Works by Jean-Jacques Rousseau

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"The character of and commitment to equality remains both controversial and disputed among historical and theoretical analysts of classical political economy, and this has been true from the beginning. Smith's earliest writings confronted the critique of commercial society, the vice of luxury, and the inequality both fostered and perpetuated by the regime of private property made by Rousseau in his early economic writing, the Discourse on Inequality (2009 [1755]). Smith responded in at least two ways to this critique of the inherent inequality and unfreedom of commercial society. On the one hand, Smith recognized that a driving force of market operation and expansion was in some sense dependent on that acquisitive psychology that accompanied “the useful inequality in the fortunes of mankind which naturally and necessarily arise from the various degrees of capacity, industry, and diligence in different individuals” (Smith 1983 [1762–3/1766]: 338). This, of course, was to recognize a form of inequality of capacity in society with which Rousseau did not disagree. On the other hand, Smith went further in both the Wealth of Nations and the Lectures on Jurisprudence, and argued untramque partem that the very pursuit of luxury critiqued as vice by Rousseau and others helped to destroy the Gothic ruling class, who “sold their birthrights for baubles,” and in destroying the old feudal order of entrenched inequality, brought both greater liberty and greater equality to those living in the commercial age. In this sense, Smith appeared to employ the rhetorical device of paradiastole to render the putative vice of luxury as a virtue in the classical political economic context, and to suggest that private property – seen as the source of injustice for critics of the commercial order such as Rousseau, was – in the four stages of the progress of society – the very source of justice, because around property basically unsocial natural men had unified in what Kant would later term an “unsocial sociability.” Smith produced other arguments as well for the destruction of monopolies, guilds, and corporations in order to equalize market-driven production and distribution with the understanding (or the hope) that greater social and economic equality would accompany the ever greater expansion of the market. However, it is unquestionable that Smith recognized the inequalities inherent within the actual operation of the market mechanism in his own lifetime, inequalities that later classicals such as Ricardo and Mill would openly admit."

- Discourse on Inequality

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"Tranquility is found also in dungeons; but is that enough to make them desirable places to live in? To say that a man gives himself gratuitously, is to say what is absurd and inconceivable; such an act is null and illegitimate, from the mere fact that he who does it is out of his mind. To say the same of a whole people is to suppose a people of madmen; and madness creates no right. Even if each man could alienate himself, he could not alienate his children: they are born men and free; their liberty belongs to them, and no one but they has the right to dispose of it. Before they come to years of judgment, the father can, in their name, lay down conditions for their preservation and well-being, but he cannot give them irrevocably and without conditions: such a gift is contrary to the ends of nature, and exceeds the rights of paternity. It would therefore be necessary, in order to legitimize an arbitrary government, that in every generation the people should be in a position to accept or reject it; but, were this so, the government would be no longer arbitrary. To renounce liberty is to renounce being a man, to surrender the rights of humanity and even its duties. For him who renounces everything no indemnity is possible. Such a renunciation is incompatible with man's nature; to remove all liberty from his will is to remove all morality from his acts. Finally, it is an empty and contradictory convention that sets up, on the one side, absolute authority, and, on the other, unlimited obedience."

- The Social Contract

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"This collection of scattered thoughts and observations has little order or continuity; it was begun to give pleasure to a good mother who thinks for herself. My first idea was to write a tract a few pages long, but I was carried away by my subject, and before I knew what I was doing my tract had become a kind of book, too large indeed for the matter contained in it, but too small for the subject of which it treats. For a long time I hesitated whether to publish it or not, and I have often felt, when at work upon it, that it is one thing to publish a few pamphlets and another to write a book. After vain attempts to improve it, I have decided that it is my duty to publish it as it stands. I consider that public attention requires to be directed to this subject, and even if my own ideas are mistaken, my time will not have been wasted if I stir up others to form right ideas. A solitary who casts his writings before the public without any one to advertise them, without any party ready to defend them, one who does not even know what is thought and said about those writings, is at least free from one anxiety—if he is mistaken, no one will take his errors for gospel. I shall say very little about the value of a good education, nor shall I stop to prove that the customary method of education is bad; this has been done again and again, and I do not wish to fill my book with things which everyone knows. I will merely state that, go as far back as you will, you will find a continual outcry against the established method, but no attempt to suggest a better. The literature and science of our day tend rather to destroy than to build up. We find fault after the manner of a master; to suggest, we must adopt another style, a style less in accordance with the pride of the philosopher. In spite of all those books, whose only aim, so they say, is public utility, the most useful of all arts, the art of training men, is still neglected. Even after Locke's book was written the subject remained almost untouched, and I fear that my book will leave it pretty much as it found it.We know nothing of childhood; and with our mistaken notions the further we advance the further we go astray. The wisest writers devote themselves to what a man ought to know, without asking what a child is capable of learning. They are always looking for the man in the child, without considering what he is before he becomes a man."

- Emile, or On Education

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"I am told that many midwives profess to improve the shape of the infant's head by rubbing, and they are allowed to do it. Our heads are not good enough as God made them, they must be moulded outside by the nurse and inside by the philosopher. The Caribs are better off than we are. The child has hardly left the mother's womb, it has hardly begun to move and stretch its limbs, when it is deprived of its freedom. It is wrapped in swaddling bands, laid down with its head fixed, its legs stretched out, and its arms by its sides; it is wound round with linen and bandages of all sorts so that it cannot move. It is fortunate if it has room to breathe, and it is laid on its side so that water which should flow from its mouth can escape, for it is not free to turn its head on one side for this purpose. The new-born child requires to stir and stretch his limbs to free them from the stiffness resulting from being curled up so long. His limbs are stretched indeed, but he is not allowed to move them. Even the head is confined by a cap. One would think they were afraid the child should look as if it were alive. Thus the internal impulses which should lead to growth find an insurmountable obstacle in the way of the necessary movements. The child exhausts his strength in vain struggles, or he gains strength very slowly. He was freer and less constrained in the womb; he has gained nothing by birth. Is not such a cruel bondage certain to affect both health and temper? Their first feeling is one of pain and suffering; they find every necessary movement hampered; more miserable than a galley slave, in vain they struggle, they become angry, they cry. Their first words you say are tears. That is so. From birth you are always checking them, your first gifts are fetters, your first treatment, torture. Their voice alone is free; why should they not raise it in complaint? They cry because you are hurting them; if you were swaddled you would cry louder still. What is the origin of this senseless and unnatural custom? Since mothers have despised their first duty and refused to nurse their own children, they have had to be entrusted to hired nurses. Finding themselves the mothers of a stranger's children, without the ties of nature, they have merely tried to save themselves trouble."

- Emile, or On Education

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"The new-born infant cries, his early days are spent in crying. He is alternately petted and shaken by way of soothing him; sometimes he is threatened, sometimes beaten, to keep him quiet. We do what he wants or we make him do what we want, we submit to his whims or subject him to our own. There is no middle course; he must rule or obey. Thus his earliest ideas are those of the tyrant or the slave. He commands before he can speak, he obeys before he can act, and sometimes he is punished for faults before he is aware of them, or rather before they are committed. Thus early are the seeds of evil passions sown in his young heart. At a later day these are attributed to nature, and when we have taken pains to make him bad we lament his badness. In this way the child passes six or seven years in the hands of women, the victim of his own caprices or theirs, and after they have taught him all sorts of things, when they have burdened his memory with words he cannot understand, or things which are of no use to him, when nature has been stifled by the passions they have implanted in him, this sham article is sent to a tutor. The tutor completes the development of the germs of artificiality which he finds already well grown, he teaches him everything except self-knowledge and self-control, the arts of life and happiness. When at length this infant slave and tyrant, crammed with knowledge but empty of sense, feeble alike in mind and body, is flung upon the world, and his helplessness, his pride, and his other vices are displayed, we begin to lament the wretchedness and perversity of mankind. We are wrong; this is the creature of our fantasy; the natural man is cast in another mould."

- Emile, or On Education

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"This results from the fact that, up to five or six, children in town, brought up in a room and under the care of a nursery governess, do not need to speak above a whisper to make themselves heard. As soon as their lips move people take pains to make out what they mean; they are taught words which they repeat inaccurately, and by paying great attention to them the people who are always with them rather guess what they meant to say than what they said. It is quite a different matter in the country. A peasant woman is not always with her child; he is obliged to learn to say very clearly and loudly what he wants, if he is to make himself understood. Children scattered about the fields at a distance from their fathers, mothers and other children, gain practice in making themselves heard at a distance, and in adapting the loudness of the voice to the distance which separates them from those to whom they want to speak. This is the real way to learn pronunciation, not by stammering out a few vowels into the ear of an attentive governess. So when you question a peasant child, he may be too shy to answer, but what he says he says distinctly, while the nurse must serve as interpreter for the town child; without her one can understand nothing of what he is muttering between his teeth. I grant you uneducated people and villagers often fall into the opposite extreme. They almost always speak too loud; their pronunciation is too exact, and leads to rough and coarse articulation; their accent is too pronounced, they choose their expressions badly, etc. But, to begin with, this extreme strikes me as much less dangerous than the other, for the first law of speech is to make oneself understood, and the chief fault is to fail to be understood. To pride ourselves on having no accent is to pride ourselves on ridding our phrases of strength and elegance. Emphasis is the soul of speech, it gives it its feeling and truth. Emphasis deceives less than words; perhaps that is why well-educated people are so afraid of it. From the custom of saying everything in the same tone has arisen that of poking fun at people without their knowing it."

- Emile, or On Education

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"I shall not take pains to prevent Emile hurting himself; far from it, I should be vexed if he never hurt himself, if he grew up unacquainted with pain. To bear pain is his first and most useful lesson. It seems as if children were small and weak on purpose to teach them these valuable lessons without danger. The child has such a little way to fall he will not break his leg; if he knocks himself with a stick he will not break his arm; if he seizes a sharp knife he will not grasp it tight enough to make a deep wound. So far as I know, no child, left to himself, has ever been known to kill or maim itself, or even to do itself any serious harm, unless it has been foolishly left on a high place, or alone near the fire, or within reach of dangerous weapons. What is there to be said for all the paraphernalia with which the child is surrounded to shield him on every side so that he grows up at the mercy of pain, with neither courage nor experience, so that he thinks he is killed by a pin-prick and faints at the sight of blood? With our foolish and pedantic methods we are always preventing children from learning what they could learn much better by themselves, while we neglect what we alone can teach them. Can anything be sillier than the pains taken to teach them to walk, as if there were any one who was unable to walk when he grows up through his nurse's neglect? Instead of keeping him mewed up in a stuffy room, take him out into a meadow every day; let him run about, let him struggle and fall again and again, the oftener the better; he will learn all the sooner to pick himself up. The delights of liberty will make up for many bruises. My pupil will hurt himself oftener than yours, but he will always be merry; your pupils may receive fewer injuries, but they are always thwarted, constrained, and sad. I doubt whether they are any better off."

- Emile, or On Education

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"The chief risks occur at the beginning of life; the shorter our past life, the less we must hope to live. Of all the children who are born scarcely one half reach adolescence, and it is very likely your pupil will not live to be a man. What is to be thought, therefore, of that cruel education which sacrifices the present to an uncertain future, that burdens a child with all sorts of restrictions and begins by making him miserable, in order to prepare him for some far-off happiness which he may never enjoy? Even if I considered that education wise in its aims, how could I view without indignation those poor wretches subjected to an intolerable slavery and condemned like galley-slaves to endless toil, with no certainty that they will gain anything by it? The age of harmless mirth is spent in tears, punishments, threats, and slavery. You torment the poor thing for his good; you fail to see that you are calling Death to snatch him from these gloomy surroundings. Who can say how many children fall victims to the excessive care of their fathers and mothers? They are happy to escape from this cruelty; this is all that they gain from the ills they are forced to endure: they die without regretting, having known nothing of life but its sorrows. Men, be kind to your fellow-men; this is your first duty, kind to every age and station, kind to all that is not foreign to humanity. What wisdom can you find that is greater than kindness? Love childhood, indulge its sports, its pleasures, its delightful instincts. Who has not sometimes regretted that age when laughter was ever on the lips, and when the heart was ever at peace? Why rob these innocents of the joys which pass so quickly, of that precious gift which they cannot abuse? Why fill with bitterness the fleeting days of early childhood, days which will no more return for them than for you? Fathers, can you tell when death will call your children to him? Do not lay up sorrow for yourselves by robbing them of the short span which nature has allotted to them. As soon as they are aware of the joy of life, let them rejoice in it, go that whenever God calls them they may not die without having tasted the joy of life."

- Emile, or On Education

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"Every feeling of hardship is inseparable from the desire to escape from it; every idea of pleasure from the desire to enjoy it. All desire implies a want, and all wants are painful; hence our wretchedness consists in the disproportion between our desires and our powers. A conscious being whose powers were equal to his desires would be perfectly happy. What then is human wisdom? Where is the path of true happiness? The mere limitation of our desires is not enough, for if they were less than our powers, part of our faculties would be idle, and we should not enjoy our whole being; neither is the mere extension of our powers enough, for if our desires were also increased we should only be the more miserable. True happiness consists in decreasing the difference between our desires and our powers, in establishing a perfect equilibrium between the power and the will. Then only, when all its forces are employed, will the soul be at rest and man will find himself in his true position. It is only in this primitive condition that we find the equilibrium between desire and power, and then alone man is not unhappy. As soon as his potential powers of mind begin to function, imagination, more powerful than all the rest, awakes, and precedes all the rest. It is imagination which enlarges the bounds of possibility for us, whether for good or ill, and therefore stimulates and feeds desires by the hope of satisfying them. But the object which seemed within our grasp flies quicker than we can follow; when we think we have grasped it, it transforms itself and is again far ahead of us. We no longer perceive the country we have traversed, and we think nothing of it; that which lies before us becomes vaster and stretches still before us. Thus we exhaust our strength, yet never reach our goal, and the nearer we are to pleasure, the further we are from happiness. The world of reality has its bounds, the world of imagination is boundless; as we cannot enlarge the one, let us restrict the other; for all the sufferings which really make us miserable arise from the difference between the real and the imaginary. Health, strength, and a good conscience excepted, all the good things of life are a matter of opinion; except bodily suffering and remorse, all our woes are imaginary. You will tell me this is a commonplace; I admit it, but its practical application is no commonplace, and it is with practice only that we are now concerned."

- Emile, or On Education

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"It is very strange that ever since people began to think about education they should have hit upon no other way of guiding children than emulation, jealousy, envy, vanity, greediness, base cowardice, all the most dangerous passions, passions ever ready to ferment, ever prepared to corrupt the soul even before the body is full-grown. With every piece of precocious instruction which you try to force into their minds you plant a vice in the depths of their hearts; foolish teachers think they are doing wonders when they are making their scholars wicked in order to teach them what goodness is, and then they tell us seriously, "Such is man." Yes, such is man, as you have made him. Every means has been tried except one, the very one which might succeed—well-regulated liberty. Do not undertake to bring up a child if you cannot guide him merely by the laws of what can or cannot be. The limits of the possible and the impossible are alike unknown to him, so they can be extended or contracted around him at your will. Without a murmur he is restrained, urged on, held back, by the hands of necessity alone; he is made adaptable and teachable by the mere force of things, without any chance for vice to spring up in him; for passions do not arise so long as they have accomplished nothing. Give your scholar no verbal lessons; he should be taught by experience alone; never punish him, for he does not know what it is to do wrong; never make him say, "Forgive me," for he does not know how to do you wrong. Wholly unmoral in his actions, he can do nothing morally wrong, and he deserves neither punishment nor reproof. Already I see the frightened reader comparing this child with those of our time; he is mistaken. The perpetual restraint imposed upon your scholars stimulates their activity; the more subdued they are in your presence, the more boisterous they are as soon as they are out of your sight. They must make amends to themselves in some way or other for the harsh constraint to which you subject them. Two schoolboys from the town will do more damage in the country than all the children of the village. Shut up a young gentleman and a young peasant in a room; the former will have upset and smashed everything before the latter has stirred from his place. Why is that, unless that the one hastens to misuse a moment's licence, while the other, always sure of freedom, does not use it rashly. And yet the village children, often flattered or constrained, are still very far from the state in which I would have them kept."

- Emile, or On Education

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"Your ill-tempered child destroys everything he touches. Do not vex yourself; put anything he can spoil out of his reach. He breaks the things he is using; do not be in a hurry to give him more; let him feel the want of them. He breaks the windows of his room; let the wind blow upon him night and day, and do not be afraid of his catching cold; it is better to catch cold than to be reckless. Never complain of the inconvenience he causes you, but let him feel it first. At last you will have the windows mended without saying anything. He breaks them again; then change your plan; tell him dryly and without anger, "The windows are mine, I took pains to have them put in, and I mean to keep them safe." Then you will shut him up in a dark place without a window. At this unexpected proceeding he cries and howls; no one heeds. Soon he gets tired and changes his tone; he laments and sighs; a servant appears, the rebel begs to be let out. Without seeking any excuse for refusing, the servant merely says, "I, too, have windows to keep," and goes away. At last, when the child has been there several hours, long enough to get very tired of it, long enough to make an impression on his memory, some one suggests to him that he should offer to make terms with you, so that you may set him free and he will never break windows again. That is just what he wants. He will send and ask you to come and see him; you will come, he will suggest his plan, and you will agree to it at once, saying, "That is a very good idea; it will suit us both; why didn't you think of it sooner?" Then without asking for any affirmation or confirmation of his promise, you will embrace him joyfully and take him back at once to his own room, considering this agreement as sacred as if he had confirmed it by a formal oath. What idea do you think he will form from these proceedings, as to the fulfilment of a promise and its usefulness? If I am not greatly mistaken, there is not a child upon earth, unless he is utterly spoilt already, who could resist this treatment, or one who would ever dream of breaking windows again on purpose."

- Emile, or On Education

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"For the sake of a show of preaching virtue you make them love every vice; you instil these vices by forbidding them. Would you have them pious, you take them to church till they are sick of it; you teach them to gabble prayers until they long for the happy time when they will not have to pray to God. To teach them charity you make them give alms as if you scorned to give yourself. It is not the child, but the master, who should give; however much he loves his pupil he should vie with him for this honour; he should make him think that he is too young to deserve it. Alms-giving is the deed of a man who can measure the worth of his gift and the needs of his fellow-men. The child, who knows nothing of these, can have no merit in giving; he gives without charity, without kindness; he is almost ashamed to give, for, to judge by your practice and his own, he thinks it is only children who give, and that there is no need for charity when we are grown up. I have scarcely seen generosity in children except of these two types, giving what is of no use to them, or what they expect to get back again. "Arrange things," says Locke, "so that experience may convince them that the most generous giver gets the biggest share." That is to make the child superficially generous but really greedy. He adds that "children will thus form the habit of liberality." Yes, a usurer's liberality, which expects cent. per cent. But when it is a question of real giving, good-bye to the habit; when they do not get things back, they will not give. It is the habit of the mind, not of the hands, that needs watching. All the other virtues taught to children are like this, and to preach these baseless virtues you waste their youth in sorrow. What a sensible sort of education! Rather than hasten to demand deeds of charity from my pupil I prefer to perform such deeds in his presence, even depriving him of the means of imitating me, as an honour beyond his years; for it is of the utmost importance that he should not regard a man's duties as merely those of a child."

- Emile, or On Education

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"Silly children grow into ordinary men. I know no generalisation more certain than this. It is the most difficult thing in the world to distinguish between genuine stupidity, and that apparent and deceitful stupidity which is the sign of a strong character. At first sight it seems strange that the two extremes should have the same outward signs; and yet it may well be so, for at an age when man has as yet no true ideas, the whole difference between the genius and the rest consists in this: the latter only take in false ideas, while the former, finding nothing but false ideas, receives no ideas at all. In this he resembles the fool; the one is fit for nothing, the other finds nothing fit for him. The only way of distinguishing between them depends upon chance, which may offer the genius some idea which he can understand, while the fool is always the same. As a child, the young Cato was taken for an idiot by his parents; he was obstinate and silent, and that was all they perceived in him; it was only in Sulla's ante-chamber that his uncle discovered what was in him. Had he never found his way there, he might have passed for a fool till he reached the age of reason. Had Caesar never lived, perhaps this same Cato, who discerned his fatal genius, and foretold his great schemes, would have passed for a dreamer all his days. Those who judge children hastily are apt to be mistaken; they are often more childish than the child himself."

- Emile, or On Education

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"Hold childhood in reverence, and do not be in any hurry to judge it for good or ill. Leave exceptional cases to show themselves, let their qualities be tested and confirmed, before special methods are adopted. Give nature time to work before you take over her business, lest you interfere with her dealings. You assert that you know the value of time and are afraid to waste it. You fail to perceive that it is a greater waste of time to use it ill than to do nothing, and that a child ill taught is further from virtue than a child who has learnt nothing at all. You are afraid to see him spending his early years doing nothing. What! is it nothing to be happy, nothing to run and jump all day? He will never be so busy again all his life long. Plato, in his Republic, which is considered so stern, teaches the children only through festivals, games, songs, and amusements. It seems as if he had accomplished his purpose when he had taught them to be happy; and Seneca, speaking of the Roman lads in olden days, says, "They were always on their feet, they were never taught anything which kept them sitting." Were they any the worse for it in manhood? Do not be afraid, therefore, of this so-called idleness. What would you think of a man who refused to sleep lest he should waste part of his life? You would say, "He is mad; he is not enjoying his life, he is robbing himself of part of it; to avoid sleep he is hastening his death." Remember that these two cases are alike, and that childhood is the sleep of reason."

- Emile, or On Education

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"As the sentient being becomes active his discernment develops along with his strength. Not till his strength is in excess of what is needed for self-preservation, is the speculative faculty developed, the faculty adapted for using this superfluous strength for other purposes. Would you cultivate your pupil's intelligence, cultivate the strength it is meant to control. Give his body constant exercise, make it strong and healthy, in order to make him good and wise; let him work, let him do things, let him run and shout, let him be always on the go; make a man of him in strength, and he will soon be a man in reason. Speaking generally, there is nothing duller than a peasant or sharper than a savage. What is the cause of this difference? The peasant has always done as he was told, what his father did before him, what he himself has always done; he is the creature of habit, he spends his life almost like an automaton on the same tasks; habit and obedience have taken the place of reason. The case of the savage is very different; he is tied to no one place, he has no prescribed task, no superior to obey, he knows no law but his own will; he is therefore forced to reason at every step he takes. He can neither move nor walk without considering the consequences. Thus the more his body is exercised, the more alert is his mind; his strength and his reason increase together, and each helps to develop the other."

- Emile, or On Education

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"All children in the course of their endless imitation try to draw; and I would have Emile cultivate this art; not so much for art's sake, as to give him exactness of eye and flexibility of hand. Generally speaking, it matters little whether he is acquainted with this or that occupation, provided he gains clearness of sense—perception and the good bodily habits which belong to the exercise in question. So I shall take good care not to provide him with a drawing master, who would only set him to copy copies and draw from drawings. Nature should be his only teacher, and things his only models. He should have the real thing before his eyes, not its copy on paper. Let him draw a house from a house, a tree from a tree, a man from a man; so that he may train himself to observe objects and their appearance accurately and not to take false and conventional copies for truth. I would even train him to draw only from objects actually before him and not from memory, so that, by repeated observation, their exact form may be impressed on his imagination, for fear lest he should substitute absurd and fantastic forms for the real truth of things, and lose his sense of proportion and his taste for the beauties of nature. Moreover, in this occupation as in others, I do not intend my pupil to play by himself; I mean to make it pleasanter for him by always sharing it with him. He shall have no other rival; but mine will be a continual rivalry, and there will be no risk attaching to it; it will give interest to his pursuits without awaking jealousy between us. I shall follow his example and take up a pencil; at first I shall use it as unskilfully as he. I should be an Apelles if I did not set myself daubing. To begin with, I shall draw a man such as lads draw on walls, a line for each arm, another for each leg, with the fingers longer than the arm. Long after, one or other of us will notice this lack of proportion; we shall observe that the leg is thick, that this thickness varies, that the length of the arm is proportionate to the body. In this improvement I shall either go side by side with my pupil, or so little in advance that he will always overtake me easily and sometimes get ahead of me. We shall get brushes and paints, we shall try to copy the colours of things and their whole appearance, not merely their shape. We shall colour prints, we shall paint, we shall daub; but in all our daubing we shall be searching out the secrets of nature, and whatever we do shall be done under the eye of that master. We badly needed ornaments for our room, and now we have them ready to our hand. I will have our drawings framed and covered with good glass, so that no one will touch them, and thus seeing them where we put them, each of us has a motive for taking care of his own. I arrange them in order round the room, each drawing repeated some twenty or thirty times, thus showing the author's progress in each specimen, from the time when the house is merely a rude square, till its front view, its side view, its proportions, its light and shade are all exactly portrayed. These graduations will certainly furnish us with pictures, a source of interest to ourselves and of curiosity to others, which will spur us on to further emulation. The first and roughest drawings I put in very smart gilt frames to show them off; but as the copy becomes more accurate and the drawing really good, I only give it a very plain dark frame; it needs no other ornament than itself, and it would be a pity if the frame distracted the attention which the picture itself deserves. Thus we each aspire to a plain frame, and when we desire to pour scorn on each other's drawings, we condemn them to a gilded frame."

- Emile, or On Education

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"I hate books; they only teach us to talk about things we know nothing about. Hermes, they say, engraved the elements of science on pillars lest a deluge should destroy them. Had he imprinted them on men's hearts they would have been preserved by tradition. Well-trained minds are the pillars on which human knowledge is most deeply engraved. Since we must have books, there is one book which, to my thinking, supplies the best treatise on an education according to nature. This is the first book Emile will read; for a long time it will form his whole library, and it will always retain an honoured place. It will be the text to which all our talks about natural science are but the commentary. It will serve to test our progress towards a right judgment, and it will always be read with delight, so long as our taste is unspoilt. What is this wonderful book? Is it Aristotle? Pliny? Buffon? No; it is Robinson Crusoe. Robinson Crusoe on his island, deprived of the help of his fellow-men, without the means of carrying on the various arts, yet finding food, preserving his life, and procuring a certain amount of comfort; this is the thing to interest people of all ages, and it can be made attractive to children in all sorts of ways. We shall thus make a reality of that desert island which formerly served as an illustration. The condition, I confess, is not that of a social being, nor is it in all probability Emile's own condition, but he should use it as a standard of comparison for all other conditions. The surest way to raise him above prejudice and to base his judgments on the true relations of things, is to put him in the place of a solitary man, and to judge all things as they would be judged by such a man in relation to their own utility."

- Emile, or On Education

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"We are going to dine with wealthy people; when we get there everything is ready for a feast, many guests, many servants, many dishes, dainty and elegant china. There is something intoxicating in all these preparations for pleasure and festivity when you are not used to them. I see how they will affect my young pupil. While dinner is going on, while course follows course, and conversation is loud around us, I whisper in his ear, "How many hands do you suppose the things on this table passed through before they got here?" What a crowd of ideas is called up by these few words. In a moment the mists of excitement have rolled away. He is thinking, considering, calculating, and anxious. The child is philosophising, while philosophers, excited by wine or perhaps by female society, are babbling like children. If he asks questions I decline to answer and put him off to another day. He becomes impatient, he forgets to eat and drink, he longs to get away from table and talk as he pleases. What an object of curiosity, what a text for instruction. Nothing has so far succeeded in corrupting his healthy reason; what will he think of luxury when he finds that every quarter of the globe has been ransacked, that some 2,000,000 men have laboured for years, that many lives have perhaps been sacrificed, and all to furnish him with fine clothes to be worn at midday and laid by in the wardrobe at night. Yet note the difference—this black bread you so enjoy is made from the peasant's own harvest; his wine is dark in colour and of a common kind, but wholesome and refreshing; it was made in his own vineyard; the cloth is made of his own hemp, spun and woven in the winter by his wife and daughters and the maid; no hands but theirs have touched the food. His world is bounded by the nearest mill and the next market. How far did you enjoy all that the produce of distant lands and the service of many people had prepared for you at the other dinner? If you did not get a better meal, what good did this wealth do you? how much of it was made for you? Had you been the master of the house, the tutor might say, it would have been of still less use to you; for the anxiety of displaying your enjoyment before the eyes of others would have robbed you of it; the pains would be yours, the pleasure theirs. This may be a very fine speech, but it would be thrown away upon Emile, as he cannot understand it, and he does not accept second-hand opinions. Speak more simply to him. After these two experiences, say to him some day, "Where shall we have our dinner to-day? Where that mountain of silver covered three quarters of the table and those beds of artificial flowers on looking glass were served with the dessert, where those smart ladies treated you as a toy and pretended you said what you did not mean; or in that village two leagues away, with those good people who were so pleased to see us and gave us such delicious cream?" Emile will not hesitate; he is not vain and he is no chatterbox; he cannot endure constraint, and he does not care for fine dishes; but he is always ready for a run in the country and is very fond of good fruit and vegetables, sweet cream and kindly people. On our way, the thought will occur to him, "All those people who laboured to prepare that grand feast were either wasting their time or they have no idea how to enjoy themselves."

- Emile, or On Education

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"We are born, so to speak, twice over; born into existence, and born into life; born a human being, and born a man. Those who regard woman as an imperfect man are no doubt mistaken, but they have external resemblance on their side. Up to the age of puberty children of both sexes have little to distinguish them to the eye, the same face and form, the same complexion and voice, everything is the same; girls are children and boys are children; one name is enough for creatures so closely resembling one another. Males whose development is arrested preserve this resemblance all their lives; they are always big children; and women who never lose this resemblance seem in many respects never to be more than children. But, speaking generally, man is not meant to remain a child. He leaves childhood behind him at the time ordained by nature; and this critical moment, short enough in itself, has far-reaching consequences. As the roaring of the waves precedes the tempest, so the murmur of rising passions announces this tumultuous change; a suppressed excitement warns us of the approaching danger. A change of temper, frequent outbreaks of anger, a perpetual stirring of the mind, make the child almost ungovernable. He becomes deaf to the voice he used to obey; he is a lion in a fever; he distrusts his keeper and refuses to be controlled. With the moral symptoms of a changing temper there are perceptible changes in appearance. His countenance develops and takes the stamp of his character; the soft and sparse down upon his cheeks becomes darker and stiffer. His voice grows hoarse or rather he loses it altogether. He is neither a child nor a man and cannot speak like either of them. His eyes, those organs of the soul which till now were dumb, find speech and meaning; a kindling fire illumines them, there is still a sacred innocence in their ever brightening glance, but they have lost their first meaningless expression; he is already aware that they can say too much; he is beginning to learn to lower his eyes and blush, he is becoming sensitive, though he does not know what it is that he feels; he is uneasy without knowing why. All this may happen gradually and give you time enough; but if his keenness becomes impatience, his eagerness madness, if he is angry and sorry all in a moment, if he weeps without cause, if in the presence of objects which are beginning to be a source of danger his pulse quickens and his eyes sparkle, if he trembles when a woman's hand touches his, if he is troubled or timid in her presence, O Ulysses, wise Ulysses! have a care! The passages you closed with so much pains are open; the winds are unloosed; keep your hand upon the helm or all is lost. This is the second birth I spoke of; then it is that man really enters upon life; henceforth no human passion is a stranger to him. Our efforts so far have been child's play, now they are of the greatest importance. This period when education is usually finished is just the time to begin."

- Emile, or On Education

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"A young man, on the other hand, brought up in happy innocence, is drawn by the first stirrings of nature to the tender and affectionate passions; his warm heart is touched by the sufferings of his fellow-creatures; he trembles with delight when he meets his comrade, his arms can embrace tenderly, his eyes can shed tears of pity; he learns to be sorry for offending others through his shame at causing annoyance. If the eager warmth of his blood makes him quick, hasty, and passionate, a moment later you see all his natural kindness of heart in the eagerness of his repentance; he weeps, he groans over the wound he has given; he would atone for the blood he has shed with his own; his anger dies away, his pride abases itself before the consciousness of his wrong-doing. Is he the injured party, in the height of his fury an excuse, a word, disarms him; he forgives the wrongs of others as whole-heartedly as he repairs his own. Adolescence is not the age of hatred or vengeance; it is the age of pity, mercy, and generosity. Yes, I maintain, and I am not afraid of the testimony of experience, a youth of good birth, one who has preserved his innocence up to the age of twenty, is at that age the best, the most generous, the most loving, and the most lovable of men. You never heard such a thing; I can well believe that philosophers such as you, brought up among the corruption of the public schools, are unaware of it."

- Emile, or On Education

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"be sure your pupil, as he begins to understand the value of your care for him, will be grateful for it, provided you have not put a price upon it; and this will give you an authority over his heart which nothing can overthrow. But beware of losing this advantage before it is really yours, beware of insisting on your own importance. Boast of your services and they become intolerable; forget them and they will not be forgotten. Until the time comes to treat him as a man let there be no question of his duty to you, but his duty to himself. Let him have his freedom if you would make him docile; hide yourself so that he may seek you; raise his heart to the noble sentiment of gratitude by only speaking of his own interest. Until he was able to understand I would not have him told that what was done was for his good; he would only have understood such words to mean that you were dependent on him and he would merely have made you his servant. But now that he is beginning to feel what love is, he also knows what a tender affection may bind a man to what he loves; and in the zeal which keeps you busy on his account, he now sees not the bonds of a slave, but the affection of a friend. Now there is nothing which carries so much weight with the human heart as the voice of friendship recognised as such, for we know that it never speaks but for our good. We may think our friend is mistaken, but we never believe he is deceiving us."

- Emile, or On Education

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"To guide him in this inquiry, after we have shown him men by means of the accidents common to the species, we must now show him them by means of their differences. This is the time for estimating inequality natural and civil, and for the scheme of the whole social order. Society must be studied in the individual and the individual in society; those who desire to treat politics and morals apart from one another will never understand either. By confining ourselves at first to the primitive relations, we see how men should be influenced by them and what passions should spring from them; we see that it is in proportion to the development of these passions that a man's relations with others expand or contract. It is not so much strength of arm as moderation of spirit which makes men free and independent. The man whose wants are few is dependent on but few people, but those who constantly confound our vain desires with our bodily needs, those who have made these needs the basis of human society, are continually mistaking effects for causes, and they have only confused themselves by their own reasoning. Since it is impossible in the state of nature that the difference between man and man should be great enough to make one dependent on another, there is in fact in this state of nature an actual and indestructible equality. In the civil state there is a vain and chimerical equality of right; the means intended for its maintenance, themselves serve to destroy it; and the power of the community, added to the power of the strongest for the oppression of the weak, disturbs the sort of equilibrium which nature has established between them."

- Emile, or On Education

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"I leave modern history on one side, not only because it has no character and all our people are alike, but because our historians, wholly taken up with effect, think of nothing but highly coloured portraits, which often represent nothing. [Footnote: Take, for instance, Guicciardini, Streda, Solis, Machiavelli, and sometimes even De Thou himself. Vertot is almost the only one who knows how to describe without giving fancy portraits.] The old historians generally give fewer portraits and bring more intelligence and common-sense to their judgments; but even among them there is plenty of scope for choice, and you must not begin with the wisest but with the simplest. I would not put Polybius or Sallust into the hands of a youth; Tacitus is the author of the old, young men cannot understand him; you must learn to see in human actions the simplest features of the heart of man before you try to sound its depths. You must be able to read facts clearly before you begin to study maxims. Philosophy in the form of maxims is only fit for the experienced. Youth should never deal with the general, all its teaching should deal with individual instances. To my mind Thucydides is the true model of historians. He relates facts without giving his opinion; but he omits no circumstance adapted to make us judge for ourselves. He puts everything that he relates before his reader; far from interposing between the facts and the readers, he conceals himself; we seem not to read but to see. Unfortunately he speaks of nothing but war, and in his stories we only see the least instructive part of the world, that is to say the battles. The virtues and defects of the Retreat of the Ten Thousand and the Commentaries of Caesar are almost the same. The kindly Herodotus, without portraits, without maxims, yet flowing, simple, full of details calculated to delight and interest in the highest degree, would be perhaps the best historian if these very details did not often degenerate into childish folly, better adapted to spoil the taste of youth than to form it; we need discretion before we can read him. I say nothing of Livy, his turn will come; but he is a statesman, a rhetorician, he is everything which is unsuitable for a youth."

- Emile, or On Education

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"Remember that, as soon as selfishness has developed, the self in its relations to others is always with us, and the youth never observes others without coming back to himself and comparing himself with them. From the way young men are taught to study history I see that they are transformed, so to speak, into the people they behold, that you strive to make a Cicero, a Trajan, or an Alexander of them, to discourage them when they are themselves again, to make every one regret that he is merely himself. There are certain advantages in this plan which I do not deny; but, so far as Emile is concerned, should it happen at any time when he is making these comparisons that he wishes to be any one but himself—were it Socrates or Cato—I have failed entirely; he who begins to regard himself as a stranger will soon forget himself altogether. It is not philosophers who know most about men; they only view them through the preconceived ideas of philosophy, and I know no one so prejudiced as philosophers. A savage would judge us more sanely. The philosopher is aware of his own vices, he is indignant at ours, and he says to himself, "We are all bad alike;" the savage beholds us unmoved and says, "You are mad." He is right, for no one does evil for evil's sake. My pupil is that savage, with this difference: Emile has thought more, he has compared ideas, seen our errors at close quarters, he is more on his guard against himself, and only judges of what he knows."

- Emile, or On Education

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"sufficiently sensitive to understand every human passion, and calm enough to be free from passion. If there is any time in our life when this study is likely to be appreciated, it is this that I have chosen for Emile; before this time men would have been strangers to him; later on he would have been like them. Convention, the effects of which he already perceives, has not yet made him its slave, the passions, whose consequences he realises, have not yet stirred his heart. He is a man; he takes an interest in his brethren; he is a just man and he judges his peers. Now it is certain that if he judges them rightly he will not want to change places with any one of them, for the goal of all their anxious efforts is the result of prejudices which he does not share, and that goal seems to him a mere dream. For his own part, he has all he wants within his reach. How should he be dependent on any one when he is self-sufficing and free from prejudice? Strong arms, good health, [Footnote: I think I may fairly reckon health and strength among the advantages he has obtained by his education, or rather among the gifts of nature which his education has preserved for him.] moderation, few needs, together with the means to satisfy those needs, are his. He has been brought up in complete liberty and servitude is the greatest ill he understands. He pities these miserable kings, the slaves of all who obey them; he pities these false prophets fettered by their empty fame; he pities these rich fools, martyrs to their own pomp; he pities these ostentatious voluptuaries, who spend their life in deadly dullness that they may seem to enjoy its pleasures."

- Emile, or On Education

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"The circumstances with which we are concerned are quite different. Let us keep to the common level. I assumed that my pupil had neither surpassing genius nor a defective understanding. I chose him of an ordinary mind to show what education could do for man. Exceptions defy all rules. If, therefore, as a result of my care, Emile prefers his way of living, seeing, and feeling to that of others, he is right; but if he thinks because of this that he is nobler and better born than they, he is wrong; he is deceiving himself. Moreover our pupil will be little tempted by this snare; he has so many amusements about him, he has never been bored in his life, and he scarcely knows the use of money. As children have been led by these two motives, self-interest and vanity, rogues and courtesans use the same means to get hold of them later. When you see their greediness encouraged by prizes and rewards, when you find their public performances at ten years old applauded at school or college, you see too how at twenty they will be induced to leave their purse in a gambling hell and their health in a worse place. The only precaution I shall take will be to share all the dangers I let him run, and all the insults I let him receive. I will bear everything in silence, without a murmur or reproach, without a word to him, and be sure that if this wise conduct is faithfully adhered to, what he sees me endure on his account will make more impression on his heart than what he himself suffers. The turn you give to your consolation may itself be a lesson to him, and all the more because he does not suspect it. When you tell him, for example, that many other people have made the same mistakes, this is not what he was expecting; you are administering correction under the guise of pity; for when one thinks oneself better than other people it is a very mortifying excuse to console oneself by their example; it means that we must realise that the most we can say is that they are no better than we."

- Emile, or On Education

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"Mothers and nurses grow fond of children because of the care they lavish on them; the practice of social virtues touches the very heart with the love of humanity; by doing good we become good; and I know no surer way to this end. Keep your pupil busy with the good deeds that are within his power, let the cause of the poor be his own, let him help them not merely with his money, but with his service; let him work for them, protect them, let his person and his time be at their disposal; let him be their agent; he will never all his life long have a more honourable office. How many of the oppressed, who have never got a hearing, will obtain justice when he demands it for them with that courage and firmness which the practice of virtue inspires; when he makes his way into the presence of the rich and great, when he goes, if need be, to the footstool of the king himself, to plead the cause of the wretched, the cause of those who find all doors closed to them by their poverty, those who are so afraid of being punished for their misfortunes that they do not dare to complain? But shall we make of Emile a knight-errant, a redresser of wrongs, a paladin? Shall he thrust himself into public life, play the sage and the defender of the laws before the great, before the magistrates, before the king? Shall he lay petitions before the judges and plead in the law courts? That I cannot say. The nature of things is not changed by terms of mockery and scorn. He will do all that he knows to be useful and good. He will do nothing more, and he knows that nothing is useful and good for him which is unbefitting his age. He knows that his first duty is to himself; that young men should distrust themselves; that they should act circumspectly; that they should show respect to those older than themselves, reticence and discretion in talking without cause, modesty in things indifferent, but courage in well doing, and boldness to speak the truth. Such were those illustrious Romans who, having been admitted into public life, spent their days in bringing criminals to justice and in protecting the innocent, without any motives beyond those of learning, and of the furtherance of justice and of the protection of right conduct."

- Emile, or On Education

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"He will never set two dogs to fight, he will never set a dog to chase a cat. This peaceful spirit is one of the results of his education, which has never stimulated self-love or a high opinion of himself, and so has not encouraged him to seek his pleasure in domination and in the sufferings of others. The sight of suffering makes him suffer too; this is a natural feeling. It is one of the after effects of vanity that hardens a young man and makes him take a delight in seeing the torments of a living and feeling creature; it makes him consider himself beyond the reach of similar sufferings through his superior wisdom or virtue. He who is beyond the reach of vanity cannot fall into the vice which results from vanity. So Emile loves peace. He is delighted at the sight of happiness, and if he can help to bring it about, this is an additional reason for sharing it. I do not assume that when he sees the unhappy he will merely feel for them that barren and cruel pity which is content to pity the ills it can heal. His kindness is active and teaches him much he would have learnt far more slowly, or he would never have learnt at all, if his heart had been harder. If he finds his comrades at strife, he tries to reconcile them; if he sees the afflicted, he inquires as to the cause of their sufferings; if he meets two men who hate each other, he wants to know the reason of their enmity; if he finds one who is down-trodden groaning under the oppression of the rich and powerful, he tries to discover by what means he can counteract this oppression, and in the interest he takes with regard to all these unhappy persons, the means of removing their sufferings are never out of his sight. What use shall we make of this disposition so that it may re-act in a way suited to his age? Let us direct his efforts and his knowledge, and use his zeal to increase them."

- Emile, or On Education

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"I proceed along the path which the force of circumstances compels me to tread, but I do not insist that my readers shall follow me. Long ago they have made up their minds that I am wandering in the land of chimeras, while for my part I think they are dwelling in the country of prejudice. When I wander so far from popular beliefs I do not cease to bear them in mind; I examine them, I consider them, not that I may follow them or shun them, but that I may weigh them in the balance of reason. Whenever reason compels me to abandon these popular beliefs, I know by experience that my readers will not follow my example; I know that they will persist in refusing to go beyond what they can see, and that they will take the youth I am describing for the creation of my fanciful imagination, merely because he is unlike the youths with whom they compare him; they forget that he must needs be different, because he has been brought up in a totally different fashion; he has been influenced by wholly different feelings, instructed in a wholly different manner, so that it would be far stranger if he were like your pupils than if he were what I have supposed. He is a man of nature's making, not man's. No wonder men find him strange. When I began this work I took for granted nothing but what could be observed as readily by others as by myself; for our starting-point, the birth of man, is the same for all; but the further we go, while I am seeking to cultivate nature and you are seeking to deprave it, the further apart we find ourselves. At six years old my pupil was not so very unlike yours, whom you had not yet had time to disfigure; now there is nothing in common between them; and when they reach the age of manhood, which is now approaching, they will show themselves utterly different from each other, unless all my pains have been thrown away. There may not be so very great a difference in the amount of knowledge they possess, but there is all the difference in the world in the kind of knowledge. You are amazed to find that the one has noble sentiments of which the others have not the smallest germ, but remember that the latter are already philosophers and theologians while Emile does not even know what is meant by a philosopher and has scarcely heard the name of God."

- Emile, or On Education

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"I am aware that many of my readers will be surprised to find me tracing the course of my scholar through his early years without speaking to him of religion. At fifteen he will not even know that he has a soul, at eighteen even he may not be ready to learn about it. For if he learns about it too soon, there is the risk of his never really knowing anything about it. If I had to depict the most heart-breaking stupidity, I would paint a pedant teaching children the catechism; if I wanted to drive a child crazy I would set him to explain what he learned in his catechism. You will reply that as most of the Christian doctrines are mysteries, you must wait, not merely till the child is a man, but till the man is dead, before the human mind will understand those doctrines. To that I reply, that there are mysteries which the heart of man can neither conceive nor believe, and I see no use in teaching them to children, unless you want to make liars of them. Moreover, I assert that to admit that there are mysteries, you must at least realise that they are incomprehensible, and children are not even capable of this conception! At an age when everything is mysterious, there are no mysteries properly so-called. "We must believe in God if we would be saved." This doctrine wrongly understood is the root of bloodthirsty intolerance and the cause of all the futile teaching which strikes a deadly blow at human reason by training it to cheat itself with mere words. No doubt there is not a moment to be lost if we would deserve eternal salvation; but if the repetition of certain words suffices to obtain it, I do not see why we should not people heaven with starlings and magpies as well as with children."

- Emile, or On Education

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"The priest was so well known for his uprightness and his discretion, that many people preferred to entrust their alms to him, rather than to the wealthy clergy of the town. One day some one had given him some money to distribute among the poor, and the young man was mean enough to ask for some of it on the score of poverty. "No," said he, "we are brothers, you belong to me and I must not touch the money entrusted to me." Then he gave him the sum he had asked for out of his own pocket. Lessons of this sort seldom fail to make an impression on the heart of young people who are not wholly corrupt. I am weary of speaking in the third person, and the precaution is unnecessary; for you are well aware, my dear friend, that I myself was this unhappy fugitive; I think I am so far removed from the disorders of my youth that I may venture to confess them, and the hand which rescued me well deserves that I should at least do honour to its goodness at the cost of some slight shame. What struck me most was to see in the private life of my worthy master, virtue without hypocrisy, humanity without weakness, speech always plain and straightforward, and conduct in accordance with this speech. I never saw him trouble himself whether those whom he assisted went to vespers or confession, whether they fasted at the appointed seasons and went without meat; nor did he impose upon them any other like conditions, without which you might die of hunger before you could hope for any help from the devout."

- Emile, or On Education

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"Touched with compassion towards human weaknesses through the profound conviction of his own failings, he viewed all men as the victims of their own vices and those of others; he beheld the poor groaning under the tyranny of the rich, and the rich under the tyranny of their own prejudices. "Believe me," said he, "our illusions, far from concealing our woes, only increase them by giving value to what is in itself valueless, in making us aware of all sorts of fancied privations which we should not otherwise feel. Peace of heart consists in despising everything that might disturb that peace; the man who clings most closely to life is the man who can least enjoy it; and the man who most eagerly desires happiness is always most miserable." "What gloomy ideas!" I exclaimed bitterly. "If we must deny ourselves everything, we might as well never have been born; and if we must despise even happiness itself who can be happy?" "I am," replied the priest one day, in a tone which made a great impression on me. "You happy! So little favoured by fortune, so poor, an exile and persecuted, you are happy! How have you contrived to be happy?" "My child," he answered, "I will gladly tell you." Thereupon he explained that, having heard my confessions, he would confess to me. "I will open my whole heart to yours," he said, embracing me. "You will see me, if not as I am, at least as I seem to myself. When you have heard my whole confession of faith, when you really know the condition of my heart, you will know why I think myself happy, and if you think as I do, you will know how to be happy too. But these explanations are not the affair of a moment, it will take time to show you all my ideas about the lot of man and the true value of life; let us choose a fitting time and a place where we may continue this conversation without interruption." I showed him how eager I was to hear him. The meeting was fixed for the very next morning. It was summer time; we rose at daybreak. He took me out of the town on to a high hill above the river Po, whose course we beheld as it flowed between its fertile banks; in the distance the landscape was crowned by the vast chain of the Alps; the beams of the rising sun already touched the plains and cast across the fields long shadows of trees, hillocks, and houses, and enriched with a thousand gleams of light the fairest picture which the human eye can see. You would have thought that nature was displaying all her splendour before our eyes to furnish a text for our conversation. After contemplating this scene for a space in silence, the man of peace spoke to me."

- Emile, or On Education

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""In my exposition you find nothing but natural religion; strange that we should need more! How shall I become aware of this need? What guilt can be mine so long as I serve God according to the knowledge he has given to my mind, and the feelings he has put into my heart? What purity of morals, what dogma useful to man and worthy of its author, can I derive from a positive doctrine which cannot be derived without the aid of this doctrine by the right use of my faculties? Show me what you can add to the duties of the natural law, for the glory of God, for the good of mankind, and for my own welfare; and what virtue you will get from the new form of religion which does not result from mine. The grandest ideas of the Divine nature come to us from reason only. Behold the spectacle of nature; listen to the inner voice. Has not God spoken it all to our eyes, to our conscience, to our reason? What more can man tell us? Their revelations do but degrade God, by investing him with passions like our own. Far from throwing light upon the ideas of the Supreme Being, special doctrines seem to me to confuse these ideas; far from ennobling them, they degrade them; to the inconceivable mysteries which surround the Almighty, they add absurd contradictions, they make man proud, intolerant, and cruel; instead of bringing peace upon earth, they bring fire and sword. I ask myself what is the use of it all, and I find no answer. I see nothing but the crimes of men and the misery of mankind. As soon as the nations took to making God speak, every one made him speak in his own fashion, and made him say what he himself wanted. Had they listened only to what God says in the heart of man, there would have been but one religion upon earth."

- Emile, or On Education

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""Hard pressed by these arguments, some prefer to make God unjust and to punish the innocent for the sins of their fathers, rather than to renounce their barbarous dogmas. Others get out of the difficulty by kindly sending an angel to instruct all those who in invincible ignorance have lived a righteous life. A good idea, that angel! Not content to be the slaves of their own inventions they expect God to make use of them also! "Behold, my son, the absurdities to which pride and intolerance bring us, when everybody wants others to think as he does, and everybody fancies that he has an exclusive claim upon the rest of mankind. I call to witness the God of Peace whom I adore, and whom I proclaim to you, that my inquiries were honestly made; but when I discovered that they were and always would be unsuccessful, and that I was embarked upon a boundless ocean, I turned back, and restricted my faith within the limits of my primitive ideas. I could never convince myself that God would require such learning of me under pain of hell. So I closed all my books. There is one book which is open to every one—the book of nature. In this good and great volume I learn to serve and adore its Author. There is no excuse for not reading this book, for it speaks to all in a language they can understand. Suppose I had been born in a desert island, suppose I had never seen any man but myself, suppose I had never heard what took place in olden days in a remote corner of the world; yet if I use my reason, if I cultivate it, if I employ rightly the innate faculties which God bestows upon me, I shall learn by myself to know and love him, to love his works, to will what he wills, and to fulfil all my duties upon earth, that I may do his pleasure. What more can all human learning teach me?"

- Emile, or On Education

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"When Plato describes his imaginary good man, overwhelmed with the disgrace of crime, and deserving of all the rewards of virtue, every feature of the portrait is that of Christ; the resemblance is so striking that it has been noticed by all the Fathers, and there can be no doubt about it. What prejudices and blindness must there be before we dare to compare the son of Sophronisca with the son of Mary. How far apart they are! Socrates dies a painless death, he is not put to open shame, and he plays his part easily to the last; and if this easy death had not done honour to his life, we might have doubted whether Socrates, with all his intellect, was more than a mere sophist. He invented morality, so they say; others before him had practised it; he only said what they had done, and made use of their example in his teaching. Aristides was just before Socrates defined justice; Leonidas died for his country before Socrates declared that patriotism was a virtue; Sparta was sober before Socrates extolled sobriety; there were plenty of virtuous men in Greece before he defined virtue. But among the men of his own time where did Jesus find that pure and lofty morality of which he is both the teacher and pattern? The voice of loftiest wisdom arose among the fiercest fanaticism, the simplicity of the most heroic virtues did honour to the most degraded of nations. One could wish no easier death than that of Socrates, calmly discussing philosophy with his friends; one could fear nothing worse than that of Jesus, dying in torment, among the insults, the mockery, the curses of the whole nation. In the midst of these terrible sufferings, Jesus prays for his cruel murderers. Yes, if the life and death of Socrates are those of a philosopher, the life and death of Christ are those of a God."

- Emile, or On Education

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"Bayle has proved very satisfactorily that fanaticism is more harmful than atheism, and that cannot be denied; but what he has not taken the trouble to say, though it is none the less true, is this: Fanaticism, though cruel and bloodthirsty, is still a great and powerful passion, which stirs the heart of man, teaching him to despise death, and giving him an enormous motive power, which only needs to be guided rightly to produce the noblest virtues; while irreligion, and the argumentative philosophic spirit generally, on the other hand, assaults the life and enfeebles it, degrades the soul, concentrates all the passions in the basest self-interest, in the meanness of the human self; thus it saps unnoticed the very foundations of all society, for what is common to all these private interests is so small that it will never outweigh their opposing interests.—If atheism does not lead to bloodshed, it is less from love of peace than from indifference to what is good; as if it mattered little what happened to others, provided the sage remained undisturbed in his study. His principles do not kill men, but they prevent their birth, by destroying the morals by which they were multiplied, by detaching them from their fellows, by reducing all their affections to a secret selfishness, as fatal to population as to virtue. The indifference of the philosopher is like the peace in a despotic state; it is the repose of death; war itself is not more destructive.—Thus fanaticism though its immediate results are more fatal than those of what is now called the philosophic mind, is much less fatal in its after effects."

- Emile, or On Education

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"I shall choose the time, place, and surroundings most favourable to the impression I wish to make; I shall, so to speak, summon all nature as witness to our conversations; I shall call upon the eternal God, the Creator of nature, to bear witness to the truth of what I say. He shall judge between Emile and myself; I will make the rocks, the woods, the mountains round about us, the monuments of his promises and mine; eyes, voice, and gesture shall show the enthusiasm I desire to inspire. Then I will speak and he will listen, and his emotion will be stirred by my own. The more impressed I am by the sanctity of my duties, the more sacred he will regard his own. I will enforce the voice of reason with images and figures, I will not give him long-winded speeches or cold precepts, but my overflowing feelings will break their bounds; my reason shall be grave and serious, but my heart cannot speak too warmly. Then when I have shown him all that I have done for him, I will show him how he is made for me; he will see in my tender affection the cause of all my care. How greatly shall I surprise and disturb him when I change my tone. Instead of shrivelling up his soul by always talking of his own interests, I shall henceforth speak of my own; he will be more deeply touched by this. I will kindle in his young heart all the sentiments of affection, generosity, and gratitude which I have already called into being, and it will indeed be sweet to watch their growth. I will press him to my bosom, and weep over him in my emotion; I will say to him: "You are my wealth, my child, my handiwork; my happiness is bound up in yours; if you frustrate my hopes, you rob me of twenty years of my life, and you bring my grey hairs with sorrow to the grave." This is the way to gain a hearing and to impress what is said upon the heart and memory of the young man."

- Emile, or On Education

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"My only set rule would be this: wherever I was I would pay no heed to anything else. I would take each day as it came, as if there were neither yesterday nor to-morrow. As I should be a man of the people, with the populace, I should be a countryman in the fields; and if I spoke of farming, the peasant should not laugh at my expense. I would not go and build a town in the country nor erect the Tuileries at the door of my lodgings. On some pleasant shady hill-side I would have a little cottage, a white house with green shutters, and though a thatched roof is the best all the year round, I would be grand enough to have, not those gloomy slates, but tiles, because they look brighter and more cheerful than thatch, and the houses in my own country are always roofed with them, and so they would recall to me something of the happy days of my youth. There I would gather round me a company, select rather than numerous, a band of friends who know what pleasure is, and how to enjoy it, women who can leave their arm-chairs and betake themselves to outdoor sports, women who can exchange the shuttle or the cards for the fishing line or the bird-trap, the gleaner's rake or grape-gatherer's basket. There all the pretensions of the town will be forgotten, and we shall be villagers in a village; we shall find all sorts of different sports and we shall hardly know how to choose the morrow's occupation. Exercise and an active life will improve our digestion and modify our tastes. Every meal will be a feast, where plenty will be more pleasing than any delicacies. There are no such cooks in the world as mirth, rural pursuits, and merry games; and the finest made dishes are quite ridiculous in the eyes of people who have been on foot since early dawn. Our meals will be served without regard to order or elegance; we shall make our dining-room anywhere, in the garden, on a boat, beneath a tree; sometimes at a distance from the house on the banks of a running stream, on the fresh green grass, among the clumps of willow and hazel; a long procession of guests will carry the material for the feast with laughter and singing; the turf will be our chairs and table, the banks of the stream our side-board, and our dessert is hanging on the trees; the dishes will be served in any order, appetite needs no ceremony; each one of us, openly putting himself first, would gladly see every one else do the same; from this warm-hearted and temperate familiarity there would arise, without coarseness, pretence, or constraint, a laughing conflict a hundredfold more delightful than politeness, and more likely to cement our friendship. No tedious flunkeys to listen to our words, to whisper criticisms on our behaviour, to count every mouthful with greedy eyes, to amuse themselves by keeping us waiting for our wine, to complain of the length of our dinner. We will be our own servants, in order to be our own masters. Time will fly unheeded, our meal will be an interval of rest during the heat of the day. If some peasant comes our way, returning from his work with his tools over his shoulder, I will cheer his heart with kindly words, and a glass or two of good wine, which will help him to bear his poverty more cheerfully; and I too shall have the joy of feeling my heart stirred within me, and I should say to myself—I too am a man. If the inhabitants of the district assembled for some rustic feast, I and my friends would be there among the first; if there were marriages, more blessed than those of towns, celebrated near my home, every one would know how I love to see people happy, and I should be invited. I would take these good folks some gift as simple as themselves, a gift which would be my share of the feast; and in exchange I should obtain gifts beyond price, gifts so little known among my equals, the gifts of freedom and true pleasure. I should sup gaily at the head of their long table; I should join in the chorus of some rustic song and I should dance in the barn more merrily than at a ball in the Opera House."

- Emile, or On Education

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"I must not be surprised if that which is possible should happen, and if the improbability of the event is compensated for by the number of the attempts. I grant this; yet if any one told me that printed characters scattered broadcast had produced the Aeneid all complete, I would not condescend to take a single step to verify this falsehood. You will tell me I am forgetting the multitude of attempts. But how many such attempts must I assume to bring the combination within the bounds of probability? For my own part the only possible assumption is that the chances are infinity to one that the product is not the work of chance. In addition to this, chance combinations yield nothing but products of the same nature as the elements combined, so that life and organisation will not be produced by a flow of atoms, and a chemist when making his compounds will never give them thought and feeling in his crucible. [Footnote: Could one believe, if one had not seen it, that human absurdity could go so far? Amatus Lusitanus asserts that he saw a little man an inch long enclosed in a glass, which Julius Camillus, like a second Prometheus, had made by alchemy. Paracelsis (De natura rerum) teaches the method of making these tiny men, and he maintains that the pygmies, fauns, satyrs, and nymphs have been made by chemistry. Indeed I cannot see that there is anything more to be done, to establish the possibility of these facts, unless it is to assert that organic matter resists the heat of fire and that its molecules can preserve their life in the hottest furnace.]"

- Emile, or On Education

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"When I think that it is he that gives life and movement to the living and moving substance which controls all living bodies; when I hear it said that my soul is spiritual and that God is a spirit, I revolt against this abasement of the divine essence; as if God and my soul were of one and the same nature! As if God were not the one and only absolute being, the only really active, feeling, thinking, willing being, from whom we derive our thought, feeling, motion, will, our freedom and our very existence! We are free because he wills our freedom, and his inexplicable substance is to our souls what our souls are to our bodies. I know not whether he has created matter, body, soul, the world itself. The idea of creation confounds me and eludes my grasp; so far as I can conceive of it I believe it; but I know that he has formed the universe and all that is, that he has made and ordered all things. No doubt God is eternal; but can my mind grasp the idea of eternity? Why should I cheat myself with meaningless words? This is what I do understand; before things were—God was; he will be when they are no more, and if all things come to an end he will still endure. That a being beyond my comprehension should give life to other beings, this is merely difficult and beyond my understanding; but that Being and Nothing should be convertible terms, this is indeed a palpable contradiction, an evident absurdity."

- Emile, or On Education

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"Again, monopoly destroys pleasure. Real pleasures are those which we share with the crowd; we lose what we try to keep to ourselves alone. If the walls I build round my park transform it into a gloomy prison, I have only deprived myself, at great expense, of the pleasure of a walk; I must now seek that pleasure at a distance. The demon of property spoils everything he lays hands upon. A rich man wants to be master everywhere, and he is never happy where he is; he is continually driven to flee from himself. I shall therefore continue to do in my prosperity what I did in my poverty. Henceforward, richer in the wealth of others than I ever shall be in my own wealth, I will take possession of everything in my neighbourhood that takes my fancy; no conqueror is so determined as I; I even usurp the rights of princes; I take possession of every open place that pleases me, I give them names; this is my park, chat is my terrace, and I am their owner; henceforward I wander among them at will; I often return to maintain my proprietary rights; I make what use I choose of the ground to walk upon, and you will never convince me that the nominal owner of the property which I have appropriated gets better value out of the money it yields him than I do out of his land. No matter if I am interrupted by hedges and ditches, I take my park on my back, and I carry it elsewhere; there will be space enough for it near at hand, and I may plunder my neighbours long enough before I outstay my welcome. This is an attempt to show what is meant by good taste in the choice of pleasant occupations for our leisure hours; this is the spirit of enjoyment; all else is illusion, fancy, and foolish pride. He who disobeys these rules, however rich he may be, will devour his gold on a dung-hill, and will never know what it is to live. You will say, no doubt, that such amusements lie within the reach of all, that we need not be rich to enjoy them. That is the very point I was coming to. Pleasure is ours when we want it; it is only social prejudice which makes everything hard to obtain, and drives pleasure before us. To be happy is a hundredfold easier than it seems. If he really desires to enjoy himself the man of taste has no need of riches; all he wants is to be free and to be his own master. With health and daily bread we are rich enough, if we will but get rid of our prejudices; this is the "Golden Mean" of Horace."

- Emile, or On Education

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"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."

- Emile, or On Education

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"I go to houses where the master and mistress do the honours together. They are equally well educated, equally polite, equally well equipped with wit and good taste, both of them are inspired with the same desire to give their guests a good reception and to send every one away satisfied. The husband omits no pains to be attentive to every one; he comes and goes and sees to every one and takes all sorts of trouble; he is attention itself. The wife remains in her place; a little circle gathers round her and apparently conceals the rest of the company from her; yet she sees everything that goes on, no one goes without a word with her; she has omitted nothing which might interest anybody, she has said nothing unpleasant to any one, and without any fuss the least is no more overlooked than the greatest. Dinner is announced, they take their places; the man knowing the assembled guests will place them according to his knowledge; the wife, without previous acquaintance, never makes a mistake; their looks and bearing have already shown her what is wanted and every one will find himself where he wishes to be. I do not assert that the servants forget no one. The master of the house may have omitted no one, but the mistress perceives what you like and sees that you get it; while she is talking to her neighbour she has one eye on the other end of the table; she sees who is not eating because he is not hungry and who is afraid to help himself because he is clumsy and timid. When the guests leave the table every one thinks she has had no thought but for him, everybody thinks she has had no time to eat anything, but she has really eaten more than anybody. When the guests are gone, husband and wife tails over the events of the evening. He relates what was said to him, what was said and done by those with whom he conversed. If the lady is not always quite exact in this respect, yet on the other hand she perceived what was whispered at the other end of the room; she knows what so-and-so thought, and what was the meaning of this speech or that gesture; there is scarcely a change of expression for which she has not an explanation in readiness, and she is almost always right."

- Emile, or On Education

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"The reply was simple. If it were only a question of the partner of her youth, her choice would soon be made; but a master for life is not so easily chosen; and since the two cannot be separated, people must often wait and sacrifice their youth before they find the man with whom they could spend their life. Such was Sophy's case; she wanted a lover, but this lover must be her husband; and to discover a heart such as she required, a lover and husband were equally difficult to find. All these dashing young men were only her equals in age, in everything else they were found lacking; their empty wit, their vanity, their affectations of speech, their ill-regulated conduct, their frivolous imitations alike disgusted her. She sought a man and she found monkeys; she sought a soul and there was none to be found. "How unhappy I am!" said she to her mother; "I am compelled to love and yet I am dissatisfied with every one. My heart rejects every one who appeals to my senses. Every one of them stirs my passions and all alike revolt them; a liking unaccompanied by respect cannot last. That is not the sort of man for your Sophy; the delightful image of her ideal is too deeply graven in her heart. She can love no other; she can make no one happy but him, and she cannot be happy without him. She would rather consume herself in ceaseless conflicts, she would rather die free and wretched, than driven desperate by the company of a man she did not love, a man she would make as unhappy as herself; she would rather die than live to suffer.""

- Emile, or On Education

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"Supper was hurried forward on our account. When we went into the dining-room there were five places laid; we took our seats and the fifth chair remained empty. Presently a young girl entered, made a deep courtesy, and modestly took her place without a word. Emile was busy with his supper or considering how to reply to what was said to him; he bowed to her and continued talking and eating. The main object of his journey was as far from his thoughts as he believed himself to be from the end of his journey. The conversation turned upon our losing our way. "Sir," said the master of the house to Emile, "you seem to be a pleasant well-behaved young gentleman, and that reminds me that your tutor and you arrived wet and weary like Telemachus and Mentor in the island of Calypso." "Indeed," said Emile, "we have found the hospitality of Calypso." His Mentor added, "And the charms of Eucharis." But Emile knew the Odyssey and he had not read Telemachus, so he knew nothing of Eucharis. As for the young girl, I saw she blushed up to her eyebrows, fixed her eyes on her plate, and hardly dared to breathe. Her mother, noticing her confusion, made a sign to her father to turn the conversation. When he talked of his lonely life, he unconsciously began to relate the circumstances which brought him into it; his misfortunes, his wife's fidelity, the consolations they found in their marriage, their quiet, peaceful life in their retirement, and all this without a word of the young girl; it is a pleasing and a touching story, which cannot fail to interest. Emile, interested and sympathetic, leaves off eating and listens. When finally this best of men discourses with delight of the affection of the best of women, the young traveller, carried away by his feelings, stretches one hand to the husband, and taking the wife's hand with the other, he kisses it rapturously and bathes it with his tears. Everybody is charmed with the simple enthusiasm of the young man; but the daughter, more deeply touched than the rest by this evidence of his kindly heart, is reminded of Telemachus weeping for the woes of Philoctetus. She looks at him shyly, the better to study his countenance; there is nothing in it to give the lie to her comparison."

- Emile, or On Education

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"There is no one in the world less able to conceal his feelings than Emile. How should he conceal them, in the midst of the greatest disturbance he has ever experienced, and under the eyes of four spectators who are all watching him, while she who seems to heed him least is really most occupied with him. His uneasiness does not escape the keen eyes of Sophy; his own eyes tell her that she is its cause; she sees that this uneasiness is not yet love; what matter? He is thinking of her, and that is enough; she will be very unlucky if he thinks of her with impunity. Mothers, like daughters, have eyes; and they have experience too. Sophy's mother smiles at the success of our schemes. She reads the hearts of the young people; she sees that the time has come to secure the heart of this new Telemachus; she makes her daughter speak. Her daughter, with her native sweetness, replies in a timid tone which makes all the more impression. At the first sound of her voice, Emile surrenders; it is Sophy herself; there can be no doubt about it. If it were not so, it would be too late to deny it. The charms of this maiden enchantress rush like torrents through his heart, and he begins to drain the draughts of poison with which he is intoxicated. He says nothing; questions pass unheeded; he sees only Sophy, he hears only Sophy; if she says a word, he opens his mouth; if her eyes are cast down, so are his; if he sees her sigh, he sighs too; it is Sophy's heart which seems to speak in his. What a change have these few moments wrought in her heart! It is no longer her turn to tremble, it is Emile's. Farewell liberty, simplicity, frankness. Confused, embarrassed, fearful, he dare not look about him for fear he should see that we are watching him. Ashamed that we should read his secret, he would fain become invisible to every one, that he might feed in secret on the sight of Sophy. Sophy, on the other hand, regains her confidence at the sight of Emile's fear; she sees her triumph and rejoices in it."

- Emile, or On Education

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""Why should we trouble ourselves about the empty words and unjust suspicions of other people?" said he eagerly. "Have you not taught me yourself to make light of them? Who knows better than I how greatly I honour Sophy, what respect I desire to show her? My attachment will not cause her shame, it will be her glory, it shall be worthy of her. If my heart and my actions continually give her the homage she deserves, what harm can I do her?" "Dear Emile," I said, as I clasped him to my heart, "you are thinking of yourself alone; learn to think for her too. Do not compare the honour of one sex with that of the other, they rest on different foundations. These foundations are equally firm and right, because they are both laid by nature, and that same virtue which makes you scorn what men say about yourself, binds you to respect what they say of her you love. Your honour is in your own keeping, her honour depends on others. To neglect it is to wound your own honour, and you fail in what is due to yourself if you do not give her the respect she deserves." Always prone to extremes, the youth takes alarm at the consequences which I have compelled him to consider, and now he thinks that he cannot be too far from Sophy's home; he hastens his steps to get further from it; he glances round to make sure that no one is listening; he would sacrifice his own happiness a thousand times to the honour of her whom he loves; he would rather never see her again than cause her the least unpleasantness. This is the first result of the pains I have taken ever since he was a child to make him capable of affection."

- Emile, or On Education

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"But whither am I going? O Emile! what art thou now? Is this my pupil? How art thou fallen! Where is that young man so sternly fashioned, who braved all weathers, who devoted his body to the hardest tasks and his soul to the laws of wisdom; untouched by prejudice or passion, a lover of truth, swayed by reason only, unheeding all that was not hers? Living in softness and idleness he now lets himself be ruled by women; their amusements are the business of his life, their wishes are his laws; a young girl is the arbiter of his fate, he cringes and grovels before her; the earnest Emile is the plaything of a child. So shift the scenes of life; each age is swayed by its own motives, but the man is the same. At ten his mind was set upon cakes, at twenty it is set upon his mistress; at thirty it will be set upon pleasure; at forty on ambition, at fifty on avarice; when will he seek after wisdom only? Happy is he who is compelled to follow her against his will! What matter who is the guide, if the end is attained. Heroes and sages have themselves paid tribute to this human weakness; and those who handled the distaff with clumsy fingers were none the less great men. The great mistake of tutors and still more of fathers is to think that one way of living makes another impossible, and that as soon as the child is grown up, you must abandon everything you used to do when he was little. If that were so, why should we take such pains in childhood, since the good or bad use we make of it will vanish with childhood itself; if another way of life were necessarily accompanied by other ways of thinking?"

- Emile, or On Education

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"Then approaching Emile she tapped him playfully on the cheek, saying, "Well, my good workman, won't you come with us?" He replied sadly, "I am at work, ask the master." The master is asked if he can spare us. He replies that he cannot. "I have work on hand," said he, "which is wanted the day after to-morrow, so there is not much time. Counting on these gentlemen I refused other workmen who came; if they fail me I don't know how to replace them and I shall not be able to send the work home at the time promised." The mother said nothing, she was waiting to hear what Emile would say. Emile hung his head in silence. "Sir," she said, somewhat surprised at this, "have you nothing to say to that?" Emile looked tenderly at her daughter and merely said, "You see I am bound to stay." Then the ladies left us. Emile went with them to the door, gazed after them as long as they were in sight, and returned to his work without a word. On the way home, the mother, somewhat vexed at his conduct, spoke to her daughter of the strange way in which he had behaved. "Why," said she, "was it so difficult to arrange matters with the master without being obliged to stay. The young man is generous enough and ready to spend money when there is no need for it, could not he spend a little on such a fitting occasion?" "Oh, mamma," replied Sophy, "I trust Emile will never rely so much on money as to use it to break an engagement, to fail to keep his own word, and to make another break his! I know he could easily give the master a trifle to make up for the slight inconvenience caused by his absence; but his soul would become the slave of riches, he would become accustomed to place wealth before duty, and he would think that any duty might be neglected provided he was ready to pay. That is not Emile's way of thinking, and I hope he will never change on my account. Do you think it cost him nothing to stay? You are quite wrong, mamma; it was for my sake that he stayed; I saw it in his eyes." I could not make you everywhere invulnerable; a fresh enemy has appeared, whom you have not yet learnt to conquer, and from whom I cannot save you. That enemy is yourself. Nature and fortune had left you free. You could face poverty, you could bear bodily pain; the sufferings of the heart were unknown to you; you were then dependent on nothing but your position as a human being; now you depend on all the ties you have formed for yourself; you have learnt to desire, and you are now the slave of your desires. Without any change in yourself, without any insult, any injury to yourself, what sorrows may attack your soul, what pains may you suffer without sickness, how many deaths may you die and yet live! A lie, an error, a suspicion, may plunge you in despair. "You know how to suffer and to die; you know how to bear the heavy yoke of necessity in ills of the body, but you have not yet learnt to give a law to the desires of your heart; and the difficulties of life arise rather from our affections than from our needs. Our desires are vast, our strength is little better than nothing. In his wishes man is dependent on many things; in himself he is dependent on nothing, not even on his own life; the more his connections are multiplied, the greater his sufferings. Everything upon earth has an end; sooner or later all that we love escapes from our fingers, and we behave as if it would last for ever. What was your terror at the mere suspicion of Sophy's death? Do you suppose she will live for ever? Do not young people of her age die? She must die, my son, and perhaps before you. Who knows if she is alive at this moment? Nature meant you to die but once; you have prepared a second death for yourself."

- Emile, or On Education

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"My son, there is no happiness without courage, nor virtue without a struggle. The word virtue is derived from a word signifying strength, and strength is the foundation of all virtue. Virtue is the heritage of a creature weak by nature but strong by will; that is the whole merit of the righteous man; and though we call God good we do not call Him virtuous, because He does good without effort. I waited to explain the meaning of this word, so often profaned, until you were ready to understand me. As long as virtue is quite easy to practise, there is little need to know it. This need arises with the awakening of the passions; your time has come. "When I brought you up in all the simplicity of nature, instead of preaching disagreeable duties, I secured for you immunity from the vices which make such duties disagreeable; I made lying not so much hateful as unnecessary in your sight; I taught you not so much to give others their due, as to care little about your own rights; I made you kindly rather than virtuous. But the kindly man is only kind so long as he finds it pleasant; kindness falls to pieces at the shook of human passions; the kindly man is only kind to himself. for nature delivers us from the evils she lays upon us, or else she teaches us to submit to them; but she has no message for us with regard to our self-imposed evils; she leaves us to ourselves; she leaves us, victims of our own passions, to succumb to our vain sorrows, to pride ourselves on the tears of which we should be ashamed."

- Emile, or On Education

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"Just as the least cultivated nations are usually the best, so those travel best who travel least; they have made less progress than we in our frivolous pursuits, they are less concerned with the objects of our empty curiosity, so that they give their attention to what is really useful. I hardly know any but the Spaniards who travel in this fashion. While the Frenchman is running after all the artists of the country, while the Englishman is getting a copy of some antique, while the German is taking his album to every man of science, the Spaniard is silently studying the government, the manners of the country, its police, and he is the only one of the four who from all that he has seen will carry home any observation useful to his own country. The ancients travelled little, read little, and wrote few books; yet we see in those books that remain to us, that they observed each other more thoroughly than we observe our contemporaries. Without going back to the days of Homer, the only poet who transports us to the country he describes, we cannot deny to Herodotus the glory of having painted manners in his history, though he does it rather by narrative than by comment; still he does it better than all our historians whose books are overladen with portraits and characters. Tacitus has described the Germans of his time better than any author has described the Germans of to-day. There can be no doubt that those who have devoted themselves to ancient history know more about the Greeks, Carthaginians, Romans, Gauls, and Persians than any nation of to-day knows about its neighbours."

- Emile, or On Education

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"I had come to see that everything was radically connected with politics, and that, however one proceeded, no people would be other than the nature of its government made it; thus this great question of the best government possible appeared to me to reduce itself to the following: What kind of government is best adapted to produce the most virtuous, the most enlightened, the wisest, and, in short, the best people, taking the word ‘best’ in its widest signification? I thought that I perceived that this question was very closely connected with another, very nearly, although not quite the same. What is the government which, from its nature, always keeps closest to the law? This leads to the question, What is the law? and to a series of questions equally important. I saw that all this led me on to great truths conducive to the happiness of the human race, above all, to that of my country, in which I had not found, in the journey I had ust made thither, sufficiently clear or correct notions of liberty and the laws to satisfy me; and I believed that this indirect method of communicating them was the best suited to spare the pride of those whom it concerned, and to secure my own forgiveness for having been able to see a little further than themselves. Although I had been already engaged five or six years upon this work, it was still in a very backward state. Books of this kind require meditation, leisure, and tranquillity. Besides, I worked at it, as the saying is, en bonne fortune, without communicating my intention to anyone, not even to Diderot. I was afraid that it might appear too foolhardy, considering the age and country in which I wrote, and that the alarm of my friends would embarrass me in its execution."

- Confessions (Rousseau)

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"but I gained from him still more precious advantages, which have been of use to me all my life, lessons of healthy morality and principles of sound reason. In my alternating tastes and ideas, I had always been too high or too low – Achilles or Thersites: now a hero, now a good-for-nothing. M. Gaime undertook to put me in my place, and to show me to myself in my true colours, without sparing or discouraging me. He spoke to me with due recognition of my natural talents, but added that he saw obstacles arising from them which would prevent me from making the best use of them; so that, in his opinion, they would be less useful to me as steps to fortune than as a means to enable me to do without it. He put before me a true picture of human life, of which I had only false ideas; he showed me how, in the midst of contrary fortune, the wise man can always strive after happiness and sail against the wind in order to reach it; that there is no true happiness without prudence, and that prudence belongs to all conditions of life. He damped my admiration for external grandeur, by proving that those who ruled others were neither happier nor wiser than the ruled. He told me one thing, which I have often remembered since then – that, if every man could read the hearts of all other men, there would be found more people willing to descend than to rise in life. This reflection, the truth of which is striking, and in which there is no exaggeration, has been of great service to me during the course of my life, by helping to make me quietly content with my position. He gave me the first true ideas of what was honourable, which my inflated genius had only grasped in its exaggerated forms. He made me feel that the enthusiasm of lofty virtues was rarely shown in society; that, in trying to climb too high, one was in danger of falling; that a continued round of trifling duties, always well performed, required no less effort than heroic actions; that from them a man gained more in the matter of honour and happiness; and that it was infinitely better to enjoy the esteem of one’s fellow men at all times, than their admiration occasionally."

- Confessions (Rousseau)

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"My master’s tyranny at length made the work, of which I should have been very fond, altogether unbearable, and filled me with vices which I should otherwise have hated, such as lying, idleness and thieving. The recollection of the alteration produced in me by that period of my life has taught me, better than anything else, the difference between filial dependence and abject servitude. Naturally shy and timid, no fault was more foreign to my disposition than impudence; but I had enjoyed an honourable liberty, which hitherto had only been gradually restrained, and at length disappeared altogether. I was bold with my father, unrestrained with M. Lambercier, and modest with my uncle; I became timid with my master, and from that moment I was a lost child. Accustomed to perfect equality in my intercourse with my superiors, knowing no pleasure which was not within my reach, seeing no dish of which I could not have a share, having no desire which I could not have openly expressed, and carrying my heart upon my lips – it is easy to judge what I was bound to become, in a house in which I did not venture to open my mouth, where I was obliged to leave the table before the meal was half over, and the room as soon as I had nothing more to do there; where, incessantly fettered to my work, I saw only objects of enjoyment for others and of privation for myself; where the sight of the liberty enjoyed by my master and companions increased the weight of my servitude; where, in disputes about matters as to which I was best informed, I did not venture to open my mouth; where, in short, everything that I saw became for my heart an object of longing, simply because I was deprived of all. From that time my ease of manner, my gaiety, the happy expressions which, in former times, when I had done something wrong, had gained me immunity from punishment – all were gone."

- Confessions (Rousseau)

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"I felt before I thought: this is the common lot of humanity. I experienced it more than others. I do not know what I did until I was five or six years old. I do not know how I learned to read; I only remember my earliest reading, and the effect it had upon me; from that time I date my uninterrupted self-consciousness. My mother had left some romances behind her, which my father and I began to read after supper. At first it was only a question of practising me in reading by the aid of amusing books; but soon the interest became so lively, that we used to read in turns without stopping, and spent whole nights in this occupation. We were unable to leave off until the volume was finished. Sometimes, my father, hearing the swallows begin to twitter in the early morning, would say, quite ashamed, ‘Let us go to bed; I am more of a child than yourself.’ In a short time I acquired, by this dangerous method, not only extreme facility in reading and understanding what I read, but a knowledge of the passions that was unique in a child of my age. I had no idea of things in themselves, although all the feelings of actual life were already known to me. I had conceived nothing, but felt everything. These confused emotions, which I felt one after the other, certainly did not warp the reasoning powers which I did not as yet possess; but they shaped them in me of a peculiar stamp, and gave me odd and romantic notions of human life, of which experience and reflection have never been able wholly to cure me."

- Confessions (Rousseau)

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"Hence comes the extreme difficulty which I find in writing. My manuscripts, scratched, smeared, muddled and almost illegible, bear witness to the trouble they have cost me. There is not one of them which I have not been obliged to copy four or five times before I could give it to the printer. I have never been able to produce anything, pen in hand, in front of my table and paper; it is during a walk, in the midst of rocks and forests, at night in my bed while lying awake, that I write in my brain; one may judge how slowly, especially in the case of a man utterly without verbal memory and who has never been able to learn six lines by heart in his life. Many of my periods have been turned and turned again five or six nights in my head before they were fit to be set down on paper. This, also, is the reason why I succeed better in works which require labour than in those which require to be written with a certain lightness of style, such as letters – a style of which I have never been able to properly catch the tone, so that such occupation is a perfect torture to me. I cannot write a letter on the most trifling subject, which does not cost me hours of fatigue; or, if I try to write down immediately what occurs to me, I know neither how to begin nor how to end; my letter is a long and confused mass of verbosity, and, when it is read, my meaning is difficult to make out. Not only is it painful for me to put my ideas into shape: I also find a difficulty in grasping them. I have studied mankind, and believe that I am a fairly shrewd observer; nevertheless, I cannot see clearly anything of all that I perceive; I only see clearly what I remember, and only show intelligence in my recollections. Of all that is said, of all that is done, of all that goes on in my presence, I feel nothing, I see through nothing. The outward sign is the only thing that strikes me. But, later, all comes back to me; I recall place, time, manner, look, gesture, and circumstance: nothing escapes me. Then, from what people have said or done, I discover what they have thought; and I am rarely mistaken. If, when alone with myself, I am so little master of my intellectual capacity, it may be imagined what I must be in conversation, when, in order to speak to the purpose, it is necessary to think of a thousand things at the same time and at once."

- Confessions (Rousseau)

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"I was truly transformed; my friends and acquaintances no longer recognised me. I was no longer the shy, bashful rather than modest man, who did not venture to show himself or utter a word, whom a playful remark disconcerted, whom a woman’s glance caused to blush. Audacious, proud, undaunted, I carried with me everywhere a confidence, which was firmer in proportion to its simplicity, and had its abode rather in my soul than in my outward demeanour. The contempt for the manners, principles, and prejudices of my age, with which my deep meditations had inspired me, rendered me insensible to the raillery of those who possessed them, and I pulverised their trifling witticisms with my maxims, as I should have crushed an insect between my fingers. What a change! All Paris repeated the penetrating and biting sarcasms of the man who, two years before and ten years afterwards, never knew how to find the thing he ought to say, nor the expression he ought to use. Anyone who endeavours to find the condition of all others most contrary to my nature will find it in this. If he desires to recall one of those brief moments in my life during which I ceased to be myself, and became another, he will find it again in the time of which I speak; but, instead of lasting six days or six weeks, it lasted nearly six years, and would, perhaps, have lasted until now, had it not been for the special circumstances which put an end to it, and restored me to Nature, above which I had attempted to elevate myself."

- Confessions (Rousseau)

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"He took it into his head to propose to teach me chess, which he himself played a little. I tried it, almost against my inclination; and, after I had learnt the moves indifferently, I made such rapid progress that, before the end of the first sitting, I was able to give him the rook which at first he had given me. That was enough; I was mad for chess from that moment. I bought a chess-board and a ‘Calabrois’; I shut myself up in my room, and spent days and nights in trying to learn all the openings by heart, in stuffing them into my head by force, and in playing by myself without rest or relaxation. After two or three months of this praiseworthy occupation and these incredible efforts, I went to the café, thin, sallow, and almost stupid. I tried my hand, I played again with M. Bagueret; he beat me once, twice, twenty times; all the different combinations had become mixed up in my head, and my imagination was so enfeebled, that I saw nothing but a cloud before my eyes. Whenever I wished, with the help of Philidor or Stamma, to practise myself in studying different games, the same thing happened to me; and, after exhausting myself with fatigue, I found myself weaker than before. For the rest, whether I gave up chess for a time, or endeavoured to improve myself by constant practice, I never made the slightest progress after the first sitting, and always found myself just where I was when it was over. I might practise for thousands of generations and not be able to do more than give Bagueret the rook, and nothing else. Time well employed! you will say; and I employed not a little of it in this way. I did not finish the first attempt, until I no longer had strength to continue it. When I left my room, I looked like a corpse, and, if I had continued to live in the same manner, I should certainly not have remained long above ground."

- Confessions (Rousseau)

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"However, this intoxication, to whatever point it was carried, did not go so far as to make me forget my age and my position, flatter me with the idea that I could still inspire love, or make me attempt to communicate this devouring, but barren fire, by which, from childhood, I felt my heart in vain consumed. I did not hope, I did not even desire it; I knew that the time for love was over; I was too keenly conscious of the ridicule heaped upon elderly beaux, to expose myself to it, and I was not the man to become presumptuous and self-confident in my declining years, after having so rarely displayed such qualities during my best days. Besides, as a friend of peace, I should have dreaded domestic storms, and I loved Thérèse too sincerely, to expose her to the annoyance of seeing me entertain livelier feelings for others than those with which she herself inspired me. What did I do on this occasion? The reader must have already guessed, if he has hitherto followed me with the least attention. The impossibility of grasping realities threw me into the land of chimeras, and, seeing nothing in existence which was worthy of my enthusiasm, I sought nourishment for it in an ideal world, which my fertile imagination soon peopled with beings after my own heart. This resource was never so welcome to me or so fruitful. In my continual ecstasies, I intoxicated myself with full draughts of the most delightful sensations that have ever entered the heart of man. I entirely forgot the human race, and created for myself societies of perfect beings, heavenly alike in their beauties and virtues; trusty, tender, and loyal friends such as I never found in this world below. I found such pleasure in soaring into the empyrean, in the midst of the charming objects by which I was surrounded, that I passed the hours and days in it without taking count of them, and, forgetting everything else, no sooner had I hastily eaten a morsel of food, than I burned to escape, in order to run to my groves again."

- Confessions (Rousseau)

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"Those who deny the sympathy of souls may explain, if they can, how, from the first interview, from the first word, from the first look, Madame de Warens inspired me, not only with the liveliest feelings of attachment, but with a perfect confidence which has never belied itself. Granted that my sentiments for her were really love, which will at least appear doubtful to those who follow the history of our relations, how came it that this passion was from the outset accompanied by the feelings which it least inspires – peace of heart, calm, cheerfulness, confidence, trust? How was it that, when for the first time I approached an amiable, refined, and dazzlingly beautiful woman, a lady of higher position than my own, the like of whom I had never addressed, upon whom my destiny in a manner depended, according as she interested herself more or less on my behalf – how came it, I repeat, that, in spite of all this, I immediately felt as free and completely at my ease as if I had been perfectly certain of pleasing her? How was it that I did not for a single moment experience a feeling of embarrassment, timidity, or awkwardness? Naturally bashful and easily put out of countenance, knowing nothing of the world, how was it that from the first day, from the first moment, I was able to assume with her the easy manners, the tender language, the familiar tone which prevailed between us ten years later, when our close intimacy had made it natural?"

- Confessions (Rousseau)

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"I have not spoken of poor mamma for some time; but it would be a mistake to think that I also forgot her. I never ceased to think of her and to long to find her again, not only to satisfy the needs of existence, but still more those of my heart. My devotion to her, lively and tender as it was, did not prevent me from loving others, but not in the same way. All alike owed my tenderness to their charms; but, whereas in the case of others these were the only cause of it, and it would have disappeared with them, mamma might have grown old and ugly, and I should have loved her as fondly as ever. My heart had completely transferred to her person the homage which it at first rendered to her beauty; and, whatever change she might have suffered, my feelings towards her could never have changed, provided that she had still remained herself. I knew very well that I owed her my gratitude; but in reality I did not think of that. Whatever she might have done for me or not, it would always have been the same. I loved her neither from a feeling of duty or self-interest, nor from motives of convenience; I loved her because I was born to love her. When I fell in love with any other woman, I admit that it distracted my attention, and I thought of her less frequently; but I thought of her with the same feelings of pleasure, and, whether in love or not, I never occupied my thoughts with her without feeling that there could never be any real happiness for me in life, as long as I was separated from her."

- Confessions (Rousseau)

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"‘Ah, mamma,’ I said to her, with a heart wrung with grief, ‘what do you dare to tell me? What a reward for such devotion as mine! Have you so often saved my life, only in order to deprive me of that which made it dear to me? It will kill me, but you will regret my loss.’ She replied, with a calmness calculated to drive me mad, that I was a child, that people did not die of such things, that I should lose nothing, that we should be equally good friends, equally intimate in all respects, and that her tender attachment to me could neither diminish nor end except with her own life. In short, she gave me to understand that all my privileges would remain the same, and that, while sharing them with another, I should not find them in any way curtailed. Never did the purity, truth and strength of my attachment for her, never did the sincerity and uprightness of my soul make itself more plainly felt than at that moment. I threw myself at her feet, and, shedding floods of tears, clasped her knees. ‘No, mamma,’ I exclaimed, half distracted, ‘I love you too deeply to degrade you; the possession of you is too precious for me to be able to share it with another; the regrets which I felt when you first bestowed yourself upon me have increased with my affection; I cannot retain possession of you at the same price. I shall always worship you: remain worthy of it: I have still greater need to respect than to possess you. I resign you to yourself; to the union of our hearts I sacrifice all my pleasures I would rather die a thousand times than seek an enjoyment which degrades one whom I love.’"

- Confessions (Rousseau)

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"The first time I saw this girl appear at table, I was struck by her modest behaviour, and, still more, by her lively and gentle looks, which, in my eyes, at that time appeared incomparable. The company at table, besides M. de Bonnefond, consisted of several Irish priests, Gascons, and others of the same description. Our hostess herself had led an irregular life. I was the only person who spoke and behaved decently. They teased the girl, I took her part, and immediately their railleries were turned against me. Even if I had not felt naturally inclined towards this poor girl, a feeling of compassion, even of opposition, would have aroused my sympathy. I have always admired decency in words and manners, especially in the opposite sex. I openly avowed myself her champion. I saw that she was touched by my sympathy, and her looks, enlivened by gratitude which she dared not express, were thereby rendered more eloquent. She was very bashful, and so was I. The intimacy, which this similarity of disposition seemed to keep at a distance, was, however, very speedily formed. The landlady, who perceived it, became furious, and her brutal behaviour gained me greater favour with the little one, who, having no one in the house except myself to help her, was grieved to see me go out, and sighed for her protector’s return. The relation of our hearts, and the similarity of our dispositions, soon exercised their usual effect. She thought that she saw in me an honourable man, and she was not mistaken. I thought that I saw in her a feeling, simple girl, free from coquetry, and I was not deceived either."

- Confessions (Rousseau)

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"When I went to live in the Rue Neuve-des-Petits-Champs, opposite my windows, at the Hôtel de Pontchartrain, there was a clock. For more than a month I did my utmost to teach her how to tell the time by it, but, even now, she can hardly do so. She has never been able to give the names of the twelve months of the year in correct order, and does not know a single figure, in spite of all the trouble I have taken to teach her. She can neither count money nor reckon the price of anything. The words which she uses in speaking are often the very opposite of those which she means. I once made a dictionary of the phrases she used, to amuse Madame de Luxembourg, and her absurd mistakes have become famous in the society in which I lived. But this person, so limited in understanding – so stupid, if you will – is a most excellent adviser in cases of difficulty. Frequently, in Switzerland, in England, and in France, at the time of the misfortunes which befell me, she saw what I did not see myself, gave me the best advice to follow, rescued me from dangers into which I was rushing blindly, and, in the presence of ladies of the highest rank, of princes and the great ones of the world, her opinions, her good sense, her answers, and her behaviour have gained for her the esteem of all, and for me, compliments upon her good qualities, which I felt convinced were sincere. When we are with those we love, sentiment nourishes the mind as well as the heart, and we have little need to search for ideas elsewhere. I lived with my Thérèse as pleasantly as with the most brilliant genius in the world."

- Confessions (Rousseau)

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"If I was wrong in my conclusions, nothing can be more remarkable than the calmness with which I abandoned myself to them. If I had been one of those low-born men, who are deaf to the gentle voice of Nature, in whose heart no real sentiment of justice or humanity ever springs up, this hardening of my heart would have been quite easy to understand. But is it possible that my warm-heartedness, lively sensibility, readiness to form attachments, the powerful hold which they exercise over me, the cruel heart-breakings I experience when forced to break them off, my natural goodwill towards all my fellow-creatures, my ardent love of the great, the true, the beautiful, and the just; my horror of evil of every kind, my utter inability to hate or injure, or even to think of it; the sweet and lively emotion which I feel at the sight of all that is virtuous, generous, and amiable; is it possible, I ask, that all these can ever agree in the same heart with the depravity which, without the least scruple, tramples underfoot the sweetest of obligations? No! I feel and loudly assert – it is impossible. Never, for a single moment in his life, could Jean-Jacques have been a man without feeling, without compassion, or an unnatural father. I may have been mistaken, never hardened. If I were to state my reasons, I should say too much. Since they were strong enough to mislead me, they might mislead many others, and I do not desire to expose young people, who may read my works, to the danger of allowing themselves to be misled by the same error. I will content myself with observing, that my error was such that, in handing over my children to the State to educate, for want of means to bring them up myself, in deciding to fit them for becoming workmen and peasants rather than adventurers and fortune-hunters, I thought that I was behaving like a citizen and a father."

- Confessions (Rousseau)

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