make education lead to a closer and more sympathetic coöperation in society. [Sidenote: Opposed to all books, but emphasized observational work.] =The Scientific Movement in Modern Education.=--Moreover, since Rousseau repudiated all social traditions and accepted nature as his only guide, he was absolutely opposed to all book learning and exaggerated the value of observation. He consequently neglected the past, and would have robbed the pupil of all the experience of his fellows and of those who had gone before. But he emphasized the use of natural objects in the curriculum and developed the details of nature study and observational work to an extent never previously undertaken. Partly as a result of this influence, schools and colleges have come to include in their course the study of physical forces, natural environment, plants, and animals. Therein Rousseau not only anticipates somewhat the nature study and geography of Pestalozzi, Basedow, Salzmann, and Ritter, but, in a way, foreshadows the arguments of Spencer and Huxley, and the modern scientific movement in education. [Sidenote: Though defective in knowledge of children, Rousseau saw the need of studying them.] =The Psychological Movements in Modern Education.=--A matter of even greater importance is Rousseau’s belief that education should be in accordance with the natural interests of the child. Although his knowledge of children was defective, and his recommendations were marred by unnatural breaks and filled with sentimentality, he saw the need of studying the child as the only basis for education. In the Preface to the _Emile_ he declares that “the wisest among us are engrossed in what the adult needs to know and fail to consider what children are able to apprehend. We are always looking for the man in the child, without thinking of what he is before he becomes a man. This is the study to which I have devoted myself, to the end that, even though my whole method may be chimerical and false, the reader may still profit by my observation.” As a result of such appeals, the child has become the center of discussion in modern training. Despite his limitations and prejudices, this unnatural and neglectful parent stated many details of child development with much force and clearness and gave an impetus to later reformers. [Sidenote: Theory of ‘delayed maturing.’] [Sidenote: Physical activities and sense training] [Sidenote: Sympathetic understanding of the child.]