the Poetry carrying lyre and crown of laurels. Two putti (cherubs) present us with tablets on which are inscribed the words of Virgil: « Inspired by the spirit » (NVMINE AFFLATVR). Since we are dealing with puttis and not geniuses, there is a clear reference to the Christian spirit that inspires the arts.
- Finally, above the last fresco, Justice, a woman holds the attributes of justice: the scales and the sword. Two putti carry tablets with the words of the Emperor Justinian: « IVS SVVM VNICUMQUE », that is, « to each his just punishment ».
Then, still on the ceiling, as we have indicated, there are four rectangular frescoes connecting the four circles whose theme we have just specified. Again, these are two pairs that complement each other.

A. A first rectangular fresco, linking Philosophy with Poetry, shows us a woman (wisdom, the first mover) here as the first cause and setting a celestial globe in motion and thus the universe in action. It may be the mythical Sibyl mentioned by Heraclitus, a superhuman incarnation of the prophetic voice. Philosophically, it is an allegory of the creation of the universe (or Astronomy). The constellation that appears on the globe has been identified. It corresponds to the sky map of the night of October 31, 1503, the date of the election of Julius II… which of course the date he became the “prime mover” of the universe.
B. The second rectangle, diametrically opposed to the first one and linking Justice to Theology, represents « Adam and Eve driven out of Paradise ». Considered as the beginning of theology, « The Fall of Man », will be repaired by the « redemption » that the Church and Pope Julius II will bring, embodied by the creative wisdom putting the universe back into motion.
C. The third rectangle, linking Philosophy and Justice, represents « The Judgment of Solomon, » a scene showing King Solomon’s wise judgment when two mothers claimed the same child.
D. And finally, the fourth, at the other end of the diagonal, connecting Poetry and Theology, represents, not « The Flogging of Marsyas » as has been claimed, but another rather rare scene, « The Triumph of Apollo over Marsyas » in the struggle for the lyre. The latter receives a crown of laurels. The two judgments are based on different bases for their mutual appreciation. While King Solomon, representing the Old Testament, judges on the basis of the divine law, Apollo, who represents antiquity here, prevails thanks to the rules of the pagan pantheon, his will power.
B. THEOLOGY
(THE DISPUTE OF THE HOLY SACRAMENT)

*In the upper (celestial) register :
A. God the Father, B. Jesus Christ, C. Mary, D. St. John the Baptist, E. Apostle Peter, F. Adam, G. St. John the Evangelist, H. King David, I. St. Lawrence, J. Judas Maccabaeus, K. St. Stephen, L. St. Stephen, M. Moses, N. James the Greater, O. Abraham, P. St. Paul, SE. Holy Spirit.
*In the lower (earthly) register:
1. Fra Angelico, 2. ?, 3. Donato Bramente, 4. ?, 5. ?, 6. Pico della Mirandola, 7. ?, 8. ?, 9. ?, 10. Saint Gregory, 11. Saint Jerome, 12. ?, 13. ?, 14. ?, 15. ?, 16. Saint Ambrose, 17. Saint Augustine, 18. Saint Thomas of Aquinas, 19. pope Innocent III, 20. Saint Bonaventure, 21. pope Sixtus IV, 22. Dante Alighieri, 23. ?, 24. ?; 25. a mason, 26. ?, 27. ?
Historians tell us that it was the first fresco to be made. The core subject here is the Trinity and « transubstantiation », a supernatural phenomenon signifying the conversion of one substance into another, in the case of Christians, the conversion of bread and wine into the body and blood of Christ in the Eucharist under the action of the Holy Spirit. This meant a « real presence » of God at mass and thus a major attraction to attract the faithful and a precondition to obtain « indulgences » from him. For some humanists, such as the Swiss Protestant Ulrich Zwingli (1484-1531), any doctrine of the real presence is idolatry because it would be tantamount to worshiping bread and wine as if it were God.
Erasmus, for whom the performance of rituals should never be a substitute for true faith, explains that when Christ said to his disciples, in offering them bread, « this is my body » and « this is my blood, » in offering them wine, he was in reality talking metaphorically, not of bread and wine, but of his disciples (his body) and his teaching (his blood).
The idea of the composition is to show the triumph of the unity of the Church in Christ in all its complexities and diversities. The scene takes place on two levels, one celestial and the other terrestrial, lining up, as in a theater, a vast variety of actors presenting themselves to the public.
Above, in the celestial register, the heart of the subject, « the Trinity » with God the Father (A) blessing enthroned above a Christ (C) surrounded by Mary (B) (the New Testament) on his right and St. John the Baptist (D) (the Old Testament) on his left, themselves appearing above a dove symbolizing the Holy Spirit (SE).
Around them, to match the architecture of the School of Athens opposite, sit peacefully on a semi-circular cloud bench, the remarkable figures of the Church Triumphant, accompanied by their traditional attributes and dressed in colorful garments specific to each.
At the ends of the semicircle, two apostles: the Apostle Peter (E), representing the Jews, and the Apostle Paul (P), representing the Gentiles, face each other, as if they were the outer guards of the triumphant Church, the custodians of both the key and the letter of it. The Old Testament is represented by Adam (F) facing Abraham (O), and Moses (M) facing King David (H) with his harp in hand. The New Testament is also represented by St. John (G) facing St. Matthew (N) (two authors of the Gospel), by St. Lawrence (I) and St. Stephen (L) (both martyred saints).
At the bottom, in the terrestrial register, there is an enormous altar (Y) on which is written (in the middle) « IV LI VS » (Julius). A golden monstrance (X) with a host in its center proclaims the presence of Christ in the mystery of transubstantiation. Next to it, the Doctors of the Church of the early days of Christianity: on the left (under the features of Julius II) St. Gregory (No. 10), the great reformer of the ritual and the chant of the Mass, next to St. Jerome (No. 11), the most profound scholar of Christianity), accompanied by his lion. On his right Saint Augustine (N° 17) and Saint Ambrose (N° 16). These four doctors are, unlike the other figures, seated, which already brings them closer to the figures in the heavens; we can also distinguish two later doctors who are St. Thomas Aquinas (No. 18), a Dominican; and St. Bonaventure (No. 20), a Franciscan.
The historian Konrad Oberhuber, adds that these last two,
embody two tendencies of the Church: one that sees its essence of Christianity in ritual and devout adoration (the dimension of feeling), the other that defends the importance of theology (the dimension of thought).

Then, Popes Innocent III (1160-1216) (N° 19), the most powerful pope of the Middle Ages who established the political independence of Rome) and Sixtus IV (1414-1471) (N° 21, Francesco della Rovere by name) rub shoulders with religious figures such as the Dominican Savonarola (instigator in 1494 in Florence of a political revolution (return to the Republic) and moral revolution (rechristianization) or, the painter Fra Angelico (N° 1), contemporary of Savonarola, admired for his frescoes and his sublime paintings, accompanied by Dante Alighieri (N° 20), whose Divine Comedy (with hell, purgatory and paradise) had an influence on theology in the Middle Ages, Donato Bramante (N° 3), the famous architect of St. Peter’s Basilica, not forgetting Pico della Mirandola (N° 6), (mistaken for Francesco Maria della Rovere) who, with his hair blowing in the wind, is pointing towards the Trinity in a light and graceful wiggle. On the right, masons (N° 22), who build churches, bend forward. If on the right, behind the figures, the white marble foundations (Z), allude to the new St. Peter’s Basilica whose reconstruction Julius II has just launched, on the left, a village church (Q) reminds us that Christianity must penetrate the daily life of the humble.
C. PHILOSOPHY
(“SCHOOL OF ATHENS”)

A. Apollo, B. Pallas Athena
Philosophy (« School of Athens »).
1. Porphyry, 2. Plotinus, 3. Alcibiades, 4. Crito, 5. Phaedo of Elis, 6. Socrates, 7. Isocrates, 8. Parmenides,
9. Plato, 10. Aristotle, 11. ?; 12. ?, 13. Apelles of Cos (Raphael), 14. Protogenes (Sodoma), 15. Strabo,
16. Ptolemy, 17. Hippocrates of Chios, 18. Diogenes of Sinope, 19. Heraclitus of Ephesus, 20. Anaximander of Milèt, 21. Pico della Mirandola, 22. Pythagoras, 23. Boethius, 24. Avicenna, 25. Epicurus, 26. Metrodorus.
A beautiful central view perspective shows a get together of 58 Greek and other thinkers in an ideal temple. No chiaroscuro effect disturbs the balance of the colors and the clarity of the composition.
The American thinker Lyndon LaRouche (1922-2019), during his visit to the Vatican, marveled at the graceful harmony that radiates from this work. It could not help but resonate with a concept LaRouche developed throughout his life: that of the « simultaneity of eternity »; the poetic idea that « immortal » ideas continue their dialogue in a place beyond material time and space.
According to historians, Raphael, faced with the Herculean task of creating this series of portraits, and lacking reliable visual data about the figures to be portrayed, sent one of his assistants to Greece to collect indications and provide him with documentation to meet the challenge.
Small detail: the event doesn’t take place in Athens or Greece, but in Rome. The architecture is clearly inspired by the church of Sant’Andrea of Mantua, renovated shortly before his death by Leon Battista Alberti (1404-1472) and by Bramante‘s plans for the reconstruction of St. Peter’s Basilica in Rome. It is Rome set to become the new Athens.

Although the steps can be found in the preparatory drawings, the large arches with their coffered vaults, typical of the dome of the Roman Pantheon, do not appear. Another probable source of inspiration is the arches, also with coffered vaults, the Basilica of Maxentius and Constantine, built in Rome at the beginning of the 4th century to reaffirm the power of the beauty of the Eternal City.
It is not excluded that Bramante himself, who had made a tromp-l’oeil using this type of pattern in the apse of the church of Santa Maria presso San Satiro in Milan, designed them in person. With three arches (tetrad) and seven rows of caissons, Pythagorean numerology is never far away.
Visually, the ensemble is divided in two. The audience is on the same level as the foreground, a paved parterre behind which a very wide staircase leads to a raised forecourt. For the viewer, a slightly cavalier perspective reinforces the monumental dimension of the figures on the upper level. This setting is inevitably reminiscent of a theater stage.
The actors, arriving from the old world, can enter the stage on one side, under the statue of the Greek god Apollo (A), god of light, and leave on the other, towards the new world, under the statue of Pallas Athena (B), which became Minerva in Roman times, protector of the Arts, to exchange ideas with each other, address the audience or climb the stairs and leave through the back.
In the center of the square and in the center of a perspective with a central point of view, Plato (N° 9) and Aristotle (N° 10) don’t confront each other but move forward, side by side, towards the viewers (and the Triumphant Church on the opposing wall).
The first one, with the Timaeus in his hand, points a finger towards the sky, meaning that beyond the visible, a higher principle exists. The second one extends his arm and his hand horizontally underlining that all truth comes to us from the testimony of the senses, while carrying the Ethics with the other arm.
Strangely, these are the only two books in the stanza whose names appear in Italian (Timeo, Etica) and not in Latin. As the art critic Eugenio Battisti (1924-1989) observed:
If we (…) examine the titles of the works respectively held by Plato and Aristotle, we see the philosopher of the Academy holding the Timaeus, that is to say the most Aristotelian and the most systematic of his works and the Stagirite, the Nicomachean Ethics, that is to say the most Platonic of his works.

The colors of the clothes of the two philosophers symbolize the four elements: Plato is dressed in red (fire) and purple (ether); Aristotle in blue (water) and yellow (earth).
If the whole fresco cuts the world in two between Platonists and Aristotelians, both walk together towards what is in front of them and behind the spectator who looks: towards the fresco of Theology with the Trinity in the center without forgetting the monstrance and the imposing altar on which is marked « JV-LI-VS PON TI CUS ». How generous of the Church to welcome so many pagans into its midst!

Raphael however communicates a great sense of movement. In the same way that the Dutch painter Rembrandt, in his 17th century masterpiece The Company of Captain Frans Banning Cocq, known as The Night Watch, broke with the formal representations of the dignitaries of the city guilds, Raphael here drew a line under the frozen and static representations of the series of « great men » often decorating the palaces and libraries of the great princes and lords in the style of his master Perugino.
His fresco, like Leonardo’s Last Supper in Milan, is organized as a sequence of small groups of three or four people conversing with a great thinker or each other, never out of sync with what is happening around them. In this sense, Raphael translated into images, and thus made accessible to the eyes of the spectators, that harmonic unity transcending the multiple so sought after by the commissioners.
Raphael and Inghirami did not hesitate to use portraits of people living in their time to represent historical figures. In addition to themselves, there are their patrons, colleagues and other personalities whom they hoped to please or charm.
In the foreground, four groups are shown.

On the left, Epicurus (N° 25), here with the features of Inghirami writing the setting of the play. Born in Samos like Pythagoras, he wears here, not a crown of laurels, reward given to great orators, but a crown of oak leaves, symbols that we find in the coat of arms of pope Julius II.
Some historians believe that Inghirami was a Dionysian follower of Orphism, another pre-Socratic current. Dionysus is indeed the brother of Apollo and according to some, their teachings are one and the same.
As mentioned above, shortly after Raphael’s death (1520), Cardinal Jacopo Sadoleto published a treatise in which Inghirami defends rhetoric and denies any value of philosophy, his main argument being that everything written is already in the mystical and mythological texts of Orpheus and his followers.
In Rome, the scholars of the time knew Epicurus mainly through their readings of Cicero for whom Epicurus was not a debauchee but someone who sought the noblest pleasure. Cicero had a friendship with an Epicurean philosopher, a certain Phaedrus, as it happens the nickname of Inghirami…
Finally, on the extreme left, there is an old bearded man, the Greek thinker Metrodorus (N° 26), disciple of Anaxagoras and for whom it is « the acting spirit » that organized the World. In front of him, a newborn baby. Together they could symbolize the birth of truth (the child) and wisdom (the old man) and experience.

Next to him, a little more in the center, the imposing figure of Pythagoras (N° 22) (whom the Italian historian Georgio Vasari mistook for the evangelist Saint Matthew), seated with a book, an inkwell and a pencil, writing surrounded by visibly intrigued people. Behind him, seated on the left, an old man, representing Boethius (N° 23), Roman author, in the sixth century, of a treatise on music, the first part of which evokes « the harmony of the spheres », tries to look at what he is writing in his book. Without capturing a moment of potential transformation, as Leonardo knew how to do, the scene is obviously inspired by his unfinished painting, the Adoration of the Magi.
At his feet, a black slate with the famous Tetraktys and a diagram of musical intervals (see our section in this article on Pythagoras).
Since it is totally unthinkable that it is Averroes (banned from the Church, as said, by Aquinas), the turbaned man who seems to admire him could be Avicenna (Ibn Sina) (N° 24). This Persian physician, influenced by the thought of both Hippocrates and Galen, in his Qanûn (of Medecine), operates a vast medico-philosophical synthesis of Aristotle‘s logic (which he corrects) and neo-Platonism, compatible with monotheism.
It could also be Al Fârâbi (872-950), another Arab scientist and musician who sought to reconcile faith, reason and science with the philosophy of Plato and Aristotle, whose translations from Greek into Arabic he had made. Avicenna admired him and the title of one of Al Fârâbî’s works leaves no ambiguity: The Harmony of the Opinions of the Two Sages: Plato the Divine and Aristotle.
Moreover, given his position on the side of the Platonists, although he wears a white turban, it is totally excluded that he is Averroes (Ibn Rushd), an author struck down by Aquinas (see the paintings showing The Triumph of Saint Thomas) and then by the Neoplatonists of Florence for having denied the immortality of the individual soul.
More in the center of the fresco, two isolated figures immersed in their thoughts. The first, on the left, appears to have been added later by Raphael and is not in his drawing. The man is dozing on a cube, a Pythagorean volume par excellence. It is thought to be Heraclitus of Ephesus (No. 19) (an Ionian pre-Socratic for whom « there is nothing permanent but change ») with the features of Michelangelo. This sculptor fascinated Raphael, not only for his gifts in drawing, anatomy and architecture, but also for his spirit of independence from a pope he considered tyrannical.
It should be noted that the Moses that Michelangelo sculpted for the tomb of Julius II is said to be looking at him with anger because the artist captured the moment when Moses, coming down from Mount Sinai with the Tables of the Law, noticed that the Hebrew people had returned to worshiping idols, such as « the Golden Calf ». Irritated by this return to idolatry, Moses broke the Tables of the Law.

One detail raises questions: Anaximander of Miletus places his right foot on a cubic block of marble whose volume seems to be eight times smaller than the one on which Heraclitus of Ephesus rests. However, to solve the problem of Delos (the duplication of the volume of the cube) it is necessary to wait for the Pythagorean and friend of Plato, Archytas of Taranto.
Anaximander of Miletus (N° 20) (and not Parmenides), also a representative of the Ionian school, stands behind Heraclitus and seems to contest the demonstration of Pythagoras (representative of the so-called « Italian » school). Behind him, a young man with long hair, looks at the spectator. Dressed in a white toga, an attribute of the Pythagoreans, he is once again Pico della Mirandola (N° 21), triumphant and surrounded by Pythagoras and two of his disciples. Legend has it that Raphael portrayed Hypatia of Alexandria (c. 370-415), a mathematician who headed the Neoplatonist school in Alexandria. When one of the cardinals examined the painting and knew that the woman depicted was Hypatia, he is said to have ordered that she be removed from it. Raphael is said to have obeyed, but replaced her with the effeminate figure of a nephew of Pope Julius II, Francesco Maria Della Rovere, future Duke of Urbino…
If this is really Pico della Mirandola, it would be a superb piece of praise, for appearing in both Philosophy and Theology, the two images of Pico, reminiscent of the kneeling angel looking at the viewer while pointing at St. John the Baptist in Leonardo’s Madonna of the Rocks, can contemplate each other!
The second isolated figure, nonchalantly spread out on the stairs, is the cynical and hedonistic philosopher Diogenes of Sinope (N° 18), here presented as an ascetic, but in the Aristotelian tradition.


Then, in the center right, an inspiring group of young people, amazed by their discoveries and exchanging their complicit glances with their comrades, around a surveyor who is examining or drawing with a compass parallel lines inside a hexagonal star on a slate laid on the ground.
This is an illustration of a theorem that neither Euclid (an Aristotelian) nor Archimedes mentioned, although the identity of one or the other is attributed to this figure in the guise of the architect Donato Bramante.
It could be, it is my conviction, the geometer Hippocrates of Chios (N° 17) of which Aristotle speaks in great good. He wrote the first mathematics textbook, entitled The Elements of Geometry. This work precedes Euclid’s Elements by a century. Unless we are talking about the architect Leon Battista Alberti, whose church in Mantua may have inspired Bramante and after all, author, in 1435, of De Pictura, a treatise (of Aristotelian spirit) on perspective.
However, in 1485, in his treatise on architecture De re Aedificatoria, Alberti, in a passage (IX, 5) that may have been of interest to the author of the fresco, stressed that:
“Beauty consists in a harmony and in an agreement of the parts with the whole, in accordance with determinations of number, proportionality and order such as the harmony requires it, that is to say the absolute and sovereign law of the nature.”

Finally, to add to the mystery, on the collar of the tunic of this figure can be read: « R.V.S.M. » (Raphael Vrbinas Sua Manu), meaning « By the Hand of Raphael of Urbino »).
For what the surveyor is addressing on the slate is the role played by the diagonals of the hexagon. The answer is provided by the geometrical composition, in the form of a hexagon, which underlies the entire construction of the perspective of the fresco.
The diagonals show a beautiful complementarity between the arithmetic mean and the harmonic mean (see authors diagram below).
It is a masterly demonstration in the field of the visible, of the concept structuring the whole theme of the work: complementarity, the foundation of universal harmony.

Credit: Karel Vereycken
On the right, the geographers Ptolemy (No. 16) and Strabo (No. 15) (in the guise of Baldassare Castiglione, the head of the Pope’s army and a friend of Raphael’s?), who is identified without real evidence with Zoroaster but to whom Pico della Mirandola indeed refers, stand face to face. The first shows the Earth as a sphere, the second a globe of the Heavens.
Finally, on the far right of the first register, with the features of Raphael, the legendary painter of the court of Alexander the Great, Apelles of Cos (N° 13). It should be remembered that, during his lifetime, Raphael was nicknamed « the Apelles of his time ». Next to him, his rival, the Greek painter Protogenes (N° 14) in the guise of Raphael’s colleague, the sulfurous but virtuoso fresco artist Sodoma. Coming from the world of the craftsmen, it is a question here of marking the entry of two painters-decorators into « the court of the big guys » and making their first steps in the world of philosophy.

On the steps, the central subject, as we have said, Plato and Aristotle. Plato‘s features in the fresco have nothing to do with any supposed portrait by Leonardo da Vinci. Leonardo was born in 1452 and was only 56 years old when the fresco was painted. Raphael is said to have used the image of a bust of Plato discovered in Athens in the ruins of the ancient academy. In reality, the famous drawing of an old man (Turin), supposed to be a self-portrait of Leonardo and resembling the image of Plato in the School of Athens, has been proven to date from the 19th Century.
In the crowd to the left of Plato is Socrates (no. 6), his teacher, whose face was known to everyone from Roman statues. The identification of the other figures remains largely hypothetical. One thinks of the speakers of Plato‘s dialogues. Close to Socrates, his old friend Crito (N° 4). Behind Socrates, the Athenian intellectual Isocrates (N° 7) who had withdrawn from political life and although close to Socrates, set himself up as Plato‘s rival. Close to the latter, the five interlocutors of Plato‘s dialogue, Parmenides. Among them, Parmenides (N° 8), considered at the origin of the concept of the One and the multiple, and the pre-Socratic thinker Zeno of Elaea, known for his philosophical paradoxes.
The Athenian general (here dressed as a Roman soldier) Alcibiades (N° 3) and the young man in blue could be Phaedo of Elis (N° 5) or Xenophon, both listening to Socrates counting on his fingers, a gesture suggesting his famous dialectic.
All around the Greek thinkers, other figures are stirring. Behind general Alcibiades, a figure (perhaps a librarian) holds back another running figure, begging him not to disturb the ongoing exchanges between philosophers and scientists.
At the far left, a man with a hat enters the stage. It could be Plotinus (N° 2), a founding figure of Neoplatonism admired by cardinal Bessarion, accompanied by Porphyry (N° 1), another Neoplatonist who brought his biography of Pythagoras as a messenger from the ancient world.

Here the giornata of the School of Athens.
D. JUSTICE

A. Fortitude, B. Prudence and C. Temperance.
1. Justinian, 2. Tribonian, 3. pope Paul III, 4. Antonio Del Monte,
5. pope Leo X, 6. pope Gregory IX (Julius II), 7. pope Clement VII.
On top, in the lunette (half moon), the three virtues represented would be Fortitude (A), Prudence (B) and Temperance (C). Together with Justice, they constitute the four cardinal (profane) virtues. The central female figure, holding a mirror, refers to Prudence. On the left, Fortitude holds an oak branch, an allusion to the della Rovere family from which Julius II, the pope who commissioned the frescoes, descended.
Below, once again, complementarity is at work. On the left, painted by Lorenzo Lotto, the Roman emperor Justinian I (N° 1) receives the Pandects (the civil law) from the Byzantine jurist Tribonian (N° 2).
On the right, in the guise of Julius II, Pope Gregory IX (N° 6) promulgates the Decretals; a masterly sum of canon law which he had ordered to be compiled and published in 1234.
On his right (thus on the left of the spectator), one sees a cardinal, in purple dress, having the features of the cardinal Jean de Médicis, future pope Leo X (N° 5). The two other cardinals behind him would be Alessandro Farnese, the future pope Paul III (N° 3), and Antonio Del Monte (N° 4). And to his left (right for the viewer) a cardinal representing Cardinal Julius de Medici, the future Pope Clement VII (N° 7). With your image immortalized on a fresco in the right place, your career to become pope would seem to be better engaged!
The fact that Julius II is represented wearing a beard allows to date the fresco beyond June 1511. Indeed, the pontiff, who left Rome beardless to wage war, then let his beard grow and vowed not to shave it off until he had liberated Italy. He returned to Rome in June. Historians point out that the prominence of the pope’s portrait indicates how the theme of the decoration of the Chambers was transformed, around 1511, into that of the glorification of the papacy. Hence, in this way “Justice” becomes the right of Julius II to impose « his » justice.
E. POETRY
(« PARNASSUS”)

The poets:
1. Alcaeus of Mytilene, 2. Corinna, 3. Petrarch, 4. Anacreon, 5. Sappho, 6. Ennius, 7. Dante, 8. Homer, 9. Virgil, 10. Statius (Poliziano), 11. Apollo, 12. Tebaldeo, 13. Boccaccio, 14. Tibullus, 15. Ariosto,
16. Propertius, 17. Ovid, 18. Sannazaro, 19. Pindar.
The nine muses:
A. Thalia, B. Clio, C. Euterpe, D. Calliope, E. Polyhymnia, F. Melpomene, G. Terpsichore, H. Urania. I. Erato.
A window reduces the space available for the fresco to a large lunette where the characters are divided into small groups on a semi-circular line.
The underlying idea here, taken from St. Thomas, is that truth is made accessible to man, either by Revelation (Theology) or by Reason (Philosophy). For the Neoplatonic school, this truth manifests itself to our senses through Beauty (poetry and music).
The scene painted here takes place near Delphi, at the top of Parnassus, the sacred mountain of Apollo and home of the Muses of Greek mythology.
The large window around which the fresco is organized offers a view, beyond the cortile (small circular temple) of Bramante, on the hill of Belvedere (Mons Vaticanus), where shows were given and where, in ancient times, Apollo was honored, which earned him the name of Apolinis.
Apollo is the patron of musicians: « It is through the Muses and the archer Apollo that there are singers and citharists », says Hesiod. He even inspires nature: when he passes by, « the nightingales, swallows and cicadas sing ». His music soothes the wild animals and moves the stones. For the Greeks, music and dance are not only entertainments: they allow to heal men by tuning the discords that eat away at their souls and thus to bear the misery of their condition.
At the top of the hill, seven laurels. Near the Castalia spring, Apollo (N° 11), crowned with laurel leaves and in the center of the composition, is tuning around him the nine muses (A to I) playing on his lyre.
On the left side Calliope (D), the one « who has a beautiful voice » and represents the epic poetry, and on the right, Erato (I), « the lovable one » who represents the lyric and erotic poetry as well as the nuptial song. Each presides over the tuning of the other’s chorus: on the left, behind Calliope, Thalia (A) (« the flourishing, the abundant »), Clio (B) (« who is famous » and represents history) and Euterpe (C) (« the joyful » who represents music). Finally, just behind Erato, Polyhymnia (E) (« the one who says many hymns » and represents rhetoric, eloquence and pantomime), Melpomene (F) (« the singer » who represents tragedy and song); Terpsichore (G) (« the charming dancer ») and Urania (H) (« the celestial one » who represents astronomy).
And you don’t have to be Pythagoras to count 7 laurels on the mountain and remember that nine muses plus Apollo make… ten.
As one of the square frescoes on the ceiling reminds us, Apollo had triumphed over Marsyas in a fight to seize the lyre, considered as the divine instrument capable of leading souls to heaven, better than the flute which only excites the lower passions. By detaching the man from his immediate material concerns, the victorious lyre allowed to arouse the divine love in men. In addition, the Romans knew of a seven-stringed lyre, a Pythagorean legacy, the number seven referring to the seven heavenly bodies orbiting the central fire.


However, strangely enough, Apollo is not holding a traditional four-stringed lyre, but a lira da braccio. If Apollo plays here the lyre with arms, the muses Calliope, Erato and the sibyl Sappho hold lyres identical to those of the sarcophagus known as « of the Muses » of the Museo delle Terme in Rome.
In many representations of the 16th century, the lyre is played by a group of angels or mythological characters, such as Orpheus and Apollo, but also King David, Homer or the Muses. Among its interpreters, we can count Leonardo da Vinci. The instrument is essentially designed like a violin, but with a wider fingerboard and a flat bridge that allows for chordal playing. The lyre generally has seven strings: four like a violin, augmented by an additional low string (making five), and two strings beyond the fingerboard, which are not played but serve as a drone and resonate in the octave. Now, Raphael, in order to create a perfect harmony with the number of muses around Apollo, will increase the number of strings from seven to nine, that is to say seven adjustable plus two drones. This detail concerning the lyre seems to have been modified in time. Indeed, an engraved reproduction, from 1517, probably from drawings prior to the fresco, or from its preliminary project, by Marcantonio Raimondi, reveals a state quite different from what we see today.

The composition is less dense and highlights, like the School of Athens, several groups of three figures each. What is striking at first is that the ancient lyre played by Apollo with his fingers rests on his thigh, while in the present version, Apollo vibrates the strings of his lira da braccio with a bow, while looking up to the sky, in accordance with the fresco on the ceiling where are inscribed the words of Virgil: « Inspired by the spirit » (NVMINE AFFLATVR).
All around, eighteen poets are divided into several groups. The identification of some is unequivocal, that of others more doubtful. They are all chained to each other by gestures and looks, forming a kind of continuous crescent.
At the top left, the father of Latin poetry Ennius (N° 6), seated, listens raptly to the song of Homer (N° 8), while Dante (N° 7), further back, looks at Virgil (N° 9) who turns towards him, the Roman poet Statius (N° 10), in the guise of Poliziano, at his side. The latter was a disciple of the florentine Neoplatonist Marsilio Ficino. To represent the historical figures, Raphael drew inspiration from Roman statuary. For the face of Homer, for example, he adopted the dramatic expression of the Laocoon, which he had found in Rome in 1506.
At the bottom left are the Greek poet Alcaeus of Mytilene (N°1), the Greek poetess Corinna (N° 2), Petrarch (N° 3) as well as the Greek poet Anacréon (N° 4). In the final version, two characters who leave the frame came to enrich the composition. On the left, the sibyl Sappho (N° 5) as indicated by a tablet. Considered the first poetess of ancient Greece, she lived in the seventh and sixth centuries BC. According to the Homeric Hymns, it is her who would have built the first lyre to accompany the poetic recitation. The only woman in entire fresco is painted with a monumentality that is reminiscent of Michelangelo in the Sistine Chapel.
Sappho is the counterpart of Pindar (N° 19), and not Horace as is claimed, considered one of the greatest lyric poets of Greece and for whom Apollo was the symbol of civilization. Pindar is here in conversation with the Italian poet Jacopo Sannazaro (N° 18), dressed in blue and standing, and above them Ovid (N° 17).
On the right, on the side of the mount, besides Pindar, Sannazaro and Ovid, five other poets and orators : Antonio Tebaldeo (N° 12), with his back turned towards Apollo and under the features of Baldassare Castiglione ? ), Boccaccio (N° 13), behind, Tibullus (N° 14), Ariosto (N° 15), Propertius (N° 16), under the features of the cardinal poet very « Petrarquist » Pietro Bembo, a friend of Inghirami and enemy of Erasmus, and at his sides two unknown poets said « poets of the future judging the past ».
The identification of these characters remains largely hypothetical and controversial. To arrive at satisfactory results, it would be necessary according to the historian Albert Chastel, to find precise correspondences between the nine muses, nine classic poets and nine modern, in addition to the grouping by poetic genre.
After the death of Julius II, Pope Leo X made the Stanza della signatura his music room, replacing the books of his predecessor (which were moved to the large library on the lower floor) with intarsiae. Leo X will also have the pavement completed.
F. THE MOSAIC ON THE FLOOR

A. Coat of arms of the pope, B. Spiral arm, C. Star of David, reference to the Jewish heritage.

The mosaic decorating the floor is said to be « cosmatesque », after the name of Cosmati, an old family of craftsmen and specialized in mosaics with four colors. Some materials come from Roman ruins, the green marble of the Peloponnese in Greece, the porphyry of Aswan in Egypt, and the yellow marble of North Africa. The white marble comes from the famous marble quarries of Carrara where Michelangelo chose his materials.
As on the ceiling, in the center of the room the coat of arms of the pope (A), this time inside a square (his earthly reign) inscribed in a circle (his theological mission). This first circle is surrounded by four spiral arms, each of which creates a new circular motif (B). This pattern is believed to be of Jewish origin. The Star of David (C) appears several times in this creation vortex. The doctrine of the four worlds, described in cabalistic cosmology, underlines their dynamic unity.
After all, for Giles de Viterbe, the recent discovery of Jewish mystical writings was of the same importance as the discovery of America by Christopher Columbus. Let us recall that for Julius II, like Plato and Pythagoras, Moses, whom Michelangelo sculpted for his tomb, already announced the later triumph of the Church of Rome which would, under his direction, synthesize them.
Conclusion
Thus, the whole theme of the « Chamber of the Signature » finds its full coherence with the idea of harmony and concordance. But when we look more closely, we see that it is only a question of « complementarity » at the level of forms and in the service of a temporal power disguised as a divine mission. Raphael, a talented painter, submitted to this by providing the product for which he was paid. He would end up painting things increasingly decadent by submitting to the pagan whims of the papal banker Agostino Chigi for the decoration of his villa, the Farnesina.
With the « Chamber of the Signature », we are far from the famous « coincidence of opposites » dear to Pythagoras, Plato, Nicholas of Cues and today Schiller Institute’s President Helga Zepp-LaRouche, which allows, in an uncompromising search for truth and for the love of humanity, to overcome paradoxes and solve a great number of problems from a higher point of view.
By piling up allegories and symbols, if it impresses, this masterly work ends up suffocating us. By the rules of its composition, it can only sink into the theatrical and the didactic. In a universe purged of the slightest irony or surprise, no real metaphor will be able to awaken us. And although Raphael tried to bring some life into it, the spectator is fatally left with a vast sediment of fossilized ideas, as dead as the most glorious ruins of the Roman Empire.
Brief bibliography:
- Julius II, Ivan Cloulas, Fayard, Paris 1990;
- Léon X et son siècle, Gonzague Truc, Grasset, Paris, 1941;
- Une histoire des empires maritimes, Cyrille P. Coutensais, CNRS, 2013;
- L’Humanisme, l’Europe de la Renaissance, André Chastel and Robert Klein, Editions Skira, Geneva, 1995;
- L’Arétin ou l’insolence du plaisir, Bertrand Levergeois, Fayard, Paris, 1999;
- Giorgio Vasari, l’homme des Médicis, Grasset, Paris, 1995;
- Marsile Ficin et l’Art, André Chastel, Droz, Geneva, 1996 ;
- Raphael and the Pope’s librarian, Nathaniel Silver, Ingrid Rowland, Paul Holberton Publishing, 2019;
- Raphael’s Stanza della Signatura, Meaning and Invention, Christiane L. Joost-Gaugier, Cambridge University Press, 2002;
- Pythagoras and Renaissance Europe, Finding Heaven, Christiane L. Joost-Gaugier, Cambridge University Press, 2009;
- Raphael, Stephanie Buck and Peter Hohenstatt, Könemann, 1998;
- The Intellectual Background of the School of Athens: Tracking Divine Wisdom in the Rome of Julius II, Ingrid D. Rowland, 1996;
- Pagans in the Church: The School of Athens in Religious Contex, Timothy Verdon, 1996;
- Raphael’s School of Athens, Marcia Hall, Cambridge University Press, 1997;
- Raphael, Konrad Oberhuber, Editions du Regard, Paris, 1999;
- L’énigme de la Segnatura, Raphael and Sodoma, André-Charles Coppier, Paris, 1928;
- Raphael, John Pope-Hennessy, Harper & Row, London, 1970;
- Who was Raphael, Nello Ponente, Editions Skira, Geneva, 1967:
- Lives and doctrines of the illustrious philosophers, Diogenes Laërtius, La pochothèque, Paris, 1999;
- Erasmus and Italy, Augustin Renaudet, Editions Droz, Paris, 2000 ;
- Erasmus among us, Léon Halkin, Fayard, 1987 ;
- Comment la folie d’Erasme sauva notre civilisation, Karel Vereycken, 2005 ;
- The egg without shadow of Piero della Francesca, Karel Vereycken, 2007;
- Albrecht Dürer against neo-platonic melancholy, Karel Vereycken, 2007.
NOTES:
* For an in-depth treatment of the subject, see Karel Vereycken, Albrecht Dürer against Neo-Platonic Melancholy, 2007.
**We can see here where certain sects, notably Rudolf Steiner’s Anthroposophists, draw their inspiration. Some still insist on demonstrating that Pythagoras, who believed in the transmigration of souls and therefore their possible reincarnation in animals or plants, was a vegetarian. Diogenes Laertius tells us that one day, « passing by someone who was mistreating his dog, it is said that he [Pythagoras, in a joking tone] was moved by compassion and addressed the individual with these words: ‘Stop and do not strike again, for it is the soul of a man who was my friend, and I recognized him by hearing the sound of his voice’ « . A whole series of authors ended up falling into numerology and irrational esoteric mumbo-jubo, in particular Francesco Zorzi, Agrippa of Nettesheim and Paracelsus.
La mort de Melencholia












Le retour de Poséidon





Christian Lévêque : l’écologie malade du « fixisme » ?

Karel Vereycken s’est entretenu fin mars 2021 avec l’écologue et hydrobiologiste Christian Lévêque, directeur de recherche émérite à l’Institut de recherche pour le développement (IRD) et spécialiste des écosystèmes aquatiques. Il est également président honoraire de l’Académie d’agriculture de France et membre de l’Académie des sciences d’Outre-mer.
Parmi ses derniers écrits, nous recommandons :
- La biodiversité avec ou sans l’homme ? (Quae, 2017) ;
- La mémoire des fleuves et des rivières (Ulmer, 2019) ;
- La gestion écologique des rivières françaises – Regards de scientifiques sur une controverse (L’Harmattan, 2020, avec JP. Bravard) ;
- Reconquérir la biodiversité, mais laquelle ? (Fondapol, 2021).

Karel Vereycken : Dans vos écrits, vous soulignez que le discours qu’on entend dans les médias sur l’écologie est plus idéologique que scientifique. Que voulez-vous dire et en quoi est-ce préoccupant ?
Christian Lévêque : La première chose qui me préoccupe dans le discours écologique, c’est qu’il s’agit d’un discours à sens unique : « L’Homme détruit la nature. » C’est un discours de mise en accusation de l’homme dans son rapport à la nature. Or, ce que je vois autour de moi, ce n’est pas tout à fait ça. Prenons le cas du parc naturel de la Camargue, qu’on présente parfois comme un pur produit de la nature. En réalité, il s’agit d’un système aménagé par l’homme pour la production de sel et la riziculture. C’est un système géré artificiellement qui est néanmoins labellisé « parc naturel ». On voit bien, avec cet exemple, que l’action de l’homme n’est pas forcément négative.
Prenons maintenant le cas du bocage normand. Une fois de plus, ce n’est pas un système naturel, mais aménagé par l’homme et l’agriculture. Il est amusant de constater que le bocage figure dans tous les livres traitant de la biodiversité comme un bel exemple de nature qu’il faut préserver. On pourrait multiplier les exemples. Je prends souvent le cas du lac du Der (lac du Der-Chantecoq, en Champagne) qui est un barrage-réservoir (de 48 km²) sur la Marne, construit il y a une trentaine d’années pour protéger Paris des crues de la Seine. Or, tout comme la Camargue, ce site a été consacré « site Ramsar » (Note 1) en matière de préservation de la nature, en particulier pour l’habitat qu’il offre aux oiseaux.
On voit donc que le « vécu des gens » (la réalité) ne correspond en rien à celle dont parlent un certain nombre de mouvements militants qui ne font qu’accuser l’homme de ravager la nature. Pour moi, il y a quelque chose de totalement incohérent dans cette démarche. Ce qui ne veut pas dire pour autant que tout va pour le mieux, et il y a bien entendu des contre-exemples. Mais il faut revenir à des regards plus réalistes et moins dogmatiques sur nos rapports à la nature.
Ce qui me préoccupe le plus dans leur approche, c’est cette « vision fixiste » de la nature, sous-jacente dans la plupart des discours en matière de conservation de la nature. On a l’impression qu’en créant des aires protégées, on va protéger la nature. On oublie que la nature n’arrête pas de changer et qu’une aire protégée ne protège rien dans la durée. La flore et la faune vont évoluer sous l’influence du climat par exemple. Ou sous l’influence d’espèces qui vont se naturaliser sur le site. Et les espèces que l’on cherche à protéger peuvent disparaître car les conditions écologiques ne leur seront plus favorables. Ce sont des mesures d‘urgence qui peuvent être utiles comme telles, mais ce n’est pas une assurance à long terme.
Beaucoup de projets de restauration ou d’aménagement qui cherchent à reconstituer un état écologique historique (c’était mieux avant…) oublient que l’avenir ne peut pas être le passé. Les systèmes écologiques évoluent et se modifient en permanence sur la flèche du temps.
J’avais demandé, il y a quelques années, de faire une simulation sur la remontée du niveau de la mer, dans l’estuaire de la Seine dont je m’occupais. Si la mer monte d’un mètre – ce qui est possible et probable, d’ici à la fin du siècle – vous avez la moitié de la réserve de l’estuaire de la Seine qui est sous l’eau. Et si ça monte de deux mètres, il n’y a plus de réserve du tout. Est-ce qu’on pourrait repositionner la réserve plus haut ? Comme il y a beaucoup d’urbanisation, cela posera de grandes difficultés. C’était une parenthèse pour dire que les réserves naturelles sont un peu limitées en tant que perspective historique…
Si je vous comprends bien, ces écologistes font en quelque sorte un instantané de l’évolution, qu’ils veulent geler artificiellement pour toujours ?
Lorsqu’on regarde dans le passé, comme le font les paléo-écologues, on voit bien que la nature était différente de celle d’aujourd’hui. L’Europe a connu à diverses reprises des périodes de glaciation qui ont profondément modifié la flore et la faune.
Je dis souvent : réfléchissez. Il y a 10 à 20 000 ans, le nord de l’Europe était sous les glaces ainsi que le massif alpin, et l’on était en zone de permafrost là où nous sommes aujourd’hui. Cela a beaucoup changé depuis, non ? On est passé des toundras de Sibérie à des forêts luxuriantes et la biodiversité a également beaucoup changé. Et cela, en relativement peu de temps. La flore et la faune se sont reconstituées par des migrations ou des introductions d’espèces depuis environ 10 000 ans, ce qui est récent. A l’échelle géologique ou à celle de l’évolution, c’est une goutte d’eau.
Il faut bien intégrer que la nature est dynamique. Il est illusoire de penser que l’on pourra figer cette dynamique en établissant des normes et des lois pour la protéger. J’ai conscience que c’est difficile à intégrer car nous n’aimons pas beaucoup le changement, qui est porteur d’incertitudes et donc de dangers… Pour les scientifiques, la biodiversité est le produit du changement et donc de l’adaptation permanente des espèces aux fluctuations de leurs conditions d’existence.

Les mouvements environnementalistes nous alertent sur une forte érosion de la biodiversité et certains évoquent même la menace d’une « sixième extinction de masse » provoquée par l’action humaine. Qu’en est-il ?
Tout cela est compliqué et relève pour partie de la communication de grandes ONG environnementales. Il est vrai que les hommes ont un impact, mais il faut l’évaluer raisonnablement et ne pas tomber dans des discours inflationnistes.
A ceux qui tiennent ces discours, répliquez : « Apportez-moi les données ! » Or, on a beaucoup de mal à trouver les données sur lesquelles sont basées ces assertions.
J’ai vu récemment une communication de l’International Union for the Conservation of Nature (IUCN, l’une des plus grandes associations environnementalistes) et de l’Office français de la biodiversité (OFB) sur le nombre d’espèces menacées de disparition en France, évalué à 2400 espèces. Quand vous regardez le détail, c’est une liste à la Prévert d’espèces dont certaines sont sans aucun doute en régression, il n’est pas question de le nier, et d’autres dont la présence sur la liste sert à faire du chiffre.
Deux exemples pour l’illustrer. Parmi les quelques rares espèces supposées éteintes en France, il y a trois espèces de poissons d’eau douce appartenant au groupe des corégones qui peuplent les lacs alpins. Ce groupe est connu chez les taxinomistes pour être très variable. Selon les auteurs, on distingue des dizaines d’espèces de corégones, ou seulement deux en Europe… Les trois « espèces » en question sont-elles de vraies espèces ou des écotypes ? Ce qui souligne la difficulté rarement abordée de la définition de l’espèce !
Autre exemple, on comptabilise parmi les espèces disparues ou pratiquement disparues en France, des espèces qui vivent dans des pays voisins et qui, pour des raisons diverses, font de temps à autre une incursion chez nous. Il existe ainsi sur cette liste deux espèces de poissons qui sont endémiques en Espagne, où elles sont très abondantes, mais qu’on a pu apercevoir à certains moments dans des régions frontalières en France. Ce sont des espèces qui peuvent être importées accidentellement par des oiseaux, des mammifères ou des hommes, et qui s’installent temporairement chez nous, avant de disparaître. Comptabiliser ce type d’espèces parmi les espèces en danger, c’est quand même un peu fort ! C’est ce que j’appelle faire du chiffre. On aimerait que les données qui sont diffusées par les médias fassent preuve d’une plus grande rigueur !
D’autre part, on mélange systématiquement dans ces analyses les espèces métropolitaines et les espèces ultra-marines.
C’est donc intellectuellement malhonnête…
C’est un problème de manipulation sémantique, oui. On sait que l’essentiel des disparitions d’espèces a lieu dans les îles. C’est clair, c’est net : 95 % des espèces recensées disparues sont des espèces insulaires, des îles indo-pacifiques notamment. Sur les continents, on a très, très peu d’espèces disparues à l’époque historique. Donc pratiquer l’amalgame et laisser croire que la situation est la même partout n’est pas honnête. Les problèmes sont très différents concernant l’érosion de la biodiversité sur l’île de la Réunion, à Mayotte ou en métropole.
Pour la plupart des métropolitains, la France, c’est la métropole ; il faudrait donc préciser en « France métropolitaine et ultra-marine », et distinguer ce qui concerne les îles et ce qui concerne les continents.
Le problème des îles porte sur les « espèces endémiques » (à distribution réduite, liées à un territoire). Dans ce sens, il y a des îles océaniques, mais également des îles continentales. Un lac peut être une « île continentale ». Le lac Tanganyika, en Afrique, est une île continentale dans la mesure où il n’a aucune connexion avec d’autres lacs. Dans une île, vous avez des populations (végétales et animales) qui vont évoluer de manière isolée et qui vont donner au bout d’un certain temps des espèces biologiquement différentes de celles qui existent sur les continents. En général, ces îles ont été peuplées d’espèces qui vivent sur le continent, et l’évolution a fait son œuvre.
En Corse, en Sardaigne, etc., vous avez des espèces endémiques. Si certaines sont de « vraies » espèces biologiques, il s’agit souvent de sous-espèces dont l’évolution n’est peut-être pas complètement terminée.
La faune endémique des îles a beaucoup souffert de l’introduction d’espèces domestiques (chats, chiens) et d’espèces commensales (rats), c’est incontestable. Mais ce n’est pas le cas en milieu continental. Il ne faut donc pas tout amalgamer, à moins de vouloir manipuler les chiffres pour donner l’impression qu’en métropole, il y a de nombreuses espèces qui ont disparu.
On évoque souvent le cas des insectes. Dans les années 1960, pour désigner le liquide lave-glace, on utilisait le terme « démoustiqueur », tellement on ramassait d’insectes sur le pare-brise lors des déplacements en voiture…

C’est vrai qu’il y a moins d’insectes, je ne le conteste pas. L’homme a forcément un impact sur son environnement. Ou alors il faut exclure l’homme comme le proposent certains, pour qui une belle nature est une nature sans l’homme. Veut-on suivre cette logique ? Ce n’est pas la mienne. Tous les animaux ont un impact sur la nature. Lorsque vous regardez les films animaliers à la télévision, il y a toujours cette pauvre lionne ou cette pauvre louve qui cherche désespérément de quoi nourrir ses petits… On voit avec plaisir et même avec soulagement la pauvre lionne tuer une antilope ou la louve tuer un chamois. C’est cruel, la nature. Ce n’est pas un monde paradisiaque. C’est un monde de rapports de force.
Pour revenir aux insectes, il faut, là encore, essayer de comprendre pourquoi, au cas par cas, certaines populations (pas toutes) sont en régression. Et si les pesticides sont au banc des accusés, ils ne sont pas les seuls coupables. Il y a les pratiques agricoles et la modification des paysages, mais aussi toutes les conséquences de l’artificialisation et des pollutions résultant de l’urbanisation.
Ce qui sous-tend vos propos, et je crois l’avoir vu dans vos écrits, c’est la notion de « co-construction » entre la civilisation humaine et la nature ?
C’est en effet ce que je dis – avec d’autres, car je ne suis pas seul dans ce domaine. La « nature » européenne est une co-construction entre les processus spontanés, c’est-à-dire la dynamique des espèces elles-mêmes, et les activités humaines. Le paysage européen, c’est le produit de l’agriculture, au sens large. Il n’y a plus rien d’originel. Mais c’est aussi de nos jours le produit de l’urbanisation. On voit bien que l’urbanisation artificialise le paysage. On n’a plus de grands espaces sans artifices.
En milieu urbain, notre « nature » est une hyper co-construction. On aménage des coins de nature en ville, des parcs, des jardins. C’est artificiel mais ces milieux hébergent également des espèces de plus en plus nombreuses qui s’adaptent à la ville. On y trouve même beaucoup d’espèces protégées.
Une vision romantique prétend que si l’homme disparaissait définitivement, la nature « reprendrait ses droits », mais on peut également craindre que cela ne soit pas forcément le cas. On peut même redouter que des formes plus primitives du vivant, du type virus « malveillants » ou autres, viennent ravager ce qui resterait.
On peut tout imaginer. Je ne suis pas hostile à ce qu’on réfléchisse à ces questions, loin de là. Je dirais que globalement, l’homme a besoin de la nature, c’est évident. Sans les ressources de la nature, il ne peut pas vivre, comme d’ailleurs beaucoup d’autres espèces. Le principe de la nature, c’est qu’il y a des mangeurs et des mangés, ne l’oublions pas. Néanmoins, la nature a existé pendant très longtemps sans l’homme. L’homme est un tout petit épisode dans l’histoire de la Terre et de la nature, en tout cas l’homme actuel. Et il y a fort à parier que si l’homme disparaît, la nature poursuivra son chemin…
Maintenant, ce qui est vrai, c’est que si l’on abandonne un certain nombre d’activités – notamment agricoles – de co-construction de la nature, les paysages vont changer. La déprise agricole (abandon et sous-utilisation à long terme des sols) entraîne ce qu’on appelle la « fermeture » des paysages. Ça veut dire que les systèmes forestiers vont prendre la place des systèmes prairiaux ouverts, ce qui provoquera un changement assez important dans les peuplements qui leur sont associés. Et l’une des raisons probables de l’érosion des populations d’oiseaux des champs en France et en Europe, dont on discute pas mal, est en partie liée à cette déprise agricole. Cela veut dire que beaucoup d’endroits qui étaient des milieux « ouverts » sont maintenant abandonnés à une forêt qui gagne du terrain en France.
Et puis il ne faut jamais oublier que l’artificialisation des sols (extension des zones habitables) progresse beaucoup. Lorsque l’on aborde le problème de la disparition des insectes (sans exclure le rôle des insecticides), il faut considérer le rôle de l’éclairage, celui des lampadaires qui tuent des quantités d’insectes. L’urbanisation détruit évidemment un certain nombre de milieux favorables aux insectes. Les pratiques agricoles, surtout avec les cultures extensives, éliminent les bosquets, etc. Je ne nie pas du tout le rôle des insecticides, mais je refuse d’en faire le seul facteur ou le bouc-émissaire de la disparition des espèces.
Derrière tout cela, je pose la question de savoir s’il est légitime ou pas que l’homme se protège des nuisances de la nature. N’a-t-on pas le droit de se protéger contre toutes ces nuisances que sont les insectes ravageurs des cultures, que sont les moustiques, que sont tous ces vecteurs de maladies, etc. ? Il y a une vraie question qui est posée… et jusqu’où aller ? Pouvons-nous imaginer des compromis et sur quelles bases ?
En plus, cette question ne se pose pas de la même façon dans les pays en voie de développement que dans les pays avancés. Lorsqu’on regarde le rôle des insectes dans la transmission des grandes maladies parasitaires, bactériennes et virales, on a un autre regard.

Moi, j’ai travaillé dans les pays en voie de développement. J’ai passé dix ans en Afrique et j’étais sur le terrain, pas derrière les écrans d’ordinateur d’un laboratoire français. Le discours actuel sur la biodiversité est complètement aberrant par rapport aux besoins et à la situation des pays en voie de développement.
Leur problème, ce n’est pas la conservation de la nature dans des réserves. Leur problème, c’est aussi de se protéger de la nature et de ses nuisances. Je dis bien aussi… car évidemment, ils ont aussi besoin de protéger leurs ressources.
Cette question des deux visages de la nature m’est particulièrement chère car dans le monde vécu des citoyens, la nature est une source inépuisable de nuisances (maladies, ravageurs de cultures, aléas climatiques, etc.). Mais les conservationnistes refusent d’en parler pour ne pas écorner cette image d’Epinal d’une nature bucolique assiégée par l’homme, qui est leur fonds de commerce !
Conservation de l’homme !
Ce n’est pas une guerre de tranchées, mais tout de même, ce n’est pas du tout la vision bucolique et idyllique que les « bobos » ont actuellement de la nature. Ça c’est vraiment un regard de pays riche.
Ce que vous avancez me semble très important. Pourtant, votre discours, sans être marginal, n’est pas médiatisé et reste très éloigné du discours dominant. Pourquoi y a-t-il tant de scientifiques qui s’adonnent à ce catastrophisme ?
C’est aussi une question que je me pose. Je me suis plusieurs fois étonné que mes collègues puissent avaliser des informations du type « 1 million d’espèces menacées de disparition », sans disposer des données permettant d’étoffer une telle affirmation ni savoir comment on l’a calculé. En principe, il existe une déontologie scientifique. Les scientifiques doivent parler de choses qui sont vérifiées, ou mettre des informations sur la table pour qu’on puisse en discuter. Or, on ne trouve nulle part de quelle manière ces chiffres ont été obtenus. Les affirmations de ce type qui tournent en boucle sur internet et sur les réseaux sociaux ne sont pas sourcées.
J’étais interrogé par l’hebdomadaire Le Point (20 février 2021) sur la question du WWF qui annonce, dans son rapport Planète vivante (Edition 2020) que 68 % des vertébrés ont disparu entre 1970 et 2016.
Manque de chance, il y a deux articles scientifiques qui, en s’appuyant sur les mêmes bases de données que le WWF, sortent des chiffres totalement différents. En gros, oui, il y a des espèces dont les populations sont en forte régression, c’est incontestable, on parle des lions, on parle des girafes, etc. Mais il y a également des populations qui sont en expansion et ça, on n’en parle jamais, de même qu’on ne parle jamais de l’évolution qui est en cours. On parle toujours de la disparition des espèces, mais quand on fait des analyses génétiques des populations, on s’aperçoit que l’évolution est toujours en cours. Vous avez des différences génétiques dans un même bassin fluvial, entre populations de poissons d’une même espèce à quelques dizaines de kilomètres de distance. L’évolution, c’est de l’adaptation, Les espèces sont en permanence en train de s’adapter. Quand vous introduisez une espèce américaine dans un lac européen, au bout de quelques décennies, elle se différencie de l’espèce d’origine et peut devenir une nouvelle espèce biologique.
Lors de conférences visant à populariser l’idée de la « grande réinitialisation » (Great Reset), c’est-à-dire le verdissement de la finance mondiale pour « sauver le climat », on a pu voir, à la fin de la grande session réunissant la fine fleur des financiers à Londres, le 11 novembre 2020, Greenpeace présenter la bande annonce de son film « Our Planet, Too Big too fail »…
Je sais…
On peut donc croire qu’il existe un lobby de la finance verte qui a bien besoin de ce genre de propagande…

Il y a « une machine à cash », pour dire les choses simplement. Si vous présentez un programme de recherche dans lequel vous dites « je veux montrer tout l’intérêt de la préservation du bocage et de sa transformation historique, soulignant le rôle positif de l’homme », alors vous ne trouverez absolument aucun financement. En revanche, si vous jouez le chercheur pyromane et que vous criez au feu : « Ah, les espèces invasives, ah, le changement climatique ! ça va tout transformer, ça va tout détruire ! »
Ça marche très bien au niveau des médias, ça marche très bien, hélas, au niveau d’un bon nombre de nos concitoyens, et là, vous allez obtenir des crédits, car vous allez dire « donnez-moi de l’argent, je vais vous apporter la solution ». Cela ressemble fort à ce qu’on appelait au Moyen-Âge le régime des indulgences (Note 2), lorsque l’Eglise disait « donnez-nous de l’argent, et votre âme sera sauvée ! »
C’est ce que dit le WWF : « Donnez-nous de l’argent et on va sauver la planète ! » Ça dure depuis des décennies sans que la question de l’érosion de la biodiversité soit réglée pour autant.
C’est pas mal, les indulgences vertes !
Tout cela crée une sorte de doxa. On se renvoie la balle, on fait de la surenchère. On a une « érosion sans précédent » mais qui n’est pas documentée. On se monte le bourrichon d’une certaine manière, mais ça rapporte – de la notoriété, parce qu’on passe dans les médias, et de l’argent parce que vous allez sauver le monde. Qui va dire le contraire ? On est dans un grand jeu de rôle.
Cela me conduit à la dernière question à laquelle vous avez déjà répondu en partie. Aux politiques, vous dites « regardez les chiffres et ne répondez pas aux images et aux émotions ». Existe-t-il des domaines de recherche prometteurs permettant de clarifier ce débat ?
Pour clarifier ce débat, il faudra d’abord que les politiques soient à l’écoute, ce qui n’est pas forcément le cas. C’est une question pour laquelle je n’ai pas de réponse définitive. Je ne suis pas un gourou. Je ne dis pas « il n’y a qu’à… » ou « il faut qu’on… ».
Lorsque je parle de préserver la diversité biologique, je souligne qu’il faut le faire dans un contexte qui dépasse la seule vision naturaliste. Il y a la nature « objet » et la nature vécue… et on ne peut pas parler de la préserver sans tenir compte des paramètres sociaux en matière d’usages et de santé.

Revenons au lac du Der, qui est devenu une zone de protection pour les oiseaux. Une zone humide, un peu marécageuse, ce n’est pas compliqué à faire. Vous creusez un trou, vous y mettez de l’eau, et au bout d’un an ou deux, vous aurez une belle zone humide. La nature fait très bien les choses et il y a naturellement des échanges importants d’espèces d’un endroit à un autre par le biais des oiseaux, des mammifères, du vent, etc. Si vous avez la chance d’avoir un jardin, faites un trou et mettez de l’eau. Après quelques semaines vous verrez que la vie s’y est bien installée.
Oui, le vivant est conquérant !
Il y a eu des expériences intéressantes de création de marais au nord de Paris, dans le Parc départemental du Sausset (93), par un collègue qui est urbaniste. Au début, des paysagistes y ont mis des plantes. Quelques années après, tout cela avait disparu et l’endroit était envahi par une végétation spontanée de zones humides. A tel point que cette zone est devenue un centre d’attraction pour de nombreuses espèces d’oiseaux. Le public appréciait ce coin de nature sauvage… en milieu urbain.
C’est une chose qui a été déterminante dans ma réflexion, pour dire qu’effectivement l’action de l’homme n’est pas systématiquement négative. Mais ce qui était fait initialement pour distraire le public est devenu une réserve ornithologique fermée au public !
Comme je l’ai développé dans certains articles, on n’est pas obligé d’avoir une vision monolithique des choses. J’aborde souvent ces questions du point de vue des rapports nature-société. Si les hommes ont envie, quelque part, de coins de nature protégée, parce que ça leur fait plaisir, et parce qu’ils y trouvent un intérêt, pourquoi pas ? On n’est pas pour autant obligé de faire de la France tout entière une réserve naturelle ! On doit réfléchir sur la base d’un compromis entre différentes attentes des citoyens et des usages de la biodiversité.
Entre 100 % parking et 100 % réserve naturelle, il y a de la marge…

On parle actuellement de 30 % d’aires protégées (terrestres et maritimes), et certains conservationnistes disent que ce n’est pas assez, qu’il faudrait passer à 50 %. Mais où va-t-on mettre les hommes, là-dedans ? On va les mettre dans des réserves indiennes ? Ça, on ne le dit pas… C’est bien le problème, et c’est irresponsable.
Si l’on revient aux pays en voie de développement, lorsqu’on parle de 30 ou 50 % d’aires protégées alors que leur population est en forte augmentation, va-t-on y faire des zones hyper-peuplées et d’autres hyper-dépeuplées ? Tout ça pour qu’on puisse admirer une belle nature dans les zones protégées alors que les hommes crèvent de faim à côté ? Vous avez lu le livre Le colonialisme vert de Guillaume Blanc ? Lisez-le.
J’ai vécu ça en partie. J’ai connu les zones protégées en Afrique de l’Ouest, elles n’ont pas résisté longtemps lorsqu’il y a eu des révoltes sociales. C’étaient des réserves de viande de brousse. C’est un peu différent en Afrique de l’Est, où c’est devenu en réalité du grand business. Pourquoi pas !
Pour protéger les animaux, certains sont près à abattre les hommes dans ces réserves…
Abattre est peut-être un peu fort (mais c’est vrai au sujet des braconniers…), mais les expulser sans aucun doute. C’est ce que fait le WWF. C’est ce que dit Blanc également et ce comportement a été dénoncé dans des articles parus dans Le Monde diplomatique.
Oui, la télévision néerlandaise y a également consacré un reportage extrêmement documenté.
On peut accepter que dans certains pays comme la France, on crée des réserves dans des endroits où il n’y a personne. C’est le cas du parc du Mercantour. Mais il est vrai aussi que nous avons des parcs régionaux qui essaient d’associer protection et activités humaines, avec un certain succès.
Ou le retour des haies ?
On peut replanter des haies, et c’est ce que l’on fait à petite échelle, mais c’est encore assez anecdotique. Une haie, ce n’est pas que de l’aubépine, c’est aussi des arbres, et il faut du temps. Il y a en théorie des choses simples à faire pour recréer l’hétérogénéité des habitats. Au lieu d’avoir d’immenses étendues de champs labourés, on peut reconstituer quelques bosquets, ce qui serait certainement très positif pour la biodiversité.
Cela offre un plus pour les oiseaux…
Ce sont les arbres qui sont importants pour beaucoup d’oiseaux. Il est également clair qu’il faut réduire les pollutions, mais celles de toute nature, et pas seulement les pesticides. Les pollutions lumineuses, ça existe, et l’on pense que pour les insectes et les oiseaux, cela joue un rôle actuellement. Il y a des scientifiques qui semblent disposer de données pour le prouver. On voit bien qu’il y a des choses à faire, mais ce n’est pas forcément la révolution.
C’est en « co-construisant » avec la nature et en se posant la question : qu’est-ce qu’on veut comme nature ? Ce qui nous amène à prendre en compte non seulement des facteurs écologiques, mais également des facteurs économiques et sanitaires. Je ne suis pas sûr que les citoyens soient prêts à accepter le retour des moustiques, par exemple. Mais je respecte aussi les choix de nature éthique. Encore faut-il qu’ils ne deviennent pas exclusifs.
Aujourd’hui, dès qu’il y a un coq qui chante ou des grenouilles qui croassent, on appelle la police et on exige que le maire du village soit fusillé !
Ce qui compte, c’est de rechercher des solutions au cas par cas, qui ne seront pas les mêmes partout. En évitant les excès et les attitudes trop dogmatiques. Mais à certains moments, il faut aussi savoir trancher. Ça c’est de la politique, pas de la science.
C’est pour cela que le concept de co-construction est vraiment la chose à faire connaître.
Il faut tenir compte, selon les endroits, du contexte écologique, économique, sociologique, etc. Il faut tenir également compte des changements dans la société. Au XIXe siècle, la préoccupation majeure était de survivre. L’agriculture ne produisait pas assez, les gens crevaient de faim dans certains endroits. Il fallait donc produire. On ne se posait pas la question de la protection de la nature. Aujourd’hui, c’est la même chose dans les pays en voie de développement.
Je ne sais pas si vous avez vu le cri d’alarme lancé par Jean-Christophe Debar, de la FARM (Fondation pour l’agriculture et la ruralité dans le monde). Car il y a toute une offensive européenne en cours, au nom du Green New Deal, contre la viande, accusée d’être en grande partie responsable des émissions de gaz à effet de serre.
C’est ce que l’on dit… encore faut-il faire des évaluations honnêtes de ces émissions.
On a vu alors des gens sortir leur calculette pour évaluer comment réduire de moitié l’élevage. Face à cela, M. Debar met en garde qu’imposer des baisses de rendement risque d’obliger à doubler les surfaces à cultiver. En gros, cela équivaut à raser les forêts pour faire du bio… Ils se trouvent pris dans leurs propres paradoxes.

Pour produire la même chose en bio, cela demande 30 à 50 % plus de terres qu’en traditionnel. Je ne défends pas forcément le traditionnel, mais c’est un fait. A partir de là, on peut discuter. On peut certainement faire du bio dans certains endroits, mais dans l’état actuel, le bio est plus consommateur d’espaces. Moi je développe une autre idée. Je vis dans un pays où il y a encore du bocage (zone d’élevage). Eh bien, si l’on supprime la viande, qu’est-ce qu’il va devenir, ce bocage ? Ça va s’emboiser : friche, bois… ou ça va faire de belles zones industrielles pour centres commerciaux, ou des centres de loisirs. Donc, si on mange moins de viande, on va modifier nos paysages et sa biodiversité, ce qui montre la complexité des phénomènes et la limite des raisonnements « y’a qu’à, faut qu’on ».
On veut faire de nos agriculteurs de simples « capteurs de carbone ». Ils ne seront plus rémunérés pour les aliments qu’ils produisent, mais pour leur gestion de champs considérés comme des puits de carbone… La question est de savoir ce qui capte le plus de CO2 : une friche, une forêt ou un champ cultivé ?
Cela dépend des cultures et de ce qu’on intègre comme éléments de calcul. Vous parlez des émissions de gaz à effet de serre. On accuse les vaches.
Cependant, un des grands émetteurs de méthane, ce sont les zones humides… Les « feux follets », vous connaissez ? C’est du méthane. Avec la décomposition de la matière organique, il y a émission de méthane.
Pourtant on protège les zones humides, c’est un grand enjeu de conservation, n’est-ce pas ? Mais personne ne veut parler de la production de méthane par les zones humides… Les ONG montent au créneau quand on leur dit ça.
Ségolène Royal serait mécontente de vous entendre !

C’est pourtant évident. J’ai assisté à une séance de l’Académie de l’agriculture où on a parlé de l’émission de méthane par le rot des vaches. J’ai demandé à quoi ça correspond par rapport aux émissions des zones humides ? Silence… Il existe aussi des données démontrant que le permafrost qui se dégèle émet des quantités considérables de méthane. Il faut dire ces choses. On s’amuse avec le rot des vaches, mais est-ce le fond du problème ? On amuse la galerie, en réalité…
Ne pensez-vous pas qu’il est temps de former à nouveau des écologues et des biologistes prêts à aller sur le terrain pour y faire des relevés, plutôt que de tout miser sur des modélisations informatiques ?
C’est un des grands problèmes de l’écologie actuellement. Récolter des données, aller sur le terrain, ça coûte cher, ce n’est pas valorisant au niveau des publications, et c’est parfois sportif ! Pour ces différentes raisons, l’écologie est en partie devenue une science spéculative. Dans son bureau, on fait de l’écologie théorique sur ordinateur avec des « modèles » et on sort ensuite de grandes théories qui ne sont pas validées par les données de terrain.
Pour moi, l’écologie est avant tout une science d’observation ! le modèle est un outil qui aide à traiter ses informations. Ce n’est pas une fin, et encore moins un moyen de se substituer au terrain. Ou alors on en reste à la vision fixiste de l’écologie et on croit que le vivant se conforme aux théories que l’on a imaginées. Comment prendre en compte la variabilité et les aléas dans des modèles déterministes ? Le modèle auquel on accorde un crédit prédictif est l’antithèse de la démarche adaptative.
Un mot pour conclure ?
A mon sens, il est urgent que « l’écologie » (et pas l’écologisme) fasse sa révolution copernicienne. L’écologie est née autour de l’objectif d’identifier les lois qui régulent la nature.
C’était le but recherché au début du XXe siècle : découvrir les lois de la nature. Avec l’arrière-pensée que si l’on connaissait les lois, on pourrait agir sur la nature. Tout comme on avait trouvé les lois des orbites planétaires et de la gravité avec Copernic et Newton, on espérait trouver des lois définissant le fonctionnement général de la nature. Avec le temps, on s’est aperçu qu’il n’y avait pas (ou très peu) de lois pouvant expliquer le fonctionnement général de la nature, mais beaucoup de situations particulières (la contingence). La seule grande loi est celle qui montre que la distribution des espèces à la surface du globe dépend du climat et de la géomorphologie. A part cela, chaque système écologique est relativement différent et fonctionne d’une manière différente. Il faut donc éviter les généralisations et les globalisations, comme le font les mouvements militants et les ONG lorsqu’ils parlent d’érosion de la biodiversité. On l’a vu à propos de la différence entre les espèces continentales et les espèces insulaires.
Et surtout, il faut se mettre dans la perspective que la nature, ça bouge, ce n’est pas en équilibre, ce n’est pas stable, et que penser la préserver dans des réserves ou à travers des lois normatives, c’est un peu de la fiction.
Ils font la même erreur sur le climat en évoquant une température globale de la planète…
Oui, ils appellent cela la « température moyenne » pour l’ensemble du globe. J’ai dit une fois, par boutade, « qu’est-ce que c’est, cette connerie ? » Ça signifie quoi, une moyenne globale ? On voit bien que ce n’est pas si simple au niveau de la planète. Il y a à la fois des réchauffements et des refroidissements, des canicules et des vagues de froid, etc. Il en est de même pour la biodiversité, elle n’est pas la même partout.
Chaque région a son histoire climatique, géologique et anthropique. On dit que l’écologie est contingente, c’est-à-dire qu’un système écologique est le produit d’une histoire et d’un contexte local. La globalisation masque cette hétérogénéité qui est pourtant la caractéristique du vivant. Chaque système a son mode de fonctionnement, ce qui rend bien entendu difficile les généralisations. Les forêts méditerranéennes ne sont pas les forêts bretonnes, ni les forêts tropicales, et ça ne fonctionne pas de façon identique. La vie, c’est avant tout la diversité et l’hétérogénéité, c’est l’adaptation aux conditions locales…
Cela veut dire que l’écologie doit s’inscrire dans une perspective dynamique et non pas statique. Pour moi, c’est le fond du problème. On manque encore d’outils pour prendre en compte la dynamique des écosystèmes. On manque aussi d’informations sur leur évolution sur le temps long. On a longtemps pensé qu’un système écologique fonctionnait comme une machine dans laquelle toutes les espèces avaient leur rôle. Ce concept que l’on a qualifié de déterministe était pratique, car il donnait l’illusion que l’on pouvait gérer la nature si on en connaissait les lois de fonctionnement.
Depuis, on s’est rendu compte, à la suite des travaux du paléontologue S. Gould, par exemple, et ceux des généticiens, que le hasard jouait un rôle considérable dans la dynamique du vivant. Le vivant n’est pas le monde physique et il n’obéit pas aux mêmes lois.
Mais reconnaître le rôle du hasard (ou des aléas), c’est ouvrir la porte à l’incertitude, et on a du mal à y souscrire car ça rend difficile la prévision. Les gestionnaires sont alors démunis en matière d’anticipation. Mais on continue à faire comme si on pouvait prévoir le futur, avec ces nouveaux astrologues que sont les modélisateurs qui entretiennent l’illusion que le futur est prévisible… et donc maîtrisable !
Il faut dire clairement que l’on ne sait pas prévoir. Il faut le marteler car en réalité, ce que nous pouvons faire de mieux, c’est de nous adapter. C’est cette thématique d’une gestion adaptative qu’il faut promouvoir, bien différente de la gestion normative que nous pratiquons, qui consiste à établir des normes pour appliquer des lois qui n’ont aucune signification dans des systèmes dynamiques.
On en est, hélas, à une sorte de retour à une pensée moyenâgeuse. On fait tout un foin sur la complexité du monde, mais en fin de compte, c’est le rasoir d’Ockham, on adopte un truc simplet.
En effet, le public veut les explications les plus simples possibles. On est resté sur la logique : une cause, un effet. On a du mal à penser que dans un système écologique, un effet peut avoir plusieurs causes qui s’additionnent ou se compensent. On oublie aussi qu’une cause peut mettre beaucoup de temps avant d’avoir un effet. Les sécheresses cumulées sont l’une des causes du dépérissement des arbres.
Comme vous l’avez dit, on cherche des « effets de com’ ». Tout ce qui est ambigu, métaphorique, paradoxal ou réellement hypothétique, est écarté.
La complexité, on a du mal à l’intégrer. C’est pourquoi on opte pour les idées simples et le plus souvent fausses. Il n’est pas évident de résumer des phénomènes aussi complexes que les dynamiques naturelles. Et puis, il faut bien l’admettre, beaucoup de citoyens sont ravis quand on donne dans le catastrophisme. La preuve, c’est que ça marche au niveau du temps d’écoute des émissions radio ou télé. Et les ouvrages de collapsologie se vendent bien.
Soyons plus positifs. Ce qui fait l’intérêt de l’écologie de nos jours, ce n’est pas de faire la liste des notices nécrologiques, mais de redonner une vision positive et opérationnelle des relations homme-nature. Sans nier, bien évidemment, qu’elles ne sont pas toujours très cordiales, on doit aussi reconnaître que dans certaines régions du monde, les hommes ont co-construit une nature qui répond à leurs besoins de sécurité physique et alimentaire.
Et cette nature à l’exemple de celle que nous connaissons en Europe, n’est pas pour autant un champ de ruines. Ce n’est pas en stigmatisant continuellement le rôle de l’homme et en prédisant l’apocalypse que l’on mobilisera les citoyens. Il faut redonner de l’espoir, réenchanter la nature, comme le disait Serge Moscovici.
Et l’écologie scientifique doit apporter son concours à la reconstruction de rapports moins dogmatiques avec la nature, en montrant qu’il y a aussi des « lendemains qui chantent ». Ce qui suppose de réviser sérieusement les concepts fondateurs et de s’affranchir des discours militants basés sur des considérations idéologiques.
Je retiens votre image d’« indulgence verte ». D’ailleurs, lorsqu’on regarde les formulaires de don de certaines ONG militantes, on constate qu’ils vous demandent de leur léguer votre héritage. On culpabilise les gens à mort, et ensuite, pour pouvoir accéder au paradis par un petit chemin vert, ils vous disent « confiez-nous votre fortune ».
Il serait intéressant de savoir comment fonctionnent réellement ces organisations qui prétendent défendre la nature. Ce sont des multinationales qui brassent beaucoup d’argent. Ce que je sais, c’est que le niveau des rémunérations que touchent les milliers de « spécialistes » et d’employés de ces grands organismes sont supérieurs aux salaires des scientifiques français.
Il y a un combat d’idées à mener, et nous sommes très content que vous le meniez. Nous essayons, nous, de notre côté, d’y apporter notre pierre.

C’est un combat qu’on ne peut pas mener tout seul. Discuter de la doxa dominante est compliqué, on a du mal à se faire entendre, on a l’impression de ne pas être écouté. Mais on s’aperçoit aussi que les lignes commencent à bouger.
Ainsi, j’ai participé par visioconférence à une réunion du Sénat sur la « continuité écologique » des rivières en France.
Je vous rappelle qu’il y a quelques années, l’Office national de l’eau et des milieux aquatiques (ONEMA) et l’Office français de la biodiversité (OFB) avaient décidé que pour restaurer l’état écologique des rivières françaises, il fallait détruire tous les « seuils » [3], c’est-à-dire détruire tous les moulins, en quelque sorte. En clair, éliminer toutes les constructions qui pouvaient entraver la circulation de l’eau des rivières, afin de permettre à certaines espèces (en réalité une poignée) de remonter le cours de la rivière pour se reproduire.

Il y a eu pas mal d’actions très contestées et les propriétaires de moulins ont beaucoup manifesté. On est ici typiquement confronté à la fausse bonne idée, car la raréfaction des poissons migrateurs dans nos cours d’eau résulte de multiples causes, comme nous l’avons vu plus haut, notamment la qualité de l’eau, mais aussi l’endiguement des cours.
Avec un collègue géographe et d’autres auteurs, nous avons écrit un livre sur la restauration écologique des rivières, qui est paru l’année dernière.
Apparemment, cela a fait bouger un peu les lignes et on est en train d’évoluer vers l’abandon de ces mesures technocratiques consistant à supprimer systématiquement tous les seuils, qui, en outre, ne semblent pas donner les résultats escomptés mais détruisent un patrimoine. Il faut voir les choses au cas par cas et discuter de mesures alternatives avec les propriétaires. Il y a des politiques qui commencent à évoluer.
Je ne suis donc pas pessimiste, ce qui m’encourage à poursuivre ce combat d’idées.
NOTES:
- En 1971, lors d’une conférence à Ramsar, en Iran, 18 pays ont signé une convention sur la protection des zones humides, « importantes, en raison des fonctions écologiques et hydrologiques qu’elles remplissent, pour la conservation de la diversité biologique mondiale et la pérennité de la vie humaine ».
- Au Moyen Âge, l’Église catholique permettait à ses fidèles d’acheter en argent bien sonnant des indulgences, lesquelles devaient réduire, selon le montant accumulé, le temps qu’on devait passer au purgatoire après sa mort pour expier ses péchés. C’était fort commode pour les vilains qui avaient les moyens de s’offrir un peu plus de péchés que la moyenne. Bien avant Luther, l’humaniste Erasme de Rotterdam fut le premier à s’insurger contre cette pratique. KV.
- Le mot « seuil » désigne tout ouvrage fixe ou partiellement mobile, construit dans le lit mineur d’un cours d’eau et qui le barre en partie ou en totalité. On en recense plus de 60 000 en France.
Alain Bécoulet: la Science, puissant vecteur de rapprochement entre peuples


La coopération scientifique entre la France et la Chine dans le domaine du nucléaire civil est très ancienne.
Voici un entretien avec un chercheur qui y participe depuis trente ans, le physicien Alain Bécoulet, ancien directeur de l’Institut de recherche sur la fusion par confinement magnétique (IRFM) du CEA, aujourd’hui directeur du domaine « ingénierie » de l’International thermonuclear experimental reactor (ITER), un tokamak géant en voie d’assemblage à Cadarache, près d’Aix-en-Provence (13).
Au cours de sa longue carrière, Alain Bécoulet a travaillé, avant ITER, sur les tokamaks JET (Culham, Royaume-Uni), DIII-D (San Diego, Californie) et enfin Tore Supra (Cadarache, France).

Karel Vereycken : Monsieur Bécoulet, bonjour.
Le 28 mars, lors d’une conférence de presse à Paris, en présence d’Alain Mérieux et de l’ancien président de l’Assemblée nationale Bernard Accoyer, le gouvernement chinois, par la voie de son ambassadeur, a remis son prix de la coopération scientifique et technologique internationale à deux chercheurs français au cœur de la coopération franco-chinoise : le professeur Jacques Caen, hématologue renommé, et vous-même, pour votre travail sur la fusion thermonucléaire dans le cadre du projet ITER.
Coût croissant des énergies fossiles et renouvelables, climat, conflits et croissance démographique. Autant de phénomènes qui interpellent brutalement nos gouvernements sur l’importance de l’énergie. Rappelez-nous brièvement ce qu’est la fusion et en quoi elle apporterait une réponse à ces défis ?
Alain Bécoulet : La fusion de noyaux atomiques légers est le mécanisme qui prévaut au fonctionnement de notre Soleil, et des étoiles en général. C’est une source nucléaire d’énergie virtuellement sûre, propre, décarbonée et très abondante. Si on arrive à la maîtriser, elle entrerait donc tout naturellement en première place des futurs mix énergétiques. Le défi, pour cela, est sa domestication sur Terre, qui entre seulement, avec ITER, dans sa démonstration de faisabilité à l’échelle 1.
Une fois cette étape franchie par ITER dans la deuxième moitié des années 2030, la voie sera ouverte vers des réacteurs électrogènes basés sur le principe de la fusion.
Puisque vous étiez de l’aventure, entre les premiers tokamaks et ceux d’aujourd’hui, quelles innovations ? Les progrès dans la supraconductivité ont-ils contribué à ces avancées ? Quel est l’objectif du tokamak géant ITER par rapport à ses prédécesseurs ?
Le défi est effectivement dans le déclenchement puis le maintien des réactions de fusion dans un « réacteur » de taille raisonnable, c’est-à-dire dans la miniaturisation à l’extrême d’un soleil.
Pour cela il a fallu, et il faut encore, plusieurs décennies non seulement de physique et d’expérimentation sur des « tokamaks » (c’est le nom que l’on donne à ce type de réacteurs) de formes et tailles diverses, mais également de nombreux développements et innovations technologiques.
Vous citez la supraconductivité : elle nous a en effet permis un saut considérable dans la réalisation des aimants continus nécessaires au confinement du milieu extrêmement chaud (une centaine de millions de degrés) dans lequel se passent les réactions de fusion.
La taille du tokamak est ensuite directement liée à la puissance que l’on peut extraire de ce type de réacteur, avec un effet à seuil en deçà duquel on ne peut pas déclencher de réactions. ITER, avec ses 830 m3 de « plasma » (c’est l’état dans lequel est le mélange de réactifs porté à de telles températures) va nous permettre de produire environ 500 MW de puissance fusion.
Un peu comme les missions spatiales, ITER (c’était d’ailleurs un des objectifs fixés par Gorbatchev et Reagan) a su réunir dans un projet commun des pays pas forcément amis. Le partage complet des informations et de la propriété intellectuelle est-il un élément fondamental pour cette coopération gagnant-gagnant ?
ITER est en effet construit par l’Organisation internationale, suite à un traité signé fin 2006 par sept partenaires : Chine, Corée du Sud, Etats-Unis, Inde, Japon, Russie et Union européenne. Cette dernière est le membre-hôte, hébergeant le site de construction à Cadarache, dans le sud de la France. Le traité ITER prévoit un partage complet de la propriété intellectuelle développée lors de la construction et de l’exploitation expérimentale d’ITER entre tous les membres.

Quelles retombées pour l’économie française ?
ITER est construit en France et il est clair que les retombées économiques sont très importantes pour le pays (contrats de construction et de transport, hébergement des personnels et de leur famille…). A ce jour (on est encore à environ cinq ans de la fin de l’assemblage du tokamak), on estime à plus de 4 milliards d’euros ces retombées.
La politique des sanctions et d’embargos ne risque-t-elle pas de nuire à une science dont les progrès, en dernière analyse, profitent à tous? Les 10 millions de pièces nécessaires à l’assemblage d’ITER seront-elles au rendez-vous?
De manière générale, ITER est construit par assemblage des millions de pièces fabriquées et fournies « en nature » par ses membres. Les échanges entre pays sont donc au cœur du maintien du planning de construction. L’assemblage d’ITER est ainsi fortement perturbé depuis deux ans par les effets de la pandémie de Covid-19, qui a non seulement déstructuré la production industrielle partout dans le monde, mais également ralenti et compliqué considérablement les transports.
Toute difficulté politique entre les membres d’ITER est effectivement également de nature à perturber la mise au point de la fusion. La situation de tension actuelle entre la Russie et les autres pays en fait partie. Rappelons cependant qu’ITER n’est pas une « collaboration » internationale, mais bel et bien un traité international.
A ce jour, ce traité n’a pas été questionné par ses membres et l’impact est essentiellement lié à la grande complication des échanges internationaux, dont ITER dépend fortement en effet.
En quoi la Chine contribue-t-elle à ITER ?

La Chine est l’un des signataires du traité ITER et à ce titre, contribue au projet via des fournitures en nature et sa contribution au budget de l’Organisation internationale. Elle a, en parallèle, un programme national de recherche et développement ambitieux et dynamique qui prévoit, comme plusieurs autres membres, de tirer tous les enseignements d’ITER dans le design et la construction des futurs réacteurs.
La France, notamment EDF, n’a-t-elle pas contribué dès le début au développement du nucléaire civil dans ce pays ? Comment a évolué la coopération franco-chinoise dans ce domaine ? Comment a-t-on su créer une confiance mutuelle dans un domaine aussi sensible ?
La coopération franco-chinoise en fusion a déjà plus de trente ans, et je suis d’ailleurs particulièrement fier d’y avoir contribué activement très tôt. A ce stade, elle a été portée par les grands instituts de recherche que sont le CEA d’une part et l’Académie des Sciences de Chine de l’autre. La CNNC (Compagnie nucléaire nationale chinoise) s’est jointe il y a une vingtaine d’années, via son institut SWIP. Les grands industriels du nucléaire commencent à rejoindre la fusion essentiellement depuis l’étape ITER.
Quel rôle avez-vous pu jouer dans ces échanges ?

J’ai personnellement contribué au rapprochement de la Chine et de la France en fusion depuis plus de trente ans. Mes premières contributions ont évidemment été purement scientifiques et liées à mes propres activités de recherche, incluant de nombreux échanges dans les deux sens. Ce rôle s’est progressivement développé et amplifié au fur et à mesure du développement de mes responsabilités au CEA et au sein du programme fusion européen (programmes de recherche communs, échanges de matériel, projets communs, etc.), culminant au milieu des années 2010 par la création de SIFFER, le Sino-French Fusion Energy centeR, laboratoire virtuel joignant les forces en fusion du CEA, de l’Académie des Sciences Chinoise et du CNNC, en vue d’accélérer les échanges et la collaboration entre les deux pays. Des investissements significatifs sur les tokamaks des deux pays ont ainsi été réalisés dans des domaines technologiques tels que les composants face au plasma, la robotique d’inspection, les diagnostics, etc.
Racontez-nous un peu l’histoire de Tore Supra (devenu WEST), du projet EAST et des dernières percées obtenues en Chine.

Tore Supra est le premier tokamak, dans les années 1980, à avoir démontré la possibilité d’utiliser la technologie des aimants supraconducteurs pour la fusion. Il a ainsi réellement ouvert la voie technologique vers ITER. Tore Supra a ensuite continué systématiquement la mise au point des autres technologies-clés pour le maintien des conditions de fusion dans un tokamak (injection en continu de puissance, évacuation en continu de la chaleur, contrôle en temps réel…) avec de vrais succès et records mondiaux, dont notamment des plasmas maintenus plus de six minutes à très haute puissance injectée, au début des années 2000. Le tokamak EAST.

La Chine a voulu très tôt suivre la même voie de recherche, probablement grâce à l’excellente collaboration que nous avions déjà en place. Elle a ainsi conçu et construit le tokamak EAST, sur des concepts très proches de Tore Supra, et de très nombreux échanges ont permis l’émergence rapide d’EAST.
Quand il s’est agi de faire évoluer les technologies de composants face au plasma de Tore Supra (milieu des années 2010), en soutien au programme ITER, la Chine a très largement soutenu le CEA et j’ai voulu d’une certaine manière souligner ce « jumelage » grandissant entre les deux tokamaks en rebaptisant Tore Supra en WEST, combinant le clin d’œil géographique au fait que Tore Supra embarquait ainsi une technologie à base de tungstène, dont le symbole chimique est le W.
Que faut-il faire pour susciter des nouvelles vocations en France ? Comment cela se passe-t-il en Chine ?

La Recherche en général a besoin des meilleurs talents. Elle se développe ainsi sur un terreau de vocations. Dans le cas de la fusion, le défi est l’un des plus importants auquel l’humanité se soit attaquée. La route est encore assez longue et nécessite un soutien fort de la part des États mais aussi, de plus en plus, des acteurs de l’Energie au sens large, et des investisseurs privés. On voit actuellement un intérêt grandissant de ce côté. Il est de nature à soutenir ces vocations. Ceci est valable en Occident, mais également en Chine.

Votre livre, L’énergie de fusion, publié en français en 2019 chez Odile Jacob et déjà traduit en anglais et en néerlandais, sortira bientôt en chinois, c’est un bon signe ?
Ce livre a en effet pour but de sensibiliser le plus largement possible aux recherches en fusion, en « racontant » avec des mots simples quelles sont les avancées scientifiques et techniques déjà acquises et quels sont les défis qu’il reste à relever jusqu’au réacteur.
Il est de nature à susciter de nouvelles vocations, je l’espère, et les retours que j’ai des lecteurs et des éditeurs me font très plaisir.
Comment réagissez-vous au prix que la Chine vous a décerné ?
Comme je l’ai dit dans mon discours, au-delà de l’immense honneur que le gouvernement chinois me fait en me décernant ce prix plus que prestigieux, c’est la recherche en fusion et son caractère totalement ouvert et collaboratif qui sont distingués. Ma conviction professionnelle la plus profonde est que la Science est l’un des vecteurs les plus puissants du rapprochement entre les peuples, et donc de la paix. La volonté de savoir, de connaître, de décoder la Nature, est une source inépuisable et universelle de l’être humain. Je suis particulièrement fier d’y contribuer et très reconnaissant que cela ait été reconnu et salué par le gouvernement chinois au travers de ce prix. Il couronne aussi de très belles rencontres et amitiés qui se sont développées au cours de ces années, et le plaisir à chaque fois renouvelé pour moi des visites en Chine.











































































