C O NC E RNI NG

E M I LE
E D UC A TI O N

BY

J E AN J A C ! UE S RO US SE A U

E XTRA C TS
C O N TA I NI NG TH E P RI N C I P A L E L E JII E N TS OF P E DA G O G Y

F O UND IN TH E F I RS T TH R E E B O O KS ; WI TH A N
I N TRO D UC TI O N A ND N O TE S B Y

J UL E S S T EE G , D E P UT E P A RI S, F R A N C E

T R A NSL A T E D BY

M M
E L E A NO R WO RT H ING T O N
F OR E RL Y OF TH E C O O K C O UNT Y (I L L ) NO R A L SCH O O L

B O ST O N, U SA . . .

D . C . H E AT H CO .
, P UB L I S H E RS

1 9 02
E i
n t e r e d , a c co r d n g to A ct o f C o n gr e s s , i n th e y ear 1 8 83 , by

G INN, H E A T H , 85 CO .
,

in th e O f ce o f th e L ib r a r ia n of Co n gr es s , at Wa sh in gt o n .

M
P RI NT E D IN

UN I T E D ST A T E S

OF A E RI C A
 T RA NSL A T O R S P RE F A C E

.

J UL E S ST EE G ha s rendered a real s er i c e to v
Fren c h and \
A me r i c a n teacher s by hi s j udiciou s
sele ction s from Rous seau s E mile
. For the three vol u me -

novel Of a hundred years ago , w ith its long disquisi t ion s an d

di gres sions , so d ear to the heart of o ur p a tient an cest o rs ,

i s no w distaste ful to all but l o vers Of the curious i n b o o ks

w
.

E mile !
is l i ke an antiqu e mi rr or Of bras s ; it re ects t he

f eature s Of educational human ity no le s s faith f ully than one

Of more modern con structi o n . In the s e fe pages w ill be

foun d the germ Of all that i s use f ul i n p r es ent systems of

edu cation as well,

as most Of the ever r ecurring mistake s
-
of

w ell meaning z e alots

-
.

The eighteenth cen t ur y tran sl ation s Of this w o nde r fu l

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book hav e fo r m any readers th e disadvant a ge Of an E n
g
'

lish styl e long disused . It is h o p e d t ha t thi s attempt at a

ne translation may ,
w ith a ll its de f ects , hav e the one

me r it Of b eing i n the diale ct Of the n ineteent h c e n tury , and

may thu s r e ach a w id er circl e of r e a d er s .
 I NT RO D UC T I O N .

E A N J A C!

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UE S RO USSE b o o k o n edu c a t i o n ha s h a d a
A US

p o we rful i n u e n c e t h r o ugh o u t E u r o pe a n d e ve n i n t he Ne
,

Wo r ld I t a s i n i ts d a y a k i n d o f go s p e l I t h a d i t s s h a r e i n
. .
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b r in gi ng a b o u t t he Re v o l u t i o n hi c h re n o v a t e d t he e n t i r e a s p e c t
o f o ur co un try M a n y o f t he r e fo rms s o l a ude d by i t h a v e s i n c e
.

the n b e e n ca rr i e d i n t o e ffe c t a n d a t this d a y se e m e v e ry d a y

,
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a ffa ir s. In t h e e igh t e e n t h ce n t ur y t hey we r e un h e a r d O f d a r i n g ; -

th e y we re m e re dre a ms

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L o ng b e fo r e t h a t t i m e t he i mm o rt a l s a t ir i st Ra b e l a i s a n d a ft e r , ,

hi m M i c h a el Mo n t a ign e h a d a lr e a dy di v i n e d t he tr u t h h a d

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p o i n t ed o u t s e r i o u s de fe c ts i n e d u c a t i o n a n d t h e a y t o r e fo rm
, .

NO o n e fo ll o w e d o u t t h e i r s ugge st i o n s o r e v e n ga v e t h e m a

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h e a r ing Ro u t i n e wen t o n i t s a y E x e r c i s e s O f m e m o ry
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sc i e n c e t h a t c o n s i sts O f m e r e w o r ds p e d a n try b a rre n a n d v a i n

,
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gl o r i o u s ,
h e ld fa s t t hei r ba d e m in e n c e

T he c hil d
. a s tr e a t e d

a s a m a chi n e o r a s a ma n in m in i a t ur e n o a c c o u n t bei n g t a k e n
, ,

O f hi s n a t ur e o r O f hi s r e a l n e e d s ; wi t h o u t a n y gre a t e r s o li c i

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t u de a b o u t r e a so n a ble m e t h o d t he hygi e n e O f m i n d t h a n

a b o u t t h e hygi e n e o f t h e b o dy .

Ro u s se a u h o h a d e du c a t e d h im s e lf a n d v e ry b a dly a t t h a t
, ,

a s i m p r e ss e d wi t h t h e d a n ge rs O f t h e e du c a t i o n O f his d a
y A .

m o t h e r h a v in g a sk e d his a dv i c e he t o o k u p t he p e n t o wr i t e i t ;
,

and ,
li ttle by li ttl e h i s c o un sels g rew i n t o a b o o k a l a r ge w o rk
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a ped a go g ic r o m a n c e .
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[ I N T R O D UCT I O N .

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Thi s
r ma hen i t pp r d i 1 76 2 c re a t d a g e a t n o i s e
o n ce , a ea e n , e r

a d n gr t s
a d l T h Ar hbi s h p f P r i s C h r i st phe d
ea ca n a . e c o O a , o e

B m n t s i i t d g r s mi s hi v u s rk
eau o ,
a n d g v a an e ou ,
c e o o , an a e

hi ms lf t h tr bl o f w r i t i g a l g
e e y li l l tt r i
ou e rd r n on en c c ca e e n o e

to p i t o nt th b k t t he r ep r o b t i
ou O f t he f i t h f ul
e ooThi s o a on a .

d m n t f t w ty s v e h pt rs i s fo rm l r e fut a t i
o cu e O en f t he -
e n c a e a a on O

t h r i s dv a d i E m il
eo e a n ce n

e .
!

Th r hbish p d l r s t h t t he pl
e a c f du ca t i n p r o p sed
o ec a e a an o e o o

by t h th r f fr m bei g i
e au o rd , wi t h C h ist i a i ty

ar o n n a cc o a n ce r n ,

is t tt d t
no f rm i t iz ns
e v n m o He a u s s R u s
o c e ,
or e e en .
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cc e o

s u f irr ligi n a d f b d fa i t h ; h de o ce s hi m t o the

ea O e o n o a e n un

t mp r l p w r s
e o a im t d oby a s pi i t O f i s ub o rdin t i
e a an a e

r n a on

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d f r v lt H s ms up by s lemnly nd m i g t he b o k
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an O e o . e u o co e n n o

as t i i g
con b m i bl do tr i e a l ul t d t o v e rt h w
a n n an a o na e c n , c c a e o r o

t l l d t d str y t he f u d t i s o f t h C h r i s t i a n
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n a ur a a , an o e o o n a on e

r ligi ; st bli s hi g m x i ms n tr ry t G s p l m r a li t y ; h
e on e a n a co a o o e o a

i g a t d
n y t di st u b t he p a
en en c f e m pi r s t s t i r up
o b r e ce o e , o su

j t t r v l t g i st t h i r s v r ign ;
ec s o e o o t i i g
a gr e t
a n e o e e as c n a n n a a

numb r f p r p s i t i s r s p t iv ly f l s sc a d l us ful l o f h a
e o o o on e ec e a e, n a o ,

t d t wa r d t h
re o C hu h d i t s m i i st r s d r g t i ng f r o m t h
e r c an n e e o a e

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r s p t d e t o H ly S r ipt ur a d t he tr di t i s o f t he C hur ch
e ec u o c e n a on ,

e rr s i m pi u s bl s ph m o s a d h re t i a l
on eou o a e u n e c
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In t h s e d ys s u h o d m ati n a s r i o us m a tt e r ; i t s
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c on s q e s to u en ce t h r m igh t b t err ible Ro u ss u h d an au o e . ea a

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ee a e a ec e

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O f P r i s a d hi s b k
a , b r d by t h x u t i o n r
n A fe oo as u ne e e ec e .

y rs b f r t hi s t h a u t h r w o uld h a v e r un t he r i sk o f bei g
ea e o e e

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o n

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b d i t h hi s b k

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ur n e oo .

As fugit i v R s s u did t d a s a fe r e tre a t e v e i n

a e, ou ea no n n

his o o try H as bl ig d t le a v G e e v a whe r e hi s

n c un . e o e o e n ,

b k a s a ls
oo o nde m ed d B e r e whe r e he h a d s o ugh t
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I NT RO D UC T I O N . 3

r e fuge bu t when c e he a s d r i v e n by i n t o le r a n c e
, He o we d i t .

t o t he p r o t e c t i o n o f L o r d Ke i th go v e r n o r o f Ne uf c h ate l a , ,

pr i n c ip a l i ty b e l o nging t o t he King O f P ru ss i a t h a t he li v e d fo r

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so m e t i m e in pe a ce in t he li tt le t o w n O f M o t ie rs i n t he V a l d e
Tr a ve rs .

It a s fr o m t hi s pl a ce t h a t he r e plied t o t he a rc hbish o p O f
P a r i s by a n a p o l o gy a l o ng wi n de d w o rk in whi c h he re p e ls
,
-
,

o n e a ft e r a n o t he r t he i m ,
pu t a t i o n s o f his a c c u s e r a n d s e t s fo rt h ,

a n ew wi t h g r e a t e r u r ge n c y h is phil o so phi c a l a n d r e ligi o us pr in

w
c ip le s . This w o rk wr i tt e n o n a r a t he r c o nf u s e d pl a n bu t wi t h
,

i m p a s s i o ned el o que n c e m a n ife sts a l o fty a n d s i n c e r e s p i r i t I t

,
.

i s s a id t h a t t he a r c hbi s h o p a s deeply t o u ch e d by i t a n d n e ver ,

a ft e r w a r d sp o k e o f t he a u t h o r Of E m ile wi t h o u t e xtre m e
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rese r ve s o m e t i m e s e v en eulo giz in g h is c h a r a ct e r a n d his v ir t u es
,
.

Th e r e n o wn o f t he b o o k c o nde m n ed by so high a n a u t h o r i ty

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a s i mm e n s e Sca n d a l by a ttr a ct i n g public a tt e n t i o n t o i t

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did i t go o d se r i c e Wh a t a s m o s t s e r i o us a n d m o s t su gge s

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t i v e i n i t a s n o t p e rh a ps s e iz ed u p on ; bu t t he c ra z e O f
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whi c h i t a s t he Ob j e c t h a d n o t wi t h st a n di n g go o d r esul ts , , .

Mo th e rs we r e o n o ve r a n d r e s o l v ed t o n ur se t h e i r o n i n f a n t s ;

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g r e a t l o r ds bega n t o l e a r n h a n di c r a ft s l i k e Ro u ss e a u s im a gi

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n a ry p u pil ; physi c a l e x e r cise s c a m e i n t o fa s hi o n ; t he s pir i t O f

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in n o v a t i o n a s fo r c in g i t se l f a a y .

I t a s n o t a m o ng o u rs e l ve s h o weve r t h a t t he t he o r ies o f , ,

Ro us s e a u w e r e m o s t e a ge rly e x pe r i m en t ed u p o n ; i t a s a m o n g
fo r e i gn e rs i n G e rm a n y i n Swi tz e r l a n d t h a t t h e y fo u n d m o r e
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re so lu t e p a rt is a n s a n d a eld m o re re a dy t o re c e i v e t h e m
,
.

Thr e e me n a b o v e a ll t he rest a r e n o t e d fo r h a v in g p o pu l a r iz e d
t he pe d a go gi c m e t ho d O f Ro u sse a u a n d fo r h a v ing b e e n i n spi re d ,

i n t h e i r l a b o rs by E mi le These we r e B asedo w Pe st a l o zz i
.
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a n d F r o ebel .
4 I N T R O D UCT I O N .

B sed w a G rm a n t h o l o g i h d de v t d hi ms l f en t i rely
a o e e an , a o e e

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t d gm t i o tr v rs y t il t h r e di g f E m i l h d t h
o o a c c n o e ,
un e a n O e a e

e ff c t f
e l rgi g his m n t l h r i z o n
O en a n d f r v li g t h i m e a o , an O e ea n o

his tr v ti ue H w r o t i m p rt n t b o ks t s h w h
oc a on . e e o a o o o o

Ro s s s m t h d co uld be ppli d i diff re t dep rtm e t s f

u eau e o a e n e n a n O

in str uct i o n a d fo d d a t D ss u i 1 774 a i nst i t u t i o n t

n un e e a n n o

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b r i g t h a t m e t h o d wi t hi t h d m a in O f x p r ien
n n e o e e ce

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This i st i t t i o n t o whi c h he g v e t he n m e f Phi l t h o

n u ,
a a O

an r

pi m
n u s se c ul r i
,
t he tr ue se se f t he w r d ; a d a t t h a t
a a n n o o n

t ime t his a s in i t self a o v el t y It s p n t o pupils o f n . a o e

e v e ry belief d eve ry n t i o a li t y a d p r p o sed t r nde r st udy

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an a n ,
n o o e

e a sy ple a s a t
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d e xp e d i t i o s t t he m by f ll o wing t he d i e
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an n o , o r c

t i o s o f n t ur e i t s lf I t he rst r n k o f hi s dis ipl s ma y

n a e . n a c e

be pl a d C m p h o succeed d him i t he m a a g m en t f t he
ce a ,
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P hil a n t h r pinu m o .

Pes t a l o zz i O f Z i i h o e o f t he f r e m o st ed c t o r s f m o de r n
i r c ,
n o u a o

t i m s a lso f u d his wh o l li f tr n s fo rm d by t he r di g f
e ,
o n e e a e ea n o

E m ile whi c h a w o k i h i m t he g nius o f

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r fo rm e r H e n

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hi m se lf a lso in 1 7 7 5 f u ded a s h l in o rd r t o p t i

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p r a t i e t h r e h i s pr o gres s i v e a d p ro f ss i o n a l m e t h o d O f t e a h
c c e n e c

i g whi h
n ,
a a fr ui t ful de v l o p m en t o f s
c s ds s wn by R us e ee o o

s u in his b o o k P est l zz i left nu m r o us r i t i gs r o m a c s

ea . a o e n ,

n e ,

tre a t ises r v i ws a ll h vi ng fo so le Obj t the p pul r i t i n

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e e ,

a r ec o a za o

O f his id s a d p r o ss e s ea f edu a t in The m s t dist i ce O c on . o n

g i sh e d
u m ng hi s disciples a d co n t inu t o rs i s Fro ebel t he
a o n a ,

fo nde r o f t h se p r i m r y s c h o o ls o
u o a s ylu m s k wn by t he a r no

na m f k i de rg rt ns
d t he a u t h r O f highly es t ee m ed

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e O n a e ,
an o

ped a g gi w rk s o c o .

Th s v r i o u s a tt e m p t s t hese new a d i ngeni o us p r o s s s

e e a ,
n ce e

wh ich s t ep by st p h ve m de t hei r
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e ,
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begi ning t o m a ke t heir w o rkings fel t even in inst i t u t i o ns m o st

n ,
 D UC T IO N .

st o u tly o ppo s e d t o pro g ar e a ll tr e a bl

ac e to Ro us s e a u
s

E m i le .

I t i s t h e r e fo r e n o t t o mu h c fo r F re n ch m e n t h rs , for ea c e ,

fo r p a re n ts fo r e v e ry ,
in o ur co u n try h o i s i t e r st d in n e e

wh a t c o n c e r n s t ea chi n go ba c k to th s ur e f s g t a
e o c O o r ea

m ov m t

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e en .

I t is tr u th t o t i s p ges t h a t h a v e
e a u t li v ed c n a n a o

th i r d y m y d d
e a 5 m a y f l s e ide a s m y di s p t abl
an o n a an u e

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a d d str t iv th b t t t he s m t im

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m y s g i s
an a atiac ou su h pr igh t o u sels s ui t ble o n s, c u c n a

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e v t o m d r n t i nt s s l o fty a id l th a t in spi t f v ry

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en o e e , o n ea , , e O e e

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c an n o ea n u o . e n

on e h d s t k
o w t h b o o k by n m a d by r epu t a t i n ;
oe no no e a e n o

bu t ho m y p a r t s d v n t che rs h ve n v r r e a d i t !
an
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en ,
an e e ea a e e

Thi s is b a se l rg p rt o f t he b o o k is ec u l nge r in
a a e a no o

a co r d a ce wi t h t h tu l di t i f t hi gs ; be ca use i t v ry

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c n e ac a c on on o n s e

pl an ,i ts f u d a m n t a l id e n u t sid f t h tr t h
e W ea, ar o e o e u . e ar e

o bli g d t o e x r i s j udg m t t m k e sele t i o s So m e f i t

e e c e en , o a c n . O

m st be t k n s m l ft un t o u h d This is wh a t
u a e , o e ha v e c e . e e

don e i t h p r se t di t i n
n e e n e o .

W h v o t i d d t h p resumpt i o n t o o rr e t R u s s u
e a e n ,
n ee ,
e c c o ea , or

to s bst i t ut e
u x pur ga t d E mi l f t he a ut h t i c E m il
an e e

e or en

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We h v simply wi s h d t dr w the a tt t i o
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of hil d h d t th o s p g s o f t his b k which h a v e le a st gr w

c oo o e a e oo o n

Old hi h a st ill be f s rv i
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c c n h st e t he do n fa ll f t he o e ce, c a n a n o

Old s yst ms a m ph s i z by t h i r n rgy d b a ut y f l

e , c n e a e, e e e an e o an

g g m th o ds a l e a dy in a ug r a t ed a d r e f rms l r dy u de r
ua e, e r u n o a ea n

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t k
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. e t be t ft eo e m n e c nno oo o n r co

m ended d set i a cl a r ligh t \V h a v e desi red t

an n ll t e .
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e o ca o

t he r s u t his p o w rf l a d i m p ss i d w i te r h b r i g s t
e c e e u n a on e r , o n o

b r up
ea e v e ry subj c t h a ppr a he s the m a g i c al a ttr a c t iv nes s
on e e o c e

o f hi s s tyl e .
6 I N T R OD U C T I ON .

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The re is bso lu t ely n o t hi n g p r a ct i c a bl e i n his syst e m I t c o n
a .

si sts i n iso l a t i n g a c hil d fr o m t h e r e st O f t he w o r ld ; i n cr e a t i n g

e x pre ss ly fo r h i m a t u t o r h o i s a ph oen i x a m o n g hi s kin d ;
,

i n dep r i v i n g h i m O f fa t h e r m o t he r b r o t he r s a n d si st e r s h i s
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c o m p a n i o n s in st udy ; in s ur r o un d i ng hi m wi t h a pe r pe t u a l c h a r

l a t a n i s m un de r t he p r e t e xt o f fo ll o wi n g n a t u r e ; a n d in sh o w i n g

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h i m o nly t h ro ugh the v e il o f a fa c t i t i o us a tm o sph e r e t he so c i e ty

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in whi c h h e i s t o li v e And ne v e rt h e l e s s a t e a c h st ep i t is
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s o un d re a s o n by whi c h e a r e m e t ; by a n a st o ni s hing pa r a do x ,

t hi s h i m sic a li ty i s full o f go o d se n se ; t his dre a m o ve r o ws

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wi t h r e a li t ie s ; t his i m p ro b a ble a n d c hime r ic a l r o m a n ce c o n t a in s
t h e subs t a n c e a n d t he m a rr o w o f a r a t i o n a l a n d tr ul y m o d e r n

t re a t ise o n pe da go gy So me t i me s e m us t r e a d be t ween t he
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li n e s a d d wh a t e x pe r ie n ce h a s t a ugh t us sin c e t h a t d a y tr a n s
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p o se in t o a n a tm o s phe r e O f Open d e m o cr a cy these p a ge s wr i tt en

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un de r t he o l d o rde r O f t hi n gs bu t eve n t he n quive r i n g wi t h t he

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new w o r ld whi c h they we r e b r i ngi ng t o ligh t a n d fo r which ,

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.

Re a ding E m ile i n t he ligh t o f m o de r n p r ej udice s

!
e ca n
,

see in i t m o r e t h a n t he a u t h o r wi tt ingly pu t i n t o i t ; but n o t

m o re t h a n l o gi c a n d t he in s ti n c t O f ge ni us s e t d o n t he r e .

T o un fo ld t he p o we rs O f c hild r en i n due p r o p o rt i o n t o thei r

a ge ; n o t t o tr a n s c e nd t h e i r a bili t y ; t o a r o u s e i n t h e m t he sense

O f t h e o bs e rv e r a n d o f t he pi o n ee r ; t o m a k e t h e m di sco v e r e r s

w
r a the r t h a n i mi t a t o rs ; t o t e a c h t h e m a c c o un t a b i li ty t o t he m
se l ve s a n d n o t sl a vish dep e nden c e up o n the w o r ds o f o t her s ; t o

w
addr e ss o ur se lves mo re t o t he i ll t h a n t o c ust o m t o t he r e a s o n
,

r a t he r th a n t o t he m e m o ry ; t o s u bst i t u t e fo r ve rb a l reci t a t i o ns
les s o n s a b o ut t h i ngs ; t o le a d t o t h e o ry by a y o f a r t ; t o a ss ign
t o phys i c a l mo ve m e n t s and e x e r c ises a p ro m i n e n t pl a c e fr o m ,

the e a rl i est h o ur s o f l ife up t o pe rfe ct ma t u r i ty ; such ar e t he

 w
I N T R O D UCT IO N .
7

p r in c ipl e s s c a tt e red b ro adc a s t i n this b ook a n d fo rming a h a ppy ,

c o u n t e r po i s e t o t he O ddi t ies o f whi c h Ro u ss e a u a s p e r h a ps mo s t

pr o u d

w
.

H e t a ke s t he c hild in i t s c r adle a l m o s t be fo r e i t s birt h ; he

w w
,

desir es t h a t m o t h e r s sh o uld fu ll t he sa c re d du ty o f n u rs i n g

w
t he m a t t he bre a st I f t he r e m ust be a n u rs e he k n o ws ho
.
,

t o c h o o se he r h o sh e o ugh t t o be tr e a t e d ho
, s he sh o u l d be ,

fe d He w a t ches o v e r t he m o v e m e n ts O f t he n e bo r n child

ww
-
.
,

o v e r i t s rs t pl a yt hings All these c o u n s e ls be a r t he st a m p o f

w w
.

go o d se n s e a n d o f e x pe r ien c e ; o r r a t he r t hey r e su l t fr o m a
, ,

po we r O f di v i n a t i o n singul a r e n o ugh in a ma n ho a s n o t
will i ng t o t a ke ca r e O f hi s o n c hild re n In th is a y d a y

w
.
,

by d a y he fo ll o ws up the phys i c a l a n d m o r a l de v e l o p m e n t o f
,

t he li tt le b e ing a ll wh o se id e a s a n d fe e l i n gs he a n a lyz es wh o m
, ,

he guides i t h wisdo m a n d wi th t a c t th r o u gh o u t t he m a z es o f
a lif e m a de up o f c o nve n t i o n a n d a rt i c e .

We h a ve ca r e fully avo ide d suppr e ssi ng t he c t i o ns o f the

ga rde n e r a n d o f t he m o u n t eb a nk ; b e c a u s e t hey a r e c h a r a c te r i st i c
O f hi s m a nn e r a n d bec a u s e
,
a ft e r a l l t h e s e prea rr a n ged sc en e s
, ,

whi ch a s t hey st a nd a r e a nyt hing in t he w o r ld r a the r th a n

, ,

r e a l t e a chi n g co n t a in neve rth e less r igh t n o t i o n s a n d o pini o n s

, , , ,

whi c h ma y sugge st t o in te lligen t t e a ch e rs pro c e sse s in pr ude n t

w
ed uc a t i o n Su c h t e a ch e r s will n o t c o py t he fo rm ; t hey wil l
.

n o t i mi t a t e t he a wkw a r d c l a p tr a p ; bu t yielding t o t he i n s p i
-

r a t io n of t he do m in a n t ide a t h ey will i n a a y mo re in , ,

a c c o rd a nce wi t h n a t u re m a n a ge t o th r ill wi th life t he te a chi n g

,

o f fa c t s a n d will a i d t he m ind in gi v ing bi rt h t o i t s

,
ide a s .

This is t he O l d m e th o d O f So c r a t e s t he e t e rn a l me th o d o f ,

re a so n t he o n ly m e t h o d whi ch re a lly edu c a t es

,
.

We h ave b ro u gh t this vo l u m e t o a n e n d wi t h the t hi rd b o o k

o f
E mile The fo u rt h and f t h b ooks which fo llo w are n o t
.
!
 IN T R O D UCT I O N

w w
8 .

w
wi t hi n t he do m ain o f pe da go gy They co nt a in a d m ir a ble page s
.
,

hi c h o u gh t t o be r e a d ; hi c h o cc u py o n e o f t h e fo r e m o st
pl a c e s i n o ur li t e r a t ur e ; hi c h de a l wi th phil o s o phy wi t h ,

e t hi c s
,
wi th t h e o l o gy ; bu t t h e y c o n ce r n t h e m se l v es wi th t he
m a n n e r o f di re ct ing yo un g m en a n d w o m e n a n d n o l o nge r ,

wi t h c hildh o o d T h e a u t h o r c o n du ct s his E m i l e e v en a s fa r a s
.

t o his be t r o t h a l ; he d e v o t e s a n e n t i r e b o o k t o t he b e tr o t h e d
-

h e rse lf So phi e a n d c l o s es his v o lu m e o n ly a ft e r he h a s u n i t ed

w
, ,

th e m in m a rr i a ge .

We will n o t go s o fa r We w i ll le a v e E mile up o n t he c o n
.

n e s O f yo u t h ,
a t t he t i m e h e n h e e sc a pe s fr o m sc h o o l a n d ,

wh e n h e i s a b o u t b e gi n n i n g t o fe e l th a t h e i s a ma n At t his .

diffi cul t a n d cr i t i c a l p e r i o d t he t e a c h e r n o l o n ge r s u f
c es Th e n .
,

a b o ve a ll t h i ng s is n e e de d a ll t he i n ue n c e o f t he fa m ily ; t h e

w
,

f a t h e r s e x a m ple t h e m o t h e r s c l e a r s igh t e d t e n de r n e ss w o rt hy

-

, ,

f r i e nd s hips a n e nvir o n m e n t O f m e r i t o r i o u s p e o ple O f up r igh t

, ,

mi nds a n i m a t e d by l o ft y id e a s h o a ttr a c t wi t hi n t h e i r o rbi t

,

t his a rde n t a n d i n qui s i t i v e b e in g e a ge r for n o v el ty fo r a ct i o n

, , ,

a n d f o r ind e p e n d e n c e .

A r t i c e s a n d str a t a ge ms a r e t hen n o l o nge r g q fo r a n y

w
t hi n g ; t h e y a r e v e ry s o o n l a id Op e n t o t he ligh t A ll t h a t .

c an be r e q uir ed O f a t e a che r i s t h a t he s h a ll h a v e f ur ni s h e d
his pupil s i t h a so u n d a n d stro n g e du c a t i o n dr a wn fr o m t he ,

s o ur ce s O f r e a s o n e x pe r ien c e a n d n a tur e ; t h a t he sh a ll h a v e
, ,

pr e p a r e d t h e m t o le a r n t o fo rm j udg m e n ts t o m ak e u se O f
,

t h e ir fa c ul t i e s t o ent e r va li a n t ly u p o n st udy a n d up o n lif e It

, .

s e e ms t o u s t h a t t he p a ges o f Ro usse a u he re published may be

a useful gui de i n the
p u r suit o f such a r esul t .

J UL E S S T EE G .
 B O O K F I RST .

rst b o o k a fte r s o m e g n r l r m rk s up n e d uca ti o n tr a t s

THE , e e a e a o , e

e s p i a ll y f rl y i n f n y ; f t h rst y rs f li f ; f t h r t
ec o ea a c o e ea o e O e ca e o

b b st w d u p
e e v ry y n g hil d r n ; f t h
o e on rsi ng f th m ; O f
e ou c e o e nu O e

t h l ws f h
e a lth o ea .

H m k s d u ti n b g i a t b i rt h ; x p r s s e s him s l f
e a e e ca o th e b n e e e on e su

j t O f t h h bit s t b g iv n
ce e at b v i d d ; d is c ss s t h
o e d e or o e a o e u e e u s e an

m i g o f t rs o t ri s g st u r s ls t h l g u g th t sh l d
ean n ea , u c e , e e , a o e an a e a ou

b u s d w ith y un g
e e hil d r th t f r m th ir t d r st y rs
o c en , so a , o e en e e ea ,

th ie u l ti g f f l se i d s d t h g ivi g a w r o ng b en t o f mi n d
nc ca n o a ea an e n

M
ma y b a v i d d e o e .

GE NE R A L RE A R KS

M
.

T h e O bj e c t Of E d u c a t io n

M
.

O the han d O f the A uthor O f a ll thing s ,

I NG f rom
eve rythin g i s go o d ; i n the h a nd s o f man eve r ything ,

d egenerates a n obliges o n e soil t o nou r ish t he p r o d u cti o n s

.

O f an o ther o n e tre e t o be a r the f r uits O f anothe r ; he mingle s

,

and c o n founds cl im a tes elem ents season s ; he mutilates hi s

, ,

dog his h o r se his slave

, He o verturn s every thing d i s g
,
.
,

w
u r e s eve r ything ; he loves de formi t y monste r s ; he de si r e s ,

th a t nothing sh o uld be a s n a ture made it n o t even man him ,

sel f T O pleas e him ma n mu st b e b r oken in like a ho r s e ;

.
,

ma n must b e ad a pted to man s o n f ashion like a t re e i n

w
,

1
his garden .

1 is s l ss t l rg p t h bs rd ity f this th ry d
It u e e o en a e u on e a u o eo , an up o n t he
a gr t tr d i ti i t whi h R ss
an con a ll s hims l f t f ll
c on n o c ou ea u a o e o a . I f he is
 C ON C E R NI N G E D U C A T IO N .

Were it not fo r all this m atters would b e still worse NO , .

o n e w ishe s to b e a h al f developed b eing ; and in the pre sent -

w
conditi o n O f t hings a man le ft t o h ims el f among others fr o m
,

his b irth would b e the most de formed among them all .

P r ej udices authority n ece s sities , e xamp l e all the social

, , ,

i nstitution s in which e a r e subm erged would st ie n ature ,

i n him , and would put nothing i n i t s place In su ch a man .

n atur e w ould b e like a shrub sprun g up by chan ce in t he

m i d st O f a highway and j ostled f r om all s ides b ent in e very
, ,

d irec t ion by the p asse r s by

,
-
.

Plants a r e i mproved by cultiv ati o n and me n by edu catio n , .

I f m an were bor n la r ge an d strong his siz e and strengt h ,

would be u sele ss to hi m until he had learned to u s e them .

They w o uld b e p r e j udicial to him by preventing o t hers f rom ,

thi n king O f assisting h i m an d l e ft t o hims el f he would die O f

wretched nes s b e fo re he h ad k now n h i s own n e ce ss itie s We .

p ity the state O f in f an cy we do n o t p erceive that the huma n

race would have p erished i f m an h ad n o t begun by being a
child .

We are b orn weak we n ee d st r en gth ; w e are born d esti ,

tute O f all things we n e ed as si stan ce ; w e a r e born stupid

,

we n eed j u d gment A ll that we h ave not at our b ir th a n d

.
,

that w e n eed whe n gro w n up i s g i ve n u s by edu cati o n , .

This educatio n come s to u s from n atur e itsel f o r f r om ,

other m en o r fr om circum stan ces

, The intern al d evelop .

me nt O f o u r f a culties an d O f our organ s is the ed u catio n

n atur e gives u s the u se we a r e taught to m ake O f this devel
o p me n t is th e edu cation w e get f rom o t her me n ; and wh a t

we learn by o u r own experien ce about things that i nterest

w ww
, ,

u s i s the education O f cir cumstan ce s

, .

ri ght , ma n ht t b l ft ith t d
ou g o e e ou e uca ti
on , an d rth ith t lti
t he ea ou cu

v ti
a on T hi s w
. ld t b v t h s v
ou no e e en e a a ge st ta e . B t w
u t f s p f rbi d s
an o a ce o

us to p s t h lik s t t m t f
au e a eac e a e en o o ur a u th r
o , h t
o a b i s hims lf
on ce us e e

in nu ll i fyi g it n .
 TH E O B J E CT OF EDUCA T I ON . 13

E ach O f u s is there fo r e formed by three k inds o f te achers .

The pupil i n whom t heir d i ffe r ent les s o n s contrad ict o n e

another i s b a dly educ a ted and wil l never be in h a rmony with
,

himsel f ; the o n e i n whom they all t o u ch u pon the s ame

poin ts and tend toward t he same O bj e ct a dvan ce s tow a r d
th a t goal only , and l ives acco r dingly He alon e i s w ell edu .

c a te d .

w
No w the se three di fferent educ a tions , that O f n atu r e doe s
Of

not depend u pon u s that o f ci r cumstan ce s dep en ds up o n u s

only i n certai n respects ; that O f men is the only o n e o f
which w e a r e really masters an d that solely becau s e e ,

think we are For w ho can hope to d i rect entirely the spe ech
.

and conduct O f all w ho su r round a child ?

A s soon there fo re , as education b ecome s an art its s u c
, ,

ces s i s almost imp o ssible sin ce the ag r eement O f circum

,

stance s n ecessar y to this su cce s s i s independ e nt O f pe r sonal

e ffo r t A ll th a t the ut mo st ca r e can do i s to approach
.

m o r e o r less n e arly o ur O bj ect ; b ut , fo r attaining it , sp ecial

g o od fo r tune i s n eeded .

Th at is thi s O bj ect ? That o f n atu r e itsel f as ha s j us t ,

b ee n p r o ved Since the ag re ement O f the th r e e education s 0

.

w
i s n ecess a r y to their p er f ection , it i s t o wa r d the o n e f o r whic h
we o urselves c a n d o n o thin g that we must di r e ct both the

w
othe r s B ut p erh a ps this w o rd n ature ha s t o o vague a
.
!

meaning ; e mu st he r e try to dene it .

I n the n atu r al order o f things all me n b ein g equal the , ,

vocation c o mm o n to all is the state O f man h o od ; an d ho

ever i s well tra in ed fo r that c a n n o t f ull b a dly a n y v o cati o n
,

which depends upon it Whether my pupil b e destined .

f o r the army the chu r ch o r the bar m a t ters l i t tle t o me

, , , .

B e fo r e he c a n think O f ad o pting the v o cati o n O f hi s pare nts ,

n a tu r e c a lls u p o n him t o b e a man How t o l i ve i s the .

busines s I w is h to te a ch him O n le aving my h a nds he w ill

.
14 C ON C E R N I N G E D UC A T I O N .

w
n ot I admit be a m agistrate a soldier or a priest ; rst o f
, , , ,

all he will b e a man A ll that a man ought to b e he c an

.

w
b e at n eed , as well as any on e else can
, F o rtun e will i n .

v ai n alter his pos ition fo r he w ill al w ays occupy hi s o n

, .

O ur real study is th at o f the state o f man He among u s .

h o b e st kn ows ho w to b ear the good and ev il fortunes O f

this li fe i s i n my O pinion the best educated whence it f o l
, ,

lows that true ed ucati o n consist s les s i n pre cept than in p r a c

tice . We begin to in st r u ct ou r selve s w he n we b egin to live

w
O ur e ducation comme n ces w i t h the commen cement o f o u r
li fe o ur rst teacher i s our n urse For this reaso n the wor d
.

edu cation had among the an c i ents another meaning w hich

!

e n o longer attach t o it ; i t s i gn ied n utriment .

We must then take a b r oader v ie w O f th ings an d con si d er ,

i n o u r pupil man in the ab stract man exposed t o a ll the acci

,

dents o f human li fe I f man we r e bo r n attached to the soil

.

O f a country , i f the s ame se a s o n c o ntinu ed throughout the

year i f e ve r y o n e held his f o r tu n e by su ch a tenu r e that he

,

could n ever ch ange it the e s tablished customs O f t o day

,
-

would b e i n ce r tain respe cts good The chil d educated fo r

.

hi s position an d never leav ing it could not be expos ed to the

, ,

i n conven ien ces o f an o the r .

B ut s ee ing th a t human a ffairs are ch angeabl e see ing t he ,

re stless and distu r b i ng sp i r it O f thi s century , w hi ch e v er

turn s eve rything o nce i n a generati o n c a n a more s ens eles s ,

method b e i magined than to e ducate a child as i f he w ere

n ever to le a v e hi s room , as i f he were o bliged to b e con stantly
s u rr o unded by his s e r vants ? I f the poor creature takes b ut
o n e step o n the e a r th , i f he come s d o wn s o mu ch a s o n e stai r ,

he i s ruined This is n o t teaching hi m t o en d u re p ai n ; it is

.

train ing him t o feel it mo r e keenly .

We think o nly o f pre serving the child : thi s i s not en o u gh .

We ought to teac h him to pre serve hims e l f w he n he i s a man ;

 w
TH E NE W BO R N C HI L D
-
. 15

to bear the blow s O f fate to brav e both wealth an d wretched

n es s to live i f n eed be , am o ng the sno s O f Icelan d o r up o n

,

the b urning r o ck O f Malta I n vain you take p r ecauti o n s

.

against his dying he must d ie a fte r a ll and i f his death b e

,

not indeed the result O f thos e very prec a utions they a r e n on e ,

the les s mistaken It i s le ss imp o r tant to k eep h im from

.

w w
dyi n g than it i s to teach hi m how t o live T O live i s not .

merely t o breathe it is t o act , It i s t o m ak e u s e O f o u r .

organ s O f o u r sen se s O f o u r fa culties O f a l l the p o wers

, , ,

whic h be a r witn ess to u s O f o u r o n existen ce

-
He ho h as .

l i ved m o st is n o t he who has numb ere d the m o st years b ut ,

h e who has b ee n most t r uly c o n s ciou s O f what li f e i s A ma n .

ma y h a ve himsel f buried at the age o f a hundred yea r s who ,

d ied from the hou r O f his b irth H e w o uld hav e gain ed

w
.

s o mething by going to hi s grave i n youth i f up to that ti m e ,

he h ad only lived .

Th e Ne -
b o rn C h ild .

THE n e w born child need s t o stretch an d to move hi s limb s

-

s o as t o dr a w them o u t O f t h e torpor i n w hich rolled int o a ,

ball they have s o long remained

,
We do stretch hi s l i mb s , .

it i s true b ut we prevent h im f r om moving them

,
We even .

w
c o nstrain his head into a b aby s cap It seems as i f we w ere
.

a fraid he mi ght app ear t o b e alive The i n a ction the con .

,

st r aint in w hi ch w e keep his limbs cannot fail t o inte r f ere ,

ith t he c i rculation O f the blood a n d o f the s ecretion s t o ,

p r even t the child fr o m gr o wing str o ng and stu r dy and t o ,

change hi s c o n stit uti o n In regi o n s whe r e thes e extravag a n t

.

precaution s are n o t taken the men are all large str o ng a n d

, , ,

w ell p r o p o r tioned C o u ntries i n w hich children a r e sw a ddled

.

sw a r m with hunchb a ck s with c r ipples wi t h pers o n s cro o k

, ,

kneed stunted r ickety de fo r med i n all k inds O f w a ys F o r

, , , .

fear that the bodie s O f child r en ma y be de fo r med by free

16

movements
a press .
, ww
C O NCE R N I N G E DU C A T I O N

e hasten to de form them by putting th em into

O f our o n accord w e c r ipple them to prevent

.

the ir laming themselves .

M ust not su ch a cruel con straint have an i nuen ce u pon

their temper as well as u pon their con stitutio n ? The i r r st
f eel ing i s a fe eling O f con straint an d O f su ffering T O all .

their n e cess a ry movements they n d only O b stacles Mo r e u n .

fortun ate th an chain ed c r imi n als they make fr u itle ss e fforts ,

,

they fret themselves , they cry D o you tell m e that the rst
.

w
sou nds they make are cries ? I can w ell be l ieve it ; you
th w art them f r om the time they are born The r st gift s .

they re ceive from yo u ar e chain s the rst t re atment they

,

u ndergo i s torment Having nothing f ree but the voice

. hy ,

s h o uld they not u se it i n complaints ? They cry o n account

O f the su ff ering you c a use them ; i f you w e r e p inio ned in the

w
s ame w ay your own cries w o uld b e louder
,
.

When ce arises this unre a son abl e cust o m o f s w addli n g chil

d r en ? From an u n natu r al cu stom Si n ce the t i me w hen
.

mothers , despising their rst duty , no longer i sh to n urse

their o w n ch i ldren at the b r east i t ha s b een n e cessary to in

tru st the little o n e s to hired w ome n These , nding them

.

s elve s i n this w ay the mothers O f s trange children , c o n

ce r n ing w hom the voice O f n ature i s silent to them seek ,

o nly to spare thems elves an noyan ce A child at l ib erty

.

would requi re i n ces sant w atching ; b ut a fter h e i s well

s waddled they thro w hi m i nto a corner w ithout troub li ng
,

t hemselves at all o n a ccount O f his cr i es Prov ided th ere are.

n o proo f s O f the n ur se s carel essn es s provided that the ,

n ursling does n ot break his legs o r his arms w hat does it ,

m atter , after all , th a t he is pining a w ay o r that h e contin ues

,

feeble fo r the rest o f his l i fe ? His limb s a r e preserved at

the expens e O f his life , and w hat e ver happ e n s , the n urse i s
h eld free from blame .
 TH E NE W B O R N C HI L D
-
. 17

It is pretended that children w hen le ft f ree may put them ~ , ,

selve s int o bad posi t ion s an d m ake movements liable t o

w
,

inj u r e the pr o per c o n fo r mati o n o f t heir limb s This i s o ne .

O f the weak a r guments O f o ur f alse wisd o m which no e x p e ,

en ce has eve r c o nrmed O f that multitude O f ch ildren ho .

,

among n ation s mo r e sen s ible than o urselves are b r ough t u p ,

i n the f ull f reedo m O f their limb s n o t o n e is seen t o woun d ,

o r l a me himsel f They cann o t give thei r m o vements fo rce

.

enough t o m a ke them d a nge r ous ; and when they assume a

hu r t ful positio n p ain soon w a rn s them to ch a nge it
, .

We have not yet b r ought O urselves to the p o in t O f swad

w
dl i n g puppies or kitten s ; do w e s e e that any in conven ien ce
results to them from this negligence ? C hild r en are heavi er ,

inde ed ; but i n proportio n they are w eaker They can .

s carcely move them selve s at all ; ho can they lame them

selves ? I f laid upon the b ack they woul d die in that
po si t ion like the tortoise , w ith o ut being able ever to turn

w w
t hemselves agai n .

[ hi s w n t
T
ren i s s
i nt lli g n i n t h r b s t o w d u p y g chi l
a of e e ce e ca e e e on oun

d p rti ul rl y i n th o s m o th r s
e en a c h g iv e th ms lv s o
a e e o e e e n

w
con c e r n b u t th ir
a o n d t th ms lv s nu rs
e o th e m i ntrus t
, o no e e e e ,

th m t h ir li n g rs s T hi s cu st m i s f t a l t o ll ; r s t t o t h
e o e nu e . o a a e

c hil d r n d ll y t f mili s w h r b rr
e an na o ss b m s t h ru l
a e , e e a en n e eco e e e,

wh r w m
e e s c ri c s t o h e r o
o an a c o n v i nce th e j o ys a d th e
e n en e n

d u ti s f m th rh
e o d ]
o e oo

Would yo u recall every o n e to his highest dutie s ? B egin

with the mothers yo u will b e ast o nished at th e chan ges you
wil l e ffect F r o m thi s rst depravity a ll o thers come in s u c
.

cession The e nti r e mo r al o r der i s changed n a t u ral feeling

.

is extingu ished in a ll hearts Within o ur home s there i s .

less chee r f ulness ; the touching s ight O f a g rowing f amily

n o longer attache s the husband o r attracts the attentio n
o f strangers The mot he r w hose ch il d ren are not seen i s
.
1 8 C O N C E R N IN G E D UC A T I ON .

l ess resp ected There i s n o such thing as a family livin g

.

together ; hab it no l o nger strengthe ns the ties O f blo o d .

T here are n o longer f athe r s and mothers and children an d

b r others an d sisters They all s carcely k no w o n e another ; .

how t hen should they love o n e another ? E ach o n e think s

only o f h i msel f When home i s a melan choly lonely place , .
,

w e mu st i ndeed go elsewhere to en j o y ourselve s .

1
f
B ut let mothers only vouchs a e to n ourish the ir ch i ldren ,

a n d o u r m ann ers w ill re form thems elve s ; the feelings O f n a

t u r e w ill r e a w ake n in all hearts -

The State w ill b e repeo .

pled ; t his chie f thing this on e th ing w ill bring all the rest ,

into order again The attraction s O f home li fe p r esent t he

.

b est antidote to b ad moral s The b u stlin g li f e O f little chil .

dren con sidered s o tiresome b eco me s pleasant ; it m ake s

, ,

the father and the mother mo r e n e cessary to o n e another ,

more dear to o n e another ; it draw s closer between them t he
conj ugal tie When the f amily is sprightly and animated ,
.

d omestic care s form the dea r e st o ccup ation o f the w i f e an d

the sweetest rec r e ation o f t he hus band Thus the corre ctio n .

O f this o n e ab u se would soon result in a gen eral re f orm ;

n ature w ould re sume all her rights When w omen are on ce .

mor e tru e mothers , men w ill be come tru e f athers and hu s

b an ds .

I f mothers a r e not real mothers , childre n are n ot real chil

d ren t o w ard them Their dutie s to o n e another a r e r e c i p r o
.

w
cal and i f these b e b adly fullled o n t he o n e s ide they

w
, ,

w ill b e n egle cted o n the other s i d e The child ought to .

1 v i f R ss
Th e h rd Th rsi g f hild r by th ir
o ce o ou eau as ea . e nu n o c en e

o nm th rs whi h h d g i t d is s v l g r d tr bl s m b
o e c a on e n o u e as u a an ou e o e, e

w
,

w
cam f shi e Gr t l d i s p ri d d th m lv s p r t r i g t t h
a a on . ea a e e e se e u on e u n n o e

sg f t r
u a e o d i f ts w r br g ht i wi th t h d ss rt t g iv
na u e , an n an e e ou n e e e o e an

exh ibiti f m t r l t d r ss T his ff t ti d i d t b t i m st

on o a e na en e ne . a ec a on e ou , u n o

f mili s t h g d d h l s m
a e e st m f m th rh d
oo rti d
an o e o e cu o o o e oo as e a ne

T his p g f R ss s trib t d its sh r t t h h p p y r s lt

a e o ou ea u c on u e a e o e a e u .
 TH E NE W BO R N C H I L D
-
. 19

w
love his mother be fore he knows that it i s his duty to love
I f the voice O f n a tu r al a e c t io n b e n o t stren gthen ed by
"
he r.

hab it and by c a re it will g r o dumb eve n i n child ho o d an d

,

thu s the hea rt dies s o t o speak be fo re it i s b o r n

, Thu s,
.

fr om the outset we a r e bey o nd the p ale o f n ature .

The r e i s an O pp o site way by which a w o man goes b eyond

it ; th a t is when i nstead O f neglecting a mothe r s ca r es she
, ,

,

carries them to exce ss ; when s he make s he r child her idol .

She incre a ses and f o ste r s his weakness to p r event him

fr o m feeling it H o ping to shelter him fro m th e law s o f n a
.

w
ture s he w ards fr om him shocks O f p ain
,
She doe s not .

con s ide r ho w fo r the s ake O f preserving him fo r a mo

,

ment from some inconvenien ces she is he a ping upon hi s ,

head f uture accid ent s and p erils ; n o r ho cru el i s the cau

ti o n whi ch prolongs the weakn es s o f childhood in on e who
must b ear the fatigues O f a grown u p ma n The fa ble s ays -
.

that to render her s o n i nvulnerable Thetis plunged him i nt o

, ,

the Styx Thi s allego r y i s beauti ful and clear

. The c r u el .

m o the r s o f whom I a m spe a king do fa r o therwi se by plung

ing thei r ch i ldren into e ffemin a cy they O pen th e ir pore s to
ills O f every kind to w hich w hen g r o w n u p , they f all a cer
, ,

tain p r ey .

Watch n a ture care ful ly and fo llow the p aths s he traces out
'

f o r yo u Sh e give s child r en contin ual exe r cise s he strength

.

en s thei r constituti o n by O rdeals O f every kind s he teaches

them early what p ain and t r ouble mean The cutting O f .

the ir teeth give s them f eve r s h a r p ts O f colic throw them ,

i nto convuls ion s l o ng coughing ch o kes them wo r ms t o rme nt

, ,

t hem repleti o n c o rr upts their blood d i ff e r e nt leaven s f er

, ,

me n t i n g the r e caus e dan ge r o u s e r upti o n s N early the whole .

O f in f a ncy i s sickn ess and d a n ge r ; hal f the ch i ld r e n bo r n

i nt o the w o r ld die be fo re their eighth year These trials .

past the child has gai ned str ength and a s soon a s he
, ,

ca n u s e li f e i t s prin ciple b e comes more assured

, .
32 0

w C O N C E R N IN G ED UC AT I ON

This i s t h e l a O f n a ture I V hy d o you O ppose her ? D O yo u

.

n ot see t h a t i n th ink ing to cor r ect her yo u d es t roy her w o rk

.

an d counteract the e ffect o f all h e r ca r e s ? In y o u r O pin ion ,

to d o without wh a t she is d o ing within i s to r edouble the

d a nger O n the contra r y it i s really to ave r t to mi t ig a te
.
, ,

that danger E xp e r ien ce teaches that m o re childre n who are

.

delicately reared d ie than others Prov ided we d o not ex .

c e e d the measure O f their st r engt h it is b etter t o employ it ,

than to bo a r d it G ive them practice then i n the trials they

.
, ,

w i ll o n e d ay hav e to endure Inure their bodie s to t he .

i nclemen cie s O f the se ason s O f climates O f elements ; to , ,

hunge r thirst , f atigue ; plunge them i nto the w ater o f t he

,

Styx B e fore the habits O f the body a r e acquir ed w e c a n

.

give it s uch as we please w ithout risk B ut when on ce .

it has reache d its full v igor any alteratio n i s p er ilou s to ,

its well b eing -

A child w ill e ndure changes w hich a man
.

c o uld n o t be ar The bres O f t h e former s o f t and plia

.
,

ble take w ithout e ffo r t the be nt w e give them ; those O f

,

man more ha r dened do n o t w it hout vi o len ce chan ge thos e

, ,

they h a ve re ceived We may the r e fo r e make a child r ob ust

.

without exposing hi s li fe o r his health ; a n d eve n if there

w e r e some risk we still ought n o t to h esitate Since there .

are risk s inseparable f rom h uman li f e c a n we do b et t e r than ,

to thr o w them b a ck u p o n t ha t p e r iod O f li fe w hen they are

w
least d is advantageou s ?
A ch i ld b ecome s more pre c i ou s as he advan ce s in age .

T O the value O f his p erso n is added that O f the cares he has

c o st u s ; i f w e lose his l i f e hi s o n con sci o u sne ss o f de ath is
,

added t o o u r sen s e O f l o ss A b o ve all t hings then i n watch

.
, ,

ing ove r his p r e se r v a ti o n w e must think O f the f uture We .

mu st a r m him again st the mi s fo rtun es O f yo uth b e fore h e has

re a ch ed them F o r i f the v a lu e o f li f e in creases up to the
.
,

age w hen li fe b e come s u se f ul w hat folly it is to sp a r e t he ch i ld

,
 THE NE W BO R N C H I L D
-
. 21

w
w
some trouble s and t o heap the m upon the age o f re a son '
,

Ar e the se the coun sels o f a m a ste r ?

In all age s s u ff e r ing is the l o t o f m an E ven t o the ca r e s .

o f sel f preserv a tion pai n is j o ined

-
Happy are e ho in .
,

childhood are acqu a inted w ith o nly physical m is fo r tun e s

mis fortunes f a r les s cruel les s pain ful th a n o t hers ; mi s fo r ,

w
tun e s which fa r m o r e r arely m a ke u s r enounce l i fe IV e d o .

n o t kill o u rselves o n account o f the p a ins O f g o ut ; seldom do

1
any but thos e o f the mind produce desp air .

We pity the lot o f in f an cy an d it i s o ur o n lot that we ,

o u ght to p ity O ur gre atest mis fort u ne s com e t o us from

.

ou r selves .

A t b irth a ch ild crie s his earliest in fan cy i s spent in cry

i ng Sometimes he is t o ssed he i s p etted , to ap peas e him ;
.
,

some t ime s he i s th r e a ten ed beaten , t o make him k eep qu iet , .

We e ither d o as h e ple a ses o r el se we exact fr om h im wh a t ,

w e please w e e ither submi t t o his wh i ms , or m ake h im s ub

mit to ours There i s no middle course h e mu st e ither give
.

o r rece ive orders Thus his rst ide a s are those o f ab solute
\
.

rule an d o f sl a ve r y Be fore he kno ws how to speak he

.
,

w
commands ; b e fore he is able t o act he ob eys ; and some ,

t ime s he is p un i shed b e fo re he know s what hi s fa ults are o r ,

w
rat her be fore he i s cap a ble o f committing them
, Thus do .

e ea r ly p o ur int o his y o ung heart th e p assion s that are

w
a fterward imputed to n ature ; and a fter having t a ken p ain s ,

to make him wicked e complain o f nd ing him wicked

, .

A ch i ld passes six o r s even years o f his li f e in th i s mann e r

ww
in the hands o f women the victim o f his o n cap r ice an d o f

w
,

theirs A fter having m a d e h im learn thi s and that a fter

.
,

1 his r m rk is t j st
T e a no a u one . Ho o ft e n
h v s a eh ppy e een un a

r t r s d is g st d ith li f b
c ea u e u e e e c a us e o f s m dr d f l
o e ea d i ur bl m l
an n cu a e a

a dy I t is tr th t s i i d b i g
ue a u c e, e n an ac t f m d
o ss is m r fr q tl y
a ne , o e e uen

ca u es d by th s tr bl s whi h im gi
o e ou e c a nati on d li g h t s i t s l f i
e m g i f yi g
e n a n n

u p t t h p i t f i s i ty
o e o n o n an .
2 2 C ON C E R N IN G ED UC A T I ON .

v
h a i n g l o a d e d hi s mem o y e ithe r r with w o rd s he cann o t u nder
t
stan d , o r wi h fa cts which are o f n o u se t o him a fter hav ing ,

stied his n atural d isp o siti o n by the p assi o n s we hav e c r e a t e d ,

w
w e put thi s a r ticial creature i nto the hands o f a tuto r who
nishes the d evelopmen t o f the a r ticial ge r ms he nd s
alre a dy formed and teache s him everything ex cept to know
,

himsel f eve r ything except to k now ho t o l ive and ho w

,

t o m a ke hims el f happy Fin ally when thi s en slaved child th is

.
, ,

little tyrant f ull O f learn ing an d d evo id o f sen se en f e ebled

, ,

al i ke in mind and body i s cast u pon the wo r ld he the r e by

, ,

his u n t n e s s by h is pride and by all hi s v ices make s u s de

, , ,

p l o r e human wretchednes s and p erversity We de ceive o u r .

s elves ; thi s i s the man o u r whims h av e created N atur e .

m a ke s me n by a d i fferent process .

D o you the n wish him to pres erve hi s origin al form ?

Preserve it fr o m the m o ment he enters the w o rld A s soon a s .

he i s b o rn take p o sse ssion o f him and do not le ave him until ,

h e is a man .With o ut this you will n ever succeed A s t he .

mother i s the tru e nurse the father i s the t r ue teacher , .

L et t h em b e o f on e mind as to the order in w hi ch their func

ti o n s are f ullled a s w el l as in r ega r d to their plan ; let the
,

child p as s fro m the hands o f the o n e i nto the hands o f the

othe r. He w ill b e b etter ed u c a ted by a fa ther who is j udi
cion s eve n tho u gh o f moderate attainme nts than by the
, ,

mo s t s kil ful master i n the w orld F o r z eal will su pple .

ment talent b etter tha n talent can sup ply what only z eal
c a n give .

w
A father w hen he b r ings hi s ch ildren i nto exi sten ce an d
,

s upports t h em has i n s o doin g f ullled only a th ird p a r t o f

, , ,

h is t ask. To the hum an race he owes men to society men ,

t te d f o r society ; to the State citiz en s E very ma n ho

, .

v
c a n p ay th i s t r iple d ebt and does not p a y it is a guilty m an
, .

and i f he p ay s it by hal es he i s p e rhap s more g u ilty still , .

 w TH E NE W BO R N C HI L D 23
-
.

He ho cann o t f ull the dut i e s o f a f ather ha s n o right t o

w
b e a fa t her No t p o verty n o r seve r e l a b o r nor human r e
.
, ,

spe ct can release him f r o m the duty o f supp o rting his chil
d r e n a n d o f educ a t ing them himsel f Re a ders yo u may be .
,

lieve my w o r ds I pr o phesy t o any on e ho has n atur a l .

f eelin g and n eglects the se sacred d uties th a t he will long ,

shed b itter te a rs o ver t his faul t and th a t fo r those tea r s he ,

1
w ill nd no c on solatio n .

[b It e ngi s
th t t h f th r i u bl unw illi g t h rg
upp o s ed a e a e s na e or n o c a e

hims l f p ll y w ith t h d ti
e e rs
f hi s
ona h m u s t h rg e e u ca on o s on , e c a e a

th i rd p rs n w ith it ; m u st s k t m s t r t a c h r f o t h
e o ee ou a a e , a e e r e

chil d ]
The qu alication s o f a good tutor are very f r eely d is
cu ssed The r st qu alic a tion I should requi r e i n h im
.
,

and t his o n e presupp o se s many othe r s i s th a t h e sh a ll , ,

n o t b e cap able o f selling himsel f There a r e employments .

so n o ble that we cannot f ull them fo r m o n ey without sh o w

w
i ng o urselve s u nworthy to f ull them Such an empl o yment .

i s that o f a s o ldier ; such a o n e is t h a t o f a teacher Who . .

then sh a ll educate my child ? I h a ve told you al r eady

, ,

yoursel f I c a nnot ! Then make fo r y o u r self a fr iend h o

.

can I see n o o the r alte r n a tive

. .

A teache r ! what a g r e at s o ul he ought to b e ! Trul y to ,

fo rm a man o n e must b e either h ims el f a fa t her o r els e

, ,

s o mething mo r e than hum a n A nd this is the O ffice you .

calmly entrust to hi r elin gs ! 2

h s is
ll si t
w
f t h m st f rt t p is d s i t h li f f

w
1 T i an a u on o o ne o e o un o un a e e o e n e e o

R ssou hi b d i g f t h hil d r wh m T h eres L v ss r b r

eau ,
-
s a an on n o e c en o e e a eu o e

him d h m h s t t f d li g h s p it l b s h f l t i thi him

an o e en o a oun n o a ec a u e e e n

w
,

w
neith r g t l be f th ir s p p rt
c o ur a e
p ity t d t th m
o a or or e u o , nor ca ac o e uc a e e .

S d p r ti l d f t i this t
a ac h r f th ri s f d ti !
ca e ec n ea c e o eo e o e uca on

F t h p rti
2 l r x mp l
or f d e ti whi h h s pp s s R s
a cu a e a e o e uc a on c e u o e , o us ea u

cr ts t tr hmh
ea e s r t s bs l t l y x l iv l y t t h rk
a u o o e co n ec a e a o u e , e c us e , o e o .

H d sir s
e p r f t th t h
e e l ls h i m
on e so p r di gy L t t bl me ec a e ca a o . e us no a e
 24 C ON C E R N IN G EDUCA T I ON .

Th e E a rl ies t E d u c a t ion .

s rst i mp r ession s are purely those o f f eel ing ;

C hildre n

they p erceive only pleasu re and p ain U n able e ithe r to .

mov e a b o ut o r to gras p anything w ith the ir hands they

, ,

n eed a great d e al o f time to f orm sen sation s which represen t ,

and s o make them aware o f obj e cts outside o f themselve s .

B ut d uri ng all th is time w hil e thes e obj e cts a r e extend ing

, ,

and , as it w ere receding f rom their eyes , ass um ing to them

, , ,

f orm an d dimension the con stan tly re curring sen sation s ,

begi n to subj ect t he l ittle cre atures to the sway o f hab it We .

s e e the i r eyes i ncessantly turn ing toward the light ; and i f it ,

comes t o them f rom o n e side u nwitti ngly taking th e d ir e c ,

tion o f that side ; s o that their f aces ought to be care fully

turned toward the light lest they b e come squi n t ey e d , o r ,
-

accustom thems elves to look awry They s hould , also e arly .

,

accu stom thems elves to darknes s o r els e th e y w ill cry a n d ,

s cream a s soon a s they are le ft i n the d ark Food an d sleep , .

i f too e xactly proportion ed b ecom e n e ces sary to them a fter ,

the laps e o f the s am e i n t ervals ; a n d s oon the d es i r e aris es

n ot f rom n e cess i ty but from h ab it O r rather h abit adds a
, .
,

n ew want to thos e o f n ature an d thi s mu st b e prevente d , .

The only h ab it a child should b e allowe d to fo r m i s to con

tract no hab its w hatever Let him not b e carried upon o n e

w
.

sarm more than u pon anoth e r ; let him n o t b e accustomed to

hi m f o r this Th i d l f th s h ss m t h bl d d ifl t f
. e ea o o e o a u e e no e an cu o ce

o f a t h r f hil d h d
eac e t b p l d t hi g h A t t h p p il
o c oo can n o e ace oo . s o e u ,

R ssou im g i s hil d f v r g bility i s y ir mst s d f

ea u a ne a c o a e a e a n ea c cu a n ce an o

w
, ,

r b st h lth H m k s him
o u ea . ly e d rp h
a eth t f m an on son a n an o a n , so a no a

i l y vi issit d s m y d ist rb t h l g i
c u e f his p l
a u e o c o an .

A l l this m y b s mm d p b y s y i g th t h
a e usi d rs t h hil d i him
e u a n a e con e e c n

s lf with r g rd t hi i d ivi d l d v l p m t d ith t r g rd t his

e e a o s n ua e e o en , an ou e a o

r l ti s t rd i ry li f T hi s t t h s m tim r d rs hi t sk sy d
e a on o o na e . a e a e e en e s a ea , an

d p riv s him f
e e imp rt t l m t f d ti
o an o an e e en o e uca on .
 w
T HE EA R L I E S T ED UCA T I ON . 25

put forth o n e h a nd rather than the other o r to u s e it o ften er ; ,

n o r to d es ire t o eat to slee p t o a c t i n any a y at regular

, , ,

h o urs ; nor t o be un able t o st a y al o n e ei t her by night o r by

w
d ay . P r ep a r e long b e fo rehan d fo r the time when he shall
fr eely u se all his strength D O this by le aving his body .

u nder the control o f its n atur a l bent by tting hi m to b e ,

always master o f himsel f and to ca r ry o u t his o n w i ll i n ,

everything as soon as he has a will o f his o w n .

w
Sin ce the only k inds o f obj ects presen t ed to h im are lik ely
to make him e ither timid o r courage o us w hy should not hi s ,

education b egin be fo r e h e spe ak s o r u nderstan ds ? I w ould

hab i t uate him to see ing n e obj ects though they b e ugly , ,

rep uls ive o r singular

, B ut let this b e by degrees an d from
.
,

w
a d istan ce until he has b e come accustomed to them , and ,
,

from s eei n g the m handled by others shall at last handl e ,

them himsel f I f during his in fan cy h e ha s seen w ithout

.

fear frogs serpents c r a , s he s , h e will w hen gro w n u p , se e

, ,

w ithout shrinkin g any an imal that may b e shown him For .

w
o n e who daily sees f r ight f ul obj ects there are non e su ch , .

A ll chil dren are a fraid o f m ask s I be g in by sho w in g .

E mile the mask o f a pleasan t f ace By an d by s ome o n e .

puts the m ask u p o n hi s o n face s o th at the child can s e e ,

it I begin t o laug h ; every on e els e laughs a n d the ch ild

.
,

w ith the rest By d egree s I f amiliariz e him with less comely

.

masks and nally w ith really hideous one s

, I f I h ave man .

aged the p r o ce ss we l l he w ill fa r f r om be in g frighten ed a t

, ,

w
the las t m ask l a ugh at it a s he laughed at the rst A f t er
,
.

that I shall not fear his b e ing f righten ed by any o n e w ith a

,

mask .

When i n the f arewell s cen e b et e en Hecto r an d A ndro

,

m ach e the little A s t yan ax ter r ied at t he plume oatin g

, ,

f r o m a helmet fa i ls t o rec o gn iz e h i s father throws hi msel f

, , ,

cry ing upon his nurs e s breast and w in s from his m o ther a
,

,
26

fe ar ?
w
P r ecisely what Hector d o es
C O N C E R N IN G EDU CA T I ON

smile bright ith tears what o ught to b e d on e to soothe his

,

H e place s the helmet .

.

o n the gro und , and t hen caresse s his child A t a more t r an .

quil moment t his should n o t hav e b ee n all They should

w
, .

have drawn n e ar the helmet played w ith its plume s cau sed , ,

the child to handle them A t last the nurs e should hav e

.

li f t ed t he h elmet an d laughingly s e t it o n her own head

i f i nd eed the hand o f a
, , oman d ared tou ch the armor o f

w
H ector

.

I f I w is h to familiariz e E mil e w ith t h e n oise o f r e arms , -

I rst b ur n som e po w der in a pistol The qu ickly van ishin g .

ame the n e kin d o f lightn ing greatly please s hi m

, I , .

repeat t he proce ss u sin g mor e powd er , By d egrees I put .

i nto the p istol a s mall charge witho u t ramming it down ; ,

the n a larger charge ; n ally I accu sto m him to the noi se o f ,

a gun to bombs to canno n shots to the most terri c noise s

, ,
-

, .

I h ave noticed that children are rarely a fraid o f thunder ,

u nles s in d eed t h e thunder claps are s o fright f ul as ac t ually

, ,
-

t o w oun d the organ o f hearin g O therwis e they fear it only .

,

w he n they have b een taught that thunder sometim e s w ound s

o r kills YVh e n reaso n begins to a tf r i gh t them let h ab it
.
,

reass ure them By a slo w and well con ducted process t he

.

ma n or t he child i s rendered f e arle s s o f e verything .

In this outset o f li fe , while memory and imagi n ation are

s till in active , th e ch ild p ays attentio n only to what actu ally
a ffects his s ens e s The rst m aterials O f hi s knowledge are
.

his sensat i on s I f there f ore thes e are pre sented to him i n

.
, ,

su itable order , hi s m emory c a n h erea fter present them to h is

u nderstandi n g in the same order B ut a s h e attends to hi s .

sen s a t ion s only it will at rst s ui c e to show him v ery

,

clearly the conn ection b etwe e n thes e sen s ation s and the ,

obj ects which give ris e to them H e i s e ager to touch eve r y .

thing , to handle e v e rything D o n ot th w art this r e stles s.

 THE EA RL I E S T EDUCA T I O N . 27

de sire ; it suggests t o him a very necess a ry apprentice ship .

I t is thu s he le a rns to feel the heat an d c o ld n ess , hardn ess

and so ftness heavine ss and lightn ess o f bodie s ; to j udge o f
,

their size their sh a pe and all t heir sens ible quali t ies by
, , ,

lo o k ing by t o uchin g by listening ; above a ll by comp a r ing

, , ,

w
t he r esul t s o f sight with those o f touch e stim a ting wi t h the ,

eye the sen s a tio n a thing p r o du ces u pon the ngers .

By m o veme nt al o ne w e le a rn the ex isten ce o f things wh ich

are not our s elve s ; and it i s by o u r o n mo vements alon e
that we g a in the ide a o f extension .

B ecaus e the ch ild has not thi s idea , he stretche s o u t hi s

hand indi fferently t o seiz e an obj ect whi ch tou ches him o r ,

o n e which is a hund r ed p a ce s d istant f rom him The e ffort .

he mak es in doing this a ppears to yo u a sign o f d o min ation ,

w
an order he give s the obj ect to come n earer o r to you to ,

b r ing it to hi m It is n othing o f the kin d

. It mean s only .

that the obj ect see n rst withi n t he bra in then u pon t he eye , ,

is n o seen at a r m s leng t h a n d that h e doe s n ot con ceiv e

o f any d ist a n ce beyon d hi s reach B e ca r e f ul t hen to w alk

.
, ,

w
o ften with him t o trans po r t him from one place to an other
, ,

t o let hi m feel the chan ge o f p o si t ion an d i n thi s way to , ,

te a ch him how t o j udge o f distan ce s When he b egins to .

kno them ch a nge the pl a n ; c a rry hi m only where it i s

,

c o nvenient fo r yo u t o do s o and n o t wherever it please s hi m

, .

For as soon as he is no l o nger deceived by the sense s , hi s

attempts arise f ro m an othe r cause Thi s chang e i s remark
.

abl e and demand s explan ati o n .

The un easin ess a r ising fr om o u r w ants expresse s itsel f by

signs when ever help i n supplying the se wants is n eeded ;
hence the crie s o f children They cry a great deal an d this
.

is n atural .Since all their sensati o ns are th o se O f feelin g ,

chil d ren en j o y them in silen ce whe n the sen sation s a r e,

pleasant otherwise they express them i n the ir o w n langu a ge ,

28 CON C E R N I N G ED U CA T I ON .

and ask relie f N o w as long as children are a w ake they

.

can not be i n a state o f i ndi ffe r en ce ; they e ither sleep o r are

moved by pleasur e a n d p ain .

A l l o u r language s a r e the result o f art Whether the r e i s .

w
a n atural langu age commo n to a ll mankind has long been a
, ,

w
m atter o f inve s t igation Witho ut doubt there i s s uch a
.

lan guag e , and it i s t he o n e tha t children utter be f ore they

kn o w ho to talk This languag e i s not articulate , b ut it i s
.

accentu ated , s onoro us i ntelligible , T he u sing o f o u r o n .

l anguage h a s led u s to negle ct this e ve n s o fa r a s to forget ,

w
i t altogether . Let u s study childr en and w e shall soon ,

a cqu i r e it again from them N u rse s are o ur te achers i n thi s

.

langu ag e . They u nderstand all their nurslings s a y they ,

an s er them , t h ey hold really c o n n e cted d ialog u e s w it h

them A n d although they p ronou n c e w ords , thes e w ord s
.
,

a r e e ntirely u s eless ; the child u nderstand s , n ot t he me an ing

o f t he wor d s , but the acc e nt w hich accomp anies them .

w
To t he lan g u ag e o f the voi c e i s added t h e no l es s forcibl e

langu age o f gesture Thi s gestur e i s n ot that o f c hildr e n s
.

f e e bl e h an d s it i s that s e e n in their faces It i s a s ton i shing .

to s e e ho mu ch e x pre s sion thes e immatur e countenance s

alr e ady h av e . From moment to mom e nt their feature s ,

chang e w ith i n con c e ivabl e qui ckn e s s O n them you s e e t he .

s m il e , t h e w i s h t he f e ar s pring i nto li f e and p as s a w ay

, , , ,

lik e s o man y lightnin g a s hes E ac h time yo u s e em to s e e .

a di ffer e nt coun t e n ance They c e rtainly have mu ch mor e

.

exible faci al mu s cles than our s O n the ot he r h and , th e ir

.

d ull eyes tell u s almost n othing at a ll .

Su ch i s n aturally the character o f the ir expre ssion w hen

all their w ants are phys i cal Sen s ations are made kno w n by
.

grimaces s entiments by looks

,
.

A s th e rst s tat e o f man i s wretch edness and we ak nes s ,

s o hi s rst utteran c es a r e complaint s a n d t e ars The ch il d .

 TH E EAR L I E S T ED UCAT I ON . 2 9

f eel s his n eed and can not s a tis fy it ; he i mpl o r e s a i d fro m

others by c rying If he i s hung ry o r t hi r sty he c r ie s i f h e

w
.
,

i s too cold o r t o o wa r m he c r ies if he wishe s t o m o ve o r t o

,

be kept at rest he cries ; i f h e wishes to sleep o r t o be

,

moved about he c r ie s The l os s c o nt ro l he h as o f hi s o n

,
.

mode o f living the O ften er he a sks th o s e ab o ut him t o

,

ch a nge it He has b ut o n e l a ngu a ge be cau s e he feels s o to

.
, ,

spe ak but o n e sort o f d is c o m fo rt In the impe r f e ct c o ndi

, .

t ion o f his org a n s he d o e s n o t distinguish thei r di ffe r ent

,

impres sions ; all ills produce i n him only a sen s a ti o n o f

pain .

From this crying regarde d as s o little w orthy o f attenti o n

, ,

arises the rst relation o f man to all that su rr ounds him ;

j ust here i s forged the rst link o f that long chain w hich
con sti tutes social o r d er .

Whe n the child crie s he i s ill at eas e ; he ha s som e w ant

,

that he can not s atis fy We examin e into it we s e a r ch .

,

w
fo r the w ant nd it , an d reliev e it
,
Whe n w e cann o t nd .

it o r reliev e it the cryin g continues

, , We are an noyed by .

it ; w e cares s the chil d to mak e him ke ep quiet w e r o ck hi m ,

an d s i ng to him , to lull him asleep I f he pers ists e gro w .

,

w
impatient ; w e t hr eaten him ; brutal nurs es somet i mes s t rik e
him Thes e are strange lessons fo r him u po n hi s e n tran c e
.

in t o li fe .

The rst crying o f ch i ldre n i s a prayer I f e do n o t .

heed it w ell thi s crying soon b ecomes a command

, They .

b egin by asking our aid ; they end by compelling u s to serv e

w
t hem Thu s from t heir v ery w e ak n ess whence c o me s , at rst
.
, ,

the i r feelin g o f dependence springs a fterward the ide a o f ,

e mp ire and o f commanding o thers

,
But as this idea is .

awakened les s by their o n wants than by the fact that w e ,

are serving them thos e moral re sults whos e immediate c a u se

,

i s n o t i n n ature , are here perce ived e there fore s e e why .

r
,
 30 C O N C E R N IN G E D UC A T I ON .

even at this early age it is imp ortant to d iscern the h id d e n

,

p u r pose which d icta t e s the gesture or the cry .

When the child stretche s f orth his hand wi t h an e ffort but ,

w ithout a sound he think s he can reach s o me obj e ct be

, ,

cause h e d oes not properly e stimate its d istan ce ; he is

mistaken . B ut i f w hile stretchin g o u t h i s hand , be c o m
,

plain s an d cries he is n o lon ge r dece iv e d a s to the d istance

, .

H e i s command ing the obj e ct to com e to him o r is d ir ecting ,

you to bring it to him I n th e rst case car r y him to the

.
,

obj ect slowly and w i t h short step s ; i n the seco n d case do

, ,

w
n ot even app ear to u n derstan d him It i s worth w hile to.

hab itu ate him ea r ly not to command p eople , fo r he i s not

the ir master ; n or things , fo r they can not understand him .

S o w hen a child w ants somet hing h e s ee s and e mean to

y , ,

give it to him it i s better to carry him to the obj e ct than to

,

f etch t h e O bj e ct to h im Fro m th is practic e o f ours he w il l

.

lear n a lesson s uited to his age , a n d th e r e i s n o b e tt e r w ay

M
o f s uggesting thi s les son to him .

a xi ms
RE A S O N alon e teache s
to Ke e p us

w
Tr u e t o Na t u r e .

w
us to kno
goo d and e vil Con .

s cien ce w hich m ak es u s love t he o n e and hate the other i s

,
,

indep endent o f reason ; b ut can not gro w s trong w ithout i t s

aid .
B e for e re aching y e ars o f reason e d o good and evil ,

u n con sciou sly .

There i s n o moral character in o ur action s ,

altho u g h ther e s ometime s i s i n o u r feeling toward those

action s o f others w hich relate to u s A child like s to di s turb
.

everything he sees he breaks he shatters everything with in

,

his reach he l ays hold o f a b ird j ust as he would lay hold o f

a ston e an d strangle s it w ithout k no w i ng wh at he i s d oi n g
, .

Why i s this ? A t rst V iew philosophy would account fo r

,

t on the gr o u nd o f vice s n atural to u s pride the spirit o f ,

 M A X IMS . 31

w
d omin ation , sel f love the w ickedne s s o f mankind
-

, It w ould .

pe r ha p s add that the sen s e o f his own weaknes s makes the

,

child eager to do things requiring strength an d so prove to ,

himsel f hi s o n p o wer But see that o ld m an in rm an d

.
,

b r oken down who m the cycle o f human li fe brings b ack to

,

the w eakn es s o f child h o o d N ot only do es he remai n

.

w
immovable and quiet but he wishes everything about him
,

t o be in the same conditi o n The slightest change distu r b s

.

and d isqu iets him ; he would like to s ee stilln ess reigning

everywhere . H o could the s ame powerlessn ess j o ined t o ,

the same passion s produce su ch d i fferent e ff ects i n the two

,

ages if the primary cau se were not changed ? A n d where

,

can we seek fo r t his d i fferen ce o f cause unless it b e i n t he ,

physical condition o f the two individuals ? The active prin

c i p l e common to the two i s develop ing in the on e an d dyin g ,

o u t in th e other ; the o n e i s g ro wi ng an d the o t her i s wear ,

ing itsel f out ; the o n e is tending t o ward li fe an d the other ,

toward death Fail ing activity concentra t es itsel f i n the

.

h eart o f the o l d man ; in the child it is superabound ing a n d ,

re aches outward ; he s eems to feel wi thin h im li f e en ough to

animate all that s urroun ds him Whether he makes o r .

unmakes matters lit tle to him It is en ough that he changes

.

the condition o f things and that e very change is an ac t ion

,
.

I f h e seem s more in clined t o des t roy things it is not out o f ,

perversen es s but because the action whi ch creates i s alway s

,

slow ; an d that which destroys b eing more rapid b etter , ,

w
sui t s his n atural sp r ightlin es s .

Wh i le the A uthor o f natu r e give s children this active prin

c i pl e h e take s care that it shall d o little h a r m
,
fo r he leav e s
them little po er to ind ulge it B ut n o soon er do they l o o k .

upon tho se abou t them a s in struments which it i s their

bu si n ess to set i n m o ti o n th an they m ak e u s e o f them i n
,

following their own i n clin ations and i n making up fo r the i r

32

o wn wan t o f streng t h
C O N C E R N IN G ED UCA T I O N

In t his w ay they b ecome disagre e

.
.

w
able tyran n ical imperious p erverse , unruly ; a devel o pme nt
, , ,

n o t arising f r o m a n atur a l Sp i rit o f d o mination , but creating

w
su ch a sp i r it F o r n o very lo ng experien ce is requisite i n
.

teaching ho pleasant it i s to act through others an d to n e e d ,

only move one s tongue to s e t th e w orld i n motio n

.

A s we gro up w e gain strength w e be come less un easy

, ,

and restless , w e shut ours elves more w ithin ours e lves The .

soul an d the body p ut themselv e s in e quilibrium , a s it w ere ,

and n ature requires no more motio n tha n i s n ece s sary fo r o ur
pre servation .

B ut the wish to command o utliv e s t he n e cess ity fro m

w hich it s pran g ; po wer to control other s a w aken s a n d

w
r a t i e s s el f love and h abit make s it strong Thus n eed
g
-

, .

w
give s place to whim ; thu s do prej udices a n d opi nion s rst

w
root themselves w ithi n u s .

The prin cipl e on c e understood e s e e clearly t he poin t at

,

w hich e l eav e the p ath o f n atur e L et u s discover w hat .

e ought to do , to k e ep w ithi n it .

Far f rom havin g too much s tr e ngth children h av e not ,

e ve n e nough fo r all that n ature demands o f them We .

ought , then to leav e t he m the fre e u s e o f all n atural s tr e ngth

,

w hich they cannot mi s u s e First maxim . .

ww
We must aid t he m s u pplyin g w hatever th e y lack i n intel
,

li g e n c e , i n str e ngth , i n all that b elongs to physical n e c e s s ity .

Se cond maxim .

I n helping th e m , e must conn e o urselv e s to w hat i s

re ally o f u s e to them , yielding nothing to their w him s o r

u nreason able w ishes For t heir o n caprice w ill n o t troubl e
.

w
t hem u n l es s w e ourselve s create it ; it i s not a n atural thing .

Third m axim .

We must s tudy car e f ully the ir language an d their s i gn s , so

that , at a n a ge w h e n th e y ca n not di s s emble , e m ay j u d g e
 M A X IMS . 33

which o f their des ires spring from n ature itse lf, an d w hich
o f t hem fr o m o pin i o n F o u r t h maxim
. .

The mean ing o f the se r ule s is t o all o w children more ,

pers o nal freedom and le ss authority ; t o let them d o m o re

w
fo r themselves an d exact les s fr o m o t he r s
, Thu s accus .

t o me d be t imes t o de s i r e o nly wh a t they can O btai n o r d o fo r

themselve s they w ill feel less keenly the w an t o f whatever is
,

not within the ir o n p o we r .

Here there is an o ther and very impo r t a nt re a son f o r le a v

ing childre n abs o lutely fr ee a s t o body and limb s with the ,

s o le pre caution o f keep ing them fr o m the danger o f falling ,

and o f putting o ut o f t he ir re ach everythin g that can inj ure

them .

w
D oubtle ss a child whos e body an d a r ms are free wil l cry

w
les s than o n e b o und fast in swaddling cl o the s H e who f eel s .

only physi cal wants c r ie s only when he su ffers an d this is a ,

gre at advantage F o r then . e kn o w ex a c t ly when he

v
requ ire s help an d e ough t not to delay o n e momen t in
,

gi in g hi m help i f pos sible , .

B ut i f yo u cannot r el ieve him kee p quiet ; do n o t t r y t o

,

soo t he him by pe t ting hi m Your cares se s will n o t cu r e hi s

.

v
colic ; but he will remember wh a t he has t o do i n o r der to be
pe t ted A nd i f he on ce d iscovers that he can at wil l b u s
.
, ,

yo u about him he wi ll have become your master ; the m is

,

w
chie f i s don e .

I f chil dr e n were n o t so much thwarted in the ir movements ,

they w o ul d not c ry s o much ; i f we we r e less an n o yed by

the i r crying e would take le ss pains to hush t hem
, i f the y
were n o t s o o ften threaten ed o r caressed they w ould be le s s ,

timid o r less s t ubbo r n an d more t r uly themselves as n ature

,

made them . It is not s o O ften by le tt ing childre n cry as by ,

hasten ing to qu iet t hem t hat we mak e the m rupture them

,

selves . The proo f o f this i s that the ch i ldren mo st n egle cte d

34 C O N C E R N IN G ED UCAT I ON .

w
are le s s subj ect than others t o this in rmity I am fa r f rom .

w
wishing t hem t o b e n eglected however O n the cont ra r y
, .
,

we ought t o an ticipate t he i r wan t s an d n o t ait to b e n o ti

e d o f these by the children s cry ing Yet I would no t have

.

them misunderstand the cares we b esto o n them Why .

should t hey cons ider crying a f ault when they nd that it ,

avails s o mu ch ? Know i ng the val u e o f the ir s ilen ce t hey ,

w ill b e care f ul not to b e l av ish o f it They w il l at last .

, ,

make it s o costly t hat w e can n o longer p ay fo r i t ; an d the n

it is that by crying w itho u t su cces s they strai n w e aken , and ,

k ill them selve s .

The long crying ts o f a child w ho i s not compre ssed o r

ill o r allowed to w ant fo r anyth in g are from habit and
, ,

ob stinacy They are by n o m ean s the work o f n ature , b ut

.

O f the nurse who becau s e sh e can no t e ndure the an n oyance ,

, ,

multiplies it w ithout ree cting that by stillin g t he ch i ld to

,

day he i s i nduced to cry the more to morro w

,
-
.

The only way to cure o r prev en t thi s hab it is to p ay n o

attention to it N o on e , not e ven a child , like s to tak e
.

un ne cess ary troubl e .

They are stubb o r n i n th e i r attempts but i f yo u have mor e

rmn ess than they have ob sti nacy they a r e d is couraged a n d
, ,

do not repeat the attempt Thu s w e spare them some tears ,

.

an d accu stom them to cry only w hen p ain force s them to it .

N everth eless w hen they do cry f ro m caprice or stubborn

n ess a sur e w ay to prevent their contin uing i s to turn their
, ,

attentio n to some agreeable an d striking obj ect and so make ,

them f orget their desire to cry In this a r t m ost n urse s

.

ex cel and when skil f ully employed it i s very e ffect i ve

, , B ut .

i t is highly important that th e child should n o t know o f o u r

intentio n to dive r t him and that h e s hould amu se himsel f
,

w ithout at all thinking w e h ave hi m i n min d In thi s all .

nurses are un skil ful .

 L ANG UAGE . 35

A ll children are we aned too early The p r O p e r time i s .

i ndicated by thei r t eething Thi s process is usu ally pain ful

.

and dist r e ss ing B y a mechan ical in stinct the ch i ld at t hat

.
,

time carries t o his mou t h and chews everything he h o lds

, .

I V e think we mak e the o peration e as ier by giving him fo r a

'

plaything some ha r d subst a n ce such as ivo ry o r c o r al I , .

think we are mis t aken F a r f r om so ft en in g the gums the s e

.
,

hard bodies whe n applied re nder them ha r d and callou s

, , ,

and prepare the way fo r a more p a in f ul and d istressing lac

e r a tio n L et us alway s take i ns t in ct fo r guide We n ever
. .

s ee puppie s try the ir g rowing teeth u po n i n t s o r iron o r , ,

bp n e s b ut upo n wood o r leather o r rags

, , u pon so ft mate , ,

rials which give way an d o n which the tooth impress es itsel f

, , .

We no longer a i m at simplicity even where children are ,

v
con cerne d G olden and s il ver b ells corals c r ystals toys
.
, , ,

w
o f eve r y price o f every sor t
, What u seless and mi s c h i e
.

o u s a ffectations t hey are ! L et there b e non e o f them ,

n o b ells n o t o ys
, .

A little twig covered w ith its o n leave s and fruit a ,

poppy head in which the se eds can b e hea r d rattling

-
,
a stick ,

v
o f liquorice h e can s u c k and chew these w ill amu s e a child ,

qu ite as well as the splen did b auble s a n d will not d i s a d a n ,

t a g e hi m by accu stoming him to luxury from his very b irth .

M
L a n gu a g e .

F RO the time they are bor n children hear people spe ak , .

Th ey are spok en to n ot only b e fore they un d erstand what

i s said to them but b e fo re they can repe at the sou nds they
,

he a r Their o r gan s still b enumb ed adapt thems elve s only

.
, ,

by degrees to imita t in g the sounds d icta t ed to t hem and i t ,

i s not eve n cer t ain that thes e sounds are born e to their c a r s
at rst as d istin ctly as t o ours .
36 C ON C E R N I N G ED UC A T I O N .

I do n o t d isapprove o f a nurse s amu sing the child with
songs and with bli t he an d varied t on es
,
B ut I do d i s a p .

prove o f he r perpetually dea fen ing him wi t h a mul t itude o f

w
u seles s words o f whic h he u n derst a nds only the tone she
,

gives them .

w
I would like the rst art i culate sounds he mu st hear to b e
fe i n n umber easy dis t i n ct o f ten repeated
,
The word s , ,
.

they fo rm should represent o nly m ate r ial o bj e cts which can

b e sho n him O ur un fortun ate readine ss to content o u r
.

s elves w ith words that have no meaning to u s whatever ,

b egin s e arl ier than w e s uppose E ven as i n his s waddling .

clothe s the child hea r s h is n urse s b abble , h e be a r s in class

the verb iage o f his teache r It st r ike s me that i f h e were to .

b e s o bro ugh t u p that he could n ot u nderstand it at all , he

w
w ould b e very well i nstructed 1
.

Reection s c r o w d u pon u s when w e s e t ab o ut discu ssing

the f ormation o f children s language an d their b aby talk ,

itsel f In spite o f u s they al ays learn to speak by the

.
,

w
s ame process an d a ll o u r philosoph ical sp e culation s about it
,

w
a r e e ntirely u seless .

They seem at rst to h av e a grammar adapted to the ir

, ,

o n age a lthough its rule s o f s yntax are more gen e r al than

,

ou r s A nd i f we were t o p ay cl o s e attention to them e

.
,

sh o uld b e ast o n ished at the exactn es s with which they foll o w

certain a n a l o gie s v e r y faulty i f you w ill b ut v ery regula r
, , ,

th a t a r e displeasing only be cause h arsh o r b ecaus e u sage ,

d o e s not re cogn iz e t h em .

w
It is u nb e a r a ble p edantry an d a most u seless labor , to ,

1 No d o u bt
this s r sm is pp li bl t th s t h rs h t lk
a ca a ca e o o e eac e o a so a s to
sa y no thi g A t h r g ht t h
n . tr ry t sp k ly
ea c e t
ou , on e co n a ,
o ea on so as o be
d rst d b y t h hil d H g ht t d p t h i ms lf t hild s
un e oo e c th . e ou o a a e o e c ca

pac i ty ; t mp l y o s l ss
e o v ti l xp r ssi s ; his l g
no u e e or con en on a e e on an u a ge

ou g ht t r s o a i sity d t imp rt lig ht

o u e c ur o an o a .
 L ANG UAG E . 37

attempt correcting in children every l ittle fault again s t u sage ;

they n ever f a il themselves to c o r rect these f aults i n time .

w
A lways speak co rrectly i n the ir presen ce ; order i t s o that
they are n ever s o h a ppy w ith any o n e as w ith yo u ; an d rest
assured their lan gu a ge w i ll i n sens ibly be p urie d by your
o n,
without you r having ever reproved them .

w
B ut another er r or which has an entirely d ifferent b e ar in g
,

o n the m a tter an d i s no les s e asy to prevent i s our b ein g

, ,

over anx ious to m ak e them sp e a k as i f we f eared they

-

might n o t o f the i r o n acc o rd learn to d o so O ur i n j u d i .

c i o u s haste has an e ffect ex actly con trary to what w e wish .

O n account o f it they le arn more slowly and speak mor e

in d istinctly The ma r ked a t tention p aid t o everything they
.

utter makes it unneces sary fo r them to a r ticulate distin ctly .

w
A s t hey hardly condes cend to open their lip s many retai n

throughout l ife a n imper fect p r onun ciation a n d a con f u sed

m an n er o f sp eak ing which make s them n e a r ly uni ntelligible
, .

C hildren ho a r e too much urged to speak h a ve n o t time

s ufficient fo r learning either to pronounce care f ully o r to
u n de r stand th o ro ughly w hat they are m a de to say I f in .
,

w
stead they are le ft to themselves they at rst practise u sing
, ,

the syll a bles they can most rea d i ly utter ; an d gradu ally
attaching to these some me an ing that can b e g a thered from
thei r gesture s they give yo u their o n w o rd s be fore a c q
, uir

w
i ng yours Thu s they receive yours only a fter they under
.

st a nd them N ot being urged to use them they notice

.
,

ca r e fully what mean ing you give them ; and w hen they a r e ,

sure o f this they adopt i t as their o n

, .

The greatest ev i l a r ising fro m o u r haste to make children

spe ak be f o r e they a r e o l d enough is not that our rst talk s
w ith them and the rst words they u se have n o mean ing
, ,

t o them but that they have a me an ing di ff erent f r o m o u r s

, ,

w ithout o u r be ing able to p erceive it Thus , w hile they seem

.
38 C O N C E R N I N G ED U CA T I ON .

to b e an swering u s very correctly they are really addre ssing

,

u s without u nderstand ing us , and w ithou t o u r unde r standing

t hem T o su ch amb iguou s discourse i s du e the surprise we
.

sometime s feel at their say ings t o which we attach ide as the

,

chil d re n themsel v e s have n o t dre amed o f This i nattenti o n .

o f ours to the true meaning word s have fo r children seems to

m e t he cau se o f their rst mistake s an d these errors eve n , ,

a f ter children are cu r ed o f them inuen ce their turn o f min d

,

fo r the remain der o f their li fe .

w
The r s t d evelopments o f ch il d hood o ccur almost a ll at
on ce . The child learn s to speak to eat to walk n e arly at
, ,

w
,

the s ame time . This i s properly the rst e poc h o f hi s li f e

, , .

B e f ore then he i s noth ing more than he a s be fore he w as

b orn ; he ha s not a sentiment not an idea ; he scarc e ly h a s
,

s e n s atio n s he d o es n o t fe e l e v e n hi s o n ex i s t e n c e .
 B o o x SE C O ND .

w
T HE b o k t k s t h c hil d t b u t t h e fth y a r a d c o
se co nd o a e e a a o e , n n

d u ts him t
c b u t t h t w l f th y r H i s
o a l g r t h littl
o e e ea . e no on e e e

c h il d ; h is t h y g b y H i d ti b m s m r im p r
e e oun o . s e uca on ec o e o e o

t t It
an . si sts t i n stu d i s i r d i g
con riti gno i n d ti s e ,
n ea n or n , or u e ,

b t i w ll h s n p l ys i i g
u n e -
c i s r r ti s i w ll d ir t d
o e a , n n en o u ec ea on , n e -
ec e

e x p ri m ts
e en .

T h r sh u l d b
e e o x g g r t d p r u ti s d o t h o th r
o e n e a e a e eca on , an , n e e

w
h d an h rsh s s
, no p un is hm
a ts W m st l o v t h hil d d
ne , no en . e u e e c , an

en cou r g h i p l yi g T m k h im r liz h i w knes s d t h

a e s a n . o a e ea e s ea an e

na rr w limits w ithi n w hi h it
o w rk t k p t h hil d d p n d c can o o ee e c e e

s ill s
,

en t ly
on ir mst on c ic w ith t e v r m k i n g hi m
cu an ce , u e, ou e a

f l t h y k f t h m st r
ee e o e o e a e .

T h b st d e ti n i
e m p lish d i n t h
e uca n try T a hi g by
o s acco e e co u . e c n

m s f thi g s C riti ism f t h r d in ry m th o d E d uca ti n

e an o n . c o e o a e . o

o f th s n s s by c o ti u ll y x r i s in g t hem
e e e n n a e e c .

A v o i d t a k in g too ma n y P r e c a u ti o n s .

is t he s ec o n d p eriod o f li f e an d the on e at whi ch

HI S
p r o perly speaki ng in fancy ends ; fo r the wo r d s i nf a n s ,

and p u er a r e not syn o nym o u s 1 The rst i s in cluded i n the .

s e cond an d me a n s o n e echo ca n n o t sp ea k : thu s in V ale r iu s

,

M a ximus we n d the exp r e s sion p u e r u m i nf an tem But I .

sh a ll continu e to employ t h e w o r d acc o r ding t o t he u s age o f

w
the French lan g uage u ntil I am d e s cri bing the age fo r w hich ,

there are other n ame s .

1 P u er , c hi l d ; i nf a n s, one ho d o e s n ot sp k ea .
40 C O N C E R N I N G ED UCA T I ON .

speak t hey cry l es s o ften

w
The n childre n b egin to This
[
.
,

step i n a d van ce i s n atur a l ; on e l angu a ge i s sub stituted fo r

another A s so o n as they can u tte r thei r complaints in
.

words ,
hy should they cry unles s the su ff ering i s too kee n ,

b e expre ssed by w rds ? I f they then contin ue to cry it

to o ,

i s the fault o f th o se aro un d the m A fter E m ile has o n ce .

said ,

It hurts me , o nly acute su ffering c a n force him to
!

If th e child i s physi cally s o d elicate an d sen sitive that he

n atur a lly crie s about n othing I w il l soon exhau st the f oun ,

tai n o f h is tears by mak ing them i ne ffe ctu al

, So long a s .

h e c r ies I w ill n o t go to h im ; as soo n as he stops , I w i l l

,

ru n to him V ery soon h i s method o f callin g m e w ill b e to

.

kee p qu ie t o r at the utmost to utter a single cry

,
C hil dre n
, .

j u d ge o f the mean in g o f sign s by thei r p alpable e ffect ; they

h av e n o other rule Whatever harm a child may do himsel f
.
,

he very rarely cries w he n alon e unless w ith the hop e o f ,

b eing heard .

I f he f all i f h e bruis e hi s h ead i f his nose bleed , i f h e

, ,

cut h i s n ger , I sh o uld in stead o f b ustling about him w ith

,

a look o f al arm remain qu iet at least f o r a little w hile

, , .

The m isch ie f i s done ; he mu st endu r e it ; all my anxi ety

v
w ill only serv e to frighten him more an d to i n crease his s e n ,

s i ti e n e s s A fter all when we hu r t ourselves it i s les s t he

.
, ,

s hock whi ch p ain s u s tha n the fright I w ill sp are him at .

le ast this last p an g ; f o r he w ill certainly e stimate hi s hurt

ww
a s he sees me e s t i ma t e i t I f he sees me r un anxiou sly to
'
.

com f ort an d to pity him h e Wl ll th ink hims el f s eriousl y hurt ;

w
,

but i f he s ee s m e keep my pre s en ce o f mind he w ill soon ,

re cover hi s o n , a n d w ill think the p ai n cu r ed when he no

longer fe el s it A t his age e le arn our r s t l es son s i n cour
.

age ; an d by fea r le ssly e n d urin g lighter s u ff e ring s , e grad

n ally learn to b ear th e h e avi e r on e s .
 A V OI D T A KIN G TO O M ANY P REC A U T I ON S . 41

Far from takin g care that E mile doe s n o t hurt himsel f I ,

sh all b e dissatised i f he n ever does and s o grows u p u nac ,

qu a i n t e d w ith pai n To su ffer i s the rst and m o st n o ce s

.

sa r y thing fo r him t o learn C hild r en are li t tle and w eak

.

a pp arently that t hey may le a r n these impo rt ant le sson s If .

a child f all his whole length he will n o t b r eak hi s leg ; i f h e

,

strik e himsel f with a sti ck , he will n o t b r eak his arm ; i f he

lay hold o f an edged tool he d o e s n ot g r asp it tightly , and
,

w ill n o t c ut hims el f very b adly .

O ur pedantic mani a fo r instructin g con stan tly le ads u s to

w
teach ch ildren what they can learn fa r better fo r themselves ,

and to lose sight o f what w e alone can teach them Is ther e .

w
anything more absurd than the pains we take in te achin g
them to walk ? A s i f e had ever seen one who through , ,

his nurs e s n eglige nce did n o t kno w ho w to w alk whe n

,

grown ! O n the con tr a r y ho many pe o ple do we se e mov

,

ing awkwa r dly a ll the ir live s b ecau s e they hav e been b adly
tau ght how to walk
E mile shall have n o head prote cto r s n o r carriage s n or go
-

, ,

carts n o r leading s tr ings

,
-
O r at least f rom the time whe n
.

he begin s to be a ble t o p ut o n e f oot be fo r e the o ther he ,

shall n o t b e suppo r ted ex ce p t o ve r p aved place s ; an d he

,

shall b e hurried over the se Instead O f lettin g him s u ffocat e

.

i n the exhau sted air indoors let him be taken every day , fa r
,

o u t into the elds . There let him r un about play fall down , ,

a hundred times a d ay ; the O ften e r the better a s h e w il l the ,

s ooner learn t o get u p a gain by himsel f The bo o n o f fr e e .

d o m i s worth many sca r s My pu pil will have many bruise s

.

but to m ake amend s fo r that he will be always light hearted ,

.

Th o ugh y o ur pupils are les s O ften h urt they are con tin u ally ,

thw a r te d f ette r ed ; they are always un happy

,
I d oubt .

w hether the a dvant a ge b e o n their s ide .

The development o f their phy s ical stre n gth makes co m

42 C ON C E R NI N G E D UC A T I ON .

w
plaint le ss ne ce ss r y to children
a . The n
a bl e to hel p them

w
s elves they have le ss n eed o f t he h elp o f o t he r s Kn o wledge

w
, .

t o di r e ct t he ir s tr ength gr o s with that s t rength A t this .

s ec o nd s t a ge the l i f e o f the ind iv idu al prope r ly begin s ; he

no be come s c o n sciou s o f hi s o n b eing M em o r y extend s
.

t his f e eling o f p ers o n a l ide n t i t y to every momen t o f his ex

i s t e n c e ; h e be c o me s r e a lly o n e the same one and c o u se
, ,

qu ently capable o f happin es s o r o f m i sery We must there .

fo re fro m this moment , begin to rega r d him as a moral

,

b e ing .

Ch i ld h o o d i s t o b e L o v ed .

A LT H O UG H th e longe s t te r m

w
of
human l i fe and t he prob a ,

bil it y at a n y given age o f re aching thi s term h ave b ee n

, , ,

c o mputed nothing i s m o r e u n ce r tain th an the contin u an ce o f

,

e ach ind ividu a l li fe : v ery f e attai n the m aximum The .

g r e atest r isk s i n li fe a r e at its b egi n n ing ; the l ess o n e has

lived the less p r ospe ct h e has o f living
,
.

O f all chil dren b o rn o nly ab o ut hal f reach youth ; an d it

,

i s prob abl e that your p upil may n ever attain to m anhood .

What then , mu st be th o ught o f th at b arba r ous education

,

whi ch s a crices the p r esent to an u n certain future loads the ,

w
chil d w ith eve r y des c r ip t ion o f f etters and begin s by mak

, ,

i ng h im wretched , t o prep are fo r him some f a r away i n d e -

n i t e happin ess he may n ever enj o y ! E v en suppo sing the

O b j e ct o f s uch a n e d u cation reason able h o can we w ithout ,

indignation s e e the u n fortun ate c r e a tures bowed u nder an

i nsupp o rt able y o k e doomed t o c o nstant labor like so m a ny
,

w
g a lley slaves with o u t any certai nty that all this t oil will ever
-

b e o f us e t o them ! The years that o ught t o b e b r ight a n d

chee r f ul are passed in tears ami d pun ishments thre a ts and , ,

slav ery F o r hi s o n good the unh appy c hild i s tortu r ed ;

.
,
 C HI L D H OOD Is To BE L O VE D . 43

an d the d eath thus summoned will seiz e o n him un perceive d

amidst all this mel a n ch o ly prep a r a ti o n IV ho kn o ws ho w .

many child r e n die o n account o f t he ext r a v a g a n t p r uden ce o f

a f ather o r o f a te a che r ? Happy i n esc a ping his c r uelty it ,

gives them o n e advant a ge ; they le ave w ith o ut regret a li f e

which they kn o w only ro m its da r ke r si d e
f 1 .

O men b e human e ! it is you r highest duty ; be human e

,

to a ll c o nditions o f men to every age to everything n o t , ,

w
a lien t o mankind Wh a t higher wisd o m is there fo r yo u
.

w
than hum a nity ? L o ve childhood ; en co urage its sports its ,

w
pleas u res i t s lovable in stincts
, Who amo ng u s has n o t at .

time s looked b a ck with reg r et to the age when a smile a s

continu a lly o n o u r lip s when the so ul a s alway s at peace ? ,

Why should e r o b these little i nnocent cre ature s o f the

enj oyment o f a time s o brie f so tran si ent o f a boon s o

, ,

p r eciou s whic h they c a nn o t misu se ? Why w ill you l l w it h

,

b i t ternes s a n d sor r ow these eetin g ye ars whi ch c a n n o more

return to t hem than t o yo u ? D o you know yo u fathers th e , ,

moment whe n de ath awaits your children ? D o n o t store u p

f o r yourselve s remorse by t a king fr om them the brie f ,

moments n ature has given them A s soon as they can .

appre ciate the delights o f existen ce let them enj o y it A t , .

w hatever h o ur G o d may call them let them not d ie w ithout ,

having tasted li fe at all .

Y o u an swer
I t is the time to cor r ect the evil ten den cies
,

o f the human heart In ch ildho o d whe n s u fferings a r e les s

ww
.
,

ke enly f elt they ought t o be multiplied so that fe w er o f

, ,

1 Re a d i
th s li s r mi d d f t h d mir bl w rks f Di k

w
ng e e ne , e ar e e n e o e a a e o o c

en s ,th l br t d E g lish v list h

e ce e a e t hi g l y d p i ts t h s ff r
n no e , o so ouc n e c e u e

i g s f h il d r m d h p p y by t h i h m ity f t h rs
n o c en a e un gl t d
a e n u an o ea c e , or ne ec e

as t th ir d f f r i f lib rty f ff t i
o e n ee o D vi d C p p r l d
ee a r , o e ,
o a ec on : a o e e ,

H rd T im s N i h l s Ni kl by D mb y d S O li v r T ist L ittl D
a e , c o a c e , o e an on , e , e or

rit d t h lik
, an e e .
 w
44 C O N C E R N IN G E D UCA T I ON .

them w ill have t o b e en countered during the age o f reason .

But h o has to ld yo u th a t it is y o u r pr o vin ce to mak e thi s

arrangement and th a t a ll the se n e in stru ction s with whi ch
, ,

o u b urden the tender mind o f a ch ild will n o t o n e d a y b e

y ,

m o r e p e r n icious than use ful to him ? Who assu r e s yo u that

w
'

yo u sp are him anything when yo u d e a l him a ffliction s w it h

s o lavi sh a hand ? Why d o yo u c a u se him m o re unhappin e s s

w
t h an h e can bear , when you a r e n o t sure that the f utu r e w ill
c o mp en sate him fo r the se present evils ? A nd h o c a n yo u
prove that the evil tend en cies o f which yo u p r etend to cu r e
h im ill n o t aris e from your m istake n ca r e rather than f rom

w
n ature i tsel f U nh a ppy f o resight which re n d ers a cre atu r e
,

w w
actually m is erable in the hop e we l l o r ill fo unded , o f o n e
m
, ,

d ay aking him happy I f thes e vulg a r reasone r s con fo u n d

licen s e ith lib erty an d mistake a Spoil ed chil d fo r a child
,

ho i s made happy let u s teach them to distingui sh the t o

,
.

To avoid b eing misled let u s remember what really a c

,

cord s w ith o u r present ab il i t ie s Human i t y h a s i t s pl a ce i n

.

the gen eral order o f things ; childhood h a s its place i n t he

o rder o f human li f e M ankin d must b e con sidered i n t he
.

i ndiv idu al man an d childh o od in the i ndividual child To

,
.

as sign e ach hi s place , an d to establis h him in i t to dir ect

human passion s a s hum a n n a ture w ill p ermit i s all w e c a n

do fo r hi s w el fare The re st dep end s o n outs id e inu en c e s
.

not u n d er our control .

Ne i t h e r Sla v
es

H E alon e h as his own w ay ho to comp ass it d oe s n ot

n eed the arm o f another to le n gthen hi s own
fre e d om and not authority , i s the greatest g o o d
w
C on sequently
n or

A ma n
,
Ty r a n t s

.
.

.
,

w ho d esi r es only what he can do fo r hims el f i s r e a lly free t o

d o whatever he pleas es From this ax iom , i f it be applied
.
 N EIT H ER S L A VE S NO R T Y RA NT s . 45

w
to the cas e o f ch ildhood all the rules o f education will

w
,

fo ll o w .

w
A wis e man understands how to remain i n his o n place ;
bu t a child ho doe s n ot know hi s cannot pre serve i t
,
As ,
.

m a tte r s stand there a r e a thou sand ways o f leaving it

,
.

Thos e ho govern him are t o kee p him i n it and this is not ,

a n e asy task He o ught to be n ei t her an animal nor a m an

.
,

b ut a child H e sh o uld feel hi s we akn e ss and yet n o t su ff er

.
,

f r om it He should depend n o t ob ey ; he should dem and

.
, ,

n o t command He i s subj e ct t o o thers only by reason o f h i s

.

needs and b ecau se others see b etter than he what i s u se ful

,

to him w hat wi l l cont r ibute to hi s w ell being or w ill impair

,
-

it No o n e n ot eve n hi s father has a right to comman d a

.
, ,

child to d o what i s o f no u s e to him whatever .

A ccu sto m the child to d epend only o n circumstan ces an d ,

a s h i s education goes o n you w i ll follo w the order o f n ature

,
.

N ever oppose to h is imprudent wishe s anything but phys ical

ob stacle s o r punishments which aris e f rom the action s them
,

w
s elve s and which he will remember w hen the occasion comes
, .

It i s enough to prevent his doing harm without forb iddin g it , .

With h im only ex pe r ien ce o r want o f power should tak e , ,

the place o f l a D o n o t giv e him anything b ecause h e

.

asks fo r it but bec a use he n eeds it When he a cts do not

, .
,

w
l e t him know that it i s from obed ien ce ; an d w hen another
ac t s fo r him let h im n o t f eel that h e i s exercising authority
, .

Let him f eel hi s liberty a s mu ch in y o ur action s as i n his

o n. A dd t o the powe r he l a cks exactly enough to make
him fr ee and n ot i mperi o u s s o that accep t ing your aid wi th , ,

a kind o f humiliati o n he ma y aspire t o the moment whe n he

,

can d ispen s e with it an d have the hon o r o f servin g himsel f

, .

For strengthenin g the body and promoting its growth n atu r e ,

has me an s w hich ought never to b e thwarted A chil d ought .

not to be con straine d to stay any w here w hen he w ishes t o go

 w
46 CO N CE RN I N G ED UCA T I ON .

away or to go away when he w ishe s to stay

, When their .

w ill i s n o t sp o iled by o u r o n f ault childre n do n ot w ish fo r ,

anything w ithout good reason They ought t o le ap t o r un

.
, ,

to shout whe n ever they w ill

, A ll their movements are n e
.

c e s s i t i e s o f n ature , whi ch i s endeavoring to strengthen itsel f .

B ut we must take heed o f those wishe s they cannot them

s elve s accomplis h but m ust full by the h a n d o f ano t her
, .

There fore care should b e tak en to d istingui sh the re al wants ,

the wants o f n ature f rom thos e whi ch ar i s e from fan cy or

,

f rom the redundant li fe j ust mentioned .

I h ave already suggested what should be done when a

ch ild cries fo r anything I will only add t hat as soon a s he
.
,

can a s k i n words fo r what h e wants and to obtai n it sooner , , ,

o r to overcom e a re f usal r e in force s hi s reque st by cryi ng it

, ,

s hould n ev er b e granted him I f n ece ssity has m ade him

.

s p eak you ought to kn ow it a n d at o nce to gran t what he

, ,

w
d eman ds . B ut yi elding to his tears is en couragin g him to
shed them : it teaches him to doubt your good w i ll and t o ,

b elieve that importun ity has mo r e i n uen ce over you than

your o n kin dn e ss O f hea r t h a s

w
.

I f h e does n o t b elieve you good he w ill soon b e b ad ; i f ,

h e b el ieve s you w eak h e w ill soon b e stubborn

, It i s o f .

great importance that yo u at on ce con s ent to w hat you do

n o t inte nd to re f u se him D o not re f us e o ften but n ever
.
,

ww
revoke a re f u s al .

A b o v e all things b e a re o f teachin g th e chil d empty fo r

,

mulas o f politene ss whi ch shall s erve him i nstead o f m a gi c

w o r ds to subj ect to h is o n wishe s all ho surroun d him
a n d t o O btai n i n stantly what he like s In the articial edu .

cati o n o f the rich they a r e in fallibly m ade p o litely imp e r iou s ,

by h a ving prescribed to them what terms to u se so that no

o n e s hall d are re si st them Su ch child r en hav e n eit her the
.

t on e s n o r the spe ech o f suppliants ; they ar e as arrogant

 N EIT H ER S L A VE S NO R T Y RAN T S . 47

when they requ e st as when they comm and and even m o re ,

s o fo r i n the fo r me r cas e t hey a r e m o re sure o f b ein g o bey ed

,
.

F r o m the r s t it i s r eadily see n that c o ming f r om them , If ,

m ; and t hat
! !

yo u please mean s It pleases e I beg

sign ie s
I o rder you Singular p o litenes s this by whi c h
.
,

they o nly change the mean ing o f w o r d s a n d s o n ever spe a k ,

but with auth o rity ! F o r my sel f I d r ead fa r les s E mile s ,

be ing rude th a n his being a r rogan t I wo uld rather h ave .

him s ay D o t his as i
!
f r equesting than I beg yo u a s

i f command ing I attach fa r less impo r tance to the term he

.

u se s than to the mean ing he a s sociates w ith it .

O ver stric t ne s s and over indulgen ce are equ ally to be

3
- -

v
av o ided I f yo u let children su ffe r yo u endanger their
.
,

health and the ir li fe o u make t hem ac t u ally wr e tched If .

yo u care f ully spare them every kin d o f annoyan ce yo u a r e ,

storing u p fo r t hem much unhappine s s ; you are mak i n g

them d elicate and sen sitiv e t o pain ; you are r em o ving them
f rom t he comm o n l o t o f ma n into wh ich in s pite o f all
, ,

you r care they wil l o n e d a y re t urn

, T o save them som e .

n a t u r al discom fo rt s yo u c o ntrive fo r them o t hers which

,

n a t ure has n o t inic t ed .

You will ch a r ge m e wi t h f alling i n t o the m istake o f tho s e

f athe r s I have r ep r oached fo r sac r icing their children s h a p

p i n e s s t o con siderati o n s o f a f a r a way future that ma y n ever

-

w
be . No t so ; fo r t he fr eed o m I give my pu p il will am ply
s u pply him wi t h t he slight dis com fo rts to which I leave him
exp o sed .I se e the little r o u es pla y ing i n th e sn o w blu e
g
,

i t h c o ld an d sca r cely able t o m o ve thei r ngers

, They .

have o nly to go a n d wa r m themselve s but they do n othing ,

o f the kind I f they a r e compe lled t o do so they f eel the

.
,

cons t raint a hundred t imes m o re than t hey do the c o ld Why .

the n do yo u co mplai n ? Shall I m ak e you r child unhappy i f

I exp o s e him only to t hose inconvenience s he i s p er fe ctly
 w
48 C ON C E R N I N G EDUCA T I ON .

willing t o endure ? By leaving him a t lib erty I do hi m s er ,

vi ce n o ; by armin g him a gains t t he ill s he mu s t en c o un t er ,

I do him s ervice fo r the time t o c o me I f he c o u ld ch o ose

.

w w
b e tween be ing my pup il or y o ur s d o yo u think he would
,

he sitate a momen t ?
C an we con ceive o f a n y creature s b eing t r uly happy o u t

s ide O f wh a t belongs to its o n p eculiar n a tu r e ? A nd i f e

w o uld have a man exempt f ro m all hum a n mis fo rtune s w o uld ,

i t n ot estrange hi m fr o m hum an ity ? U ndoubtedly it would

w
fo r we are s o co nstituted that to app r eci a te great good for t un e
we must b e a cqu ainted wit h slight mis fo r tun es I f the body .

b e too mu ch at e as e the m o ral n ature b ecomes corrupted .

Th e man un acqu a inted w ith su ffering woul d n o t kno t he

tender f eel ings o f humani ty o r the sweetn ess o f comp as sion ;
he would not be a s o ci al b eing ; he w o uld b e a mon ster
am o ng hi s kind .

The sure st way to mak e a child unhappy i s to accu stom

hi m to obtai n ev erything he wants to have F o r sin ce his
.
,

w
wishe s multiply in p r opo r tion to the eas e w ith which they a r e

gratied y o u r i n ab ility to f ul l them will s o oner o r later
,

oblige you to re f u s e in sp ite o f yoursel f an d this u nwonted ,

r e fus al ill p ai n him more than withhold ing f r om him what

h e d em an d s . A t rst he will want the can e yo u hold ; so o n
h e will want your w atch a fte rw a rd he w ill want the bird he

w
s e es yi ng o r the star he s ee s sh in ing He will w ant every

w
.
,

t h ing h e see s and w ithout b eing G o d h imsel f ho w can you

,

co n tent h im ?

M an i s n atu r ally disp o sed t o regard a s hi s o n wh atever i s

w
ithin hi s power I n this s en se the p rin ciple o f Hobbes i s
.

co r rect u p to a certai n point ; multiply w i t h our d e si r e s the

mean s o f s atis fyin g them , and e ach o f us wi l l make him sel f
ma s t er o f everything Hence the child h o has o nly t o wish
.

in order to obtai n hi s w ish thinks himsel f t he o w ner o f t he

,
 NE I T H E R S L AVES NO R T Y RAN T S . 49

un iverse He reg a r d s all men as his sl a ve s and whe n at l ast

. ,

he must be deni ed s o mething he believing e ve ry t hing p o s s i , ,

ble whe n he c o mmands it t a k e s r e f u s a l fo r a n act o f r ebell ion ,

.

A t hi s age i nc a pable o f re a s o n ing all r e a son s given se em to

, ,

him o nly p r e t exts He see s ill will in eve rything ; the f eel ing
.
-

o f imagined inj ustice embit t e r s his temper ; he begin s to h a te

e verybody an d with o ut eve r being th a nk ful fo r kindn e s s i s

, ,

ang ry at any o p p o sition whateve r .

Who supp o se s t hat a child thu s ruled by a nger a prey to ,

w
fu r ious p assi o n s can ever b e h a ppy ? He happy ? H e i s a
,

w
ty r ant ; t hat i s the v ilest o f slaves an d a t the s a me time the
, ,

mo st miserable o f beings I have seen child r en thu s r e a r ed .

ho wanted th o se about them to push the hou se d o wn t o give ,

them th e weatherc o ck they s a o n a ste eple to stop the .

,

march o f a regimen t s o th a t they could enj oy the d rum beat -

a little longer ; an d as soon as obed i en ce to thes e demand s

was delayed they ren t the air with their s creams a nd would ,

liste n to no o n e In v ain e veryb o dy t ried e age rly to grati fy

.

them The e a se w ith which they fou nd their w ishes obeyed

.

s timulated them to d esi r e more a n d t o be stubbo r n about ,

impossib ilities E ve r ywhere they f ound o nly contrad iction s

.
,

impediments su ffering an d s o r row A lw a ys c o mplaining

, , .
,

w
alway s re fract o r y always angry they spent the t ime i n , ,

c rying and fr etting ; were the se c r eatu r es happy ? A utho r ity

and weakn ess c o nj o ined p r o du ce o nly ma d ness an d wretched
n ess O n e o f t o spoiled children be a t s the table a n d the
.
,

1
o ther has the s e a lashed They will have mu ch to be at and .

ww
t o lash b e fo r e they a r e sati sed with li fe .

1 Hr m s X rx s Ki g f P rsi h h d b ilt imm s

e e he ean e e , n o e a , o a u an en e

bri d g f b ts v r t h H ll sp t t tr s p rt his rmy fr m Asi i t

e o oa o e e e e on o an o a o a n o

E r p
u o A st rm h vi g d str y d this bri d g
e . o th ll pa rf l m r h
n e o e e, e a -
o e u ona c ,

f ri s t t h i s b rd i ti
u ou a e f th l m t s rd r d h i s t b s t
n u o na on o e e e en ,
o e e c a n o e ca

i t th
n o d h d t h r b lli
e se a , a n s w v s b t wi t h r d s
a e e e ou a e ea e n o .
 w
5 0 C O N C E R NI N G ED U CA T I ON

If th ese ideas o f a utho r ity a n d o f tyran ny make them

w
u n happy f r o m thei r v e r y childh o od ho will it be wi t h them ,

w
whe n t hey a r e g r own and whe n thei r relation s w ith o t he r s
,

begin to b e extended and mul t iplied ?

A ccu stomed to s eeing every thing give a y b e f o r e them ,

ho surprised they w ill b e o n ente r ing the w o rld to n d

w
themselves cru shed b eneath the weight o f that un iverse they
have ex pected t o m o ve at t heir own ple a sure ! The ir in s o lent

ww
airs and chi l dish van i t y w ill only b r ing upo n them mo r t i c a
tion contempt an d ri d icule they mu st swallo a ffr ont a fter
, ,

a ffron t ; cruel t r ials w ill te ac h them th a t they u nderstand

n either their o n positio n nor their own st r ength U n able to .

do everything they ill think themselve s u n able to d o any

,

thing SO many u n usual obst a cles dishea r ten them so mu ch

.
,

contempt d eg r ad es them They b e c o me b a s e c o w a r dly .

, ,

cringin g and s i n k as f a r b elo w thei r real sel f as they h ad

,

imagined themselve s above i t .

L et u s retu r n to the origin al o r der o f things N atu r e has .

made child r en to b e l o ved and helpe d h a s she made them t o

b e ob eyed and f eared ? Has s he given t hem a n imp o s ing a i r '

a stern e ye a harsh an d threatenin g voi ce s o that they ma y

, ,

in spi r e fea r ? I can un d ers t a n d why the ro a r o f a l i o n ll s

other cre atures w ith dre a d and why they t r emble at sight o f ,

hi s terrible cou nten ance But i f e ver t here were an u nb e c o m

.

i ng hate f ul ri d iculous s pect a cle it i s tha t o f a b o dy o f mag

, , ,

i s t r a t e s i n their robe s o f ce r emony a n d headed by their chi e f , ,

prostrate b e fo r e an in fan t in lo n g cl o the s who t o thei r p o mpou s

h arangue replies only by scre am s o r by child ish d r ivel ! 1

1 Th e fe eli n g o f a
r p bli f th itiz f G v j stl y sh k d
e u can o e c en o en e a, u oc e

w
,

by m r hi l s p rstiti s L is XIV d L is XV h d h d i f t
on a c a u e on . ou . an ou . a a , n ac ,

f r m t h d ys f th ir rst p l ythi g s t h d gr d i g sp t l f
o e a o e iv r a n , e e a n ec a c e o a un e

sa l s rvility p r str t d b f r th ir r d l
e o Th a es tim t h r tt r d
e o e e c a e . e en en e e u e e

as still mm d lm st
u nco k w wh R ss wr t it H d id
on a n a o un no n en ou eau o e . e

m h t w rd r ti g it d m ki g it p p l r
uc o a c ea n an a n o u a .
 NE I T H E R S L AV ES NO R T Y RAN T S . 5 1

C ons ide r ing in fan cy i n itsel f is there a creature o n ea r th ,

mo r e hel p le ss m o r e un h a p py m o re at the mercy o f eve r y

, ,

w
t hin g a r ound him mo re i n need o f compassion o f ca r e o f
, , ,

p r o tectio n t h a n a child ? D oes it n o t s eem as i f his sweet

,

f ace a n d t o uching aspec t were inte nd ed t o inte r e st every o n e

ho c o me s nea r him and to urge them t o assist his w eakness ?
,

w
Wh a t then is mo r e ou t r a geous mo r e cont r a r y to t he tne ss o f ,

things than t o s e e an impe r ious a n d he a d s tr o ng child o rder

,

w
v
ing abou t th o se a r o u nd him impudently takin g the ton e o f a ,

w
m a ste r tow a rd thos e ho to d estroy him , need only le a e ,

him to himsel f !
O n t he o ther hand

w
ho d oe s n o t se e th at sin ce the weak
,

nes s o f in fa n cy fe t ters child r e n in s o many ways e ar e ,

b a r b a r o u s i f we a d d to thi s n atural subj e ction a bon d age to

w
o ur o n c a p r ices by taking from them the limited f r eedom

w
they h a v e a freed o m they are s o little able to misuse an d
, ,

fr om t he l o s s o f which e and they have so l it t le t o gai n ?

A s n o thing i s m o re r idicul o us than a haughty child s o n o t h ,

o

ing i s mo r e piti a ble than a c o a r dly child .

Sin ce w i t h y ea r s o f re a son civil bond a ge l be g in s w hy ,

a nticipate i t by sl a ve r y at home ? Let u s leave on e moment

o f li f e exe mpt f r o m a y o ke n atu r e has n o t l a id u pon u s a nd ,

all o w c hildh o od the ex ercis e o f that natural liberty which

w
k eep s it s a fe a t least fo r a time fr om the vice s taught by
, ,

sl a ve r y Le t t he o ve r s t rict teacher and the ove r indulgent

.
-
-

p a r ent both c o me w ith t hei r emp ty cavils and be fo re they ,

b o a s t o f thei r o n metho ds let them learn the meth o d o f

N a t u r e hersel f

w
.

w
C ivi l
b d g d rst d by R ss sists i t h l ws d

w
1 on a e, as un e oo ou ea u , c o n n e a an
obli g ti s f iviliz d li f its l f H xt ls t h st t f t r t h i d l
a on o c e e e . e e o e a e o na u e as e ea

co nd iti th on d iti, f p r f t fr d m
e con ith t s i g th t
on o th e ec ee o , ou ee n a , on e

con tr ry tr lib rty

a , uet xi st ith t t h p r t ti f l s whil t h
e cann o e ou e o ec on o a , e e
st t f t r is l y t h sl v m t f t h w k by t h str g t h
a e o na u e on e en a e en o e ea e on
e
tri mp h f br t f r
u o u e o ce .
5 2 C ONC E R NI N G E D UCA T I ON .

Re a s o n i n g

w
w
sh ou l d n ot begi n to o so on .

w
L O C KE S gre at maxim
that we o ugh t t o reas o n with
as

children a n d j ust n o this ma x im i s mu ch i n f ashion

,
I .

th ink h o wever t hat i t s s ucce ss doe s n o t wa rr a nt its reput a

, ,

ti o n and I nd n o t hing mo r e s t u pid than children ho hav e

,

bee n so mu c h re as o ned w ith Reas o n ap pa r e n tly a c o m .

,

pound o f all o ther facultie s the o n e l a tes t developed an d

, ,

w ith mo st di fculty is the o n e p r oposed a s agent i n un folding

,

the f aculti es e a rliest u sed ! Th e noble st work o f educatio n

i s to m a k e a re a son ing ma n and w e exp e ct to train a young

w
,

ch ild by m aking him reas o n This is begin n ing at t he e nd ;

this i s making an in strumen t o f a r esult I f childre n under .

w
s tood ho to reason they would n o t need to be educated .

B ut by addres s ing th em fro m their tendere st years in a

l angu age they can not un d erstand you accu stom them to b e

,

satised w ith wo r ds t o n d fault w ith hatever is said to

,

them to think them selve s as wise a s their teach ers to wrangle

, ,

and rebel A n d what w e mean they shall d o fr o m reason able

.

motive s we are f orced to obtain from them by adding t he

motive o f ava r ice o r o f f e ar o r o f v anity
, , .

N atu r e intends that childre n shall b e children b e fore they

I f we in si s t o n r eve r s in g this o r der w e shall h ave

w
are me n .

f ruit e arly indeed but un r ipe and tastele s s and liable to

, ,

e a r ly decay ; we shall have y oung s av ants an d o l d children .

C hildho o d h a s i t s o n me t h o ds o f s ee ing thinking an d , ,

feeling N o t hin g sh o ws les s s ens e than to t r y to sub stitu t e

.

o u r own me t h o d s f o r t hese I w o uld r ather r equ ire a child

.

t e n yea r s o l d t o b e ve feet t all th an to be j udiciou s In deed .

,

wh at u se w o uld he have a t that age f o r the power to r eas o n ?

It is a che ck u pon phys ical strength and the child needs ,

none .
 R E A SON IN G SH O U L D NO T BE G I N T o o S O ON . 5 3

In attempting to persuade y o ur pupils to o bed ien ce yo u

add to this alleged persu a si o n fo rce and t hre ats o r w o r se ,

still a t t ery and p r o mis e s

, Bought o v e r i n t hi s way by
.

i nte r es t o r c o n strained by fo rce they p r ete nd t o be c o nvin ced

, ,

by re a son They see pl a inly tha t as soo n as yo u d iscove r

.

obedience o r disobedience i n their conduct the former i s an ,

advant a ge an d the la t ter a dis advantage t o them But yo u .

ask o f them o nly what is d istaste ful to t hem ; it is a lway s

i r ksome t o ca rr y o u t the wishes o f another s o by s t e a l t h t hey ,

carry ou t their own They are su r e that i f the ir dis o bedien ce

.

is n o t known they are d o ing well ; b ut they a r e re a dy fo r ,

fe ar o f greater evils to acknowledge i f foun d out th at they

, , ,

are doing wrong A s the reaso n fo r the duty r equi r ed i s

.

beyond t he i r capacity no o n e can mak e them r eally un d er

,

stand i t But the f ear o f p un ishment the hop e o f fo r give

.
,

ness your importun ity their d i fficulty in an swe r ing yo u

, , ,

extort from the m the con fes sion requ i r ed o f t hem You think .

o u hav e c o nvin ced them whe n you have only wea ried them
y ,

o u t or intimidated them .

What results from this ? Fi r st o f all that by imposing ,

u p o n the m a duty they d o n o t f eel as su ch yo u s e t them ,

ag a in st your ty r anny and dissu a de them f ro m l o v in g yo u ;

,

yo u teac h them to be d issemblers deceit ful will fully unt r ue , , ,

f o r the sak e o f exto r ting rewards o r o f es capin g pun ishments .

Finally by hab ituating them t o c o ver a se cret mo t iv e by an

,

a pparent m o tive yo u give them the mean s o f c o nst a n t ly

,

misle a din g you o f con cealing their tru e character fr o m yo u

, ,

and o f satis fying yoursel f a n d o thers w i t h empty w o r d s whe n

their o ccasion dem ands Y o u may s a y that the law a l t hough
.
,

binding on the con scien ce uses con st r aint i n d eal ing wi t h ,

g r own men I g r ant it bu t wh at a r e thes e men but child r e n

.

s p o iled by t he ir educati o n ? This is pre cisely what ough t t o

be prevented W ith childre n us e force w it h men reason ;
.
,
5 4 C O N C E R N I N G ED UCAT I ON .

such is the n atu ral order of things . The wise man require s
n o laws .

W ell
Re g u l a t e d L i b e r t y .

TREAT your pup il as his age demands From the rst as

.
,

sign him to hi s t r ue pl a ce an d keep him the r e so e e c t u a lly ,

that he w ill n o t t r y to le ave it Then w ithout kn o w i ng what .

,

wi sd om i s h e will p r ac t ise its most important l esson

, .

N ever a b solutely n ever comman d him to d o a thing what

, , ,

e ver it may b e
1
D o n o t let him even im a gin e that yo u
.

cl a im any au thority over him L et him know on l y that he .

i s weak and yo u are strong : th at from his con d i t ion a n d

you rs he i s ne ce s sa r ily at your me r cy L et h im kn ow t hi s .

lea r n it an d feel i t Le t him e a rly know that u p o n h is .

h aughty n eck is the ste r n yoke n ature imp o ses u pon m an ,

the he a v y yoke o f n e ce s sity , u nder w hich ev e r y n i t e being

must toil .

Let him d iscover this n ece ssity i n t he nature o f things ;

n ev er i n human capri c e L et the rein that holds hi m back .

b e p o wer not authority , D o n ot forb id but pr e vent hi s .

, ,

d o ing w hat he o ught n o t and in t hu s pre venting him u se no

e xpl an a t i o ns give no reason s What yo u gran t him g r an t
, .
,

at the r st asking w ithout any u r ging any e ntre aty from ,

v
him an d ab o ve a ll withou t condition s
, C o n s e nt with ple as .

w
u r e and re fus e u nwillingly , b ut let e very re f u sal b e i r r e o

cable Let n o imp o rtun i t y mov e you

. L e t t he No on ce .

1 this In d iti l f rm t h p ri i p l i i d missibl A y

un con on a o h e nc e s na e. n one o

h th r
as ri g f hild r k ws this B t t h i d
e ea n o c d rl y i g t h p r
en no . u e ea un e n e a a

d g ht t b r
ox o u g iz d f
o it is j st
e e co W ghtn t te mm d or a u on e. e ou no o co an

w
,

m r l y f t h p l s r f mm d i g b t s l l y t i t rp r t t t h hild
e e or e ea u e o co an n , u o e o n e e o e c

th r q ir m t s f t h s i h d T mm d h i m f t h s k f
e e u e en o e ca e n an . o co an or e a e o

co mm d i g is an b s f p w r it is b s ss whi h w ill d i d is s
n an a u e o o e : a a en e c en n a

ter O th
. th r h d
n e o t l v it t ir mst s t f rbi d wh t
e an , e can n o ea e o c cu ance o o a

ou g ht t t b d
no O ly th
o e mm d sh l d b i t lli gibl r s
o n e. n , e co an ou e n e e, ea on

a bl d
e, a n yi l d i gun T his is r ll y wh t R ss
e n m. ea a ou ea u e a ns .
 W E LL REG U L AT ED
-
L I B E RT Y 5 5

ttered be a wall o f bras s ag a in st which the child w ill h a ve

w
u

t o exhaust hi s s tr eng t h o nly five o r s i x times b e fo re he ce ase s

trying t o o vertu r n i t .

In t his a y yo u w ill m a ke him p atient even tem pered r e ,

-
,

sign ed gen t le even when he has n o t what he w an t s

, ,
F or it .

i s i n o u r n a ture t o endure p a tiently the decre es o f fate bu t ,

n o t the ill w ill o f othe r s The r e i s n o mo r e is an a n swer !

-
.
,

against which n o child ever reb elled unles s he believed i t

ww
u nt r ue
. Besides there i s n o other way ; either nothin g a t
,

all i s t o b e required o f him o r h e must fr o m the r s t b e ,

a ccu s t o med to p e r f ect o bedien ce Th e wo r st train ing o f a l l

.

i s to leav e him wav ering b et een his o n will an d y o u r s ,

and to dispute in ce ssan t ly w i t h him as to which shall be

master . I should a hund r ed t i me s pre fer hi s bein g master
i n ev ery case .

It i s marvellou s that in undertaking to e d u c a te a child n o

other means o f guiding him should hav e bee n d evised than
e mula t i o n j ealo u sy envy v anity greed vile fe ar
, , , all o f , , ,

the m passion s m o s t d an gerou s readiest to f e r ment ttest to , ,

w
corrupt a soul e ven be fore the body is f ull grown F o r each
,
-
.

in s t ruc t ion t o o e arly put i n t o a chil d s head a v ice i s d eeply

,

implan t ed in his he art F o o lish te a che r s think t hey a r e

.

doing onders when they mak e a child wicked in o r der to ,

teach hi m what goodn ess is a n d then they gravely tell u s ,

w
Su ch i s man Yes ; su ch i s the m an you have made
. .

A ll me an s have been tried s ave o n e an d tha t the v e ry o n e ,

which in sures s ucces s n amely well regula t ed freedom We

, ,
-
.

o ugh t not to u nder t ake a child s educa t ion u nle ss we kno

how to lead him w herever w e please solely by t he laws o f t he

possible and the imp o s sible The s phere o f bot h being alike .

unknown to him w e may ex tend or contract it around him as

,

we will We may b ind him down in cite him to action r e

.
, ,

st r ai n him by the leash o f neces sity alone , and he w ill not

5 6 C ON C E R NIN G E D UC A T ION .

mu rmur We m ay rend er h im plian t an d te achable by the

.

fo r ce o f circumstan ce s alon e w i t hout g ivin g any v ice a n ,

o pp o rtun i t y t o t a k e ro o t withi n him F o r the p a ss i o n s .

n ever aw a ke t o li fe s o l o n g as they a r e o f n o avail , .

D o n o t give y o ur p u p il any so r t o f lesson ve r b a lly : he

ou ght to receiv e n o n e except fro m ex perience I n i c t up o n .
h im n o ki nd o f puni shm en t fo r he d o e s n o t know W h a t being .

w
i n fault mean s n ever obli ge him t o ask p a rdon fo r he doe s ,

n o t know what it i s to o ffe nd yo u .

Hi s ac t i o n s b ein g withou t mor a l qu a li t y h e c a n d o nothing ,

hich i s mo r ally ba d o r whi ch deserves e ither p un ishment o r ,

rep r oo f 1
.

A lrea d y I s e e th e sta r tled reader j udgin g o f t his child by

thos e arou n d u s ; but he i s m ist a ken The p e r petu a l c o n .

s traint u nder w hi ch you k ee p your pupil s i nc r e as es their

livelin e ss The mo r e c r a mped t hey a r e while u nder you r eye

.

t he mor e unruly they are the m o men t they e scape it They .

must i n f act m ak e them selve s a mends fo r the s eve r e r e

, ,

strain t yo u put u po n them Two school b o ys f r o m a city .

-

w ill d o more m ischie f i n a community than the young people

o f a w hole village .

Shut u p i n the s am e ro o m a l ittl e gentleman and a littl e

w
peasant ; the fo rmer will h ave everything upset and broken
b e fo re the l atter h a s mov e d fr o m his pl a ce Why i s thi s ? .

B e cause the o n e haste ns to m isu s e a m o ment o f libe r ty and ,

t he other al ays s ure o f hi s fr e e d o m is n eve r in a hur r y to

, ,

w
u se it A nd yet the children o f v illagers o ft en p etted o r
.
,

w
his is t stri tl y tr hil d rl y h t h s i s ss f ri g ht
1 T Th
no c ue e c ea as e co n c o u n e o

w
.

w
an d r g ; d i f it b t th t ith r h stis m t r p r f is t b
on an e r ue a ne e c a e en nor e oo o e

w
a b s d it is l ss rt i th t s i
u e no is rl y
e cek w ithi him d
a n a con c ence ea a a e n an

w
, ,

t h t ita g ht t t b
ou gl t d i w rk d li t
no o th t f d
e ne ti ec e n a o so e ca e a s a o e uca on :

on con d iti b it d rst d th t

on ,
t w i t h simp li ity
e un ith t p d
e oo , a e ac c , ou e an

t y r d th t
, an mp l y x mp l m r th l t r s R ss s ys t his
a e e o e a e o e an ec u e . ou eau a

a d mir bl y af p g s f rth ra e a e a e on .
 P R O C E ED SLO W LY . 5 7

thwarted are still very fa r

, from the cond ition in which I

w
s hould wish to keep them .

M
Pr o c e e d Sl o ly .

w
AY venture to state here t he greate st the most impor
I ,

tan t the m o st use ful rule in all edu cation ? I t is n o t t o

, ,

gain time bu t t o lose it Forgive the paradox O my ord i

,
.
,

w
n a r y re a der ! It must be uttered by any o n e ho ree cts ,

and whateve r you ma y say I pre fer p aradoxes to prej udices, .

The most perilous interval o f human li fe i s t hat be t wee n bir t h

and the age o f t elve years A t t h a t time e rro r s an d v ice s
.

take ro o t w itho ut our havin g any mean s o f destroying them

and when the ins t rumen t i s f ou nd the t ime fo r u prooting them

w
,

i s past . I f children could sprin g at one bou nd from th e

mother s bre a s t t o the a ge o f reason t he e d ucation given

,

them n o a days would be suitable but i n t he d u e order o f

- -

n atu re they n eed o n e entirely d i fferen t They s hould n o t .

u se the mind at all until it ha s all its facu l t ie s

, F o r while .

i t i s blind it cannot se e t he torch you pre sent t o it nor can

it foll o w o n t he immen s e pl a i n o f ideas a path which , even
fo r t he k e ene st eyesigh t reason trace s s o faintly
, .

The e arl ies t educ a tion ough t then to b e purely n egative , , .

It con si s t s n o t i n t eaching t ruth o r virtue but i n shi eldin g ,

the h e a r t f r om vice and the mind from error I f you could .

do n o thing a t a l l and allow no t hin g to be done ; i f you

,

c o uld b r ing up y o u r pupil sound and ro bust to the age o f

twelve years wi t hout h i s know ing how t o d is t inguish his
,

right han d from hi s le ft t he eyes o f hi s und erst a ndin g would

,

f r om t he very rs t O pen to re ason l V i t ho u t a pre j u d ice or

.

a h a b it there would be in him n o th ing t o counteract the

,

e ffect o f your ca r e
.
Be fore lon g h e w ould become i n your
.
5 8 C ON CE R NI N G E D U C A T IO N .

h ands the wisest o f men ; and b egin n in g by d oing nothi n g ,

o u would hav e acc o mpl ished a ma r vel in educ a t i o n

y .

Revers e the common practice an d you will n early always ,

do well Parents a n d teachers desiring to make o f a child

.

n o t a child but a learned man h ave never begun e a rly enoug h

, ,

to chide to corre ct t o reprimand to atter to promise , to

, , , ,

in stru ct to dis course reason to him D o better than this

, .

b e re ason able yo ursel f and do n o t argu e with y o ur pupil le ast

, ,

o f all to m ake him approve what he dislikes

, F o r i f yo u .

p ersi st i n reaso ning about d isagre eabl e things yo u m ak e ,

reasonin g d is agre eable to him and w e ak en its inue nce

,

b e forehand i n a m in d a s yet u n t t e d to understand it Kee p .

hi s organ s his sen s es hi s physi cal strength bu sy ; but as

, , , ,

lon g a s possible keep his mind in activ e ,G u ard against all .

s en s ations arising in advan ce o f j udgmen t which e stimates ,

the i r tru e v alue Keep b ack an d ch eck u n f amiliar impre s

.

s ion s , and b e in n o haste to d o good fo r t he s ake o f preventin g

e v il. F o r t he good i s not real unless enligh t e ned by re ason .

Regard e very delay as an advantage ; fo r much is gained i f

w
the critical p eriod b e ap pro ache d w ithout losi n g anything .

L et childhood have its f ull growth I f inde ed a l e sso n mu st .

be giv e n avo id it to day i f yo u can without danger del ay

,
-

i t u ntil to morro -
.

A nother c o n s i d eration whi ch prove s this method u se ful i s

w
the pecul iar bent o f the child s min d This o ught to be w ell
.

un derstood i f we would know what mo r al gove r nment is be st

ad apted to hi m E ach has h is o n cast o f mind in a ccord
.
,

an ce w ith which he m ust b e di r ected ; and i f we would s u c

ce ed he must be r uled acco r din g to t hi s n a tu r al b ent and n o
,

othe r B e j udicious : w atch n ature long a n d ob serve y o ur

.
,

pupil care fully b e fore you s a y a w o rd t o him A t r st le ave .

the ge r m o f his character free to dis clos e i tsel f Repres s it .

as littl e as po ssible s o that yo u may the better s ee all there

,

is of it .
 w
P R O C EE D SLO WLY . 5 9

D o yo u think thi s se ason o f fr ee action w ill b e time lost t o

hi m ? O n the contra r y , it w ill be empl o yed i n the be st a y
p o s sible F o r by t his mean s yo u w ill le a r n not t o l o s e a s i n
.

gle m o men t whe n time i s m o re pre cious ; w hereas i f yo u ,

begin t o act be fo r e yo u kn ow w hat o ugh t t o be d o n e yo u ,

w
act at rand o m Liable to deceive you r sel f yo uw ill h a ve to
.
,

w
re t race y o ur steps and will b e f a r ther from your o bj e ct than
,

i f yo u h ad bee n le ss in haste to reach it D o n o t then act .

lik e a miser ho , i n orde r to lose nothin g l o ses a great d eal

, , .

A t the e a r lier age s acrice time w hi ch yo u ill rec o ver w ith

interest later on The wi se phys ician doe s n o t give d i r e c
.

tion s at rst s ight o f his p atient b ut studie s the sick m a n s ,

tempe r ament b e fo r e p r esc r ib in g

, He begin s la t e with hi s
.

treatment b ut cure s the man : the o ver hasty physi cian kill s
,
-

him .

Rememb er that b e fore you ven t ure u ndert a king t o form a

,

m an yo u must h ave made yours el f a man ; yo u mu st n d in

,

yoursel f the example you o u ght to O ffer him Wh ile the .

child is ye t w ith o u t kn o wledge the r e i s time to p r ep a r e every

th ing about h im s o that his rst glance shall d is cover only
what he ought to s e e M ak e eve r ybody resp ect you ; b egi n
.

by maki n g yoursel f bel o ved so that everybody will try to ,

ple ase you Y o u will n o t b e the child s m a ster u nles s yo u

.

are maste r o f ev erythin g a r ound him and this autho r ity w i l l

,

n o t su f ce u n les s fo u nded o n esteem fo r virtue .

There is n o u se in exhau stin g your pu r s e by lavishing

money : I hav e neve r o bserved tha t mon ey made any o n e
bel o ved Y o u must no t be mise r ly o r u n feeling o r lament
.
,

the dist r e ss yo u can relieve ; but you will op en y o ur co ffe r s

in v ain i f yo u d o not o pen y o ur h eart ; the hearts o f o t he r s
w ill b e fo r ever closed to yo u Y o u mus t give you r time .
,

your care your affection yoursel f F o r whateve r yo u ma y

, , .

do your m o n ey certainly i s not yoursel f Token s o f intere st

, .
 w
60 C ON C E R N IN G E D U C A T IO N .

w
a nd of k indn e ss go f arther an d are o f more u se than a n y
gi f ts whatever . How m any un happy p ers o n s , ho many
s u fferers , n eed con solation f a r mo r e t han alms ! How many
ho are oppre ss e d are aided rather by pro t ectio n than by
mon ey !

w
Recon cile thos e who are at v arian ce ; prev ent lawsu i ts ;

p ersu ade childre n to lial duty and p arents to gentleness .

E n courage hap py marriages ; hi nder distu r bances ; u se freely

the in teres t o f your pu p il s family o n b ehal f o f the weak h o
a r e d en ied j ustice a n d oppres se d by the powe r f ul Boldly .

d eclare yours el f the champion o f th e u n fo rtun ate B e j u st ,

.

human e , be n e c e n t .B e not c o nten t w ith giving alms ; b e

cha r itable . Kindness relieve s more d i st r es s than mon ey can
re ach . Love others an d they w ill love you ; serve them
, ,

an d they will s erv e you ; be their b r o t her and they will b e ,

your children .

w
Bl ame oth ers n o longer fo r the mis chi e f yo u yourse l f a r e
doing . C hildre n a r e les s co r rupted by the harm they s e e
than by that you teach them .

A l ay s pre aching alway s moraliz ing , al w ays acting t he

,

p edant you give them twe nty worthles s ideas whe n yo u

,

thi n k you are giving t hem o n e good o n e Full o f what i s

.

pas si ng i n your ow n mind you do not s e e the e ffec t yo u a r e

,

produ cing upo n their s .

w
In t h e prolonged torren t o f word s with w hich yo u i n c e s

w
s a n t ly we ary them d o you think there are n o n e they may
,

mis understan d ? D o yo u imagine that they will n o t commen t

i n their o n way u pon your wordy explan ation s and nd i n ,

them a system adapted to their o n capacity w hi ch i f n ee d , ,

b e , they can u s e again s t you ?

Lis t e n to a lit t le f ello w w ho has j ust b een u nder in st r u o
tion. L et him prattle qu estion blun de r j ust as h e pleases
, , , ,

and you w ill be s urpri s e d at the tur n your reason ings hav e
 P R O C EE D SLOWLY . 61

taken in his mind He con foun d s on e th ing with an o the r ;

.

he reve r se s every t hing ; he ti r e s yo u s o me t imes w o rr ies yo u , ,

by u ne x pe c t ed O bj e c t i o n s He fo r ces yo u t o h o ld y o u r .

peace o r t o m a ke him h o ld hi s
, A nd wh a t must he think o f .

this s i le nce in o n e s o fond o f t a lking ? I f eve r he w in s this

w
,

adv a n t a ge an d k n o w s the fact fa r ewell t o his edu cati o n ,

.

He will n o longer t ry to learn but to r e fute wh a t you say ,

.

B e plain discreet r eticent you ho a r e z e al o us teachers

, , , .

B e in n o has t e to act except to prev ent o t he r s from acting

,
.

A gai n and again I s a y pos t pon e even a g o od lesson if ,

o u can fo r fear o f conveying a b ad o n e O n this earth

y , , .

meant by n ature t o b e man s rst p aradise b ew a re lest you

,

a c t the t emp t er by givin g to innocen ce th e knowle d ge o f

good and evi l Since you cannot prevent the child s learni n g
.

w
f r om outs ide examples re stri ct your care to the task o f ,

i mpressing these ex ample s o n h is mind in suitable fo r ms .

V iolen t passion s make a st r ik i ng impression o n the child

ho noti ces them becaus e the ir mani festati o n s are well d e
,
-

n e d and f orcibly attract hi s attention

, A nger e specially .

has such s t ormy indication s that its approach i s u nmi stakabl e .

D o n o t a s k Is not t his a ne opportun i t y fo r the p edagogu e s

,

m o ral dis c o urs e ? Spare the d iscourse : s a y n ot a word : let

!

the ch i ld alon e A mazed at wha t he see s h e w ill not f ail to

.
,

question yo u It will n o t be h ard t o an swer him o n accoun t

.
,

o f the ve r y thin gs th at s t rike his sense s He sees an i n .

amed c o u ntenan ce ashin g eyes threaten i n g gestu r e s h e

, , ,

hears u nusually excited tone s o f voice all su r e sign s that the

w
body is n o t in its u su al conditi o n Sa y t o him calmly u n .
,

a ffectedly wi t h o ut any myste ry

,

Thi s po o r man i s sick h e ,

!
has a high f ever Y o u may tak e this occasion to giv e him
.
,

in fe words an i d e a o f maladie s an d o f thei r e ffects ; fo r

,

these being n atural a r e tramm els o f that n ece ssity to w hich

, ,

he h as to feel himsel f s ubj ect .

 w
62 C ON C E R NIN G ED U C AT I O N .

Fr o m this the t r u e ide a w ill h e not e a rly feel repugnan ce

, ,

at giving a y to e x ce ssive p assi o n which he r e g a r ds as a ,

d isease ? A n d d o yo u n o t think t h a t su ch an ide a given a t ,

the app r o priate t ime w ill have a s g o o d an e ff ec t a s the mos t

,

ti r es o me se r m o n o n m o r als ? N o t e al so th e f u t u r e cou se
qu e n c e s o f this ide a it will au t h o r iz e yo u i f eve r n ecessi t y
,

a r ises t o t r eat a rebellious child as a s i c k child to conn e

, ,

him t o hi s room , an d e ve n to his bed to m ake him u ndergo ,

a cours e o f medi cal treatment ; to make hi s g r owing vice s

ala r ming and hate ful to h imsel f H e can not con sider as a .

punishmen t the s everity you a r e forced to u se in curing him .

So that i f yo u yo u rsel f i n some hasty momen t are p erhap s

, ,

sti rr ed o u t o f the coolnes s and mo d eration i t should b e your

s t udy to pres erve , do not try to disgui se your f ault but say ,

to him frankly , in ten der reproach , My bo y you h ave hurt ,

me .
!

I d o not i nten d to e nter f ully i nto details but to l ay d o w n ,

s ome g e neral max ims an d to illu s t rate di fcult case s I be .

l ieve it impos sible i n the v e ry h eart o f soci al surrounding s ,

,

to e du cat e a ch ild up to the age o f t w elve year s without giv ,

i n g him some idea s o f the relation s o f man to man an d o f

,

morali t y i n human action s It will s u f c e i f we put O ff a s

.

long a s possibl e t he n e ce s sity fo r t hes e ide as and w hen they ,

mu st be giv e n limit th e m to s u ch as are imm e diately a p p l i

,

cable We mu st d o this only lest he con sider h imsel f master

.

o f ev e rythi n g and s o inj ure others without scruple

,
be caus e ,

unknowingly Ther e are gentle , qu i et characters who i n

.
,

their early in no cen ce m ay b e l ed a long way w i t ho ut d anger

,

o f th i s kind .But others n atu r ally v iolent whos e w ildn e s s

, ,

i s precocious , must be t r ained into men as early a s may be ,

that yo u may not b e oblig e d to fe tter th e m outr ig ht .
 TH E ID E A O F P RO P E RT Y . 63

Th e Id e a of P ro p er ty .

w
O UR rst duties are to ourselves o u r rst feelings are
con centr a ted upo n ourselve s ; o u r r st n a tural movements
h a ve re ference to o ur o n pre servation a n d w ell b eing -
.

w
Thus o ur rst ide a o f j u stice is n o t as du e f rom u s but t o ,

us . O n e error i n the edu cation o f t o day i s th a t by s peak

-

ing to children rst o f their duties a n d n ever o f their rights ,

e commen ce at the w ron g e nd an d tell them o f what they

,

c a nn o t un d erstand and what cannot interest them

,
.

I f there fore I had to te a ch o n e o f the se I have mention ed ,

I should reect that a child n ever attack s persons , but

things ; he soon learn s from ex perien ce to resp ect hi s supe
ri o rs in age an d st r ength But things do n o t de fend them
.

selves . Th e r st idea to b e give n him the r e fo r e is rather , ,

that o f property t han that o f lib erty ; and in order to under

s t an d this ide a he must have somethin g o f his own To spe ak .

to him o f his clothes hi s furniture hi s playthings i s to tell

, , ,

him nothing at all ; f o r though h e makes u s e o f t hes e things ,

w
he knows n e ither ho w n o r why he has them To tell him they .

are his be caus e they have been given to him is not mu ch bette r ,
f o r i n order to give w e must have
, This i s an o w nership dat
.

v
ing farther back t han his o n and we wish him to unde r stand
,

the pri n ciple o f O wne r shi p itsel f B e sides , a gi ft i s a c o n e n

.

t i o n a l thin g a n d th e child cannot as yet understand what a

,

conv entional thing i s Y o u who re ad this ob serve ho w in

.
,

this in stan ce as i n a hundred thousan d othe r s a child s head

, ,

i s crammed with wo r d s which from the start have n o meanin g

to him but which we imagine we h ave taught him
,
.

We mu st go b ack the n to the origin o f o wnershi p fo r

, , ,

t hen ce our rst ideas o f it should arise The child living i n .

the cou ntry w ill have gained some notion o f W hat eld l abor is ,
 w
64 C ON C E R N IN G E D UC A T I O N .

h av ing n eeded only t o u se his eyes an d hi s abundant l ei sure .

E ve r y age i n li f e an d e spe cia l ly hi s o n d es ire s to cre ate ,

, ,

to imita t e , to produce to m ani f es t p o wer an d activity

, .

v
O nly t wi ce w ill it b e n ecessary f o r him to s e e a garde n culti
a ted, seed sown plants reared b eans sprouting , b e fore he
, ,

w ill des ire to work i n a garden himsel f .

w
In a cco r dan ce with prin cipl es alre ady l aid down I do not
at all o p pose thi s desire , b u t en courage it I share h is .

t a ste ; I work w ith him , not fo r h is pleasure but fo r my ,

o n : at least he thinks s o I b ecom e his ass istant garden er ;

.

u ntil hi s a r ms are strong enough I work the ground fo r him .

By planting a b ean in it he takes pos se ssion o f it ; and,

s urely this pos se ss ion i s more s acred and more to b e r e

s p e c t e d than that assumed by Nu e z de B alboa o f South
A meri ca i n the n ame o f the king o f Spain by pl anting h is ,

stan da r d o n th e sh o res o f the Pacic O cean .

H e come s every d a y to w a ter the bean s an d rej oi ce s to ,

s e e them th r ivin g I add to his delight by telling him

. Thi s
!
b elongs to you In explain ing to him w hat I mean by
.

ww
b elongs I make him f eel th at h e h a s put into t hi s plot o f
,
!

groun d hi s t i me , hi s labor his care , his bodily sel f that in

,

it i s a p art o f hims el f w hi ch h e may cla i m b ack from any

o n e whatever j u st a s he m ay dra hi s o n arm back i f
,

another trie s to hold it against his w i ll .

O n e n e morn ing he come s as u su al run n ing , w atering ,

pot i n hand But O h what a s ight ! What a m is fortun e !

.
,

w
The b eans are uprooted th e gard en bed i s all i n disorder
,

the place actu ally no l o nger k nows itsel f What has be com e .

o f my labor the sweet reward o f all my ca r e an d toil ?

,

Who has robb ed me o f my o n ? Who h a s take n my be a n s

away from m e ? The little heart s well s with the bittern es s
o f its rs t feel ing o f inj ustice H i s eyes ove r ow w ith te a rs
.

hi s distre ss ren ds t he air w ith moan s and cries We com .

 TH E ID EA O F P RO P E RT Y . 65

w
p assion ate his trouble s share his indign a t ion m a k e inqu i , ,

r i es si ft the m atter th o r o ughly A t l a s t we nd that t he

,
.

w
g a rdener h a s d o n e the deed : e s en d fo r him .

w w
B ut we nd th a t we h a ve reck o n ed without o u r host .

When the ga r den er he a r s what we are complain ing o f he ,

complain s mo r e than e .

That ! So it a s yo u gentlem en ho ruin ed all my , ,

lab o r ! I had planted some M a lte se melon s f r o m s eed give n ,

m e as a g r eat ra r ity : I h o ped t o give yo u a g r and t r eat with

them when they were ripe Bu t fo r the s a k e o f pl a n ting y o ur .

miserable beans there yo u killed my mel o ns a fte r t hey had ,

actually spro uted ; and there a r e no mo r e to b e had Y ou .

have don e me m o re harm than yo u can remedy and you ,

have lost the ple asure o f tastin g s o me delici o u s mel o n s .

J E A N J AC ! UE S E xcuse u s my good Ro be r t
. Y o u pu t ,
.

i nto them y o u r labor y o ur care I s e e pl a inly th a t we did

, .

w ron g to spoil your w o rk : but w e w ill get you some mo re

Mal t ese seed and we will not till any mo r e g r ound w ithout
,

nd ing o u t whether s o me o n e else has p ut hi s hand to it b e '

!
fore u s .

RO B E RT O h well gentlemen yo u may as well en d t he

.
, ,

bu sin es s ; fo r the r e s n o was t e l a nd IV ha t I w o rk wa s i m

.

proved by my fa t her and i t s the s ame with everybody here

M
,

w
ab o ut A ll t he elds yo u se e were t a ke n up l o ng ago
. .

E I LE Mr Ro be r t , do yo u o ften los e your melon

.

seed ? !

RO B E RT Pa r d on my young master : e d o n t o ft e n

,
.

hav e y o ung gen t lemen a b o u t th a t a r e c a r ele ss lik e yo u .

N ob o dy t o uche s hi s n eighbor s ga r den ; eve rybody resp ects

M
othe r peopl e s w o r k t o m a k e su r e o f his own

.
,

E ILE But I h a ven t any g a r den

.

.
!

RO B E RT Wh a t s t h a t t o me ? I f yo u sp o il mi n e I
.
'
,

won t let yo u w alk i n i t a n y more ; fo r you a r e t o under

!
stand th a t I m n o t g o ing to have all my p ain s fo r nothing .
66

J EAN J AC ! UE S C an t e arr a nge thi s matter with honest

.

Rob ert ? J ust let my l i ttle frien d a n d me have o n e corner

w
C ONCE R N I N G E D U C A T I O N .

o f your g a rden t o cultivate o n c o nd ition th a t you hav e h a l f ,

the p r o duce .
!

RO B E RT
I w ill let you have it without that condi t ion
.

w
b ut remember I w i l l ro ot up you r bean s i f yo u m eddle with
,
!
my melon s .

In this essay o n the mann er o f te aching fun damental no

tion s to ch ild r en it ma y b e see n ho the ide a o f prope rt y
n aturally goe s back to the right whi ch t h e rst occup ant
acquired by l ab o r This i s clear con cis e sim ple and always
.
, , ,

within the c o mp r ehe n sion o f the child From thi s t o the .

right o f h o lding property an d o f t r an s fer r ing it , there i s b ut

,

o n e step and b eyond this we a r e t o stop sho r t

, .

It w ill also b e evi dent t hat the explan atio n I hav e in cluded
i n two p age s may i n ac t u al practice b e the work o f an e ntire
, ,

ye a r F o r in the devel o pment o f moral ideas , we cann ot

.

advan ce t o o sl o wly o r es t abl ish them t o o r mly at eve r y step

, .

I e ntreat yo u , young tea chers to think o f the ex ample I h av e ,

given an d to remember that you r lesson s upon every subj e ct

,

ought to b e rather i n a cti o n s than in word s ; fo r ch i ldre n

re adily forget what is s aid o r done to them .

A s I have s a id su ch le sson s ought t o b e give n earlier or

,

later as the d is p o s ition o f the child gentle o r turbulent ,

, ,

hasten s o r reta r ds the n e cessity fo r giv in g t hem In em .

ploying them w e c a ll in an eviden ce that can not b e mi sun

,

d er s to od .B ut t hat i n d i fcult case s n o thin g impo r tant may

b e o mitted let u s give another illu st r ation
,
.

Y o u r little meddl er sp o ils everything he tou ches ; do not

b e v exed b ut put o u t o f hi s reach whatever he can s poil
, .

H e bre a ks th e fu r niture h e u ses Be in n o hu rry t o give him .

any mo r e l e t him fe el the disadv a ntages o f d o ing with o ut it .

H e break s the windo w s i n hi s room ; let the w in d blo w o n

 THE I D EA OF P R O P E RT Y .
67

hi m night a n d day Hav e no f e a r o f his tak i n g cold ; he

.

h a d bette r t ake c o ld th a n be a fo o l .

D O n o t fret at the i n conven ie nce he cau se s you bu t m a ke ,

him feel i t r st o f all F in ally wi t h o ut sayin g a nything

.
,

abou t it h a ve the panes o f glas s mende d

, He b r eaks t hem .

a gain . C hange your meth o d : s a y to him co o lly and with o ut

anger ,

Th o s e wind o ws are mine I took p a ins t o have t he m
put the r e an d I am g o in g t o m a k e su r e th a t they sh a ll n o t
,

b e bro ken ag a in Then shut him u p i n some d a r k pl a ce

.
!

whe r e there a r e n o window s A t thi s n ovel pro ce ed ing h e

.
,

begins to cry an d st o rm : but n obody listens to him He .

soon grows tired o f thi s and change s his ton e he c o mplai n s ,

an d g r oans A s ervan t i s s en t wh o m the rebel e ntreats to

.
,

s e t him free Wi t h o u t try in g to nd any ex cu se f o r utter

.

re us al the servant an s w ers

f ,

I h av e w indows to t ake care ,

o f too
, ,
and goes away A t last a fter the child has been
!
.
,

i n d uran ce fo r several hours lon g enough to tire him and ,

to make him remember it some o n e sugge sts an a r r angement ,

by which yo u shall ag ree to rele a se him and he to b r e a k no ,

mo r e wind o ws H e s end s t o be seech you t o come and se e

.

him you come he m ake s hi s p r o pos a l Y o u accept it i m .

medi a tely s a ying ,

Well t h o u gh t o f tha t will be a go o d
,

thing f o r both o f u s Why did n t yo u think o f this capital
.

plan b e f o re ? Then wi t h o ut requi r ing any p r otestation s

!
, ,

o r conrmati o n o f hi s p r o mise you gl a dly c a ress him and ,

t ake him to his r oom at on ce r egard ing thi s c o mpact as ,

w w
s a c r ed and invi o lable as i f r a tie d by an o a th Wh a t a n ide a .

w
o f the O blig a tion a n d t he u se f ul ne ss
, o f a n engagement will ,

h e n o t gain f r om this t r a n saction ! I a m g r e a tly mi s t aken i f

the r e is an un sp o iled child o n earth ho w o uld b e p r o o f
ag a in st it o r ho w ould ever a fter think o f bre aking a i n
,

do w purposely .
68 C ONCE RN I NG ED UCA T I ON .

F a l s eh o o d . Th e F o rc e of E x a mp le .

W E are n ow w ithi n the d o m a i n o f morals and the d oor i s ,

o pe n t o v ice Sid e by s ide wi t h con ven t i o n ali t ies and dutie s

.

sp r ing u p deceit and fa lseho o d A s soo n as t here are things.

we o ught n o t to d o we des ire t o hide what we ought n o t to

,

h a ve d o n e . A s so o n as o n e in t erest le a ds u s t o pr o mise a ,

s tr on ger o n e ma y urge u s t o bre a k the promise O ur chie f .

c o n cern i s how t o break it and still go un scathed It is n atu .

ral t o nd exp edients we di ss emble and we utter f alsehood .

w
U n able to preven t thi s ev il we must n evertheles s pun ish i t
, .

Thu s the miserie s o f our li f e arise f rom o u r mistake s .

I hav e s aid enou gh t o show that pun ishment as such , ,

s hould not b e i n i cted u pon child r en but sh o uld al ay s hap ,

p e n to them as th e n atural resul t o f thei r own wrong d o in g -

.

D O n ot , then p re a ch t o t h em again st falseh o o d o r pun i sh them

, ,

c o n f essedly o n account O f a falsehood But i f t hey are guilty .

o f on e , l e t all its con s equ en ces fall heavily o n their he ads .

L et them know what it i s t o be d i sb elieved e ven whe n they

spe ak the truth an d to be accu sed o f faults i n sp ite o f their
,

e a r n est deni al B ut let u s in quire what f alsehood i s , i n

.

w
children .

The r e are two kin ds o f f alsehood ; th at o f fa ct which

w
,

re fers to things a lready past and that o f right w hich has to

, ,

d o w i t h the futu r e The rst o ccu r s when e d eny d o ing

.

what e h a ve don e an d in gen eral when we kn o wingly u t ter

, ,

w
wh a t i s n o t t r u e The o ther o ccu rs when we p r o mis e wh at
.

w e d o not me a n to p e r form and in general whe n we

'

, , ,

ex p r es s an inten ti o n c o nt r ary to the o n e we r e ally hav e .

These t o s o r ts o f unt r uth m ay some t ime s meet in t he s ame

case ; but le t u s here d iscus s their p o ints o f d i ffe r en ce .

O n e who reali z es hi s ne e d o f h e lp from oth e r s , a n d co n

 F A L S E H OOD . TH E F O RC E OF E X A MP L E .

s t a n t lyre ceives kindn ess fro m them has n o thin g to gain by ,

w
d eceiving them O n the c o ntr a ry i t is evidently hi s inte r est
.
,

th a t th e y sh o uld s e e things as t hey a r e le st they make mi s ,

w w
takes t o hi s d is a dv a ntage It is clear t hen th a t the fa ls e
.
, ,

h o o d O f fact i s n o t n a tu r a l t o child r en But the l a O f o b e .

d i e n c e makes fa lsehood n e cessa r y ; b e c a use Ob edien ce being ,

irk some , e sec r etly av o id it when ever e can and j ust i n ,

pro p o r ti o n a s the imme d i a te a dv a nt a ge o f e s c a ping rep r o o f o r

p un ishment outweighs the remoter advantage to b e gained by
revealin g the truth .

Why should a C hild edu cated n a tu r a lly a n d i n p erfe ct free

d o m tell a f alsehood ?
,
What h as he to hide from yo u ? Y o u
a r e not going to reprove o r p un ish him o r ex a ct anything ,

f r o m him Why should h e n o t tell yo u everythin g as frankly

.

as to hi s l ittle pl a ym a te ? H e sees no more danger in the

on e case t han in the o t her .

The fal seho o d o f right is still les s n atural to chil dren ,

becau se promise s to do o r not to do are conv ention al acts ,

f o reign to o u r n a tu r e an d in fringements o f o u r liberty .

B es ides all the eng a geme nts o f children are i n themselve s

,

void be c a u se a s thei r limited v ision does not st r etch beyon d

, ,

v
the present they k now not w hat they do when they bind
,

themsel es It i s hardly pos sibl e f o r a child to tell a lie i n

.

m a king a pr o mise For con side r ing only how to overcom e

.
,

w
a present d i fculty all device s that hav e n o immed iate e ffect
,

b ec o me alik e to him In promising fo r a time to come he

.

a ctually d o e s n o t promis e at all as his still dorman t imagi ,

n ation c a n n o t e x t e n d itsel f over t o di ffe r ent periods o f

,

time I f he could escape a whipping o r earn some sugar

.

plums by promi sing to thro w himsel f out o f t he windo w to

mo r row he would at o n ce p r omi se it The r e fo re th e la w s
, .

p a y no regard to en gagements m ade by C hild r e n ; and whe n

s ome f athers and teachers , more strict than this requ ire the ,
70 C ONCE RN I NG EDU C A T I ON .

f ullling of
such engagements it is only i n things the child ,

ought t o do witho ut promising .

A s th e child in m a king a promi s e i s n o t aware what he i s

doing he c a n not b e guilty o f f als ehood in so d o ing : but thi s
,

i s n o t the case whe n h e bre aks a p r o mise F o r b e well .

remembers h a ving made the promise w hat h e can n o t unde r

st a n d is the importan ce o f k eep in g it U nable to re ad the
, .

f uture he does not f o r esee the con sequen ces o f hi s action s

,

and w hen he violate s engagements he does nothing con

w
t r a r y to w hat mi ght b e expe cted o f hi s years .

It follo w s f rom this that all the untruths s poken by chil

d re n are the f au l t o f those ho in st r uct them and th at
e ndeavoring to te ach them how t o b e truth ful i s only teach

ing them ho w to tell falsehoo d s We a r e so e ager to regu .

l ate to govern to in stru ct them th at w e n ev er nd m ean s

, , ,

e n ough to reach our obj ec t We w ant to w in n e w victorie s

.

over their m inds by maxim s n o t b as ed u pon f a c t by u n r ea ,

w
s on able pre cepts ; w e would rather they should k no w the ir
les son s and tell lies th an to remain ignorant an d spe ak t he
truth .

w
A s fo r us h o give our pup ils n on e but practical teaching
, ,

an d w ould rather hav e them good than knowing we shall ,

n o t e x act t h e tr uth f rom them at all lest they disgui s e it ; ,

e w ill require o f them no promise s they m ay b e tempted to

b reak I f i n my ab sen ce some a n onymou s mis chie f has b ee n

.

d on e , I w i ll b e w are o accu sin g E mile o

f r o f asking
Wa s ,

i t you ? 1 F o r w hat w ould that be but te aching him to deny

!

w
it ? I f hi s n aturally troubl esome d ispos ition oblige s me to

w
1 No thi n g is mo r e i n j u d i c i o u s th a n su c h a qu e sti o n e sp e c i a lly wh en t h e
,

c hil d is i n f a ul t I n th a t c a s e i f h e thi n ks y o u k n o
.
, wh a t h e h a s d o n e h ,
i

will s ee th a t y o u a r e l a y i n g a s n a r e fo r hi m a n d this O p i n i o n c a n n o t f a il t o
,

s e t h i m a g a i n st y o u If h e thi n ks y o u d o n o t k n o
. h e w ill s a y t o hims e l f ,

Wh y sh o u l d I d isc l o s e my f a ul t ? A n d th u s t h e rst t e mp ta ti o n t o f a ls e
!

ho o d is t h e r e s u lt o f y o u r imp r u d e n t qu e sti o n .
[
No te by J J RO USS E A U ] . . .
 F A L S E H OOD . TH E F O R C E O F E X A MP L E . 71

m a ke s o me agreement with him I will pl a n s o well that any

,

su ch p r op o sal s h a ll come f r o m him and n eve r fr o m me Thu s .

,

when ever he i s b o und by an e ngagement he sh a ll have an

immedi a t e and t a ngibl e inte r est i n f ul lling it A n d i f he .

eve r fa ils i n t his the f alseho o d sh a ll bring up o n him evil r e

,

s u l t s which he s ees must a r is e fr o m the very n atu r e o f things

an d n ever f rom the vengean ce o f h is tutor F ar fro m need .

ing re c o u r se to su ch severe measu r e s h o weve r I am a lm o st , ,

su r e that E mile will be l o ng in learn i n g what a lie i s a n d ,

u p o n nding it ou t will b e gre atly amazed n ot unde r st a n din g ,

what i s to b e gain ed by it It i s very pl a in that the m o re

.

I m ake his wel fare independent o f either t h e will o r the

j udgmen t o f others the more I u p r oot within hi m all intere st
,

in telling f alseho o ds .

When we ar e less eager to in struct we are also less eager

to exact requi r ements f ro m o u r pupil and can take t ime t o ,

require only what i s to the purp o se In that c a se , the child

.

w ill b e developed j ust b e c a u se h e i s n o t sp o iled But when

, .

s o me blockhe ad teacher n ot un de r st a ndin g what he i s a bout

, ,

c o ntin u ally fo rce s the child to p r omis e thin gs makin g n o ,

d istin ction s allowi n g no choice kn o wing n o limit the li tt l e

, , ,

f ell o w worried an d weighed down wi t h a l l the se obligation s

, ,

n eglects t h em fo r gets them

, at l a st despises them and con
,

s i d e r i n g them mere empty fo rmulas turn s the giving and the ,

b r eaking o f them i nto r idicule I f the n yo u w a nt to mak e

.

him f aith ful to his word b e d is creet in requirin g him to give

,

it.

The detail s j u st ente r ed u pon i n regard t o f alsehood ma y

apply in ma ny re spects to all d u t ie s whi ch whe n enj oin ed ,

u pon children b ec o me t o them n o t o nly hate f ul bu t i mp r a c

,

t i c a bl e
. In o rder t o see m t o p r each v i r tue we mak e vice s
at t racti ve an d ac t ually imp a r t th e m by fo r bidding them
, If .

w e w ould have the childre n religiou s we tire them out tak ing ,
72 C O NC E RN I NG E D U C A T I O N .

w
them to chu rch By mak ing them mumble pray e rs i n ce s
.

s a n t l y we ma k e them sigh f o r the happin es s o f n ever praying

at all .T O i nspi r e cha r ity i n them we make them give alms , ,

as i f e d isdained do ing it o urselve s It i s n ot the ch ild .

,

but h is te acher who ought to do the givin g However mu ch

, .

w
you love your pu pil thi s is an hon or you ought to dis pute,

w ith him le ading h im to feel th at he i s not y et o ld enough

,

to de s erve it .

G iving alms i s t he act o f o n e ho knows the wort h o f hi s

gi f t an d h is fellow creature s n eed o f the gi ft
,
-
A ch i ld who
.

w
knows n othi n g o f e ither can have n o merit in b estowin g .

H e give s withou t charity o r b enevolence : h e i s almost

ash a med to give at a ll as j udgin g from your example and , ,

hi s o n only children giv e alms an d leave it O ff when grown

, ,

up . O bserve th at w e make the child be stow only things

,

wh o s e v alu e h e d o e s n o t kn ow : p iece s o f metal wh ich he ,

ca r rie s i n his p ock et an d whi ch are good fo r n othin g el se

, .

A child would rather give away a hundred gold p iece s th an

a single cak e But suggest t o this f ree hand ed giver the
.
-

ide a o f p a rtin g w ith what he really priz e s h i s playthings ,

his s u gar plums o r h i s lun cheon ; you wil l soo n n d o u t
-

,
whether yo u have made him really generou s .

To accomplish the s ame e n d resort is had to another e x p e ,

d ient that o f in stantly returning to the child what he has

,

given aw ay s o that he hab itually give s whatever h e knows

,

w ill b e rest o r ed to him I have rarely m et w ith other tha n .

thes e two kinds o f g e n erosity in child r en n amely the giving , ,

w
e ither o f what i s n o u s e to t hem selves o r e ls e o f what they ,

are ce r tain will come b ack to them .

!
D O thi s say s L o cke
, th at they may b e convinced by ,

expe r ien ce that he h o give s most gen erously h a s always t he

bet t er p o rt i o n This is making him libe r a l in appearan ce
.

and mise r ly i n real ity H e ad d s , that C hildren wil l thus a c

.

quire the habit o f gen eros ity .

 F AL S E H OOD . T HE F O RC E O F E X A MP L E . 73

w

Ye s ; a mi ser s gen ero s ity givi n g an egg to gain an ox
, .

But when called u p o n to be gen erous in e arnest goo d bye ,

-

t o the hab it ; t hey so o n cease giv ing when the gi f t n o lon ger

w
comes b ack to them . r
e o u ght t o kee p in v i e
.
the habit O f

v
mind rather than that o f the hands Like thi s virtue are all
.

others taught to children and the ir e arly e a r s are spen t i n

s adn e ss , that e may p r e ach these sterling V i rtue s to them
E xcellent trainin g this
L ay as i d e all a ffectation , you teachers b e you r selve s
good and v irtuou s s o t hat your exa mpl e may b e deeply
,

graven o n your p u pils memory until su ch time as it nd s
l o dgment in their heart Instead o f early requiring act s o f
.

charity from my pupil I would rather d o them i n his pre s

e nce taking from him all mean s o f imitatin g me
,
as i f I con ,

s i de r e d it an honor n ot d u e to hi s age F o r he sh o uld by n o

.

me an s be i n the h abi t o f thinking a man s dutie s the s am e as

w

a child s . Seeing me assist the poor he que stion s m e about ,

it and i f occasion serve I an swer

, , M y boy it i s be cau se
, , ,

s in ce poor p eopl e are w illing there sho uld b e rich people t he ,

rich have promised to take care o f thos e ho hav e n o money

!
o r cannot earn a l ivin g by their labor .

A nd have yo u pr o mised it t o o ?
!
in quire s h e .

O f course ; the money that comes in t o my hand s i s min e

w
to u se only u pon this condition , w hich its o w ner has to
ca rr y out .

A f ter this conv ersation an d w e have seen ho a child may

,

b e p r epa r ed to un de r stand it other childre n bes ides E mil e

,

would b e tempted to im itate me by acting like a r ich ma n In .

this c a s e I would a t least s e e th a t it sh o uld not be d o n e o ste n

t a t i o u s ly
. I w o uld r a ther h a v e hi m rob m e o f my right and ,

c o n ce a l the fact o f hi s gene r osity It would b e a strata gem

.

n atur a l at his age and the only o n e I w o uld pa r d o n i n him

, .

The o n ly moral les son suited to childhoo d and the m o st

74 CONC E R N I NG E D UC A T I O N .

w
w
important at a n y age i s n ever to inj u r e any o n e
, E ve n the .

prin ciple o f d o ing g o od i f n o t subo r din a ted to this is d anger

, ,

o u s , f a l se , an d contra d i cto r y F or ho doe s n o t d o g o od ?

.

E veryb o dy d oes even a wicked man

, h o makes o n e happy

v
a t the ex pen se o f m akin g a hun d r ed miserable : and then ce

arise all o u r cal a mitie s The most exalted irtue s a r e n ega

.

tive : they are harde st to attain t o o b ecau s e they are un o s

, ,

tentati o ns and r i s e above even th a t gra t ica t ion dear to the

,

heart o f ma m se n ding another pe r son aw a y pleas ed w it h

us . I f there b e a ma n who n ever inj u r e s o n e o f hi s f ellow

w
creatures what good must he achiev e fo r the m ! What fear
,

l e ssne ss w hat v i gor o f mind he requi r es fo r it ! No t by

,

reasoning abo u t this prin ci ple bu t by attempting to carry it

,

i nto practice d o w e nd out ho gre a t it is , ho w hard to

,

w
f ull .

The f oregoing conveys some f ain t ide a o f the precaution s

I w ould have you empl o y i n givin g children the in struction s

w
e sometime s can not w ithhold w i t hou t r isk o f thei r inj urin g

themselve s o r others a n d e sp e cially o f cont r acting b ad hab its

,

o f which it w ill by and by b e d i ffi cul t to break them B ut .

e may re st assured that i n children rightly educ a ted the

n e cessity will s eldo m arise ; fo r it is imp o ss ible that they

s hould be come i ntractable vi ciou s d eceit f ul greedy unle s s
, , , ,

the vi ce s w hi ch m ak e them s o are sowed in their hearts F or .

thi s reason what has bee n s aid o n this p o int applies rather to
ex ceptional than to ordin ary cas e s B ut such ex ceptional
.

cas e s be come comm o n in p r opo r tion as child r en h av e mo r e

f requ en t opp o rtu nity to d ep a r t from the i r n atural st a te a n d
t o a cqu i r e th e v ice s o f thei r s en i o r s

Thos e brought u p am o n g
.

men o f th e world ab solutely require e a r l ier teaching i n t he se

m atters than thos e educ a ted apart from su ch sur r ou n d ings .

He n ce thi s p r ivate edu cati o n is to b e p r e fer r ed eve n i f i t d o ,

n o more than allow childhood lei sure to gro w to p er fection .

 NEGA T IVE O R TE MP O RI Z I NG EDU CA T I ON . 75

Ne g a t i v e or T e mp o r i z i n g E d u c a t io n .

c o n trary t o the c a se s j u st de sc r ibed are thos e

w
E XAC T L Y
wh o m a happy tempe r ament ex a l t s ab o ve their years As .

there are some men who n ever o utgrow childh o od s o there ,

a r e o thers h o n ever p as s thr o ugh it but a r e men alm o st ,

wv
fr o m the i r birth The di fculty i s that thes e ex cepti o n al
.

c a se s a r e r a re and n o t easily disti n gu ished ; bes ides a ll ,

m o thers cap a ble o f un de r standing tha t a child can b e a pr o d

i gy have no doubt th a t t heir o n are su ch
,
They g o eve n .

f arther than thi s they t a ke fo r e x tr a o r d i n a r indication s the

sprightlines s the bright childish pranks and s ayings t he
, ,

shrewd s implicity o f ordi nary cas es characteristic o f that ,

time o f li f e and showing pl a inly that a child i s only a child

, .

I s it su r p r ising that all o wed t o speak s o much and s o f r eely

, ,

unrestrain ed by any con s iderati o n O f pr o p r iety , a child sh o uld

o cc a s ion ally make happy replie s ? I f he did n o t it w o uld b e ,

w
eve n m o re s urpris ing ; j u st as i f an ast r ologer among a b u n ,

dre d f als e p r ediction s sh o uld never h it upon a s ingle tru e

,
!
o ne . They lie s o o f ten said He n ry I V , , that they e nd .

!
by telling the truth T o be a. i t o n e n ee d only u tter a
,

great many f oolish spe eches H eave n help me n o f fashion

.
,

whos e reputati o n re sts u pon j u st this fou nd a tio n !

The m o st b r illiant th o ughts may en te r a child s head o r
,

rather the m o st brilliant s a yi ngs may f all from his lips j u st

, ,

a s the most v a lu a ble diam o nds m ay f a ll into his hands with ,

o u t his h a ving any r ight either t o the thoughts o r t o the

di amonds . A t his a g e h e h a s n o r eal p r o per ty O f any

,

kind . A ch ild s utte r ances are not the same to him as t o us

he doe s n o t at t ach to them the s a me ide a s I f he has any .

,

i d eas at all on the subj ect they h av e n either o r der n o r cohe

,

rence in his mi nd ; i n all hi s thoughts nothing i s ce r tain o r

stable .I f you w atch your su pposed prodigy attentively , you
76 C ONC E RN I NG ED UCA T I ON .

w ill s o metime s n d him a well sp r ing o f en ergy clear sighte d

-

,
-

pen etr ating t he ve r y m a r r o w o f t hings M uch O ft ene r the .

s a me min d appea r s c o mm on pl a ce dull and a s i f e nvel o ped ,

i n a dens e f o g So metime s he out r un s you an d s o me t ime s

.
,

h e st a n ds still A t o n e m o ment yo u f eel lik e s a ying He i s

.
,

a gen ius a n d at anothe r

,
!
H e i s a f ool
, Y o u are m ist a ke n .

i n either cas e he i s a ch i ld ; he is an e aglet that o n e momen t

b e a ts the a i r wi th its wings and the n ext moment f all s back
,

int o the n est .

In s p ite o f app earan ces then tr eat him a s hi s age deman ds ,

, ,

and bewa r e le s t you exh a ust hi s powe r s by attempting to u s e

w
them t o o f reely I f t his y o u ng brain g r o w s w a r m i f you
.
,

s e e i t b eginn ing to s eethe leave it f r e e to f ermen t but do

, ,

n o t ex cite it le st it melt altogether i n to a i r

, W hen the r s t .

sp i rits has ev apo r ated repres s and k eep withi n

w
o of ,

bounds the rest u ntil as time goe s o n the whol e i s tran s

, , ,

f o r med into l i f e giving warmth an d re al p ower

-
O therwis e .

you will lose b o th time and p a in s yo u w ill des troy you r o n

handi work and a fter h a ving thoughtles sly i nt o xicated yo urself
,

w ith all th es e i n ammable vapors , yo u w i ll have nothi n g le ft

b ut the d regs .

N o t hing has b een more generally o r certainly ob served tha n

that du l l ch ildre n make common place men In chil d hood it .

i s very d i i cu l t to distingu ish real du l ln e ss f rom that mi slead

ing apparent dullnes s which in dicates a s t rong ch aracter A t .
,

w
r st it seems strange th a t the two ext r eme s sh o ul d meet i n
i ndication s s o much alik e an d yet s u ch i s the case F o r at .

an age w hen man has no re a l ide a s a t all the di fferen ce ,

b etwee n one who has gen iu s and one ho has n o t i s that the ,

latter en t ertain s only m ist a ken ideas and the f o r mer e n co u n , ,

tering only su ch admits n o n e at a ll

,
The two a r e the r e f o r e
.

alik e i n thi s th a t the dullard i s capable o f n o t hing and the

, ,

other nds nothing to su it him The only mean s o f d istin

.
 C ONCE RN I NG THE M E M ORY . 77

w
gu i s hi n g them i s chan ce whi ch may bring t o th e gen ius s o me ,

ide a s he can comprehend while the dull mind i s alw a ys the ,

w
s a me .

D uring his childho o d the y o u n ger C ato a s at h o me c o n

s i d e r e d an idiot NO o n e s aid a nything o f him b eyond that
.

he was silent and he ads t rong It a s o nly I n the a n t e c ha m .

w
be r o f Sull a that his un cle learned to kn ow him I f he ha d .

n ever cros sed its threshold he might h a ve b een th o u ght a ,

w
f o o l u ntil he was gro w n I f there had been no such p e r s o n .

as C aesar this very C ato ho read the secret o f C aes a r s fa t a l

, ,

gen ius and from af a r f ore sa w his amb itiou s design s w o uld
, ,

al ay s h a ve been treated as a v ision a r y 1

Thos e who j udg e .

o f c hi ldren s o hastily are very liable to b e mistaken They .

M
are o f ten more chi ldish than the childr en themselve s .

C o n c er n in g t h e e mo r y .

RE S P E C T chi ldre n , an d b e in n o haste to j udge th eir action s ,

good o r evil L et the excepti o n a l case s sh o w themselve s
.

such fo r some time be fore yo u adopt s pecial meth o ds o f deal

ing with them L et n ature b e long at w o r k be fore you
.

attempt to su pplan t her les t you thwa r t he r w o rk You s a y ,

.

yo u kno w how precious time i s an d do n o t wish to lose it , .

D o yo u not know that to empl o y i t ba dl y is t o waste it still

more and that a chi ld b adly taught i s f arther f r om be ing
,

wis e than o n e n o t t a ught at all ? Y o u are t r oubled at seeing

hi m spend hi s e arly yea r s i n doing nothin g Wh at ! i s it

w ww
.

nothi ng to b e happy ? Is it nothi ng to ski p to play , to ru n ,

1r f rs t C t s r m d f Uti fr m t h Afri
He e e o a o, ity i whi h
u na e o ca , o e can c n c

w
h d d his
e en e l i f Wh hil d h
o n ft i vit d by his br th r
e . en a c , e as o en n e o e

t th h
o s f t h l l p w rf l S l l Th r lti s f t h tyr t r s d
e ou e o e a -
o e u u a . e c ue e o e an ou e

th b y t
e oi d i g ti d it
o n ss ry t w t h him l st h sh l d
na on , a n a s n ec e a o a c e e ou

a tt mp t t kill S l l It
e o i th l t r s u t h mb r th t t h s
a . as n e a te

a n ec a e a e c en e

d s rib d by Pl t r h
e c e rd u a c o ccur e .
78 C ONC E RNIN G E D UCAT I ON .

about all day long ? N ever in all hi s li f e wil l he b e s o b usy

a s now . Plato i n t h a t w o rk o f hi s c o ns idered s o seve r e the
, ,

Republi c
!
w o uld h a v e childre n accusto med t o f estiv a l s
, ,

w
games s o ngs , and p a stimes o n e would t h ink h e was satised
,

w i t h having care f ull y taught them how t o enj o y themselve s .

A n d Se neca , s peaking o f the Rom a n youth o f o l d says , ,

w
They were always stan di ng ; nothing a s taught them that
!
t hey had t o learn whe n s eated Were they o f les s acc o un t
.

when they reached manh ood ? H ave no f ear then o f thi s , ,

su pposed idl en es s What ould yo u thi nk o f a man who in

.
,

w
o rder t o u se hi s w h o le li f e t o the bes t advantage would not ,

sleep ? Y o u would s a y
The man ha s no s ens e ; he does
,

n o t enj oy li f e but rob s hi mself o f it To av o id sleep he

, .
,

r ushes o n hi s deat The t o cases are p arallel , f o r chi ld

hood i s the slumb er o f reason .

A pparent qu ickness i n learning i s the ru in o f chi ldr en We .

do not conside r that thi s v e ry qu ick n ess p r ov es that they are

w
learn ing nothi ng Their sm o o t h and po l ished brain reect s
.

li k e a mir r o r the obj ects p r es ented to it b ut nothi ng abide s ,

w
there nothi ng pen e t rates it The chi ld retain s the wo r ds ;
, .

the ideas a r e r e ected ; they ho hear u nderstand them , but

he hi mself does n o t unde r stan d them at a ll .

A lth o ugh memory an d reas o n are t o ess e ntially d iffere nt

w
f aculti es the o n e i s never re all y developed without the other
,
.

B e f o r e the age o f re ason , the chi ld receives n o t ideas but ,

image s There i s thi s di ff eren ce be t wee n the t o th a t images

.
,

w
a r e onl y ab s o lute repres ent a tion s o f obj ects o f s ens e and ,

w
ideas a r e notion s o f O bj e cts determi ned by the i r relati o n s .

vv
A n i m age m ay exist al o n e in the mind that represe nts it b ut ,

e er ide a suppos es o ther ideas When e im a gin e we o nl y .

,

see ; when e conce ive o f things we c o mpare them O ur ,

.

sens a tion s are e nt i rely pas s ive whereas a ll o ur percepti ons

,

o r ide as sprin g from an active prin ciple which j udges .

 CONC E RN I NG TH E M E M O RY . 79

I say then that child r en i ncap able o f j udging really hav e , ,

no memo r y They ret a i n s o u nds sh a p es , s ens ation s ; but

.
,

rarely ide a s and still more ra r ely the r elati o n s o f ide as t o

,

w
o n e an o ther I f this stateme nt is app are ntly re f ute d by the
.

obj ection th a t they lear n some elements o f ge o metry it i s not ,

really true that very f act conrms my statement It show s .

that f a r from knowing ho to reason themselves , they cannot

,

e ven keep i n min d the r eas o nings o f o thers F o r i f yo u .

i nvestigate the method o f thes e little geomet r ician s , you dis

cover a t o nce that they have retain ed only the exact impres
sion o f the diagr a m and the word s o f the dem o nstration .

U pon t h e least ne w O bj ection they are puz zled The ir .

knowledge i s only o f the se ns ati o n nothing has become the

property o f their unde r standing E ven the ir memory is .

rar ely more per f e ct than the ir other f a culties : fo r whe n

grown they have n early always t o learn agai n as real ities
things whose n ames they learn ed i n ch ildhoo d .

H o weve r I a m f a r from think ing th at ch ildren have n o

,

power o f reas o ning whatever 1 I ob se r ve , o n the contrary .

,

that i n thi ngs they u nderstand , th ings rel ating to the ir pres en t
and mani f es t interests they re ason ex tremely well We are ,
.
,

Whil w iti g this I h v r t d h d r d tim s th t i

1 e r n xt d d a e e ec e a un e e a n an e en e

w rk it is imp ssibl lw ys t
o th s m w rd s i t h s m s s
o e a a o u se e a e o n e a e en e.

www w
N l g g is ri h
0 an ua g h t f r ish t rms
e d xp r ssi cst k pp en ou o u n e an e e on o ee a ce

w ith t h p ssibl m d i ti s f
e o i d s Th m th d whi h d s
e o ca on o o ur ea e e o c e ne

t h t rm is b t i m
.

all t h t rms d s bstit t s t h d iti

e e fan u u e e e n on or e e ne, u

ir l ? If d
, ,

w
p r ti bl
ac f h
ca sh ll th v i d tr v lli g i
e or o a e en a o a e n n a c c e e

n iti l d b g iv
on s cou with t i g r d s th y mi g ht b s f l N v r
e en ou us n o , e e u e u . e e

th l I m
e ess , vi d t h t p r
a l g g is
con mk nce a ,
oo as our an ua e , e can a e our

s lv s d rst d t by l ys tt hi g t h s m m i g t t h s m
e e un e oo , no a a a ac n e a e ean n o e a e

w r d s b t by
o ,
si g h w rd th t its m i g sh ll b s f i tl y
u so u n eac o a ea n n a e u c en

d t rmi
e e d by t h i d s
ne rl y r l t d t it d th t h s t e iea n ea e a e o ,
an so a ea c en e n c e n

whi h w rd is s d sh ll s rv t d t h w rd S m tim s I y
c a o u e a e e o e ne e o . o e e sa

th t hil d r
a c i p bl f r s i g d s m tim s I m k th m
en ar e n ca a e o ea on n ,
an o e e a e e

r s xt r m l y w ll I thi k th t my i d s d t tr d i t h th r
ea on e e e e n a ea o no co n a c eac o e ,

th g h Iou t s p th i cann o v i t tr d i ti s f my m d f
e ca e e n co n e n en con a c on o o e o

e xp r ssi e on .
80 C ONCE RN I NG ED UCA T I O N .

w
h o weve r l i a bl e t o b e misl ed a s to t heir kn o wledge att r ibu t ~
, ,

ing t o th em wh a t they do n o t h a ve a n d m a king t hem re a s o n ,

about what t hey d o n o t u nde r s t a n d A g a in e m a ke t he .

,

mist a ke o f c a lling the ir a ttenti o n t o c o n side r a t i o n s by which

they are i n n o w is e a ffe cted such as their f uture inte r e sts , ,

the h a p pines s o f the ir comin g m a n hood the op inion pe o pl e ,

wi ll hav e o f them when they are gr o wn u p Such speeches .

,

ad d res sed to mi nds enti r ely without fo r esight a r e a b solutely ,

u nmean ing N o w a l l the studie s f o rced u p o n thes e p o o r

.

un f or t un ate s deal with th ings lik e this utterly f o r eign to ,

the i r minds Y o u may j udge w hat attention suc h subj ect s

.

w
are lik ely to receive .

O n t h e St u d y of W o rd s .

PE D AG O G UE S h o make s uch an imp o s in g display o f what

,

they teach a r e paid t o t a lk in another s tr a i n than min e

,

b ut their conduct shows that they think as I do F o r a f ter .

all what do they teach their pupils ? W o r ds wo r ds w o rds

, , ,
.

A mong all the ir b o asted subj ects none a r e selected b ecaus e ,

they are u se f ul ; su ch would b e t h e scien ce s o f things i n ,

w hi ch the s e pro f e ssors are un skil ful B ut they p r e f er .

sci en ces w e s eem to know when we k now their nomen cla

t ur e such as heraldry , geograph y
, chro n o l o gy language s ; , ,

s tudie s s o fa r rem o ved fr o m human inte r ests and p artien ,

l a r ly f r o m the chi ld that it would b e wonde r f ul i f any o f

,

them c o uld b e o f the least u s e at any time i n li f e .

It may cau se surpris e that I acc o unt t he study o f l a n

gu ages o n e o f the u sel es s things in educ a t i o n B ut rememb er .

I am s peaking o f the s tudi es o f e arli er years and wh a tever ,

may b e s aid I d o n o t b eli eve that any child except a prodi gy ,

,

wil l ever learn t w o languages by the t i me he i s t w elve o r

ft ee n 1 .

1 An o th e r e x r ti
a gge a on : t he id ea is n ot to t h hil d r
ea c c en to sp kea

ano th r l
e a n g ua g e a s pe rf tl y
ec as th ire o n . Th r th
e e ar e r ee d i ff r t
e en
 ON TH E S T UD Y O F W O RD S . 81

I admit that if the s t u d o f l a nguages were onl y th a t v

o f w o r ds th a t is o f fo rms a n d o f t he s o unds which exp r es s
, , ,

t hem i t mi ght b e suit a ble fo r child r en But l a ngu a ges by

,
.
,

ch a nging t he i r sign s m o di fy a lso the ideas they rep r esent ,

.

M inds a r e fo r med u p o n langu a ges ; t h o ughts t a ke col o r ing

f r om idi o ms Re a s o n al o ne is c o mm o n t o a ll
. In e a ch .

l a nguage the mind has i t s pecu l i a r c o n fo r ma t i o n and thi s ,

v
ma y be i n p a r t the c a use o r t he e ffec t o f n a t i o n a l cha r acter .

w
The f a c t that eve r y nati o n s language fo ll o ws the i c i s s i

tude s o f that nation s mo r a ls a n d is p r e served o r alte r ed

,

with t hem s eems to conrm this theo r y

w
.
,

O f these di ffe r e nt f o rms cu sto m giv es o n e t o the c hi ld , ,

and it i s the o nly one he retains u ntil the age o f reason In .

o r der t o hav e t o he must b e able to comp a r e ideas ; and

,

ho ca n h e do this when he i s s ca r cely able t o gras p

v
them ? E a ch o bj ect ma y fo r hi m h av e a thou san d di ffe r e nt

w
sign s but e a ch ide a c a n h a e b ut o n e form ; he ca n there
,

f o re learn t o Speak o nly o n e language It i s nev ertheles s .

m a in t a ined t hat he lea r n s seve r al ; t his I deny I hav e .

s een li ttle p r odigies h o th o ught they could speak Six o r

s eve n : I h a ve he ar d them speak G e r man i n Latin F re nch , ,

a n d Itali a n idi o ms su cce ss ively They did indeed u se v e .

o r s i x v o cabul a ries but they n ever Spoke anyt h ing b ut G er ,

man In sh o r t you ma y give c hildren as many synonyms

.
,

as yo u ple a se and yo u will change o nly the ir w o r ds and not

, ,

w
the i r langu a ge they w ill n eve r know m o r e th a n one .

o b j t s t b tt i d i st d yi g l g g s First this st d y is m t t
ec o e a a ne n u n an ua e .
, u ea n o

r d r sy by mp ris
en e ea d p r ti th k l dg d f
co a f on an ac ce e no e e an r ee use o

w
t h m th r t
e g o S d it is f l i t ll t l gy m sti s d v l
e on ue . ec o n , us e u as n e ec u a na c , e e

O pi g ntt ti r ti r s i g d t st T his r s lt is t b
a en on e ec on ea o n n an a e e u o e

ww
.
, , ,

w
e xp t d p rti l rl y fr m t h st d y f t h
ec e a cu a i t l g g s T hird o e u o e a n c en an ua e .
,

it l rs t h b rri rs s p r t i g ti s d f r ish s v l bl m s
o e e a e e a a n na on , an u n e a ua e ea n

o f i t r n rs whi h s i
e co u i d stri s d mm r
e t ff rd
c c e n ce . n u e , an co e ce can n o a o

t
o d i t h t Th Fr h h v t l ys sh w is d m i i g ri g
o ou . e enc a e no a a o n o n no n

th l e g ang f th ir i g hb rs th ir riv ls
ua e o e ne o or e a .
82 C O NC E RN I NG ED U C A T I ON .

To hide thi s in ability we by pre f eren ce give them pra e , ,

tice i n the d e ad l a ng u age s , o f whi ch there are no longer a n y

un ex ception a ble j udges The f a mi li ar u se o f thes e t o ngue s
.

h a ving l o ng b een lost we c o nte n t o urs elves with imit a ting

,

wh a t we nd o f them i n books a n d call this Spe a king them , .

I f su ch b e the G reek and Latin O f the m a ste r s , you may

j udge w hat that o f the child r en i s Scarcely h a ve they .

learn e d by heart the ru dime nts , withou t in the le ast u n der

st a nding them , b e fo re they are t a ught to utter a Fre n ch
d is course i n Latin words ; a n d when f urther advan ced to , ,

s t r ing together i n p r os e ph r ases fr o m C icero an d canto s ,

w
f r om V irgil Then they imagin e they are sp eaking L ati n ,
.

1
and who i s there to contr a dict them ?
In any study words that represent th ings are nothi ng
,

ith o ut the ideas o f the things they repres ent We h o wev er , .

,

l imi t chi l dr en t o these s igns , without eve r b eing able to mak e

them u nderstand the things represented We thi nk w e are .

w
teac hi ng a chi ld the d es c r iption o f the earth when he is merely ,

learning m a ps We teach him the n ames o f cities countr ies ,

.
,

rivers ; he h a s no ide a th a t they ex ist anywhere but on the

map e u s e i n pointing them o u t to him I recoll ect seeing .

s omewhere a text book on geography whi ch b egan thus -

Wh at i s the w o rld ? A p a stebo a rd glob e Precisely .

s uch i s the geog r aphy o f childre n I w ill ven t ur e to s a y that .

a f ter two years o f glob es and cosmography no child o f ten ,

by r ules they give him co u ld nd the w ay from Paris to ,

St D enis

M
. I mai ntain that n o t o n e o f them fr o m a plan o f
.
,

hi s f athe r s garden could t r ace o u t its windings without

,

g o ing astr a y A nd yet these are the k n o wi ng c r eatu r es who

.

can tell yo u exactly where Pekin , Ispahan e x I C O , and a ll ,

the cou n t ries o f the w o rld are .

1Fr m this p ss g i t is p l i th t t h b j t i s l t l y r is d by i t l
o a a e, a n a e o ec on a e a e n e

l i g t p rs s g i st t h
en e on ab s f L ti
a n v rs ti s d v rs s
e a u t
e o a n co n e a on an e e ar e n o

o fr t d t ft r l l
e c en a e, a e a .
 ON TH E S T UD Y O F W O RD S . 83

I hear it suggested that children o ught to be engaged in

st udies i n which o nly the eye is needed Thi s might be t r u e .

w
i f there were studie s i n which the i r eye s were not n eeded ;
but I know o f n o ne such .

A sti ll m o re ridi cul o u s meth o d oblige s child r en t o study

hi st o ry supp o sed t o b e
, ithi n their c o mp r ehensi o n becau s e
1
it i s only a co l lection o f facts But what d o we me a n by .

f acts ? D o we supp o se that the relation s o u t o f which hi st o ric

f a cts grow a r e s o easily u nderst o o d that the minds o f chil d ren
g r asp such ideas without di f culty ? D o we imagi ne th a t the
true understandi ng o f events c a n b e sep a rated fr o m th a t o f
the i r cause s a n d e ffects ? and th a t the hi s t o r i c and the m o r al
a r e so f a r asunder that the o n e can b e u nde r st o o d with o ut
the o ther ? I f in men s action s yo u s e e only pu r ely external

an d physi c a l ch a nges wh a t d o yo u le a r n fr o m histo r y ? ,

Ab solute ly nothing and the subj e ct de s poiled o f all inte r est , ,

n o l o nger gives you eithe r pleasure o r in structi o n I f yo u .

i ntend to est i m a te action s by their m o r al rel a ti o n s try t o ,

make your pupils u nderstand t hes e r el a t ion s and y o u w i ll ,

di sc o ver whether hi sto ry is adapted t o their ye a r s .

I f t here i s n o science i n wo r ds t here i s n o study espe ciall y ,

adapted to chil dren I f they hav e n o re a l ideas they h a ve .

,

n o real memory f o r I do n o t c a ll that mem o ry whi ch ret a in s

onl y impre ssions O f what u se i s it to w r ite o n the i r minds
.

a catalogue o f sign s that repre s ent nothi ng to them ? In

learni ng the thi ngs represented would t hey not also learn ,

1h r is i d d f lty m th d f t hi g hist ry by g ivi g hil d r

T e e n ee a au e o o eac n o , n c en

w
a d y list f f ts
r m s d d t s O t h th r h d t ff r th m
o ac ,
na e , an a e . n e o e an , o o e e

th ri s p t h p hil s p hy f hi st ry is q it
eo e u on e p r t bl Y t it is
o o o o u e as un o a e . e

no t bs rd rr r b t d ty t t h th m t h br d tli s f hist ry
an a u e o ,
u a u , o ea c e e oa ou ne o o ,

t
o t ll th m f d d s f r
e e f mi g hty w rks
o ee mp lish d f m o en o n , o o a cc o e , o en

l br t d f t h g d t h vil th y h v d ; t i t rest th m i t h
ce e a e or e oo or e e e a e on e o n e e n e

p st f h m i t y b it m l
a o u h l y g l ri s B y b s f l g i R s
an , e e anc o or o ou . a u e o o c ou

seau, i p r t sti g g i s t
n x ss f ll s i t
o e n th r a a n on e e ce , a n o ano e .
84 C ONC E RN I NG ED UC AT I ON .

the signs ? Why do yo u give t hem the u seless troubl e o f

learning t hem t wice ? B esides yo u cre ate d a nge r o u s p r e j u
,

dices by making them suppose that s cience con s ists O f wo r ds

mean ingles s to them The rs t mere w o r d with which the
.

child s atises himsel f , the r st thi ng he learn s o n the

autho r ity o f an o t her p e r son ru ins hi s j udgment L ong mu st
,
.

he shin e i n the eye s O f u nthinking person s b e fo r e he can

repair s uch an inj ury to hi ms e lf .

v
No ; nature makes the child s brain s o yielding that it r e

c e i e s a ll kinds o f i mpres sion s n ot that we mav make hi s chi ld

h ood a di s tres si ng burden to hi m by engrav ing o n t hat brain
d ates n ames O f kings technical terms i n heral d ry mathe
, , ,

mati e s ge o graphy and a ll su ch word s , u nmean ing t o hi m

, ,

and u nn ece s sar y to person s at any a g e i n lif e B ut all ideas .

that h e c a n underst a nd and that a r e o f u se t o hi m all that

, ,

c o nduce t o hi s happin es s a n d that will o n e day make hi s

d utie s plain Should e a r ly write t hems elve s there indelibly to
, ,

guide hi m thr ough li f e a s his c o ndi tion and hi s intellect

re quir e .

The memory o f w hi ch a C hi ld i s capable i s fa r from inac

ti ve even without th e u s e o f books
, A l l he s ees and hears
.

impre sse s hi m and h e remembe r s it H e kee ps a mental

, .

regis t er o f people s s a yings a nd d o ings

E veryt hi ng around .

v
w
h im i s the book fr o m whi ch he i s con tinual ly b ut u n c o n
s c i o u s l y enriching his me mo r against the time hi s j udgment

w
c a n b en et by it I f w e i ntend rightly to cultivate th is chi e f
. .

w
f aculty o f the mi nd e must choos e thes e O bj ects care f ully
, ,

con stantly acquain ti ng him with s uch a s he ought to u nder

st a nd and ke eping b ack th o s e he ought not to kno
, In .

thi s a y we should e n deavor t o make hi s mi nd a storehous e

o f k nowledge to aid i n hi s educati on in youth and t o di r ect
, ,

hi m at a ll times This meth o d doe s n o t it i s t r ue pr o duce

.
, ,

phenomenal ch ildr en nor does it make the reputation o f their

,
 w
ON THE S T UD Y O F W O RD S . 85

teache r s ; but it produces j udicious r o bust men s o u nd i n , ,

b o dy and in mind ho alth o ugh n o t adm i red i n youth will

, , ,

make themselves resp ected in manh o od .

w
E mile shall never learn anything by heart not even fables ,

w
such as those o f L a F o ntaine s imple and charmi ng as t hey ,

are . For the words o f f ables are n o more the f able s them
selv es than the wo r ds o f hi story are history itsel f H o c a n .

e b e s o bli nd a s t o call f ables moral lessons fo r childr en ?

We do n o t reect that whil e thes e sto r ies amus e they also
mi slead c hi ldren , who carried away by the ction mis s the , ,

truth conveyed s o that w hat makes the les son agree a ble also
makes it less protable Men may learn from f ables , b ut .

chi ldren must be told the bare truth ; i f it be veiled they d o ,

1
n o t t r ouble themselves to li f t the v eil .

Since no t hi ng ought to b e required o f c hi ld r e n merely i n

proo f o f thei r obedien ce , it fo ll o ws that t hey c a n learn n o th
ing o f which they can not u n derstand the actu a l and immediate
advantage whether i t b e pleasant o r u se f ul
,
O therwise W hat .
,

m o t ive w i ll indu ce them to learn it ? The art o f c o nversing

with abs ent pers o ns and o f hearing fr o m them o f c o mmu ni , ,

e a ti n g to them at a di stance without the aid o f anothe r o ur , ,

f ee l ings i nten tions , and wishe s is an art wh o se v al u e ma y

, ,

w
be explained to ch ildr en o f almost any age w hatever By .

ss h r
Ro u l yz s s v r l f L F t i s f bl s t sh w t h
w

1 ea u e e ana e e e a o a on a n e a e o o e
,

imm r li y d t h d g r f th ir thi s H d lls p rti l rl y p

o a t an e an e o e e c . e e a cu a u on

t h f bl
e a f th F x
e o d th Cr I this h is ri g ht ; t h m r lity f t h
e o an e o . n e e o a o e

g r t r p rt f th s f bl s l v s m
ea e a o h t b d sir d B t th r is th
e e a e ea e uc o e e e . u e e no

i g t pr v t th t
n o e h r f r m m ki g t h p p li ti n Th m m ry f
en e ea c e o a n e a ca o . e e o o a

c hil d is p li bl d vi g r s ; t t ltiv t it w l d b d i g him g r t

a e an o ou no o cu a e ou e o n ea

w
i j sti W
n u ce d t y th t tr t h r t l y h s s b t by his
e n ee no sa a a ue eac e no on c oo e u

i str ti s xp l i s d t i v ryt hi g h r q ir s his p p il t r d

w
.
,

n uc on e a n an r ec es e e n e e u e u o ea

or t l r by h rt Wi t h this r s rv ti
o ea n ea . t b t d mir this e e a on on e ca nn o u a e

a v rsi
e f R ss
on s f p rr t l r i g w rd rshi p d x l siv
o ou ea u

or a o -
ea n n , o -
o , an e c u e

cu ltiv t i f t h m m ry I f p g s m y h r b f d
a on o e e o mp l t
. n a e a e a e e e o un a co e e

p hil s p h y f t
o o hi g d p t d t t h r g r ti f p p l
o ea c n , a a e o e e en e a on o a eo e.
86 C ONCE RN I NG ED UCA T I ON .

what ast o nishing p r ocess has thi s u se f ul and a greeable art

bec o me so i r ksome to them ? They hav e been fo r ced t o lea r n
it in spite o f themselv es , a n d t o u se it i n w a ys t hey cannot
u nderstand A child i s n ot anxiou s to p e r f ect the instrument
.

u sed in tormenting him ; but make the s a m e thing mi n is t er

to hi s pleasures , and yo u can n o t prevent him f r om using it .

Much attention i s paid to nding o u t the best meth o ds o f

teachi ng child r e n to read We inven t printing o f ce s and .
-

cha r ts ; w e turn a child s r o om into a p r inter s est a bli sh

ment 1
L ocke propose s te a ching c hil dr en t o read by mean s
.

o f dice a brill i ant con t rivance i ndeed but a mist a k e as well , .

A better thi ng than all thes e a thing no o n e think s o f i s t he , ,

desir e to learn G iv e a c hi ld this desire a n d yo u wi l l n o t

.
,

n eed di ce o r reading l o tteries a n y device will s e r ve as well .

I f , o n the plan I have begu n t o lay d o wn yo u f ollow r ule s ,

exactly co nt r a r y to those most in f a shion yo u will not att r act ,

and b ew ilder y o ur pupil s attention by d istant pl a ces cl imates , ,

and a ge s o f the world going to the en ds o f the ea r th an d ,

i nto t h e very heave n s them selves but w ill m a ke a p o int o f ,

keep ing it x ed u pon himsel f an d what immedi a tely c o nce r n s

him ; and by this plan you will n d hi m capable o f pe r cep
tion memory and even re a soning thi s i s the o r der o f
, ,

w
n atur e 2
In p r oporti o n a s a creature end o wed wi t h sensa

w
.

a
u
1 ss
Ro u

p r i ti g f
r d i g b t v gr m
n
h r ll d s t t h typ g r p hi l l tt ry i v t d by L is
D m s Fr h th r f t h i g ht th
a ,

n d
a
e au

o
en c

i t d dt t h i
c e, a n
e e a

t ry I t
au

gr

w
u

o o

bl y t l y
as
e

imit ti f
n en
o

e e

e
e

een

o
o

eac
a

c en u
ca

n an
o

a
e

ee aww n

as an

e
en e

a no
a on o
ou

on

w
-
, ,

ea n ,
m r d Sp lli g T h r m yb g d f t s i
u e en a a an e n . e e a e oo e a ur e n

a ll th s s y st ms b t
e e rt i l ye t s v t h hil d l l tr bl ;
,
u e ce a n can n o a e e c a ou e e

ou g ht t l t him o d rst d th t w r k m st b i
e un r st B si d s
e an a o u e n ea ne e e as

w
.
,

m r lists d t h rs
o a an g ht t t g l t g ivi g hil d r
ea c e ,
s m ki d s
e ou no o ne ec n c en o e n

of w rk d m o d i g pp li ti
e T h y wi ll b i b tt r s p irits f
an n a ca r r on . e e n e e or ec e a

ti h rs ft r st d y
on ou a e u .

I t is w ll t
2 mbi t h t m th d s ; t k p t h hi l d
e o co ne p i d with
e o e o o ee e C o c cu e

wh t imm d i t l y
a r s him d t i t r st hi m ls i wh t is m r
e a e con ce n , an o n e e a o n a o e

r m t wh th r i sp
e o e, i tim
e eH g ht
n t t b m t p sitiv
a ce o r n e . e ou no o ec o e oo o e,
 ON THE S T UD Y O F W O RD S . 87

tion becomes active it acqui r es discernment su ited t o its ,

p o wers and the su r plus o f strength n eeded to p r e s erve it

,

i s abs o lutel y ne ce ss ary i n devel o ping th a t speculative f a culty

whi ch uses the same surplus fo r o ther e nds I f then you .
, ,

mean t o cultivate y o u r pupil s understanding cultiv a te the ,

w
s trength i t i s i ntended t o govern G ive him con stant phy si .

c a l exe r ci se m a ke his body sound and r o b ust that yo u may ,

m a ke hi m wise a n d reasonable Let hi m b e at wo r k doing .

s o methi ng ; l e t him run Sh o u t b e al ays in moti o n : let hi m , ,

b e a man in vig o r and he w ill the sooner b ecome o n e i n

,

reason .

w
Y o u w ould indeed make a me r e an imal o f him by thi s
method i f yo u are continu all y d irecting him an d saying , ,

G o ; come ; stay ; d o th is ; stop doing that

!
I f your .

h e ad i s alw a ys to guide hi s arm his o n h e a d w i ll be o f no ,

u s e to hi m But r ec o ll ect o ur agreement ; i f you a r e a mere

.

pedant the r e is no use i n your re a ding what I write

, .

To imagine that physical exe r cise inj u r e s ment a l O pe r a

tions is a w r etched mist a ke the two should move in u nison ,

and o n e ought t o regul a te the other .

My pupil o r r athe r n a tu r e s pupil trained fr om the rst

,

,

t o depe nd as much a s pos sible o n himself i s not c o ntinually ,

r unning t o o thers fo r advice Still les s d o e s h e make a d i s .

pl a y o f hi s knowledge O n the other hand he j udges he .

, ,

f o r e sees h e reas o n s upon everything that immediately con

, ,

ce r ns him ; he d o es n o t p r ate but acts H e i s little in fo rmed , .

as to what i s g o ing o n in the w orld but know s ve r y well what ,

he ought to d o and how to d o it Ince s s a ntly i n m o t i o n

, .
,

he c a nnot av o id o b serving many things and knowing many ,

e ffects H e early gain s a w ide experi ence and take s his le s

.
,

sh l him ri l rd r f t r its l f
v

n or yet ou d h e be c e ca . T he o e o na u e
!
e ha s p r o
id d fe thi s by m ki g t h hil d i qi sitiv b t th i g s r
or , a n e c n u e a ou n a o un d him ,

and t t h s m tim
a b t t hi g s f w y
e a e e a ou n ar a a .
88 C ONC E RN I NG ED UC A T I ON .

son s fr om nature n o t from men H e in st r ucts himsel f all

w
, .

the be t te r f o r disc o ve r ing nowhe r e any i n t en t ion o f in s tr uc t

w
ing hi m Thus at the s ame time b o dy a n d mi nd a r e e x e r
.
, ,

c i s ed A lways carrying o u t his o n ide a s and n o t a n o ther

.
,

w
p e r son s t o p r oce ss es a r e simultan eousl y going o n wi t hi n

w

,

him A S he gr o ws robu st and s t rong he b ecomes intelligent

.
,

and j udi ciou s .

In t hi s a y he will o n e day hav e thos e t o excell ences ,

th o ught in compatible i ndeed b ut characte r istic o f ne arly all ,

great men , s t rength o f b o dy and s t rength o f mi nd the ,

reason o f a sage and th e vig o r o f an athlete .

I am rec o mmen di ng a di fcult art to yo u young teache r , ,

the art o f govern ing without rule s and o f doing everythi n g ,

by doing noth ing at all I grant that at your age t hi s art .

, ,

i s n o t to b e expected o f you It w i ll not enable yo u at t he .

,

o uts et to exhi b it your sh ining tale nts

, o r to make yourself ,

p r iz ed by p arents ; b ut it i s the only o n e that will succeed .

To b e a s en sible man your pup i l mu st r st have b een a ,

li t tle scapegrace The Sp a rtan s w ere educated in thi s way ;

.

n o t ti ed down to bo o k s but o bliged to steal their din ners ,

and did thi s pr o duce men in f e r i or i n u nde r standing ? Wh o

d o e s n o t rememb er their f orcible , p i thy s ayings ? Tr a in ed
t o conqu er , they w orsted their en emies i n every ki nd o f e n

w
counter ; and the b abbli ng A t hen ian s dr eaded their shar p
speeches quite as much a s their valor .

In s t ricter systems o f educ a tion the teacher comma nds ,

and thi nk s he i s g o verni ng the c hi ld , ho i s a fte r a ll the , ,

real mas t er What yo u exact from hi m he employs as mean s

w
.

to get fr om you what he wants By o n e h o ur o f dili gence he .

1 T hisr ss s r th r t v h m tl y tr i d D t t y t imp rt
e xp e e a e oo e e en a ue ea o no r o a

w
.

a ri g i d d ti wh s pp r t rr t ss hi d s gr v d f ts Al l
e uca on o e a a en co ec n e e a e e ec . o

fr ee cou rs t t h hil d s i st i tiv tivity d t b l

e o e c ; l t t
n nc e ac an ur u en c e e n a ur e

s p k ; d t r v r s rv d f sti d i s ss t t h xp s f fr k ss
ea o no c a e e e e an a ou ne a e e en e o an ne

an d vi g r f mi d
o T his is w h t t h
o n rit r r ll y m s
. a e e ea ea n .
 ON TH E S T UD Y O F W O RD S . 89

w w
w
can b uy a w eek s i ndulgence

At every mome nt you have
.

to make term s with him These b a r g a in s which yo u p r o

.
,

po s e i n y o ur a y a n d which he fulls in h i s o n
, a
y ,

always turn out t o the a dvant a ge o f his whims esp eciall y ,

when yo u are s o ca r eless as t o m a ke stipul a ti o n s which will

b e t o his advantage wheth er he ca rr ie s o u t hi s sha r e o f the
b a r gai n o r not U sual ly the c hi ld re a ds the te a cher s mind
.
,

bett er than the teacher reads his Thi s i s n atu r al ; fo r all

.

the s agacity the child a t libe r ty w o uld u se in sel f pre s erva -

ti on he now u ses t o protect hi mself from a tyrant s chain s ;

v
W hile the l a tter hav ing n o i mmediate interes t in kn o wing the
,

c hi ld s mind f o l l o ws h is own advantage by lea ing vani ty
,

and ind o lence u nr estrained .

D o otherwise with y o ur pup il Let hi m alway s suppos e

ms elf master while yo u really are mas ter

, N o subj e c t i o n
.

5 s o pe r f ect as that whi ch retain s t he appearan ce o f libe r ty

fo r thu s the wi l l itsel f i s made cap t ive Is not th e helples s

.
,

vv
u nk nowing child at you r me r cy ? D o yo u not , so fa r as he
i s concern ed c o ntrol e e r t hi n g aroun d hi m ? H av e yo u not
,

power t o inuence hi m as yo u pleas e ? A re n o t hi s w o r k hi s ,

play , hi s pleas u re , hi s p a in , in your hands , whe t her he kno w s

it or not ?

w
D oubtless h e ought t o d o o nly what he pleas es ; b ut your
ch o i ce ought to con t rol hi s wishes H e ough t to tak e n o
.

s tep that you hav e n o t d i rected ; he o ught n o t to o pe n hi s

lips ithout your knowing what he i s ab o ut to s a y .

In th is case he may without f ear o f deb a sing his mi nd

, ,

d evote himsel f to exe r cises o f the body In stead o f sharp

.

e n i n g his wits t o e scape an i rk some subj ection you will o b ,

serve him W h o lly o ccupied i n nding o u t i n everything a r ou nd

him th a t pa r t be st adapted to hi s p r e se nt well being Y ou -
.

will be amaz ed at the sub tilty o f his c o nt r ivances fo r appr o

pr i a t i n g to h ims el f all the obj ects withi n the reach o f his
90 C ONC E RN I NG ED UC A T I ON .

w
understan d i ng , an d fo r enj oying ev erything w ithout regard

to o ther people s o pinion s .

By thus le a v ing him free yo u will not fo ster his caprice s

, .

I f he n eve r does a nythi ng t hat does not su it hi m he il l ,

soon d o o nl y W h a t he ought to do A nd alth o ugh hi s body

.
,

h e n ever at re st still if he i s ca r ing f o r hi s p r es ent and per

, ,

c e p t i bl e i nterests all the reas o n o f which he i s capable will

,

dev elop f a r b etter an d more appropriately than i n stu di es

pur ely spec u lative .

A s h e d o es not nd you b ent o n thwarti ng hi m does not ,

d is tru st yo u has nothi ng t o hi de from yo u he w il l n o t

, ,

deceiv e you o r tell yo u li e s H e wi ll f ear lessly Show hi m

.

s elf to yo u j ust a s he is Y o u may stud y hi m entirely at

.

y o ur eas e and plan les son s f o r hi m w hich he will all u n co n

,

s c i o us ly receive .

He will not p r y with suspiciou s curiosity into your a ffair s ,

w
and f eel pleasure when he nds you in f ault This i s o n e .

o f o u r m o st s eri o u s di sadvantages A s I hav e s aid o n e o f

.
,

a chi ld s r st O bj ects is to di scover the weaknes ses o f those

h o have c o ntrol o f him Thi s d isposi tion may produce ill

.

n a tu r e b ut doe s n ot aris e from it b ut fro m their de sire to

, ,

es cape an ir k some b o n d age O ppres sed by the yoke laid

.

u p o n them C hil d ren endeavor to shak e it o ff

, and the f aults
they nd in the ir teachers yield them exce ll ent mean s fo r
d o ing thi s B ut they acqu ire the hab it o f o b serving faults
.

i n o thers and o f enj oying such d iscov eries

, Thi s source o f .

evil e v idently does not exi st i n E mil e H aving no interest .

to s erv e by discov ering my f aul t s he will n o t look fo r them ,

i n me an d will have li ttle temptation t o seek them i n other

,

p eople .

T hi s cour s e o f conduct s eems difcult b ecau se w e do n o t

reec t u pon it but taking it altogether , it ought not t o b e s o .

I am j us t ied i n s upposing that yo u k n o w e n o ugh to u n d er

 PHYSI CA L TR A I N I NG . 91

stand the bu sines s yo u have undertaken that yo u kn o w t h e

v
natu r a l pr o g r es s o f the hum a n mi nd ; that yo u unde r st a nd
s t ud i n
g m a nki nd in gen eral a n d i n individu a l case s ; th a t

w w
am o ng all t he o bj ec t s i nteresting t o his age th a t yo u mean to
S h o w y o ur pupil yo u kn o w be f o rehand wh i ch o f them will
,

inu en ce his w i ll .

No i f yo u hav e the appli an ce s and know j us t ho to u s e

,

v
them are yo u not master o f the o peration ?
,

Y o u obj ect that chil dr en hav e caprice s but in thi s o u are ,

These cap r ices result fr om f aulty d iscipli ne and

w
mistaken .
,

a r e n o t natural The c h ildre n hav e b een accust o med either

.

w
t o ob ey o r t o c o mm a nd an d I have said a hu ndred time s that
,

w
neither o f the s e t o things i s n ece ssary Y o ur pupil w ill .

th e r e fo re have only su ch caprice s as yo u give hi m and it is ,

j u st yo u s h ould b e puni shed fo r your o n f aults But d o .

you ask ho these are to b e remedi ed ? It c a n stil l b e don e

by mean s O f b etter management a n d mu ch p a tien ce .

Ph y s i c a l Tr a i n i n g .

M A N S r st n atural movements a r e fo r the purpose o f

w
compa r i ng him self wi t h whatev e r s u r ro unds hi m and n di ng

v
i n each thi ng those sensible qual itie s l i kely t o a e c t himse lf .

H is r st s t ud i s the r e fo r e a kind o f experime ntal physics

, ,

rela t ing t o hi s o n p r ese r vati o n From this be fo r e he has

.
,

f ull y unde r sto o d his place he r e o n ear t h he i s turned aside ,

to speculati ve studi es Wh il e yet hi s delic a te and pli a ble

.

organs can adapt themselves to the obj ects up o n whi ch t hey

are t o ac t whi le his senses still p u r e are free fr om ill u si o n ,
, , ,

it is time t o exerci se both in the i r peculiar functi ons and to ,

learn the perce p t ible relation s be tween ou r selves a n d out

w a r d t hings Since whatever ente r s t he hum a n unde r stand
.

ing e nters by the senses man s primi ti v e reason i s a reaso n
,
 w
92 C ONC E RN I NG ED U C A T I ON .

of the sen ses serving as fou nd a tion f o r the re a son o f the

,

w
intellect .O ur r st t eache r s i n phil o s o phy are o u r o n
f eet hands a n d eye s
, , T o s ubs t i t u t e b o o ks fo r t he se i s
.

t eaching us not t o re a s o n but t o u s e the r eason o f ano t her ;

,

to believe a g r e a t de a l an d to kno n o t hing at all

, .

I n practising an a r t we must begin by p ro curing appar

a tus f o r it ; and to use this apparatu s t o advan t age we ,

mu st hav e it s o l id enough t o bear u s e In lear n ing to

.

thi nk w e mu st there fo re empl o y o u r memb e r s o u r sen ses

, , ,

o u r organ s a ll which are the a pparatus o f our u nde r standi ng

, .

A nd to u s e them t o the b est advantage t he b o dy wh ich ,

w
f ur nishes them mu st b e sou nd and r o b ust O ur reason i s .

the r e fo r e s o f a r fr o m b eing independent o f the body th a t ,

a go o d con stitution renders mental O pe r ation s e a sy an d

accu r ate .In i ndicating ho the long leis ure o f chi ldh o od
o ught to b e e mployed I am entering into p a r ticula r s which
,

may b e thought r idiculou s

w
!
Pretty les s o ns yo u will te ll
.
,

me , which you yourself criticiz e fo r teaching only what
there i s no n eed o f learn ing ! Why waste time i n i n s tr u c
tion s w hi ch alway s come o f th eir o n accord a n d cost n either ,

care nor trouble ? What child O f twelv e d o es n o t k n o w a ll

yo u a r e going to teach yours , and all that hi s masters
hav e taught hi m b e sides ? !

w
G entlemen you are mist a ken,
I am teachi ng my pu pil
.

a very tedi o u s and di fcult a r t which you r s ce r t a inly h a v e

,

not acqu i red th a t o f b eing ign o rant F o r the k n o wledge

,

.

w
o f one h o gives himself cre d i t fo r knowing only what he
re a lly does kn o w reduces i t self to a v er y small comp a ss .

Y o u a r e te a ching s cien ce v e r y g o od I a m dealing w ith the

i nst r ument by whi ch s cien ce i s acquir ed A ll ho h a v e
.

reected upon the mode o f l i f e a m o ng th e ancients a t tribute

t o gymnastic exercis es th a t v igo r o f body and mind which

SO notably di sti ngui she s them from u s moderns Montaigne s .
 C L O T H I NG . 93

s upport O f thi s opinion sh o ws that he h a d f ully ad o pted it ;

he re t urns to it agai n and a gai n i n a t h o us a nd w a ys , .

Speak i ng o f the education o f a child he says We mu s t , ,

v
mak e hi s mi nd robus t by hardening his mu scles ; inure him
to p a i n by accu stoming him t o l a b o r ; break hi m by se e r e
exercis e to the kee n p a ngs o f disl o cati o n o f c o lic o f other , ,

a ilmen ts The wise L o cke l the excellent Rolli n 2

th e
, ,

learned Fleury t he pedantic de C r o u z a s s o d i e r e n t i n

3 4

, ,

e ve r ything else agre e ex a ctly o n this poi nt o f ab undant

,

phys ic a l exerci se fo r chi ldr en It is the wise st lesso n they

.

ever taught b ut th e o n e that i s and al w ay s w ill b e most

,

neglected

w
.

C l o t h in g

v
.

A S to cloth ing the limb s , of

a g rowi n g bo d s h o d b
e nti rely f ree N othing should cr a mp the n movements o r
.
:

their g r owth n o thing sh o uld t to o cl o sely o r bind the body

the r e sh o uld be n o ligature s whatever The p r e sent Fre nch .

d res s c r a mps a n d di sables even a ma n and i s e special ly ,

inj uriou s t o c hi ldr e n It arres t s t he cir culati o n o f the humors

.

they st a gnate fr om an in ac t i on made w o rs e by a s edentary

l i fe .Th is c o r rupti o n o f the humo r s b r ings o n the s cur vy ,

a d iseas e bec o ming every day more comm o n am o ng u s but ,

w ww
unkn o wn to t he anci en ts p r o t ected from it by their d res s and
,

the i r mode o f li f e The h us s a r d res s doe s not r emed y thi s

.

1 An E n glish p hil o s o p h e r h o d i e d i n 1 704 H e ro te a v e ry c e l e bra te d

w
.
,

Tr e a tis e o n t h e E d u c a ti o n o f C hil d r en .

2 A c e l e br a t e d
p ro f e ss o r Re c t o r o f t h e U n iv e rsity o f Pa ris ho d i ed i n

w
, ,

1 74 1 . H e l e f t a n u mb e r o f wo rks o n e d u c a ti o n .

3 A n a bb o f t h e s e v e n t e e n th c e n t u r h o w ro t e a m u c h v a l u e d His
y
to r y o f t h e C hu rc h a n d a T rea tis e o n t h e Meth o d a n d C ho i c e o f
,
!

Stu d i e s H e a s t uto r t o C o un t Ve rma n d o is n a tu ra l s o n t o Lo u is XIV

.
. .

p r o f e ss o r o f m a th e m a ti c s b o rn a t L a u s a nn e t u to r t o Pri n c e Fre d
4 A
, ,

e ri c k o f H e ss e C a ss e l .
94 CONCE RN I NG ED U CAT I ON

in conv eni en ce , but i nc r eases it , Since , t o sav e the chi ld a f e

ligatu r es it c o mpres se s the e ntire b o dy
, It would b e b et t er
.
.

w
w
t o keep childr e n i n f r ock s as long a s p o ss ible and then put ,

them int o loosely tting cl o thes with o ut trying to shape the i r

,

gure s and thereby Sp o il them The i r de f ects o f b o dy and

.

o f mind n early a ll spring fr o m the same caus e e are t rying

w
to make me n o f them b e f ore their time .

O f bright and dull colo r s the f o r mer be st please a c hi ld s

,

taste ; s uch colors are also most b ecoming t o them ; an d I

s e e no reason hy we should n o t i n such matte r s cons ult

w
thes e natur a l coin ciden ce s . But the moment a material i s

w
pre f erre d b ecau s e it i s r iche r the child s mind i s co r rupted
,

by luxu r y , and by a ll s o rts O f w him s Pre f ere nce s l ik e thi s

.

do not spring up o f the i o n a c c o rdr

It i s impo ssible
.

to s a y h o much ch o ice o f dres s and the motiv es o f thi s

c hoice I n n u e n c e e d ucati o n. No t only d o thoughtles s mothers
p r o mis e chil dren ne cl o thes by way o f reward but fooli sh ,

tuto rs thr eaten them with coarser and simpler d res s as pun
i s h me n t
.

I f yo u do not study you r le s sons i f you do ,

w
not tak e b etter care o f your clothes , yo u shall b e dr ess ed
like that li ttle rustic .
!
Thi s i s saying to hi m Rest assur ed ,

that a man i s nothi ng b ut what hi s cl o the s mak e hi m ; your

n w o rth depe nd s o n w hat yo u w e ar
!
o I S it surprising
.

that sage le ss o n s li ke this s o inuence young men that they

care fo r n othi ng b ut ornament and j udge o f m erit by out w ard
,

appearance o nly ?
G en erally , chi ldre n a r e too warmly cl o thed es pecially i n ,

their earli er years . They sh o uld b e i n ur ed to cold r ather

tha n h eat ; s ev ere cold nev er i nc o mmode s them when they
e n counter i t early . B ut the tis sue O f the ir skin as yet ,

yiel di ng an d tender all o ws t o o f r ee p ass a ge t o perspir a tion ,

,

and exposur e t o great heat i nv a r iably w eaken s them It has .

be en ob served that more chi l d ren di e in A ugust than i n an y

 S L EE P

w
. 95

other month Beside s if we c o mpare n o rthern a n d southern

.
,

r a ces ,e nd that exce s sive c o ld r a ther th a n exce ssiv e ,

hea t make s man r obust In p r op o rtion as the child gr o ws

, .

and hi s bres are st r engthened accusto m him g r a du a ll y t o ,

w i t hstand heat ; and by degrees yo u wi l l w ithout risk train

him t o e nd u re the glow ing temperature o f the torrid zone .

Sle ep .

C HI L D RE N need a great deal o f sleep b ecau se they take a

g r e a t deal o f exercise The o n e acts as correctiv e to th e
.

o t her , s o that both are n ecessary A s nature teache s u s .

,

night i s the time fo r rest C o nstant ob serv a tion sh o ws that

.

sleep is so fter and more pro found whil e the s u n i s bel o w th e

h o r iz o n . The heated air doe s n o t s o pe r f ec tly t ran qu ill i z e
o ur tired senses F o r this reas o n the most s a lu t a r y h a b i t i s
.

to rise and t o go to res t with the s u n In o ur cli mate man .

,

and a ni mals ge n erally require more sleep in winte r than i n

,

w
summer B ut o ur m o de o f l i f e i s n o t s o simple natural and
.
, ,

u ni fo rm that we c a n mak e thi s r egular hab it a n ecess ity .

Te mu st wi t h o u t d o ubt submi t to regula t i o n s but it i s m o s t

impo r tan t t hat e sh o uld b e able t o b r e a k them without r isk
D o n o t the n imp r uden t ly so f ten

w w
whe n occ a sion requ i re s .

y o ur pu pil by let t ing hi m lie peace f ully asleep wi t hout ev e r

b eing dis t ur bed A t r st let hi m yield with o ut restraint to
.

the l a o f n a tu r e , but d o not fo r get th a t i n o u r day we mu s t

b e supe r io r t o thi s l a ; we mu st b e abl e t o g o l a te t o re st
a n d r ise e a r ly t o b e aw a ken ed suddenl y t o be up a ll nigh t
, , ,

with o ut discomf o rt By b eginn ing e a r ly a n d by a lway s

.
,

v
proceeding sl o wly we fo r m the c o ns t i t uti o n by the ve r y
,

prac t ices which w o uld ruin it i f it we r e a h e a d e s t a bli shed '

It is imp o rt a n t t h a t y o u r pupil sh o uld fr o m t he r st be

accu stomed to a hard bed s o th a t he may nd n o ne u n c o m
,

fo r t a bl e .
96 C ONCE RN I NG ED UC AT I ON .

G ener a lly , a li f e o f hardshi p when we a r e u sed to it give s , ,

u s a fa r gre a ter nu mber o f agreeable sen s a tion s than d o e s a

li f e O f c a s e which c r eates an in n ite number o f unple a sant

w
,

ones . O ne t o o delicately re ared can nd sleep only upon a

b ed o f down o n e accu stomed t o b a r e boa r ds c a n nd it any
No b ed is ha r d to hi m h o f all s asleep as soon as

w
where .

his he a d t o uches the pillow The b est bed is the on e whi ch

.

brings the b est sleep Thr o u ghout the day n o slaves f r om

.

Pe r si a but E mil e and I will p r epare o u r b eds

, , When e .

are tilli ng the ground w e shall be making them so ft fo r our

s l u mber .

E xer cise o f t h e Sen s e s .

A
has n o t a man s stature , s trength , or reaso n but
C HI L D

he sees and hears al most o r quite a s well H is sen se o f taste .

i s a s k ee n th o ugh he d o e s not enj oy it as a pleasure

,
.

O ur s en ses a r e the rst powers per f e cted in u s They a r e .

w
the r st that sh o uld b e cultivated and the o nl y ones fo r gotten ,

w
o r at le a st the most neglected
,
.

T o exe r cise th e s en ses is n o t merely to u s e them but to ,

lea r n ho t o j udge correctly by mean s o f them we may s a y ,

t o learn h o t o f eel F or we cannot f eel , o r hear , o r s e e

.
,

othe r wise than a s we hav e b een taught .

There is a kind o f exercise pu r ely natural and mechanical , ,

th a t renders the body robu st without i nj ur ing the min d Of .

thi s description are swimmi ng r unning , leaping Spinn ing , ,

to p s and thr o wing ston es

,
A ll these are well e nough ; but
.

h a v e w e nothi ng b ut a r ms and legs ? Hav e we n o t eyes and

ea r s a s well ? and are they o f no u s e while the othe r s are em
ployed ? Us e then n o t only your b o d ily strength but all
, , ,

the s ens es w hich d i rect it Make a s much o f each a s p o ssi

.

ble and veri fy the i mp r essions o f o n e by th o se o f an o ther

,
.

M eas ure , count , w eigh and compare Us e no strength t i ll

, .
 TH E S EN S E O F T O UC H . 7

v
a fter yo u have calculated the r esist a nce it will meet B e .

ca r e ful to estim a te t he e ffect b e fo r e o u u s e the means In .

t e r e s t the child in n ever m a ki ng any u seless o r inadequ a te

trials o f st r eng t h I f yo u accust o m him to fo r ec a st the
.

e ffect o f eve ry movement and t o c o r rect hi s err o r s by e x p e

,

ricuce i s it n o t certai n that the more he doe s the better hi s

,

j udgment wi ll b e ?
I f the lever he uses i n mov ing a heavy weight b e too long ,

he will expend too much moti o n ; i f t o o sho r t he will n o t -

have power enough E xperience will teach hi m to ch o o s e

.

o n e exactly sui table Such practical knowledge then i s n o t

.
, ,

b eyond hi s years I f he wishes to carry a burden ex a ctly a s

.

heavy a s hi s s trength will b ear , with o ut the test o f r st li ft

ing it mu st he n o t es tim a te its weight by the eye ? I f h e
,

understands c o mparing masses o f the s a me mate r ial but o f

di ffe r ent siz e let hi m ch o o se b etwee n masses O f the same
m
,

size but o f di fferent mate r i a l Thi s will oblige hi to c o m

.

pare them as t o specic grav ity I h a v e seen a well educ a ted

.
-

y o ung man who until he had tried the expe r ime nt would
, ,

n o t b eli ev e that a p a il f ul l o f large chi ps weighs less than it

does whe n f ull o f w a ter .

Th e S e n s e of To u c h .

W E have not equal contr o l o f all ou r senses O ne o f .

th em the sen se o f t o uch is i n contin u a l a cti o n s o long a s

, ,

we a r e aw a ke D i ffu sed ove r the en tir e s ur f a ce o f the b o dy

.
,

it serve s a s a pe r petual sentinel to w a r n u s o f wh a t is li kely

w
t o harm u s By the con stant u se o f thi s sen se volunt a r y
.
,

o r othe r wise we g a in ou r e a r liest ex perience

, It the r e fo r e .

stands less in need o f speci a l cul t iva t i o n We o bserve ho .

ever , that the bli nd have a m o r e delic a te and accurate touch

than we b ecau se n o t h a ving sight t o guide t hem they
, , ,

depend upon touch fo r the judgments we fo r m with the aid

98

of
C ONC E RN I N G ED UCA T I ON

sight Why then do e not train ou r selve s to walk like

. wv .

w
w
them i n t h e dark to r ecogniz e b th e t o u ch a l l b o dies e
, ,

can reach to j udge o f o bj ects a r ound u s i n Sh o r t t o d o by

, , ,

n igh t and i n the dark a ll they d o in daytim e wi t h o ut eye

sight ? So long a s the s u n shi nes e h a v e the a dvantage o f ,

them ; b ut they c a n guide u s in da r kn es s We ar e bli nd .

du r ing h a lf o ur li f e time with this di fference that the re a ll y

-

, ,

bli nd can al w a ys guide themselves w hereas we da r e not ,

w
take a step i n the de a d o f night Y o u may remind me .

that we have articial light What ! mu st we a lways u se .

machin e s ? Wh o can i n su r e their b eing always at hand when

e n eed them ? F o r my p art I pre f er th a t E mi le instead , ,

o f keeping hi s eyes in a C han dl er s shop sh o ul d hav e them

at the ends o f hi s ngers .

A s mu ch as pos sible let hi m b e accu stomed to pl a y about

,

at night T his advice is more imp o rtant than it w o uld seem

. .

w
F o r men , and s o metimes f o r a n im a ls night h a s natu r a lly its ,

te rr o r s. Rarely do wisd o m , o r wit o r c o urage free u s f r om , ,

p aying t rib ute t o thes e terrors I hav e see n reas o ners fr ee .

,

thi nk e r s p h il o s o phe r s sol d ie r s

, h o were utterly f e a rless i n
, ,

br o ad d a yli ght tremble l ik e wome n at the rustle o f le a ve s

,

by night . Such te r rors are supp o sed t o b e the result o f

nurs ery tales The r eal cau se i s the s ame thi ng which makes
.

the deaf di s t rust ful , and the lo w er clas ses sup e r stiti o u s and
that i s ignoran ce o f obj ects and events a r ound u s
,
.

The caus e o f the evil o nce f ou nd s u ggests the remedy , ,

.

I n ev erythi ng h a b it b enumb s the imagin a ti o n ; new O bj ects

,

a lon e quicken it again E very day obj ects keep activ e n o t

.
-

the imagination b ut the mem o ry ; whence the s a ying A b

,

a s s u e t i s n o n t passio
o n r e o ur passion s
1
F o r only the imagination c a n s e t
I f there fore yo u wish to cur e any o n e
.
, ,

o f the f ear o f da r kness d o n o t r eason with hi m , Take him .

1
P ssi
a on is n ot br
o n of f a mi li a r thi n g s .
!
 TH E S EN S E O F T O UC H . 99

int o the dark o ften and you may b e sure that will d o h i m
,

m o re good th a n philos o phic a l a r guments Whe n a t w o r k o n .

the r o o f s o f houses sl a te r s d o n o t f eel thei r he a ds sw im ;

,

and thos e accu sto med t o d a r knes s d o n o t f ear it at all .

There will b e o n e advantage o f o ur plays in the dark .

But i f yo u mean them to be s uccess f ul yo u must m a ke them ,

as g a y as poss ible .D a r kness is o f all things the m o st

gl o o my ; s o do not Shut your child up i n a dungeon Wh en .

he goes i nt o the d a rk m a ke hi m l a ugh ; when he leaves it

make hi m laugh again ; and all the time he i s the r e let the ,

thought o f what he is enj o ying and what he will nd the r e

,

when he return s p r o tect him from the shad o wy terr o rs w hi ch

,

mi ght o therwis e inh a bit it .

I hav e heard s o me pr e pose to teach chi ldr en not t o be

a frai d at night by surpris ing them
,
This i s a bad plan and
.
,

w
i t s e ffect is c o n trary to the one sought : it only makes them
more ti mi d than be fo r e N either reason n o r h a bit can
.

acc u sto m u s to a p r es ent d a nger the natu r e an d extent o f

,

which e d o n o t kno w n o r can they less en o u r dr ead o f

,

u nexpected thi ngs howeve r o ften we meet with them But .

how can we guard o u r pupil a g a in st such acci dents ? I think

the foll owing i s the best plan I will tell my E mi le
. If ,

any on e attacks you a t night you a r e j ustied i n de fending

,

yoursel f fo r y o ur assailant gives yo u no notice whether he

mean s t o hu r t you or o nl y t o f r ighten y o u A s he h a s .

w
tak en yo u at a disadvantage seiz e hi m b o ldly no matt er
, ,

v
what he mav seem t o be Hold h im f ast and i f he o ffers
.
,

v
an resistance hi t him hard a n d o ften
, Wh a tever he may .

sa or do, never let go u ntil you know exactly ho he is .

The explan a tion will prob ably Show you that the r e is nothi ng
t o b e a fraid o f a n d if
yo u treat a practical j o ke r i n thi s
w ay he will not b e likely to t ry th e same thi ng again
, .
!

A lthough , o f all our s e nses , touch i s the one most co n

1 00 C ONC ER N I NG ED UCA T I ON .

s t a n tly used still a s I have said its con clu sions are the
, , ,

m o s t r ude and impe r f ect This is b ec a u se it is always u sed

.

a t t he same t i me with sight ; and b ecau s e t he eye a t t a ins i t s

obj ect so o ner t han the h a nd ; the mi nd ne ar ly a lways decides
with o ut ap pe a li ng to tou ch O n the other hand the d ec i s
.
,

i o n s o f t o uch j u st b ec a u se they are s o limited in the i r range

, ,

a r e the mos t accu r ate F o r a s they extend n o f ar t her than

.

w

o ur arm s length they correct the erro r s o f other s enses
, ,

w hi ch deal with dis t ant obj ects an d s carcely grasp thes e ,

v
obj ects at all whereas a ll that th e touch pe r ceives it p er
,

c e i es tho r oughly Besides if to n erve fo r ce e add mu s c u

.
,
-

lar action we for m a s i mul t aneous imp r es sio n and j udge o f

, ,

weight and soli di ty a s well as o f tempera t ure s iz e and shape , , .

Thu s touch w h ich o f a ll o u r sens es b e st in forms u s concern

,

ing impressions made up o n u s by external t hings i s the o n e ,

o ftenest used and gives u s most di rectly the k nowledg e

,

necess ary to o ur pres ervati o n .

w
Th e S e n se of Si g ht .

w
TH E s ens e o f tou ch conn es its ope r a tions to a v ery nar
ro sphere ar o u nd us but th o s e o f sight extend f a r b eyond
,

thi s s en se i s the r e fo r e li a ble to b e mi staken With a s ingle .

glance a man take s i n half his o n ho r iz on and i n these ,

myriad impressi o ns and j udgments resulting f r om them ,

,

how i s i t c r e di ble that there should b e no mistak es ? Sight ,

there fo re i s the most de f ectiv e o f a ll o ur s enses precisely
, ,

b ecaus e it is most f a r r eaching and because its operations ,

-

by fa r preceding all others are too imm edi ate a n d t o o vast ,

to receive c o rrection fr o m them B esides the v e r y ill usions .

,

o f perspective ar e needed to mak e u s u nde r stand exten sion ,

and t o help u s i n compa r ing its pa r ts I f there were n o f a lse .

appearances , w e could s e e no thi ng at a d istance ; i f there

 w
THE S EN S E O F SI G H T 1 01

w
were no gradati on s i n Siz e w e could form no estimate o f dis
,

w
t a nce or r a ther the r e w o uld b e n o distan ce at all
,
If of t o .

trees the o n e a hu ndred p a ces aw a y seemed as large and di s

t inct as the o ther ten paces distant
, e S hould pl a ce them
,

side by side I f we s a
. all o bj ects in their tru e dimen si o ns ,
w e should see n o space whatev er ; everything w o uld appea r
t o be d i rectly b eneath o u r eye .

F o r j udging o f the siz e a n d distan ce o f obj ects sight has ,

only o n e measur e and th a t is the angle they fo r m with o ur

,

eye . A s this i s the s imple e ffect o f a compound cau se t he ,

j udgment we form from it leav e s e a ch p a r ticular cas e unde

cided o r i s necessarily impe r f ect F o r how c a n I by the .

s ight alone tell whethe r the angle w hi ch mak es o n e obj ect

appear sm a ll er than an o the r is caused by the real ly les ser

magni t ude o f the o bj e ct o r by its greater di s tan ce from me ?
A n opposite method must there fore b e pursued In s t ead .

o f relying on o n e sensati o n o nly we must repeat it ve r i fy it

, ,

by others sub o r d i n a te sight to touch repres sing t h e i mpe tu

, ,

o s i t y o f the rst by th e s t e a dy eve n pace o f the sec o nd

, .

F o r lack o f thi s cauti o n we meas ure very inaccurately by the

e ye,
i n dete r mi ni ng height length dep t h and distan ce
, , , .

w
That this is n o t due to o rg a ni c de f ect but t o ca r eles s u se , ,

w
is p r ov e d by the f act that engineers sur veyo r s , a r chitects , ,

masons and painters gene r ally have a f a r more accur ate eye
,

w
than e and esti mate meas u res o f extensio n mo r e correctly
, .

Their busines s gives th em experience that e neglect to

acquire , and thu s they corre ct the ambigui ty o f the angle by
means o f appearances associated ith it whi ch en a ble them ,

to determi ne more exactly the relation o f the t w o thi ngs p r o

d u c i n g the angle .

C hil ch e n are easily led into anything that all ows u n co n

s trained movement o f the body There are a thousand ways

.

o f interesting them in measur ing , di scovering and es timati ng ,

1 02 C ONCE RN I NG EDU CA T I ON .

ww
distances
Yonde r is a ve ry tall c h e r r y t r c e ; how can we e

m a nage t o get s o me che rr ie s ? Will the ladder i n the b a r n

w
do ? There is a v ery wide br k ; o o h o c a n e c r ss it
o ?

Would one o f the pl a nk s in the y a r d be lo n g enough ? We

want to thr o w a li ne fro m o u r wind o ws a n d catch some sh
i n the mo a t a r ou nd the h o use ; ho many f athoms l o ng

v
ought the li ne to b e ? I wan t to put up a swing between
t hose two trees would f o ur a r d s o f m m be enough f o r it ?

v
T hey s a y that i n the othe r hous e o u r room w ill be t wenty
e f eet squ are ; d o yo u thi nk th a t will su it u s ? Will it b e
larger th a n thi s ? We are ve r y hung r y which o f th o se two

w
v illages yonde r can we reach so o n est and h a ve o ur dinner ?
!

A s the se nse O f sight i s the o n e least easil y separated fr o m

the j udgments o f the mind we n eed a great deal o f ti me f o r
,

lea r ni ng ho to s e e We mus t f o r a long time c o mpa r e Sight

.

w ith to u ch i f we would accu sto m o ur eye t o report forms

,

and d istan ces accurately .

Without tou ch and with o ut pr o gre s sive mov eme nt the ,

w
keen est eye sight i n the wo r ld could give u s no ide a o f
-

extent T o an o yster the enti r e u niverse mu st b e only a

.

Single point O nly by walking f eeli ng coun ting , and meas

.
, ,

u r i ng do e lea r n to e stimate distan ces

, .

I f we always meas u r e them ho w eve r our eye depen d ing

, , ,

o n this w ill n ever gai n accuracy Yet the c hi ld ought n o t

, .

t o pass t o o s o on f r om measur ing to e s t imating It w ill b e .

better f o r hi m af ter comp a r ing by pa r ts w hat he cann o t

,

c o mpare as wholes nally t o substi t ute fo r measu r ed al iquot

,

p a r ts othe r s obtained by the eye alone

, He should tr ain .

himself i n thi s manner o f measu r ing instead o f al w a ys

measu r in g with the hand I p r e f er th a t the very r st
.

ope r a tions o f this kind sh o uld be veried by ac t ual meas

u r e me n t s s o th a t he may c o rrect the mist a kes a r ising f r om
,

f alse appea r ances by a b etter j udgment Ther e are natur al .

 D RA WI NG . 1 03

measure s nearly the same eve r ywhe r e such as a man s

, ,

p a ce the leng t h o f his a r m o r hi s height I t n t he child

, ,
.
'

wv
i s c a lculating the height o f t he st o ry O f a h o use his t utor ,

ma y se r ve as a un it o f me a SIn e In es t imating the a ltitude

'

o f a steeple he ma y compare it w ith th a t o f the neighbo r ing

,

h o u ses . I f he wants to kn o w ho ma n leagues there a r e

in a given j our ney let h im r eckon t he n umber o f hour s
,

spen t i n mak ing it on fo ot A nd by all means do none o f

.

thi s w o rk fo r h i m let him d o it hi mse lf .

w
We c a nnot lea r n to j udge co rr ectly o f the extent and si z e
o f b o di es wi t h o u t also learni ng to recogni z e the ir fo r ms and ,

even to i mi tate them F o r such imitation i s ab s o lutely de

.

pendent o u the laws o f pe r spective a n d e can not e s t imate ,

w
extent from appearances W ithout some appreciation o f these
la w s .

Dr a ing .

A LL chil dren , b eing n atural imi tators try to dra w I , .

w o uld have my pupil cultivate thi s a r t n o t ex a ctly fo r the ,

sake o f the ar t itself b ut t o render the eye true and the

,

hand exible In gen e r a l it m a t t e r s l itt le whe t her he u nder

.
,

stands this o r that exercise pr o v ided he acquir es the ment a l

,

in sight and t he manual Skill f ur n i shed by the exe r cise

, I .

should t a ke c a r e the r e fo r e n o t to give hi m a dr a wing

, ,

mas t e r who w o uld give hi m o nl y copies to imi tate and

, ,

would make hi m d r a w f r om dr a wi ngs only H e shall h a v e .

no teacher but n a tu r e no m o dels b ut re a l things

, He shall .

w
h a ve be fo r e hi s eye s the o riginals and n o t t he p a pe r which ,

rep r esen t s them He Shall draw a house fr om a re a l h o use

.
,

a tree fr o m a tr ee a human gu r e fr o m the man hi mse lf I n

, .

thi s a y he will accustom himsel f t o o b serv e b o dies a n d the i r

appea r ances an d not mi stake fo r accu r ate imi ta t ions those
,
1 04 C ONCE RN I N G ED UC A T I ON .

that are fa lse and conv ention a l I should even obj ect t o I s
.
n

drawing anythi ng f r o m memory u ntil by frequent ob se r va ,

tion s the exact fo rms o f the o bj ects h a d cle a r ly imprinted

thems elves o n hi s im a gination lest s ubstituting o d d a n d
, ,

f ant a sti c sh a pe s f o r the re a l things he mi ght lo o s e the ,

k n o wledge o f proportion and a t a ste fo r the b eauties o f

n ature . I k now v ery well that he will go o n daub ing fo r a
long time with o ut making anything w o rth n o ticing and wil l ,

b e long in mastering eleg a n ce o f outl ine and i n acqui r ing ,

the de f t st r oke o f a skilled draughtsman He ma y n ever .

learn to discern pi cturesqu e e ffects o r draw with superior ,

s kill . O n the other hand he will h a v e a more co r rect eye , a

,

tru er h a nd a knowle d ge o f the real rel a tions O f siz e and

,

shap e i n animals pl a nts and natur a l bo di e s and practic a l

, , ,

experien ce o f the ill usion s o f perspective This i s p r eci sely .

what I intend ; n o t s o mu ch that he shall i mitate O bj ects as

that h e shall know them I would rather hav e hi m show me
.

an acanthus than a nished draw ing o f the foli ation o f a

capital .

Yet I would n o t all ow my pup i l to h a v e the enj oyment o f

this o r any other exerci s e a ll t o hi msel f By sh a ring it with .

hi m I will make hi m enj oy i t s t i ll more He Shal l h a ve no .

competitor b ut mys el f ; b ut I w ill b e that c o mp etitor c o n

t i n u a ll y and without risk o f j ealou sy b etween us
,
It will .

o nly interest hi m mo r e deeply i n h i s studies L ike hi m I .

will take up t h e p encil and at rst I wil l b e as awkward as

,

he . I f I w ere an A pe ll es , even , I w ill make mys e lf a mere

dauber .

I w ill b egin by s ketchi ng a man j ust as a bo y would sketch

o n e o n a w all ,w ith a dash fo r each arm , and with nge r s
l a rge r th a n the arms By and by o n e o r the other o f us
.

w ill disc o ver this di sp r opo r ti o n We shall o b se r ve that a

.

leg has thickness , and that this thi cknes s is not the sam e
 D RA W I NG . 1 05

eve r ywhere that the length o f the arm i s determined by its

p r op o r ti o n to the body and s o o n A S we go o n I will do
.

n o m o r e than keep eve n s tep with him o r will excel him by ,

s o l ittle that h e can always easily o v ertake and eve n su r pas s

.

me . We wi ll get c o l o rs and b r us h e s we will t r y to imi tate

n o t onl y the o utline but the c o l o ring and all t he other details

o f O bj ects .We will color ; we will paint ; we W ill daub ;

but in all o u r daub ing we sh a ll b e c o ntinuall y pee r ing i nto
n ature and a ll we d o shall be don e under the eye o f that
,

great teacher
v
.

I f we had d i i c ul t in nding decoration s fo r o ur r o om ,

we hav e now all we could desire I w ill hav e o u r d ra w ings
.

f ramed s o that we can give them n o n is hi ng to uches ; and

,

thi s will mak e u s both care ful t o do no n egligent wo r k I .

will a r r ange them i n order around o u r roo m e ach draw i ng ,

repeated twenty o r thi r ty times and each repetiti o n sh o wing

,

w
the author s progres s fro m the representation o f a house by

,

an alm o st shapeles s attempt a t a square to the a ccurat e ,

c o py o f its f r ont elevati o n prole p r opo r tions and shading

, , , .

The dra ings thus g r a ded mu st b e inte r esting to ourselves ,

cu r iou s t o o thers and likely to stimulate f urthe r e ff o r t

, I .

will inclose the rst and rudest o f thes e in sh o wy gil de d

frames t o set them O ff we l l ; b ut a s the imitati o n imp r oves ,
,

and when the drawing is really good I w ill add onl y a very ,

s imple black f rame .The picture n eeds no ornament but

itself and it would b e a pity that the bordering sh o uld
,

receive half the attention .

B o th o f u s will aspi r e to the hon o r O f a plai n frame and ,

i f either wishe s to condemn the other s d r awing he will s a y ,

w
it o ught t o hav e a g i lt f r ame Perhaps s o me day these
.

gilded frames will pass into a proverb w ith us and we shall ,

b e inte r ested t o O bse r v e ho w m a ny me n d o j ustice to them

s elves by framing themselves in t h e very s ame ay .
1 06 CONCE RN I NG ED UCA T I ON .

w
G eo me t r y .

I H AV E said that ge o met ry i s not inte l ligible to c hil dr en ;

bu t i t i s o u r o n f ault We d o n o t ob se r ve th a t their
.

method i s di fferent f r om ou r s a n d that wha t is t o u s the art

w
,

o f r e a soning should b e to them only t he art o f seeing .

In stead o f giving t hem o u r meth o d we should do b etter to ,

v
t a k e the i rs
. F o r i n o ur a
y o f learning ge o metry imagin a ,

ti o n r e a ll doe s a s much as re a so n When a p re position i s

.

stated we have to imagin e the demon s trati o n ; t hat is we

, ,

have t o nd upo n what p r oposition a h e a d y known the n ew '

o n e depends and fr o m all the c o ns equen ces o f thi s k n o wn

,

prin ciple s elect j ust the o n e requir ed A cc o rdi ng t o thi s

.

method the most exact reasoner if n o t naturally i nven tive

, ,

must b e at f ault A nd the result i s t hat the teacher i nstead

.
,

o f making u s discov er dem o nstrati on s dict a tes them to u s ;,

i nstead o f teachi ng u s to reason , he reasons f o r u s and ,

e xercis es only o ur memo r y .

Mak e th e diagrams accu r ate ; comb ine them place them ,

on e upon another exami ne their r elation s and you w ill

, ,

di s cover the whole o f elementary geomet r y by pr o ceed n

f r o m one O b servation to anothe r with out using either d e,

n i ti o n s o r problems or any fo r m o f demonstr ati on than
,

s imple s uperpositi o n For my pa r t I do not even pretend to

.
,

teach E mi le geometry ; he sh a ll te a ch it to me I will look .

fo r relation s , and he shall discover them I will l o ok fo r .

them in a way that will lead hi m t o discover them In .

d rawing a ci r cle fo r i nstan ce I will not u se a c o mpass but

, , ,

a poi nt at the e nd o f a cord whi ch tu r ns on a pivot A f t er .

wa r d when I want to comp a r e the r adii o f a s emi ci rcle

,
-
,

E mil e wil l laugh at me and te l l me that t he s ame co r d held ,

w ith t he same tension c a n not des crib e un equal distances

,
.

Whe n I w ant to meas ur e an angle O f s i x t y degrees , I w ill

 GEO M E T R Y . 1 07

describe fr om the apex o f the angle n o t an a r e only but an ,

ent i re c i rcle ; fo r with chil dr e n n o t hi ng m u st be taken fo r

w
g r a nted I nd t h a t t he po rt i o n inte r cepted by the two side s
.

o f the a ngle i s o n e S ixth o f t he whole ci r cum f e r ence

-
A fte r .

w a rd fr o m the s a me cen t r e I de sc r ibe anothe r a n d a la r ger

w
, ,

c i rcle and nd t h a t thi s sec o nd a r e is o n e sixth o f th e n e

,
-

circumf e r ence D escribing a thi r d concen tr ic ci r cle I te st it

.
,

in t he s ame a y and c o ntinu e the proces s with o ther c o neen

,

tric c i rcles un t il E mile vexed at my s t upidi ty in fo r ms me

, , ,

that every a r e gre at or smal l intercep t ed by the s ide s o f thi s

, ,

angle wil l be o n e Sixth o f the cir cum f e r ence to whi ch it

,
-

belongs You s e e w e are almost re a dy to use the in s trum ents

.

i nte lligently .

I n o rder to prov e the angles O f a tri a ngle equ a l to two right

angle s a circle i s usu a ll y dr a wn
, I o n the co ntrary will .
, ,

call E mil e s at t en ti o n t o this i n th e circle and then ask hi m,

,

N ow if the circle were tak e n away and the s tr a ight lines

, ,

w ere le f t would the siz e o f the angle s be changed ?

,
!

It i s n o t cu stom a r y to pay much atte ntion to the accur acy

o f gu r e s i n geome t ry ; the accu r acy i s taken f o r gr a n ted ,

and the dem o ns t rati o n al o n e i s reg a rded E mi le and I wi l l .

pay no heed t o t he dem o nstrati o n but aim t o dr aw exactly ,

s traight a n d even li nes t o make a s qua r e per f ect a n d a ci r cle

r o und To test the ex a ctn ess o f the gu r e we wi l l ex a mine
.

it i n all i t s visible pr o perti es and thi s will give u s d a ily

w
,

O pp o r t u n ity o f nding o u t o t hers We wi ll fo ld the t wo .

h a lves o f a circle o n the line o f the diameter and t he h a lve s

. ,

o f a square o n i t s diag o n a l a n d then ex a mine o u r t

, o
g

w
u r e s to see which h a s i t s b o unding lin es m o st n e a r ly c o i n c i
dent and i s t he r e fo r e best c o n structed
,
e will debate as
r
.

t o whethe r thi s equality o f pa r ts ex is t s i n all parallel o grams ,

trapez iums and like gur es ,

So me ti me s e w i ll endeavor
.

to gues s at the result o f the experiment be f ore we make it ,

1 08 CO NCE RN I NG ED UCA T I ON

and s o metime s to nd o u t the reas o ns hy i t shoul d result as

it does .
w .

G e o metry fo r my pupil i s only the a r t o f using the rule a n d

c o mp a ss w ell It sh o uld n o t b e c o n fo unded with drawing
.
,

which u se s n eith er O f thes e ins t ruments The r ule and com .

ww
pas s are t o be kept under l o ck and k ey and he sh a ll be ,

allowed to use them only occas i o nally a n d f o r a sh o rt time , ,

le st he fall into the habit o f daub ing But sometime s when .

,

e go f o r a walk , we wil l take o ur diagrams w ith u s and ta l k ,

about w hat e have do ne o r wo ul d li ke to d o .

H e a r in g

w .

W H A T h a s b een s aid as t o the t o senses most continuall y

empl o yed and m o st impo r tant may il lus trate the way i n w hi ch
I should exercise the othe r s enses Sight and t o uch deal
.

al ike with bodie s at rest and b o di es i n motion But a s only .

w
the v ib r a tion o f the a i r c a n arouse the sen se o f hea r ing nois e ,

o r s o und can b e made o nly by a body i n motion I f ev ery .

thi ng we r e a t rest w e could not he a r at all

, A t night when .
,

we m o ve only as e ch o o se we h a v e nothing to f e a r ex cept

,

f r om other bodies i n motion We there f o re n eed quick ear s

.

t o j udge f r o m o ur sen sation s whethe r the body cau sing them

is la r ge o r small distant o r n e a r and whether its moti o n i s
, ,

v i o le nt o r slight The air w hen in agitation i s subj ect to

.
, ,

reve r b e r ati o n s w hi ch reect it b ack p r odu ce echoe s and , ,

rep eat the sen sation m a king the s o n o r o u s body heard els e
,

w
whe r e than whe r e it reall y i s In a plai n o r v alley i f yo u
.
,

w
put y o ur ear to the ground yo u can hear the voice s o f me n
,

and the sound o f hors es hoo f s much f a r the r than when stand

ing upright A S e have c o mp a r ed sight wi t h touch let u s

.
,

also c o mpare it w ith hearing and c o n sider whi ch o f the t o

,

i mpres sion s leav ing the same body at the s ame time , soones t
,
 T HE VOIC E . 1 09

reaches its o r gan When we see the ash o f a cann o n the r e

.

i s still time t o avoid the sh o t ; but as so o n as we hear the

w
sound the r e is n o t time ; t he b a ll h a s s tr uck We can e sti .

mate the dis t an ce O f thunder by the interval between the

a sh and the thunde r b o lt M a ke the chi ld understan d such
.

expe r iments ; try th o se th a t a r e within hi s o n power and ,

disc o ver o thers by in f erence B ut it w o uld b e better he

.

sh o uld kn o w n o thi ng about thes e things th a n th a t you Should

tell him all he is to kn o w about them .

We h a ve an organ that corresp o nds to that o f h earing that ,

i s , the voice Sight has n o thi ng lik e thi s , f o r though w e can

.

pr o duce sounds we can not give o ff colo r s

, We have there .

fore f ull er mean s o f cultiv a ti ng hea r ing by exercising i t s ,

activ e and passiv e organs upo n o n e another .

M AN
Th e V o i c e

vo ice the s inging o r melodiou s voice a n d the p a thetic o r

,
.

has thr ee ki nds o f voice : the speaking o r articulat e

,

accented v o ice , whi ch gives language to passi o n and an i mate s

w
song and speech A chi ld h a s the se three kinds o f voice a s
.

w
well as a man but he d o es n o t know how to blend them in
,

the same way L i ke his elders he c a n laugh cry complain

.
, , ,

exclaim and gr o an
, But he doe s n o t kn o w ho to blen d
.

thes e i n ections wi t h the t o other voice s Per f ect mu sic .

b e st accompli shes this blending but child r e n a r e incapable o f

such music and there is never much f eeling i n t he ir singing
, .

In speaking their v o i ce has little ene r gy and little o r n o accen t

, , .

O ur pupil wi l l have eve n a simple r and mo r e un ifo rm mode

o f speaking bec a u se his p a ssi o n s n o t yet a r o used will not
, , ,

mingle t he i r language wi t h h is D O n o t t here fo r e give hi m

.
, ,

dr a mati c p arts t o recite n o r t e a ch him t o declaim H e will

, .

h a ve t o o much sen se t o emphasiz e wo r ds he cannot under

s tand and to exp r e ss f eeli ngs he h a s never k nown
, .
110 C ONCE RN I NG ED U CAT I ON .

Teach him to Spe a k evenly clearly a r ticul ately t o pro , , ,

n o u nce c o rr ectly a n d with o ut a ff ect a t ion t o u nde r st a nd a n d ,

u se the a ccen t dem a nded by g r a mm a r a n d p r os o dy T r a in .

him to av o id a c o mmo n f a ult acqu ired in c o ll eges o f spe a k ,

i ng louder than i s n ecessary ; have him spe a k l o ud en o ugh

to be understo o d ; let there b e n o ex agge r atio n i n anythi ng .

A i m also to render his voice i n singing ev en exible a n d

, , , , ,

sonorous L et his ear b e sen s itive t o time and ha r mony but

.
,

t o n o thing more D O not expect O f him at his age imi t a tive

.
, ,

w
and the a t ric a l mu si c It would be b e t te r i f he did n o t eve n
.

s ing w ords I f he wished to sing them I should try to

.
,

i nv ent songs especiall y fo r him , s uch as w ould interest hi m ,

as Simple a s hi s o n ideas .

Th e Se n s e of Ta s t e

w
.

OF o ur di fferent sen sation s those o f taste generall y affect

,

u s most We a r e more interested in j udging c o rr ectly o f

.

s ub stance s that are to f o rm part o f o ur o n b o dies th a n o f

t h o s e w hich merel y surrou nd us We a r e indi ff e r ent t o a

.

thousand things as obj ects o f touch o f he a r ing o r o f sight ;

, , ,

but there is almost nothing t o w hi ch our s ense o f taste i s

indi ffe r e nt B es ides the action o f this sense i s en t irely
.
,

physical and m a te r ial Imagin a tion and imi ta ti o n o f ten giv e

.

a tinge o f moral character to the imp r es sion s o f a ll the other

s en ses ; b ut t o thi s it a ppeals le a st o f a ll if at all G en e r , .

all y als o , persons o f p assionate and r eall y s ensitiv e temper

,

ament eas ily moved by the other s enses a r e r a ther i n d i ffe r

, ,

w
e n t in regard to thi s Thi s v ery f a ct whi ch seem s i n some
.
,

measure t o deg r ade the sen se o f taste and t o m a ke exces s ,

i n its indulgence m o r e contemp t ible le a ds me h o wev er to , , ,

c o nclude th a t the s u rest a y to i n u ence chi l d ren is by

means O f the i r app etite G luttony as a motive is fa r better
.
, ,
 THE S EN S E O F T ASTE . 111

than vani ty ; fo r gluttony is a natural appetite depending

w
directly o n the sen ses and vani ty is the result o f opinion ,
,
.

is s ubj ect t o hu man caprice and to abuse o f all ki nds .

G lutto n y i s the pass ion o f childhood and cannot hold ,

i ts o n against any other ; it disappears on the slightest

occ a sion .

B eliev e me the child wil l only too s o o n leave o ff thi nking

,

o f hi s appeti t e ; fo r when hi s heart is occu pied hi s palate ,

will give him little concern Whe n he is a ma n a t housan d

.
,

vv
w
impulsive f eelings will div ert his min d fro m glutto ny to

v
w
a n it ; f o r thi s last pass ion alone takes advantage o f a ll

v
others and ends b abso r bing them all
, I have s o metime s .

watched c l o s e l those ho are es pecially fo nd o f dai nties

ho as soo n a s they awoke were thi nking o f what they
, ,

should eat dur ing the day and co uld describ e a din ner with
,

w
more minuten ess than Po lybius u ses in describing a battle ;
and I have always fo u nd that thes e suppos ed men we r e
n o thing b ut childr e n forty years o l d without any fo rce or ,

steadiness o f character G lutto ny is the vice o f men

. ho
have no stamina The soul o f a gou r man d has its s eat in
.

his p a late a lone ; form ed o nly fo r e a t ing stupid incapable , , ,

he is in hi s true place onl y at the table ; hi s j udgment i s

w o r thl ess except i n the matter o f di shes A S he values .

these f a r more highly than others in which we a r e interested ,

as well as he let u s without regre t leav e this busi ness o f th e

,

palate to hi m .

It is weak precauti on to f ear that glutton y may take root

in a chi ld cap able o f anything else A s chil d ren w e thi nk
.
,

w
only o f eating but in y o uth we thi nk o f it no more E very
, .

thi ng ta s tes good to u s and we have many other things to

,

occupy us .

Yet I would n o t us e so l o a motive inj udiciously o r ,

reward a good action with a sugar plu m Since C hildh o od i s -

.
 w
112 C ONC E RN I NG E D UC A T I ON .

or should b e altogether made u p o f play and frolic I s ee ,

w
n o reaso n hy exercise purely phys ical sh o uld not have a
material and tangible rewa r d I f a y o ung M a j orcan s ee ing
.
,

a basket i n the top o f a tree brings it do w n w ith a stone ,

f r om his sling hy sh o uld he not hav e the recompen s e o f a

,

good break f ast t o repair the str ength u sed i n earning it ?

,

A young Sp a r tan , braving the risk o f a hundred l ashes ,

sto le into a kitchen and carried o a li ve f o x cub , w hi ch
,
-

con cealed under his coat scratched and b it him till the blo o d
,

came . To avoid the disgrace o f dete ction , the child allowed

the c r eature to gnaw hi s en t rails , and did not li f t an eyelas h
1
o r utter a cry Was it not j ust that a s a reward , he was
.
,

w
all o wed to devour th e beast that had done its best to devour

A good meal ought n ev e r to b e give n as a reward ; but

hy should it n o t sometimes b e the res u lt o f the p ains taken
to s e cur e it ? E mile wi ll not cons ider the cake I put up o n a
s tone as a reward f o r running w ell ; he only knows th a t h e

can not hav e the cake unle ss he reaches it b e fore some other
p erson d o es.

This does not contradict the principle b e fore laid down a s

to s impli city i n diet For to pleas e a chi ld s app etite we
.

n eed not a r ouse it but merely s ati s fy it ; and this may be

,

d o n e with the most ordi n ary things i n the w orld i f w e d o ,

n o t take pain s to rene his taste H i s c o ntinual app etite .

,

a r isi ng from h i s rapid g r owth i s an un f ailing s auce which , ,

s upplies the place o f many others With a little f ruit o r .

,

s o me o f the dai nti es m ad e from mi l k o r a bit o f pas try rather ,

mo r e o f a r a r ity than the every day bread and more than all -

, , ,

w ith some t act in bestowing you may lead an a r my o f c hi l ch e n

,
'

t o the wo r ld s end without giving them any taste fo r highly

Spi ced f ood o r run ning any risk o f cloying their palate
, .

1 Rec o d e d r as ill str ti

u a ng Sp rta a n ed u ca ti on .
 RE S UL T . 113

v
B esides whatever kind O f diet you give chi ldren p r o vided
, ,

they a r e u sed o n l t o Simple and c o mm o n a rt icle s o f fo o d ,

let them eat ru n and pl a y as much a s they pleas e , and yo u

, ,

v
ma y rest assured t hey will n ever e a t t o o mu ch o r b e tr o u ,

bled with indigesti o n But i f o u st a r ve them half the ti me

.
,

and they can nd a way t o esc a pe yo u r vigilance they will ,

in j ure themselves w ith a ll the i r might a n d eat u ntil they a r e ,

entirely s u r f ei t ed .

w
U nles s we dictate t o o ur appetite other rules than thos e o f
n atur e it wil l never b e ino r dinate
, A lway s regulating p r e .
,

scribing a dding retr enchi ng we d o everything with sc a le s

, , ,

in hand But the sc a les measure o ur o n whims and not

.
,

o ur digestive organ s .

T o return to my illustra t ions ; among cou ntry f olk the

larder and the orchard are always o pen , and nobody , young

w
or o l d , kno w s w h a t in digestion mean s .

v
w
Re s u l t . T h e Pu p il a t the A g e o f Te n or T e l e .

SUP P O S I NG that my method i s inde ed that o f n a tu re itsel f ,

and that I have made no mistakes in applying it I hav e n o ,

conducted my pupil through t he region o f se nsati o n s t o the

b o unda r ies o f c hi ldish reason The r s t step beyond sh o uld
.

w
b e that o f a man But be fore beginning this new career le t
.
,

u s f o r a mome nt cas t o u r eyes o ver what we hav e j ust t rav

er s ed . E very a g e and sta t ion i n li f e has a per f e c t i o n a ,

v
ma t u r ity a ll its o n
, l V e o f t en he a r o f a f ull gr o w n man ;
.
-

i n c o ntempl a ting a fu l l grown chi ld we Shall nd mo r e n o

-

e l t y a n d pe r haps n o less ple a s u r e

, .

The existen ce o f nite beings i s so b a r ren and s o li mited

th a t when we see o nly wh a t i s it neve r sti r s u s to em o tion , .

Re a l o bj ects are ado r ned by the cre a t i o ns o f fan cy an d ,

without thi s charm yield u s b ut a bar r en satis faction ex ,

114 C ONC E RN I NG ED UCA T I ON .

tending no f a rthe r th a n t o the o r gan that perceives them ,

a n d the heart is le f t c o ld T h e ear t h clad in the gl o r ies o f
.
,

autumn dis pl a ys a w ealth whi ch th e w o nde r ing eye enj o ys

, ,

b ut whi ch a r o u ses n o f eeling wi thi n us it sp r ings les s f r om

s e n t imen t th a n fr o m reec t i o n In sp r ing the l a nds cap e i s
.

s t il l almo st b are the fo rests yield n o sh a de the verd ure i s

onl y beginning to b ud ; and yet the heart i s deeply moved
at the s ight We f eel within u s a n ew l i f e when we see
.

nature thus revive ; delight f ul image s su r round u s ; the

companions o f ple a sure , gentle tears ev er re a dy to spring at,

the touch o f tender f eeli ngs brim o u r eyes , B ut up o n the .

pan o rama o f the vintage s eason a ni mated and pleasant ,

tho ugh it be , we hav e no tears t o b esto w Wh y i s there thi s .

d i fference ? It is b ecau se imagin a tion j oins to the sight o f

sp r ing time that o f f ollo w i ng se ason s
-
T O the ten der b ud s
.

the eye adds the o wers the fruit the shade someti mes
, , ,

als o the mysteries that ma y li e hi d i n them Into a s ingle .

point o f time o u r f an cy gathe r s all the year s seasons yet to

b e and s ees things less as they really will b e than a s it

,

would cho o se to h a ve them In autu mn , on the contra r y ,

.

there is n o thi ng but b are reality I f w e thi nk o f spring

.

then , the th o ught o f w inter checks u s , and b eneath sno w

and boar frost the chill ed i maginatio n di es
-
.

The charm we f eel in lo o king u pon a lovely c hi ldh ood

rather than upon the p er f ection o f mature age arises from ,

the s ame s o urce I f the sight o f a ma n i n hi s prime gives

.

u s li k e ple a sure it i s w hen the mem o ry o f what he has don e

,

le a ds u s to r ev ie w his past l i f e and bring up hi s younger

days .I f we thi nk o f hi m as he i s o r a s he w il l b e in o l d
,

a e the idea o f decl ini ng n a tur e des tr o ys a ll o ur pleasu r e

g ,
.

There can b e non e in seeing a man r a p idly drawing near

the grav e the image o f death i s a bli ght upon everythi ng .

B ut w hen I im a gin e a chi ld o f ten or t w elve , sound ,

 RE S U LT . 115

w
vig o rous well developed fo r hi s age it give s me pleasu r e
, , ,

whethe r on account o f t he p r esent o r o f the f uture I s e e .

him imp etu o us sp r ightly anim a ted fr ee fr o m anx iety o r

, , ,

c o rr oding c a r e living wh o l ly i n hi s o n p r esent and enj o yi ng

, ,

a li f e full t o o ve r o wing I fo resee wh a t he will be i n l a t er

.

w
e a rs u sing the sen ses the intellect the bodily vigo r eve r y
y , , , ,

day un fol d ing wi thin hi m Wh en I thin k o f hi m a s a chil d

.
,

he de l ights me ; when I thi nk O f hi m a s a ma n he deli ghts ,

me s t ill m o r e H is gl o wing p ulse s seem to warm my o n ;

.

I f eel hi s li f e withi n mysel f and his sp r ightli nes s renews my

,

y o uth His fo r m hi s bearing hi s c o untenance , man i f est

.
, ,

s elf c o n d e n ce and happiness H eal t h glows i n hi s f ace ;

-
.

his r m s tep is a sign o f bodily vigor H is c o mplexion .

,

still deli cate , b ut not insipid has in it n o e ffeminate so f tne ss

, ,

fo r air and s u n hav e al r e a dy given hi m the honorable stamp

o f hi s s e x Hi s s t ill r o unded muscles a r e beginning to Sho w
.

sign s o f growing expressiveness His eyes not yet lighted

.
,

wi t h the r e o f f eeling hav e a ll their natural serenity

, .

Years o f so r row hav e never made them dim n o r h a v e his ,

cheeks b ee n f ur rowed by u nceasing tears His quick but .

decided mov ements Sho w the sprigh t li ness o f his age and ,

hi s sturdy i ndependence they bear testimony t o the abn ud

ant physical exercis e he has enj oyed H i s b earing is frank .

and open b ut n o t insolent o r vain His f ace , never glued to

, .

hi s b o oks is never downcast ; yo u n eed not tell hi m to raise

,

hi s head fo r ne ither f ear n o r Sh a me h a s ever made it dro o p

, .

Make room fo r hi m am o ng yo u and exami ne hi m gentle

, ,

men .
! uestion hi m wi t h all c o n de nce wi t h o ut f ear o f hi s ,

troubli ng yo u with idle chatter o r i mpe r tinent queries Do .

n o t b e a fraid o f hi s taki ng up all y o ur t i me o r making it ,

imp o ssible fo r you t o ge t r id o f hi m Y o u need not expect .

b r il li a nt speeche s that I hav e taught h i m b ut o nly the f r ank ,

and Simple t ruth w ithout preparation , orname nt , o r vani ty .

1 16 C ONCE RN I NG ED U CA T I ON .

w
W
V he n he tells yo u what he has b ee n t hin ki ng o r doing he ,

w ill Speak o f the evil a s fr eely as o f the good not i n the ,

least embarrassed by its e ffe ct upon th o se ho he a r him .

H e will use w ords in a ll the simpli city o f the ir original

meaning .

We li ke to prophesy good o f chi l d ren and are always ,

s o rry whe n a stream o f n o n sens e c o mes t o disappoint hopes

a r ous ed by some chance repa r tee My p upil s eldom awaken s
.

s uch h o p es , an d will nev e r cau se such r eg r ets : f o r he nev er

utters an u nnecessa r y w o rd o r w astes breath i n b abble t o

,

w hich he kno w s n o body w ill li sten I f hi s ide a s h ave a

.

li mited range , they are n evertheles s clear I f he k n o ws .

nothi ng by he art he knows a great deal from expe r ience

, .

I f he does not read ordi nary b o oks SO w ell a s o the r child r en ,

he reads the book o f n a tu re f a r b etter H is mi nd is in hi s
.

b r ain and not at hi s t o ngu e s end

,
H e has les s mem o ry
.

than j udgment .H e can spe a k only o n e language b ut he ,

u nderstands what h e s ays an d i f he doe s not s a y it a s w ell

a s another he c a n do things fa r b ette r than they c a n
,
.

H e does n o t k n o w the meaning o f custom or r o utine .

Wh at he did yesterday does n o t i n any w ise affect his

actions o f to day -
H e n ever fo llows a rigid f o r mula , o r
.

gives w ay i n the least to auth o rity o r to example E v ery .

w w
th ing h e d o es an d says is a fter the natu r al f ashi on o f hi s

w
age . E xpect o f hi m there fo r e no f o r mal speeches o r
, ,

w
s tu died mann ers , but al w ays the f aith ful exp r es sion o f h i s

o n ideas , and a conduct aris ing fr om hi s o n incli nations .

Y o u will nd he h a s a f e m o ral ideas i n relation to hi s

o n c o n cerns ,but i n rega r d to men i n gen e r al non e at a ll ,
.

O f what u s e would thes e l a st b e t o him s ince a chi ld is n o t ,

y et an active memb e r o f s o ciety ? Speak to hi m o f liberty ,

o f p r ope r ty , even o f thi ngs d o ne by common cons ent and he ,

may u nderstand you H e k no w s w hy hi s o w n thi ngs b elo ng

.
 RE S U LT . 117

to him and those o f another pe r s o n d o n o t an d beyond this ,

he knows n o thing Speak to him o f duty and o bedience

.
,

and he will n o t know what yo u mean C omm a nd hi m to do .

a thing and he w i l l n o t understand yo u

,
B ut t ell h i m that .

i f h e will d o y o u s uch and such a f a vo r yo u w i ll do the same ,

f o r him whenever yo u can and he wi l l r eadily obli ge yo u ; ,

fo r he like s noth ing better t han t o inc r ease hi s power and t o ,

lay yo u under ob l igations he knows t o be i nv iolable Per .

haps too he enj oys being recogni zed as someb o dy and

, ,

accounted w orth some t hi ng But i f this last b e hi s motive .

,

he has already le f t the pat h o f natu r e and yo u hav e not ,

e ffectually C losed the ap proaches to vanity .

I f he needs help he will ask it o f the very r st person he

,

w
meets , b e he monarch o r ma n servant ; to hi m one man i s a s -

good as anothe r .

By hi s manner o f asking yo u can s e e that he f eels you do

,

not o e hi m a ny t hing he k n o ws that what he ask s is reall y

a f av o r to him w h ich human ity w ill indu ce you to gr ant
, .

H i s expre ssions are simple and lac o nic H i s voice , his look .
,

hi s gesture are th o s e o f o n e equally accustomed to con sent

,

w
o r to re f usal They Show neithe r the c r inging submi s s io n O f
.

a Sl a ve , nor the imperiou s tone o f a master ; b ut modest con

d e n ce i n hi s fell ow creature s and the noble and touchin g
-
,

gentleness O f one h o is free b ut s en sitiv e and f eeble , a s k ,

i ng aid o f another also fr ee , but power f ul a n d kind

, If you .

w
do what he asks he doe s n o t thank yo u but feels that he
, ,

h a s laid hi msel f under ob l igation I f you re f use he will n o t .

,

complain o r ins ist ; he k now s it would be o f no u se He will .

no t sa
y , I was re f used , b ut It a s impossible !
A nd .
,

a s has be en already said w e do not o f te n rebel agains t an

,

acknowledged n ecess ity .

L eave him at liberty and by hi msel f and without saying a ,

w ord , w atch w hat he do e s , and ho w he does it Kno w ing .

118 C ONC E RN I NG E DU C A T I ON .

w
per fectly well that he is free he will do n o t hing from me r e ,

thoughtle ssn ess o r j ust t o Show th a t he can do it ; fo r is he

,

n o t a wa r e th a t he is always hi s o n maste r ? He is ale rt ,

w
n imble , a n d a ctiv e hi s m o vements have all the ag i li t y o f hi s
years ; but you will n o t se e o n e t hat has n o t s o me denite
aim . No matte r what he may wis h to do he wi l l neve r n u ,

d e r t a k e what he cannot d o fo r he has tested hi s o n strength

, ,

and kn o ws exactly what it i s The mean s he u se s are a lways

.

adapted to the en d so u ght and he rarely does anythi ng w ith

w
,

o u t b eing assur ed he will s ucceed i n it H is ey e will b e .

attentive and c r itical and he wi l l not ask fo o li sh qu estion s

,

ab out eve r ything he s ees B e fo r e maki ng any inqu i ri es he

.

ill tire hims el f trying to nd a thi ng out fo r hi mself I f he .

meets w ith u n expe cted d i i c u l t i e s he will b e less distur bed ,

by them than an o ther chil d and less fr ightened i f the r e is ,

dange r A s nothi ng has b een d o ne to ar o use hi s sti ll d o r

.

w
mant i magi n a tion he s ee s things only as they a r e est i mates
, ,

d a nger accurately , and i s always s el f posse ssed H e has s o -

.

o fte n had to give w ay to necessity that he no longer reb els

w
against it H aving b orn e i t s yoke ev er s in ce he a s b o rn
.
,

he i s accu stomed to it and i s ready f o r whatever may come

, .

Work and play are alik e to him ; hi s plays are hi s o ccupa

t ion s and he s ees no di fference b e t een the two
, H e thr ows .

hi msel f into ev erythi ng w ith charming earn estness and free

d o m which shows the b ent o f his mind and the range o f hi s
,

kn o w ledge Who does not enj o y seeing a pretty c hi ld o f

.

t hi s age , w ith hi s bright expression o f s erene content an d ,

laughing op en counten an ce playing at the most serious

, ,

thi ngs o r deeply o ccupi ed w ith the most fr ivolou s amus e

,

me nts ? He h a s reache d the maturity o f childho o d has li ved ,

a child s li fe not g a i n ing per f ection at the cost o f hi s happi
,

n ess but developi ng t he o n e by mean s o f the o t he r

, .

Wh i le acqu i ring all the reasoning po w er possible to his

 RE S U LT . 119

w
age he has been as happy a n d a s free as hi s n ature all o wed
,
.

I f t he f a t a l scy t he is to cu t d o wn i n him the o wer O f o u r

h o pe s , e S h a l l n o t b e o bliged t o l a men t a t the s a me time hi s

li f e a n d his de a th . O u r g r ie f will n o t be embittere d by the

rec o llec t i o n o f t he s o rr o ws we hav e m a de him feel We .

Shall be a ble t o s a y A t leas t he en j oyed his chi ldh o o d we

, ,

r o bbed h im o f n o thi ng that n a t u r e g a v e hi m .

!

In r eg a r d t o thi s e a r ly educ a ti o n t he chi e f di fculty i s

, ,

that o nly fa r seeing me n c a n unde r stand it and that a child

w
-

so care f ull y educ a ted seems to an ordinary obs erver only a

young sc a peg r ace .

A tut o r u su a lly c o nside r s hi s o n interests r a ther than

th o se o f his pup il . H e devote s himsel f t o p r oving t hat he
loses no time an d earn s h i s s alary H e te a ches the chi ld
.

such acc o mpl ishments a s can be r eadily exhibited when r e

qu i r ed without regard t o their u se f uln ess o r w o r thlessness ,
,

s o l o ng as t hey a r e sho wy .With o ut selec t ing o r di scerning ,

he cha r ges t h e child s mem o ry wi t h a vas t am o unt o f rubbish

w

.

Wh e n the child is t o b e ex a mi ned t he tuto r make s hi m dis

,

pl a y hi s w a r es and af t er thu s giving s a tis f acti o n , folds u p

,

hi s p ack again a n d g o e s his a y .

My pupil is n o t s o r ich ; he has n o pack at all to display

he has nothi ng bu t himsel f N ow a child lik e a man c a n

.
, ,

n o t b e seen all a t o n ce . Wh a t O bserve r c a n at the rst

glance seiz e up o n the child s peculi ar tr aits ? Such O bs e r vers

t he r e are bu t the y are u nc o mmo n ; an d among a hun dred

,

t housand f athers you w ill n o t n d on e s uch .

 B O O K TH I RD .

third b o k h s t o d w ith t h yo th a he i s b e tween th e

THE o a o e u s

a g s f t w lv
e o d ft A t thi s tim h i s tr n g th i p r p o rti n
e e an een e s e s o o

w
.

t ly g r t st d this i t h m st im p rt n t p ri d i n h i li f I t
a e ea e , an s e o o a e o s e .

i t h tim f
s e l b r a d stu d y ; o t i d d f st d i s f ll ki n d s
e or a o n n n ee or u e o a ,

b u t f th s W h s or ss it y t h s t d t him s l f f ls T h p ri n
o e o e n e ce e u en e ee . e

c i p i th t g ht t g u i d him
c a ou i th t f u tility o A ll th e m st r s e no s a o . a e

t al t en sists i l d i g h i m t d is c v r wh t i r lly us fu l t o
con n ea n o o e a s ea e

w
h im L g g. d hist r y ff r him lit t l th t i i n t r sti g
an ua e an H o o e e a s e e n . e

a p p li s hims l f t
e st d y i g a t ur a l p h m
e b c us th ey ro u s
o u n n en o en a , e a e a e

h i cu ri s ity
s d a ff r d h i m m ns
o f
an v r mi g h i d i f u lti s o ea o o e co n s c e
-

w
.

w
H m k s hi
e ai stru m ts a d i n v t s w h t p p a ra t s h
e s o n n en , n en a a u e

n dsee .

H d s o t d p d p o n n th r t d ir c t hi m b u t f o ll ws
e oe n e en u a o e o e ,
o

wh r hi e e g d s ns s p i ts t h
o nay R bi s n C r u s
oo n e e o n e . o n o oe o

w
hi isl d is h i i d l d this b k f r ish s t h r a d i g b st
s an s ea , an oo u n e e e n e

su it d t his a g
e H s h o ld h a v
o s m m nu l e . u p ti n a e u e o e a a o cc a o , s

m h uc u t f t h u rt a i n fut u r e a f o r t h s a k o f s tis fy
o n acco n o e n ce s e e a

i g hi
n c st a t tivity
s o n on n ac .

S i d by S i d e w ith t h b d y t h mi nd i s d e v e l o p e d by a t s t e f r
e e o e a o

r cti
e e d i a ll y p r p r d f s tu d i s o f a h i g h er o rde r
on , an s n e a e or e .

With th is p ri o d hil dh d e d s a d y uth b g i ns

e c oo n n o e .

Th e A g e of Stu d y .

L T H O UG H
up t o the begin ning o f youth li fe is o n the ,

whole a period o f weaknes s there is a time d uring thi s

, ,

ea r li er a e whe n o ur streng t h i ncreases beyond what o u r wants

g

require and the growing an imal still absolutely weak bec o me s

, , ,

rela t ively st r ong H is w ants be ing a s yet p a rtly undeveloped .

,

hi s pres ent s t rength i s mo r e than s u fcient to prov ide f o r those

1 22 CONCE RN I NG EDUCAT ION .

of the p r esent A s a ma n he w o uld b e very we a k ; as a

.
,

ch i ld he i s v e r y s tro ng
,
.

W hence a r ise s this we akn es s o f ours but from the in equ a l

ity betwee n our desi r es and the strength we h a ve fo r ful ll
ing them ? O ur p a ssion s weak en u s b ecau se the gratic a ti o n ,

o f them req ui r e s m o r e th a n our n atural strength .

I f we have f ewe r des i res we a r e so much the s tronger,

Wh o ever c a n d o m o r e th a n his w i she s d emand has strength

to spa r e ; he i s str o ng indeed O f this , the third stage o f
.

ch i ldhood I h a ve n ow to speak
, I sti l l call it childh o od fo r
.

wan t o f a b etter term to exp r es s the ide a ; f o r thi s age n o t ,

yet that o f pub erty approaches youth , .

A t the age o f twelve o r th irteen the Chi ld s physi cal strength

develops mu ch f aster than hi s wants H e b r aves with o ut .

inc o nven ien ce the i n clemency o f cli m a te and seasons s carcely ,

f eeling it at a ll N a tu r al he at s e r ve s h i m instead o f cl o t hi ng
.
,

w
appetite instead o f sau ce When he i s d r owsy he li es d o wn
.
,

o n the gr o und a n d f a lls asleep Thu s he nds a r ound hi m .

everythi ng he n eeds ; not gove r n ed by cap r ices his desires ,

extend n o f arther than hi s o n arm s can reach No t o nly i s .

h e su fcient fo r hims elf but at this o n e time in a ll hi s li f e

, , ,

he has mo r e s t rength than he really requires .

Wh a t t hen Shall he do w ith thi s supe r a bundan ce o f m e ntal

and physical strength whi ch he w ill he r e a fter n eed but
, ,

endeavor t o employ i t in ways which will at s o me time be o f

u s e to him and thus throw thi s surplus v itality f orward into
,

the f uture ? The robust child shall m a k e provis ion fo r h i s

we aker manhood But he will not garner it in barn s or l a y
. .

it up in co ffers that can b e plu nde r ed

w
T O b e real owner o f .

thi s tr easure h e must s to re it up i n hi s a r ms in his b r ai n in

, , ,

hi msel f The pres ent then i s the time to lab o r , to receiv e

.
, ,

i ns truc t i o n and to study ; n ature s o o rdain s not I

, , .

Human inte lli gence has i t s limits We can n either kn o .

 T HE AGE O F S T UDY . 123

everything n o r be thor o ughly acqu a inted with the little th a t

,

o t her me n kn o w Since t he r ev e r se o f eve r y f a lse p r o posi

.

tion is a tr uth the number o f tr uths like the number o f

, ,

w
e r rors i s i nexhaustible
,
We h a ve t o select wh a t is to b e .

t a ught as well as t he time fo r lea r n ing it O f the ki nds o f .

knowledge withi n o u r p o wer some are f alse s o me useless , ,

some s e r ve o nly to fo ster pride O nly the fe th a t really .

w
conduce t o o ur well being a r e wo r thy o f study by a wis e man -

o r by a youth intended t o be a W is e ma n The ques t ion is .

,

n o t what may be k now n but what wi l l b e o f the most u s e ,

when it is known F r o m thes e fe we must ag a in deduct

.

such as require a ripeness o f understanding and a kn o wledge

o f hum a n r elati o ns which a child c a nnot p o ssibly acquir e ;

such a s tho u gh true i n t hemselves in clin e an i nexperienced

, ,

w
mind t o j udge w r ongly o f o ther thi ngs .

This r educes us to a ci r cle sm a ll indeed in relatio n to

existing thi ngs but immens e when we consider the cap a city
,
-

H o daring was the h a nd that r st ven

O f the chi ld s mind .

tur o d to li ft the veil o f darknes s f r om o ur human understand

w
ing IVh a t abys ses due t o o ur unwis e learn ing y a wn a r o und , ,

the un fo r t unate y o uth ! Tremble yo u who are t o conduct ,

him by the se pe r ilous w a ys and to li f t fo r him the s a cred ,

veil o f nature Be sur e o f your o n b r ai n an d o f hi s lest

.
,

e ither o r pe r haps both g r ow diz zy at the sight

, Beware o f
, .

the glam o ur o f fa lsehood and o f the intoxic a ting f ume s o f

pride Al ways be a r i n mi nd that ignoran ce ha s never bee n
.

harm f ul that e rr or al o n e i s f atal and that o ur erro r s a r ise

, , ,

n o t f rom what we d o n o t know , but f r om what w e think we

w
w
1
do kn o w .

v
1 T his mi ht b e c a rri e d t o o fa r a n d is t o b e a d mitt e d with s o m e r e s e r
g ,

I
a t ions .
gn o r is v r l ; its mp i s
ance ne e l ys rr r d
a one co an on ar e a a e o an

r s m ti
p e u p on . N o is rt i th t h k ws
on e h
so h k ws
ce a n a e no , as e o no

nothi g n : a nd pr j di
e u f ll ki d s is t h f rm i w hi h
ce o a ig r n e o n c o ur no an c e

is l th d
c o e .
1 24 C O N C ER N I N G E D U C AT I O N .

Th e In c e n t i v e of Cu r io s it y .

T he same instinct an i mates all the di fferent f acul ti es o f

man . To the activity o f the body s triving to devel o p itself , ,

w
succee d s the activity o f the mi nd ende a voring t o ins truct

,

itsel f C hil d re n are at r st only restles s ; a fterwa r ds they

.

v
are inquisitive Their cur iosity rightly trai ned i s the i n
.
, ,

c e n t i e o f the age w e are n o cons idering We must alw a ys .

distinguish n atural i ncli n a tion s from thos e th a t hav e the i r

s ou r ce i n opinion .

There i s a thi rst fo r kn o wledge which i s f ou nded only

u pon a des i re to b e thought learn ed and an o ther sp r inging , ,

f rom o ur n a t u r al curiosity c o ncern ing a nythi ng which nearly

or remotely interests us O ur d es i re f o r happines s i s inb o rn ;
.

and as it can n ev er b e f ully s atised , we are always seeking

ways to i ncreas e what we hav e Thi s r st principle o f
.

curiosity i s n at ural to the heart o f man , b ut i s devel o p ed

only in proportion to o u r pass ions an d to o ur advance i n
k no w ledge
C all your pupil s attention to the phenomen a o f
.

n ature , and yo u wi l l so o n render hi m inquisitive B ut i f .

yo u w ould keep thi s curiosity ali ve , do not b e i n haste to

s ati s fy it A s k him qu estions that he can comprehen d , and
.

let him solve them Let hi m kn o w a thi ng b ecaus e he ha s

.
-

f ound it o u t f o r hi mself and not b ecaus e yo u have told hi m

,

o f it . L et him n o t learn s cien ce b ut dis cover it fo r hi mself

, .

I f once you s ub stitute autho rity f o r reas o n , he will not

re ason any more he w ill only b e the sport o f other p eople s

opini ons .

Wh en yo u are re a dy to te a ch this chi ld geography , yo u

get together your gl o b es and your map s and what machi nes
they are ! Why instead o f using all these repres entations ,
,

do you not b egin by showing him th e obj ect itself , s o a s to

let hi m kno w w hat you are talk i n g o f ?
 T HE I N C E N T IV E O F CURI O SITY . 125

On some beauti ful eveni ng take the ch ild to walk with yo u ,

i n a pl a ce su itable fo r your pu r pose where i n the un o h ,

st r ucted ho r iz o n the setting s u n can b e plainly seen Take .

a c a r e ful O b servati o n o f a l l the obj ects m a r king the spot at

w hi ch it goes d o wn When you go fo r a n a i r i ng n ext d a y
.
,

retu r n t o thi s s a me place be fo r e the s u n rises You can s e e .

i t ann o u nce itsel f by arrows o f re The brightness i n

.

creases ; th e e a st se ems a l l a a me ; fr o m its glow you

anticipate long b e fo r ehan d the coming o f day E very .

m o ment you imagin e yo u s e e it A t l a st it reall y doe s

.

appear a brilliant point w hi ch rises li ke a ash o f li ghtning

, ,

and in stantly l ls a ll space The v eil o f shadows is cast

.

down and di sappears We know o ur dwelli ng pl a ce once

.
-

more a n d nd it mo r e b eauti f ul than ev er

, The ve r dur e .

has taken o n fresh vigor du r ing the n ight ; it i s rev e a led

with its brilli ant net work o f de w dr ops reecting li ght and
- -

color to the eye i n the rst g o lden rays o f the n ew bor n

,
-

day . The f ull choir o f bir ds non e silent salute in co nce r t

, ,

the F ather o f li f e The i r warb l ing sti l l fa int with t h e

.
,

languor o f a peace f u l awakening i s no w more linge r ing and

,

s w eet than at other hours o f the day A ll thi s ll s t he .

s enses with a charm and fr eshnes s which s eems to touch o u r

inmost soul No o n e can resist thi s e nchanting ho u r o r
.
,

w
behold with indi fference a spectacle s o grand , s o beauti ful ,

s o f ull o f a ll deli ght .

C arried away by such a sight the teacher is eage r to ,

impar t to the child hi s o n enthusi a sm an d think s to a r ous e ,

it by calling attention t o wh a t he himself f eels Wh a t fo l ly .

The drama o f n a tur e live s only i n the hea r t ; to s e e it one ,

mu st f eel it The ch i ld see s the obj ects but n o t the rel a

.
,

ti o ns that b ind them together ; he can m a ke n o t hing o f the i r

harm o ny . The complex and momenta r y imp r ession o f a ll
thes e se nsations require s an experience he ha s never gained ,
126 C O N C E R N I N G E DU C AT I O N .

w
and f eelings he has n eve r kn o wn I f he has never crosse d
.

the desert and f elt its b urning s ands s c o rch his f eet the ,

stiing r eecti o n o f the s u n from i t s r o cks o ppress him ho

w
,

c a n he f ully enj oy the co o lness o f a b e a uti f ul mo r ning ?

How can the per f ume o f owe r s the coo l ing v apo r o f the
,

de , the sinking o f hi s fo o ts t ep in the so ft and pleas ant tur f ,

e nch a nt his sen ses ? How c a n the singing o f bi r ds delight

w
h im wh i le the accents o f l o ve and pleasure a r e yet unk now n ?
,

Ho w can he s e e w i t h t r a n sport the ri se o f s o b e a uti ful a day

unles s imaginati o n can paint a ll the t r an sp o rts w ith whi ch it
ma y be lled ? A nd lastly , h o can he be moved by the
b eauti ful p a no r a ma o f n a tu r e i f he does n o t know by whose
,

tender care it has b ee n ad o r ned ?

w
D o n o t talk to the chil d ab o ut thi ngs he c a n not under
stand Let him hear from yo u no descriptions no e l o
.
,

q u e n c e n o gur
,
a tiv e langu a ge n o poetry , Sentiment a n d .

t a ste a r e j ust n o o u t o f the question C ontinue to b e

.

cle a r , u naffected and di sp ass ionate ; the ti me fo r using

,

anothe r language will come only too soon .

E ducated in the spirit o f o u r p r i nciples , accustomed to

lo o k f o r res o urces w ithi n hi mself , and to hav e recour se to
o the r s only w hen h e nds h imsel f reall y h elpless he w ill ,

exami ne every n ew obj ect f o r a long time without saying a

wo r d . H e i s th o ughtf ul an d n o t dispos ed t o a s k que sti o n s
,
.

w
B e satised , there fo re w ith prese nting obj ects at approp r iate
,

t i me s and in a pp r op r iate w ays W hen you s e e his curiosity

.

f ai r ly at w o rk a s k hi m some laconic questi on whi ch w il l

,

sugge st i t s o n answer .

w
O n t hi s occasion having watched the su nri se fr o m b egin
,
~

ning to e nd with hi m hav ing m a de him n o tice the m o u ntain s

,

and o ther neighbo r ing o bj ects o n the same s ide and all owed ,

hi m to talk about them j u st a s he pleases b e silent f o r a f e

,

minutes , as i f i n deep thought , and then s a y to him , I
 w w
I N C E N T I V E o r C URIO SII Y 1 27

T HE .

think the s un s e t o ver there and n o it has r is en o ver here

, .

H o can that be s o ? Sa y n o mo r e ; i f he asks questi o n s ,

d o n o t a nswer them : spe a k o f s o mething else Leave hi m .

t o himsel f and he will be certain t o thi nk the matter o ver

,
.

To give the child the habit o f at t enti o n and t o impre ss him

deeply with a n y tru t h aff ec t ing the senses let him pass sev ,

ww
e r al restless days be fo re he di scovers th a t truth I f t he o n e .

i n questio n d oe s n o t thus impres s hi m y o u ma y make hi m ,

s e e it m o re cle a r ly by reversing the pr o blem I f he does not .

kn o w ho the sun passes f r o m its s e t ting to its rising he at ,

least d o es know ho it travels from its rising to its s etting

hi s eyes alone te a ch hi m this E xplain yo u r r st question
.

w
by the second I f y o ur pupil b e n o t abs o lutely stup id the
.
,

anal o gy i s s o pl a in that he cannot esc a pe it This is hi s .

r st lesson in cosmog r aphy .

w
As e p as s sl o wly f r o m o n e s ensible idea t o another ,

fa miliarize o urselves fo r a l o ng time wi t h e ach b e fo r e c o n

a n d d o not f o rce o ur pu pil s at t e nti o n ;

s i d e r i n g the next ,

it will be a l o ng a y fr o m this p o int to a knowledge o f th e

sun s cou r se and o f the sh a pe o f the ea r th

B ut as all the .

app a r ent m o ti o n s o f t he he a venly b o di es a r e u pon the s ame

principle a n d t he fi rst observati o n prep a r es the way fo r a ll
.

the res t less e ffo r t i f m o re time , is r equi r ed to pass from

, ,

w
the daily r o t a t ion o f the ea rt h to the calculation o f eclipses
t h a n t o unde r stand cle a r ly the phen o men a o f day and night .

Since the sun (app a r ently ) rev o lves about the ea r th i t ,

describe s a ci r cle and e already kn o w th a t every circle

w
,

must have a cen t re This cen tre being i n the he a r t o f the

.
,

earth c a nnot be s ee n ; but we may m a r k up o n the su r f ace

,

t o o ppos ite points th a t cor r espond to it A r o d p a s sing .

through these th r ee p o i n ts a n d extending f r o m o n e s ide o f

,

the heavens t o the other sh a ll be t he axi s o f the earth a n d

, ,

o f the sun s apparent daily mo t i o n A spheric a l t o p turn ing

.
,
 w
128 C O N C ER N I N G E DU C A TI O N .

on its poi nt shall represent the heaven s r evolv ing o n th e n

,

w
a xis the two ext r emities o f the t o p a r e the t o p o les The .

child will b e i nterested in knowi ng o n e o f t hem , whi ch I wil l

show him near t he t a il o f U rs a Min o r .

This w il l serve to amu se u s fo r one n ight By deg r ees e .

s hall gro w f ami l iar with the sta r s and this w ill awake n a ,

des ire to know the pl a nets and to watch the constellation s .

We have s een the s u n ris e at mi dsummer ; w e will a lso

w atch its rising at C hr istmas or s o me other ne day i n
w inter F o r b e it known that we are n o t at a ll i d le and
.
,

w
that w e mak e a j oke o f brav ing the cold I take ca r e to .

make thi s s econd ob s ervation in the s ame place as the r st ;

w
and a fter some conversation to p ave the way fo r it O n e or .

the other o f u s will b e sure to exclaim , H o qu eer that i s l

w
the s u n does n o t ris e where it u s ed to rise ! H ere are o ur
o l d lan d marks , and n o it i s ris ing over y o nder Then the r e .

!
must b e o n e east fo r summer and another fo r winter

v
, .

No , young teacher , your way i s plai n These example s .

ought to s uffice you fo r teaching the sphere ery u nderstand

i n gly , by tak ing the world f o r your glob e , and the r e al s un
i n s tead o f your articial s un .

T h i n g s Ra t h e r t h a n t h e i r S i g n s .

IN gen eral n e v er show the repres entati o n o f a thing u nl e s s

,

i t b e i mpossible to sh o w the thi ng itsel f ; f o r the sign a h

s o rb s t he child s attention , an d makes him los e sight o f t he
thing s ignied .

1
The armillary sphere s eems to me p o o rly de signed and i n
bad proportio n I t s con f us ed circles and o d d gures giving
.
,

1 rmill ry sp h r is g r p f p st b rd
T he a a e e a ou o a e oa or c o pp er ir l s t
c c e ,
o

ill str t t h rbits f t h p l ts d th ir p siti

u a e e o o e an e , an e o on in r l ti t t h
e a on o e

ea rth whi h is r p r s t d by sm ll w d b ll
, c e e en e a a oo en a .
 T H I N G S R ATH E R T HA N TH E IR S I G N S . 129

i t the lo o k o f a conj ure r s apparatus are enough t o frigh te n

,

a child The earth is t o o sm a ll ; the ci r cles are t o o m a ny

.

Some o f them t he c o lure s fo r in stance a r e

1
and t o o large .
, , ,

ent i rely u seless E very circle i s l a r ger than t he earth

. The .

pasteb o ard give s them an a ppe a r a nce o f solid i t y which

c r eate s the mist a ken impre ssio n that they are ci r cular a ss e s
'

m
wh ich r eally exist Whe n you tell t he child th a t thes e a r e
.

im a gin a r y c i rcle s , he u nderstands n either what he s ees n o r

w w
w h a t yo u mean .

Sh a ll w e n ever le arn t o put o u r selves i n the child s pl a ce ?

We d o not enter i nt o hi s thoug hts but suppose them ex a ctly ,

lik e o ur o n C o nstantly f ollowi ng o u r o n method o f

.

reas o ning we cr a m hi s mi nd n o t only with a c o n c a ten atio n

,

o f t r uth s bu t als o with extrav a gant n o ti o ns a n d e rr o rs

, .

v
In the study o f the s ciences it i s an o pen que s ti o n w hether
w e o u ght to u s e synthesi s o r a n a l s i s It i s n o t a lw a y s n ec .

essary t o ch o o se ei t he r In the same p r o ces s o f i nvestigati o n

.

we can sometimes b o th res o lve a n d c o mp o u nd an d whi le the ,

child thinks he i s o nly a n a lyz ing we c a n di r ect him by the

w
,

methods teache r s u suall y empl o y By thu s using b o th w e .

w
make each p r o ve the o t her Sta rt ing at the s a me moment .

w
f r o m t o opposite p o in t s a n d n eve r imagi ni ng that o n e r o a d
con nects them he will b e ag r eeably surpri sed to nd that
,

w hat he supp o sed to b e t o p a ths nally meet as o n e

w
.

I would f o r example take ge o graphy at these t o ex

, ,

t r eme s and a d d t o the s t udy o f the e a rth s moti o n s the

,

w
measureme nt o f its parts beginn ing wi t h o ur o n dwell ing ,

w
p lace . While the chi ld s t udying the sphere i s tran sported
, ,

into the he a vens bring h im b a ck t o t he measur eme nt o f t h e

,

earth a n d r st sh o w hi m hi s o n h o me
,
.

The t o sta r ting points in his geog r aphy shall b e the town
-

2 im g i
T he a n ar yc ir l s tr d t h
c e a ce on e ce e l st i l s p h r
a e e, a nd g r
u ed i n t he
a rmill ry sp h r
a e e by m t lli ir l s
e a c c c e , a r e ca ll d l
e c o u r es .
 w
1 80 C O N CE RN I N G E D UC AT I O N .

i n which he li ves and his f athe r s house in the countr y

,

A fterward shall come the pl a ces lying betwee n the se t o ;

t he n the n eighb o r ing r ive r s l a stly the aspe ct o f the su n a n d
, ,

the m a nner o f nding o u t where the east i s Thi s l a st is the .

w
p o int o f u ni on Let him make hims el f a ma p o f all thes e

.

d etails ; a very s imple ma p including at rst o nl y two

,

obj ects the n by d egrees the othe r s as he learn s the i r d i S

, ,
o

t a nce and positi on Y o u s e e no w what an adv a ntage

. e

have gained be fo rehand by making hi s eyes s erve hi m

,

instead o f a c o mpas s .

E ven with thi s it ma y b e n eces sa r y to di rect h im a l ittle .

b ut very little , and without a ppe a ring t o d o s o at a ll Whe n .

h e makes mistakes let him make them d o n o t c o rrect them

,
.

T ait in silence u ntil he c a n s e e an d c o rr e ct t hem himsel f .

O r at most tak e a g o od O pp o r t un ity to s e t in m o ti o n s o m e:

, ,

th ing which w ill direct hi s attenti o n to them I f he were .

w
n ever t o mak e mistakes h e could n o t learn hal f s o well
, .

Bes ides the imp o rtant thi ng i s not that h e should kn o w the
, ,

w
e xact t o p o graphy o f the coun t ry , but that he should lear n

w
ho to nd it o u t by hi mself It matters little whether h e
.

h a s maps in hi s mi nd o r not , s o that h e underst a nd s what

they repres e nt , and h a s a clear idea o f ho they are made .

Ma r k the di ff ere nce b e t een the lea r ning o f your pupils

and the ignoran ce o f mine They kno w a ll abo ut maps and
.
,

h e can mak e them O ur map s W ill serve as ne w d e c o r a

.
o

tions fo r o ur room .

I mp ar t in g a Ta s t e fo r S c i e n c e .

w
B EAR i n mi nd always th a t the li f e and soul o f my system
i s not to teach the c h il d many things but t o allo w only c o r
, ,

rect and clear ideas t o e nter his mind I d o n o t care i f he .

k n s no t hing s o long a s he i s not mi staken

o ,
To gu ar d .
 I M PA RTING A TA S TE F OR S C I E N CE . 1 31

him from e rr o r s he might le a rn I f u r ni sh his mind with ,

truths o nly Re a s o n a n d j udgme nt en t er sl o wly p r ej udices

.

c r o wd i n ; a n d he must b e p r eserve d fr o m thes e l a st Ye t i f .

o u c o nsider scie nce i n itsel f yo u l a unch u p o n an un fa t h o m

y ,

able a n d bo u ndless sea full o f un a void a ble dangers IVh e n

,
.

I se e a ma n c a rr ied aw a y by h i s love fo r kn o wle d ge hasten ,

i ng fr o m o n e allu r ing scien ce t o an o ther with o ut kn o wing ,

where to stop I thi nk I see a child g a the r ing shells up o n

,

the seash o r e A t rst he l o ads himself with them ; the n

.
,

t emp t ed by o thers he thr o w s thes e a way , and g a the r s m o r e

,
.

w
A t l a st weighed d o wn by s o many and n o l o nger kn o wing
, ,

v w
which t o choose he e nds by thr owing all away , and retu r n
,

w
ing empty handed .

In o ur early years time passed sl o wly ; e endeav o red to

w
lose it f o r f e a r o f misu sing it The c a s e i s r e e r s e d ; n o
,
. .

e hav e n o t time enough f o r doing all that we nd use f ul .

Bea r i n min d th a t the p assions a r e d rawing neare r , and that

as s o o n a s they knock at the d o o r your p up il ill h a ve eye s
,

and e a r s fo r them alone The tr anquil p e r i o d o f i n t e l l i

.

gence i s s o brie f an d h a s s o many o t her neces sary u ses th a t

, ,

only folly imagines it long enough to make the child a

l earned man The thi ng is n o t t o teach him knowledge
.
, ,

but to give hi m a l o ve fo r it an d a g o o d meth o d o f acqu iring

,

w
it whe n this l o ve h a s g r own s tronger C ertai nly this i s a .

f u ndament a l p r inciple i n all g o o d education .

N ow als o i s the t ime to accust o m him gradually to co n

, ,

cen tra t e at t en t ion on a single o bj ect This attention ho .

,

ever sh o uld never result from con straint bu t from desire

w
, ,

and ple asu r e B e ca r e ful that it shal l n o t grow i rksome o r

.
,

app r oach the p o int o f wearine ss Le av e any subj ect j ust

.

be fo r e he gro s tired o f it ; fo r the learning it matters le s s

to h im t han the never being o blige d to learn anythi ng
agai nst his will I f h e h ims el f qu estion s you , an swer s o a s
.
1 82 C O N CE R N I N G EDUCAT ION .

to keep al ive his curios ity n ot t o s atis fy it a l to g e t ne r

, .

A b o v e all when yo u nd that he mak es inqu i r ie s n o t fo r t he

, ,

s ake o f learn in g s o me t hing but t o t a lk at r a n d o n an d an n o y

,

y o u with s illy questi o n s , p a us e at o nce a s sured that he c a r e s ,

n othing about the m atter b ut only t o o ccu py yo u r time wi t h

,

himsel f Less r egard should b e p a id to what he s a ys th a n

.

t o the motiv e whi ch l e a ds him to s pe a k This cauti o n he r e .

,

to fo re u n neces s a ry is o f the utmost impo r tan ce a s so o n as

,

a ch ild begi ns to r e a s o n .

There is a chai n o f gene r al t ruths by which all s cien ces

a r e linke d to comm o n p r inci ples and su ccessi vely u n fo ld ed

w
.

w
This ch a in is the meth o d o f philos o phe r s w ith w hi ch fo r , ,

the p r es ent we h av e n o t h ing to do

, The r e is another , .

alto gether d i er e n t , w hich sho s e a ch O bj ect as t he c a u s e o f

an o ther a n d a l a ys points o u t t he o n e fo ll owing This
, .

o rder w hi ch , by a p e r petual curi o sity ke eps alive the atten

, ,

t ion d emanded by all i s the o n e f o llowed by mos t men and

, ,

o f all o t he r s n eces sary w ith chil d ren Whe n in making o u r .

,

maps we f o und out the place o f the e a s t we we r e o bli ged

, ,

to d r aw meridians The two p o ints o f inters ection b e

.

tween the equ al sh adows o f n ight an d morn ing f ur n ish a n

ex cellen t meri d i a n f o r a n ast r onome r thi r tee n ye a r s o l d .

B u t the s e meridian s d i sapp ear ; it takes ti me to dra w them ;

t hey oblige u s to w ork alway s in the s ame place s o mu ch

care s o much an n o yan ce will tire h im out at l ast We

, ,
.

have s een a n d p r ovided f o r t his be forehan d .

I hav e agai n begun u pon ted ious an d minute details .

Readers I hear your murmurs and d is regard them

,
I will
,
.

n o t sac r ice to you r imp atien ce t he m o st u se ful p art o f thi s

b o ok D o wh a t yo u ple as e with my tediou sne s s a s I have
.
,

don e as I ple ased in regard to your complaint s .

 T HE J UGGLE R . 1 83

w
Th e J u gg l e r .

F OR om e time my pupil an d I ha d ob s erved that di ff erent

s

bodie s such as amber , glass and a x when rubbed a t tract

, , ,

straws and th a t o thers d o not a tt r a ct them By acciden t we

,
.

w w
d iscovered o n e that ha s a virtu e m o r e extrao rdin ary s t ill ,

th a t o f attr a cting a t a d istan ce and wi t h o ut be ing rubbed

, ,

w
i r o n lin gs a n d other bits o f iro n This pecul iarity amu sed .

u s fo r some time be fo r e we s a any u se in it A t l a st e .

f o un d o u t that it may be comm u n ic a ted t o iron itsel f w hen ,

m agnetiz ed to a ce r tain degree O ne day e went to a f air ,

.

where a j uggler with a pie ce o f bread , attracted a d uck

,

w
made o f w ax and oating o n a bowl o f water
, M u ch s u r .

prised , we did not however say He is a c o nj u r er fo r w e

, ,
!

kn e w nothing about conj urers C ontin ually st r uck by e ffects

.

w hose causes w e do n o t k now e were not i n haste to ,

d ecide the matter , and remained i n ignorance until w e found

a way o u t o f it .

When w e re ached home w e h ad t a lked so mu ch o f the

d u ck at the fair that we thought we w o uld en deav o r to copy
i t Taking a per fe ct n eedle well m agnetiz ed we i nclosed
.
, ,

i t in white wax mod elled as well as we could d o it in t o the

,

w
shape o f a duck s o that the n eedle pas sed entirely throug h
,

the body and with its larger e nd f ormed the du ck s bill
, .

w w
We placed the d uck upon the water ap pl ied to the beak ,

w
th e han dle o f a key an d s a w ith a delight easy to imagin e
, ,

that o u r d u ck would fo llo w the key p r eci sely a s the o n e at

the fa ir had follo ed the piece o f bre a d We s a that .

s o me time o r other e might o b serve the dire ction i n w hich t he

w
d uck tu r ned when le ft to itsel f upon the w ater But ab sorbe d .

at that time by an o ther obj ect we wan ted no t hing more , .

That evening hav ing i n o ur pockets bread prepared fo r

,

the occa s ion , e retur ned to t he fa i r A s soo n as the mounte .

!
 w
1 34 C O N CE R N I N G E DU C AT I O N .

w
bank had per formed his f eat my lit t le phil o sopher , s carcely,

abl e t o contai n himsel f t o ld him th a t the t hing a s n ot ha r d

,

t o do a n d t hat he could d o it h ims el f He a s taken at hi s

,
.

wo r d . In stantly he t o o k fr o m hi s p o cket the bre a d in which

he h a d hidde n the bit o f ir o n A pproa chi ng the t a ble hi s
.

h e a r t beat f a s t ; almo st tremblingly he p r esented the b r ead , .

The duck came towa r d it and f o ll o wed it ; the child shouted

and dan ced fo r j o y A t the clapping o f hands an d the
.
,

a ccl a m a tion s o f all present hi s h ead swam an d he was almost

, ,

b eside him sel f The j uggler was aston ished b ut embraced

.
,

and con g r a tulated h i m, b egging that we w o uld hon o r him

agai n by our pre sen ce o n the f ollowing d a y a dding th at he ,

would take care to h a ve a l a rger c o mpany present to applaud

o u r skill My little n atu r a lis t lled with p r ide beg a n t o
.
, ,

prattle ; but I si l en ced him an d led him away lo aded w i t h

,

pr a ises The ch ild cou nted the minutes unt i l the m o r r o w

.

w ith impatien ce that m a de m e smile H e invite d everyb o dy .

w
he m et ; gl a dly would h e hav e had all manki nd as witnes se s
o f hi s tr iumph H e c o uld s carcely w a it f o r the hour ag r eed
.

u pon , and long be fore it c a me e w to the pl a ce app o in ted

, , .

The hal l a s alre a d y full and o n enterin g his little hea r t

, ,

O ther f e ats were to come rst the j u gg l e r o u t di d

'

b eat f a st .

hi mse lf and there were some really w o nder f ul per f o rm

,

a n ce s . The chi ld paid n o attention to these H i s ex cite .

ment had thr own him into a p e r spir a tion ; he was almost
b r e a thles s and ngered the bread in his pocket w ith a hand
,

t r embl ing with impatien ce .

At last his turn c a me an d the maste r pompou sly ann o unced

,

the f act Rathe r b ash f ully the bo y d rew n e a r and held f o r th

.

hi s bread A las fo r t he changes i n human aff airs ! The

.

duck yesterday s o tame h a d gr o wn wild

, , In stead o f p r e .

s enting its b ill it turn ed about and swam away avoid ing the
, ,

bread and the h an d which pre s ented it a s care f ully as it h a d ,

 w
T HE J UGG LER 1 35

v
.

be fo r e followed them A ft er ma n f ruitles s a t tempts each

.
,

rece ived wi t h de r isi o n the child c o mpl a i ned that a t r ick a s

,

pl a yed o n him a n d deed the j uggl e r t o a t tract the duck

,
.

w
The ma n w ith o ut a w o r d t o o k a piece o f b r e a d and pre
, ,

s ented it t o the d uck whi ch instantly f o llowed it a nd cam e

, ,

The child took the sam e bit o f b r ead ;

,

t o w a rds his hand .

b ut f a r fr o m h a ving b etter s uccess he s a the du ck mak e ,

sp o rt o f him by whi r ling r o un d a n d round as it swam about

w
the edge o f the basin A t l a s t he reti r ed i n g r ea t c o n fus ion ,
.

no longe r daring to e ncounter the hisse s which f oll o wed .

Then the j uggler took t he b it o f b r e a d th e child h a d

br o ught a n d succeeded as well with it as with his o n
, In .

the pres en ce o f the ent i re company he d r ew o u t the needle ,

making an o ther j oke at o ur expen se then with the bread ,

thus disarmed h e attracted the d uck as b e fo re

, He did the .

s ame thing with a piece o f b r e a d which a thi r d person cu t o ff

in the pres en ce o f all ; again wi t h hi s glove a n d with the , ,

tip o f hi s nger A t last go ing to the middle o f t he r o o m

.
,
'

he decl a r ed in t he empha tic to ne pe culiar t o his so r t that the ,

w
du ck w o uld o bey hi s voice quite as well a s hi s gesture He .

w
s p o ke an d the duck ob eyed him ; c o mm anded it t o g o to the
,

right and it went to the right ; t o re t u r n and i t did s o ; t o

, ,

tu r n and it turned itsel f a b o ut

, E ach m o vemen t .a s as

prompt a s the comm a nd The red o ubled applaus e a s a r e

.

w
p e a t e d a ff r o nt t o us We stole away u nmolested and shut
.
,

wv
ou r selves up in o u r ro o m , wi t hout proclaiming o ur succe s s
fa r and wide a s we had me a n t to d o .

The r e a s a knock at o u r do o r n ext morn ing ; I opened it ,

w
and the r e sto o d t he m o untebank h o mo d e s tl compl a ined o f ,

o ur c o nduct What had he d o ne to us that we sh o uld try to

.

th r ow d is credit o n hi s pe r fo rm a n ces a n d take aw a y hi s liveli

ho o d ? I Vh a t i s so wonde r ful in the a r t o f attracting a a x
duck that the honor Should b e w o rth the price o f an honest
,
1 86

m an s
liv ing ?
C O N CE R N I N G E DU C AT I O N

F a ith gentlemen i f I ha d any oth er a y

, ,
.

w
w
w w
o f earning my b r e ad I sh o uld bo a st very l ittle o f thi s
,
a
y
Y o u mav well b eli ev e that a ma n who h a s spent hi s li f e i n

w
c t i sm th i s piti f ul trade understands it much better than
p r a g
you , ho dev o te only a f e mi nutes to it I f I d id n o t Sh o w .

o u my be st per f o r mance s the rst time it was becau s e a ma n

y ,

ought n o t t o be su ch a f ool a s to parade everything he kno s .

I alw a ys take ca r e to ke ep my b e st things fo r a t occas ion

and I have othe r s too t o rebuke youn g an d thoughtles s peo
, ,

ple . B es ide s ge ntlemen I am g o ing to teach yo u , in the

, ,

g o o dne ss o f my hea r t the s ec r et which pu zzled you s o

,

w
much beggi ng that yo u wil l n o t abus e y o ur k nowledge o f
,

i t t o inj u r e me and that another time yo u w ill u s e mor e

,
!
di sc r eti o n .

Then he showed u s his appa r atu s and we s a to o ur s ur, ,

w
prise that i t c o n si sted only o f a p o werf ul magnet moved by
,

a chil d conce aled bene ath the table The man put u p hi s .

m a chi ne again ; a n d a fter thanki ng hi m and mak ing due

ap o l o gies , e o e r e d hi m a p r es ent H e re f us ed saving .
, ,

No gentleme n I am n o t s o well pleased with yo u as to

, ,

accept presents f r o m you You can not help b ei n g u nder

.

w
a n obligation to me a n d that i s revenge en ough
, But , yo u .

s e e gene r osity is to b e f ound i n e ve r y station in li f e ; I take

,

p a y f o r my per f orman ces not fo r my les son s

!
, .

A s he a s going o u t he rep r im a nded me pointedly and

,

al ud
o . I w ill i ngly pardon t hi s chi ld said he ; he h a s ,
!

o ff ended o nly thr ough ign o rance But you s i r , mu st hav e

.
,

kno w n the natur e o f his f ault ; why did yo u allow him to

c o mmi t such a f ault ? Since yo u live togeth er you who , ,

v
a re o lder o ught to have taken the tr ouble o f advising hi m ;
,

the a utho r i ty o f our experience should hav e guided hi m .

When he i s o l d enough to reproach you for hi s c hil di sh e rror s ,

 TH E J UGG LE R . 1 37

w
he w ill cer t ainly blame you fo r th o se o f whi ch yo u did n o t

v
w a rn him 1 .
!

He wen t a a leaving u s g r e a tly a b a s h ed

, I to o k up o n .

w
mysel f the bl a me o f my e a sy c o mpli a nce a n d p r o mised the ,

child that an o t he r t ime I w o uld s a crice it t o hi s i nterest

, ,

and wa r n him o f his faul t s b e fo re t hey we r e c o mmitted .

F o r a time a s c o mi ng whe n o ur rel a ti o ns would be changed

w
and the seve r ity o f the tutor mu st succeed t o t he c o mp l a i

w
sance o f an equ a l Thi s change sh o uld be gradual ; eve r y
.

thi ng must b e foreseen and that long be f orehand , .

The following day e re t u r ned to the f a i r to s e e once ,

m o re the trick whose s ecret we had learned We appr o ached .

o ur j uggling So crates with deep respect hardly ven tur ing to ,

l o ok a t hi m He overwhelmed u s wi t h civili ties and se ated

.
,

u s i t h a marked a ttention whi ch a dded t o o u r humili ati o n .

He pe r formed h is tricks a s usu a l but t o o k pains to amuse ,

himself f o r a l o ng t ime with t h e duck trick o ften looking at ,

u s with a r a ther deant a i r We un d erst o o d it pe r f ectly and

.
,

di d n o t brea t he a s y ll a ble I f my pupil had even da r ed to

w
.

w
ope n his mouth he would have de served t o b e anni hil a ted
, .

A ll t he det a ils o f this ill ustr a t ion a r e f a r mo r e i mportant

than t hey appear H o many less o ns are here combined i n
.

one H o man y mor t i fying e e c t s d o es the rst f eeling o f

van ity b r ing up o n u s ! Y o ung teache r s watch c a r e full y its ,

rst mani fest a ti o n I f yo u c a n thu s tur n it into humiliation

.

and disgrace b e as sured that a sec o nd lesso n w ill n o t soon b e

,

n ecess a ry .

)
Wh at an amount o f preparation j you will say True 0 .

and a ll to make u s a compas s to us e instead o f a merid ian

l ine !
1 Ro u ss
h r i f rms his r d rs th t v th s r p r h s
e au e e n o ea e a e en e e e oac e a r e ex

p t d h h vi g d i t t d t h m b f r h
ec e , e a n d t th m t b k ; l l t his
c a e e e o e an o e o un e an a

s b rr g d t d iv t h hil d Wh t r m t f rti
v
c en eh as een a an e o ec e e e c . a a e ne en o a ce

i t his p ssi
n t l
a f th
on a et r l! o er o e na u a
1 38 C O N CER N I N G E D UC A T I O N .

H aving lea r ned th a t a m a gn et acts t h r o ugh other bodi e s

we we r e a ll imp a tie nce u n t il we had m a de a n appa r atus like
the o n e we h a d see n a h o ll o w t a ble t o
p wi t h a ve r y shal l o w
-

w
basin adj usted up o n it and ll ed with wate r a duck r a t her ,

mo r e c a r e fully made and s o o n , IV a t c h i n g this app a r atus

.

atten t ively an d o ften we nall y o b se r ved th a t t he duck whe n

, ,

at re st n e a r ly alw a y s tur ned in the s am e di rection

w
, F o ll o .
~

i ng up the expe r i ment by ex a mi n ing this d i rection , we f o und

it t o b e f r om s o uth t o n o r th N othi ng mo r e was ne ces sa r y ;
.

our c o mp ass a s i nv e nted o r might a s w ell hav e b ee n

, We .

had b egun to s t udy physi cs .

w
E xp e r i me n t a l Ph y s i c s .

T HE e a r th ha s di ffe r ent cli ma tes and thes e h a ve di er e n t ,

temperatures A s e appr o ach the p o les t he variation o f

.

s easons i s m o re perceptible a ll b o dies con tract w ith c o ld

,

and exp a nd with he a t Thi s e ffect i s mo r e read ily meas ure d

.

i n li quids and is particul a rly noticeable i n sp i rituous liquo r s

, .

Thi s f act suggested the idea o f the the r mometer The wind .

str i kes o u r f a ces air i s there fo re a body a uid ; w e f eel it ,

th o ugh we c a n n o t see it T u rn a gl a s s ve ssel upsid e d own i n

.

water , and the w ater wil l not ll it unles s you le av e a ve nt

f o r t h e air ; there f o r e a i r i s capable o f resi st a n ce Si nk

.

the glas s l o wer a n d the water ris es i n the air ll e d region o f -

the glass although it does n o t en t i r ely ll that space A i r

,
.

i s there fore to s o me extent c o mpre s sible A b all ll ed w ith .

compressed a i r bo u nds much b etter than when l led wi th

anythi ng els e : a i r i s the r e f ore el a stic When lying at f ull .

length in the b a th r ais e the a r m h o r iz o ntally o u t o f the

,

w ate r and yo u f eel it bu r dened by a g r eat weight : a i r is the r e

,

f o r e he a vy P u t a i r i n equilib r ium w i t h o ther bodi e s a n d

.
,

o u c a : measu r e its w e ight From t he se observation s wer e

y

.
 E XP E R I M E N T AL PH Y S ICS . 1 39

con s t ructed the b ar o meter the siphon the air gu n and t h e

, ,
-
,

ai r pump
-
A ll t he l a ws o f st a tics and hydro sta t ics were di s
.

c o ve r ed by expe r iments as Simple a s the se I w o uld not .

h a ve my pupil study them i n a labo r a t o ry o f experimental

physics I dislik e all that a rr a y o f m a chi nes a n d i nstruments
. .

The par a de o f scien ce i s f a t al t o science itsel f A l l thos e .

w
m a chines fr ighten the child ; o r else their singular f o rm s
di vide and distract the at t e ntion he ought t o give to the i r
e ffects .

I w o ul d make all o u r o n machi nes , an d not b egi n by mak

ing the i nstrumen t be f o r e t he expe r iment ha s been tried .

But a f ter a ppa r ently li ghting by chance o n the exper i ment ,

I Should by deg r ees invent in struments fo r ve r i fying it .

These i nst r uments Should n o t b e so pe r fect and ex act as o ur

ideas o f what they Sho ul d b e and o f the o per a tions resulting

w
fr o m them .

F o r the rst less o n in statics , instead o f u si ng b alan ce s I ,

put a s tick a c r os s t he back o f a ch a ir , and whe n eve nl y bal

a n c e d measu r e its t
,
o p o r tio n s I add weights to each pa r t
.
,

s o metimes equ a l s o me t imes u nequal Pus hi n g i t to o r fr o a s

,
.

may b e n ecessar y I n a lly di scove r th a t equili brium results

,

f r om a recipr o cal p r opo r tion b etwee n the am o unt o f weight

and t he length o f the levers Thu s my li ttle stude nt o f phys
.

ics c a n re cti fy b al a nces w ith o ut h a ving eve r s een them .

IVh e n we thus lea r n by o ur selves i nste a d o f le a r ning fr o m

o the r s o u r ide a s a r e f a r m o re de nite and cle a r
,
B esides i f .
,

o u r re a s o n is n o t accus t o med t o sl a vish submi ssi o n to a u

w
t h o r i ty t hi s di scove r ing r elation s l i n k ing o n e idea t o another
, , ,

and inventing app a ra tus rende r s u s much m o r e ingeni o us

w
, .

I f in stead we t a ke eve r y t hi ng j ust as it i s given t o u s we

, , ,

all o o u r mi nds to si n k d o wn int o indi ffere nce j u st as a man

ho alw a ys lets his se r v a n ts ch es s h i m a n d wait o n him and
'

h i s horses carry hi m about l o s es nally n o t onl y the vig o r

,
1 40 C O N CER N I N G E DU C A T I O N .

but even th e u se o f his li mb s Boileau b oasted tha t h e ha d

.

w
t a ught Racin e to rhyme w ith di fi c ul ty There are many ex .

c e l l e n t labor s aving methods fo r s tudying s cience

-
b ut w e are
i n s o re n eed o f o n e to teach us ho w to learn them with mo r e
e if ort o f o ur o n .

Th e most mani fest valu e o f these slo w an d labo r iou s r e

searche s is that ami d Spe culative s tudie s they ma i nt a in the
,

activ ity and supplenes s o f the body , by training the hands to

l a b o r , an d creating hab it s u se ful to any man So many i n .

s t r u me n t s are inve nte d to aid in o ur experiments and t o s u p

plement the acti o n o f o ur sen s es that w e neglect to u s e t he ,

s en se s th emselves I f the graphometer me a sur es the s iz e o f

.

w
an angle fo r u s , w e n eed not es t imate it ourselves The eye .

w w
w hi ch measur ed dist a n ces with preci si o n intr u sts this w o r k t o
the ch ain ; the steelya r d s av es me th e trouble o f measurin g
eight s by the hand The more ingeni o u s o ur apparatus t he
.
,

w
m o r e clumsy and a wk ard d o o ur o r gan s b ec o me I f e

.

s u rr o u nd ours elve s w ith in s truments , w e s hall no longer nd

them w ithi n o ur selves .

B ut w hen , i n making th e app a ratu s , e e mploy the ski ll

and s agacity requir ed in doing w ith o ut th em w e d o n o t lose , ,

but gain . By adding art to n atur e w e b ec o me more i n ,

g e n i o u s a n d no les s skilf ul If in stead o f keep ing a chi ld

.
,

at his book s I keep him bu sy in a w orkshop hi s hands labor

, ,

to his mind s advantage w hi le he regards himse l f only as a

w o rkman he i s g r ow ing i nto a philos o pher Thi s ki nd o f .

e xerci se h a s o ther us es o f whi ch I w ill Spe ak herea f ter

, an d
w e Sh all s e e how ph ilosoph ic amusements prepare u s for the
true f un ction s o f manh o od .

I hav e already rema r ked that purely speculative studies are

rarely adapted to chi ldr e n eve n when appr o a ch ing the pe r iod
,

o f youth ; but w ithout ma king them e nter v ery deeply into

s yste matic phys ics , let all the e xperiments b e conne cted by
 N OTH I N G To B E T A KE N UP O N A UT H O R I T Y . 1 41

some ki nd o f dependence by which the chi ld c a n a rr a nge them

in his mind a n d r ecall t hem a t n eed F o r we c a nnot w i t h .

o u t s o methin g o f this s o rt retai n is o l a ted f acts o r eve n rea

s o n i n g s long in memory .

In i nvestigating the laws o f n ature , alw a ys b egin w ith th e

most c o mmon and m o st e asily observed phen o en a an d a c m ,

w
c ustom y o ur pu pil n o t t o c o n sider these phen o me na a s re a s o n s ,

bu t a s f acts Taki ng a stone I p r eten d t o lay it u p o n th e

.
,

air ; opening my hand the sto ne f all s , L o o king at E mile , .

ho i s w a tchi ng my motions , I s a y to him Why did the ,

s ton e fall

N o child w il l hesitate in answerin g such a question n o t ,

e ven E mile , u nles s I have take n g rea t c a r e that he sh a ll n o t

kn o w ho w A ny child w ill s a y t hat the st o n e f a lls be c a u se

.

i t i s heavy A n d w hat doe s heavy mean ?

. Wh atever !

f alls i s he avy Here my little phi losopher i s re a lly a t a

.

stand . Whether thi s rst lesson i n expe r iment a l phys ic s

aids him i n u nderstanding that subj ect o r n o t , it w ill al w ay s
b e a practical lesson

w
.

No t h i n g to be Ta k e n u p on A t h o r i ty L e a r n i n g
u . f ro m

t h e Pu p il s o n Nec e s s itie s .

A s the child s u nders t a nding matu r es

ther impo r tant con , o

s iderati ons demand that we ch o o s e hi s occupati o n s wi t h m o r e

care A s soon as he unde r st a nds himsel f and a l l th a t r el a te s
.

to hi m w ell en o ugh an d b r oadly enough t o disce r n wh a t i s to

hi s advant a ge an d wh a t i s be c o ming i n him he can app r eci a t e ,

the di ff e r en ce b etween work a n d play and to reg a r d the o n e ,

solely as r el a xation fr om the other O b j ects really u se f ul .

may then b e in cluded a mong his studies an d he will p a y ,

more attent i on to them than i f a musement alon e we r e c o n

cerned The ever present la w o f n ecessity early teaches u s
.
-
1 42 C O N C E RN I N G E D UC AT I O N .

to d o w hat we d isl ik e to esc a pe evils we should dislike even

,

mo re . Such i s the us e o f f o r esight f rom wh ich j udicious or ,

inj udici o us springs a l l the w isd o m o r all the u nhappine s s o f

,

mankin d .

We a l l lon g fo r happi nes s but to acqu ire it we o ught rst ,

t o know what it is T o the n atur a l ma n it i s a s s imple as hi s

.

mod e o f l if e ; it me a n s he alth liberty , an d the n eces sa r ie s o f ,

l i fe a n d f re edom fr o m su ffering The happiness o f man a s a

,
.

mo r a l b eing is an o ther thing f oreign t o the pre se nt question , .

I c a n n o t too o f ten r epeat that o nly obj ects pu r ely phys ical
c a n i nte r est child r en especi a lly thos e who h av e n o t had t he i r
,

v a nity arous ed and their n a ture Corrupted by the poison o f

O p inion .

Whe n they p r ovide b e f oreh and fo r their o wn wants , their

u nderstanding i s s o mewhat develop ed a n d they a r e beginnin g ,

t o le a r n the value o f time We ought t hen by all mean s to

.

accu st o m and to dire ct them to its employment to u se f ul ends ,

the se being su ch as a r e u se f ul at thei r age an d readily under
s tood by them The subj e ct o f moral o rder and the u sage s
.

o f s o ciety should n o t yet b e pres ented b ecause childre n are ,

not i n a c o ndi t i o n t o u nde r st a nd su ch things T o force their .

a t t enti o n u p o n things which as w e v agu ely tell them , w ill be

,

fo r their good when they do not kno w w h a t this good means ,

,

i s f oolish It i s n o less f o o lish to as su r e them that such

.

thi ngs w ill ben et them when gr o wn ; fo r they tak e no inter

e s t i h thi s supp o sed b enet which they c a n not unde r stand, .

Let the chi ld tak e nothi ng fo r g r anted b ecause some o n e

w
s ays it is s o N o thing is good to h im b ut what he f eels to
.

b e g o o d Y o u thi nk it f a r sighted to push hi m b ey o nd hi s

.

u nde r st a nding o f things b ut yo u are mi staken , For the .

s a ke o f armi ng hi m with we a pon s he d o es not kno w ho to

us e you take f rom hi m o n e universal among me n c omm o n
, ,

s ense you teach hi m to allow hims elf al w ays t o be led ,

 F I ND I N G O UT THE E AST . 1 43

never to be more th a n a machine i n the hands o f o thers If

w
.

yo u w i ll h a ve him d o cile while he i s y o ung yo u will make ,

hi m a c r edul o u s du pe whe n he i s a man Y o u are c o ntinu

.
~

All I r equire o f yo u is fo r your o n

w
a lly s a ying t o him ,

g o o d but yo u c a nnot underst a nd it y et

, Wh a t does it .

w
matte r t o me whe t her yo u d o wh a t I r equi r e o r n o t ? Y o u

w
a r e d o ing it en t i r ely f o r you r o
!
n s a ke With s uch ne
.

speeches y o u a r e paving the way fo r s o me kind o f tr ickster

or fo ol ,

s o me visi o n a ry b a bbler o r ch a r l a t a n ho w ill ,

e ntr a p hi m o r persuade hi m t o ad o pt his o n fo ll y .

A ma n may b e well a cquai nted wi th thi ngs whose utility a

w
child cann o t comp r ehend ; but is it r ight o r even p o ssible , ,

f o r a chi ld to lea r n wh a t a man o ught to kn o w ? T r y to

w
te a ch the chi ld all th a t is use f ul t o him n o and yo u will ,

keep him busy a ll the time Wh y w o uld yo u i nj ure the

.

studies s ui t able t o hi m at hi s a g e by giv ing hi m th o se o f an

age he may never a tt a in ? But yo u s a y , ill the r e b e ,

time fo r le a r ning wh a t he ought t o kn o w when the time t o

u s e i t h a s a lr e a dy c o me ? I d o not kn o w ; b ut I am sure
that he cann o t le a r n it soone r F o r expe r ience and f eeli ng
.

a r e ou r re a l t eachers and we neve r un de r st a n d th o r oughly

,

what i s b est fo r us except f r o m the c i rcumst a nce s o f o u r

case . A chi ld knows tha t he w il l o n e d a y be a man A ll .

t he ideas o f m a nh o o d t h a t he can unde r st a nd give us o p

o t u i ti e s o f te a ching hi m ; but o f th o s e he cann o t u nde r
p r n

stand he should remai n i n ab solute ignorance Thi s e nti r e .

book i s onl y a con t inued demon s tration o f thi s pri nciple o f

education .

F in d in g out the E tas .Th e F o res t of

M o n t mo r e n c y .

I D o not lik e expl a n a to r y lectures ; v o ung people pay

very l it t le at t enti o n to t hem , and seldom remember them .
1 44 C O N C E R N I N G E D U C A TI O N .

w
w
Things ! th ings ! I can not rep eat o ften enough that e

attach t o o much importan ce to wo r ds O ur b abbling educa

.

tion p r oduces no t hing but bab blers .

Suppose that w hi le

w
e are study ing the course o f the su n ,

an d t he man ner o f nding w here the e ast i s E mil e all at ,

o nce i nterrupts me to a s k
, What i s the u s e o f a ll this ?
,
!

What an opportunity fo r a n e dis course ! H o many

thin gs I could tell him o f in an swe r ing this qu estion espe ,

c i a ll y i f anybody were by to listen ! I co uld mention the

m
advantage s o f travel and o f co me r ce ; the pe culiar product s

w
o f each c l imate ; the man ners o f di fferent n ation s ; the u s e

o f the cale ndar ; the cal culation o f se ason s in a gricultur e ;

w
the art o f nav igati o n an d the m a nn er o f tr a v elli ng by s e a ,
,

f ollowing the tru e c o urse with o ut knowing where e ar e I .

might take up p o litics n a t m a l h ist o r y a s tronomy eve n

,
'

, ,

ethics an d i nternati o nal law by a y o f giv ing my pupil an

,

exalted idea o f a ll thes e scien ces , an d a s tr o ng de s i re t o

learn them . IVh e n I hav e done , the b o y will not h a ve
u ndersto o d a single idea o u t o f a ll my ped a ntic display He .

would li k e to ask again What i s the u se o f ndi ng o u t

,

w here the east i s ? b ut dares n o t , lest I might b e angry

!
.

H e nds it mo r e t o hi s interest to pretend t o underst a n d

w hat he has b ee n comp el led t o hear Thi s is n o t at a ll an
.

un common cas e i n superi o r ed u c a tion , s o called -

.

B ut o u r E mile brough t u p m o re l ik e a ru sti c , and care

,

f ully taught to think very Slo w ly , w i ll not li sten to a ll thi s .

H e w ill run away at the rst w ord he doe s n ot underst a nd ,

and play about the room leaving me to harangue all by
,

mysel f L et u s nd a simpler w ay ; this s cientic d i splay

.

d oes him n o good .

We w ere n oticin g the position o f the f orest north o f

Montmoren cy w he n he i nterru pted me with the e a ger qu es
,

?
tion , What i s the u s e o f knowin g that Y o u m ay b e
 w
F I ND I N G O UT THE E A ST . 1 45

right said I
,
we mu st take time to think about i t ; and
:

i f there i s r eally no u se i n it we wi ll n o t try it again fo r , e ,

I V e went at something
!
have en o ugh to do th at i s o f u se .

w
e lse, and there was n o more geog r aphy that day .

w
The n ext mo r ning I pr o posed a wal k b e fore break fast .

N othin g c o uld hav e pleased him better ; ch ildre n are alway s

ready to r un abou t and thi s boy had sturdy legs o f hi s o n
, .

W e went in t o the forest and w andered over the el d s ; e ,

w
lost ourselves having n o ide a w here we w ere ; and whe n w e
,

intended to go h o me could n o t nd o ur way , Time pas sed ; .

ww
the heat o f the d a y cam e o n ; we were hungry In v ai n did .

e hu rr y about f rom place to place ; we f oun d every w here

nothing b ut woods quarries plain s and n ot a landmar k

, , ,

th a t e kne H e ated w orn o u t w ith fatigu e , and very

.
,

hung ry our running about only led us more and more astray
, .

A t l a st we s a t d o wn t o re st a n d to think the matter over .

E mile l ike any ot he r child d id not think about i t ; he c r ied

, , .

H e d i d not kno w th a t we were n ear the ga t e o f M o ntm o rency ,

and that o nly a n a rr o w strip o f w o o dlan d hid i t f r om u s .

But t o him thi s n ar r o w strip o f wo o dland was a w h o le forest ;

o n e o f his s t atu r e would b e l o st to sight among b ushes .

Af ter some moments o f s ile nce I said to hi m, with a

troubled ai r

M[
,

My dear E mil e wh a t shall we do to get a w ay from here ?

,

E I LE I n a p r of us e p e r sp i r a t i o n a n d cr yi n g bi tter ly ] I
.
,

v
d o n t kn o w

I m tired I m hung r y
.

.I m thi r sty
I can t .

.

(k ) a n nn g .

J E AN J A C Q U E S D o yo u thi nk I am b etter o ff t h a n yo u o r
.
,

th a t I w o ul d mi nd c r ying t o o i f c r ying w o uld d o f o r my ,

bre ak f a st ? There is no u se in c r ying ; t he thing i s to nd

M
,

o ur way Let me see you r w a tch ; what t ime is i t ?

.

E I L E It i s t w elve o cl o ck , and I have n t h a d my break

.

f ast.
1 46 C O N C E RN I N G E DU C A TI O N .

w
J E A N J A C Q U E S That is tru e It is twelve o clock and I

M
. .
,

haven t had my b r e a k f ast e i t he r

,
.

w
E I L E O h ho hung r y yo u mu st b e
.
,

J E AN J A C Q UE S The worst o f it i s that my di nn er w i ll not

.

w

come here t o nd me . Twelve o clock ? it was j ust thi s t i me
ye ste r d a y that we noti ced where M o ntmorency is C o ul d e

M
.

s e e where it is j ust a s well f r om thi s f o r est

?

E I L E Yes but yeste r day w e s a the forest , and we can

.

n o t see the town f rom this place .

J E AN J A C Q U E S That is a pity I w onder i f w e co ul d nd

M
. .

o u t w here it i s w ithout s eeing it ?

v
E I L E O h , my dear f r i end !

M
.

J E AN J A CQ U E S D i d n o t we s a that thi s f o r e st i s
.

E I L E N o rth o f M o n t moren cy

M
. .

J E A N J A C Q U E S I f th a t is t r ue , Mon tmoren cy mus t b e

.

E I L E South o f the f o rest

. .

J E A N J A C Q UE S There i s a w ay o f ndi ng o u t the north at

M
.

w
n oon .

E I L E Y es ; by the di rection o f our shado w s

M
. .

J E AN J A C QUE S But the so u th ?

.

E I L E H o can we nd th a t ?

M
.

J E A N J A C Q U E S The south i s o pposite the north

. .

E I L E That is tr ue a ll we have to do is to nd th e sid e

.

opposite the shad o w s . O h there s the south ! t here s the
,

south ! Montm o ren cy mu st sur ely b e o n that Side ; let u s

w
lo o k on that Side .

J E A N J A C Q U E S Pe r hap s you are right L et us take thi s

M[
. .

p ath thr o ugh the f o r est .

E I LE . C lap p i n g h i s ha n d s i th a j o yf u l s ho u t ] O h I
,
.
,

s e e M o ntm o re ncy there i t i s j ust b e f o r e u s i n plai n sight

, ,
.

Le t u s g o to o ur breakf ast o ur di nn er ; let us run f ast

,
.

A s t r o nomy i s g o o d f o r s o me t hi ng
O b serve that even i f he doe s not utter these last w ords .
 R OB I N S O N CR U S O E . 1 47

wv
they wi l l be i n hi s mi nd It m a tte r s little so long a s i t is .

n o t I who utte r them Rest assu r ed th a t he will n ever i n hi s

.

li f e fo r get t his d a y s less o n No i f I ha d o nly m a de him

.

im a gine i t all ind o o r s my lectu r e w o uld h a e been e n t i r ely

,

f o r g o t t e n by t he ne x t d a y We sh o uld te a ch a s much a s .

p o ssible by actions and s a y onl y w hat w e cannot do

, .

Ro b i n s o n C r u s o e .

I N hisl eg itim t e p r f r c f t hi ng by th e ye d h a d
a e e en e or eac e an n

a d by r
n l thi ng s d i n h i v r s i n t t h b rr n d rr
ea , an s s a e o o e a e an e on eo u

w w
m th d f t hi ng f r o m b k s l o R u ss u c st a tl y c rri d
e o o e ac oo a ne, o ea , on n a e

a w y by t h
a p a s si at a rd r
e f hi n tu r r sh s i t
on e p p o s it o o s a e, u e n o an o e

e xtr m e d x l im s I h t b ks ; th y o l y t h u s t t lk
e, an e c a , a e oo e n ea c o a

ab t wh t d t u d rst d Th h k d i t h full ti d !
ou a e o no n e an . en , c ec e n e e

o f this d c l m ti n b y h i o
e a g d s ns
a o h add s s n oo e e, e

M
Sin cewe must have book s the r e is o n e which to my mi nd , , ,

f urn i she s t he nes t o f tr eatise s o n educa t i o n acc o rding t o

n a tu r e y E mi le Shal l re a d this bo o k be f o r e any other ; i t
.

sh a l l f o r a l o ng ti me b e his entire libra r y and sh a ll alway s ,

h o ld an hon o rable pl a ce It Sh a ll be the text o n whi ch a ll .

w
o ur discussions o f n atural scie nce sh a l l b e o nl y c o mm en t a r ies .

I t sh a ll b e a test f o r a ll we me et du r ing o ur pr o g r es s t o w a r d
a ripened j udgment a n d s o long as o ur t a ste i s u n sp o iled
, ,

e shall enj oy read i ng I t What w o nde r f u l b o o k i s thi s ? .

Ar isto tle Pliny Bu ffon N o ; it is Rob ins o n C r u soe

? ? ?
.
!

The story o f thi s man alon e o n hi s isl a nd un a ided by hi s , ,

f ellow men w i th o ut a n y art o r its impleme nts a n d yet p r o

-

, ,

w
y iding fo r hi s own p r es erva t ion and subsistence

v
eve n c o n ,

tr i i n g to l ive i n wh a t mi ght b e call ed c o m f o rt i s inte r es t ing ,

to person s o f all age s It ma y b e m a de delight ful to chi l

.

dr e n in a thousand ays Thus we m a k e the dese r t island , .

whi ch I used at the outset fo r a comparison , a reality .

1 48 C O N CER N I N G E D U C AT I O N .

This condition is n o t I grant that o f man in society ; a n d

, ,

to all appe a r a n ce E mile w ill n ever o ccupy i t ; but f r om it he

o ught t o j udge o f a ll o t he r s The su r est way to r is e ab o v e
.

p r ej udice and t o j udge o f things in the i r tru e rel a tion s i s t o

, ,

put o urselves i n the place o f an isolated man , and de cide a s

he must con cerning the i r r e a l utility .

D is encumb e r ed o f its les s protable portion s thi s romanc e ,

f rom its begin ning the Shipw r eck o f C ru soe o n th e island to

w
, ,

its e nd the arrival o f the v essel w hich take s hi m away will

, ,

yield a mu seme nt and inst r ucti o n t o E mil e during the p eri o d

no in questio n I would have hi m completely carried away
.

by it , continu ally thinking o f C ru soe s f o r t hi s goats , and

,

hi s plant a tions . I w o uld have hi m learn n ot f rom books , ,

b ut from re a l things , all he would n eed t o kno w u nder the

s ame c i rcumstan ces H e should b e en couraged to play
.

Ro b inson C rus o e to imagi ne h i mself clad i n Ski n s weari n g

v
a g r eat cap and sword and a ll the array o f that grotesque
,

gure d o wn t o the umb r ella o f whi ch he would h a e no

, ,

n eed I f he h a ppen s to be in want o f anythi ng I hope h e ,

w ill contrive something t o supply its pl a ce Let hi m lo o k .

care f ul ly i nt o all th a t his he r o di d and d ecid e w hether any o f

,

it was unn ece ssa ry o r might h ave b e e n d o n e in a b etter w ay

, .

Let him n o tice C ru soe s mistake s and avoid them un der lik e

c ircumstan ces . He w ill very likely plan fo r hi ms elf s u r

rou ndings like C ru s o e s a r eal castle i n th e a ir n atu ral at

, ,

hi s happy age w hen we think ourse lve s rich if we a r e fre e

an d hav e the ne ces sa r ies o f li f e Ho w u se f ul thi s hobby
.

might be made i f s o me man o f sen se would only sugge st i t

an d turn it to g o o d a ccou nt ! The child eager to b uild a ,

s to r ehouse f o r his island would b e mo r e des i rous to lea r n

,

th a n hi s m a ster would b e t o teach him He w ould b e a u x .

i o n s t o kn o w everythi ng he c o uld make u s e o f and n o thin g ,

b esides Y o u w ould not need to guide , but to res t rai n hi m

. .
w
J UD G I NG F RO M A PPE A RA N C E S 1 49

w
.

H r Ro u ss e a u i sists u p g ivi g hil d s m tra d

e e m tt r
n on n a c o e e, n o a e

h t h i s t ti n i n li f m y b
a s d i n 1 76 2 h
a o u tt r d th s p e a e : an e e e e e ro

p h t i w r d s r m rk bl i d
e c o d wh n ,
ll t mi d t h d is rd rs
e a a e n ee , e e ca o n e o e

at th l s f th t c tu ry
e c o e o a en

w
Y tr u st t o the pre s ent condition o f society , with o ut r e
ou

e c t i n g t hat it i s subj ect t o u n avoid a ble rev o lutions and that ,

o u can n e ither fo r ese e n o r prevent what is to a ff ect the f at e

y
o f y o ur o n chi ldren The great are br o ught low , the p o o r .

are mad e rich the k ing bec o me s a subj ect A re the blow s
,
.

o f f ate s o u ncomm o n t hat yo u can expect to escap e them ?

We are appro a ching a cri sis the a g e o f r e v o lutions Who , .

a
c n tell what will b ec o me o f you then ? A ll that man has
do ne man may destroy N o characters b u t th o se stamped .

w
i
by n ature are ine ff ace able ; and n atur e d d not make pri nces ,

o r rich men , o r n o ble s

w
.

his d vi c
T s f ll w d
a I n th e hi g h s t g r a d s o f s c i ty i t
e a o o e . e e o e

b e c m t h f shi n t l r n s m h n d i c ra f t I t i w ell k n o wn t h a t
a e e a o o ea o e a . s

L u is XV I
o pr d f h i s skill a a l
. k s mith A m o n g th e xil s
as ou o s oc . e e

f l t r p ri d m y w d th ir l ivi ng t o th e t r d th y h a d th u

w
o a a e e o , an o e e a e e s

l r d
ea ne .

T r t u r t E mil R us s a u s l ts f him t h tr d e f
o e n o e : o e e ec or e a o a

j in r d g s so f
o e , an t mp l y hi m d h i s tu t o r i n th a t ki d
oe ar a s o e o an n

o f l ab f or o m o r d y s f v ry we k und r a m a s t r h o
or o ne r e a o e e e e e

p a y s th em a c t u l w a s f r th e ir w o rk g
a e o .

w
J u dgin g fr om A p p ear a n ces . Th e B ro k en S ti ck .

IE
I have thu s fa r made m y sel f underst o o d yo u may s e e ,

ho w i t h regular physic a l exe r ci s e and manu a l labor I am

, ,

at the s a me ti me giving my pup i l a t aste fo r reection an d

med ita t i o n Thi s will counte r b alan ce the indolence whi ch
.

might result fr o m hi s in di ffe r ence t o o ther me n a n d from t h e

dorm a nt state o f hi s pas si o n s He mus t w o r k lik e a peasant .

and t hi n k lik e a philo sopher , o r he w ill b e a s i dl e a s a s avag e .

15 0 C O N C E RN I N G E DU C AT I O N .

w
The great s e c r et o f e d u cati o n i s to make physical a n d men t a

.

e xercise s s e r ve a s r elaxati o n f o r e ach other At rst o u r .

pu pil had n o thing bu t se nsation s , and n o he h as ideas .

The n h e only perce ived but now he j udge s

, F o r fr om co m .

p a r is o n o f many s ucce ssiv e o r simultan e o u s sen s a tion s

w ith the j udgme nt s b ased on them aris es a kind o f mixed or ,

complex s en s a tion which I call an idea .

The d i ffe r ent man ner i n w hic h ideas are fo r med giv es e ach
mi nd i ts p e culiar ch a r acter A mind i s s o lid i f it sh ar e i t s
.

ide a s according to the tru e rel a tion s o f things su pe r cial i f ,

content w ith the i r apparent rela t i o ns ; accurate i f i t b eh o ld ,

things as they really are ; u nsou nd , i f it u nde r stan d t hem i n !

corre ctly ; disordered i f it f ab r icate imaginary relation s

, ,

n either appare n t n o r real ; i mbecile i f it d o not comp a r e

,

idea s at all . G reater o r les s mental p o wer i n di ffe r en t me n

con sist s i n their greater o r les s readines s i n c o mp a r ing ideas

w
and dis covering the i r relati o n s .

From s imple a s well as complex s ens ation s , w e f orm j u d g

m ents whi ch I w ill call s impl e id e as In a sen sati o n the

.

j udgment i s w holl y pas s ive only af rming that e f eel w hat

,

w e f e el I n a pre cepti o n o r i dea t h e j udgmen t i s active it

w
.
,

w
bring s tog e ther compares and dete r mines rel ations not de
, ,

t er mi n e d by the s ens es Th i s i s the only p o in t o f d i ffe r ence ,

.

but it i s important . N atur e n ever d eceive s u s ; it i s always

e ho dece iv e o urselves .

I s e e a child eight year s old h elp e d to s o me f ro z e n cu sta r d .

w
Without knowing w hat it i s , he puts a s poon f ul i n his m o uth ,

an d f eeli ng the cold s en s ati o n excl a ims , A h that b urn s

, ,

w
H e f eels a keen s e n s ation ; h e knows o f non e m o re s o th a n

w
he a t an d think s that i s what he n o f e el s
, He is o f cour se .

mistake n ; the chill i s p ain f ul but does n o t burn hi m ; a n d

,

the t o s en sa t ion s a r e n o t alik e , since , a fter e n c o u nte r ing

b o t h , e n ever mi stake on e fo r the other It is n o t , there .
 J UDG I NG F RO M A PP E AR A N CE S . 15 1

fo re , the sen s ation which mislead s him but the j udgment ,

base d o n it .

It is t he s ame when a n y o n sees fo r the rst time a mire

r o r o r O p t ic a l a ppar a tus ; or en ters a deep cella r i n mid

w i nte r o r midsummer ; or plun ges his h a nd either very w a r m ,

o r very c o ld into tepid water ; o r rolls a lit tle ball betwee n

,

two o f his nge r s held cros swis e I f he i s s a ti sed with .

des c r ibing wha t he pe r ceive s o r f eels , keepin g his j udgmen t

i n abey a n ce he c a nn o t b e mistaken
,
B u t whe n he decides .

w
u pon appearances his j udg ment i s active ; i t comp a re s an d
, ,

i n f ers r elation s i t does n o t perceive ; and it ma y the n be

mi staken . H e w ill need experie n ce to p r even t o r cor r ect
s uch mistakes Sh o you r pupil cl o uds p assin g over the
.

mo o n a t n ight a n d he w ill think that t he m o o n i s m o ving i n

,

an O pposite directi o n an d that th e clouds are at rest H e

,
.

w ill the mo r e r eadily in fer th at thi s i s the case be c a us e he ,

usu a lly s ees sm a ll obj ects , n o t la rge o n es i n motion an d , ,

b ecause the cl o uds se em to him la r ger than the moon o f ,

w
wh o se dist a n ce he h a s no ide a Whe n fr o m a movin g b o a t
.

h e see s the sh o r e a t a l it t le dist a n ce he makes the cont r ary ,

m ist a ke o f t hink ing that the e a rt h m o ves F o r un con s ciou s .

,

o f hi s o n mo t i o n the bo a t the wate r a n d the e nti r e

, , ,

h o r iz o n seem t o him o n e immov a ble whole o f which the

m o v ing Sh o re i s o nly o n e p a r t

w
.

The r s t t ime a ch ild s e e s a stick h a l f imme r sed i n water ,

it seem s t o be b r o ken The se ns a ti o n i s a t r ue o n e and

.
,

w o uld b e even i f
,
e did not kn o w the r eas o n fo r this
a ppe a r a n ce I f t he r e fo r e yo u a s k him wh a t he sees h e
.
,

a n swe r s t r uly

A broke n stick
!

, b e c a use h e i s fully c o n
,

s c i o u s o f t he s en s a ti o n O f a b r o ke n s t ick B ut when de
v
.
,

c e i e d by h is j udg ment he g o es f a r ther and a f te r s a yi n g

, ,

th a t h e s ees a b r o ken s t ick h e s a y s ag a in th a t the s t ick

,

really is br o ken , he s a ys what is not tru e ; a n d w hy ?

15 2 C O N CER N I N G E DU C AT I O N .

B ecau se hi s j udgment be comes acti ve he decides n o longe r

f r om o b serv a t i o n b ut f r o m in f e r en ce when he de cla r e s as a
, ,

f a ct wha t h e does n o t actu a lly pe r ce ive n amely that tou ch ,

would c o nrm the j udgment b ased upon s igh t al o ne .

The best way o f lea r ning to j udge correc t ly i s the o n e

w h ich ten ds t o Simpli fy our expe r ience , and e n ables u s to

v
m a ke n o mi stake s even whe n we dis pen se wit h experien ce
alto gethe r It fo llo w s from this that af ter ha i n g l o ng ve r i

e d the testimony o f on e sen se by th a t o f another we must ,

f u r ther lea r n t o veri fy the testimony o f each sen se by itse l f

w ith o ut a ppeal to any o ther The n e ach sen s ation at once
.

b e c o mes an idea and an idea in acc o rd ance w ith t he truth

, .

w
With su ch acqui sition s I have e ndeavored to store this thi r d
period o f human li f e .

To fo llo w this plan requires a patien ce and a c i r cu ms p e c

w
tion o f which fe te achers are cap able a n d w ithout w hich ,

a pupil wil l never learn t o j udge corre ctly F o r ex ample .

i f when h e i s mi sled by the app ear a n ce o f a b r oken stick

, ,

yo u e ndeavor to Sho h im his mistake by taking the s t ick

qu ickly o u t o f the water , you may p e r hap s unde ce ive him ,

but what will yo u teach him ? N othing h e might n o t h ave

learn ed fo r h imsel f Y o u ought n o t thu s to te ach him o n e
.

d etached tr uth i nstead o f sho w ing him ho w h e m ay always

,

w
discover fo r himsel f any truth I f yo u re a lly mean t o teach
.

w
him d o n o t at on ce u nd ece ive him
, L et E mile and myse lf
.

s e r ve you fo r ex ample .

In t he rst place any child educated in the o r din ary a y

,

w o uld t o th e s ec o n d o f the t o ques t i o n s ab o ve mentioned

, ,

w
an swe r ,O f c o ur se the s t ick i s broken I doub t whethe r
.
!

E mil e w o ul d give t his a nswer See in g n o n ee d o f bein g

.

le a r n ed o r o f app e a r i ng le a r ned he n eve r j u dge s h a stily bu t

, ,

v
only f r om eviden ce Knowing h o e asily appear a n ces de
.

c e i e us as , in the case o f persp ective , he i s f a r from

 J UD G I N G F RO M A P PE A R A N CE S . 15 8

nding the ev iden ce in the present c a s e su fcient Bes ides , .

kn o wing fr o m experien ce t h a t my m o st t r ivi a l que sti o n

a lw a y s ha s an O bj e ct which he d o e s n o t a t o n ce disc o ver he ,

i s n o t in t he h ab i t o f g iving heedles s a nswe r s O n the c o n .

t r a r y , he is o n h i s gua r d and a t te ntive ; he lo o k s int o the

w
m a tter ver y ca r e f ully b e fo r e r eply ing He n ever gives me .

w
an answer wi t h which he is n o t himsel f s atised a n d he i s ,

n o t easily s a t ised M o r eove r he a n d I d o no t pride ou r

.
,

s elve s O u kn o wing f acts ex a ctly but o nly o n m a king f e ,

w
mi st a ke s We sh o ul d be much m o re dis con certed i f e
.

f ound ou r selve s satised w ith an in su fcient re a son than i f

we ha d dis cove r ed none at all The con fessi o n I do not
.
,

kno ,
!
suits u s both s o well , and w e repe a t it s o o f ten that ,

it costs n either o f u s anything But whethe r fo r thi s on ce .

f
h e i s c a reles s o r av o ids th e di culty by a conveni ent
, I
!
do n o t know , my an swer is the s ame Let u s s ee ; let us

w w
!
nd o u t .

w
The stick hal f w ay i n the wate r is xed i n a vertical
,
-

positi o n .To nd o u t whethe r it i s b r o ken as it app e a rs to ,

be , ho much we must d o bef o r e we take it o u t o f t he ater ,

or eve n touch it ! F irst e go entirely r ound it and

, ,

O bs erve that the fr actu r e go es a r oun d with us It i s o u r .

eye al o ne then that changes i t ; and a gl a n ce can not mo v e

, ,

thi ngs fr o m pl a ce to pl a ce .

Secon d ly w e lo o k d i rec t ly d o w n t he stick f r o m the end

, ,

outside o f the water ; then the s t ick i s n o l o nger bent ,

b ec a use th e end n e x t our eye exac t ly hides the other e n d

f r o m us .H as o ur eye st r a igh t ened the stick ?
T hi rdl y we s t ir t he s u r f a ce o f the w a te r and see the s t ick
, ,

bend itsel f i nto seve r al cur ve s m o ve in a zig z a g di r e cti o n ,

-

and foll o w the undul a t i o ns o f t he w a te r H a s the motion .

we g a ve the w a t er b een enough thus t o break to so f ten and , ,

t o melt the stick ?

154 C O N C ER N I N G E DU C A T I O N .

Fourth w e draw o ff the water and see the stick s t raighten

,

w
itsel f a s f a st a s the w ater is lowe r ed Is n o t thi s m o re t h a n
.

e n o ugh t o ill us tr a te the f act and to nd o u t the re fr a cti o n ?

It i s n o t then true th a t the ey e deceives u s , si nce by its aid
alone w e c a n c o rrect the mi stakes e as c r ib e t o it .

Suppos e the c hi ld s o dull as not t o u nderstand the r esult

o f th e se expe r im ents Then w e must call touch to the a i d
.

o f sight Instead o f t a k ing the stick out o f the water , le a ve

.

i t there a n d let him pass his han d fr o m o n e end o f it t o the

,

othe r .H e w il l f eel no angle ; the stick th ere fore , i s n o t ,

brok en .

Y o u will tell me that these are not only j udgme nts but
fo rmal re a son ings T r ue ; but do you n o t s e e that as so o n
.
,

a s the mi nd h a s a tt a ined t o ideas , all j udgment i s reason ing ?

The con sci o u sn ess o f any s ensati o n is a propositi o n a j udg ,

m ent .A s soon , the r e f o r e a s we c o mp a re o n e sen sati o n

,

w ith anothe r we reason The art o f j udging and the art o f

,
.

reas on ing are precisel y the same .

I f fr om the less o n o f this sti ck E mile does n o t under

, ,

s tand the ide a o f r e f r a cti o n he wi l l n ever u n derstand it at

,

all H e shall n ever diss ect ins ects or cou n t the spots o n t he
.
,

s u n ; h e shall n o t e ven kno w what a mi cros cop e o r a tele

s cop e i s .

Your learned pu pils will laugh a t hi s ignoran ce , an d will

not b e v ery fa r wr o ng F o r b e fore he u ses these i n s t r u
.

w
ments I i ntend he shall i nvent them ; and you may w ell
,

s upp o s e that this will n o t b e so o n done .

Thi s shal l be the spi r it o f all my methods o f teachi ng

du r ing thi s p e r iod I f the child r o l ls a bu ll et b et w ee n t o
.

c r o ssed ngers I will n o t let hi m l o ok at it ti ll h e i s other

,
:

w is e conv i n ced that there i s only on e b ull et th er e .

 RE S U L T . 155

Re s u l t . Th e Pu p i l a t the A ge of F ifte e n .

I T H IN K t hese expl a n a t ions will su f ce t o mark distin ctly

th e a dv a nce my pupil s min d ha s hithert o made and the ,

r o ute by which he ha s a dv a nced Y o u a r e p r o bably alarmed

.

at the numbe r o f subj ects I hav e brought to his n o tice Y o u .

a r e a f r aid I will o ve r whe l m his mi nd with a ll thi s kn o wledge .

B ut I te a ch him rather n o t t o kno w them than to k now them .

I a m sh o wing him a path to knowledge n o t indeed d ifcult

but w ith o ut limi t Sl o wly measured l o ng o r r a ther en dles s
, , , ,

w w
an d tedious to fo ll o w I am S ho wing him how t o ta ke the
.

r st s t eps so that he may know its b eginning , but al lo w hi m

,

to go no f ar t her .

O bliged t o learn by his o n e ff o r t he employs hi s o n ,

reason not that o f a nother

, M o s t o f o u r mi stakes ari s e les s
.

wi t hin o urselve s th a n f r o m o the r s s o th a t i f he is n o t t o b e

ruled by o pini o n he must receive nothing u pon auth o r ity
, .

Such continu a l exe r ci s e must invig o rate the mi nd as labor

an d f a tigue s trengthen th e b o dy .

w
The mi nd as well as t he body can bear only wh a t i ts
s trength will all ow Whe n the unde r stand ing f ully masters
.

a thi ng be fo r e i n t rusting i t to the mem o ry what it a fte r w a r d ,

draws there f r o m i s i n r e a lity its o n B ut i f instead w e load .

w
the memo r y w ith m a tters the unde r standing has not m a ste r ed ,

we ru n the risk o f n ever nding there any t hi n g that belongs

w
to it .

E mil e h a s l itt le kn o wle d ge but it is re a lly hi s o n ; h e

,

k nows n o thing by halves and the m o s t imp o r tant fa ct i s th a t

he d o e s n o t n o know things he w ill one day kn o w ; th a t
m a ny things kn o wn to other p e o ple he n ever will know and
that the r e i s an innity o f t hings whi ch n ei t he r he n o r any
o n e els e eve r will know He i s prep ared fo r kn o wle d ge o f
.

every ki nd ; not b ecause he has so much bu t be c a use he ,

 M
156 C O N C E R N I N G E D UC AT I O N .

w
k n o w s how to acquire i t ; his mind is op en to it , an d as o n ,

t a ig n e s ays , i f not tau ght h e i s at least te achable

, I sh a ll be .

w
s tised
a if h e knows ho to nd o u t the
where fore o f

v
eve rything he knows and the w hy o f eve rything he b e
!

li e e s
. I r epeat that my o bj ect i s n o t to giv e him kn o wledge ,

but to teach him ho to acquire it at n eed ; to estimate it at

i ts tru e v alu e and a b o ve all things to lov e th e truth
, ,By .

this method we advan ce sl o wly but tak e no u s eles s s teps , and

,

are not obliged to ret r ace a singl e o n e .

E mile un derstands only the n atur a l an d purely p hysi cal

w
s c en ces H e does n o t even know the n ame o f histo r y , o r the
i .

me an ing o f met a physics and ethics H e kn o w s t he e ssenti a l

.

relati o n s b etween men and things , but nothi n g o f the mo r al

relation s b et ee n ma n and man H e d oe s n ot re a d ily gen er
.

aliz e o r conce ive o f abstractions H e ob s erve s the qu a litie s

.

common to certai n bodies without reaso ning abou t the qu ali

tie s themselve s With th e aid o f geometric gures and a l
.

g e br a i c sign s h e knows someth i ng o f exten s ion an d qu a ntity

, .

U pon these gur es and signs h i s s en s e s rest their kn o wledge

o f the ab stractions j ust n amed H e m ak es n o attemp t t o
.

learn the n at u re o f thi ngs b ut o nl y s uch o f the i r rela t ion s a s

,

con cern himsel f H e e stimate s extern al things only by their

.

relation to him b ut this estimate i s exact and pos itive and ,

i n it f an ci es and conve ntion alitie s h av e no share H e value s .

v
most thos e things th at are most us e f ul to him ; and n ever de
i a t i n g f rom this standard , i s n o t inuenced by gen eral

w
op in i on .

E mil e is in d u strious temperate , p atient , s tead fa st , a n d f ull

,

o f c o ur age H is i magination , n ever a r o used d oes n o t e x a g

. ,

gerate dangers H e f eels fe di s c o mf orts and can bear

.
,

p ain w i t h fort i tude b ecau s e he has n ev er learn ed to c o ntend

,

w ith f a te H e d o es not yet know ex actly what de a th is but

.
, ,

accustomed to yield to th e l aw o f n ecess ity , he w ill d i e when

 RE S U LT . 15 7

he mu st without a groan o r a stru ggle

,
Nature can do no
.

more at that moment abho r red by a ll T o live free and to

.

h a ve l i ttle to do with human affairs i s the be st w ay o f learn ,

ing ho w t o d ie .

In a w o rd E mile has every vir t ue which affe ct s himsel f

, ,

T o h a ve the s o cial v i r tues as well he only needs to know t h e

,

r el a tion s which m a ke them n ece ss a r y ; an d this knowledge

hi s mind i s re a dy t o r ece ive H e c o n siders himsel f i n d e p e n d
.

e ntly o f o the r s a n d i s s a ti sed when others d o n ot think o f

,

h im at all H e exacts nothing fr o m others and n ever think s

.
,

o f owing anythin g to them H e i s alon e i n human s o ciety

.
,

and depends s o lely upon himsel f H e h as the best right o f

.

all t o b e independent fo r he is all th a t any o n e can b e a t his

,

vv
age . H e has n o er r ors b ut s u ch as a hum a n b eing mu st
ha e ; no ices but those from which no o n e can warran t him
sel f exempt H e has a sound con stituti o n acti ve limb s a
.
, ,

f air and unprej udiced mind , a hea r t free an d w ithout p ass ions .

Sel f love t he r st and m o st n atur al O f all h a s s carcely man i

-

, ,

fe s t e d itsel f at a ll Without d isturbin g any on e s p eace o f
.

m ind he has l ed a h appy contented li f e as f ree as n atur e

, ,

wil l al lo w D o you think a youth w ho has thu s attai ned hi s

.

fteen th year ha s lost th e years that hav e gon e b e for e ?

 H ea th Pe d a g o gi c a l L i br a r y

s .

M
I Co mp a yr es H i st ory b of h iv
P ed a g og y T h e e s t a n d mo s t c o mp r e e n s e his
i i En glis h
.
.

y f d D
uca t o n S !
r G H A LL

w
to r o e n

L t hi g b
. . . . .

II C mp e
o a

T s ec u r e s on ea c n T he e s t bo o k i n e xi s t e n c e o n t he o r
y
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.

P A
.

d an p r ac t ce D !
r es . A C L I ST E R, r e xe n s t tu t e .

P y h l g y App l i d t E d ti
.

C mp y

I II o a r s s c 9 o o e o u ca on 0 c e n ts

E mi l i ilb k v i
. .
.

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e

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P b dy L t t Ki d rg rt Ill
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, .

d $

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rd d G t d C l h 9
. .
.

VI P t l
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s eon a ; p p 5an er r u e . ot , 0 c en t s a er , 2 c e n ts .

H bi t i Ed ti
.

VII R d t k
a e s oc

s 75 a n u ca on . c en t s

t h d E d ti i mp p d g gi l
.
.

V III R m Th m k
In u ca on ost o r ta n t
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w
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.
.

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.
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IX a B bl g p h y f E d

s l lo ra o u ca on o er s e er e ar t ent

M
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Sy t m f Ed ti
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ti l f t h d A p i l p i i f m h d i h
.

XI D G m

e ar E o S s s en a s o e o r ac t c a ex os t on o et o s t
ill iv li f mm h l d i
.
.

us tr a t e o ut 5 nes o co on sc oo stu es . 6 c e n ts

ly T i i g f C h i l d r Cl h
.

XII lm
a E so n s ar 5 ra n n
; p p 5 o en . ot , 7 c e n ts a er , 2 c e n ts .

H ll hi g Hi t y
.

XIII a

th d
s f T e o s o ea c n s or .

Cl h
.

XIV N e h lm s S h l Hy g i
o e s

5 c oo
p p 5 en e o t 7 c en t s ; a er 2 c en ts

P y h l gy T h b l v p p df m
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XV

e ar o s n n er s s c o o e est an ua e er re ar e ro

i dp i
.
.

h H bt e er ar t a n s t an o nt

App p t i p y h l gy
.

XV I .
L g
an e s

Th m er ce p l m g ph on . d e ost o u ar on o ra on s c o o an

p d g g e hy t ath
a y
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hi g
.

XV I I th d
e f T
o s o ea c d L g g 9 n o er n an ua es 0 ce n t s

F lk i I t d ti t th S i ti f E d t i
. .
.

XV I I I e H b t n s

er ar

s d P n ro uc on o e c en c e a n rac ce o u ca on

w M w
Wi h i i b O B ig
. .

d tr o t on

M
t an n uc y scar ro n n

S i ti I ld l i f h A llg m
.

XIX . H b t
er ar f Ed

s c en c e o u ca on . nc u es a t r an s at on o t e e

e zne

P d g g k a a o z

H rf d S t d t F b l 75
.

e or s u en s r oe e c e n ts

M
i th rh d
. .

w M

XX I ar d l Ce e s on s c ou s o e oo .

P y h l g y f C h ild h d N l g d di i 9
.

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s s c o o d o oo e an en ar e e t on 0 c e n ts .

Uf r I tr d t i
. . .

XXIII e

s n t t h P d g gy f H b t
o uc on
9
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t i l I d l A b i f hi y f d i
. .

XX I V unr oe s Ed

u ca on a ea r e s to r o e uca t o n

M
ti B t T h g ht m ry B d
. . .

X XV . L ku Th
en s s C

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r e s en ! en a n e a c zt n zs

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.

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ll Ch ild Ob v
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ti I mi i d Alli d A ivi i
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s s er a on s ta t on an e ct t es
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. . .

XX I X e e re s

u $ e an s e a 1 2 5

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by h t e n a t ur e o
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. .

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o e sc a

s e c o e a s er

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f a ea s o a c oo as e

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e er a o z
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7 c e n ts .

L i g l f R d i g A d y f p y h l gy d m h d 7 5
. .
.

X XXV I I a n

s a n ua o ea n s tu o s c o o an et o c en t s .

B u r ra g e a n d B il y S h l S i t ti r ti $ 5
. . .

a e s d D c oo an a on a n e co a on .

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t St d y d t h C h il d
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D C H E A T H 8: C O
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