Souchon signed his first contract in 1971, but had no success until he began to collaborate with composer/arranger Laurent Voulzy ; they would write together, but each released albums under his own name. Souchon's first hit was "J'ai 10 ans" (1974), from the album of the same name. Souchon's biggest hit was probably "Foule Sentimentale" from 1995's C'est Deja ca. His recent album is from 2005, called La Vie Theodore which features his song "Et si en plus, y'a personne" [What if, even more, there is no one], a song condemning religious intolerance.
He wrote the theme for François Truffaut's 1979 film Love on the Run (L'amour en fuite).
Le Maître d' Ecole
Alain Souchon Lyrics
Jump to: Overall Meaning ↴ Line by Line Meaning ↴
J′vais reprendre mon air absent sentimental
Enrouler les reptiles dans l'formol
Me voilà dans l'bocal, j′suis qu′un maître d'école
J′dis que ça vaut pas l'coup, pour en faire des hommes
D′enfermer ces enfants dans c'muséum
Les rois d′France et tous les vieux cactus
Il faudrait qu'quelqu'un comprenne
Faut qu′quelqu′un comprenne
J'veux pas y aller mais j′y vais quand même
J'y vais quand même
Le cafard caché là dans la pendule
Les gommes, les crayons, les règles à calcul
Les bureaux, les barreaux, y a des chaînes
Et si y en a pas ben y en a quand même
On s′attache des fois à ces têtes à claques
On rit, on s'inquiète et l′cœur dans les flaques
Ça déboule déjà, les grandes vacances
On s'reverra plus jamais, c'est pas d′chance
J′y vais comme tous les gens s'traînent
Tous les gens s′traînent
J'veux pas y aller mais j′y vais quand même
J'y vais quand même
Revoilà Septembre qui m′tombe sur l'moral
J'suis qu′un maître d′école
Il faudrait qu'quelqu′un comprenne
Faut qu'quelqu′un comprenne
J'veux pas y aller mais j′y vais quand même
J'y vais quand même
Il faudrait qu'quelqu′un comprenne
Faut qu′quelqu'un comprenne
J′veux pas y aller mais
J'y vais quand même
In "Le Maître d' Ecole," Alain Souchon portrays the emotional state of a school teacher at the beginning of September, which has a negative impact on his mood. The lyrics suggest that he is about to adopt a sentimental and distant demeanor, perhaps due to the challenges he faces in his role as a teacher. The image of "reptiles" being preserved in formaldehyde emphasizes the feeling of being trapped or confined, symbolizing the teacher's limited autonomy and power in his profession.
Souchon then criticizes the education system, suggesting that it lacks value and fails in its mission to nurture children into becoming fully developed individuals. He compares the children in school to museum exhibits, pointing out the absurdity of confining them to a rigid and restrictive environment where they are merely objects of observation. The reference to "kings of France and old cacti" further emphasizes the outdated and stagnant nature of the education system. Souchon concludes this part of the song by saying that these children should be allowed to sleep as "dust, diplodocus" – metaphorically representing their lack of growth and potential.
The need for someone to understand the situation arises in the next verse. Souchon expresses a desire for someone to comprehend the flaws and limitations within the education system. Despite not wanting to face these issues directly, he confesses that he will anyway because of his responsibilities as a teacher. This reflects the feelings of resignation and duty that many educators experience as they navigate the challenges of their profession.
Souchon extends the critique of the education system by highlighting the oppressive nature of the school environment. The presence of a hidden "cockroach" in the clock symbolizes the anxiety and uneasiness that permeates the atmosphere. The lyrics further mention various school supplies like erasers, pencils, and rulers, alluding to the oppressive routine and strict discipline found in the classroom. The imagery of desks, bars, and chains emphasizes a sense of confinement and restriction, with or without physical barriers.
Reflecting on the relationships formed between teachers and students, Souchon acknowledges that despite the frustrations and annoyances, attachments are inevitable. Laughter and concern are naturally evoked, and emotions can leave a mark in the heart. However, the reality of the school system eventually comes crashing down, as the long-awaited summer holidays arrive. The farewell of never seeing each other again is portrayed as unfortunate, highlighting the transient nature of these connections.
In the final chorus, Souchon admits that, like everyone else, he goes to school reluctantly, dragged along by the norm. The repetition emphasizes his reluctance but also underscores the resignation he feels. Despite not wanting to face the same routine, he inevitably steps into the classroom.
In summary, "Le Maître d' Ecole" is a poignant depiction of a teacher's emotions and frustrations within the context of the education system. The lyrics explore themes of confinement, the limitations of traditional education, the need for understanding, and the complex dynamics between teachers and students. Souchon's introspective lyrics shed light on the ambivalence and resignation that can accompany the role of a teacher.
Line by Line Meaning
Revoilà Septembre qui m′tombe sur l'moral
Once again September arrives and brings down my mood
J′vais reprendre mon air absent sentimental
I will put on my absent and sentimental demeanor
Enrouler les reptiles dans l'formol
I will preserve the reptiles in formaldehyde
Me voilà dans l'bocal, j'suis qu'un maître d'école
Here I am in the jar, I'm just a school teacher
J′dis que ça vaut pas l'coup, pour en faire des hommes
I say it's not worth it, to make them into men
D′enfermer ces enfants dans c'muséum
To lock up these children in the museum
Les rois d′France et tous les vieux cactus
The kings of France and all the old cacti
Dormez, dormez poussières, diplodocus
Sleep, sleep dust, diplodocus
Il faudrait qu'quelqu'un comprenne
Someone should understand
Faut qu'quelqu'un comprenne
Someone must understand
J'veux pas y aller mais j'y vais quand même
I don't want to go but I still go
J'y vais quand même
I still go
Le cafard caché là dans la pendule
The cockroach hidden there in the clock
Les gommes, les crayons, les règles à calcul
The erasers, the pencils, the rulers
Les bureaux, les barreaux, y a des chaînes
The desks, the bars, there are chains
Et si y en a pas ben y en a quand même
And if there aren't any, well there are still some
On s′attache des fois à ces têtes à claques
Sometimes we get attached to these annoying people
On rit, on s'inquiète et l′cœur dans les flaques
We laugh, we worry and the heart in the puddles
Ça déboule déjà, les grandes vacances
The summer vacation is already coming
On s'reverra plus jamais, c'est pas d′chance
We will never see each other again, it's unfortunate
J′y vais comme tous les gens s'traînent
I go like everyone else does
Tous les gens s′traînent
Everyone is dragging themselves
J'veux pas y aller mais j'y vais quand même
I don't want to go but I still go
J'y vais quand même
I still go
Revoilà Septembre qui m′tombe sur l'moral
Once again September arrives and brings down my mood
J'suis qu'un maître d'école
I'm just a school teacher
Il faudrait qu'quelqu'un comprenne
Someone should understand
Faut qu'quelqu'un comprenne
Someone must understand
J'veux pas y aller mais j'y vais quand même
I don't want to go but I still go
J'y vais quand même
I still go
Il faudrait qu'quelqu'un comprenne
Someone should understand
Faut qu'quelqu'un comprenne
Someone must understand
J'veux pas y aller mais
I don't want to go but
J'y vais quand même
I still go
Writer(s): Alain Souchon
Contributed by Jayden K. Suggest a correction in the comments below.
@amandinecathelain3632
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