The Most Influential Works of Jean-Jacques Rousseau. Jean-Jacques Rousseau
child will hesitate over this question? None, not even Emile, unless I have taken great pains to teach him not to answer. Every one will say, "The stone falls because it is heavy." "And what do you mean by heavy?" "That which falls." "So the stone falls because it falls?" Here is a poser for my little philosopher. This is his first lesson in systematic physics, and whether he learns physics or no it is a good lesson in common-sense.
As the child develops in intelligence other important considerations require us to be still more careful in our choice of his occupations. As soon as he has sufficient self-knowledge to understand what constitutes his well-being, as soon as he can grasp such far-reaching relations as to judge what is good for him and what is not, then he is able to discern the difference between work and play, and to consider the latter merely as relaxation. The objects of real utility may be introduced into his studies and may lead him to more prolonged attention than he gave to his games. The ever-recurring law of necessity soon teaches a man to do what he does not like, so as to avert evils which he would dislike still more. Such is the use of foresight, and this foresight, well or ill used, is the source of all the wisdom or the wretchedness of mankind.
Every one desires happiness, but to secure it he must know what happiness is. For the natural man happiness is as simple as his life; it consists in the absence of pain; health, freedom, the necessaries of life are its elements. The happiness of the moral man is another matter, but it does not concern us at present. I cannot repeat too often that it is only objects which can be perceived by the senses which can have any interest for children, especially children whose vanity has not been stimulated nor their minds corrupted by social conventions.
As soon as they foresee their needs before they feel them, their intelligence has made a great step forward, they are beginning to know the value of time. They must then be trained to devote this time to useful purposes, but this usefulness should be such as they can readily perceive and should be within the reach of their age and experience. What concerns the moral order and the customs of society should not yet be given them, for they are not in a condition to understand it. It is folly to expect them to attend to things vaguely described as good for them, when they do not know what this good is, things which they are assured will be to their advantage when they are grown up, though for the present they take no interest in this so-called advantage, which they are unable to understand.
Let the child do nothing because he is told; nothing is good for him but what he recognises as good. When you are always urging him beyond his present understanding, you think you are exercising a foresight which you really lack. To provide him with useless tools which he may never require, you deprive him of man's most useful tool—common-sense. You would have him docile as a child; he will be a credulous dupe when he grows up. You are always saying, "What I ask is for your good, though you cannot understand it. What does it matter to me whether you do it or not; my efforts are entirely on your account." All these fine speeches with which you hope to make him good, are preparing the way, so that the visionary, the tempter, the charlatan, the rascal, and every kind of fool may catch him in his snare or draw him into his folly.
A man must know many things which seem useless to a child, but need the child learn, or can he indeed learn, all that the man must know? Try to teach the child what is of use to a child and you will find that it takes all his time. Why urge him to the studies of an age he may never reach, to the neglect of those studies which meet his present needs? "But," you ask, "will it not be too late to learn what he ought to know when the time comes to use it?" I cannot tell; but this I do know, it is impossible to teach it sooner, for our real teachers are experience and emotion, and man will never learn what befits a man except under its own conditions. A child knows he must become a man; all the ideas he may have as to man's estate are so many opportunities for his instruction, but he should remain in complete ignorance of those ideas which are beyond his grasp. My whole book is one continued argument in support of this fundamental principle of education.
As soon as we have contrived to give our pupil an idea of the word "Useful," we have got an additional means of controlling him, for this word makes a great impression on him, provided that its meaning for him is a meaning relative to his own age, and provided he clearly sees its relation to his own well-being. This word makes no impression on your scholars because you have taken no pains to give it a meaning they can understand, and because other people always undertake to supply their needs so that they never require to think for themselves, and do not know what utility is.
"What is the use of that?" In future this is the sacred formula, the formula by which he and I test every action of our lives. This is the question with which I invariably answer all his questions; it serves to check the stream of foolish and tiresome questions with which children weary those about them. These incessant questions produce no result, and their object is rather to get a hold over you than to gain any real advantage. A pupil, who has been really taught only to want to know what is useful, questions like Socrates; he never asks a question without a reason for it, for he knows he will be required to give his reason before he gets an answer.
See what a powerful instrument I have put into your hands for use with your pupil. As he does not know the reason for anything you can reduce him to silence almost at will; and what advantages do your knowledge and experience give you to show him the usefulness of what you suggest. For, make no mistake about it, when you put this question to him, you are teaching him to put it to you, and you must expect that whatever you suggest to him in the future he will follow your own example and ask, "What is the use of this?"
Perhaps this is the greatest of the tutor's difficulties. If you merely try to put the child off when he asks a question, and if you give him a single reason he is not able to understand, if he finds that you reason according to your own ideas, not his, he will think what you tell him is good for you but not for him; you will lose his confidence and all your labour is thrown away. But what master will stop short and confess his faults to his pupil? We all make it a rule never to own to the faults we really have. Now I would make it a rule to admit even the faults I have not, if I could not make my reasons clear to him; as my conduct will always be intelligible to him, he will never doubt me and I shall gain more credit by confessing my imaginary faults than those who conceal their real defects.
In the first place do not forget that it is rarely your business to suggest what he ought to learn; it is for him to want to learn, to seek and to find it. You should put it within his reach, you should skilfully awaken the desire and supply him with means for its satisfaction. So your questions should be few and well-chosen, and as he will always have more questions to put to you than you to him, you will always have the advantage and will be able to ask all the oftener, "What is the use of that question?" Moreover, as it matters little what he learns provided he understands it and knows how to use it, as soon as you cannot give him a suitable explanation give him none at all. Do not hesitate to say, "I have no good answer to give you; I was wrong, let us drop the subject." If your teaching was really ill-chosen there is no harm in dropping it altogether; if it was not, with a little care you will soon find an opportunity of making its use apparent to him.
I do not like verbal explanations. Young people pay little heed to them, nor do they remember them. Things! Things! I cannot repeat it too often. We lay too much stress upon words; we teachers babble, and our scholars follow our example.
Suppose we are studying the course of the sun and the way to find our bearings, when all at once Emile interrupts me with the question, "What is the use of that?" what a fine lecture I might give, how many things I might take occasion to teach him in reply to his question, especially if there is any one there. I might speak of the advantages of travel, the value of commerce, the special products of different lands and the peculiar customs of different nations, the use of the calendar, the way to reckon the seasons for agriculture, the art of navigation, how to steer our course at sea, how to find our way without knowing exactly where we are. Politics, natural history, astronomy, even morals and international law are involved in my explanation, so as to give my pupil some idea of all these sciences and a great wish to learn them. When I have finished I shall have shown myself a regular pedant, I shall have made a great display of learning, and not one single idea has he understood. He is longing to ask me again, "What is the use of taking one's bearings?" but he dare not for fear of vexing me. He finds it pays best to pretend to listen to what he is