Quotes
The only thing the young should be taught is that there is virtually nothing to be hoped for from life. One dreams of a Catalogue of Disappointments which would include all the disillusionments reserved for each and every one of us, to be posted in the schools.
Her expression remains unchanged; but in spite of her modest look and downcast eyes, her tender heart is throbbing with joy, and it tells her that she has found Telemachus. If I relate the plain and simple tale of their innocent affections you will accuse me of frivolity, but you will be mistaken. Sufficient attention is not given to the effect which the first connection between man and woman is bound to produce on the future life of both. People do not see that a first impression so vivid as that of love, or the liking which takes the place of love, produces lasting effects whose influence continues till death. Works on education are crammed with wordy and unnecessary accounts of the imaginary duties of children; but there is not a word about the most important and most difficult part of their education, the crisis which forms the bridge between the child and the man. If any part of this work is really useful, it will be because I have dwelt at great length on this matter, so essential in itself and so neglected by other authors, and because I have not allowed myself to be discouraged either by false delicacy or by the difficulties of expression. The story of human nature is a fair romance. Am I to blame if it is not found elsewhere? I am trying to write the history of mankind. If my book is a romance, the fault lies with those who deprave mankind.
By nature man thinks but seldom. He learns to think as he acquires the other arts, but with even greater difficulty. In both sexes alike I am only aware of two really distinct classes, those who think and those who do not; and this difference is almost entirely one of education. A man who thinks should not ally himself with a woman who does not think, for he loses the chief delight of social life if he has a wife who cannot share his thoughts. People who spend their whole life in working for a living have no ideas beyond their work and their own interests, and their mind seems to reside in their arms.
Whatever may be said by the scornful, good sense belongs to both sexes alike. Girls are usually more docile than boys, and they should be subjected to more authority, as I shall show later on, but that is no reason why they should be required to do things in which they can see neither rhyme nor reason. The mother's art consists in showing the use of everything they are set to do, and this is all the easier as the girl's intelligence is more precocious than the boy's. This principle banishes, both for boys and girls, not only those pursuits which never lead to any appreciable results, not even increasing the charms of those who have pursued them, but also those studies whose utility is beyond the scholar's present age and can only be appreciated in later years. If I object to little boys being made to learn to read, still more do I object to it for little girls until they are able to see the use of reading; we generally think more of our own ideas than theirs in our attempts to convince them of the utility of this art.
"Since our young gentleman," says Locke, "is about to marry, it is time to leave him with his mistress." And with these words he ends his book. As I have not the honour of educating "A young gentleman," I shall take care not to follow his example.
There are no colleges for girls; so much the better for them! Would God there were none for the boys, their education would be more sensible and more wholesome.
Give me a child of twelve who knows nothing at all; at fifteen I will restore him to you knowing as much as those who have been under instruction from infancy; with this difference, that your scholars only know things by heart, while mine knows how to use his knowledge. In the same way plunge a young man of twenty into society; under good guidance, in a year's time, he will be more charming and more truly polite than one brought up in society from childhood.
It is not, however, my intention that these maxims should be explained, nor even formulated. Nothing is so foolish and unwise as the moral at the end of most of the fables; as if the moral was not, or ought not to be so clear in the fable itself that the reader cannot fail to perceive it. Why then add the moral at the end, and go deprive him of the pleasure of discovering it for himself. The art of teaching consists in making the pupil wish to learn.
Having reached this stage, and by this road, he is quite ready to enter upon the next stage to which I introduce him; the subjects I suggest for his consideration rouse his curiosity, because they are fine in themselves, because they are quite new to him, and because he is able to understand them. Your young people, on the other hand, are weary and overdone with your stupid lessons, your long sermons, and your tedious catechisms; why should they not refuse to devote their minds to what has made them sad, to the burdensome precepts which have been continually piled upon them, to the thought of the Author of their being, who has been represented as the enemy of their pleasures? All this has only inspired in them aversion, disgust, and weariness; constraint has set them against it; why then should they devote themselves to it when they are beginning to choose for themselves? They require novelty, you must not repeat what they learned as children. Just so with my own pupil, when he is a man I speak to him as a man, and only tell him what is new to him; it is just because they are tedious to your pupils that he will find them to his taste.
When I see the studies of young men at the period of their greatest activity confined to purely speculative matters, while later on they are suddenly plunged, without any sort of experience, into the world of men and affairs, it strikes me as contrary alike to reason and to nature, and I cease to be surprised that so few men know what to do. How strange a choice to teach us so many useless things, while the art of doing is never touched upon! They profess to fit us for society, and we are taught as if each of us were to live a life of contemplation in a solitary cell, or to discuss theories with persons whom they did not concern. You think you are teaching your scholars how to live, and you teach them certain bodily contortions and certain forms of words without meaning. I, too, have taught Emile how to live; for I have taught him to enjoy his own society and, more than that, to earn his own bread. But this is not enough. To live in the world he must know how to get on with other people, he must know what forces move them, he must calculate the action and re-action of self-interest in civil society, he must estimate the results so accurately that he will rarely fail in his undertakings, or he will at least have tried in the best possible way.
To remove these two obstacles at once, and to bring the human heart within his reach without risk of spoiling his own, I would show him men from afar, in other times or in other places, so that he may behold the scene but cannot take part in it. This is the time for history; with its help he will read the hearts of men without any lessons in philosophy; with its help he will view them as a mere spectator, dispassionate and without prejudice; he will view them as their judge, not as their accomplice or their accuser.
But perhaps the number of things I have brought to his notice alarms you. I shall crush his mind beneath this weight of knowledge. Not so, I am rather teaching him to be ignorant of things than to know them. I am showing him the path of science, easy indeed, but long, far-reaching and slow to follow. I am taking him a few steps along this path, but I do not allow him to go far.
He is large-minded, not through knowledge, but through the power of acquiring it; he is open-minded, intelligent, ready for anything, and, as Montaigne says, capable of learning if not learned.
