The other rationalistic writers had similar doctrines and purposes, and, although details of their ideas are hardly worthy of consideration here, most of them produced treatises upon education. In these they freely criticised the traditional school systems, and proposed new theories of organization, content, and method, which must later have assisted to demolish the existing theory and practice in France. Thus rationalism sought to destroy despotism and superstition, and to establish in their place freedom in action, social justice, and religious toleration. But in casting away the old, it swung to the opposite extreme and often degenerated into skepticism, anarchy, and license. In their fight against despotic ecclesiasticism, the rationalists often failed to distinguish it from Christianity, and they opposed the Church because it was irrational rather than because it was not sincere. They felt that it might have a mission with the masses who were too dull and uneducated to be able to reason. So while rationalism wielded a mighty weapon against the fettering of the human intellect, it cared little about improving the condition of the lower classes, who were sunk in poverty and ignorance, and were universally oppressed. [Sidenote: Sentimentalism and want of control.] [Sidenote: Love of nature.] [Sidenote: Sympathy with poor.] [Sidenote: Sporadic education.] =Rousseau and His Times.=--In opposition to this intellectualistic and rationalistic attitude, Jean Jacques Rousseau (1712-1778) developed his emotionalism and ‘naturalism.’ The social and educational positions of this reformer find a ready explanation in his antecedents and career. From his father he inherited a mercurial temperament, love of pleasure, and irresponsibility, and from his mother a morbid and emotional disposition. His tendency toward sentimentalism, idleness, and want of control was also strengthened by the indulgent aunt that brought him up, and by low companions during his trade apprenticeships in the city of Geneva. At sixteen he ran away from the city, and spent several years in vagrancy, menial service, and dissoluteness. A love of nature was impressed upon him by the wonderful scenery of the country in which he spent his boyhood and his years of wandering. He also learned to sympathize with the poor and oppressed, whose condition was at this time forced upon his attention. He received some sporadic instruction, but his education was inaccurate and unsystematic. [Sidenote: Blended well with inchoate sentiments of the period.]