fine the word. Sometimes I say that children are incapable
of reasoning, and sometimes I make them reason extremely well; I think
that my ideas do not contradict each other, though I cannot escape the
inconvenient contradictions of my mode of expression.

[11] Another exaggeration: the idea is not to teach children to speak
another language as perfectly as their own. There are three different
objects to be attained in studying languages. First, this study is
meant to render easy by comparison and practice the knowledge and free
use of the mother tongue. Second, it is useful as intellectual
gymnastics, developing attention, reflection, reasoning, and taste.
This result is to be expected particularly from the study of the
ancient languages. Third, it lowers the barriers separating nations,
and furnishes valuable means of intercourse which science, industries,
and commerce cannot afford to do without. The French have not always
shown wisdom in ignoring the language of their neighbors or their
rivals.

[12] From this passage, it is plain that the objections lately raised
by intelligent persons against the abuse of Latin conversations and
verses are not of recent date, after all.

[13] There is indeed a faulty method of teaching history, by giving
children a dry list of facts, names, and dates. On the other hand, to
offer them theories upon the philosophy of history is quite as
unprofitable. Yet it is not an absurd error, but a duty, to teach them
the broad outlines of history, to tell them of deeds of renown, of
mighty works accomplished, of men celebrated for the good or the evil
they have done; to interest them in the past of humanity, be it
melancholy or glorious. By abuse of logic Rousseau, in protesting
against one excess, falls into another.

[14] Rousseau here analyzes several of La Fontaine's fables, to show
the immorality and the danger of their "ethics." He dwells
particularly upon the fable of the Fox and the Crow. In this he is
right; the morality of the greater part of these fables leaves much to
be desired. But there is nothing to prevent the teacher from making
the application. The memory of a child is pliable and vigorous; not to
cultivate it would be doing him great injustice. We need not say that
a true teacher not only chooses, but by his instructions explains and
rectifies everything he requires his pupil to read or to learn by
heart. With this reservation one cannot but admire this av