K. Steven Vincent
an income without requiring any work: the type of owner ship that was
characteristic of the unproductive idle class which lived on interest and
rents. Proudhon carefully distinguished this ‘property’ from ‘possession’, by
which he meant the dwelling, land and tools necessary for day-to-day exis-
tence. For this latter type of ownership, Proudhon had the highest respect;
‘possession’ remained, according to him, one of the necessary elements of a
just society (Proudhon 1926a, pp. 60, 94–5, 1926b). The elimination of
‘property’ would have the beneficial consequence of removing from power
the oisifs – the idlers – who traditionally had exercised economic and
political control.
The attack on property was accompanied by proposals for the creation
of ‘progressive associations’ which were to serve as the foci of educational
and economic reform.
22
On the educational front, Proudhon advocated a
programme of apprenticeship within the workshops which would combine
work and education. Drawing on the ideas of Charles Fourier, Proudhon
insisted that apprenticeship should entail learning both manual and men-
tal skills, and he hoped that such education would promote fraternal ties
among workers.
23
On the economic front, associations would not only
push aside the idle ‘property owners’ who inappropriately skimmed off
profits, it would also eliminate the ‘arbitrary’ system of supply and demand
by introducing exchange based on a fair evaluation of goods – that is,
‘according to the time and expense’ incurred in their production. In addi-
tion, Proudhon believed that these associations would stimulate workers
to more productive effort because they would be working for themselves.
Finally – here Proudhon differed most substantially from contemporaries
like Buchez and Blanc – ‘progressive association’ would avoid what Proud-
hon termed ‘community’, the government ownership of property and the
central control of economic and social decision-making. Such an appeal to
the state, Proudhon believed, would needlessly sacrifice liberty. It would,
asheputitin1846, ‘extinguish all individual initiative, [and] proscribe free
labour’ (Proudhon 1923c, i,pp.246, 281–4).
22 In Qu’est-ce que la Propri
´
et
´
e? Proudhon spoke of ‘association’ as the synthesis of the preceding
dialectical progression leading from the thesis of ‘community’ through the antithesis of ‘property’.
‘The union of the two remainders will give us the true mode of human association’ (Proudhon
1926b, pp. 324–5;alsoseepp.221, 314n, 204). It is in his private notebooks that the most extensive
discussions are to be found (Proudhon 1960 i,pp.38, 74–96, 114–15, 126–9, 142–3, 145–9, 152–7,
etc.).
23 Proudhon discussed such educational reforms in Avertissement aux Propri
´
etaires (Proudhon 1926b) and
in De la Cr
´
eation de l’Ordre dans l’Humanit
´
e (Proudhon 1927,pp.298, 329, 338).
458