Emile - Jean-Jacques Rousseau (english novels for beginners txt) 📗

try to give some sort of outline of my meaning.

To get to the first question in our catechism I suppose we must begin somewhat after the following fashion.

NURSE: Do you remember when your mother was a little girl?

CHILD: No, nurse.

NURSE: Why not, when you have such a good memory?

CHILD: I was not alive.

NURSE: Then you were not always alive!

CHILD: No.

NURSE: Will you live for ever!

CHILD: Yes.

NURSE: Are you young or old?

CHILD: I am young.

NURSE: Is your grandmamma old or young?

CHILD: She is old.

NURSE: Was she ever young?

CHILD: Yes.

NURSE: Why is she not young now?

CHILD: She has grown old.

NURSE: Will you grow old too?

CHILD: I don’t know.

NURSE: Where are your last year’s frocks?

CHILD: They have been unpicked.

NURSE: Why!

CHILD: Because they were too small for me.

NURSE: Why were they too small?

CHILD: I have grown bigger.

NURSE: Will you grow any more!

CHILD: Oh, yes.

NURSE: And what becomes of big girls?

CHILD: They grow into women.

NURSE: And what becomes of women!

CHILD: They are mothers.

NURSE: And what becomes of mothers?

CHILD: They grow old.

NURSE: Will you grow old?

CHILD: When I am a mother.

NURSE: And what becomes of old people?

CHILD: I don’t know.

NURSE: What became of your grandfather?

CHILD: He died. [Footnote: The child will say this because she has heard it said; but you must make sure she knows what death is, for the idea is not so simple and within the child’s grasp as people think. In that little poem “Abel” you will find an example of the way to teach them. This charming work breathes a delightful simplicity with which one should feed one’s own mind so as to talk with children.]

NURSE: Why did he die?

CHILD: Because he was so old.

NURSE: What becomes of old people!

CHILD: They die.

NURSE: And when you are old–-?

CHILD: Oh nurse! I don’t want to die!

NURSE: My dear, no one wants to die, and everybody dies.

CHILD: Why, will mamma die too!

NURSE: Yes, like everybody else. Women grow old as well as men, and old age ends in death.

CHILD: What must I do to grow old very, very slowly?

NURSE: Be good while you are little.

CHILD: I will always be good, nurse.

NURSE: So much the better. But do you suppose you will live for ever?

CHILD: When I am very, very old–-

NURSE: Well?

CHILD: When we are so very old you say we must die?

NURSE: You must die some day.

CHILD: Oh dear! I suppose I must.

NURSE: Who lived before you?

CHILD: My father and mother.

NURSE: And before them?

CHILD: Their father and mother.

NURSE: Who will live after you?

CHILD: My children.

NURSE: Who will live after them?

CHILD: Their children.

In this way, by concrete examples, you will find a beginning and end for the human race like everything else—that is to say, a father and mother who never had a father and mother, and children who will never have children of their own.

It is only after a long course of similar questions that we are ready for the first question in the catechism; then alone can we put the question and the child may be able to understand it. But what a gap there is between the first and the second question which is concerned with the definitions of the divine nature. When will this chasm be bridged? “God is a spirit.” “And what is a spirit?”

Shall I start the child upon this difficult question of metaphysics which grown men find so hard to understand? These are no questions for a little girl to answer; if she asks them, it is as much or more than we can expect. In that case I should tell her quite simply, “You ask me what God is; it is not easy to say; we can neither hear nor see nor handle God; we can only know Him by His works. To learn what He is, you must wait till you know what He has done.”

If our dogmas are all equally true, they are not equally important.

It makes little difference to the glory of God that we should perceive it everywhere, but it does make a difference to human society, and to every member of that society, that a man should know and do the duties which are laid upon him by the law of God, his duty to his neighbour and to himself. This is what we should always be teaching one another, and it is this which fathers and mothers are specially bound to teach their little ones. Whether a virgin became the mother of her Creator, whether she gave birth to God, or merely to a man into whom God has entered, whether the Father and the Son are of the same substance or of like substance only, whether the Spirit proceeded from one or both of these who are but one, or from both together, however important these questions may seem, I cannot see that it is any more necessary for the human race to come to a decision with regard to them than to know what day to keep Easter, or whether we should tell our beads, fast, and refuse to eat meat, speak Latin or French in church, adorn the walls with statues, hear or say mass, and have no wife of our own. Let each think as he pleases; I cannot see that it matters to any one but himself; for my own part it is no concern of mine. But what does concern my fellow-creatures and myself alike is to know that there is indeed a judge of human fate, that we are all His children, that He bids us all be just, He bids us love one another, He bids us be kindly and merciful, He bids us keep our word with all men, even with our own enemies and His; we must know that the apparent happiness of this world is naught; that there is another life to come, in which this Supreme Being will be the rewarder of the just and the judge of the unjust. Children need to be taught these doctrines and others like them and all citizens require to be persuaded of their truth.

Whoever sets his face against these doctrines is indeed guilty; he is the disturber of the peace, the enemy of society. Whoever goes beyond these doctrines and seeks to make us the slaves of his private opinions, reaches the same goal by another way; to establish his own kind of order he disturbs the peace; in his rash pride he makes himself the interpreter of the Divine, and in His name demands the homage and the reverence of mankind; so far as may be, he sets himself in God’s place; he should receive the punishment of sacrilege if he is not punished for his intolerance.

Give no heed, therefore, to all those mysterious doctrines which are words without ideas for us, all those strange teachings, the study of which is too often offered as a substitute for virtue, a study which more often makes men mad rather than good. Keep your children ever within the little circle of dogmas which are related to morality. Convince them that the only useful learning is that which teaches us to act rightly. Do not make your daughters theologians and casuists; only teach them such things of heaven as conduce to human goodness; train them to feel that they are always in the presence of God, who sees their thoughts and deeds, their virtue and their pleasures; teach them to do good without ostentation and because they love it, to suffer evil without a murmur, because God will reward them; in a word to be all their life long what they will be glad to have been when they appear in His presence. This is true religion; this alone is incapable of abuse, impiety, or fanaticism. Let those who will, teach a religion more sublime, but this is the only religion I know.

Moreover, it is as well to observe that, until the age when the reason becomes enlightened, when growing emotion gives a voice to conscience, what is wrong for young people is what those about have decided to be wrong. What they are told to do is good; what they are forbidden to do is bad; that is all they ought to know: this shows how important it is for girls, even more than for boys, that the right people should be chosen to be with them and to have authority over them. At last there comes a time when they begin to judge things for themselves, and that is the time to change your method of education.

Perhaps I have said too much already. To what shall we reduce the education of our women if we give them no law but that of conventional prejudice? Let us not degrade so far the set which rules over us, and which does us honour when we have not made it vile. For all mankind there is a law anterior to that of public opinion. All other laws should bend before the inflexible control of this law; it is the judge of public opinion, and only in so far as the esteem of men is in accordance with this law has it any claim on our obedience.

This law is our individual conscience. I will not repeat what has been said already; it is enough to point out that if these two laws clash, the education of women will always be imperfect. Right feeling without respect for public opinion will not give them that delicacy of soul which lends to right conduct the charm of social approval; while respect for public opinion without right feeling will only make false and wicked women who put appearances in the place of virtue.

It is, therefore, important to cultivate a faculty which serves as judge between the two guides, which does not permit conscience to go astray and corrects the errors of prejudice. That faculty is reason. But what a crowd of questions arise at this word. Are women capable of solid reason; should they cultivate it, can they cultivate it successfully? Is this culture useful in relation to the functions laid upon them? Is it compatible with becoming simplicity?

The different ways of envisaging and answering these questions lead to two extremes; some would have us keep women indoors sewing and spinning with their maids; thus they make them nothing more than the chief servant of their master. Others, not content to secure their rights, lead them to usurp ours; for to make woman our superior in all the qualities proper to her sex, and to make her our equal in all the rest, what is this but to transfer to the woman the superiority which nature has given to her husband? The reason which teaches a man his duties is not very complex; the reason which teaches a woman hers is even simpler. The obedience and fidelity which she owes to her husband, the tenderness and care due to her children, are such natural and self-evident consequences of her position that she cannot honestly refuse her consent to the inner voice which is her guide, nor fail to discern her duty in her natural inclination.

I would not altogether blame those who would restrict a woman to the labours of her sex and would leave her in profound ignorance of everything else; but that would require a standard of morality at once very simple and very healthy, or a life withdrawn from the world. In great towns, among immoral men, such a woman would be too easily led astray; her virtue would too often be at the mercy of circumstances; in this age