Emile

But if instead of this recondite learning adapted to feed the mind, not the body, you have recourse, at need, to your hands and your handiwork, there is no call for deceit, your trade is ready when required. Honour and honesty will not stand in the way of your living. You need no longer cringe and lie to the great, nor creep and crawl before rogues, a despicable flatterer of both, a borrower or a thief, for there is little to choose between them when you are penniless. Other people's opinions are no concern of yours, you need not pay court to any one, there is no fool to flatter, no flunkey to bribe, no woman to win over. Let rogues conduct the affairs of state; in your lowly rank you can still be an honest man and yet get a living. You walk into the first workshop of your trade. "Master, I want work." "Comrade, take your place and work." Before dinner-time you have earned your dinner. If you are sober and industrious, before the week is out you will have earned your keep for another week; you will have lived in freedom, health, truth, industry, and righteousness. Time is not wasted when it brings these returns.

Emile shall learn a trade. "An honest trade, at least," you say. What do you mean by honest? Is not every useful trade honest? I would not make an embroiderer, a gilder, a polisher of him, like Locke's young gentleman. Neither would I make him a musician, an actor, or an author.[Footnote: You are an author yourself, you will reply. Yes, for my sins; and my ill deeds, which I think I have fully expiated, are no reason why others should be like me. I do not write to excuse my faults, but to prevent my readers from copying them.] With the exception of these and others like them, let him choose his own trade, I do not mean to interfere with his choice. I would rather have him a shoemaker than a poet, I would rather he paved streets than painted flowers on china. "But," you will say, "policemen, spies, and hangmen are useful people." There would be no use for them if it were not for the government. But let that pass. I was wrong. It is not enough to choose an honest trade, it must be a trade which does not develop detestable qualities in the mind, qualities incompatible with humanity. To return to our original expression, "Let us choose an honest trade," but let us remember there can be no honesty without usefulness.

A famous writer of this century, whose books are full of great schemes and narrow views, was under a vow, like the other priests of his communion, not to take a wife. Finding himself more scrupulous than others with regard to his neighbour's wife, he decided, so they say, to employ pretty servants, and so did his best to repair the wrong done to the race by his rash promise. He thought it the duty of a citizen to breed children for the state, and he made his children artisans. As soon as they were old enough they were taught whatever trade they chose; only idle or useless trades were excluded, such as that of the wigmaker who is never necessary, and may any day cease to be required, so long as nature does not get tired of providing us with hair.

This spirit shall guide our choice of trade for Emile, or rather, not our choice but his; for the maxims he has imbibed make him despise useless things, and he will never be content to waste his time on vain labours; his trade must be of use to Robinson on his island.

When we review with the child the productions of art and nature, when we stimulate his curiosity and follow its lead, we have great opportunities of studying his tastes and inclinations, and perceiving the first spark of genius, if he has any decided talent in any direction. You must, however, be on your guard against the common error which mistakes the effects of environment for the ardour of genius, or imagines there is a decided bent towards any one of the arts, when there is nothing more than that spirit of emulation, common to men and monkeys, which impels them instinctively to do what they see others doing, without knowing why. The world is full of artisans, and still fuller of artists, who have no native gift for their calling, into which they were driven in early childhood, either through the conventional ideas of other people, or because those about them were deceived by an appearance of zeal, which would have led them to take to any other art they saw practised. One hears a drum and fancies he is a general; another sees a building and wants to be an architect. Every one is drawn towards the trade he sees before him if he thinks it is held in honour.

I once knew a footman who watched his master drawing and painting and took it into his head to become a designer and artist. He seized a pencil which he only abandoned for a paint-brush, to which he stuck for the rest of his days. Without teaching or rules of art he began to draw everything he saw. Three whole years were devoted to these daubs, from which nothing but his duties could stir him, nor was he discouraged by the small progress resulting from his very mediocre talents. I have seen him spend the whole of a broiling summer in a little ante-room towards the south, a room where one was suffocated merely passing through it; there he was, seated or rather nailed all day to his chair, before a globe, drawing it again and again and yet again, with invincible obstinacy till he had reproduced the rounded surface to his own satisfaction. At last with his master's help and under the guidance of an artist he got so far as to abandon his livery and live by his brush. Perseverance does instead of talent up to a certain point; he got so far, but no further. This honest lad's perseverance and ambition are praiseworthy; he will always be respected for his industry and steadfastness of purpose, but his paintings will always be third-rate. Who would not have been deceived by his zeal and taken it for real talent! There is all the difference in the world between a liking and an aptitude. To make sure of real genius or real taste in a child calls for more accurate observations than is generally suspected, for the child displays his wishes not his capacity, and we judge by the former instead of considering the latter. I wish some trustworthy person would give us a treatise on the art of child-study. This art is well worth studying, but neither parents nor teachers have mastered its elements.

Perhaps we are laying too much stress on the choice of a trade; as it is a manual occupation, Emile's choice is no great matter, and his apprenticeship is more than half accomplished already, through the exercises which have hitherto occupied him. What would you have him do? He is ready for anything. He can handle the spade and hoe, he can use the lathe, hammer, plane, or file; he is already familiar with these tools which are common to many trades. He only needs to acquire sufficient skill in the use of any one of them to rival the speed, the familiarity, and the diligence of good workmen, and he will have a great advantage over them in suppleness of body and limb, so that he can easily take any position and can continue any kind of movements without effort. Moreover his senses are acute and well-practised, he knows the principles of the various trades; to work like a master of his craft he only needs experience, and experience comes with practice. To which of these trades which are open to us will he give sufficient time to make himself master of it? That is the whole question.

Give a man a trade befitting his sex, to a young man a trade befitting his age. Sedentary indoor employments, which make the body tender and effeminate, are neither pleasing nor suitable. No lad ever wanted to be a tailor. It takes some art to attract a man to this woman's work.[Footnote: There were no tailors among the ancients; men's clothes were made at home by the women.] The same hand cannot hold the needle and the sword. If I were king I would only allow needlework and dressmaking to be done by women and cripples who are obliged to work at such trades. If eunuchs were required I think the Easterns were very foolish to make them on purpose. Why not take those provided by nature, that crowd of base persons without natural feeling? There would be enough and to spare. The weak, feeble, timid man is condemned by nature to a sedentary life, he is fit to live among women or in their fashion. Let him adopt one of their trades if he likes; and if there must be eunuchs let them take those men who dishonour their sex by adopting trades unworthy of it. Their choice proclaims a blunder on the part of nature; correct it one way or other, you will do no harm.

An unhealthy trade I forbid to my pupil, but not a difficult or dangerous one. He will exercise himself in strength and courage; such trades are for men not women, who claim no share in them. Are not men ashamed to poach upon the women's trades?

"Luctantur paucae, comedunt coliphia paucae.Vos lanam trahitis, calathisque peracta refertisVellera."—Juven. Sat. II. V. 55.

Women are not seen in shops in Italy, and to persons accustomed to the streets of England and France nothing could look gloomier. When I saw drapers selling ladies ribbons, pompons, net, and chenille, I thought these delicate ornaments very absurd in the coarse hands fit to blow the bellows and strike the anvil. I said to myself, "In this country women should set up as steel-polishers and armourers." Let each make and sell the weapons of his or her own sex; knowledge is acquired through use.

I know I have said too much for my agreeable contemporaries, but I sometimes let myself be carried away by my argument. If any one is ashamed to be seen wearing a leathern apron or handling a plane, I think him a mere slave of public opinion, ready to blush for what is right when people poke fun at it. But let us yield to parents' prejudices so long as they do not hurt the children. To honour trades we are not obliged to practise every one of them, so long as we do not think them beneath us. When the choice is ours and we are under no compulsion, why not choose the pleasanter, more attractive and more suitable trade. Metal work is useful, more useful, perhaps, than the rest, but unless for some special reason Emile shall not be a blacksmith, a locksmith nor an iron-worker. I do not want to see him a Cyclops at the forge. Neither would I have him a mason, still less a shoemaker. All trades must be carried on, but when the choice is ours, cleanliness should be taken into account; this is not a matter of class prejudice, our senses are our guides. In conclusion, I do not like those stupid trades in which the workmen mechanically perform the same action without pause and almost without mental effort. Weaving, stocking-knitting, stone-cutting; why employ intelligent men on such work? it is merely one machine employed on another.

All things considered, the trade I should choose for my pupil, among the trades he likes, is that of a carpenter. It is clean and useful; it may be carried on at home; it gives enough exercise; it calls for skill and industry, and while fashioning articles for everyday use, there is scope for elegance and taste. If your pupil's talents happened to take a scientific turn, I should not blame you if you gave him a trade in accordance with his tastes, for instance, he might learn to make mathematical instruments, glasses, telescopes, etc.

When Emile learns his trade I shall learn it too. I am convinced he will never learn anything thoroughly unless we learn it together. So we shall both serve our apprenticeship, and we do not mean to be treated as gentlemen, but as real apprentices who are not there for fun; why should not we actually be apprenticed? Peter the Great was a ship's carpenter and drummer to his own troops; was not that prince at least your equal in birth and merit? You understand this is addressed not to Emile but to you—to you, whoever you may be.

Unluckily we cannot spend the whole of our time at the workshop. We are not only 'prentice-carpenters but 'prentice-men—a trade whose apprenticeship is longer and more exacting than the rest. What shall we do? Shall we take a master to teach us the use of the plane and engage him by the hour like the dancing-master? In that case we should be not apprentices but students, and our ambition is not merely to learn carpentry but to be carpenters. Once or twice a week I think we should spend the whole day at our master's; we should get up when he does, we should be at our work before him, we should take our meals with him, work under his orders, and after having had the honour of supping at his table we may if we please return to sleep upon our own hard beds. This is the way to learn several trades at once, to learn to do manual work without neglecting our apprenticeship to life.

Let us do what is right without ostentation; let us not fall into vanity through our efforts to resist it. To pride ourselves on our victory over prejudice is to succumb to prejudice. It is said that in accordance with an old custom of the Ottomans, the sultan is obliged to work with his hands, and, as every one knows, the handiwork of a king is a masterpiece. So he royally distributes his masterpieces among the great lords of the Porte and the price paid is in accordance with the rank of the workman. It is not this so-called abuse to which I object; on the contrary, it is an advantage, and by compelling the lords to share with him the spoils of the people it is so much the less necessary for the prince to plunder the people himself. Despotism needs some such relaxation, and without it that hateful rule could not last.

The real evil in such a custom is the idea it gives that poor man of his own worth. Like King Midas he sees all things turn to gold at his touch, but he does not see the ass' ears growing. Let us keep Emile's hands from money lest he should become an ass, let him take the work but not the wages. Never let his work be judged by any standard but that of the work of a master. Let it be judged as work, not because it is his. If anything is well done, I say, "That is a good piece of work," but do not ask who did it. If he is pleased and proud and says, "I did it," answer indifferently, "No matter who did it, it is well done."

Good mother, be on your guard against the deceptions prepared for you. If your son knows many things, distrust his knowledge; if he is unlucky enough to be rich and educated in Paris he is ruined. As long as there are clever artists he will have every talent, but apart from his masters he will have none. In Paris a rich man knows everything, it is the poor who are ignorant. Our capital is full of amateurs, especially women, who do their work as M. Gillaume invents his colours. Among the men I know three striking exceptions, among the women I know no exceptions, and I doubt if there are any. In a general way a man becomes an artist and a judge of art as he becomes a Doctor of Laws and a magistrate.

If then it is once admitted that it is a fine thing to have a trade, your children would soon have one without learning it. They would become postmasters like the councillors of Zurich. Let us have no such ceremonies for Emile; let it be the real thing not the sham. Do not say what he knows, let him learn in silence. Let him make his masterpiece, but not be hailed as master; let him be a workman not in name but in deed.

If I have made my meaning clear you ought to realise how bodily exercise and manual work unconsciously arouse thought and reflexion in my pupil, and counteract the idleness which might result from his indifference to men's judgments, and his freedom from passion. He must work like a peasant and think like a philosopher, if he is not to be as idle as a savage. The great secret of education is to use exercise of mind and body as relaxation one to the other.

But beware of anticipating teaching which demands more maturity of mind. Emile will not long be a workman before he discovers those social inequalities he had not previously observed. He will want to question me in turn on the maxims I have given him, maxims he is able to understand. When he derives everything from me, when he is so nearly in the position of the poor, he will want to know why I am so far removed from it. All of a sudden he may put scathing questions to me. "You are rich, you tell me, and I see you are. A rich man owes his work to the community like the rest because he is a man. What are you doing for the community?" What would a fine tutor say to that? I do not know. He would perhaps be foolish enough to talk to the child of the care he bestows upon him. The workshop will get me out of the difficulty. "My dear Emile that is a very good question; I will undertake to answer for myself, when you can answer for yourself to your own satisfaction. Meanwhile I will take care to give what I can spare to you and to the poor, and to make a table or a bench every week, so as not to be quite useless."

We have come back to ourselves. Having entered into possession of himself, our child is now ready to cease to be a child. He is more than ever conscious of the necessity which makes him dependent on things. After exercising his body and his senses you have exercised his mind and his judgment. Finally we have joined together the use of his limbs and his faculties. We have made him a worker and a thinker; we have now to make him loving and tender-hearted, to perfect reason through feeling. But before we enter on this new order of things, let us cast an eye over the stage we are leaving behind us, and perceive as clearly as we can how far we have got.

At first our pupil had merely sensations, now he has ideas; he could only feel, now he reasons. For from the comparison of many successive or simultaneous sensations and the judgment arrived at with regard to them, there springs a sort of mixed or complex sensation which I call an idea.

The way in which ideas are formed gives a character to the human mind. The mind which derives its ideas from real relations is thorough; the mind which relies on apparent relations is superficial. He who sees relations as they are has an exact mind; he who fails to estimate them aright has an inaccurate mind; he who concocts imaginary relations, which have no real existence, is a madman; he who does not perceive any relation at all is an imbecile. Clever men are distinguished from others by their greater or less aptitude for the comparison of ideas and the discovery of relations between them.

Simple ideas consist merely of sensations compared one with another. Simple sensations involve judgments, as do the complex sensations which I call simple ideas. In the sensation the judgment is purely passive; it affirms that I feel what I feel. In the percept or idea the judgment is active; it connects, compares, it discriminates between relations not perceived by the senses. That is the whole difference; but it is a great difference. Nature never deceives us; we deceive ourselves.

I see some one giving an ice-cream to an eight-year-old child; he does not know what it is and puts the spoon in his mouth. Struck by the cold he cries out, "Oh, it burns!" He feels a very keen sensation, and the heat of the fire is the keenest sensation he knows, so he thinks that is what he feels. Yet he is mistaken; cold hurts, but it does not burn; and these two sensations are different, for persons with more experience do not confuse them. So it is not the sensation that is wrong, but the judgment formed with regard to it.

It is just the same with those who see a mirror or some optical instrument for the first time, or enter a deep cellar in the depths of winter or at midsummer, or dip a very hot or cold hand into tepid water, or roll a little ball between two crossed fingers. If they are content to say what they really feel, their judgment, being purely passive, cannot go wrong; but when they judge according to appearances, their judgment is active; it compares and establishes by induction relations which are not really perceived. Then these inductions may or may not be mistaken. Experience is required to correct or prevent error.

Show your pupil the clouds at night passing between himself and the moon; he will think the moon is moving in the opposite direction and that the clouds are stationary. He will think this through a hasty induction, because he generally sees small objects moving and larger ones at rest, and the clouds seems larger than the moon, whose distance is beyond his reckoning. When he watches the shore from a moving boat he falls into the opposite mistake and thinks the earth is moving because he does not feel the motion of the boat and considers it along with the sea or river as one motionless whole, of which the shore, which appears to move, forms no part.

The first time a child sees a stick half immersed in water he thinks he sees a broken stick; the sensation is true and would not cease to be true even if he knew the reason of this appearance. So if you ask him what he sees, he replies, "A broken stick," for he is quite sure he is experiencing this sensation. But when deceived by his judgment he goes further and, after saying he sees a broken stick, he affirms that it really is broken he says what is not true. Why? Because he becomes active and judges no longer by observation but by induction, he affirms what he does not perceive, i.e., that the judgment he receives through one of his senses would be confirmed by another.

Since all our errors arise in our judgment, it is clear, that had we no need for judgment, we should not need to learn; we should never be liable to mistakes, we should be happier in our ignorance than we can be in our knowledge. Who can deny that a vast number of things are known to the learned, which the unlearned will never know? Are the learned any nearer truth? Not so, the further they go the further they get from truth, for their pride in their judgment increases faster than their progress in knowledge, so that for every truth they acquire they draw a hundred mistaken conclusions. Every one knows that the learned societies of Europe are mere schools of falsehood, and there are assuredly more mistaken notions in the Academy of Sciences than in a whole tribe of American Indians.

The more we know, the more mistakes we make; therefore ignorance is the only way to escape error. Form no judgments and you will never be mistaken. This is the teaching both of nature and reason. We come into direct contact with very few things, and these are very readily perceived; the rest we regard with profound indifference. A savage will not turn his head to watch the working of the finest machinery or all the wonders of electricity. "What does that matter to me?" is the common saying of the ignorant; it is the fittest phrase for the wise.

Unluckily this phrase will no longer serve our turn. Everything matters to us, as we are dependent on everything, and our curiosity naturally increases with our needs. This is why I attribute much curiosity to the man of science and none to the savage. The latter needs no help from anybody; the former requires every one, and admirers most of all.

You will tell me I am going beyond nature. I think not. She chooses her instruments and orders them, not according to fancy, but necessity. Now a man's needs vary with his circumstances. There is all the difference in the world between a natural man living in a state of nature, and a natural man living in society. Emile is no savage to be banished to the desert, he is a savage who has to live in the town. He must know how to get his living in a town, how to use its inhabitants, and how to live among them, if not of them.

In the midst of so many new relations and dependent on them, he must reason whether he wants to or no. Let us therefore teach him to reason correctly.

The best way of learning to reason aright is that which tends to simplify our experiences, or to enable us to dispense with them altogether without falling into error. Hence it follows that we must learn to confirm the experiences of each sense by itself, without recourse to any other, though we have been in the habit of verifying the experience of one sense by that of another. Then each of our sensations will become an idea, and this idea will always correspond to the truth. This is the sort of knowledge I have tried to accumulate during this third phase of man's life.

This method of procedure demands a patience and circumspection which few teachers possess; without them the scholar will never learn to reason. For example, if you hasten to take the stick out of the water when the child is deceived by its appearance, you may perhaps undeceive him, but what have you taught him? Nothing more than he would soon have learnt for himself. That is not the right thing to do. You have not got to teach him truths so much as to show him how to set about discovering them for himself. To teach him better you must not be in such a hurry to correct his mistakes. Let us take Emile and myself as an illustration.