Belief in the efficacy of preaching is the bane of educational systems. Verbal lessons seem as if they ought to be so deeply effective, if only the will and the throng of various motives which guide it, instantly followed impression of a truth upon the intelliAnd they are, moreover, so easily communicated, saving the parent a lifetime of anxious painstaking in shaping his own character, after such a pattern as shall silently draw all within its influence to pursuit of good and honourable things. The most valuable of Rousseau's notions about education, though he by no means consistently adhered to them, was his urgent contempt for this fatuous substitution of spoken injunctions and prohibitions, for the deeper language of example, and the more living instruction of visible circumstance. The vast improvements that have since taken place in the theory and the art of education all over Europe, and of which he has the honour of being the first and most widely influential promoter, may all be traced to the spread of this wise principle, and its adoption in various forms. The change in the up-bringing of the young exactly corresponds to the change in the treatment of the insane. We may look back to the old system of endless catechisms, apophthegms, moral fables, and the rest of the paraphernalia of moral didactics, with the same horror with which we regard the gags, strait-waistcoats, chains, and dark cells, of poor mad people before the intervention of Pinel.

It is clear now to everybody who has any opinion on this most important of all subjects, that spontaneousness is the first quality in connexion with right doing, which you can develope in the young, and this spontaneousness of habit is best secured by associating it with the approval of those to whom the child looks. Sympathy, in a word, is the true foundation from which to build up the structure of good habit. The young should be led to practise the elementary parts of right conduct from the desire to please, because that is a securer basis than the conclusions of an embryo reason, applied to the most complex conditions of action, while the grounds on which action is justified or condemned, may be made plain in the fulness of time, when the understanding is better able to deal with the ideas and terms essential to the matter. You have two aims to secure, each without sacrifice of the other. These

1

are, first, that the child shall grow up with firm and promptly acting habit; second, that it shall retain respect for reason and an open mind. The latter may be acquired in the less immature years, but if the former be not acquired in the earlier times, a man grows up with a drifting unsettledness of will, that makes his life either vicious by quibbling sophistries, or helpless for want of ready conclusions.

The first idea which is to be given to a child, little as we might expect such a doctrine from the author of the Second Discourse, is declared to be that of property. And he can only acquire this idea by having something of his own. But how are we to teach him the significance of a thing being one's own? It is a prime rule to attempt to teach nothing by a verbal lesson; all instruction ought to be left to experience.1 Therefore you must contrive some piece of experience which shall bring this notion of property vividly into a child's mind; the following for instance. Emilius is taken to a piece of garden; his instructor digs and dresses the ground for him, and the boy takes possession by sowing some beans. "We come every day to water them, and see them rise out of the ground with transports of joy. I add to this joy by saying, This belongs to you. Then explaining the term, I let him feel that he has put into the ground this time, labour, trouble, his person in short; that there is in this bit of ground something of himself which he may maintain against every comer, as he might withdraw his own arm from the hand of another man who would fain retain it in spite of him." One day Emilius comes to his beloved garden, watering-pot in hand, and finds to his anguish and despair that all the beans have been plucked up, that the ground has been turned over, and that the spot is hardly recognisable. The gardener comes up, and explains with much warmth that he had sown the seed of a precious Maltese melon in that particular spot long before Emilius had come with his trumpery beans, and that therefore it was his land; that nobody touches the garden of his neighbour, in order that his own may remain untouched; and that if Emilius wants a piece of garden, he must pay for it by surrendering to the owner half the produce. Thus, says Rous

1 Emile, II. 141.

2 II. 156-160.

seau, the boy sees how the notion of property naturally goes back to the right of the first occupant as derived from labour. We should have thought it less troublesome, as it is certainly more important, to teach a boy the facts of property positively and imperatively. This rather elaborate ascent to origins seems an exaggerated form of that very vice of over-instructing the growing reason in abstractions, which Rousseau had condemned so short a time before.

Again, there is the very strong objection to conveying lessons by artificially contrived incidents, that children are nearly always extremely acute in suspecting and discovering such contrivances. Yet Rousseau recurs to them over and over again, evidently taking delight in their ingenuity. Besides the illustration of the origin and significance of property, there is the complex fancy in which a juggler is made to combine instruction as to the properties of the magnet with certain severe moral truths.' The tutor interests Emilius in astronomy and geography by a wonderful stratagem indeed. The poor youth loses his way in a wood, is overpowered by hunger and weariness, and then is led on by his cunning tutor to a series of inferences from the position of the sun and so forth, which convince him that his home is just over the hedge, where it is duly found to be. Here, again, is the way in which the instructor proposes to stir activity of limb in the young Emilius. "In walking with him of an afternoon, I used sometimes to put in my pocket two cakes of a sort he particularly liked; we each of us ate one. One day he perceived that I had three cakes; he could easily have eaten six; he promptly dispatches his own, to ask me for the third. Nay, I said to him, I could well eat it myself, or we would divide it, but I would rather see it made the prize of a running match between the two little boys there." The little boys run their race, and the winner devours the cake. and subsequent repetitions of the performance at first only amused Emilius, but he presently began to reflect, and perceiving that he also had two legs, he began privately to try how fast he could run. When he thought he was strong enough, he importuned his tutor for the third cake, and on being refused, insisted on being allowed * III. 358, &c.

1 Emile, III. 338-45.

This

to compete for it. The habit of taking exercise was not the only advantage gained. The tutor resorted to a variety of further stratagems in order to induce the boy to find out and practise visual compass, and so forth.' If we consider, as we have said, first the readiness of children to suspect a stratagem wherever instruction is concerned, and next their resentment on discovering artifice of that kind, all this seems as little likely to be successful as it is assuredly contrary to Rousseau's general doctrine of leaving circumstances to lead.

In truth Rousseau's appreciation of the real nature of spontaneousness in the processes of education was essentially inadequate, and that it was so, arose from a no less inadequate conception of the right influence upon the growing character, of the great principle of authority. His dread lest the child should. ever be conscious of the pressure of a will external to its own, constituted a fundamental weakness of his system. The child, we are told with endless repetition, ought always to be led to suppose that it is following its own judgment or impulses, and has only them and their consequences to consider. But Rousseau could not help seeing, as he meditated on the actual development of his Emilius, that to leave him thus to the training of accident would necessarily end in many fatal gaps and chasms. Yet the hand and will of the parent or the master could not be allowed to appear. The only alternative, therefore, was the secret preparation of artificial sets of circumstances, alike in work and in amusement. Jean Paul was wiser than Jean Jacques. "Let not the teacher after the work also order and regulate the games. It is decidedly better not to recognise or make any order in games, than to keep it up with difficulty and send the zephyrets of pleasure through artistic bellows and air-pumps to the little flowers."2

The spontaneousness which we ought to seek, does not consist in promptly willing this or that, independently of an authority imposed from without, but in a self-acting desire to do what is right. under all its various conditions, including what the child finds pleasant to itself on the one hand, and what it has good reason to

Emile, II. 263–267.

2 Levana, ch. iii. § 54.
Bb

suppose will be pleasant to its parents on the other. "You must never," Rousseau gravely warns us, "inflict punishment upon children as punishment; it should always fall upon them as a natural consequence of their ill behaviour.”1 But why should one of the most closely following of all these consequences be dissembled or carefully hidden from sight, namely, the effect of ill behaviour upon the contentment of the child's nearest friend? Why are the effects of conduct upon the actor's own physical well-being to be the only effects honoured with the title of being natural ? Surely, while we leave to the young the widest freedom of choice, and even habitually invite them to decide for themselves between two lines of conduct, we are bound afterwards to state our approval or disapproval of their decision, so that on the next occasion they may take this anger or pleasure in others into proper account in their rough and hasty forecast, often less hasty than it seems, of the consequences of what they are about to do. One of the most important of educating influences is lost, if the young are not taught to place the feelings of others in a front place, when they think in their own simple way of what will happen to them from yielding to a given impulse. Rousseau was quite right in insisting on practical experience of consequences as the only secure foundation for self-acting habit; he was fatally wrong in mutilating this experience by the exclusion from it of the effects of perceiving, resisting, accepting, ignoring, all will and authority from without. The great, and in many respects so admirable, school of Rousseauite philanthropists, have always been feeble on this side, alike in the treatment of the young by their instructors, and the treatment of social offenders by a government.

Again, consider the large group of excellent qualities which are associated with affectionate respect for a more fully informed authority. In a world where necessity stands for so much, it is no inconsiderable gain to have learnt the lesson of docility on easy terms in our earliest days. If in another sense the will of each individual is all-powerful over his own destinies, it is best that this idea of firm purpose and a settled energy that will not be denied, should grow up in the young soul in connexion with a

1 Emile, II. 163.