How do Blake and Rousseau's ideas align and differ (themes to consider are slavery, religion and education)?

The romantic period in English literature occurred in the mid -18^th and early 19^th century, and sustained a similar type of significance as the renaissance did, by  implementing a much needed theme of liberation. Romantic poets focused on the often subtle but other times overwhelming beauty of nature, defining this type of conflicted, bittersweet wonder as the ‘sublime’. They explored the different facets of human nature and the soul, putting a great emphasis on discovering ones individuality and celebrating it.

A significant figure representing this period was the English poet William Blake (1757-1827), who besides writing poetry also flourished in the art world as a renowned painter and engraver. Blakes work provided an important call for social change, as he believed that “poetry show both delight and instruct”. This contrast is cleverly conveyed through the important topics portrayed in his poems and the quaint, often sublime artwork accompanying them.

The themes in his poetry touched on his unique perspective on religion, education and the rights of children, slavery, and intrinsic human nature. Blakes views were considered rather scandalous and radical at the time, especially his aversion to organized religion and the traditions of the catholic church. Romanticism was a call for the individual to step forward and separate themselves from institutions which kept the soul in bounds and promoted  earthly suffering and ethereal bliss, much like the renaissance which encouraged liberation of the soul as a period both in literature and history.

In his poem, Infant Joy, Blake describes new born children to be inherently innocent and unplagued by ‘the original sin’, something that the catholic church strongly dogmatised. This notion can also be found in Rousseau’s thinking, as he believed humans were intrinsically good and pure, and that it is society and organized authority which corrupts the soul.

Jean Jacques Rousseau (1712-1788)  was a Franco-Swiss philosopher who revolutionised certain ideas and topics such as socialism and feminism in his work.

In his book Emile, which was about education, Rousseau believed that  “, the purpose of education consisted of the tutor preparing the child for no particular social institution, but to preserve the child from the baleful influence of society. Emile is educated away from city or town; living in the country close to nature should allow him to develop into a benevolent, good adult. The child learns by using his senses in direct experience. He lives in Spartan simplicity” The Roots of Educational Theory

According to Rousseau “ natural education promotes and encourages qualities such as happiness, spontaneity and the inquisitiveness associated with childhood.” The Roots of Educational Theory.

His had an impactful influence on the Romantic movement in Europe, due to his innovative vision of regenerated human nature. This aligns with William Blakes views as a romantic poet, and his passionate beliefs about liberating the human soul. Blake believed that the best education for children was experience, and spending time outside, as nature provided a nurturing and healing environment for impressionable young individuals.

“Rousseau’s philosophy revealed a striking combination of idealistic and realistic elements which constantly seemed to open up the possibility of a better world” The Roots of Educational Theory. Because of his romantic notions and pursuit of defining the sublime, idealistic tendencies also apply to Blake, and while his magnification of social issues proved a more realistic side, the medium in which he chose to show this wasn’t as impactful as Rousseau’s.

As mentioned previously, William Blake rejected institutionalized religion, especially if it was allied with a government. He was however a deeply spiritual person, and identified as a Christian, although he didn’t conform to any denomination the Christian faith. Born and brought up as Baptist, in his adult years he explored the philosophies of Swedenbourg, who implied in his works that God was a man.  He further illustrated these thoughts in his poem The Devine Image : “

That prays in his distress,

Prays to the human form divine,

Love, Mercy, Pity, Peace.

And all must love the human form,

In heathen, Turk, or Jew;

Where Mercy, Love, and Pity dwell

There God is dwelling too.”

                           Blake, W. (1794) Songs of Experience

This poem affirms Blakes affinity with celebrating the innate goodness of human nature, and spiritualizes  humans by taking away the exclusive divinity ascribed to God.

In Rousseau’s Social Contact, the last chapter is about religion. According to his philosophy, there are two types of religion, one that belongs to man, and one that belongs to the citizen. Mans religion is personal, informal and unorganized, prioritizing morality and the worship of God, while civil religion is mandated and dogmatized, focusing on hierarchy and authority. Because Rousseau believed that anything institutionalized corrupts the human soul within the bounds of society, organized religion also proved to go against his philosophy.

In regards to his own religious beliefs, Rousseau’s philosophy best identifies with deism.

 Deism is defined as “A religious belief holding that God created the universe and established rationally comprehensible moral and natural laws but does not intervene in human affairs through miracles or supernatural revelation” American Heritage® Dictionary of the English Language, Fifth Edition. Copyright © 2016 by Houghton Mifflin Harcourt Publishing Company. Published by Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Rousseau’s own view on deism harboured a belief in inborn moral instincts, which he defines as sentiments. These sentiments are different to acquired ideas, knowledge and experience, and Rousseau connected them to a belief in God, which is a way of staying true to the idea of deism.

References

Mountfort, P. (2020). Literature/Desire. Learning Tasks [ Week 7: ONLINE LECTURE (three parts)]. ENGL600¬_2020_01 (Literature/Desire(s1,2020). Retrieved from http://blackboard.aut.ac.nz/ 

Blake, W. (1794) Songs of Experience

https://educationalroots.weebly.com/jean-jacques-rousseau.html

https://www.thefreedictionary.com/deism

American Heritage® Dictionary of the English Language, Fifth Edition. Copyright © 2016 by Houghton Mifflin Harcourt Publishing Company. Published by Houghton Mifflin Harcourt Publishing Company. All rights reserved.

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