A student's history of educationGraves, Frank Pierrepont
History
A student's history of education
Graves, Frank Pierrepont
Education -- History
At twenty-nine Rousseau settled down in Paris, but his days of
vagabondage had left an ineffaceable stamp upon him. His sensitiveness,
impulsiveness, love of nature, and sympathy for the poor were ever
afterward in evidence. These characteristics blended well with a body
of inchoate sentiments and vague longings of this period. It was the
day of Louis XV and royal absolutism, when affairs in the kingdom
were controlled by a small clique of idle and extravagant courtiers.
A most artificial system of conduct had grown up in society. Under
this veneer the degraded peasants were ground down by taxation and
forced to minister to the pleasure of a vicious leisure class. But
against this oppression there had gradually arisen an undefined spirit
of protest and a desire to return to the original beneficent state of
nature from which it was felt that man had departed. Hence it happened
that Rousseau, emotional, uncontrolled, and half-trained, was destined
to bring into consciousness and give voice to the revolutionary and
naturalistic ideas and tendencies of the century.
[Sidenote: His discourses,]
[Sidenote: _New Heloise_,]
[Sidenote: _Social Contract_,]
[Sidenote: and _Emile_.]
=Rousseau’s Works.=--In 1750 he first crystallized this spirit of the
age and resultant of his own experience in a discourse on _The Progress
of the Arts and Sciences_. In this he declared with much fervor and
conviction, though rather illogically, that the existing oppression
and corruption of society were due to the advancement of civilization.
Three years later he wrote his discourse on _The Origin of Inequality
among Men_. Here again he held that the physical and intellectual
inequalities of nature which existed in primitive society were scarcely
noticeable, but that, with the growth of civilization, most oppressive
distinctions arose. This point of view in a somewhat modified form he
continued in his remarkable romance, _The New Heloise_, published in
1759, and three years afterward in his influential essay on political
ethics, known as the _Social Contract_, and in that most revolutionary
treatise on education, the _Emile_. The _New Heloise_ commends as
much of primitive conditions as the crystallized institutions of
society will permit. In the _Social Contract_, Rousseau also finds the
ideal state, not in that of nature, but in a society managed by the
people, where simplicity and natural wants control, and aristocracy
and artificiality do not exist. But the work that has made the name
of Rousseau famous is the _Emile_. This, while an outgrowth of his
naturalism, assumes the modified position of the later works, and
undertakes to show how education might minimize the drawbacks of
civilization and bring man as near to nature as possible. But the
educational influence of the _Emile_ has been so far-reaching that we
must turn to another chapter to study the positions of Rousseau and the
effects of naturalism in education.
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