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 forced to hear. This is the practical result of our fine systems of education.
But Emile is educated in a simpler fashion. We take so much pains to teach him a difficult idea that he will have heard nothing of all this. At the first word he does not understand, he will run away, he will prance about the room, and leave me to speechify by myself. Let us seek a more commonplace explanation; my scientific learning is of no use to him.
We were observing the position of the forest to the north of Montmorency when he interrupted me with the usual question, "What is the use of that?" "You are right," I said. "Let us take time to think it over, and if we find it is no use we will drop it, for we only want useful games." We find something else to do and geography is put aside for the day.
Next morning I suggest a walk before breakfast; there is nothing he would like better; children are always ready to run about, and he is a good walker. We climb up to the forest, we wander through its clearings and lose ourselves; we have no idea where we are, and when we want to retrace our steps we cannot find the way. Time passes, we are hot and hungry; hurrying vainly this way and that we find nothing but woods, quarries, plains, not a landmark to guide us. Very hot, very tired, very hungry, we only get further astray. At last we sit down to rest and to consider our position. I assume that Emile has been educated like an ordinary child. He does not think, he begins to cry; he has no idea we are close to Montmorency, which is hidden from our view by a mere thicket; but this thicket is a forest to him, a man of his size is buried among bushes. After a few minutes' silence I begin anxiously——
JEAN JACQUES. My dear Emile, what shall we do get out?
EMILE. I am sure I do not know. I am tired, I am hungry, I am thirsty. I cannot go any further.
JEAN JACQUES. Do you suppose I am any better off? I would cry too if I could make my breakfast off tears. Crying is no use, we must look about us. Let us see your watch; what time is it?
EMILE. It is noon and I am so hungry!
JEAN JACQUES. Just so; it is noon and I am so hungry too.
EMILE. You must be very hungry indeed.
JEAN JACQUES. Unluckily my dinner won't come to find me. It is twelve o'clock. This time yesterday we were observing the position of the forest from Montmorency. If only we could see the position of Montmorency from the forest.
EMILE. But yesterday we could see the forest, and here we cannot see the town.
JEAN JACQUES. That is just it. If we could only find it without seeing it.
EMILE. Oh! my dear friend!
JEAN JACQUES. Did not we say the forest was…
EMILE. North of Montmorency.
JEAN JACQUES. Then Montmorency must lie…
EMILE. South of the forest.
JEAN JACQUES. We know how to find the north at midday.
EMILE. Yes, by the direction of the shadows.
JEAN JACQUES. But the south?
EMILE. What shall we do?
JEAN JACQUES. The south is opposite the north.
EMILE. That is true; we need only find the opposite of the shadows. That is the south! That is the south! Montmorency must be over there! Let us look for it there!
JEAN
