19. +Schaumann, Gustav.+ Religion und religiöse Erziehung bei Rousseau. Siegismund, Leipzig, 18--. 80 pages (Päd. Sammelmappe, 181 Heft.) 20. +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. 21. +Schmid, Karl Adolf+, editor. Geschichte der Erziehung vom Anfang an bis auf unsere Zeit. 5 vols. Cotta, Stuttgart, 1884-1902. Vol. IV, Parts I and II. 22. +Schneider, Karl.+ Rousseau und Pestalozzi, der Idealismus auf deutschen und auf französischen Boden. Fifth edition. Gärtner, Berlin, 1895. 63 pages. 23. +Spielmann, C. Christian.+ Die Meister der Pädagogik nach ihren Leben, ihren Werken und ihrer Bedeutung. Heufer, Neuwied, 1904-1905, 365 pages. Part IV. 24. +Spitzner, R. A.+ Natur und Naturmässigkeit bei J. J. Rousseau. Frommann, Jena, 1891. 103 pages. 25. +Ziegler, Theobald.+ Geschichte der Pädagogik mit besonderer Rücksicht auf das höhere Unterrichtswesen. Beck; München, 1895. 361 pages. CHAPTER V. BASEDOW AND KANT _Johann Bernard Basedow_ (1723-1790) The revolutionary ideas contained in Rousseau’s works shook the whole social structure of France so violently that his educational theories were unable to make any systematic and lasting impression. It was the neighboring Germans who received them as the fire for their rising aspiration and the antidote for the existing evils in the field of education. At the head of this new educational movement in Germany under the Rousseauean influence stands Johann Bernard Basedow. There is almost nothing in Basedow’s fundamental ideas of education which was not said by his three great predecessors and La Chalotais. But while these men were too much ahead of their time, Basedow, with his shrewd perception, saw the practical needs and tendencies of the age, to which he knew how to accommodate himself. Moreover, he, with his strong, though unstable, energy of will and indefatigable fighting spirit, could accomplish what scholarly Comenius, modest Locke, or the visionary Rousseau could not. He blazed the way for the march of realistic and naturalistic pedagogy against the tenacious resistance of traditional forces, and “succeeded in effecting a complete change in the whole nature of education and instruction in Germany” (8: p. 580). The establishment of the _Philanthropium_ in 1774, which was continued by Wolke, Salis, Bahrdt, Trapp, Campe, Rochow, Salzmann, and others, heralds the dawn of new education in Teutonic countries. If Basedow was not great as an educator or an original thinker, he was, in the best sense, one of the greatest educational politicians or agitators we have had in the history of the world.