Introduction of work interest--i. e., the motive of utility--belongs to this stage. “As soon as we are so far advanced as to give our pupil an idea of the word _useful_, we have attained a considerable influence over his future conduct, this term being very striking, provided the sense annexed to it be adapted to his years, and he see clearly its relation to his present welfare.” Remember that the utility must always be considered from the child’s point of view, not from ours. “A child knows he is designed to grow up to manhood; all the ideas he can form of that state will be to him so many opportunities of instruction; but as for those which are above his capacity to comprehend, it is better he should remain in absolute ignorance of them” (17: i, p. 284). Rousseau thought that the teaching of history and morality had no place in the education of early adolescents; their interest is in the objects of Nature, but not in men and society. Being thus educated at the end of early adolescence, “Émile has but little knowledge, but what he has is truly his own.... He possesses a universal capacity, not in point of actual knowledge, but in the faculties of acquiring it; an open, intelligent genius, adapted to everything, and, as Montaigne says, if not instructed, capable of receiving instruction” (17: i, pp. 341-342). This is, according to Rousseau, by far a better equipment for a boy than the smattering of multiple knowledge with the sense of saturation. In point of morality he is still nothing more than an animal following his natural instincts and impulses, which, not being spoiled by our artificiality, are healthful, and will build up themselves, as his age matures, into harmonious sentiments. Now we come to the period of storm and stress, “the presumptive period,” the educational significance of which is so great, yet hitherto has been so little considered. “As the roaring of the sea precedes the tempest, so the murmuring of the passions portends this stormy revolution. The foaming surge foretells the approach of danger. A change of disposition, frequent starts, and a continual agitation of mind, render the pupil intractable. He becomes deaf to the voice of his preceptor; like a lion in his fury, he disdains his guide, and will no longer submit to be governed.”