to arouse in them the sense of the observer
and of the pioneer; to make them discoverers rather than imitators; to
teach them accountability to themselves and not slavish dependence upon
the words of others; to address ourselves more to the will than to
custom, to the reason rather than to the memory; to substitute for
verbal recitations lessons about things; to lead to theory by way of
art; to assign to physical movements and exercises a prominent place,
from the earliest hours of life up to perfect maturity; such are the
principles scattered broadcast in this book, and forming a happy
counterpoise to the oddities of which Rousseau was perhaps most proud.

He takes the child in its cradle, almost before its birth; he desires
that mothers should fulfil the sacred duty of nursing them at the
breast. If there must be a nurse, he knows how to choose her, how she
ought to be treated, how she should be fed. He watches over the
movements of the new-born child, over its first playthings. All these
counsels bear the stamp of good sense and of experience; or, rather,
they result from a power of divination singular enough in a man who was
not willing to take care of his own children. In this way, day by day,
he follows up the physical and moral development of the little being,
all whose ideas and feelings he analyzes, whom he guides with wisdom
and with tact throughout the mazes of a life made up of convention and
artifice.

We have carefully avoided suppressing the fictions of the gardener and
of the mountebank; because they are characteristic of his manner, and
because, after all, these pre-arranged scenes which, as they stand, are
anything in the world rather than real teaching, contain, nevertheless,
right notions, and opinions which may suggest to intelligent teachers
processes in prudent education. Such teachers will not copy the form;
they will not imitate the awkward clap-trap; but, yielding to the
inspiration of the dominant idea, they will, in a way more in
accordance with nature, manage to thrill with life the teaching of
facts, and will aid the mind in giving birth to its ideas. This is the
old method of Socrates, the eternal method of reason, the only method
which really educates.

We have brought this volume to an end with the third book of "Emile."
The fourth and fifth books which follow are not within the domain of
pedagogy. They contain admirable pages, which ought to be read; which
occupy one of the f