It remains for us to study some of the men who have contributed to the educational progress of the eighteenth and nineteenth centuries, to trace the chief movements in the intellectual development of the race, and to examine the school systems of the representative nations of the world at the present time. FOOTNOTES: [121] It must be freely admitted that such influences are powerful in shaping the destiny of man, and that they have had much to do with education, as we have often shown in the foregoing pages. We must, however, leave the tracing of the movements to each individual student. CHAPTER XXXVI MODERN EDUCATORS =Literature.=--_Davidson_, Rousseau; _Graham_, Rousseau; _Morley_, Life of Rousseau; _Rousseau_, Emile; _Munroe_, Educational Ideal; _Vogel_, Geschichte der Paedagogik; _Quick_, Educational Reformers; _Weir_, The Key to Rousseau's Emile (article in _Educational Review_, Vol. XVI, p. 61); _Compayre_, History of Pedagogy. ROUSSEAU (1712-1778) Jean Jacques Rousseau was born in Geneva, Switzerland. His father was a watchmaker, and upon him devolved the education of the boy, as the mother died in childbirth. Rousseau's father was a man of dissipated habits, careless of responsibility, and of very violent temper. He interested himself in his son far enough to teach him to read, and supplied him with the worthless novels which he himself was fond of reading. This unwise course doubtless had much to do in shaping the character of the boy. Probably it was the evil effects of this early literature that led Rousseau later in life to oppose teaching young children to read. Quick says, "Rousseau professed a hatred of books, which he said kept the student so long engaged upon the thoughts of other people as to have no time to make a store of his own."