Émile; Or, Concerning Education; Extracts

by Jean-Jacques Rousseau

As soon, therefore, as education becomes an art, its success is almost impossible, since the agreement of circumstances necessary to this success is independent of personal effort. All that the utmost care can do is to approach more or less nearly our object; but, for attaining it, special good fortune is needed.

What is this object? That of nature itself, as has just been proved. Since the agreement of the three educations is necessary to their perfection, it is toward the one for which we ourselves can do nothing that we must direct both the others. But perhaps this word "nature" has too vague a meaning; we must here try to define it.

In the natural order of things, all men being equal, the vocation common to all is the state of manhood; and whoever is well trained for that, cannot fulfil badly any vocation which depends upon it. Whether my pupil be destined for the army, the church, or the bar, matters little to me. Before he can think of adopting the vocation of his parents, nature calls upon him to be a man. How to live is the business I wish to teach him. On leaving my hands he will not, I admit, be a magistrate, a soldier, or a priest; first of all he will be a man. All that a man ought to be he can be, at need, as well as any one else can. Fortune will in vain alter his position, for he will always occupy his own.

Our real study is that of the state of man. He among us who best knows how to bear the good and evil fortunes of this life is, in my opinion, the best educated; whence it follows that true education consists less in precept than in practice. We begin to instruct ourselves when we begin to live; our education commences with the commencement of our life; our first teacher is our nurse. For this reason the word "education" had among the ancients another meaning which we no longer attach to it; it signified nutriment.

We must then take a broader view of things, and consider in our pupil man in the abstract, man exposed to all the accidents of human life. If man were born attached to the soil of a country, if the same season continued throughout the year, if every one held his fortune by such a tenure that he could never change it, the established customs of to-day would be in certain respects good. The child educated for his position, and never leaving it, could not be exposed to the inconveniences of another.

But seeing that human affairs are changeable, seeing the restless and disturbing spirit of this century, which overturns everything once in a generation, can a more senseless method be imagined than to educate a child as if he were never to leave his room, as if he were obliged to be constantly surrounded by his servants? If the poor creature takes but one step on the earth, if he comes down so much as one stair, he is ruined. This is not teaching him to endure pain; it is training him to feel it more keenly.

We think only of preserving the child: this is not enough. We ought to teach him to preserve himself when he is a man; to bear the blows of fate; to brave both wealth and wretchedness; to live, if need be, among the snows of Iceland or upon the burning rock of Malta. In vain you take precautions against his dying,—he must die after all; and if his death be not indeed the result of those very precautions, they are none the less mistaken. It is less important to keep him from dying than it is to teach him how to live. To live is not merely to breathe, it is to act. It is to make use of our organs, of our senses, of our faculties, of all the powers which bear witness to us of our own existence. He who has lived most is not he who has numbered the most years, but he who has been most truly conscious of what life is. A man may have himself buried at the age of a hundred years, who died from the hour of his birth. He would have gained something by going to his grave in youth, if up to that time he had only lived.

The New-born Child.

The new-born child needs to stretch and to move his limbs so as to draw them out of the torpor in which, rolled into a ball, they have so long remained. We do stretch his limbs, it is true, but we prevent him from moving them. We even constrain his head into a baby's cap. It seems as if we were afraid he might appear to be alive. The inaction, the constraint in which we keep his limbs, cannot fail to interfere with the circulation of the blood and of the secretions, to prevent the child from growing strong and sturdy, and to change his constitution. In regions where these extravagant precautions are not taken, the men are all large, strong, and well proportioned. Countries in which children are swaddled swarm with hunchbacks, with cripples, with persons crook-kneed, stunted, rickety, deformed in all kinds of ways. For fear that the bodies of children may be deformed by free movements, we hasten to deform them by putting them into a press. Of our own accord we cripple them to prevent their laming themselves.

Must not such a cruel constraint have an influence upon their temper as well as upon their constitution? Their first feeling is a feeling of constraint and of suffering. To all their necessary movements they find only obstacles. More unfortunate than chained criminals, they make fruitless efforts, they fret themselves, they cry. Do you tell me that the first sounds they make are cries? I can well believe it; you thwart them from the time they are born. The first gifts they receive from you are chains, the first treatment they undergo is torment. Having nothing free but the voice, why should they not use it in complaints? They cry on account of the suffering you cause them; if you were pinioned in the same way, your own cries would be louder.