=The Spread of Rousseau’s Doctrines.=--Thus seeds of many modern developments in educational organization, method, and content, were sown by Rousseau, and he is seen to be the intellectual progenitor of Pestalozzi, Herbart, Froebel, Spencer, and many other modern reformers. But his principles did not take immediate hold on the schools themselves, although their influence is manifest there as the nineteenth century advanced. In France they were apparent in the complaints and recommendations concerning schools in the lists of desired reforms (_cahiers_) that were issued by the various towns, and afterward clearly formed a basis for much of the legislation concerning the universal, free, and secular organization of educational institutions. In England, since there was no national system of schools, little direct impression was made upon educational practice. But in America this revolutionary thought would seem to have had much to do with causing the unrest that gradually resulted in upsetting the aristocratic and formal training of the young and in secularizing and universalizing the public school system. The first definite attempt, however, to put into actual practice the naturalistic education of Rousseau occurred in Germany through the writings of Basedow and the foundation of the ‘Philanthropinum,’ and is of sufficient importance to demand separate discussion. [Sidenote: Naturally captivated by Rousseau’s doctrines.] [Sidenote: Education of the day needed naturalism.] =Development of Basedow’s Educational Reforms.=--Johann Bernhard Basedow (1723-1790) was by nature the very person to be captivated by Rousseau’s doctrines. He was talented, but erratic, unorthodox, tactless, and irregular in life. He had been prepared at the University of Leipzig for the Lutheran ministry, but proved too heretical, and, giving up this vocation, became a tutor in Holstein to a Herr von Quaalen’s children. With these aristocratic pupils he first developed methods of teaching through conversation and play connected with surrounding objects. A few years after this, in 1763, Basedow fell under the spell of Rousseau’s _Emile_, which was most congenial to his methods of thinking and teaching, and turned all his energy toward educational reform. As in the case of Rousseau with education in France, he realized that German education of the day was sadly in need of just such an antidote as ‘naturalism’ was calculated to furnish. The schoolrooms were dismal and the work was unpleasant, physical training was neglected, and the discipline was severe. Children were regarded as adults in miniature (Fig. 25), and were so treated both in their dress and their education. The current schooling consisted largely of instruction in artificial deportment. The study of classics composed the entire intellectual curriculum, and the methods were purely grammatical. As a result, suggestions made by Basedow for educational