Graves, _During the Transition_ (Macmillan, 1910), pp. 311-313; _History of Education in Modern Times_ (Macmillan, 1913), pp. 1-10; and _Great Educators_ (Macmillan, 1912), pp. 77-85; Monroe, _Text-book_ (Macmillan, 1905), pp. 533-542. See also Boyd, W., _The Educational Theory of Rousseau_ (Longmans, Green, 1911); Morley, J., _Voltaire_ and _Rousseau_ (Macmillan). CHAPTER XIX NATURALISM IN EDUCATION OUTLINE Rousseau attempts in the _Emile_ to outline a natural education from birth to manhood. The first book takes Emile from birth to five years of age, and deals with the training of physical activities; the second, from five to twelve, treats of body and sense training; the third, from twelve to fifteen, is concerned with intellectual education in the natural sciences; the fourth, from fifteen to twenty, outlines his social and moral development; and the fifth describes the parasitic training of the girl he is to marry. The _Emile_ is often inconsistent, but brilliant and suggestive; and, while anti-social, the times demanded such a radical presentation. Through it Rousseau became the progenitor of the social, scientific, and psychological movements in education. The first attempt to put the naturalism of Rousseau into actual practice was made by Basedow. He suggested that education should be practical in content and playful in method, and he produced texts on his system, and started a school known as the ‘Philanthropinum.’ He planned a broad course, and taught languages through conversation, games, and drawing, and other subjects by natural methods. The Philanthropinum was at first successful, and this type of school grew rapidly, but it soon became a fad. [Sidenote: The _Emile_ forced educational thinking.] =The Influence of Rousseau’s Naturalism.=--The influence of Rousseau’s _Emile_ upon education in all its aspects has been tremendous. It is shown by the library of books since written to contradict, correct, or disseminate his doctrines. During the quarter of a century following the publication of the _Emile_, probably more than twice as many books upon education were published as in the preceding three-quarters of a century. This epoch-making work forced a rich harvest of educational thinking for a century after its appearance, and has affected our ideas upon education from that day to this. [Sidenote: The substitution of a natural education for the conventional type in vogue.]