The Most Influential Works of Jean-Jacques Rousseau. Jean-Jacques Rousseau
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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.
To begin with, any child educated in the usual way could not fail to answer the second of my imaginary questions in the affirmative. He will say, "That is certainly a broken stick." I very much doubt whether Emile will give the same reply. He sees no reason for knowing everything or pretending to know it; he is never in a hurry to draw conclusions. He only reasons from evidence and on this occasion he has not got the evidence. He knows how appearances deceive us, if only through perspective.
Moreover, he knows by experience that there is always a reason for my slightest questions, though he may not see it at once; so he has not got into the habit of giving silly answers; on the contrary, he is on his guard, he considers things carefully and attentively before answering. He never gives me an answer unless he is satisfied with it himself, and he is hard to please. Lastly we neither of us take any pride in merely knowing a thing, but only in avoiding mistakes. We should be more ashamed to deceive ourselves with bad reasoning, than to find no explanation at all. There is no phrase so appropriate to us, or so often on our lips, as, "I do not know;" neither of us are ashamed to use it. But whether he gives the silly answer or whether he avoids it by our convenient phrase "I do not know," my answer is the same. "Let us examine it."
This stick immersed half way in the water is fixed in an upright position. To know if it is broken, how many things must be done before we take it out of the water or even touch it.
1. First we walk round it, and we see that the broken part follows us. So it is only our eye that changes it; looks do not make things move.
2. We look straight down on that end of the stick which is above the water, the stick is no longer bent,51 the end near our eye exactly hides the other end. Has our eye set the stick straight?
3. We stir the surface of the water; we see the stick break into several pieces, it moves in zigzags and follows the ripples of the water. Can the motion we gave the water suffice to break, soften, or melt the stick like this?
4. We draw the water off, and little by little we see the stick straightening itself as the water sinks. Is not this more than enough to clear up the business and to discover refraction? So it is not true that our eyes deceive us, for nothing more has been required to correct the mistakes attributed to it.
Suppose the child were stupid enough not to perceive the result of these experiments, then you must call touch to the help of sight. Instead of taking the stick out of the water, leave it where it is and let the child pass his hand along it from end to end; he will feel no angle, therefore the stick is not broken.
You will tell me this is not mere judgment but formal reasoning. Just so; but do not you see that as soon as the mind has got any ideas at all, every judgment is a process of reasoning? So that as soon as we compare one sensation with another, we are beginning to reason. The art of judging and the art of reasoning are one and the same.
Emile will never learn dioptrics unless he learns with this stick. He will not have dissected insects nor counted the spots on the sun; he will not know what you mean by a microscope or a telescope. Your learned pupils will laugh at his ignorance and rightly, I intend him to invent these instruments before he uses them, and you will expect that to take some time.
This is the spirit of my whole method at this stage. If the child rolls a little ball between two crossed fingers and thinks he feels two balls, I shall not let him look until he is convinced there is only one.
This explanation will suffice, I hope, to show plainly the progress made by my pupil hitherto and the route followed by him. But perhaps the number of things I have brought to his notice alarms you. I shall crush his mind beneath this weight of knowledge. Not so, I am rather teaching him to be ignorant of things than to know them. I am showing him the path of science, easy indeed, but long, far-reaching and slow to follow. I am taking him a few steps along this path, but I do not allow him to go far.
Compelled to learn for himself, he uses his own reason not that of others, for there must be no submission to authority if you would have no submission to convention. Most of our errors are due to others more than ourselves. This continual exercise should develop a vigour of mind like that acquired by the body through labour and weariness. Another advantage is that his progress is in proportion to his strength, neither mind nor body carries more than it can bear. When the understanding lays hold of things before they are stored in the memory, what is drawn from that store is his own; while we are in danger of never finding anything of our own in a memory over-burdened with undigested knowledge.
Emile knows little, but what he knows is really his own; he has no half-knowledge. Among the few things he knows and knows thoroughly this is the most valuable, that there are many things he does not know now but may know some day, many more that other men know but he will never know, and an infinite number which nobody will ever know. He is large-minded, not through knowledge, but through the power of acquiring it; he is open-minded, intelligent, ready for anything, and, as Montaigne says, capable of learning if not learned. I am content if he knows the "Wherefore" of his actions and the "Why" of his beliefs. For once more my object is not to supply him with exact knowledge, but the means of getting it when required, to teach him to value it at its true worth, and to love truth above all things. By this method progress is slow but sure, and we never need to retrace our steps.
Emile's knowledge is confined to nature and things. The very name of history is unknown to him, along with metaphysics and morals. He knows the essential relations between men and things, but nothing of the moral relations between man and man. He has little power of generalisation, he has no skill in abstraction. He perceives that certain qualities are common to certain things, without reasoning about these qualities themselves. He is acquainted with the abstract idea of space by the help of his geometrical figures; he is acquainted with the abstract idea of quantity by the help of his algebraical symbols. These figures and signs are the supports on which these ideas may be said to rest, the supports on which his senses repose. He does not attempt to know the nature of things, but only to know things in so far as they affect himself. He only judges what is outside himself in relation to himself, and his judgment is exact and certain. Caprice and prejudice have no part in it. He values most the things which are of use to himself, and as he never departs from this standard of values, he owes nothing to prejudice.
Emile is industrious, temperate, patient, stedfast, and full of courage. His imagination is still asleep, so he has no exaggerated ideas of danger; the few ills he feels he knows how to endure in patience, because he has not learnt to rebel against fate. As to death, he knows not what it means; but accustomed as he is to submit without resistance to the law of necessity, he will die, if die he must, without a groan and without a struggle; that is as much as we can demand of nature, in that hour which we all abhor. To live in freedom, and to be independent of human affairs, is the best way to learn how to die.
In a word Emile is possessed of all that portion of virtue which concerns himself. To acquire the social virtues he only needs a knowledge of the relations which make those virtues necessary; he only lacks knowledge which he is quite ready to receive.
He thinks not of others but of himself, and prefers that others should do the same. He makes no claim upon them, and acknowledges no debt to them. He is alone in the midst of human society, he depends on himself alone, for he is all that a boy can be at his age. He has no errors, or at least only such as are inevitable; he has no vices, or only those from which no man can escape. His body is healthy, his limbs are supple, his mind is accurate and unprejudiced, his heart is free and untroubled by passion. Pride, the earliest and the most natural of passions, has scarcely shown itself. Without disturbing the peace of others, he has passed his life contented, happy, and free, so far as nature allows. Do you think that the earlier years of a child, who has reached his fifteenth year in this condition, have been wasted?