Rousseau's theory of education is closely allied to Locke's (cf. above), whose leading idea--the development of individuality--was entirely in harmony with the subjectivism of the philosopher of feeling. Posterity has not found it a difficult task to free the sound kernel therein from the husks of exaggeration and idiosyncrasy which surrounded it. Among the latter belong the preference of bodily over intellectual development, and the unlimited faith in the goodness of human nature. Exercise the body, the organs, the senses of the pupil, and keep his soul unemployed as long as possible; for the first, take care only that his mind be kept free from error and his heart from vice. In order to secure complete freedom from disturbance in this development, it is advisable to isolate the child from society, nay, even from the family, and to bring him up in retirement under the guidance of a private tutor. As the Swiss republican spoke in Rousseau's politics, so his religious theories[1] betray the Genevan Calvinist. "The Savoyard Vicar's Profession of Faith" (in _Emile_) proclaims deism as a religion of feeling. The rational proofs brought forward for the existence of God--from the motion of matter in itself at rest, and from the finality of the world--are only designed, as he declares by letter, to confute the materialists, and derive their impregnability entirely from the inner evidence of feeling, which amid the vacillation of the reason _pro_ and _con_ gives the final decision. [Footnote 1: Cf. Ch. Borgeaud, _Rousseaus Religionsphilosophie_, Geneva and Leipsic, 1883.]