world has lost a sacred accent, as if some ineffable essence has passed out from our hearts?

The fifth book of Emilius is not a chapter on the education of women, but an idyll. We have already seen the circumstances under which Rousseau composed it, in a profound and delicious solitude, in the midst of woods and streams, with the fragrance of the orange-flower poured around him, and in continual ecstasy. As an idyll it is delicious; as a serious contribution to the hardest of problems it is naught. The sequel, by a stroke of matchless whimsicality, unless it be meant, as it perhaps may have been, for a piece of deep tragic irony, is the best refutation that Rousseau's most energetic adversary could have desired. The Sophie who has been educated on the oriental principle, has presently to confess a flagrant infidelity to the blameless Emilius, her lord.1

VI.

Yet the sum of the merits of Emilius as a writing upon education is not to be lightly counted. Its value lies, as has been said of the New Heloïsa, in the spirit which animates it and communicates itself with vivid force to the reader. It is one of the seminal books in the history of literature, and of such books the worth resides less in the parts than in the whole. It touched the deeper things of character. It filled parents with a sense of the dignity and moment of their task. It cleared away the accumulation of 1 Emile et Sophie, i.

clogging prejudices and obscure inveterate usage, which made education one of the dark formalistic arts. It admitted floods of light and air into the tightly closed nurseries and schoolrooms. It effected the substitution of growth for mechanism. A strong current of manliness, wholesomeness, simplicity, selfreliance, was sent by it through Europe, while its eloquence was the most powerful adjuration ever addressed to parental affection to cherish the young life in all love and considerate solicitude. It was the

charter of youthful deliverance. The first immediate effect of Emilius in France was mainly on the religious side. It was the Christian religion that needed to be avenged, rather than education that needed to be amended, and the press overflowed with replies to that profession of faith which we shall consider in the next chapter. Still there was also an immense quantity of educational books and pamphlets, which is to be set down, first to the suppression of the Jesuits, the great educating order, and the vacancy which they left; and next to the impulse given by the Emilius to a movement from which the book itself had originally been an outcome.1 But why try to state the influence of Emilius on France in this way? To strike the account truly would be to write the history of the first French Revolution.2 All mothers, as Michelet

1 For an account of some of these, see Grimm's Corr. Lit., iii. 211, 252, 347, etc. Also Corr. Inéd., p. 143.

2 For the early date at which Rousseau's power began to meet recognition, see D'Alembert to Voltaire, July 31, 1762.

says, were big with Emilius. "It is not without good reason that people have noted the children born at this glorious moment, as animated by a superior spirit, by a gift of flame and genius. It is the generation of revolutionary Titans: the other generation not less hardy in science. It is Danton, Vergniaud, Desmoulins; it is Ampère, La Place, Cuvier, Geoffroy Saint Hilaire."1

In Germany Emilius had great power. There it fell in with the extraordinary movement towards naturalness and freedom of which we have already spoken.2 Herder, whom some have called the Rousseau of the Germans, wrote with enthusiasm to his then beloved Caroline of the "divine Emilius," and he never ceased to speak of Rousseau as his inspirer and his master.3 Basedow (1723), that strange, restless, and most ill-regulated person, was seized with an almost phrenetic enthusiasm for Rousseau's educational theories, translated them into German, and repeated them in his works over and over again with an incessant iteration. Lavater (1741-1801), who differed from Basedow in being a fervent Christian of soft mystic faith, was thrown into company with him in 1774, and grew equally eager with him in the cause of reforming education in the Rousseauite sense.1

1 Louis xv. et xvi., p. 226.

2 See above, vol. ii. p. 193.

3 Hettner, III. iii., 2, p. 27, s. v. Herder.

4 The suggestion of the speculation with which Lavater's name is most commonly associated, is to be found in the Emilius. "It is supposed that physiognomy is only a development of

Pestalozzi (1746-1827), the most systematic, popular, and permanently successful of all the educational reformers, borrowed his spirit and his principles mainly from the Emilius, though he gave larger extension and more intelligent exactitude to their application. Jean Paul the Unique, in the preface to his Levana, or Doctrine of Education (1806), one of the most excellent of all books on the subject, declares that among previous works to which he owes a debt, "first and last he names Rousseau's Emilius; no preceding work can be compared to his; in no previous work on education was the ideal so richly combined with the actual," and so forth. It was not merely a Goethe, a Schiller, a Herder, whom Rousseau fired with new thoughts. The smaller men, such as Fr. Jacobi, Heinse, Klinger, shared the same inspiration. The worship of Rousseau penetrated all classes, and touched every degree of intelligence.2

In our own country Emilius was translated as soon as it appeared, and must have been widely read, for a second version of the translation was called for in a very short time. So far as a cursory survey gives

features already marked by nature. For my part, I should think that besides this development, the features of a man's countenance form themselves insensibly and take their expression from the frequent and habitual wearing into them of certain affections of the soul. These affections mark themselves in the countenance, nothing is more certain; and when they grow into habits, they must leave durable impressions upon it." IV. 49, 50.

1 Author's Preface, x.

2 See an excellent page in M. Joret's Herder, 322.

one a right to speak, its influence here in the field of education is not very perceptible. That subject did not yet, nor for some time to come, excite much active thought in England. Rousseau's speculations on society both in the Emilius and elsewhere seem to have attracted more attention. Reference has already been made to Paley.1 Adam Ferguson's celebrated Essay on the History of Civil Society (1767) has many allusions, direct and indirect, to Rousseau.2 Kames's Sketches of the History of Man (1774) abounds still more copiously in references to Emilius, sometimes to controvert its author, more often to cite him as an authority worthy of respect, and Rousseau's crude notions about women are cited with special acceptance. Cowper was probably thinking of the Savoyard Vicar when he wrote the energetic lines in the Task, beginning "Haste now, philosopher, and set him free," scornfully defying the deist to rescue apostate man. Nor should we omit what was counted so important a book in its day as Godwin's Enquiry concerning Political Justice (1793). It is perhaps more French in its spirit than any other work of equal consequence in our literature of politics, and in

3

1 See above, vol. ii. p. 191. 2 E.g. pp. 8, 198, 204, 205. 3 E.g. Bk. I. § 5, p. 279. § 6, p. 406, 419, etc. (the portion concerning the female sex).

4 Vv. 670-703. We have already seen (above, vol. ii. p. 41, n.) that Cowper had read Emilius, and the mocking reference to the Deist as "an Orpheus and omnipotent in song," coincides with Rousseau's comparison of the Savoyard Vicar to "the divine Orpheus singing the first hymn" (Emile., IV. 205).