"All is good coming from the hands of the Author of things; everything degenerates in the hands of man;" thus begins "Émile." "He makes one land nourish the productions of another, one tree bear another's fruit; he mixes and confounds the climates, the elements, the seasons; he mutilates his dog, his horse, his slave; he overturns, he disfigures everything; he loves deformity and monstrosities; he wants nothing such as nature made it, not even man, who has to be trained for him like a managed horse, trimmed to his fashion, like a tree of his garden."
Ignorance is harmless; error only is pernicious. Men do not go astray on account of the things of which they are ignorant, but of those which they think they know. The time which we spend in learning what others have thought is lost for learning to think ourselves; we have more information and less vigor of mind.
Let us seek out the kind of education proper for the formation of a vigorous and, above all, of an independent man. We will call our pupil Émile. The author himself shall be his tutor and shall devote himself exclusively to the education of this single boy. A father, however, is the best of tutors, for zeal is far more valuable in this place than talent. But whoever it be that undertakes the education, he must be always the same and always absolute. If a child ever gets the idea that there are grown people that have no more reason than children, the authority of age is lost, the education has failed.
The position of the tutor is one of the most curious and one of the most mistaken things in "Émile." While in many respects the training described in the book would tend to make a manly and independent boy, the pervading presence of the tutor would perhaps undo all the good of the system. It is true that absolute truth is recommended, that "a single lie which the master was shown to have told the pupil would ruin forever the fruit of the education." Yet the tutor is to interfere openly or secretly in every part of Émile's life. "It is important that the disciple shall do nothing without the master's knowing and willing it, not even what is wrong; and it is a hundred times better that the governor approve of a fault and be mistaken, than that he should be deceived by his pupil and the fault committed without his knowledge." Let the tutor, therefore, be the pupil's confidant, even; if necessary, his companion in vice. You must be a man to speak strongly to the human heart. The tutor is constantly deceiving Émile, and some of his tricks are so transparent that it is wonderful that Rousseau could have expected the simplest of boys to be taken in by them. Here is an instance.
The object is to show Émile the origin of property, and to give him the first idea of its obligations. "The child, living in the country, will have got some notion of field-work; for that he will need only eyes and leisure, and both of these he will have. It belongs to every age, and especially to his, to wish to create, to imitate, to produce, to show signs of power and activity. He will not twice have seen a garden dug, vegetables sown, sprouting and growing, before he will want to be gardening too.
"On the principles heretofore established, I do not oppose his desire; on the contrary, I favor it, I share his taste, I work with him, not for his pleasure, but for mine; at least he thinks so; I become his under-gardener; as his arms are not strong yet, I dig the earth for him; he takes possession of it by planting a bean; and surely that possession is more sacred and worthy of respect than that which Nunes Balbao took of South America, in the name of the king of Spain, by planting his standard on the shores of the South Sea.
"We come every day to water the beans, we see them sprout with ecstasies of joy. I increase that joy by telling him, `This belongs to you;' and by explaining to him this term, `to belong,' I make him feel that he has spent here his time, his labor, his pains, his very person; that in this earth there is something of himself, which he can claim against every one, as he could draw his arm from the hand of a man who should try to hold it in spite of him.
"One fine day he comes out eagerly, with his watering-pot in his hand. Oh horrible sight! Oh grief! All the beans are torn up, all the ground is turned over; you could not recognize the very place. `Oh, what has become of my labor, my work, the sweet fruit of my care and of my sweat? Who has robbed me of my property? Who has taken my beans?' His young heart rises; the first feeling of injustice comes to pour its sad bitterness into it; tears flow in streams; the desolate child fills the air with groans and cries. I share his pain, his indignation; we seek, we inquire, we examine. At last we discover that the gardener has done the deed; we summon him.
"But here we are very far out of our reckoning. The gardener, learning of what we complain, begins to complain louder than we. `What! gentlemen; it is you that have thus spoiled my work! I had sown in that place some Maltese melons, whose seed had been given me as a treasure, and which I hoped to serve up to you for a feast when they were ripe; but now, to plant your miserable beans, you have destroyed my melons after they had sprouted, and I can never replace them. You have done me an irreparable injury, and you have deprived yourselves of the pleasure of eating delicious melons.'
"Jean Jacques. Excuse us, my poor Robert. You had put there your labor and your pains. I see that we were wrong to spoil your work; we will get you some more Maltese seed, and we will dig no more in the ground, without knowing if some one has not set his hand to it before us.