12. +Quick, Robert Hebert.+ Essays on Educational Reformers. Appleton, New York, 1890. 560 pages. The same. (International Education Series), 1903. 562 pages. 13. +Raumer, Karl von.+ Geschichte der Pädagogik vom Wiederaufblühen klassischer Studien bis auf unsere Zeit. 5 vols. Bertelsmann, Gütersloh, 1882-1897. 14. +Rein, Georg Wilhelm+, editor. Encyklopädisches Handbuch der Pädagogik. 8 vols. Beyer, Langensalza, 1895-1906. Vol. IV. 15. +Scherer, Heinrich.+ Die Pädagogik in ihrer Entwicklung im Zusammenhange mit dem Kultur- und Geistesleben und ihrem Einfluss auf die Gestaltung des Erziehungs- und Bildungswesens. Vol. I. Die Pädagogik vor Pestalozzi. Brandstetter, Leipzig, 1897. 581 pages. 16. +Schmid, Karl Adolph+, editor. Geschichte der Erziehung vom Anfang an bis auf unsere Zeit. 5 vols. Cotta, Stuttgart, 1884-1902. Vol. IV. Parts I and II. 17. +Spielmann, C. Christian.+ Die Meister der Pädagogik nach ihren Leben, ihren Werken, und ihrer Bedeutung. Heufer, Neuwied, 1904-1905. 365 pages. Part II. 18. +Wilke, Georg.+ Die Hauptberührungs- und Unterscheidungspunkte der Erziehungsgedanken John Locke’s und J. J. Rousseau’s. Scheinfeld, Erlangen, 1898. 67 pages. CHAPTER IV. JEAN JACQUES ROUSSEAU (1712-1778) The limitation of the Lockean philosophy of education is the limitation of his personality. His practical, utilitarian, and rationalistic pedagogy may be good for making an efficient and respectable member of society, but cannot meet the demands of the whole human soul. Fortunately his pedagogy found its successor in just the right kind of man. What Nature spared in this English gentleman she bestowed luxuriantly upon the French artist. In Rousseau we strike the prodigy of the pedagogic world. Such a personality is rare, and Nature will probably not produce another Rousseau. He was a man of no schooling and no discipline. His life was, in a sense, a life of vagabondage and of abandonment. He was, in the eye of Carlyle, “a morbid, excitable, spasmodic man,” whose motive principle was “a mean hunger,” whose faults and miseries are summarized by the single word, egoism. But it was to this egoist, this sensualist, that Madame de Staël attributes the honor of having inspired women to virtue as no other man ever did. And it was to this uneducated vagabond that the Western world owes the revolution in its politics and thought.