Drama, its proper effect, i. 326;
  what would be that of its introduction into Geneva, i. 327;
  true answer to Rousseau’s contentions, i. 329.

Dramatic morality, i. 326.

Drinkers, Rousseau’s estimate of, i. 330.

Drunkenness, how esteemed in Switzerland and Naples, i. 331.

Duclos, i. 206;
  ii. 62.

Duni, i. 292.

Dupin, Madame de, Rousseau secretary to, i. 120;
  her position in society, i. 195;
  Rousseau’s country life with, i. 196;
  friend of the Abbe de Saint Pierre, i. 244.

EDUCATION, interest taken in, in France in Rousseau’s time, ii. 193,
     194;
  its new direction ii. 195;
  Locke, the pioneer of, ii. 202, 203;
  Rousseau’s special merit in connection with, ii. 203;
  his views on (see Emilius, passim, as well as for general
     consideration of) what it is, ii. 219;
  plans of, of Locke and others, designed for the higher class, ii.
     254;
  Rousseau’s for all, ii. 254.

Emile, i. 136, 196.

Emilius, character of, ii. 2, 3;
  particulars of the publication of, ii. 59, 60;
  effect of, on Rousseau’s fortunes, ii. 62-64;
  ordered to be burnt by public executioner at Paris, ii. 65;
  at Geneva, ii. 72;
  condemned by the Sorbonne, ii. 82;
  supplied (as also did the Social Contract) dialect for the longing
     in France and Germany to return to nature, ii. 193;
  substance of, furnished by Locke, ii. 202;
  examination of, ii. 197-280;
  mischief produced by its good advice, ii. 206, 207;
  training of young children, ii. 207, 208;
  constantly reasoning with them a mistake of Locke’s, ii. 209;
  Rousseau’s central idea, disparagement of the reasoning faculty,
     ii. 209, 210;
  theories of education, practice better than precept, ii. 211;
  the idea of property, the first that Rousseau would have given to
     a child, ii. 212;
  modes of teaching, ii. 214, 215;
  futility of such methods, ii. 215, 216;
  where Rousseau is right, and where wrong, ii. 219, 220;
  effect of his own want of parental love, ii. 220;
  teaches that everybody should learn a trade, ii. 223;
  no special foresight, ii. 224, 225;
  supremacy of the common people insisted upon, ii. 226, 227;
  three dominant states of mind to be established by the instructor,
     ii. 229, 230;
  Rousseau’s incomplete notion of justice, ii. 231;
  ideal of Emilius, ii. 232, 233;
  forbids early teaching of history, ii. 237, 238;
  disparages modern history, ii. 239;
  criticism on the old historians, ii. 240;
  education of women, ii. 241;
     Rousseau’s failure here, ii. 242, 243;
  inconsistent with himself, ii. 244, 245;
  worthlessness of his views, ii. 249;
  real merits of the work, ii. 249;
  its effect in Germany, ii. 251, 252;
  not much effect on education in England,