Works By Jean Jacques Rousseau

"Every age, every station in life, has a perfection, a ripeness, of its own."

"But when I think of a child of ten or twelve, strong, healthy, well-grown for his age, only pleasant thoughts are called up, whether of the present or the future. I see him keen, eager, and full of life, free from gnawing cares and painful forebodings, absorbed in this present state, and delighting in a fullness of life which seems to extend beyond himself. I look forward to a time when he will use his daily increasing sense, intelligence and vigour, those growing powers of which he continually gives fresh proof. I watch the child with delight, I picture to myself the man with even greater pleasure. His eager life seems to stir my own pulses, I seem to live his life and in his vigour I renew my own. The hour strikes, the scene is changed. All of a sudden his eye grows dim, his mirth has fled. Farewell mirth, farewell untrammelled sports in which he delighted. A stern, angry man takes him by the hand, saying gravely, "Come with me, sir," and he is led away. As they are entering the room, I catch a glimpse of books. Books, what dull food for a child of his age! The poor child allows himself to be dragged away; he casts a sorrowful look on all about him, and departs in silence, his eyes swollen with the tears he dare not shed, and his heart bursting with the sighs he dare not utter."

"His face, his bearing, his expression, speak of confidence and contentment; health shines in his countenance, his firm step speaks of strength; his colour, delicate but not sickly, has nothing of softness or effeminacy. Sun and wind have already set the honourable stamp of manhood on his countenance; his rounded muscles already begin to show some signs of growing individuality; his eyes, as yet unlighted by the flame of feeling, have at least all their native calm; They have not been darkened by prolonged sorrow, nor are his cheeks furrowed by ceaseless tears. Behold in his quick and certain movements the natural vigour of his age and the confidence of independence. His manner is free and open, but without a trace of insolence or vanity; his head which has not been bent over books does not fall upon his breast; there is no need to say, "Hold your head up," he will neither hang his head for shame or fear."

"Neither need you look for compliments from him; nor will he tell you what I have taught him to say; expect nothing from him but the plain, simple truth, without addition or ornament and without vanity. He will tell you the wrong things he has done and thought as readily as the right, without troubling himself in the least as to the effect of his words upon you; he will use speech with all the simplicity of its first beginnings."

"In the strict sense of the term, a true democracy has never existed, and never will exist. It is against natural order that the great number should govern and that the few should be governed."

"And yet what dangerous prejudices are you implanting when you teach them to accept as knowledge words which have no meaning for them. The first meaningless phrase, the first thing taken for granted on the word of another person without seeing its use for himself, this is the beginning of the ruin of the child's judgment. He may dazzle the eyes of fools long enough before he recovers from such a loss."

"You assure me he learns several languages; I deny it. I have seen those little prodigies who are supposed to speak half a dozen languages. I have heard them speak first in German, then in Latin, French, or Italian; true, they used half a dozen different vocabularies, but they always spoke German. In a word, you may give children as many synonyms as you like; it is not their language but their words that you change; they will never have but one language. To conceal their deficiencies teachers choose the dead languages, in which we have no longer any judges whose authority is beyond dispute. The familiar use of these tongues disappeared long ago, so they are content to imitate what they find in books, and they call that talking."

"It is not good for him who makes the laws to execute them, or for the body of the people to turn its attention away from a general standpoint and devote it to particular objects. Nothing is more dangerous than the influence of private interests in public affairs, and the abuse of the laws by the government is a less evil than the corruption of the legislator."

"the most refined policy would find it impossible to subdue those men, who only desire to be independent; but inequality easily gains ground among base and ambitious souls, ever ready to run the risks of fortune, and almost indifferent whether they command or obey, as she proves either favourable or adverse to them."

"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."

"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."

"If, in the different States, the number of supreme magistrates should be in inverse ratio to the number of citizens, it follows that, generally, democratic government suits small States, aristocratic government those of middle size, and monarchy great ones."

"The noblest virtues are negative, they are also the most difficult, for they make little show, and do not even make room for that pleasure so dear to the heart of man, the thought that some one is pleased with us."

"The only moral lesson which is suited for a child—the most important lesson for every time of life—is this: "Never hurt anybody.""

"In a perfect act of legislation, the individual or particular will should be at zero; the corporate will belonging to the government should occupy a very subordinate position; and, consequently, the general or sovereign will should always predominate and should be the sole guide of all the rest. According to the natural order, on the other hand, these different wills become more active in proportion as they are concentrated. Thus, the general will is always the weakest, the corporate will second, and the individual will strongest of all: so that, in the government, each member is first of all himself, then a magistrate, and then a citizen — in an order exactly the reverse of what the social system requires."

"the citizens of a free state suffer themselves to be oppressed merely in proportion as, hurried on by a blind ambition, and looking rather below than above them, they come to love authority more than independence."

"Now it is evident that this identification must have been infinitely more perfect in the state of nature than in the state of reason. It is reason that engenders self-love, and reflection that strengthens it; it is reason that makes man shrink into himself; it is reason that makes him keep aloof from everything that can trouble or afflict him: it is philosophy that destroys his connections with other men."

"some philosophers have even advanced, that there is a greater difference between some men and some others, than between some men and some beasts; it is not therefore so much the understanding that constitutes, among animals, the specifical distinction of man, as his quality of a free agent. Nature speaks to all animals, and beasts obey her voice. Man feels the same impression, but he at the same time perceives that he is free to resist or to acquiesce; and it is in the consciousness of this liberty, that the spirituality of his soul chiefly appears: for natural philosophy explains, in some measure, the mechanism of the senses and the formation of ideas; but in the power of willing, or rather of choosing, and in the consciousness of this power, nothing can be discovered but acts, that are purely spiritual, and cannot be accounted for by the laws of mechanics."

"Listen, O man, from whatever country you may be, whatever your opinions! Here is your history such as I believe to read it, not in books written by your fellow men, who are liars, but in nature, which never lies. Everything that comes from nature will be true. Nothing will be false, except what I might unintentionally have included of my own. The times of which I shall speak are very distant. How much you have changed from what you once were! It is, so to speak, the life of your species I will describe to you according to the qualities that you have received, and that your education and your habits have been able to corrupt but not destroy. There is, I believe, an age at which an individual might want to stop growing older; you will look for the age at which you wish your species to have gone no further. Discontented with your present state for reasons that herald even greater discontent for your unfortunate posterity, you might perhaps wish to be able to go back in time. And this sentiment must lead to the praise of your first ancestors, the criticism of your contemporaries, and dread for those who will have the misfortune of living after you."

"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."

"He who feels the need of help from others, he who is constantly experiencing their kindness, has nothing to gain by deceiving them; it is plainly to his advantage that they should see things as they are, lest they should mistake his interests. It is therefore plain that lying with regard to actual facts is not natural to children, but lying is made necessary by the law of obedience; since obedience is disagreeable, children disobey as far as they can in secret, and the present good of avoiding punishment or reproof outweighs the remoter good of speaking the truth. Under a free and natural education why should your child lie? What has he to conceal from you? You do not thwart him, you do not punish him, you demand nothing from him. Why should he not tell everything to you as simply as to his little playmate? Children's lies are therefore entirely the work of their teachers, and to teach them to speak the truth is nothing less than to teach them the art of lying. In your zeal to rule, control, and teach them, you never find sufficient means at your disposal. You wish to gain fresh influence over their minds by baseless maxims, by unreasonable precepts; and you would rather they knew their lessons and told lies, than leave them ignorant and truthful."

"In the person of the magistrate we can distinguish three essentially different wills: first, the private will of the individual, tending only to his personal advantage; secondly, the common will of the magistrates, which is relative solely to the advantage of the prince, and may be called corporate will, being general in relation to the government, and particular in relation to the State, of which the government forms part; and, in the third place, the will of the people or the sovereign will, which is general both in relation to the State regarded as the whole, and to the government regarded as a part of the whole."

"We are now in the world of morals, the door to vice is open. Deceit and falsehood are born along with conventions and duties. As soon as we can do what we ought not to do, we try to hide what we ought not to have done. As soon as self-interest makes us give a promise, a greater interest may make us break it; it is merely a question of doing it with impunity; we naturally take refuge in concealment and falsehood. As we have not been able to prevent vice, we must punish it. The sorrows of life begin with its mistakes. you will not exactly punish them for lying, but you will arrange that all the ill effects of lying, such as not being believed when we speak the truth, or being accused of what we have not done in spite of our protests, shall fall on their heads when they have told a lie."

"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."

"Furthermore, none of these three terms can be altered without the equality being instantly destroyed. If the Sovereign desires to govern, or the magistrate to give laws, or if the subjects refuse to obey, disorder takes the place of regularity, force and will no longer act together, and the State is dissolved and falls into despotism or anarchy."

"at length men began to butcher each other by thousands without knowing for what; and more murders were committed in a single action, and more horrible disorders at the taking of a single town, than had been committed in the state of nature during ages together upon the whole face of the earth."

"Young teacher, pray consider this example, and remember that your lessons should always be in deeds rather than words, for children soon forget what they say or what is said to them, but not what they have done nor what has been done to them."

"In every age, and especially in childhood, we want to create, to copy, to produce, to give all the signs of power and activity. He will hardly have seen the gardener at work twice, sowing, planting, and growing vegetables, before he will want to garden himself. According to the principles I have already laid down, I shall not thwart him; on the contrary, I shall approve of his plan, share his hobby, and work with him, not for his pleasure but my own; at least, so he thinks; I shall be his under-gardener, and dig the ground for him till his arms are strong enough to do it; he will take possession of it by planting a bean, and this is surely a more sacred possession, and one more worthy of respect, than that of Nunes Balboa, who took possession of South America in the name of the King of Spain, by planting his banner on the coast of the Southern Sea."

"The public force therefore needs an agent of its own to bind it together and set it to work under the direction of the general will, to serve as a means of communication between the State and the Sovereign, and to do for the collective person more or less what the union of soul and body does for man."

"There are calm and gentle characters which can be led a long way in their first innocence without any danger; but there are also stormy dispositions whose passions develop early; you must hasten to make men of them lest you should have to keep them in chains."

"A foolish laugh may destroy six months' work and do irreparable damage for life. I cannot repeat too often that to control the child one must often control oneself."

"If the object is to give the State consistency, bring the two extremes as near to each other as possible; allow neither rich men nor beggars. These two estates, which are naturally inseparable, are equally fatal to the common good; from the one come the friends of tyranny, and from the other tyrants. It is always between them that public liberty is put up to auction; the one buys, and the other sells."

"With this view, after laying before his neighbours all the horrors of a situation, which armed them all one against another, which rendered their possessions as burdensome as their wants were intolerable, and in which no one could expect any safety either in poverty or riches, he easily invented specious arguments to bring them over to his purpose. "Let us unite," said he."

"In fact, commiseration must be so much the more energetic, the more intimately the animal, that beholds any kind of distress, identifies himself with the animal that labours under it."

"The explosive passions produce a great effect upon the child when he sees them; their outward expression is very marked; he is struck by this and his attention is arrested. Anger especially is so noisy in its rage that it is impossible not to perceive it if you are within reach. You need not ask yourself whether this is an opportunity for a pedagogue to frame a fine disquisition. What! no fine disquisition, nothing, not a word! Let the child come to you; impressed by what he has seen, he will not fail to ask you questions. The answer is easy; it is drawn from the very things which have appealed to his senses. He sees a flushed face, flashing eyes, a threatening gesture, he hears cries; everything shows that the body is ill at ease. Tell him plainly, without affectation or mystery, "This poor man is ill, he is in a fever." You may take the opportunity of giving him in a few words some idea of disease and its effects; for that too belongs to nature, and is one of the bonds of necessity which he must recognise. By means of this idea, which is not false in itself, may he not early acquire a certain aversion to giving way to excessive passions, which he regards as diseases; and do you not think that such a notion, given at the right moment, will produce a more wholesome effect than the most tedious sermon?"

"This is one reason why I want to bring up Emile in the country, far from those miserable lacqueys, the most degraded of men except their masters; far from the vile morals of the town, whose gilded surface makes them seductive and contagious to children; while the vices of peasants, unadorned and in their naked grossness, are more fitted to repel than to seduce, when there is no motive for imitating them."

"If there were two neighbouring peoples, one of which could not do without the other, it would be very hard on the former, and very dangerous for the latter. Every wise nation, in such a case, would make haste to free the other from dependence."

"Be just, human, kindly. Do not give alms alone, give charity; works of mercy do more than money for the relief of suffering; love others and they will love you; serve them and they will serve you; be their brother and they will be your children."

"There is another point to be considered which confirms the suitability of this method: it is the child's individual bent, which must be thoroughly known before we can choose the fittest moral training. Every mind has its own form, in accordance with which it must be controlled; and the success of the pains taken depends largely on the fact that he is controlled in this way and no other. Oh, wise man, take time to observe nature; watch your scholar well before you say a word to him; first leave the germ of his character free to show itself, do not constrain him in anything, the better to see him as he really is. Do you think this time of liberty is wasted? On the contrary, your scholar will be the better employed, for this is the way you yourself will learn not to lose a single moment when time is of more value. If, however, you begin to act before you know what to do, you act at random; you may make mistakes, and must retrace your steps; your haste to reach your goal will only take you further from it."

""In truth," says Machiavelli, "there has never been, in any country, an extraordinary legislator who has not had recourse to God; for otherwise his laws would not have been accepted: there are, in fact, many useful truths of which a wise man may have knowledge without their having in themselves such clear reasons for their being so as to be able to convince others"."

"the rich man, thus pressed by necessity, at last conceived the deepest project that ever entered the human mind: this was to employ in his favour the very forces that attacked him, to make allies of his enemies, to inspire them with other maxims, and make them adopt other institutions as favourable to his pretensions."

"The mind should be left undisturbed till its faculties have developed; for while it is blind it cannot see the torch you offer it, nor can it follow through the vast expanse of ideas a path so faintly traced by reason that the best eyes can scarcely follow it. Therefore the education of the earliest years should be merely negative. It consists, not in teaching virtue or truth, but in preserving the heart from vice and from the spirit of error. If only you could let well alone, and get others to follow your example; if you could bring your scholar to the age of twelve strong and healthy, but unable to tell his right hand from his left, the eyes of his understanding would be open to reason as soon as you began to teach him. Free from prejudices and free from habits, there would be nothing in him to counteract the effects of your labours. In your hands he would soon become the wisest of men; by doing nothing to begin with, you would end with a prodigy of education."

"May I venture at this point to state the greatest, the most important, the most useful rule of education? It is: Do not save time, but lose it. I hope that every-day readers will excuse my paradoxes; you cannot avoid paradox if you think for yourself, and whatever you may say I would rather fall into paradox than into prejudice. The most dangerous period in human life lies between birth and the age of twelve. It is the time when errors and vices spring up, while as yet there is no means to destroy them; when the means of destruction are ready, the roots have gone too deep to be pulled up."

"It is precisely because the force of circumstances tends continually to destroy equality that the force of legislation should always tend to its maintenance."

"Let the room be furnished with plain and solid furniture; no mirrors, china, or useless ornaments. My pupil Emile, who is brought up in the country, shall have a room just like a peasant's. Why take such pains to adorn it when he will be so little in it? I am mistaken, however; he will ornament it for himself, and we shall soon see how. But if, in spite of your precautions, the child contrives to do some damage, if he breaks some useful article, do not punish him for your carelessness, do not even scold him; let him hear no word of reproval, do not even let him see that he has vexed you; behave just as if the thing had come to pieces of itself; you may consider you have done great things if you have managed to hold your tongue."

"I do not mean to say that he will never do any mischief, never hurt himself, never break a costly ornament if you leave it within his reach. He might do much damage without doing wrong, since wrong-doing depends on the harmful intention which will never be his. If once he meant to do harm, his whole education would be ruined; he would be almost hopelessly bad."

"Every people, to which its situation gives no choice save that between commerce and war, is weak in itself: it depends on its neighbours, and on circumstances; its existence can never be more than short and uncertain."

"There arose between the title of the strongest, and that of the first occupier a perpetual conflict, which always ended in battery and bloodshed. Infant society became a scene of the most horrible warfare: Mankind thus debased and harassed, and no longer able to retreat, or renounce the unhappy acquisitions it had made; labouring, in short merely to its confusion by the abuse of those faculties, which in themselves do it so much honour, brought itself to the very brink of ruin and destruction."

"In fact, what is generosity, what clemency, what humanity, but pity applied to the weak, to the guilty, or to the human species in general? Even benevolence and friendship, if we judge right, will appear the effects of a constant pity, fixed upon a particular object: for to wish that a person may not suffer, what is it but to wish that he may be happy? Though it were true that commiseration is no more than a sentiment, which puts us in the place of him who suffers, a sentiment obscure but active in the savage, developed but dormant in civilized man, how could this notion affect the truth of what I advance, but to make it more evident."

"The horse, the cat, the bull, nay the ass itself, have generally a higher stature, and always a more robust constitution, more vigour, more strength and courage in their forests than in our houses; they lose half these advantages by becoming domestic animals; it looks as if all our attention to treat them kindly, and to feed them well, served only to bastardize them. It is thus with man himself. In proportion as he becomes sociable and a slave to others, he becomes weak, fearful, mean-spirited, and his soft and effeminate way of living at once completes the enervation of his strength and of his courage."