[14] Rousseau here analyzes several of La Fontaine's fables, to show the immorality and the danger of their "ethics." He dwells particularly upon the fable of the Fox and the Crow. In this he is right; the morality of the greater part of these fables leaves much to be desired. But there is nothing to prevent the teacher from making the application. The memory of a child is pliable and vigorous; not to cultivate it would be doing him great injustice. We need not say that a true teacher not only chooses, but by his instructions explains and rectifies everything he requires his pupil to read or to learn by heart. With this reservation one cannot but admire this aversion of Rousseau's for parrot-learning, word-worship, and exclusive cultivation of the memory. In a few pages may here be found a complete philosophy of teaching, adapted to the regeneration of a people. [15] Rousseau here alludes to the typographical lottery invented by Louis Dumas, a French author of the eighteenth century. It was an imitation of a printing-office, and was intended to teach, in an agreeable way, not only reading, but even grammar and spelling. There may be good features in all these systems, but we certainly cannot save the child all trouble; we ought to let him understand that work must be in earnest. Besides, as moralists and teachers, we ought not to neglect giving children some kinds of work demanding application. They will be in better spirits for recreation hours after study. [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. BOOK THIRD.