them, by following the directions of nature itself. In the first rank of his disciples may be placed Campe, who succeeded him in the management of the Philanthropinum.

Pestalozzi of Zürich, one of the foremost educators of modern times, also found his whole life transformed by the reading of "Émile," which awoke in him the genius of a reformer. He himself also, in 1775, founded a school, in order to put in practice there his progressive and professional method of teaching, which was a fruitful development of seeds sown by Rousseau in his book. Pestalozzi left numerous writings,—romances, treatises, reviews,—all having for sole object the popularization of his ideas and processes of education. The most distinguished among his disciples and continuators is Froebel, the founder of those primary schools or asylums known by the name of "kindergartens," and the author of highly esteemed pedagogic works.

These various attempts, these new and ingenious processes which, step by step, have made their way among us, and are beginning to make their workings felt, even in institutions most stoutly opposed to progress, are all traceable to Rousseau's "Émile."

It is therefore not too much for Frenchmen, for teachers, for parents, for every one in our country who is interested in what concerns teaching, to go back to the source of so great a movement.

It is true that "Émile" contains pages that have outlived their day, many odd precepts, many false ideas, many disputable and destructive theories; but at the same time we find in it so many sagacious observations, such upright counsels, suitable even to modern times, so lofty an ideal, that, in spite of everything, we cannot read and study it without profit. There is no one who does not know the book by name and by reputation; but how many parents, and even teachers, have never read it!

This is because a large part of the book is no longer in accordance with the actual condition of things; because its very plan, its fundamental idea, are outside of the truth. We are obliged to exercise judgment, to make selections. Some of it must be taken, some left untouched. This is what we have done in the present edition.

We have not, indeed, the presumption to correct Rousseau, or to substitute an expurgated "Émile" for the authentic "Émile." We have simply wished to draw the attention of the teachers of childhood to those pages of this book which have least grown old, which can still be of service, can hasten the downfall of the old systems, can emphasize, by their energy and beauty of language, methods already inaugurated and reforms already undertaken. These methods and reforms cannot be too often recommended and set in a clear light. We have desired to call to the rescue this powerful and impassioned writer, who brings to bear upon every subject he approaches the magical attractiveness of his style.

There is absolutely nothing practicable in his system. It consists in isolating a child from the rest of the world; in creating expressly for him a tutor, who is a phoenix among his kind; in depriving him of father, mother, brothers, and sisters, his companions in study; in surrounding him with a perpetual charlatanism, under the pretext of following nature; and in showing him only through the veil of a factitious atmosphere the society in which he is to live. And, nevertheless, at each step it is sound reason by which we are met; by an astonishing paradox, this whimsicality is full of good sense; this dream overflows with realities; this improbable and chimerical romance contains the substance and the marrow of a rational and truly modern treatise on pedagogy. Sometimes we must read between the lines, add what experience has taught us since that day, transpose into an atmosphere of open democracy these pages, written under the old order of things, but even then quivering with the new world which they were bringing to light, and for which they prepared the way.

Reading "Émile" in the light of modern prejudices, we can see in it more than the author wittingly put into it; but not more than logic and the instinct of genius set down there.

To unfold the powers of children in due proportion to their age; not to transcend their ability; 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 "Émile." 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 foremost places in our literature; which deal with philosophy, with ethics, with theology; but they concern themselves with the manner of directing young men and women, and no longer with childhood. The author conducts his Émile even as far as to his betrothal; he devotes an entire book to the betrothed herself, Sophie, and closes his volume only after he has united them in marriage.

We will not go so far. We will leave Émile upon the confines of youth, at the time when he escapes from school, and when he is about beginning to feel that he is a man. At this difficult and critical period the teacher no longer suffices. Then, above all things, is needed all the influence of the family; the father's example, the mother's clear-sighted tenderness, worthy friendships, an environment of meritorious people, of upright minds animated by lofty ideas, who attract within their orbit this ardent and inquisitive being, eager for novelty, for action, and for independence.

Artifices and stratagems are then no longer good for anything; they are very soon laid open to the light. All that can be required of a teacher is that he shall have furnished his pupils with a sound and strong education, drawn from the sources of reason, experience, and nature; that he shall have prepared them to learn to form judgments, to make use of their faculties, to enter valiantly upon study and upon life. It seems to