not be master of the child if you cannot control every one about him; and this authority will never suffice unless it rests upon respect for your goodness. There is no question of squandering one's means and giving money right and left; I never knew money win love. You must neither be harsh nor niggardly, nor must you merely pity misery when you can relieve it; but in vain will you open your purse if you do not open your heart along with it, the hearts of others will always be closed to you. You must give your own time, attention, affection, your very self; for whatever you do, people always perceive that your money is not you. There are proofs of kindly interest which produce more results and are really more useful than any gift; how many of the sick and wretched have more need of comfort than of charity; how many of the oppressed need protection rather than money? Reconcile those who are at strife, prevent lawsuits; incline children to duty, fathers to kindness; promote happy marriages; prevent annoyances; freely use the credit of your pupil's parents on behalf of the weak who cannot obtain justice, the weak who are oppressed by the strong. Be just, human, kindly. Do not give alms alone, give charity; works of mercy do more than money for the relief of suffering; love others and they will love you; serve them and they will serve you; be their brother and they will be your children.
This is one reason why I want to bring up Emile in the country, far from those miserable lacqueys, the most degraded of men except their masters; far from the vile morals of the town, whose gilded surface makes them seductive and contagious to children; while the vices of peasants, unadorned and in their naked grossness, are more fitted to repel than to seduce, when there is no motive for imitating them.
In the village a tutor will have much more control over the things he wishes to show the child; his reputation, his words, his example, will have a weight they would never have in the town; he is of use to every one, so every one is eager to oblige him, to win his esteem, to appeal before the disciple what the master would have him be; if vice is not corrected, public scandal is at least avoided, which is all that our present purpose requires.
Cease to blame others for your own faults; children are corrupted less by what they see than by your own teaching. With your endless preaching, moralising, and pedantry, for one idea you give your scholars, believing it to be good, you give them twenty more which are good for nothing; you are full of what is going on in your own minds, and you fail to see the effect you produce on theirs. In the continual flow of words with which you overwhelm them, do you think there is none which they get hold of in a wrong sense? Do you suppose they do not make their own comments on your long-winded explanations, that they do not find material for the construction of a system they can understand—one which they will use against you when they get the chance?
Listen to a little fellow who has just been under instruction; let him chatter freely, ask questions, and talk at his ease, and you will be surprised to find the strange forms your arguments have assumed in his mind; he confuses everything, and turns everything topsy-turvy; you are vexed and grieved by his unforeseen objections; he reduces you to be silent yourself or to silence him: and what can he think of silence in one who is so fond of talking? If ever he gains this advantage and is aware of it, farewell education; from that moment all is lost; he is no longer trying to learn, he is trying to refute you.
Zealous teachers, be simple, sensible, and reticent; be in no hurry to act unless to prevent the actions of others. Again and again I say, reject, if it may be, a good lesson for fear of giving a bad one. Beware of playing the tempter in this world, which nature intended as an earthly paradise for men, and do not attempt to give the innocent child the knowledge of good and evil; since you cannot prevent the child learning by what he sees outside himself, restrict your own efforts to impressing those examples on his mind in the form best suited for him.
The explosive passions produce a great effect upon the child when he sees them; their outward expression is very marked; he is struck by this and his attention is arrested. Anger especially is so noisy in its rage that it is impossible not to perceive it if you are within reach. You need not ask yourself whether this is an opportunity for a pedagogue to frame a fine disquisition. What! no fine disquisition, nothing, not a word! Let the child come to you; impressed by what he has seen, he will not fail to ask you questions. The answer is easy; it is drawn from the very things which have appealed to his senses. He sees a flushed face, flashing eyes, a threatening gesture, he hears cries; everything shows that the body is ill at ease. Tell him plainly, without affectation or mystery, "This poor man is ill, he is in a fever." You may take the opportunity of giving him in a few words some idea of disease and its effects; for that too belongs to nature, and is one of the bonds of necessity which he must recognise. By means of this idea, which is not false in itself, may he not early acquire a certain aversion to giving way to excessive passions, which he regards as diseases; and do you not think that such a notion, given at the right moment, will produce a more wholesome effect than the most tedious sermon? But consider the after effects of this idea; you have authority, if ever you find it necessary, to treat the rebellious child as a sick child; to keep him in his room, in bed if need be, to diet him, to make him afraid of his growing vices, to make him hate and dread them without ever regarding as a punishment the strict measures you will perhaps have to use for his recovery. If it happens that you yourself in a moment's heat depart from the calm and self-control which you should aim at, do not try to conceal your fault, but tell him frankly, with a gentle reproach, "My dear, you have hurt me."
Moreover, it is a matter of great importance that no notice should be taken in his presence of the quaint sayings which result from the simplicity of the ideas in which he is brought up, nor should they be quoted in a way he can understand. A foolish laugh may destroy six months' work and do irreparable damage for life. I cannot repeat too often that to control the child one must often control oneself.
I picture my little Emile at the height of a dispute between two neighbours going up to the fiercest of them and saying in a tone of pity, "You are ill, I am very sorry for you." This speech will no doubt have its effect on the spectators and perhaps on the disputants. Without laughter, scolding, or praise I should take him away, willing or no, before he could see this result, or at least before he could think about it; and I should make haste to turn his thoughts to other things, so that he would soon forget all about it.
I do not propose to enter into every detail, but only to explain general rules and to give illustrations in cases of difficulty. I think it is impossible to train a child up to the age of twelve in the midst of society, without giving him some idea of the relations between one man and another, and of the morality of human actions. It is enough to delay the development of these ideas as long as possible, and when they can no longer be avoided to limit them to present needs, so that he may neither think himself master of everything nor do harm to others without knowing or caring. There are calm and gentle characters which can be led a long way in their first innocence without any danger; but there are also stormy dispositions whose passions develop early; you must hasten to make men of them lest you should have to keep them in chains.
Our first duties are to ourselves; our first feelings are centred on self; all our instincts are at first directed to our own preservation and our own welfare. Thus the first notion of justice springs not from what we owe to others, but from what is due to us. Here is another error in popular methods of education. If you talk to children of their duties, and not of their rights, you are beginning at the wrong end, and telling them what they cannot understand, what cannot be of any interest to them.
If I had to train a child such as I have just described, I should say to myself, "A child never attacks people,22 only things; and he soon learns by experience to respect those older and stronger than himself. Things, however, do not defend themselves. Therefore the first idea he needs is not that of liberty but of property, and that he may get this idea he must have something of his own." It is useless to enumerate his clothes, furniture, and playthings; although he uses these he knows not how or why he has come by them. To tell him they were given him is little better, for giving implies having; so here is property before his own, and it is the principle of property that you want to teach him; moreover, giving is a convention,
