Chapter IV: Emilius (1)

One whose most intense conviction was faith in the goodness of all things and creatures as they are first produced by nature, and so long as they remain unsophisticated by the hand and purpose of man, was in some degree bound to show a way by which this evil process of sophistication might be brought to the lowest possible point, and the best of all natural creatures kept as near as possible to his high original. Rousseau, it is true, held in a sense of his own the doctrine of the fall of man. That doctrine, however, has never made people any more remiss in the search after a virtue, which if they ought to have regarded it as hopeless according to strict logic, is still indispensable in actual life. Rousseau's way of believing that man had fallen was so coloured at once by that expansion of sanguine emotion which marked his century, and by that necessity for repose in idyllic perfection of simplicity which marked his own temperament, that enthusiasm for an imaginary human creature effectually shut out the dogma of his fatal depravation. "How difficult a thing it is," Madame d'Epinay once said to him, "to bring up a child." "Assuredly it is," answered Rousseau; "because the father and mother are not made by nature to bring it up, nor the child to be brought up."[273] This cynical speech can only have been an accidental outbreak of spleen. It was a contradiction to his one constant opinion that nature is all good and bounteous, and that the inborn capacity of man for reaching true happiness knows no stint.

In writing Emilius, he sat down to consider what man is, and what can be made of him. Here, as in all the rest of his work, he only obeyed the tendencies of his time in choosing a theme. An age touched by the spirit of hope inevitably turns to the young; for with the young lies fulfilment. Such epochs are ever pressing with the question, how is the future to be shaped? Our answer depends on the theory of human disposition, and in these epochs the theory is always optimistic. Rousseau was saved, as so many thousands of men have been alike in conduct and speculation, by inconsistency, and not shrinking from two mutually contradictory trains of thought. Society is corrupt, and society is the work of man. Yet man, who has engendered this corrupted birth, is good and whole. The strain in the argument may be pardoned for the hopefulness of the conclusion. It brought Rousseau into harmony with the eager effort of the time to pour young character into finer mould, and made him the most powerful agent in giving to such efforts both fervour and elevation. While others were content with the mere enunciation of maxims and precepts, he breathed into them the spirit of life, and enforced them with a vividness of faith that clothed education with the augustness and unction of religion. The training of the young soul to virtue was surrounded with something of the awful holiness of a sacrament; and those who laboured in this sanctified field were exhorted to a constancy of devotion, and were promised a fulness of recompense, that raised them from the rank of drudges to a place of highest honour among the ministers of nature.

Everybody at this time was thinking about education, partly perhaps on account of the suppression of the Jesuits, the chief instructors of the time, and a great many people were writing about it. The Abbé de Saint Pierre had had new ideas on education, as on all the greater departments of human interest. Madame d'Epinay wrote considerations upon the bringing up of the young.[274] Madame de Grafigny did the same in a less grave shape.[275] She received letters from the precociously sage Turgot, abounding in the same natural and sensible precepts which ten years later were commended with more glowing eloquence in the pages of Emilius.[276] Grimm had an elaborate scheme for a treatise on education.[277] Helvétius followed his exploration of the composition of the human mind, by a treatise on the training proper for the intellectual and moral faculties. Education by these and other writers was being conceived in a wider sense than had been known to ages controlled by ecclesiastical collegians. It slowly came to be thought of in connection with the family. The improvement of ideas upon education was only one phase of that great general movement towards the restoration of the family, which was so striking a spectacle in France after the middle of the century. Education now came to comprehend the whole system of the relations between parents and their children, from earliest infancy to maturity. The direction of this wider feeling about such relations tended strongly towards an increased closeness in them, more intimacy, and a more continuous suffusion of tenderness and long attachment. All this was part of the general revival of naturalism. People began to reflect that nature was not likely to have designed infants to be suckled by other women than their own mothers, nor that they should be banished from the society of those who are most concerned in their well-being, from the cheerful hearth and wise affectionate converse of home, to the frigid discipline of colleges and convents and the unamiable monition of strangers.

Then the rising rebellion against the church and its faith perhaps contributed something towards a movement which, if it could not break the religious monopoly of instruction, must at least introduce the parent as a competitor with the priestly instructor for influence over the ideas, habits, and affections of his children. The rebellion was aimed against the spirit as well as the manner of the established system. The church had not fundamentally modified the significance of the dogma of the fall and depravity of man; education was still conceived as a process of eradication and suppression of the mystical old Adam. The new current flowed in channels far away from that black folly of superstition. Men at length ventured once more to look at one another with free and generous gaze. The veil of the temple was rent, and the false mockeries of the shrine of the Hebrew divinity made plain to scornful eyes. People ceased to see one another as guilty victims cowering under a divine curse. They stood erect in consciousness of manhood. The palsied conception of man, with his large discourse of reason looking before and after, his lofty and majestic patience in search for new forms of beauty and new secrets of truth, his sense of the manifold sweetness and glory and awe of the universe, above all, his infinite capacity of loyal pity and love for his comrades in the great struggle, and his high sorrow for his own wrong-doing,--the palsied and crushing conception of this excellent and helpful being as a poor worm, writhing under the vindictive and meaningless anger of an omnipotent tyrant in the large heavens, only to be appeased by sacerdotal intervention, was fading back into those regions of night, whence the depth of human misery and the obscuration of human intelligence had once permitted its escape, to hang evilly over the western world for a season. So vital a change in the point of view quickly touched the theory and art of the upbringing of the young. Education began to figure less as the suppression of the natural man, than his strengthening and development; less as a process of rooting out tares, more as the grateful tending of shoots abounding in promise of richness. What had been the most drearily mechanical of duties, was transformed into a task that surpassed all others in interest and hope. If man be born not bad but good, under no curse, but rather the bestower and receiver of many blessings, then the entire atmosphere of young life, in spite of the toil and the peril, is made cheerful with the sunshine and warmth of the great folded possibilities of excellence, happiness, and well-doing.

I.

Locke in education, as in metaphysics and in politics, was the pioneer of French thought. In education there is less room for scientific originality. The sage of a parish, provided only she began her trade with an open and energetic mind, may here pass philosophers. Locke was nearly as sage, as homely, as real, as one of these strenuous women. The honest plainness of certain of his prescriptions for the preservation of physical health perhaps keeps us somewhat too near the earth. His manner throughout is marked by the stout wisdom of the practical teacher, who is content to assume good sense in his hearers, and feels no necessity for kindling a blaze or raising a tempest. He gives us a practical manual for producing a healthy, instructed, upright, well-mannered young English squire, who shall be rightly fitted to take his own life sensibly in hand, and procure from it a fair amount of wholesome satisfaction both for himself and the people with whom he is concerned. Locke's treatise is one of the most admirable protests in the world against effeminacy and pedantry, and parents already moved by grave desire to do their duty prudently to their sons, will hardly find another book better suited to their ends. Besides Locke, we must also count Charron, and the amazing educator of Gargantua, and Montaigne before either, among the writers whom Rousseau had read, with that profit and increase which attends the dropping of the good ideas of other men into fertile minds.

There is an immense class of natures, and those not the lowest, which the connection of duty with mere prudence does not carry far enough. They only stir when something has moved their feeling for the ideal, and raised the mechanical offices of the narrow day into association with the spaciousness and height of spiritual things. To these Rousseau came. For both the tenour and the wording of the most striking precepts of the Emilius, he owes much to Locke. But what was so realistic in him becomes blended in Rousseau with all the power and richness and beauty of an ideal that can move the most generous parts of human character. The child is treated as the miniature of humanity; it thus touches the whole sphere of our sympathies, warms our curiosity as to the composition of man's nature, and becomes the very eye and centre of moral and social aspirations.

Accordingly Rousseau almost at once begins by elaborating his conception of the kind of human creature which it is worth while to take the trouble to rear, and the only kind which pure nature will help you in perfecting. Hence Emilius, besides being a manual for parents, contains the lines of a moral type of life and character for all others. The old thought of the Discourses revives in full vigour. The artifices of society, the perverting traditions of use, the feeble maxims of indolence, convention, helpless dependence on the aid or the approval of others, are routed at the first stroke. The old regimen of accumulated prejudice is replaced, in dealing alike with body and soul, by the new system of liberty and nature. In saying this we have already said that the exaltation of Spartan manners which runs through Rousseau's other writings has vanished, and that every trace of the much-vaunted military and public training has yielded before the attractive thought of tender parents and a wisely ruled home. Public instruction, we learn, can now no longer exist, because there is no longer such a thing as country, and therefore there can no longer be citizens. Only domestic education can now help us to rear the man according to nature,--the man who knows best among us how to bear the mingled good and ill of our life.

The artificial society of the time, with its aspirations after a return to nature, was moved to the most energetic enthusiasm by Rousseau's famous exhortations to mothers to nourish their own little ones. Morelly, as we have seen, had already enjoined the adoption of this practice. So too had Buffon. But Morelly's voice had no resonance, Buffon's reasons were purely physical, and children were still sent out to nurse, until Rousseau's more passionate moral entreaties awoke maternal conscience. "Do these tender mothers," he exclaimed, "who, when they have got rid of their infants, surrender themselves gaily to all the diversions of the town, know what sort of usage the child in the village is receiving, fastened in his swaddling band? At the least interruption that comes, they hang him up by a nail like a bundle of rags, and there the poor creature remains thus crucified, while the nurse goes about her affairs. Every child found in this position had a face of purple; as the violent compression of the chest would not allow the blood to circulate, it all went to the head, and the victim was supposed to be very quiet, just because it had not strength enough to cry out."[278] But in Rousseau, as in Beethoven, a harsh and rugged passage is nearly always followed by some piece of exquisite and touching melody. The force of these indignant pictures was heightened and relieved by moving appeal to all the tender joys of maternal solicitude, and thoughts of all that this solicitude could do for the happiness of the home, the father, and the young. The attraction of domestic life is pronounced the best antidote to the ill living of the time. The bustle of children, which you now think so importunate, gradually becomes delightful; it brings father and mother nearer to one another; and the lively animation of a family added to domestic cares, makes the dearest occupation of the wife, and the sweetest of all his amusements to the husband. If women will only once more become mothers again, men will very soon become fathers and husbands.[279]

The physical effect of this was not altogether wholesome. Rousseau's eloquence excited women to an inordinate pitch of enthusiasm for the duty of suckling their infants, but his contemptuous denunciation of the gaieties of Paris could not extinguish the love of amusement.

Quid quod libelli Stoici inter sericos
Jacere pulvillos amant?

So young mothers tried as well as they could to satisfy both desires, and their babes were brought to them at all unseasonable hours, while they were full of food and wine, or heated with dancing or play, and there received the nurture which, but for Rousseau, they would have drawn in more salutary sort from a healthy foster-mother in the country. This, however, was only an incidental drawback to a movement which was in its main lines full of excellent significance. The importance of giving freedom to the young limbs, of accustoming the body to rudeness and vicissitude of climate, of surrounding youth with light and cheerfulness and air, and even a tiny detail such as the propriety of substituting for coral or ivory some soft substance against which the growing teeth might press a way without irritation, all these matters are handled with a fervid reality of interest that gives to the tedium of the nursery a genuine touch of the poetic. Swathings, bandages, leading-strings, are condemned with a warmth like that with which the author had denounced comedy.[280] The city is held up to indignant reprobation as the gulf of infant life, just as it had been in his earlier pieces as the gulf of all the loftiest energies of the adult life. Every child ought to be born and nursed in the country, and it would be all the better if it remained in the country to the last day of its existence. You must accustom it little by little to the sight of disagreeable objects, such as toads and snakes; also in the same gradual manner to the sound of alarming noises, beginning with snapping a cap in a pistol. If the infant cries from pain which you cannot remove, make no attempt to soothe it; your caresses will not lessen the anguish of its colic, while the child will remember what it has to do in order to be coaxed and to get its own way. The nurse may amuse it by songs and lively cries, but she is not to din useless words into its ears; the first articulations that come to it should be few, easy, distinct, frequently repeated, and only referring to objects which may be shown to the child. "Our unlucky facility in cheating ourselves with words that we do not understand, begins earlier than we suppose." Let there be no haste in inducing the child to speak articulately. The evil of precipitation in this respect is not that children use and hear words without sense, but that they use and hear them in a different sense from our own, without our perceiving it. Mistakes of this sort, committed thus early, have an influence, even after they are cured, over the turn of the mind for the rest of the creature's life. Hence it is a good thing to keep a child's vocabulary as limited as possible, lest it should have more words than ideas, and should say more than it can possibly realise in thought.[281]

In moral as in intellectual habits, the most perilous interval in human life is that between birth and the age of twelve. The great secret is to make the early education purely negative; a process of keeping the heart, naturally so good, clear of vice, and the intelligence, naturally so true, clear of error. Take for first, second, and third precept, to follow nature and leave her free to the performance of her own tasks. Until the age of reason, there can be no idea of moral beings or social relations. Therefore, says Rousseau, no moral discussion. Locke's maxim in favour of constantly reasoning with children was a mistake. Of all the faculties of man, reason, which is only a compound of the rest, is that which is latest in development, and yet it is this which we are to use to develop those which come earliest of all. Such a course is to begin at the end, and to turn the finished work into an instrument. "In speaking to children in these early years a language which they do not comprehend, we accustom them to cheat themselves with words, to criticise what is said to them, to think themselves as wise as their masters, to become disputatious and mutinous." If you forget that nature meant children to be children before growing into men, you only force a fruit that has neither ripeness nor savour, and must soon go bad; you will have youthful doctors and old infants.

To all this, however, there is certainly another side which Rousseau was too impetuous to see. Perfected reason is truly the tardiest of human endowments, but it can never be perfected at all unless the process be begun, and, within limits, the sooner the beginning is made, the earlier will be the ripening. To know the grounds of right conduct is, we admit, a different thing from feeling a disposition to practise it. But nobody will deny the expediency of an intelligent acquaintance with the reasons why one sort of conduct is bad, and its opposite good, even if such an acquaintance can never become a substitute for the spontaneous action of thoroughly formed habit. For one thing, cases are constantly arising in a man's life that demand the exercise of reason, to settle the special application of principles which may have been acquired without knowledge of their rational foundation. In such cases, which are the critical and testing points of character, all depends upon the possession of a more or less justly trained intelligence, and the habit of using it. Now, as we have said, it is one of the great merits of the Emilius that it calls such attention to the early age at which mental influences begin to operate. Why should the gradual formation of the master habit of using the mind be any exception?

Belief in the efficacy of preaching is the bane of educational systems. Verbal lessons seem as if they ought to be so deeply effective, if only the will and the throng of various motives which guide it, instantly followed impression of a truth upon the intelligence. And they are, moreover, so easily communicated, saving the parent a lifetime of anxious painstaking in shaping his own character, after such a pattern as shall silently draw all within its influence to pursuit of good and honourable things. The most valuable of Rousseau's notions about education, though he by no means consistently adhered to them, was his urgent contempt for this fatuous substitution of spoken injunctions and prohibitions, for the deeper language of example, and the more living instruction of visible circumstance. The vast improvements that have since taken place in the theory and the art of education all over Europe, and of which he has the honour of being the first and most widely influential promoter, may all be traced to the spread of this wise principle, and its adoption in various forms. The change in the up-bringing of the young exactly corresponds to the change in the treatment of the insane. We may look back to the old system of endless catechisms, apophthegms, moral fables, and the rest of the paraphernalia of moral didactics, with the same horror with which we regard the gags, strait-waistcoats, chains, and dark cells, of poor mad people before the intervention of Pinel.

It is clear now to everybody who has any opinion on this most important of all subjects, that spontaneousness is the first quality in connection with right doing, which you can develop in the young, and this spontaneousness of habit is best secured by associating it with the approval of those to whom the child looks. Sympathy, in a word, is the true foundation from which to build up the structure of good habit. The young should be led to practise the elementary parts of right conduct from the desire to please, because that is a securer basis than the conclusions of an embryo reason, applied to the most complex conditions of action, while the grounds on which action is justified or condemned may be made plain in the fulness of time, when the understanding is better able to deal with the ideas and terms essential to the matter. You have two aims to secure, each without sacrifice of the other. These are, first, that the child shall grow up with firm and promptly acting habit; second, that it shall retain respect for reason and an open mind. The latter may be acquired in the less immature years, but if the former be not acquired in the earlier times, a man grows up with a drifting unsettledness of will, that makes his life either vicious by quibbling sophistries, or helpless for want of ready conclusions.

The first idea which is to be given to a child, little as we might expect such a doctrine from the author of the Second Discourse, is declared to be that of property. And he can only acquire this idea by having something of his own. But how are we to teach him the significance of a thing being one's own? It is a prime rule to attempt to teach nothing by a verbal lesson; all instruction ought to be left to experience.[282] Therefore you must contrive some piece of experience which shall bring this notion of property vividly into a child's mind; the following for instance. Emilius is taken to a piece of garden; his instructor digs and dresses the ground for him, and the boy takes possession by sowing some beans. "We come every day to water them, and see them rise out of the ground with transports of joy. I add to this joy by saying, This belongs to you. Then explaining the term, I let him feel that he has put into the ground this time, labour, trouble, his person in short; that there is in this bit of ground something of himself which he may maintain against every comer, as he might withdraw his own arm from the hand of another man who would fain retain it in spite of him." One day Emilius comes to his beloved garden, watering-pot in hand, and finds to his anguish and despair that all the beans have been plucked up, that the ground has been turned over, and that the spot is hardly recognisable. The gardener comes up, and explains with much warmth that he had sown the seed of a precious Maltese melon in that particular spot long before Emilius had come with his trumpery beans, and that therefore it was his land; that nobody touches the garden of his neighbour, in order that his own may remain untouched; and that if Emilius wants a piece of garden, he must pay for it by surrendering to the owner half the produce.[283] Thus, says Rousseau, the boy sees how the notion of property naturally goes back to the right of the first occupant as derived from labour. We should have thought it less troublesome, as it is certainly more important, to teach a boy the facts of property positively and imperatively. This rather elaborate ascent to origins seems an exaggerated form of that very vice of over-instructing the growing reason in abstractions, which Rousseau had condemned so short a time before.

Again, there is the very strong objection to conveying lessons by artificially contrived incidents, that children are nearly always extremely acute in suspecting and discovering such contrivances. Yet Rousseau recurs to them over and over again, evidently taking delight in their ingenuity. Besides the illustration of the origin and significance of property, there is the complex fancy in which a juggler is made to combine instruction as to the properties of the magnet with certain severe moral truths.[284] The tutor interests Emilius in astronomy and geography by a wonderful stratagem indeed. The poor youth loses his way in a wood, is overpowered by hunger and weariness, and then is led on by his cunning tutor to a series of inferences from the position of the sun and so forth, which convince him that his home is just over the hedge, where it is duly found to be.[285] Here, again, is the way in which the instructor proposes to stir activity of limb in the young Emilius. "In walking with him of an afternoon, I used sometimes to put in my pocket two cakes of a sort he particularly liked; we each of us ate one. One day he perceived that I had three cakes; he could easily have eaten six; he promptly despatches his own, to ask me for the third. Nay, I said to him, I could well eat it myself, or we would divide it, but I would rather see it made the prize of a running match between the two little boys there." The little boys run their race, and the winner devours the cake. This and subsequent repetitions of the performance at first only amused Emilius, but he presently began to reflect, and perceiving that he also had two legs, he began privately to try how fast he could run. When he thought he was strong enough, he importuned his tutor for the third cake, and on being refused, insisted on being allowed to compete for it. The habit of taking exercise was not the only advantage gained. The tutor resorted to a variety of further stratagems in order to induce the boy to find out and practise visual compass, and so forth.[286] If we consider, as we have said, first the readiness of children to suspect a stratagem wherever instruction is concerned, and next their resentment on discovering artifice of that kind, all this seems as little likely to be successful as it is assuredly contrary to Rousseau's general doctrine of leaving circumstances to lead.

In truth Rousseau's appreciation of the real nature of spontaneousness in the processes of education was essentially inadequate, and that it was so, arose from a no less inadequate conception of the right influence upon the growing character, of the great principle of authority. His dread lest the child should ever be conscious of the pressure of a will external to its own, constituted a fundamental weakness of his system. The child, we are told with endless repetition, ought always to be led to suppose that it is following its own judgment or impulses, and has only them and their consequences to consider. But Rousseau could not help seeing, as he meditated on the actual development of his Emilius, that to leave him thus to the training of accident would necessarily end in many fatal gaps and chasms. Yet the hand and will of the parent or the master could not be allowed to appear. The only alternative, therefore, was the secret preparation of artificial sets of circumstances, alike in work and in amusement. Jean Paul was wiser than Jean Jacques. "Let not the teacher after the work also order and regulate the games. It is decidedly better not to recognise or make any order in games, than to keep it up with difficulty and send the zephyrets of pleasure through artistic bellows and air-pumps to the little flowers."[287]

The spontaneousness which we ought to seek, does not consist in promptly willing this or that, independently of an authority imposed from without, but in a self-acting desire to do what is right under all its various conditions, including what the child finds pleasant to itself on the one hand, and what it has good reason to suppose will be pleasant to its parents on the other. "You must never," Rousseau gravely warns us, "inflict punishment upon children as punishment; it should always fall upon them as a natural consequence of their ill-behaviour."[288] But why should one of the most closely following of all these consequences be dissembled or carefully hidden from sight, namely, the effect of ill-behaviour upon the contentment of the child's nearest friend? Why are the effects of conduct upon the actor's own physical well-being to be the only effects honoured with the title of being natural? Surely, while we leave to the young the widest freedom of choice, and even habitually invite them to decide for themselves between two lines of conduct, we are bound afterwards to state our approval or disapproval of their decision, so that on the next occasion they may take this anger or pleasure in others into proper account in their rough and hasty forecast, often less hasty than it seems, of the consequences of what they are about to do. One of the most important of educating influences is lost, if the young are not taught to place the feelings of others in a front place, when they think in their own simple way of what will happen to them from yielding to a given impulse. Rousseau was quite right in insisting on practical experience of consequences as the only secure foundation for self-acting habit; he was fatally wrong in mutilating this experience by the exclusion from it of the effects of perceiving, resisting, accepting, ignoring, all will and authority from without. The great, and in many respects so admirable, school of Rousseauite philanthropists, have always been feeble on this side, alike in the treatment of the young by their instructors, and the treatment of social offenders by a government.

Again, consider the large group of excellent qualities which are associated with affectionate respect for a more fully informed authority. In a world where necessity stands for so much, it is no inconsiderable gain to have learnt the lesson of docility on easy terms in our earliest days. If in another sense the will of each individual is all-powerful over his own destinies, it is best that this idea of firm purpose and a settled energy that will not be denied, should grow up in the young soul in connection with a riper wisdom and an ampler experience than its own; for then, when the time for independent action comes, the force of the association will continue. Finally, although none can be vicariously wise, none sage by proxy, nor any pay for the probation of another, yet is it not a puerile wastefulness to send forth the young all bare to the ordeal, while the armour of old experience and tempered judgment hangs idle on the wall? Surely it is thus by accumulation of instruction from generation to generation, that the area of right conduct in the world is extended. Such instruction must with youth be conveyed by military word of command as often as by philosophical persuasion of its worth. Nor is the atmosphere of command other than bracing, even to those who are commanded. If education is to be mainly conducted by force of example, it is a dreadful thing that the child is ever to have before its eyes as living type and practical exemplar the pale figure of parents without passions, and without a will as to the conduct of those who are dependent on them. Even a slight excess of anger, impatience, and the spirit of command, would be less demoralising to the impressionable character than the constant sight of a man artificially impassive. Rousseau is perpetually calling upon men to try to lay aside their masks; yet the model instructor whom he has created for us is to be the most artfully and elaborately masked of all men; unless he happens to be naturally without blood and without physiognomy.

Rousseau, then, while he put away the old methods which imprisoned the young spirit in injunctions and over-solicitous monitions, yet did none the less in his own scheme imprison it in a kind of hothouse, which with its regulated temperature and artificially contrived access of light and air, was in many respects as little the method of nature, that is to say it gave as little play for the spontaneous working and growth of the forces of nature in the youth's breast, as that regimen of the cloister which he so profoundly abhorred. Partly this was the result of a ludicrously shallow psychology. He repeats again and again that self-love is the one quality in the youthful embryo of character, from which you have to work. From this, he says, springs the desire of possessing pleasure and avoiding pain, the great fulcrum on which the lever of experience rests. Not only so, but from this same unslumbering quality of self-love you have to develop regard for others. The child's first affection for his nurse is a result of the fact that she serves his comfort, and so down to his passion in later years for his mistress. Now this is not the place for a discussion as to the ultimate atom of the complex moral sentiments of men and women, nor for an examination of the question whether the faculty of sympathy has or has not an origin independent of self-love. However that may be, no one will deny that sympathy appears in good natures extremely early, and is susceptible of rapid cultivation from the very first. Here is the only adequate key to that education of the affections, from their rudimentary expansion in the nursery, until they include the complete range of all the objects proper to them.

One secret of Rousseau's omission of this, the most important of all educating agencies, from the earlier stages of the formation of character, was the fact which is patent enough in every page, that he was not animated by that singular tenderness and almost mystic affection for the young, which breathes through the writings of some of his German followers, of Richter above all others, and which reveals to those who are sensible of it, the hold that may so easily be gained for all good purposes upon the eager sympathy of the youthful spirit. The instructor of Emilius speaks the words of a wise onlooker, sagely meditating on the ideal man, rather than of a parent who is living the life of his child through with him. Rousseau's interest in children, though perfectly sincere, was still æsthetic, moral, reasonable, rather than that pure flood of full-hearted feeling for them, which is perhaps seldom stirred except in those who have actually brought up children of their own. He composed a vindication of his love for the young in an exquisite piece;[289] but it has none of the yearnings of the bowels of tenderness.

II.

Education being the art of preparing the young to grow into instruments of happiness for themselves and others, a writer who undertakes to speak about it must naturally have some conception of the kind of happiness at which his art aims. We have seen enough of Rousseau's own life to know what sort of ideal he would be likely to set up. It is a healthier epicureanism, with enough stoicism to make happiness safe in case that circumstances should frown. The man who has lived most is not he who has counted most years, but he who has most felt life.[290] It is mere false wisdom to throw ourselves incessantly out of ourselves, to count the present for nothing, ever to pursue without ceasing a future which flees in proportion as we advance, to try to transport ourselves from whence we are not, to some place where we shall never be.[291] He is happiest who suffers fewest pains, and he is most miserable who feels fewest pleasures. Then we have a half stoical strain. The felicity of man here below is only a negative state, to be measured by the more or less of the ills he undergoes. It is in the disproportion between desires and faculties that our misery consists. Happiness, therefore, lies not in diminishing our desires, nor any more in extending our faculties, but in diminishing the excess of desire over faculty, and in bringing power and will into perfect balance.[292] Excepting health, strength, respect for one's self, all the goods of this life reside in opinion; excepting bodily pain and remorse of conscience, all our ills are in imagination. Death is no evil; it is only made so by half-knowledge and false wisdom. "Live according to nature, be patient, and drive away physicians; you will not avoid death, but you will only feel it once, while they on the other hand would bring it daily before your troubled imagination, and their false art, instead of prolonging your days, only hinders you from enjoying them. Suffer, die, or recover; but above all things live, live up to your last hour." It is foresight, constantly carrying us out of ourselves, that is the true source of our miseries.[293] O man, confine thy existence within thyself, and thou wilt cease to be miserable. Thy liberty, thy power, reach exactly as far as thy natural forces, and no further; all the rest is slavery and illusion. The only man who has his own will is he who does not need in order to have it the arms of another person at the end of his own.[294]

The training that follows from this is obvious. The instructor has carefully to distinguish true or natural need from the need which is only fancied, or which only comes from superabundance of life. Emilius, who is brought up in the country, has nothing in his room to distinguish it from that of a peasant.[295] If he is taken to a luxurious banquet, he is bidden, instead of heedlessly enjoying it, to reflect austerely how many hundreds or thousands of hands have been employed in preparing it.[296] His preference for gay colours in his clothes is to be consulted, because this is natural and becoming to his age, but the moment he prefers a stuff merely because it is rich, behold a sophisticated creature.[297] The curse of the world is inequality, and inequality springs from the multitude of wants, which cause us to be so much the more dependent. What makes man essentially good is to have few wants, and to abstain from comparing himself with others; what makes him essentially bad, is to have many wants, and to cling much to opinion.[298] Hence, although Emilius happened to have both wealth and good birth, he is not brought up to be a gentleman, with the prejudices and helplessness and selfishness too naturally associated with that abused name.

This cardinal doctrine of limitation of desire, with its corollary of self-sufficience, contains in itself the great maxim that Emilius and every one else must learn some trade. To work is an indispensable duty in the social man. Rich or poor, powerful or weak, every idle citizen is a knave. And every boy must learn a real trade, a trade with his hands. It is not so much a matter of learning a craft for the sake of knowing one, as for the sake of conquering the prejudices which despise it. Labour for glory, if you have not to labour from necessity. Lower yourself to the condition of the artisan, so as to be above your own. In order to reign in opinion, begin by reigning over it. All things well considered, the trade most to be preferred is that of carpenter; it is clean, useful, and capable of being carried on in the house; it demands address and diligence in the workman, and though the form of the work is determined by utility, still elegance and taste are not excluded.[299] There are few prettier pictures than that where Sophie enters the workshop, and sees in amazement her young lover at the other end, in his white shirt-sleeves, his hair loosely fastened back, with a chisel in one hand and a mallet in the other, too intent upon his work to perceive even the approach of his mistress.[300]

When the revolution came, and princes and nobles wandered in indigent exile, the disciples of Rousseau pointed in unkind triumph to the advantage these unfortunate wretches would have had if they had not been too puffed up with the vanity of feudalism to follow the prudent example of Emilius in learning a craft. That Rousseau should have laid so much stress on the vicissitudes of fortune, which might cause even a king to be grateful one day that he had a trade at the end of his arms, is sometimes quoted as a proof of his foresight of troublous times. This, however, goes too far, because, apart from the instances of such vicissitudes among the ancients, the King of Syracuse keeping school at Corinth, or Alexander, son of Perseus, becoming a Roman scrivener, he actually saw Charles Edward, the Stuart pretender, wandering from court to court in search of succour and receiving only rebuffs; and he may well have known that after the troubles of 1738 a considerable number of the oligarchs of his native Geneva had gone into exile, rather than endure the humiliation of their party.[301] Besides all this, the propriety of being able to earn one's bread by some kind of toil that would be useful in even the simplest societies, flowed necessarily from every part of his doctrine of the aims of life and the worth of character. He did, however, say, "We approach a state of crisis and an age of revolutions," which proved true, but he added too much when he pronounced it impossible that the great monarchies of Europe could last long.[302] And it is certain that the only one of the great monarchies which did actually fall would have had a far better chance of surviving if Lewis XVI. had been as expert in the trade of king as he was in that of making locks and bolts.

From this semi-stoical ideal there followed certain social notions, of which Rousseau had the distinction of being the most powerful propagator. As has so often been said, his contemporaries were willing to leave social questions alone, provided only the government would suffer the free expression of opinion in literature and science. Rousseau went deeper. His moral conception of individual life and character contained in itself a social conception, and he did not shrink from boldly developing it. The rightly constituted man suffices for himself and is free from prejudices. He has arms, and knows how to use them; he has few wants, and knows how to satisfy them. Nurtured in the most absolute freedom, he can think of no worse ill than servitude. He attaches himself to the beauty which perishes not, limiting his desires to his condition, learning to lose whatever may be taken away from him, to place himself above events, and to detach his heart from loved objects without a pang.[303] He pities miserable kings, who are the bondsmen of all that seems to obey them; he pities false sages, who are fast bound in the chains of their empty renown; he pities the silly rich, martyrs to their own ostentation.[304] All the sympathies of such a man therefore naturally flow away from these, the great of the earth, to those who lead the stoic's life perforce. "It is the common people who compose the human race; what is not the people is hardly worth taking into account. Man is the same in all ranks; that being so, the ranks which are most numerous deserve most respect. Before one who reflects, all civil distinctions vanish: he marks the same passions and the same feelings in the clown as in the man covered with reputation; he can only distinguish their speech, and a varnish more or less elaborately laid on. Study people of this humble condition; you will perceive that under another sort of language, they have as much intelligence as you, and more good sense. Respect your species: reflect that it is essentially made up of the collection of peoples; that if every king and every philosopher were cut off from among them, they would scarcely be missed, and the world would go none the worse."[305] As it is, the universal spirit of the law in every country is invariably to favour the strong against the weak, and him who has, against him who has not. The many are sacrificed to the few. The specious names of justice and subordination serve only as instruments for violence and arms for iniquity. The ostentatious orders who pretend to be useful to the others, are in truth only useful to themselves at the expense of the others.[306]

This was carrying on the work which had already been begun in the New Heloïsa, as we have seen, but in the Emilius it is pushed with a gravity and a directness, that could not be imparted to the picture of a fanciful and arbitrarily chosen situation. The only writer who has approached Rousseau, so far as I know, in fulness and depth of expression in proclaiming the sorrows and wrongs of the poor blind crowd, who painfully drag along the car of triumphant civilisation with its handful of occupants, is the author of the Book of the People. Lamennais even surpasses Rousseau in the profundity of his pathos; his pictures of the life of hut and hovel are as sincere and as touching; and there is in them, instead of the anger and bitterness of the older author, righteous as that was, a certain heroism of pity and devoted sublimity of complaint, which lift the soul up from resentment into divine moods of compassion and resolve, and stir us like a tale of noble action.[307] It was Rousseau, however, who first sounded the note of which the religion that had once been the champion and consoler of the common people, seemed long to have lost even the tradition. Yet the teaching was not constructive, because the ideal man was not made truly social. Emilius is brought up in something of the isolation of the imaginary savage of the state of nature. He marries, and then he and his wife seem only fitted to lead a life of detachment from the interests of the world in which they are placed. Social or political education, that is the training which character receives from the medium in which it grows, is left out of account, and so is the correlative process of preparation for the various conditions and exigencies which belong to that medium, until it is too late to take its natural place in character. Nothing can be clumsier than the way in which Rousseau proposes to teach Emilius the existence and nature of his relations with his fellows. And the reason of this was that he had never himself in the course of his ruminations, willingly thought of Emilius as being in a condition of active social relation, the citizen of a state.

III.

There appear to be three dominant states of mind, with groups of faculties associated with each of them, which it is the business of the instructor firmly to establish in the character of the future man. The first is a resolute and unflinching respect for Truth; for the conclusions, that is to say, of the scientific reason, comprehending also a constant anxiety to take all possible pains that such conclusions shall be rightly drawn. Connected with this is the discipline of the whole range of intellectual faculties, from the simple habit of correct observation, down to the highly complex habit of weighing and testing the value of evidence. This very important branch of early discipline, Rousseau for reasons of his own which we have already often referred to, cared little about, and he throws very little light upon it, beyond one or two extremely sensible precepts of the negative kind, warning us against beginning too soon and forcing an apparent progress too rapidly. The second fundamental state in a rightly formed character is a deep feeling for things of the spirit which are unknown and incommensurable; a sense of awe, mystery, sublimity, and the fateful bounds of life at its beginning and its end. Here is the Religious side, and what Rousseau has to say of this we shall presently see. It is enough now to remark that Emilius was never to hear the name of a God or supreme being until his reason was fairly ripened. The third state, which is at least as difficult to bring to healthy perfection as either of the other two, is a passion for Justice.

The little use which Rousseau made of this momentous and much-embracing word, which names the highest peak of social virtue, is a very striking circumstance. The reason would seem to be that his sense of the relations of men with one another was not virile enough to comprehend the deep austerer lines which mark the brow of the benignant divinity of Justice. In the one place in his writings where he speaks of justice freely, he shows a narrowness of idea, which was perhaps as much due to intellectual confusion as to lack of moral robustness. He says excellently that "love of the human race is nothing else in us but love of justice," and that "of all the virtues, justice is that which contributes most to the common good of men." While enjoining the discipline of pity as one of the noblest of sentiments, he warns us against letting it degenerate into weakness, and insists that we should only surrender ourselves to it when it accords with justice.[308] But that is all. What constitutes justice, what is its standard, what its source, what its sanction, whence the extraordinary holiness with which its name has come to be invested among the most highly civilised societies of men, we are never told, nor do we ever see that our teacher had seen the possibility of such questions being asked. If they had been propounded to him, he would, it is most likely, have fallen back upon the convenient mystery of the natural law. This was the current phrase of that time, and it was meant to embody a hypothetical experience of perfect human relations in an expression of the widest generality. If so, this would have to be impressed upon the mind of Emilius in the same way as other mysteries. As a matter of fact, Emilius was led through pity up to humanity, or sociality in an imperfect signification, and there he was left without a further guide to define the marks of truly social conduct.