It is quite needless to discuss here how much Rousseau owed in his "Émile" to the teachings of Locke, of Montaigne, or of others. His ideas, wherever he may have got them, were always sufficiently colored by his own personality. "Émile," which has even less structure of fiction than the "New Heloisa," is a treatise on education, or rather on the ideal education, for Rousseau distinctly disclaims the intention of writing a handbook. It is on the whole the most agreeable and the most useful of the works of its author; although not without deplorable marks of his baseness. The book shows an amount of careful observation of children not a little astonishing in a man who sent his own infants to the Foundling lest they should disturb him; it contains remarks about good women equally remarkable in one whose dealings in life were principally with bad ones. "All is good coming from the hands of the Author of things; everything degenerates in the hands of man;" thus begins "Émile." "He makes one land nourish the productions of another, one tree bear another's fruit; he mixes and confounds the climates, the elements, the seasons; he mutilates his dog, his horse, his slave; he overturns, he disfigures everything; he loves deformity and monstrosities; he wants nothing such as nature made it, not even man, who has to be trained for him like a managed horse, trimmed to his fashion, like a tree of his garden." Ignorance is harmless; error only is pernicious. Men do not go astray on account of the things of which they are ignorant, but of those which they think they know. The time which we spend in learning what others have thought is lost for learning to think ourselves; we have more information and less vigor of mind. Let us seek out the kind of education proper for the formation of a vigorous and, above all, of an independent man. We will call our pupil Émile. The author himself shall be his tutor and shall devote himself exclusively to the education of this single boy. A father, however, is the best of tutors, for zeal is far more valuable in this place than talent. But whoever it be that undertakes the education, he must be always the same and always absolute. If a child ever gets the idea that there are grown people that have no more reason than children, the authority of age is lost, the education has failed.