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Locke Rousseau and Mary Shelley

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Although every philosopher has his or her own ideas and views, Locke and Rousseau seem to influence Shelley in her novel Frankenstein. Locke is a philosopher who has a concept known as tabula rasa, which literally means blank sheet of paper, which he really means that people aren’t born with innate ideas. Infants must learn from an educator and as the person grows up he/she will fill that empty brain with knowledge. He stresses on the fact that experience is everything in terms of education.

 

Locke’s theory of “tabula rasa” inspires Shelley’s development of Frankenstein’s creature. A creature that is empty-minded must educate itself through experiences it encounters throughout its aimless journey through an unknown place. Ultimately the creature develops feelings such as empathy and regret as we saw when the creature met the poor family, and when the creature committed murder.

 

 

Rousseau says unlike Locke that humans are blank slates but rather that they come into the world with compassion and self-preservation, and the rest of their education needs to be learned through man, nature and things (experiences). Therefore he believes that humans by nature have the potential to do well and be good. The only thing that hinders people from innocence is the influence others have that can corrupt them.

We can see Rousseau’s admiration and agreement with Shelley in a way through his work, Emile.

Emile is a novel broken down into multiple parts in which a tutor educates a young orphan. It goes through the different ages of a person and how to educate each age group through nature, man and/or things.

This novel is similar to Frankenstein since they both encompass the development of an individual through education of a mentor- what Rousseau believes to be what makes the ideal person. Based on this, we can infer that according to Rousseau the monster was only a monster because it wasn’t given a proper mentor to educate it.

 

Here we see the role of an educator as an extremely important aspect of ones education. We can now go back and take a look at Frankenstein’s creature. It had been rejected and abandoned by its creator, the one who is supposed to love you the most and show the most compassion and guidance. The creature is described as a “noble savage” at first and is then later labeled as a malevolent monster. The creature had no educator to guide its development and structure its manners toward itself and others. But Frankenstein had a totally opposite education. His educators were scientists that were foolish which led to his messed up perspective. We learn that it is also important to educate with scrutiny as to not mess up the student.

 

 

 

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The struggle to fit in

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In the novel Frankenstein: The Modern Prometheus, the monster gains knowledge through experience but is left in isolation. He discovers fire and experiences the heat it provided him (Shelley, 11). Throughout this reading, it accentuates on Rousseau’s theory of having to learn for oneself and by allowing the child the opportunity to discover and experience, then be told by someone else (Rousseau, 15). This is exemplified when he put his hand into the live embers, but he quickly took it out again with a cry of pain. Through experience the monster learned that fire keeps you warm and it can also cause pain if you touch it.

The monster was isolated and left on his own. He has no prior knowledge of anything. Because he was hungry and tired, he gained experiences and his knowledge builds. He learns that fire is hot and keeps you warm and how to collect food. Through his journey of getting food, he learns his hierarchy in society. When a man saw him, he screamed and ran away in which the monster realized that he is not human and decides he isn’t a typical human. The monster soon lives in a hut in which he learns the basic knowledge of language by listening in to his neighbors, learns how to read and obtain knowledge of the world. “Of what a strange nature is knowledge!” The monster tried to gain the approval of his neighbors but was attacked by them and let him isolated. The monster retaliates and seeks revenge on all humans. Because of this incident the monster kills innocent people.

The novel emphasizes that knowledge is dangerous. Frankenstein depicts the same isolation aspect of Emile. On education, Rousseau stressed that Emile should think not think of others but should think more on herself. “He is alone in the midst of human society, he depends on himself alone…” (Rousseau, 23). Although the monster is physically and emotionally isolated, he thinks more for himself and observes his neighbor to better understand the world and to learn more knowledge. The story accentuates on the monsters experiences, how he wants to understand and fit in.

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Nature Is An Open Classroom

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Rousseuau presents an interesting perspective on self-education in Emile: or A Treatise on Education. In this text, he uses Emile as an example of how a child should be brought up. He says “they retain sounds, form, sensation, but rarely ideas, and still more rarely relations.” (Rousseau, 11). Rousseuau believes that childhood is a time of happiness and joy, it is a time when physical education is most important. It is during the teenage years that a child should start to begin “formal” education.

Rousseuau mentions that although education is important, it should be accomplished through self-education. “…if every man’s fortune were so firmly grasped that he could never lose it, then the established method of education would have certain advantages; the child brought up to his own calling would never leave it, he could never have to face the difficulties of any other condition. (Rousseau 2)” Formal education is good when there are no problems but when something arises, formal education fails.

Rousseuau’s major point is that childhood is a time of physical education while older years require a form of self-education through curiosity. Learning through ones own means is most effective and will help solve problems that arise.

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Rousseau’s Perspective on Learning

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Rousseau has a very interesting perspective on education and learning. In Rousseuau’s Emile: or A Treatise on Education, it is evident that he believes the best way for children to become educated is for them to grow up in a state of nature. He believes that instead of raising children with strict discipline and giving them formal education, they should be allowed to go explore the world and learn things on their own. He states that formal education is the wrong way to teach a child because of always-changing circumstances.

Rousseau states that a true scholar is one who can learn to adapt to many different circumstances. “We must therefore look at the general rather than the particular, and consider our scholar as man in the abstract, man exposed to all the changes and chances of mortal life. ” (Rousseau 2).  He also says that formal education is only suitable in cases where everything is perfect. “…if every man’s fortune were so firmly grasped that he could never lose it, then the established method of education would have certain advantages; the child brought up to his own calling would never leave it, he could never have to face the difficulties of any other condition.” (Rousseau 2). He is saying that a formally educated child can have a good life, only if no other problems ever arise.

I feel that Rousseau is basically trying to say that there is a difference between learning about the world from someone else inside closed walls and experiencing the real world and learning about it by yourself. Rousseau states that the best way for children to learn something is to show it to them rather than just telling them about it. “As a general rule–never substitute the symbol for the thing signified, unless it is impossible to show the thing itself, for the child’s attention is so taken up with the symbol that he will forget what it signifies” (Rousseau 16). It is evident that Rousseau believes that experience is the best teacher.

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Rousseau’s Ideal Upbringing

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In Emile: or A Treatise on Education, by Jean-Jacques Rousseau, Rousseau talks about how one should be brought up through their childhood all the way to adulthood through his fictional character Emile. Rousseau’s view on how one should be brought up is that during childhood, it should be enjoyed, and not worrying about being taught through education what is right and what is wrong. “Love childhood, indulge its sports, its pleasures, its delightful instincts. Who has not sometimes regretted that age when laughter was ever on the lips, and when the heart was ever at peace?” (Rousseau 4/5). Childhood is when one should have no worries or stress in life, but rather just nothing but happiness and joy.

Rousseau goes on to talk about that when one enters their teenage years, they should become more educated. However, they should not become more educated by being taught, but rather by teaching themselves based on their curiosity.

“Teach your scholar to observe the phenomena of nature; you will soon rouse his curiosity, but if you would have it grow, do not be in too great a hurry to satisfy this curiosity. Put the problems before him and let him solve them himself. Let him know nothing because you have told him, but because he has learnt it for himself. Let him not be taught science, let him discover it.” (Rousseau 15).

What Rousseau is saying is that one needs to become educated in what they are interested about. If one is presented with a problem before themselves and they don’t know how to answer it, they must teach themselves what the answer is on their own. Self educating based on curiosities will lead to one to be more educated about life.

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Rousseau & Emile

In Emile: or A Treatise on education, Rousseau says for a child to grow up healthy is to live in a state of nature and not be pressured. It emphasizes that children shouldn’t have to deal with formal education and strict regulations. Children should be allowed to explore the world and learn from the things they see and experience. Children should enjoy their adolescence days and not be pressured to learn everything so quickly. They should take their time to learn and experience things. “Nature would have them children before they are men. If we try to invert this order we shall produce a forced fruit immature and flavourless, fruit which will be rotten before it is ripe; we shall have young doctors and old children” (Rousseau, 7). Rousseau is accentuating on the fact that in order to have intelligent children we must follow the order of education. Following the order of education, will allow the child to grow and learn and “ripe.”

Rousseau highlights how to teach children. Visually showing a child (learning based) has a significant impact rather than teaching from books.  When you visually show a child, they learn and actually have a better understanding of what is being taught. “…Never substitute the symbol for the thing signified, unless it is impossible to show the thing itself” (Rousseau 16.) Rousseau showcases this when Emilie and him were exploring a forest and were trying to find their way back home. Emile was tired and gave up. Nevertheless, Rousseau helped them find their way back. This experience helped Emile actually learn instead of forgetting what one learns if it was a lecture taught at home or school. “Teach by doing whenever you can, and only fall back upon words when doing is out of the question” (Rousseau 20). Experience plays a vital role on learning. Rousseau’s ideology is connected to Locke’s idea about experience.

Happiness of a children’s childhood is very important to Rousseau’s ideology. Every child may not live to become a man and therefore they should enjoy their childhood. Rousseau questions that why should we invest so much time in education if you don’t know if you will live another day. It takes bravery to choose the less taken, hard road and not regret the decisions we choose.

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Independence Promotes Better Behavior

I like Rousseau’s approach on how to handle children and their habits. He stated, “The only habit the child should be allowed to contract is that of having no habit” (3). I agree with him because often, many parents tend to over dominate their child’s life, therefore spoiling and shielding them from making mistakes. What was thought to protect the child, will eventually end up harming them. Rousseau’s method was to let the child touch, learn, and experience things on their own. Rousseau stated, “Do not check these movements which teach him invaluable lessons” (4). For instance, if they are curious about a hot stove and they touch it, they will burn themselves and therefore learn to never touch it again. However, if the parent constantly warns the child to not touch the stove, they would not know why and the consequences of touching the stove. 

Rousseau continued on to children until the age of twelve. He stated, “The most dangerous period in human life lies between birth and the age of twelve” (9). At this critical period, children are prone to errors so he suggested the mind to be left undisturbed until it is developed. Consequently, Rousseau did not put a strong emphasis on education during this young period of time. He stated, “It consists, not in teaching virtue or truth, but in preserving the heart from vice and from the spirit of error” (9). I agree with Rousseau and believe that education should not be so strongly emphasized in the beginning stages of your childhood. We should not be forced to memorize facts but rather, learn more about ethics and morals to better improve ourselves and become better people. Then, after you have the right mentality, you can learn all the knowledge in school.

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Multiple Ways of Learning

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“Suppose the child were stupid enough not to perceive the result of these experiments, then you must call touch to the help of sight. Instead of taking the stick out of the water, leave it where it is and let the child pass his hand along it from end to end; he will feel no angle, therefore the stick is not broken.” (Rousseau 22)

 

While reading this it reminds me of Bach’s idea of not learning anything in school. This quote in my opinion means that there isn’t one solid way of learning something. We can learn in different ways and that depends from person to person. So the quote basically says that if you can’t learn it one way than learn it another way. This can be related to Bach’s idea because he stated that he didn’t learn anything in school and thought it was a waste of time. The part when he realized he didn’t learn anything isn’t the problem that he was dumb and you cant blame the teacher as well. Different people learn differently so when Bach said for him is was a waste of time was only for him. Maybe for other students it wasn’t and they actually learned it the way the teacher taught them unlike Bach. Another idea is that when someone doesn’t know anything that doesn’t automatically mean they are “stupid” or “dumb”, it just means they require another way of learning and understanding that idea or concept. This quote supports that idea. Some people can learn through the use of words only, whereas others need visuals to better understand the idea or concept. So when teachers teach us usually through a certain way the kids who don’t understand or learn through that would have a disadvantage compared to someone who can understand the way that certain teacher teaches. This affects the grades of student and so when Bach said that grades on papers don’t say anything about a person’s education can be true to a certain extent.

 

 

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Emile and Sophy

I like Rousseau’s idea of education for children in his Emile: or A Treatise on Education. Rousseau says for a child to grow up healthy is to live in a state of nature. Children should not be bothered with formal education and strict instructions. They should be allowed to explore. We should not be in a rush to educate children and let them enjoy their youthful days.  Rousseau also says, “Nature would have them children before they are men. If we try to invert this order we shall produce a forced fruit immature and flavourless, fruit which will be rotten before it is ripe; we shall have young doctors and old children” (Rousseau 7). Hence Rousseau is trying to say we must follow the order of education or else we will be unable to produce a natural, real, and uncorrupted “fruit”.

I also liked Rousseau’s idea of how we should teach children. Rather than teaching from books, why not show it? Rousseau says, “As a general rule–never substitute the symbol for the thing signified, unless it is impossible to show the thing itself” (Rousseau 16). In the text, Rousseau provides us with an example where he and Emile explore a forest and try to find their way back to town. Emile was tired and feeling hopeless. However, through Rousseau’s help they find their way back. It is through this experience that Emile will remember what he learned. He would of forgotten this lecture if he was taught at home. Rousseau supports this with, “Teach by doing whenever you can, and only fall back upon words when doing is out of the question (Rousseau 20). This idea resonates Locke’s idea about experience. It is through experience where Emile’s knowledge expanded.

What bothered me the most in Rousseau’s text was his idea of Sophy. Why must women be “weak and passive” and the men be “strong and active” (Rousseau 35)? Why must the women care for what others have to think of her? It should not concern others what she does. I believe a woman will do just as fine without a man as a man will do fine without a woman. Women are not always dependent on man. Rousseau’s idea of Sophy is extremely ridiculous.

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What Lies Before Us?

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Overall, I liked Jean Jacques Rousseau’s method of education for Emile, his imaginary pupil, in his treatise on education. I especially liked how Rousseau emphasized the happiness of children’s childhood. He states that not every child may live to become a man and therefore, we shouldn’t jeopardize their innocent joys of early childhood in preparation for an unpromised future (Rousseau 4-5). As contradictory as it may sound, the education we are currently receiving may, indeed, draw us closer to a desired degree, but just like what Rousseau stated in his treatise, we can’t even be certain that we’ll live to see tomorrow’s sunrise (Rousseau 4). Why are we investing so much time on a degree we may or may not want, a career we may or may not like, or simply a future that may or may not be guaranteed? It takes courage to choose the road less taken and possibly even harder to not regret the decisions we chose.

One treatise of Rousseau’s education; however, that striked me the most was when he claimed that “[r]eading is the curse of childhood… [and his pupil] will only find it a nuisance” (Rousseau 12). Rousseau claims that from the age of twelve to fifteen, Emile’s imagination is still asleep and hasn’t been aroused (Rousseau 14). I have always believed that reading is the key and essential route to stimulating imagination and creativity but never a curse for childhood. As of now, we can only live one life, but it is through reading that one can live a life of many characters. Although Rousseau claims that without the activation of imagination, Emile would only see what’s really there and rate the danger at its true worth “so he never loses his head” (Rousseau 14), he also states that imagination “enlarges the bounds of possibility for us” (Rousseau 5). So if there’s a stimulant accessible, why hinder one’s chance to imagine?