In the first book, which takes him from birth to five years of age, his main desire is for physical activities, and he should, therefore, be placed under simple, free, and healthful conditions, which will enable him to make the most of these. He must be removed to the country, where he will be close to nature, and farthest from the contaminating influence of civilization. His growth and training must be as spontaneous as possible. He must have nothing to do with either medicine or doctors, “unless his life is in evident danger; for then they can do nothing worse than kill him.” His natural movements must not be restrained by caps, bands, or swaddling clothes, and he should be nursed by his own mother. He should likewise be used to baths of all sorts of temperature. In fact, the child should not be forced into any fixed ways whatsoever, since with Rousseau, habit is necessarily something contrary to impulse and so unnatural. “The only habit,” says he, “which the child should be allowed to form is to contract no habit whatsoever.” His playthings should be such simple products of nature as “branches with their fruits and flowers, or a poppy-head in which the seeds are heard to rattle.” Language that is simple, plain, and hence natural, should be used with him, and he should not be hurried beyond nature in learning to talk. He should be restricted to a few words that express real thoughts for him. [Sidenote: In childhood, limb and sense development,] The education of Emile during infancy is thus to be ‘negative’ and purely physical. The aim is simply to keep his instincts and impulses, which Rousseau holds to be good by nature, free from vice, and to afford him the natural activity he craves. Next, in the period of childhood, between the years of five and twelve, which is treated in the second book, Emile desires most to exercise his legs and arms, and to touch, to see, and in other ways to sense things. This, therefore, is the time for training his limbs and senses. “As all that enters the human understanding comes there through the senses, the first reason of man is a sensuous reason. Our first teachers of philosophy are our feet, our hands, and our eyes.... In order to learn to think, we must then exercise our limbs, our senses, and our organs, which are the instruments of our intelligence.” To obtain this training, Emile is to wear short, loose, and scanty clothing, go bareheaded, and have the body inured to cold and heat, and be generally subjected to a ‘hardening process’ similar to that recommended by Locke (see p. 181). He is to learn to swim, and practice long and high jumps, leaping walls, and scaling rocks. But, what is more important, his eyes and ears are also to be exercised through natural problems in weighing, measuring, and estimating masses, heights, and distances. Drawing and constructive geometry are to be taught him, to render him more capable of observing accurately. His ear is to be rendered sensitive to