The Essential Writings of Jean-Jacques Rousseau. Jean-Jacques Rousseau

find the right words, they drag out their syllables. This is only possible when the memory hesitates, the tongue does not stammer of itself. Thus they acquire or continue habits of bad pronunciation. Later on you will see that Emile does not acquire such habits or at least not from this cause.

      I grant you uneducated people and villagers often fall into the opposite extreme. They almost always speak too loud; their pronunciation is too exact, and leads to rough and coarse articulation; their accent is too pronounced, they choose their expressions badly, etc.

      But, to begin with, this extreme strikes me as much less dangerous than the other, for the first law of speech is to make oneself understood, and the chief fault is to fail to be understood. To pride ourselves on having no accent is to pride ourselves on ridding our phrases of strength and elegance. Emphasis is the soul of speech, it gives it its feeling and truth. Emphasis deceives less than words; perhaps that is why well-educated people are so afraid of it. From the custom of saying everything in the same tone has arisen that of poking fun at people without their knowing it. When emphasis is proscribed, its place is taken by all sorts of ridiculous, affected, and ephemeral pronunciations, such as one observes especially among the young people about court. It is this affectation of speech and manner which makes Frenchmen disagreeable and repulsive to other nations on first acquaintance. Emphasis is found, not in their speech, but in their bearing. That is not the way to make themselves attractive.

      All these little faults of speech, which you are so afraid the children will acquire, are mere trifles; they may be prevented or corrected with the greatest ease, but the faults which are taught them when you make them speak in a low, indistinct, and timid voice, when you are always criticising their tone and finding fault with their words, are never cured. A man who has only learnt to speak in society of fine ladies could not make himself heard at the head of his troops, and would make little impression on the rabble in a riot. First teach the child to speak to men; he will be able to speak to the women when required.

      Brought up in all the rustic simplicity of the country, your children will gain a more sonorous voice; they will not acquire the hesitating stammer of town children, neither will they acquire the expressions nor the tone of the villagers, or if they do they will easily lose them; their master being with them from their earliest years, and more and more in their society the older they grow, will be able to prevent or efface by speaking correctly himself the impression of the peasants' talk. Emile will speak the purest French I know, but he will speak it more distinctly and with a better articulation than myself.

      The child who is trying to speak should hear nothing but words he can understand, nor should he say words he cannot articulate; his efforts lead him to repeat the same syllable as if he were practising its clear pronunciation. When he begins to stammer, do not try to understand him. To expect to be always listened to is a form of tyranny which is not good for the child. See carefully to his real needs, and let him try to make you understand the rest. Still less should you hurry him into speech; he will learn to talk when he feels the want of it.

      It has indeed been remarked that those who begin to speak very late never speak so distinctly as others; but it is not because they talked late that they are hesitating; on the contrary, they began to talk late because they hesitate; if not, why did they begin to talk so late? Have they less need of speech, have they been less urged to it? On the contrary, the anxiety aroused with the first suspicion of this backwardness leads people to tease them much more to begin to talk than those who articulated earlier; and this mistaken zeal may do much to make their speech confused, when with less haste they might have had time to bring it to greater perfection.

      Children who are forced to speak too soon have no time to learn either to pronounce correctly or to understand what they are made to say; while left to themselves they first practise the easiest syllables, and then, adding to them little by little some meaning which their gestures explain, they teach you their own words before they learn yours. By this means they do not acquire your words till they have understood them. Being in no hurry to use them, they begin by carefully observing the sense in which you use them, and when they are sure of them they adopt them.

      The worst evil resulting from the precocious use of speech by young children is that we not only fail to understand the first words they use, we misunderstand them without knowing it; so that while they seem to answer us correctly, they fail to understand us and we them. This is the most frequent cause of our surprise at children's sayings; we attribute to them ideas which they did not attach to their words. This lack of attention on our part to the real meaning which words have for children seems to me the cause of their earliest misconceptions; and these misconceptions, even when corrected, colour their whole course of thought for the rest of their life. I shall have several opportunities of illustrating these by examples later on.

      Let the child's vocabulary, therefore, be limited; it is very undesirable that he should have more words than ideas, that he should be able to say more than he thinks. One of the reasons why peasants are generally shrewder than townsfolk is, I think, that their vocabulary is smaller. They have few ideas, but those few are thoroughly grasped.

      The infant is progressing in several ways at once; he is learning to talk, eat, and walk about the same time. This is really the first phase of his life. Up till now, he was little more than he was before birth; he had neither feeling nor thought, he was barely capable of sensation; he was unconscious of his own existence.

      "Vivit, et est vitae nescius ipse suae."—Ovid.

1. The earliest education is most important and it undoubtedly is woman's work. If the author of nature had meant to assign it to men he would have given them milk to feed the child. Address your treatises on education to the women, for not only are they able to watch over it more closely than men, not only is their influence always predominant in education, its success concerns them more nearly, for most widows are at the mercy of their children, who show them very plainly whether their education was good or bad. The laws, always more concerned about property than about people, since their object is not virtue but peace, the laws give too little authority to the mother. Yet her position is more certain than that of the father, her duties are more trying; the right ordering of the family depends more upon her, and she is usually fonder of her children. There are occasions when a son may be excused for lack of respect for his father, but if a child could be so unnatural as to fail in respect for the mother who bore him and nursed him at her breast, who for so many years devoted herself to his care, such a monstrous wretch should be smothered at once as unworthy to live. You say mothers spoil their children, and no doubt that is wrong, but it is worse to deprave them as you do. The mother wants her child to be happy now. She is right, and if her method is wrong, she must be taught a better. Ambition, avarice, tyranny, the mistaken foresight of fathers, their neglect, their harshness, are a hundredfold more harmful to the child than the blind affection of the mother. Moreover, I must explain what I mean by a mother and that explanation follows.

2. Like them in externals, but without speech and without the ideas which are expressed by speech, he would be unable to make his wants known, while there would be nothing in his appearance to suggest that he needed their help.

3. Thus the wars of republics are more cruel than those of monarchies. But if the wars of kings are less cruel, their peace is terrible; better be their foe than their subject.

4. There are teachers dear to me in many schools and especially in the University of Paris, men for whom I have a great respect, men whom I believe to be quite capable of instructing young people, if they were not compelled to follow the established custom. I exhort one of them to publish the scheme of reform which he has thought out. Perhaps people would at length seek to cure the evil if they realised that there was a remedy.

5. The league between the women and the doctors has always struck me as one of the oddest things in Paris. The doctors' reputation depends on the women, and