Emile, Jean-Jacques Rousseau [fantasy books to read txt] 📗

of their own accord what they are already so willing to learn. I wish there were fewer of these dressed-up old ballet masters promenading our streets. I fear our young people will get more harm from intercourse with such people than profit from their instruction, and that their jargon, their tone, their airs and graces, will instil a precocious taste for the frivolities which the teacher thinks so important, and to which the scholars are only too likely to devote themselves.

Where pleasure is the only end in view, any one may serve as teacher—father, mother, brother, sister, friend, governess, the girl’s mirror, and above all her own taste. Do not offer to teach, let her ask; do not make a task of what should be a reward, and in these studies above all remember that the wish to succeed is the first step. If formal instruction is required I leave it to you to choose between a master and a mistress. How can I tell whether a dancing master should take a young pupil by her soft white hand, make her lift her skirt and raise her eyes, open her arms and advance her throbbing bosom? but this I know, nothing on earth would induce me to be that master.

Taste is formed partly by industry and partly by talent, and by its means the mind is unconsciously opened to the idea of beauty of every kind, till at length it attains to those moral ideas which are so closely related to beauty. Perhaps this is one reason why ideas of propriety and modesty are acquired earlier by girls than by boys, for to suppose that this early feeling is due to the teaching of the governesses would show little knowledge of their style of teaching and of the natural development of the human mind.

The art of speaking stands first among the pleasing arts; it alone can add fresh charms to those which have been blunted by habit. It is the mind which not only gives life to the body, but renews, so to speak, its youth; the flow of feelings and ideas give life and variety to the countenance, and the conversation to which it gives rise arouses and sustains attention, and fixes it continuously on one object. I suppose this is why little girls so soon learn to prattle prettily, and why men enjoy listening to them even before the child can understand them; they are watching for the first gleam of intelligence and sentiment.

Women have ready tongues; they talk earlier, more easily, and more pleasantly than men. They are also said to talk more; this may be true, but I am prepared to reckon it to their credit; eyes and mouth are equally busy and for the same cause. A man says what he knows, a woman says what will please; the one needs knowledge, the other taste; utility should be the man’s object; the woman speaks to give pleasure. There should be nothing in common but truth.

You should not check a girl’s prattle like a boy’s by the harsh question, “What is the use of that?” but by another question at least as difficult to answer, “What effect will that have?” At this early age when they know neither good nor evil, and are incapable of judging others, they should make this their rule and never say anything which is unpleasant to those about them; this rule is all the more difficult to apply because it must always be subordinated to our first rule, “Never tell a lie.”

I can see many other difficulties, but they belong to a later stage.

For the present it is enough for your little girls to speak the truth without grossness, and as they are naturally averse to what is gross, education easily teaches them to avoid it. In social intercourse I observe that a man’s politeness is usually more helpful and a woman’s more caressing. This distinction is natural, not artificial. A man seeks to serve, a woman seeks to please. Hence a woman’s politeness is less insincere than ours, whatever we may think of her character; for she is only acting upon a fundamental instinct; but when a man professes to put my interests before his own, I detect the falsehood, however disguised. Hence it is easy for women to be polite, and easy to teach little girls politeness.

The first lessons come by nature; art only supplements them and determines the conventional form which politeness shall take. The courtesy of woman to woman is another matter; their manner is so constrained, their attentions so chilly, they find each other so wearisome, that they take little pains to conceal the fact, and seem sincere even in their falsehood, since they take so little pains to conceal it. Still young girls do sometimes become sincerely attached to one another. At their age good spirits take the place of a good disposition, and they are so pleased with themselves that they are pleased with every one else. Moreover, it is certain that they kiss each other more affectionately and caress each other more gracefully in the presence of men, for they are proud to be able to arouse their envy without danger to themselves by the sight of favours which they know will arouse that envy.

If young boys must not be allowed to ask unsuitable questions, much more must they be forbidden to little girls; if their curiosity is satisfied or unskilfully evaded it is a much more serious matter, for they are so keen to guess the mysteries concealed from them and so skilful to discover them. But while I would not permit them to ask questions, I would have them questioned frequently, and pains should be taken to make them talk; let them be teased to make them speak freely, to make them answer readily, to loosen mind and tongue while it can be done without danger. Such conversation always leading to merriment, yet skilfully controlled and directed, would form a delightful amusement at this age and might instil into these youthful hearts the first and perhaps the most helpful lessons in morals which they will ever receive, by teaching them in the guise of pleasure and fun what qualities are esteemed by men and what is the true glory and happiness of a good woman.

If boys are incapable of forming any true idea of religion, much more is it beyond the grasp of girls; and for this reason I would speak of it all the sooner to little girls, for if we wait till they are ready for a serious discussion of these deep subjects we should be in danger of never speaking of religion at all. A woman’s reason is practical, and therefore she soon arrives at a given conclusion, but she fails to discover it for herself. The social relation of the sexes is a wonderful thing. This relation produces a moral person of which woman is the eye and man the hand, but the two are so dependent on one another that the man teaches the woman what to see, while she teaches him what to do. If women could discover principles and if men had as good heads for detail, they would be mutually independent, they would live in perpetual strife, and there would be an end to all society. But in their mutual harmony each contributes to a common purpose; each follows the other’s lead, each commands and each obeys.

As a woman’s conduct is controlled by public opinion, so is her religion ruled by authority. The daughter should follow her mother’s religion, the wife her husband’s. Were that religion false, the docility which leads mother and daughter to submit to nature’s laws would blot out the sin of error in the sight of God. Unable to judge for themselves they should accept the judgment of father and husband as that of the church.

While women unaided cannot deduce the rules of their faith, neither can they assign limits to that faith by the evidence of reason; they allow themselves to be driven hither and thither by all sorts of external influences, they are ever above or below the truth. Extreme in everything, they are either altogether reckless or altogether pious; you never find them able to combine virtue and piety. Their natural exaggeration is not wholly to blame; the ill-regulated control exercised over them by men is partly responsible. Loose morals bring religion into contempt; the terrors of remorse make it a tyrant; this is why women have always too much or too little religion.

As a woman’s religion is controlled by authority it is more important to show her plainly what to believe than to explain the reasons for belief; for faith attached to ideas half-understood is the main source of fanaticism, and faith demanded on behalf of what is absurd leads to madness or unbelief. Whether our catechisms tend to produce impiety rather than fanaticism I cannot say, but I do know that they lead to one or other.

In the first place, when you teach religion to little girls never make it gloomy or tiresome, never make it a task or a duty, and therefore never give them anything to learn by heart, not even their prayers. Be content to say your own prayers regularly in their presence, but do not compel them to join you. Let their prayers be short, as Christ himself has taught us. Let them always be said with becoming reverence and respect; remember that if we ask the Almighty to give heed to our words, we should at least give heed to what we mean to say.

It does not much matter that a girl should learn her religion young, but it does matter that she should learn it thoroughly, and still more that she should learn to love it. If you make religion a burden to her, if you always speak of God’s anger, if in the name of religion you impose all sorts of disagreeable duties, duties which she never sees you perform, what can she suppose but that to learn one’s catechism and to say one’s prayers is only the duty of a little girl, and she will long to be grown-up to escape, like you, from these duties. Example! Example! Without it you will never succeed in teaching children anything.

When you explain the Articles of Faith let it be by direct teaching, not by question and answer. Children should only answer what they think, not what has been drilled into them. All the answers in the catechism are the wrong way about; it is the scholar who instructs the teacher; in the child’s mouth they are a downright lie, since they explain what he does not understand, and affirm what he cannot believe. Find me, if you can, an intelligent man who could honestly say his catechism. The first question I find in our catechism is as follows: “Who created you and brought you into the world?” To which the girl, who thinks it was her mother, replies without hesitation, “It was God.” All she knows is that she is asked a question which she only half understands and she gives an answer she does not understand at all.

I wish some one who really understands the development of children’s minds would write a catechism for them. It might be the most useful book ever written, and, in my opinion, it would do its author no little honour. This at least is certain—if it were a good book it would be very unlike our catechisms.

Such a catechism will not be satisfactory unless the child can answer the questions of its own accord without having to learn the answers; indeed the child will often ask the questions itself. An example is required to make my meaning plain and I feel how ill equipped I am to furnish such an example. I will