At a time when education is increasingly defined by grades, rankings, and performance metrics, two old letters remind us of something far more profound: that the most enduring fruit of education is not found in exam results, but in the relationships forged between teachers and their students. The correspondence between Albert Camus, the French philosopher and Nobel laureate, and his former primary school teacher, Louis Germain, stands as a powerful testament to the quiet, transformative power of mentorship, compassion, and gratitude.
When Camus received the Nobel Prize for Literature in 1957, he wrote not to a dignitary or an intellectual peer, but to his former teacher. “When I heard the news, my first thought, after my mother, was of you,” he wrote, thanking Germain for the “affectionate hand” he had extended to “the small poor child” that Camus once was. It was a gesture of grace and humility, one that acknowledged a truth often overlooked in the narrative of success: that behind every accomplished individual is someone who first believed in them.
Louis Germain’s reply was just as moving. He responded not with formality or fanfare, but with warmth and paternal affection. “If it were possible, I would give a great hug to the big boy you have become who for me will always be ‘my little Camus.’” In this simple line lies a truth that every great teacher understands instinctively – that students are not mere learners; they are lives entrusted to a mentor, children with potential waiting to be nurtured.
These two letters, now over half a century old, offer urgent lessons for our schools today. First, they remind us that the most fruitful student-teacher relationships are built on more than academic delivery. Camus does not remember Germain for the content he taught but for the kindness he offered, the belief he instilled, and the quiet dignity he preserved in a struggling child. Teachers who go beyond the syllabus – who show empathy, who notice the unseen child, who offer encouragement – plant seeds that often bloom much later, sometimes in ways they may never witness directly.
Germain, in his reply, reveals how deeply he had observed Camus, not just as a pupil but as a whole human being. He recalls his optimism, his eagerness to learn, and how, despite his poverty, Camus carried himself with quiet pride. This shows the value of teachers who take time to know their students, not just by their marks but by their moods, their posture, and their silences. Such teachers do more than teach – they mentor, they guide, and sometimes, they rescue.
READ ALSO:
Stray bullet kills 12-year-old girl during Saba Saba Day Commemorations
Another important lesson is the power of fairness and dignity. Germain treated Camus like everyone else, never letting on that he suspected the boy’s home life was difficult. Camus was never made to feel less than his peers. In an education system often plagued by inequality and unconscious bias, this example is golden. When a teacher sees all students as equal in potential and worth, they create a safe, empowering environment where even the most disadvantaged child can flourish.
The letters also teach us something about success. Camus, having reached the pinnacle of global literary recognition, did not forget where he came from. His letter to Germain was not only a thank-you note; it was a moral declaration. It said, in effect: “I am not self-made. I carry within me the love and labour of those who raised me – my mother, and you, my teacher.” This is the kind of character we hope education will cultivate: not only brilliance, but also humility and memory.
For Germain, the reward was not in medals or money, but in seeing that the boy he once taught had remained true to himself. “You have remained Camus: bravo,” he wrote. That line echoes the unspoken hope of every committed teacher – that success will not corrupt the soul, and that fame will not erase gratitude.
So what should modern educators and students take from this exchange?
For teachers: your work matters, even when no one is watching. The child you encourage today may be the voice that moves nations tomorrow. Never underestimate the power of your kindness, your patience, your belief.
For students: never forget those who stood by you when you were small, struggling, or unsure of yourself. Gratitude is not weakness – it is strength rooted in awareness.
In a time when education is under pressure from all sides – political, economic, and social – these two letters offer a calm, clear voice from the past. They say: look beyond the gradebook. See the child. Teach with your heart. And remember, long after the bell rings and the term ends, the lessons that truly last are the ones rooted in love, respect and human connection.
Camus and Germain show us that education, at its best, is not a transaction. It is a relationship. And like all great relationships, it has the power to shape destiny. Teaching isn’t transactional, it is relational.
By Kamomonti wa Kiambati
Kamomonti teaches English and Literature in Gatundu North Sub County
You can also follow our social media pages on Twitter: Education News KE and Facebook: Education News Newspaper for timely updates.
>>> Click here to stay up-to-date with trending regional stories
>>> Click here to read more informed opinions on the country’s education landscape
>>> Click here to stay ahead with the latest national news.
