Works By Jean Jacques Rousseau

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April 10, 2026

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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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