[16] It is well to combine the two methods; to keep the child occupied with what immediately concerns him, and to interest him also in what is more remote, whether in space or in time. He ought not to become too positive, nor yet should he be chimerical. The "order of nature" itself has provided for this, by making the child inquisitive about things around him, and at the same time about things far away.
[17] This expresses rather too vehemently a true idea. Do not try to impart a rigid education whose apparent correctness hides grave defects. Allow free course to the child's instinctive activity and turbulence; let nature speak; do not crave reserve and fastidiousness at the expense of frankness and vigor of mind. This is what the writer really means.
[18] An English philosopher, who died in 1701. He wrote a very celebrated "Treatise on the Education of Children."
[19] A celebrated professor, Rector of the University of Paris, who died in 1741. He left a number of works on education.
[20] An abbé of the seventeenth century who wrote a much valued "History of the Church," and a "Treatise on the Method and Choice of Studies." He was tutor to Count Vermandois, natural son to Louis XIV.
[21] A professor of mathematics, born at Lausanne, tutor to Prince Fredrick of Hesse Cassel.
[22] "Passion is not born of familiar things."
[23] Recorded as illustrating Spartan education.
The third book has to do with the youth as he is between the ages of twelve and fifteen. At this time his strength is proportionately greatest, and this is the most important period in his life. It is the time for labor and study; not indeed for studies of all kinds, but for those whose necessity the student himself feels. The principle that ought to guide him now is that of utility. All the master's talent consists in leading him to discover what is really useful to him. Language and history offer him little that is interesting. He applies himself to studying natural phenomena, because they arouse his curiosity and afford him means of overcoming his difficulties. He makes his own instruments, and invents what apparatus he needs.
He does not depend upon another to direct him, but follows where his own good sense points the way. Robinson Crusoe on his island is his ideal, and this book furnishes the reading best suited to his age. He should have some manual occupation, as much on account of the uncertain future as for the sake of satisfying his own constant activity.