[271] One side of this was the passion for geographical exploration which took possession of Europe towards the middle of the eighteenth century. See the Life of Humboldt, i. 28, 29. (Eng. Trans. by Lassell.)
[272] Rousseau's influence on Condorcet is seen in the latter's maxim, which has found such favour in the eyes of socialist writers, that "not only equality of right, but equality of fact, is the goal of the social art."
CHAPTER IV.
EMILIUS.
One whose most intense conviction was faith in the goodness of all things and creatures as they are first produced by nature, and so long as they remain unsophisticated by the hand and purpose of man, was in some degree bound to show a way by which this evil process of sophistication might be brought to the lowest possible point, and the best of all natural creatures kept as near as possible to his high original. Rousseau, it is true, held in a sense of his own the doctrine of the fall of man. That doctrine, however, has never made people any more remiss in the search after a virtue, which if they ought to have regarded it as hopeless according to strict logic, is still indispensable in actual life. Rousseau's way of believing that man had fallen was so coloured at once by that expansion of sanguine emotion which marked his century, and by that necessity for repose in idyllic perfection of simplicity which marked his own temperament, that enthusiasm for an imaginary human creature effectually shut out the dogma of his fatal depravation. "How difficult a thing it is," Madame d'Epinay once said to him, "to bring up a child." "Assuredly it is," answered Rousseau; "because the father and mother are not made by nature to bring it up, nor the child to be brought up."[273] This cynical speech can only have been an accidental outbreak of spleen. It was a contradiction to his one constant opinion that nature is all good and bounteous, and that the inborn capacity of man for reaching true happiness knows no stint.
In writing Emilius, he sat down to consider what man is, and what can be made of him. Here, as in all the rest of his work, he only obeyed the tendencies of his time in choosing a theme. An age touched by the spirit of hope inevitably turns to the young; for with the young lies fulfilment. Such epochs are ever pressing with the question, how is the future to be shaped? Our answer depends on the theory of human disposition, and in these epochs the theory is always optimistic. Rousseau was saved, as so many thousands of men have been alike in conduct and speculation, by inconsistency, and not shrinking from two mutually contradictory trains of thought. Society is corrupt, and society is the work of man. Yet man, who has engendered this corrupted birth, is good and whole. The strain in the argument may be pardoned for the hopefulness of the conclusion. It brought Rousseau into harmony with the eager effort of the time to pour young character into finer mould, and made him the most powerful agent in giving to such efforts both fervour and elevation. While others were content with the mere enunciation of maxims and precepts, he breathed into them the spirit of life, and enforced them with a vividness of faith that clothed education with the augustness and unction of religion. The training of the young soul to virtue was surrounded with something of the awful holiness of a sacrament; and those who laboured in this sanctified field were exhorted to a constancy of devotion, and were promised a fulness of recompense, that raised them from the rank of drudges to a place of highest honour among the ministers of nature.
Everybody at this time was thinking about education, partly perhaps on account of the suppression of the Jesuits, the chief instructors of the time, and a great many people were writing about it. The Abbé de Saint Pierre had had new ideas on education, as on all the greater departments of human interest. Madame d'Epinay wrote considerations upon the bringing up of the young.[274] Madame de Grafigny did the same in a less grave shape.[275] She received letters from the precociously sage Turgot, abounding in the same natural and sensible precepts which ten years later were commended with more glowing eloquence in the pages of Emilius.[276] Grimm had an elaborate scheme for a treatise on education.[277] Helvétius followed his exploration of the composition of the human mind, by a treatise on the training proper for the intellectual and moral faculties. Education by these and other writers was being conceived in a wider sense than had been known to ages controlled by ecclesiastical collegians. It slowly came to be thought of in connection with the family. The improvement of ideas upon education was only one phase of that great general movement towards the restoration of the family, which was so striking a spectacle in France after the middle of the century. Education now came to comprehend the whole system of the relations between parents and their children, from earliest infancy to maturity. The direction of this wider feeling about such relations tended strongly towards an increased closeness in them, more intimacy, and a more continuous suffusion of tenderness and long attachment. All this was part of the general revival of naturalism. People began to reflect that nature was not likely to have designed infants to be suckled by other women than their own mothers, nor that they should be banished from the society of those who are most concerned in their well-being, from the cheerful hearth and wise affectionate converse of home, to the frigid discipline of colleges and convents and the unamiable monition of strangers.
Then the rising rebellion against the church and its faith perhaps contributed something towards a movement which, if it could not break the religious monopoly of instruction, must at least introduce the parent as a competitor with the priestly instructor for influence over the ideas, habits, and affections of his children. The rebellion was aimed against the spirit as well as the manner of the established system. The church had not fundamentally modified the significance of the dogma of the fall and depravity of man; education was still conceived as a process of eradication and suppression of the mystical old Adam. The new current flowed in channels far away from that black folly of superstition. Men at length ventured once more to look at one another with free and generous gaze. The veil of the temple was rent, and the false mockeries of the shrine of the Hebrew divinity made plain to scornful eyes. People ceased to see one another as guilty victims cowering under a divine curse. They stood erect in consciousness of manhood. The palsied conception of man, with his large discourse of reason looking before and after, his lofty and majestic patience in search for new forms of beauty and new secrets of truth, his sense of the manifold sweetness and glory and awe of the universe, above all, his infinite capacity of loyal pity and love for his comrades in the great struggle, and his high sorrow for his own wrong-doing,—the palsied and crushing conception of this excellent and helpful being as a poor worm, writhing under the vindictive and meaningless anger of an omnipotent tyrant in the large heavens, only to be appeased by sacerdotal intervention, was fading back into those regions of night, whence the depth of human misery and the obscuration of human intelligence had once permitted its escape, to hang evilly over the western world for a season. So vital a change in the point of view quickly touched the theory and art of the upbringing of the young. Education began to figure less as the suppression of the natural man, than his strengthening and development; less as a process of rooting out tares, more as the grateful tending of shoots abounding in promise of richness. What had been the most drearily mechanical of duties, was transformed into a task that surpassed all others in interest and hope. If man be born not bad but good, under no curse, but rather the bestower and receiver of many blessings, then the entire atmosphere of young life, in spite of the toil and the peril, is made cheerful with the sunshine and warmth of the great folded possibilities of excellence, happiness, and well-doing.