Jean Jacques Rousseau: Other

Jean Jacques Rousseau was Genevan philosopher. Explore interesting quotes on other.

Jean Jacques Rousseau: 182 quotes140 likes

“Why should we build our happiness on the opinons of others, when we can find it in our own hearts?”

Source: The Social Contract and Discourses

“Man was born free, and he is everywhere in chains. Those who think themselves the masters of others are indeed greater slaves than they.”

Jean Jacques Rousseau

“Let's not be dazzled by the sententious glitter with which error and lying often cover themselves. Society is not created by the crowd, and bodies come together in vain when hearts reject each other. The truly sociable man is more difficult in his relationships than others; those which consist only in false appearances cannot suit him. He prefers to live far from wicked men without thinking about them, than to see them and hate them. He prefers to flee his enemy rather than seek him out to harm him. A person who knows no other society than that of the heart will not seek his society in your circles. That is How J. J. must have thought and behaved before the conspiracy of which he is the object.”

Jean Jacques Rousseau

Second Dialogue; translated by Judith R. Bush, Christopher Kelly, Roger D. Masters
Dialogues: Rousseau Judge of Jean-Jacques (published 1782)

“Two conflicting types of educational systems spring from these conflicting aims. One is public and common to many, the other private and domestic. If you wish to know what is meant by public education, read Plato's Republic. Those who merely judge books by their titles take this for a treatise on politics, but it is the finest treatise on education ever written. In popular estimation the Platonic Institute stands for all that is fanciful and unreal. For my own part I should have thought the system of Lycurgus far more impracticable had he merely committed it to writing. Plato only sought to purge man's heart; Lycurgus turned it from its natural course. The public institute does not and cannot exist, for there is neither country nor patriot. The very words should be struck out of our language. The reason does not concern us at present, so that though I know it I refrain from stating it.”

Jean Jacques Rousseau book Emile, or On Education

Emile, or On Education (1762), Book I

“Beings who are so uniquely constituted must necessarily express themselves in other ways than ordinary men. It is impossible that with souls so differently modified, they should not carry over into the expression of their feelings and ideas the stamp of those modifications.”

Jean Jacques Rousseau

First Dialogue; translated by Judith R. Bush, Christopher Kelly, Roger D. Masters
Dialogues: Rousseau Judge of Jean-Jacques (published 1782)

“Through the fortunate effect of my frankness, I had the rarest and surest opportunity to know a man well, which is to study him at leisure in his private life and living, so to speak, with himself. For he share himself without reservation and made me feel as much at home in his house as in mine. I had almost no other abode than his own.”

Jean Jacques Rousseau

Second Dialogue; translated by Judith R. Bush, Christopher Kelly, Roger D. Masters
Dialogues: Rousseau Judge of Jean-Jacques (published 1782)

“It is a mistake to classify the passions as lawful and unlawful, so as to yield to the one and refuse the other. All alike are good if we are their masters; all alike are bad if we abandon ourselves to them. Nature forbids us to extend our relations beyond the limits of our strength; reason forbids us to want what we cannot get, conscience forbids us, not to be tempted, but to yield to temptation. To feel or not to feel a passion is beyond our control, but we can control ourselves. Every sentiment under our own control is lawful; those which control us are criminal. A man is not guilty if he loves his neighbour's wife, provided he keeps this unhappy passion under the control of the law of duty; he is guilty if he loves his own wife so greatly as to sacrifice everything to that love.”

Jean Jacques Rousseau book Emile, or On Education

Emile, or On Education (1762), Book V

“As a man's conduct is controlled by public fact, so is her religion ruled by authority. The daughter should follow her mother's religion, the wife her husband's. Were that religion false, the docility which leads mother and daughter to submit to nature's laws would blot out the sin of error in the sight of Goddess. Unable to judge for themselves they should accept the judgment of father and husband as that of the church. While men unaided cannot deduce the rules of their faith, neither can they assign limits to that faith by the evidence of reason; they allow themselves to be driven hither and thither by all sorts of external influences, they are ever above or below the truth. Extreme in everything, they are either altogether reckless or altogether pious; you never find them able to combine virtue and piety. Their natural exaggeration is not wholly to blame; the ill-regulated control exercised over them by men is partly responsible. Loose morals bring religion into contempt; the terrors of remorse make it a tyrant; this is why women have always too much or too little religion. As a woman's religion is controlled by authority it is more important to show her plainly what to believe than to explain the reasons for belief; for faith attached to ideas half-understood is the main source of fanaticism, and faith demanded on behalf of what is absurd leads to madness or unbelief. Whether our catechisms tend to produce impiety rather than fanaticism I cannot say, but I do know that they lead to one or other. In the first place, when you teach religion to little girls never make it gloomy or tiresome, never make it a task or a duty, and therefore never give them anything to learn by heart, not even their prayers. Be content to say your own prayers regularly in their presence, but do not compel them to join you. Let their prayers be short, as Christ himself has taught us. Let them always be said with becoming reverence and respect; remember that if we ask the Almighty to give heed to our words, we should at least give heed to what we mean to say.”

Jean Jacques Rousseau book Emile, or On Education

Emile, or On Education (1762), Book V

“A kind of music far superior, in my opinion, to that of operas, and which in all Italy has not its equal, nor perhaps in the whole world, is that of the 'scuole'. The 'scuole' are houses of charity, established for the education of young girls without fortune, to whom the republic afterwards gives a portion either in marriage or for the cloister. Amongst talents cultivated in these young girls, music is in the first rank. Every Sunday at the church of each of the four 'scuole', during vespers, motettos or anthems with full choruses, accompanied by a great orchestra, and composed and directed by the best masters in Italy, are sung in the galleries by girls only; not one of whom is more than twenty years of age. I have not an idea of anything so voluptuous and affecting as this music; the richness of the art, the exquisite taste of the vocal part, the excellence of the voices, the justness of the execution, everything in these delightful concerts concurs to produce an impression which certainly is not the mode, but from which I am of opinion no heart is secure. Carrio and I never failed being present at these vespers of the 'Mendicanti', and we were not alone. The church was always full of the lovers of the art, and even the actors of the opera came there to form their tastes after these excellent models. What vexed me was the iron grate, which suffered nothing to escape but sounds, and concealed from me the angels of which they were worthy. I talked of nothing else. One day I spoke of it at Le Blond's; "If you are so desirous," said he, "to see those little girls, it will be an easy matter to satisfy your wishes. I am one of the administrators of the house, I will give you a collation [light meal] with them." I did not let him rest until he had fulfilled his promise. In entering the saloon, which contained these beauties I so much sighed to see, I felt a trembling of love which I had never before experienced. M. le Blond presented to me one after the other, these celebrated female singers, of whom the names and voices were all with which I was acquainted. Come, Sophia, — she was horrid. Come, Cattina, — she had but one eye. Come, Bettina, — the small-pox had entirely disfigured her. Scarcely one of them was without some striking defect.
Le Blond laughed at my surprise; however, two or three of them appeared tolerable; these never sung but in the choruses; I was almost in despair. During the collation we endeavored to excite them, and they soon became enlivened; ugliness does not exclude the graces, and I found they possessed them. I said to myself, they cannot sing in this manner without intelligence and sensibility, they must have both; in fine, my manner of seeing them changed to such a degree that I left the house almost in love with each of these ugly faces. I had scarcely courage enough to return to vespers. But after having seen the girls, the danger was lessened. I still found their singing delightful; and their voices so much embellished their persons that, in spite of my eyes, I obstinately continued to think them beautiful.”

Jean Jacques Rousseau

Confessions of Jean-Jacques Rousseau (1765-1770; published 1782), On the musicians of the Ospedale della Pieta (book VII)

“As soon as we have contrived to give our pupil an idea of the word "Useful," we have got an additional means of controlling him, for this word makes a great impression on him, provided that its meaning for him is a meaning relative to his own age, and provided he clearly sees its relation to his own well-being. This word makes no impression on your scholars because you have taken no pains to give it a meaning they can understand, and because other people always undertake to supply their needs so that they never require to think for themselves, and do not know what utility is. "What is the use of that?"”

Jean Jacques Rousseau book Emile, or On Education

Emile, or On Education (1762), Book III

“At first our pupil had merely sensations, now he has ideas; he could only feel, now he reasons. For from the comparison of many successive or simultaneous sensations and the judgment arrived at with regard to them, there springs a sort of mixed or complex sensation which I call an idea. The way in which ideas are formed gives a character to the human mind. The mind which derives its ideas from real relations is thorough; the mind which relies on apparent relations is superficial. He who sees relations as they are has an exact mind; he who fails to estimate them aright has an inaccurate mind; he who concocts imaginary relations, which have no real existence, is a madman; he who does not perceive any relation at all is an imbecile. Clever men are distinguished from others by their greater or less aptitude for the comparison of ideas and the discovery of relations between them. Simple ideas consist merely of sensations compared one with another. Simple sensations involve judgments, as do the complex sensations which I call simple ideas. In the sensation the judgment is purely passive; it affirms that I feel what I feel. In the percept or idea the judgment is active; it connects, compares, it discriminates between relations not perceived by the senses. That is the whole difference; but it is a great difference. Nature never deceives us; we deceive ourselves.”

Jean Jacques Rousseau book Emile, or On Education

Emile, or On Education (1762), Book III

“Sensitivity is the principle of all action. A being, albeit animated, who would feel nothing, would never act, for what would its motive for acting be? God himself is sensitive since he acts. All men are therefore sensitive, and perhaps to the same degree, but not in the same manner. There is a purely passive physical and organic sensitivity which seems to have as its end only the preservation of our bodies and of our species through the direction of pleasure and pain. There is another sensitivity that I call active and moral which is nothing other than the faculty of attaching our affections to beings who are foreign to us. This type, about which study of nerve pairs teaches nothing, seems to offer a fairly clear analogy for souls to the magnetic faculty of bodies. Its strength is in proportion to the relationships we feel between ourselves and other beings, and depending on the nature of these relationships it sometimes acts positively by attraction, sometimes negatively by repulsion, like the poles of a magnet. The positive or attracting action is the simple work of nature, which seeks to extend and reinforce the feeling of our being; the negative or repelling action, which compresses and diminishes the being of another, is a combination produced by reflection. From the former arise all the loving and gentle passions, and from the latter all the hateful and cruel passions.”

Jean Jacques Rousseau

Second Dialogue; translated by Judith R. Bush, Christopher Kelly, Roger D. Masters
Dialogues: Rousseau Judge of Jean-Jacques (published 1782)

“There is only one man who gets his own way—he who can get it single-handed; therefore freedom, not power, is the greatest good. That man is truly free who desires what he is able to perform, and does what he desires. This is my fundamental maxim. Apply it to childhood, and all the rules of education spring from it. Society has enfeebled man, not merely by robbing him of the right to his own strength, but still more by making his strength insufficient for his needs. This is why his desires increase in proportion to his weakness; and this is why the child is weaker than the man. If a man is strong and a child is weak it is not because the strength of the one is absolutely greater than the strength of the other, but because the one can naturally provide for himself and the other cannot. Thus the man will have more desires and the child more caprices, a word which means, I take it, desires which are not true needs, desires which can only be satisfied with the help of others.”

Jean Jacques Rousseau book Emile, or On Education

Emile, or On Education (1762), Book II