exhaustion, and hunger.  Neither head nor heart can serve to free him from the sufferings of his condition.  How is Epictetus the better for knowing beforehand that his master will break his leg for him; does he do it any the less?  He has to endure not only the pain itself but the pains of anticipation.  If the people were as wise as we assume them to be stupid, how could they be other than they are?  Observe persons of this class; you will see that, with a different way of speaking, they have as much intelligence and more common-sense than yourself.  Have respect then for your species; remember that it consists essentially of the people, that if all the kings and all the philosophers were removed they would scarcely be missed, and things would go on none the worse.  In a word, teach your pupil to love all men, even those who fail to appreciate him; act in such way that he is not a member of any class, but takes his place in all alike:  speak in his hearing of the human race with tenderness, and even with pity, but never with scorn.  You are a man; do not dishonour mankind.

It is by these ways and others like them—­how different from the beaten paths—­that we must reach the heart of the young adolescent And stimulate in him the first impulses of nature; we must develop that heart and open its doors to his fellow-creatures, and there must be as little self-interest as possible mixed up with these impulses; above all, no vanity, no emulation, no boasting, none of those sentiments which force us to compare ourselves with others; for such comparisons are never made without arousing some measure of hatred against those who dispute our claim to the first place, were it only in our own estimation.  Then we must be either blind or angry, a bad man or a fool; let us try to avoid this dilemma.  Sooner or later these dangerous passions will appear, so you tell me, in spite of us.  I do not deny it.  There is a time and place for everything; I am only saying that we should not help to arouse these passions.

This is the spirit of the method to be laid down.  In this case examples and illustrations are useless, for here we find the beginning of the countless differences of character, and every example I gave would possibly apply to only one case in a hundred thousand.  It is at this age that the clever teacher begins his real business, as a student and a philosopher who knows how to probe the heart and strives to guide it aright.  While the young man has not learnt to pretend, while he does not even know the meaning of pretence, you see by his look, his manner, his gestures, the impression he has received from any object presented to him; you read in his countenance every impulse of his heart; by watching his expression you learn to protect his impulses and actually to control them.