'Let Zilia show that our too arbitrary institutions have too often made us forget nature; that we have been the dupes of our own handiwork, and that the savage who does not know how to consult nature knows how to follow her. Let her criticise our pedantry, for it is this that constitutes our education of the present day. Look at the Rudiments; they begin by insisting on stuffing into the heads of children a crowd of the most abstract ideas. Those whom nature in her variety summons to her by all her objects, we fasten up in a single spot, we occupy them on words which cannot convey any sense to them, because the sense of words can only come with ideas, and ideas only come by degrees, starting from sensible objects.[25] But, besides, we insist on their acquiring them without the help that we have had, we whom age and experience have formed. We keep their imagination prisoner, we deprive them of the sight of objects by which nature gives to the savage his first notions of all things, of all the sciences even. We have not the coup-d'oeil of nature. [Footnote 25: 'On sera surpris que je compte l'etude des langues au nombre des inutilites de l'education,' etc.--_Emile_, bk. ii.] 'It is the same with morality; general ideas again spoil all. People take great trouble to tell a child that he must be just, temperate, and virtuous; and has it the least idea of virtue? Do not say to your son, _Be virtuous_, but make him find pleasure in being so; develop within his heart the germ of sentiments that nature has placed there.[26] There is often much more need for bulwarks against education, than against nature. Give him opportunities of being truthful, liberal, compassionate; rely on the human heart; leave these precious seeds to bloom in the air which surrounds them; do not stifle them under a quantity of frames and network. I am not one of those who want to reject general and abstract ideas; they are necessary; but I by no means think them in their place in our method of instruction. I would have them come to children as they come to men, by degrees. [Footnote 26: See Locke, _Of Education_, Sec.Sec. 81, 184, etc.]