[[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 aversion of Rousseau's for parrot-learning, word-worship, and exclusive cultivation of the memory. In a few pages may here be found a complete philosophy of teaching, adapted to the regeneration of a people.
[[15]] Rousseau here alludes to the typographical lottery invented by Louis Dumas, a French author of the eighteenth century. It was an imitation of a printing-office, and was intended to teach, in an agreeable way, not only reading, but even grammar and spelling. There may be good features in all these systems, but we certainly cannot save the child all trouble; we ought to let him understand that work must be in earnest. Besides, as moralists and teachers, we ought not to neglect giving children some kinds of work demanding application. They will be in better spirits for recreation hours after study.