IV.

The great agent in fostering the rise to vigour and uprightness of a social conscience, apart from the yet more powerful instrument of a strong and energetic public spirit at work around the growing character, must be found in the study of history rightly directed with a view to this end. It is here, in observing the long processes of time and appreciating the slowly accumulating sum of endeavour, that the mind gradually comes to read the great lessons how close is the bond that links men together. It is here that he gradually begins to acquire the habit of considering what are the conditions of wise social activity, its limits, its objects, its rewards, what is the capacity of collective achievement, and of what sort is the significance and purport of the little span of time that cuts off the yesterday of our society from its to-morrow.

Rousseau had very rightly forbidden the teaching of history to young children, on the ground that the essence of history lies in the moral relations between the bare facts which it recounts, and that the terms and ideas of these relations are wholly beyond the intellectual grasp of the very young. He might have based his objections equally well upon the impossibility of little children knowing the meaning of the multitude of descriptive terms which make up a

1

1 Emile, II. 185. See the previous page for some equally prudent observations on the folly of teaching geography to little children.

historical manual, or realising the relations between events in bare point of time, although childhood may perhaps be a convenient period for some mechanical acquisition of dates. According to Rousseau, history was to appear very late in the educational course, when the youth was almost ready to enter the world. It was to be the finishing study, from which he should learn not sociality either in its scientific or its higher moral sense, but the composition of the heart of man, in a safer way than through actual intercourse with society. Society might make him either cynical or frivolous. History would bring him the same information, without subjecting him to the same perils. In society you only hear the words of men; to know man you must observe his actions, and actions are only unveiled in history.1 This view is hardly worth discussing. The subject of history is not the heart of man, but the movements of societies. Moreover, the oracles of history are entirely dumb to one who seeks from them maxims for the shaping of daily conduct, or living instruction as to the motives, aims, caprices, capacities of self-restraint, self-sacrifice, of those with whom the occasions of life bring us into

contact.

It is true that at the close of the other part of his education, Emilius was to travel and there find the comment upon the completed circle of his studies.2 But excellent as travel is for some of the best of those who have the opportunity, still for many it is value2 V. 231, etc.

1 Emile IV. 68.

less for lack of the faculty of curiosity. For the great majority it is impossible for lack of opportunity. To is for lack of vel

ling, is to leave a large chasm in education unbridged.

66 are

It is interesting, however, to notice some of Rousseau's notions about history as an instrument for conveying moral instruction, a few of them are so good, others are so characteristically narrow. "The worst historians for a young man," he says, those who judge. The facts, the facts; then let him judge for himself. If the author's judgment is for ever guiding him, he is only seeing with the eye of another, and as soon as this eye fails him, he sees nothing." Modern history is not fit for instruction, not only because it has no physiognomy, all our men being exactly like one another, but because our historians, intent on brilliance above all other things, think of nothing so much as painting highly coloured portraits, which for the most part represent nothing at all. Of course such a judgment as this implies an ignorance alike of the ends and meaning of history, which, considering that he was living in the midst of a singular revival of historical study, is not easy to pardon. If we are to look only to perfection of form and arrangement, it may have been right for one living in the middle of the last century to place the ancients in the first rank without competitors. But the author of the Discourse upon literature and the arts might have been expected to look beyond com

1 Emile, IV. 71.

position, and the contemporary of Voltaire's Essai sur les Mœurs (17541-757) might have been expected to know that the profitable experience of the human race did not close with the fall of the Roman republic. Among the ancient historians, he counted Thucydides to be the true model, because he reports facts without judging, and omits none of the circumstances proper for enabling us to judge of them for ourselves—though how Rousseau knew what facts Thucydides has omitted, I am unable to divine. Then come Cæsar's Commentaries and Xenophon's Retreat of the Ten Thousand. The good Herodotus, without portraits and without maxims, but abounding in details the most capable of interesting and pleasing, would perhaps be the best of historians, if only these details did not so often degenerate into puerilities. Livy is unsuited to youth, because he is political and a rhetorician. Tacitus is the book of the old; you must have learnt the art of reading facts, before you can be trusted with maxims.

The drawback of histories such as those of Thucydides and Cæsar, Rousseau admits to be that they dwell almost entirely on war, leaving out the true life of nations, which belongs to the unwritten chronicles of peace. This leads him to the equally just reflection that historians while recounting facts omit the gradual and progressive causes which led to them. "They often find in a battle lost or won the reason of a revolution, which even before the battle was already inevitable. War scarcely does more than bring into

full light events determined by moral causes, which historians can seldom penetrate. A third complaint against the study which he began by recommending as a proper introduction to the knowledge of man, is that it does not present men but actions, or at least men only in their parade costume and in certain chosen moments, and he justly reproaches writers alike of history and biography, for omitting those trifling strokes and homely anecdotes, which reveal the true physiognomy of character. "Remain then for ever, without bowels, without nature; harden your hearts of cast iron in your trumpery decency, and make yourselves despicable by force of dignity.' And so after all, by a common stroke of impetuous inconsistency, he forsakes history, and falls back upon the ancient biographies, because, all the low and familiar details being banished from modern style, however true and characteristic, men are as elaborately tricked out by our authors in their private lives as they were tricked out upon the stage of the world.

"2

V.

As women are from the constitution of things the educators of us all at the most critical periods, and mainly of their own sex from the beginning to the end of education, the writer of the most imperfect treatise on this world-interesting subject can hardly avoid saying something on the upbringing of women. 1 Emile, IV. 73. 2 IV. 77.

VOL. II.

R