PL r· tJS SE ~~ l: 1\~D ~;~1-IS C;-11 T,D:
SC)lr= CiI~c~?r-T;-~, ·;-,I::.~~\~:· IrITIS
A r~'hesis sllbmi tted
to the Hono:,:"s Cor.lmi ttee
in flJlfillr:1'"'nt of the
recuirements for I.D. 4 0 9
by
.Tanet
t~dvisor:
\...
Dr.
~diGon
,T2CqUPS
Gontor
SfC1i!
~) f r5' ::'"
4'
IT
HJ'lHCDl'C'I IOHIT
~Titings
To his contemroraries, the
of Jean Jacques
exnlosive, exredient, and irrational rev8mning of
advoc~ted
all society.
'J'he lmr:""ct of his Fords
',r8S
0rollsing the French nation to revolution,
mot1.oD :'lid not.
ce~se
infh.. enttsl in
~nd
this nrogressive
until i-::- hqd encomD"'ssed the entire
',res tern hemisr:here. 1
~'his
rhiloso~;her'
s thinking
'\Vp
nArsona 1 encounte:r- 1-'i th sr,ci ei-;r.
s the end r2 S1).1i- of his
Ris eprly
px'~eriences
dre'-l
him to <conclude th9.t IT,0ny cu 1,tures Here based on inv21id
re8soni~g
qnd
th"'~
the nrcblems of
by chqnee, out they "Jere c9l:sed
b:~
t.~is
world did not occur
the vTe", lr eninr- influence
?
of SOCi 3ty. ,1
ROFsse"'u's
thin1:in~
r'b01Jt
societv~
mp.n,
eC.ucation,
~nd
stems f:rom h1.s exC'lted vie'v of n"'ture pnd its role.
"IJqture" ',:ras the
~rue,
resl, mediu!!l.
no :r.JisL'3l':es ••• in nc:ture ••• n3
'.'for1d to "nroduce
p
0
He 'Tites, 1Ir;'here aTe
Ig!lOring ---:p.ture causes th0
forced fruit, "rithCll"- t8ste, m<:oturity,
or Y'o',,1e1' of t8stinv ... ,,4
rroc.uce~'
'His
Clinging to the n'=lth of n8t-ure
~
good and uto'''i'''n Forld, for n"'ture' s
rue good-
ness c"'n only yield the utmost in llerfection. 5
BVEm
though P011SSP::'U rraisec<
intention that man rsturn to a
goal
',T~S
the att"Jjnment of
be t',reen himse lf 2nd his
8
D'"
tUT'e, iT
S~V2ge
man
'r~o
environrr',"~nt.
status.
'F:'? S
!1Ct his
His ultimate
could effect h .... rrr:ony
~1an
could pCCOTIn lish
t~is
hv'
t~1?
3voidqnce of evi 1. "lnd f()lIo:'ing
Rousseru's m"'n
in
9.
n.-,tur~.l
ts }T"'ve
';;!FlS
freedeL,.
D"
1.rhi~e
'."crId conte. :Lnins- enol:gh ci viIi ZP tion to
netence.
P,
'T'he ideal men lived a societal
v
'7
-rure. ;
existing
m~int3
li:~'e
in cem-
in h'1rmony
1.,ri th l"la ture. 9
He felt
Rousse~u
n~ture
determined the fete of all beings.
S8W n~ture's
city stste of Sp""rtR,
role as similar to the ancient Gree1:
\.~hEre
thoss snscimens born I'Tell-suited,
'.'Tere allmved to e,,:,ist, 1nd ti10se horn "eplr vere excl uded.
As he saw it, contemporary social practice which allowsd
'Je~k
individuals,
n2tural.
sub~ect
to corruntion, to exist was un-
R01..~s:::;e8u's '''Orld only
h~c1
;:csitions
for'~hs
strong
2,n d "-'h
lde goo d • 10
Rousssau's r.1Ost significant idep, in the long run,
his
~ro~osa~
'I;!8S
for the method of attaining this natural man
through education.
?rio!' to his
philoso;;hica~
influence,
Euronean educption ha4 undergone three intel1sctua1 movements.
~'he
firs t, the era of Scllo 18 s tici sm, nl,':! ced en:.T'hasis
on logic and ethics.
~-hp
second, the Renaissance, urged
education to mimic thE" culture of the Grer:·ks 2nd Rom.""ns.
The third, follO"'ed scientific deveJoi'ments during thp
seventeenth century, and called for volumes of encyclopedic
information.
Rousse8u's beliefs bODbarded the world during
a neriod of educational
s1J.bject of scorn.
st~gnation,
~nd
novelty
w~s
the
ne c:d.vocaterJ a more practical and less
rhetoric,:,] tyne of eoucR tion.
.
Ilfe
to e d UCq t"
,lone 11
2
His influence brought a ne'"
Rousseau
Sfr\-'
educ8 tior:. a S an anS"lATer to the nrob12m of
inequali ties aT:1ong men.
He viel·;ed inequa Ii ties in humans
in two categories, naturAl or physical, and
tical.
Dor~l
or ooli-
The natural causes of inequality were age, health,
strength, and intelligence.
The political causes are
estFlblished iVith t:he consensus of Dan And are 10cRted in
privilege divergencies nossessed by men, due to biases
governed by self-conscience.
gories along with wealth. 12
These
~rivileges
faJl in cate-
Rousseau recognized oo'itical or moral inequslity as
human bondage.
He st2 ted ~ "HFln is born free"nd everYl:.rhere
he is in chains.,,13
~!,Tas
'l'his bondage, a creation of society,
degrading to human na ture.
His goal
~ms
to maintain
freedom in a social setting Which was controlled by convention. 14
The philosoTlher, Rousseau, '!Tas not content vrith educating
merely a citizen; his desire was for man to be Dore than just
a citizen.15
Rousseau's dreqm was to create a better society,
and he viewed this as impossible within the context of eighteenth century society.
His decision vms to origin8 te fine
Qualities ;·.rith the individual, b::r l·r"y of natural.
e:l"L~cation.
His individual ,,",ould then .c;ive re8.1ity to his vision by
creating
8
new society.16
Since the Creator oroduced good and nature, then the
natural educ~tion 2nd life would enhance beings. l ? Rousseau
made
as:
"morality the end of educa tion. II 18
He forescp.·! education
IIri'he art of forr[l.ing men,,,19 and the best education
1·!PS
based on
~inima 1
interference 1:!i th the na tural development
of the individual.
This method allowed for
intro-
gr~dual
. t 0 SOCl8
. t y. 20
·
In
d uc t lon
'Ihis system emnhasized the t!'aining of senses first,
and then the
tr~ining
wPy for a milder
of the intellect.
Rousseau
T
0
ved the
of the student, since he advocated
treat~ent
n~
a free discovery situ'? tion snd disci-"line im:'osed by
conseauences •
tura 1
All onportLmi ties for groHth are met through
congruence '.d th ne ture. 21
All true kno'crledge is dir'2c tly
related to ey~erience and is ultimately sensual in nature. 22
Fure learning in
n~
ture
"I:!8.S
the result of three factors,
(1) beginning from one's OHn desire,
(2) beginning '·.r1th one's
sense of vRlue, and (3) attairunent of a nroblem solution
through one f s m·m discovery. 23
To R01:<.ssecu, education slanted
to learning the most from the child's environment.
It i·ras
not to be the obtailli:'.0nt of f::octual material on the rretense
of seeming brilliant.
This
ioJ'S
a degeneration of the natural
self. 24
Educa tion of the ',{ea Ithy ':las de,2med far more important
than educa tion of the -::loor.
The rich "Ter 2 further from
nature and thus. nore sub~ect to corruption. 25 Rousseau's
ultinat,:; Durpose Has the training of a n2tural man in any
. 1..
SOCHL
POSI. t·lon,
. a ClvL_lze
··1·
d 'Hor 1_.
d 26
a,t ease In
rich or destitute,
~muld
.: nlS man,
IT"·
avoid all training resulting from
social :Lnstitutions, rmd ',rc'.:tld be a Droduct of a n2tural,
1 ·
~~sez
f
·
..::I
t·
_alI,'e
e'.luca
,Ion. 27
4
The
Dr~vious
n?rpgra~hs
h~ve
nresented a gener?l survey
of Rous SA8U 's vi!?" of n'1 tU1"e, man, and educa tion.
pml'h?sis
2nd
8."'ne~rs
conventio~8.1
1 ifr> devo:td of
+:0 he Hithdra,:r?l from the
~SI'Pcts
th~
of socinty.
He
soci'~l.
advoc?~es
:-:ressures of th"" soci"]
··o~ld.
~~he
gener~t 1
civiliz 0 d.
~
rustic
R011SSP"U
strjves fo"" mp i ntnn<:1Dce of' individ1J2.} inde"cndenc? ::mo. "r2 ctic'-'ll utility of
P
nptur~l
pnvirnnm"'nt.
T-rr>
duce the id erl' n8 tur~' 1 !:13n C'" T)P b10 of being
vidu:::ll .::!itizen by using the n"'tural
"3V
"5'i1' 0
"l
s to "ro-
t:hinJ:::ing indi-
of' education.
In the
fo11o-ri::lg chpnters, the "lJthor 'rill o."Te11l11:'.on Rousseau's
n13n fo:" the child, 'lIhic:J. he devised to Rchieve his ide31
m3n.
5'
-_._-
nIT BO DU C'J leN
--.--,-~-
Ed,,·.rard
1.
?.
Jbii~.,
p. 8.
:3.
Ibic~.,
n. ?C.
4.
Ibici.,
h
..'
.
22.
347.
!\rcher, QQ. cit.,
on
~~
c
T,.
La"lson, David. "'J>ro Vie\~Ts of the Chi1d's Education for
Freedom,rt Edllcation81~ FOT~, Vol. 24: OIarch, 1 c 6C:),
p.
6.
lIExtract from .JuJie,tl
. '''''OL .
w[i;:ni 1 e-Educa tion After Fiftep.Yl, II
"
•
1J
---.
~
-..."ler, 212.
}-l.rc
"t
9l~.,
1
p. ') -to
14.
Rusk:, Robert n., The I-hi1oso"hical Bases of :Sducation
(Boston: Hou;!hton ::i'fITin Cor:r:-: any , --1 c:2 0
i 1 \-2.--
15.
Boyd,
16.
Ibid., n. 215.
17.
Rusk, 2J2. cit. , D. 151.
18.
Ibid. , n. 145.
10
../
.
r;-y;-;
Boyd,
OPe
ODe
9i t. , n.
2~/.
cit., 11· 207.
6
Bibliogra-::hy:
Introduction cont.
20.
Bray, Bar h 8ra, "'~'he Anostle of Affliction,"
COl:Tier, Vol. 16: 01~rch, 1963). p. 2.
21.
,lI..rcher, Ql?. cit.,
2'".),.
• r
24.
Ibj:.-cl., p.
?
5.
26.
•
ht""
!rJ.g.
,,~'Jrnes t
1".
Unesco
_..
16.
~
"'h"'"~1ean1.ng
.
Tl"un,er,
~
0 f R,Ol)Sse::lU. (l,onQor::
0
Oxford University Pre.:-s, 1('2 ) , p. 57".-------'
-q
55.
Boyd, 9l:,. cit., n. 263.
i'Tr:ight,
QQ.
~J-_t.,
p.
36.
7
CH:1 P'I'ER 0 I'm
"Rousseau:
Rousseau
~'he
Phys ice 1. Needs
Child ll
C;:> D8.C i ties of the
th? first reSDonses of the child to
~erceived
be nurely nhysica:. o
~nd
'l'he child's initiol sens8tions Here merely
l
n]J'2SUr~"
abilities
or p8.in.
From
increase~
thesE~
nhysic~l
fundament<>ls, the
in amount and difficulty.
~his
phase
of life F!3.S the most d!3ngerol1s for the child, because vice
erises from a ,"eAleness,
~nd
(7Ue to J:1is nhysicpJ 8nd
mpnt~
the infant is sub5ect to this
1 infirmities
?
0
-
In ord er to nrevFmt vice, the ',,!ea:'=ness of infancy 1,1'l.S
to be nffset by the
education
w~s
stren~th
of a good education.
to hegin at the instpnce of birth.
believe<4 education of tho youngster '.'!RS
~
nrime
This
Rousseau
concr~rn
bec8.use a hurnen being g-=lined nore in the 2arly 1"''''rt of life
than in lqter ye D rs. 3
Before puberty, Rousseau considered
the child h9rdly c9TJ8.ble of thinking of anyt21ing hut physical
L.
needs,' and he ad1'onished educct tors to plIo',; the yhysical
.
' so::.!. • ,,5
body tC' gro'd :emd ,Decome s+rong untlJ
t h e lid awn o.frea
.~ narson must he nhysica1ly fit in order t.o follo"
im~ulses
of the mind.
~herefore,
lne
.j..'
Dhysical fitness nrenared
the foundation for mental alertness. 6
The child t s first reS1'onse to his environment ,-,!a.s
crying.
This
,-,r~s
a linking factor betvreen the infant and
8
socipty.
si7~i:icd
rhe cry
~'he
child '::hc
:~~e~:.'
only cry for a true nsed.
~he
cr:' 8.nd s. cry of ':>.in.
'~~l~
DPeds
~ere
to be
Cry:i.ns:
in:~ant
to he
VT8.S
only rhysiC2.1
inP~nt's
needs
in order
~nticir~te~
the
(1"
U18t a nhysical w?ed
for n,,:hlral reasons
COYlc:!oned, but
':IPS
if one rn.Tri.-:o;d to soothe tto snoi led b2by,
h~
,:'c;\:1d incr?::l.se
the child's chnnce of develo~ing a hcrnia. 9
8c:rly "eriod ':.'i th its social link cont..., tned in
~Chis
crying
':'2.S
a tender st'l te.
Gr2dv8.11y, the chi Iel
"T'"
11ul1.sse2u -crofAssed'l cr'ila. n8eded
~o
s to be cx,;osed
the h"rsner
sl~ch
enviroP...l'Ilent thrOlJ[fl a nhys:i.cn1 discinlinlO),
baths.
Also, the Yol).ngstFr
tight clothing.
'Ihis
\'7a5
?d~onish
s~eedier If:-3rninp- .10 ROl:ssC;a1: 1:'QuId
to
!t
2.11~!s
continu?J.ly.
c~li 1c1'
freedo~,
a child's
S nhysical ne'2d
':1:'he dliJd 1'1:=<,s tn
nsver crave foolish
1,"2.3
frpedom.
?nf nature was to be Rdhered to
rerra".n !Yloti.onless 3t ;. Iil1.
b~
'lble to move at ;Ti11 and
His frpedo:-::
thin~s.
H"'!
,:!r. S
still, thr::n he
exercisE.
9
';.T[\S
neve"
to be
to run, shou t, and
free 1y, for thesp ;:'erG his basic
child cm;J.d
nl~n
onen 3irll living. 11
':J.'hE: core of the
jurJ.D
freedoE: of t:ovt';!:lent.
the modern designpr of cJothing to
\·r~rdrobe for
Natu~e
nAvcr t(' bE' J.inited by
cCr.lT~lpte
Ee needed
conducivp
\'j~S
as cold
1?
n0eds.~
':1"'5
If th r
allolTed to
Rousse2U claims the
be dis8.E:terous.
for many f3'ls."
l~
If he
suff er.'
fe~r
"The r1e8 sure of -: iberty '1:>111
s:tC'1~ld
youn~stf'~r
Rousse?u,
hey,r
"'~'s
This HOL:ld deveJor;
~1o'·rever,
~
tOI.. rara
to
cbild free
ac1mo1:Tledges th8+. the
nossessed c8rt8.ln nhysicsl inR bili ties.
guided
him
encol-mter nhysical damage to self,
adult ,:ns to intervene ~,nd :-rpvent frustr"'tj,ons .15
child
c~nnot
:;'P';8V
These mishans te'3.ch +,h8 child
he sr:ould not be coddled.
from fe"'T. 14
in youthful freedom
t.he
~rere
The
becoming a Thysica! rill''''r of
strength.
Rousse8U nrescribes a grouT) of rules for natural
heplth.
He orders nlenty of sleeD.
This he deems a necessity
due to the large anclmt of exercise a, child ex"eriences.
He condones
sle2rl~_nR
b- r the sun hut
~dmonishes
thC't this
not become so habitual that the rule cannot be broken.
'::'he only habit the child can
never develoDing a habit.
develo~"
Ro~sseau
16
is thp consistency of
also feels that regular
eating hours should not become habituaJ,.
The philnsonher is concerned to a great e:7tent 'Hith
the child's
Dhysic~l
reaction to his environment.
is to rid the child of all reactions of fear.
~t
His
~oal
an e2rly
age, he eyroses him to atrocities of masks, snakes, and
-.
fire~rDs.17
He assumes that all youngsters fe8r m8SKS
ar..d the s01:nd of firp.::OTmS,'3.nd is determined to accustom
. em t 0
th
'
SUCD
.
18
eYDerlences.
Rousseau alots an
time for :"lay.
e~ctensive
amount of the child's
He states:
The lessons Hhich schoolboys learn of one
another in the pl~ygroUt'1d are one hundred timss
more useful to them than any which they will
ever say in class. 19
He fe81s the chile is cap2bls of nle>ying adult g2mes.
HO'f.r -
ever, h:_s equi nment ShOllld be sC21ed to the size of the
participant.
For eX8mple, he vieVls tennis as building:
muscles 'Ond rercer:t1on '7hich ,.:riJI nrenare him for nrotect"
h"
lng
~lmse If • 20
EVA LUATICN
Rousseau was one of the first to criticize the stilted
Vie'l'l that children must be s"en as quiet , inactive, miniatUre adults.
the child.
He ',rished to b2nish physical confinement of
He advocRted -clay and st:orts as a means of
develoning nrecious bodies for qdult life.
The
philoso~her
physically i/Teak.
saw the child as basically sensual and
The youngster
h~d
the ca T)2ci ty to develop
his potential 0hysic c l prm'less if a1101l:eo natural freedom.
He did, ho'·rever, feel th"'t the chiJ.d needed adult nrotection,
since he
'viaS
v.reak.
He understood th9t the child became
frustra ted uhen his physical freedom . .·ras thifT8.rted.
He per-
ceived that certain 1m!s, sleen 2nd food, "ere necessary
to the \vell-being of a human.
Rousseau I s infant 'I'li th his
early Environment molded to sirr:.ula te the ,.Tomb is comparable
to our modern use of incub2 tors and extra vTarmth of blankets.
11
Since Rous seau . ."p s not a scientist, c:md
\"<'1.S
a product
of his times in this field, he held misconcentions about
some phases of the child's nhysical develonment.
It is
nresent ly knO\vn tha t hernias are not the result of s::oiling
the child 8nd regrd2r meals are better for a hllmQn'S digesti ve system.
HOHever, these are minor discreT)fmcies.
His imnortant theories outweigh his scientific misconcept ions.
He 1Javed the way for the Bodern vie 1" of the
may lie in Doorly developed motor areas.
Rousseau also
recognizes that the child is not physically or mentally
canable of remaining
i~~obile
for long periods of time and
that SO:l1e of the most valuable learning occurs during nlay
or ensuing an
invigor~ting
period of exercise.
The author
of this paper agrees '.dth Rousseau, lIAn enfeebled body
. d , 1121
enerva t ,es th e ID1.n
..:J
an~L
d
t ,es equa 1 concern 1.n
. our
avoca
educa ti ::mal systen for both the body and mind.
l?
CFL~
BIBLIOGRA.FHY:
PTER (HE
1.
Archer, R.L., Rousse2~ on Education (London:
Arnold and Connany, 10 2n, p. 80.
~dward
2.
Ibid., n. P4.
3.
Ibi(!., p.
4.
Boyd, 1·!illiam., fl'he Educational Theory of Je'?.n J?-c 9 ye)
Rousseau (Ne,;! York: Russell and Russell, Inc., 1903 ,
p. ')h7
'-' •
79.
A.rcher, .2.2. cit., n. 34.
6.
•
9.
Ibil~., n.
76.
Fe1tenst8in, Ros~lie (Translator), Rousseau: Emile
Selecli.911.§.. from Vol. 1 (Gre.?t Necl~, N:;':J Yorl\:: B8ron's
Educational Series, Incornorated, 1950 ), p. 18.
Ibil~.
, p.
12.
10.
Ibil· , p. 15.
11.
Archer, 2,£. cit. , p. 121.
12.
Feltenstein, 2.£. cit. ,
13.
Archer, QQ. cit. , p. 2.8.
14.
Ibid. , p.
15.
Ibia· , n. 85.
16.
Ibid· , p. 125.
17.
Feltenstein, QQ. cit. , p. 16.
18.
Ibid. , P.
19.
Archer, QQ. cit. , p. 123.
20.
Ibid. , p. 13f.
21.
Ibid. , p.
,-
. 2r.' .
-
}
87.
17.
76.
13
CSA PTER T'ilO
Social Capabilities 2nd Emotionpl Needs of the Child
as Viewed by Rousseau.
~ccording
to Rousseau, the child will
~ain
social
a'Hareness and a sound emotiona 1_ be d~eround if the ':ray of
nature is follov!en.
He viei"s the child in the J_ight of his
OitTn distinct set of childlike social .qbili tir~s ;:md emotions.
ROUSS9"'U
H{')1)1 d
never alot ?dul t emotions or social
1i ties to thr; youngstpr for,
Cq -r:abi-
should consider the m8n
n',rp
in the :TI8.n "'nd the cl-:!ild in the child."l
noss~ssPs
Roussepu's child
The
nhilnso~her
~eturn
ne~d
~nd
JOVE,
~ nrim" 1'y go::',1.3
loving a 11 mr:m is
Rousse~l'
fJ'uided by a dr:sirgbl
!:It
b~sic
dRAms this a rrim 9 ry
the child is 8b18 to
fB i th ;:1:r:vl trust,
ths
t,ention bet',reen
need of love.
to be fulfilled.
the nerfection of
'10 foster
pronase s th"? t
"i
child's
th2 Y01mgs tel' be
tutor, i,rho need not divide his
p
rJFmy
students.
lip recor:niz8s the great
need children nossess for individual attention and heln.
The student
He
i-J'PS
~as
nlensed \'lith
4
to see himself .qs loved and hanpy.
~lay
?nd nl"?2sures he could
because of his natural freedom.
?his
freedo~
to
en~oy
en~oy
was
t:"
the result of his tutor' s res~'ect for the cbild.';
Even
though the child 1,':as care£'uJJy guided, rtOl)SSe21.1 felt the
child d:_d not comrletely knm··! 1.iis social status.
s~lOuld
child
If a
not l':"noF his pI? ce HOlJ.sseau admonished, he
shoL;ld not be Tunishe(l. for not ]'eeping it.
It \<Tas n9tural
for a child to err in a social setting, for cert in restric0
tions, such as restriction of childish exnression of thought,
\'rere not ne>tur8.1.
In Rousseau's thinlc1ng the c:iild \'!3S to
be given a child's set of values, 1'1 a 1.·'orld of his m·m,
i.vi th consequentia J rights of his own.
6
Although Rousseau guided the child by the natural
\'!8Y,
his intention "ras not b.'?rbsric emotions.
This he fel t
an injustice to children for it hindered them in later life.
Nevertheless, the philosonher did not burden the child with
adult stPlndards f0r emotional develonment, for this destroyed
his hanr)iness.
He could not ndvoca te the sC1crifice of
childhood hanpiness for adult-like ad5ustment.
The better-
ment of the future \·ra S a poor ba sis fOI' tr3 ining, since it
was possible that a child mRy never live tc adulthood.?
Rousseau nl<=1nned to guide the emotionpl and
soci~l
develoT'r1ent of his pU'oil by using another human model, the
tutor.
"If he sees from you hm' mucl1 greater it is to be
master of ones se] f," he too 'frill asr:ire to be this It/ay.
Rousseau emnloyed the Imovledge of cl1ildren' s n"ture to
. .
1 to
mlmlC
an examp_e
grp~t
a d vantage. 8
Social accentance denends on certain set of moral
values and attitudes possessed by an individual. Rousseau
1 ~
believed that the abi li ty to rF!8.son de-:-errlined cc nceDts of
good and evil.
Since a c::-.tild ,.ra s not yet at the a ge of
reason, he did good 2nd evi 1
•
~n thout
lillo'·,'lng. a/
l '
Rousseau
felt thnt the only true moral lesson a child neF!ded to
',':8,S
never to do any injustice or
in~ury
to anyone.
le~rn
If this
'vere folIovred, social groi'lth of prime quality Hould result. lO
Socially, Rousseau's child "rould vie·· r a person2l assist3nce
as a fsvor ':!hich he "'ould soon repay graciously.
obligation was somewh8t
His socia 1
contr8ctual oblig-tion.
0
Each
offer 0:: helT' to a pUlJil ,·t'" S renaid by the child, ',,'illingly,
by hel'!'lng the oth8r hlunan.
ROUSSN'U'S
cl~iJd
'-TQu1d never'
. paern.
tt
11
re b e.1 f rom t 'nlS
If a chiJd should ever carry out a social misdeed, his
nunishment "ras to folIo,·! natural consequences.
For examnle,
the tutor did not ',mnish the child nhysica 1.ly for breRking
a "vindo"r.
The tu tor ,,!ould sinply a lIm·! the child to suffer
the misfortlme of a cold room, due to broken ,<Jindov!s .12
It
was his belief that:
':Jood"Tor}cers never emr:loy iron on iron; the
same Drinciple holds good vIi th th~je strong
minds, T~rhich alwpys resist force.
The only time it was necessary to punish with
vrhen the child had annlied blows himself.
ca tl=)d thl'l
II
blo~s
Roussepu advo-
eye for an eye" method of YJunishment .14
did not favor severe methods excent in the
was
~re~
He
of morals.
In this case, he felt it necessary.15
If the child should
re'!e~
tedly burst out 'pith temnera-
mente1. emotion, ROl1sseau feI t this '·ms caused by over
1 --
or not.- b
ste:r'
I·J;:>3
in ::l.n
DPver -::.0 be force:: tnt
11,:nTpn-~-emn',,-:;,ed,
chi 1d .1'7
1' 0
tir>nt,
'jhts -"('uld resul7-.
nl1t~lOrihr.
r~siRn8(l~
"Ind
;,,rpll-b")h~.'v:>d"
r;lhe only S011;. tion to the eE'.oticrF'.l outbur st ~.'TP.. s
~1()uss ~'p.1.:.
chi'd's environmr:mt.
'lid noi-
~;re"
t
sY!:1-"tC!:1S of
e~oticnnl uDset b1.:t the couse of the syrnoton. 12
fre:don.
H01rever,
Rous~e:::1;.
fe't -;he onl_y
liL1itqt~('ns
tl-:.osp r:eeded to l1'1.tntain li1y:;rty.19
r'Jles g:1ve the YC1.mgster less frs2dom to cOlnF8.nd others 2cnd
eore in:i tia+iv:::: to :~erform duties for himse 1 f. 20
nev8r r:.isuse his 30cic, 1 :(isi tieD if
c:~i '
d t:1Clught of 11i::1s'2 If
.
1 or.yran._"lCa
t
. ...,'
1
anlIr.'"
by the tu-:-or
mente
8dv~'nce
T~is
fron:
v'f;,C
8
9. S
only
d UL
" t • 21
2
t:~ds
c~li 1
He 1!:ould
p'2rp true.
S_ 2;>.d not
=-{is freedorn. ':79S
8
':L'he
Sen
.
l~1Cr88
,
[)eQ
+ '},e 2:'.1vironconi-rolled not the cl1ild, ,OU"
he did caref1.:1 1 y in order to bring it into
8
de'endent b:.:ing tr; aDore indeTendent nnd
,,?
less der:1?ndinF adult.'·-Rousseau did not consider the child car1ble of
rel?tio::1SI1iY)s at a'.l 8.-Jult 1 0 ve1.
':.he ct..ild
?3
of socia 1 re la tions on :" child's -.-l-:-ne.-
1'7
'..r~,s
soci~l
on'y
c~ir-:-'blc>
1\.S sllo'.m in
if
8.
s~tisf1c-'-.ory
tutor
're~e
rresent.
The philosonher
lnte]ligpnt adult.
Rous seau vie"ed the ch-L ld
emo t;iO!la 1.1y and sociHl1y 1:1e81 -.
3.3
The nresence of an inte1Jigent 0dult
'18S
npcess~ry
to [uide
the YOll!lgster! s mor"'lls sj.nce he '.,.ms not able to determine
good ::mel ""viI.
loved.
Emotionally the child
vr~s
Socially, the child
shir::s of a child's
n~tu!'e.
basf~d
':J".S
PC)
is
~ble
he
h~s
per
('l
gre(~s
f~mcus
tion, st.,.. t.e, ':'lnd home.
to
follo~
~~xecuted
th3
deviati0n from
tha t love is an imnor-
3nthro';'01,ogist,
re~8tio~shir
youn~
between the in5ustice
Hm'fever, it. is
child does not comrrehend this
reI!' tionshi T, 2nd re8 soning \I'i th him is futile.
a~thor's
b~lieves,
Housse8u' s method of soci,., 1
ard th,'? result to himself.
obvious that the vpry
case, it is thB
liberty,
for' the dey!? 1r nm2nt of good eoot iona] hea 1 the
l\s\shJr:;y 'Iontggl)E', the
n~
tr~rouO'h
disciplined by its na tur;::!1 conser-ouence.
The author of this
,:'orId,
'r~s
on never doing an injus-
guid8nce.~ny
oimic of the tutor, and tutor
~ri()n
able to execute relation-
His mor8. 1 s "Jere es t~bJished
tice tG other s.
t::tnt crj, t
har;ry, fre0, p.nd
The 'Juril's SOCiAl ,ro:",ld
domina <'E)d by a set of morals
soci.::> 1 morals
"J8S
In this
belief thqt the only alternative
18
is phys:LcaJ
disci'!~in2,
sj_nce the child's first
underst~md­
ings are a:so Turely nhvsiC2l.
The quthor feels that Rovssepu's method of sociql and
emotionq] educatirn is b p sicqJly sound
for our modern world.
~nd
a good guide
His child might, hmTever, receive
qui te a bi t of disillusio'l if he vJ2re to enter our ':iorld,
"rheT's tl1e
ob~ect
is often not love but person?1 advence-
ment, regardless, of
in~ustice
.
19
to others •
CII;\ ~_.i? ~~:;
__.....
.---~
1
.1
•
03 •
h,
.
h
.I.
10.
1. . .,~L
.,h
, ,
1").
\j "
i
1. L"
•
•
.
lC:.
Jl?J..cl.,
p. ('C.
1'"7
-- i •
1.- 0
["l!.-.
'. 1: 1.
.
20.
Jb:Lsl· ,
Tl-,·' d
~.,
r.
P S.
?O
~
~
~r'
_"'---
r-"
?2. Ibid.,
,
yo,
.
21.
f.duc2tion for Child Develonment"
"HOUSSP8U:
"Treat your rmnil a.ccording to his age."l
Rousse~u
Thus,
~he
exnresses one of his m?1or concerns.
philo-
sopher authorpd a detn iled outline of prot',er conceT ts for
students of v8rying (" ges.
He recognized that m2ny conce:"ts
"ere too intricate for the young child to
assimil~te
felt that nrem2.ture exnosure to c1iffic'1lt ideas
nre~udice.
in c2Dsing
As
Fr",S
and
a f9ctor
result, Rousseau divided
q
educ3tion into four neriods.
chilc1' s e"r1y education
':ihE~
II"'S
nsver to 8.ttemr't
lessons of virtue, but it wss still aimed at pvoiding vice.
Early education could not be of
was not yet prenared for
concern
1.'.1",
S
t~is
sub~ect ~ctter
concentr~tion.
to rrevent vice fraT:: ent:::ring as
for the child
~he
8.
initial
le.'''rned
pa ttern., 2
~:ris
belief
ba.sis for this e"lr1y edlJ.cation Fas the profound
~h~t
it
w~s
2
common
mist~ke
chi Id vIas rn tiona 1 a t birth, and
1'~
of parents to feel the
rents ',rere mi s t81>;:en in
their a~temnt to educate the child as if he were an ?dult. 3
For R01)SSe,':'1J, all
hefore ·;:uberty
Ip~rninC"
ec.xcation, hut ".ras merely
q
'"T8S
not tr'ue
nrep2r2 tion for true educ'l tion.
This, ho"Tpver, dO'::3 not me8n ;:\017s3e"'u '..;,-0 s not concerned
22
'iTith thE! e"'rly yeqrs
000ut t,'clis
in
-.e
In
educatirn.
eI1~h8tic
HI? 'i:TaS very
'=h'} !Tlost imr1ort8nt maxim for tlJ.is age
~leriod.
·
T:-,reven t leE
~he
0:
0
f corrun,~.lon. 4
881'1y 1.evels of educc,tion, the chiJd merely
r:;
Te~ S"Y'. /
'3.nd the onset of
Eo"pvor, the entirety of PODsseau IS
I'
8duc8tional nlen w~S based on resnect for the chiJd.o
u1 tim"'t n ?,o01
F'"
' f ron t',he '.l·C·. 7
t ru t_:l.
the young mind in
:,bility ..
re~3
s to -Lrah' the
Rousse8~1
o~dor
sonins to disticsuish the
S,,~,T
the necess i ty of
thgt it might be
To hiT!', c. child
1J
2is
r~-dy
s born vi th tho
t,"
tr~-'
ining
for this
bu
'
ras 0 {'no
::1
nCEm ::;ny time be better fitted to trqin
th."ffi th::>n th~ T, pro rl y ,'0riod" ~'7hen there 8.re no
irTr"'s~ions
to be eff<'lced."'~ossess
Y"ung minds djd not
objects,
~ere
~he
conrl'?ctions.
idee:
'Jr~; SUi':~.os~;
this luxury.
a
veal's. not bv
I
ot.
by e1lo"ing
1
•.
alone in his mind
child
s ai-her s, II
R01 1 sse0u
8
',r~
nossessin~
no
~he
thCD~ht
s vcjd of ideps bGC2USe, "pvpry
~mc1
th0 youngster
'!T? S
]
?cldng
Y'-;:'onosed to foster idees in 'eter
Eou1d~ng
tpc~nic~e,
i bert·~· .10
connro:ct:Lons betlreen
reason or ideas.
b~sic
S8ns:;
23
~
source of evil,
b~t
'fT"" S
!lot the ovmer of a trup !Tl??F:ory, 8.nd his sensations ",'Tere
his only basis for
At this time the child could
kno~ledge.
learn e symbol, but he could not underst2nd the abstract
reletlonshir bet··,rE'9n the 2ymbol !Ond the re'"1 ob;lPct. 12
From the time of birth, the child
f::rom N;:o bJre
~nd
freedom. 13
Educ~t~on be~~n hpfo~e ~r~icu~~tion, ~nd POUSS??2U
Gregt
n~in '~s
'. .7'" s to hE'
never to stray
~~s
to
t0~cn
.~~
~~evpnt
nCls3s, CO:::1fon ()b~~cts ;:ond
and i +
'J"3
rccom,ne;16e~1
Jlo""ed envirolli'1en t·,} ane! E,'mt"'J 1
fear of
unCOIT2"'cn
th;:ct ?oul.t
nhy~ical
ohj(~c":';s .11+
s'~eech
ob~~cts,
:i..J_sc, thp
bp on the chileS
lpvel of ccmprehension. 15
Rousse"u
during tho infancy
1.
frur ru19s to assist the educator
'ist9~
rr
~priod.
I.E' t n1m use the litt19 strength he has,
1
in assur"?Dce
it. rr
•
he Fill find no '"ray to 2.busp
~.
II:;i6 !l:.m C" sum 1yinf, 0'.1.1 the
hp nepds to S" "'isfy l1is true 'iT':>nt.s."
~.
!1~3t()'!:'
all H{),im and
Lt-,
.
f~
strE~ngt}:1
short '~jth true "rants cond ipnore
nt" sv."
"Use a '.1 c"'r" to r.1/11~", Sllre
vhjct arc> f"nciful. IT 16
incui-itiveness,
w~s
frn~
~pe
24
fivp
t~
are
t~elve.
IS
age, the educator
1T".S
continue gr:c'nting T'hysicql nppds,
+.\
thp child w~s still inca~~bJe of ~udgemen+ ~nd ~ossessed
no true memory.
r-he C11ild ccn1d still reCCgni?;8 synbols
but formed no thODpl1t ccnnoctjons. 17
Of' continuing imrort"'nce
of vice 2nd error.
r~he
1
?C~
'\'f8
s the c,ncorn foY' nresence
of' reasoning rover r.l2de the
~s of t!1is '1ge,
youngster epsDy sl'b-i o ct to corrr;T'tion. 18
1rnc,.Ting one's duty, 2nd th"; c:-Li 1d is not
is c8,pable.
I\.n
(3
ble to Y'8rcei ve
10
8. ttpflrt
tr rp" son ,.ri th a chi 1 d
fr~E.
five to t'·781ve
ye8rs of age resuJted onl.y in a circul~r tyre of reas0ni~~.
It did not load tc
sions
m~
sensu3.],
str~jght-line
th0ught froD
~~ich
ght be dr'::-vn, for +;he chi Td ,.r'" s s ti 11 b8 sica J.l,Y
~ust
beginninr: to move
t(M~rd intu~,tiv":mess. 20
Finally at the agE" of t'1:Jolve 8nd re3.dy to enter
ing
c0Delu-
ner~od,
we find the child
~hysica11y
8. nO,\T
1e~rn-
superior, possess-
ing a good ina gin'" tion, not y'?t COITi::'uni ty-oriented, s :'0':; king
one Jnngua ge, C02:1S is tent1y ca 1m, and
9ns\.;,ers. 21
·9
see1:er of his
O'!ffi
He has 5ust complpted the rlost clanfero'Us portion
of ~is life, for these e~r~y ye~rs are SUbj8Ct to vice and
corruDt:~on
if the eche:) tor forces reason ',Then the f[: cl;.l ty
is ~ot ~resent.22
The third lesrning reriod, from
the rise of truB repsnn.
t~elve
to fifteen, sees
During this ~eriod, the c~ild can
nov learn about society, J.narn
~ 23
oJ...co.1 rl0',,'t
U...: r.1.
':::'ne
l~u:il
~
tr 9 je,
~nd
c~n
be a Dart
is no',' ablE' to distingl;ish bet':;een
,.Tor 'r "':'10 rlp;1, snd vip'-JS "lay as a relaxation froD l?bor,
and not in the onrosi t'3
pI qy.
c()ntext--1'Torl~'1s
r;'his age finds the
c~~.li L1
is good for self and vhere the
The
cl-:i~d
S!"'Ul'CE.
of deterr:lining vih2. t
of hapDiness 1i8S.
is nCH c2p8ble of forTing iCieas and
conclusions 1:Th:1. cll
strengtt,
COl p2 b~G
time ?1,,?;! frc.o
24
dt'~ving
ccrr(~ s ~ en6 ·pi th f"1ct. ~ 5 His r,hysics1
sur~assing
the demands rlaced on it resulting in
excess energy, hps re9ched intcllig0nce.
rela tier..shirs are no"
Cause 2nd effect
Derceivable 9nd the c":cild :1.s becorrJ.ng
a s er:1i-indeDendent indi vidu8.1.
st~?e,
ThE fourth, and final
fifteen.
is the years after
It is charscLerized by continued
society and the
re~~iz8ticn ~hgt
cert~in
are univ0Tsal.
The child seon comnrehends
nroblems could easily become his. 26
vice is meted to the
mpn.
~·,u-::d 1
,:-:01'0
\ t long lest, the Duni'
ob~ectives
infancy.
of
rrcbJems of life
th~t
other men's
The first exposure to
as he vie\,rs the corruntion of
SymTgthy for others is ci.1JtivaT-c'!d.
beccmes stronger 8nd
rerce~~tion
';he curriculum
ti!'lE. c"'n nc'! be srent in study. 27
is enlightened abcut the
which h3ve been guiding
~rinci~les
educ~tor's
sjnce his
The student has teTminat8c, his gl'ided educ2tion
and is no,:! 8ble to IT18.ni T 'ulatc his life at 'ltTill. 28
Rousse2U does not
n~ree
26
any rarticulqr
acade~ic
subject
for the child under the ago of five.
i~hysic8.1
tiOE during this reriod is
8rp~lS
rc::al !nentlcn of sl.1h.iect
bet'Jeen five "'Yld b:re1ve.
geogra;~hy,
lan§"U9(;"E;S,
develo:Jment.
Rousse~u
.L
,.
t2u~ht.
~his
2ge is teo young for
and history, for the facuJty of reason
th~t
t~e
f~cts
and
The youngster should not be exposed
to such lit9rature as f2bles.
tive
rr..erely
He reJ8tes all those areas that
is not develoned, and the child merely retains
no,-+ und E)rS L2nGlngs. 29
The first
falls in the learning ,:)priod
\t this time,
t2"es:,=> negs.tive attitude.
he feels shcv'd net he
His prime considera-
~t
this time, it is ionera-
chiJd always be confronted lTith the truth.
FabJes deceive him, for he does not see the link between
its mora]. qnd true life.
The study of religion is also
avoided, for a youngster of this age confuses the abstracti0rl of God ',Ti th the im!:) ges of ghosts 2nd old men.
The
sub;iect area recorlE'ended for this age is 1rn01.'!ledge about the
world he 'ives in and does not inc]ude introduction of
30
.
a b stractlons.
This
in
~he
1 e'?rning
reo::; 1m of
"""riod does, ho,.·rever, include educ? t.10n
8,\~s"-hetic
s.
j~he
child is ex' osed to r,'usic,
but this is not t"'1.e rn.:sic of LlP.sters.
'Ihe 8!1J.y IT:usic the
chi'ld has is t>.a t o!: his o"m crea tien.
Dose. 3l
t818nts.
He le-= rns to
COTn-
~he c~il~ alsc h~s the freedom to develo~ artistic
Instruction in ?rt lies strictly in the are2 of
self creB.tion.
The child's
~ork
He is never s1J.o'·rn the ',!Orts of the masters.
is aimed at gaining
2
true Dicture of
~roportion,
nature in shane and
and not to mimic the
~~rk
of the master. 32
In the are2 of m0 thematics,
instructor
net teacll the c1:i1d.
"!:,11]
Rousse~u
the educator geometry.
le~rning
and his
is not
discoverec, trlJths. 33
begin te! read.
~he
YOFngster
FOFSS82U
8
st·gtes thst the
The child "'ill teach
wcvld draw from the child,
series of m?norized facts but
During this neried, the student "rill
'c'he teaCi1?r "'j.ll not initiate +:his activity.
~rill
be aided to read if he shoFld see the
need, s1.::c11 as the desire tn r0s.d a
let!~er
fror:l his
Rousse"u dops not advocate the inventlen of
g~mes
to
re~ding,
hel~
the
If the
C~ild
ther.
s!?rles of
wishes to le?rn
the ,:,'hiloso,her feels th"t 8.ny method of teac::1ing
c(,1)1d ., 1e8.d
y011
~unil.
2
f~
8
chi l,d tn re"'d i~:g, hr:.t you cOFld not me '~:e
~4
him reed .".
t~'Telve
to fifteen v"?re th8 t they snn,,'ld be b8 sed on clH'iosi t:T,
thp globe.
This, the
Geogr"?"~~:T ~'''S
If
~
ccnfused Hi th t':p 1'(:"'1
e~rth.
tc: teo l"-'-rned bv vtpHing thp erJvi7'onr:Jc,n+. 35
child needed
his l.o'-rnincf 'TC'uld T"roceed fr-m
8
drC""i,ng onn of his
instrllI!lpnts to
stl1~ent
m~h?
O"'TI.
If h0 fc:md the TI0ed
0-:
ce~t:c:,:~
his studies e 0 stpr, these too "OlJld
be his cre~tion.36
?8
n
During this age, Rousseau intrcl(h;c(", s cne
ros:: tiol". '"Tel,lel.
It
-,'('"\)1d
o:~
:lis first
be> one of t:1J) first vic"ricDs
~7
stuc"ent. ,-'
if his future
tr2de
'Tt"l(J
~?s
to
beco~o
2
m?th~ffi8tician,
bo:' construction (if !l:"them,),tic"'l
Rousse,0u in the
fcllo"~,nr:
then, his
ins'tTl;~'?nts.~8-
terms:
"To -Tr 1r j s t}-,e indj sClens2bl,e dlity of
soci,,: m::,m. Rich or rocr, strnng or I:Teat:,
every idle citiz::?l1 is a 1-11?ve."3 t1
idleness of
lfter the e.p\? of f1f+,een, Eousse8.u
lo~d.
History is
a
of the Dore imrortqnt
1,T J
studies, for this sub~ect enCCDnassos all life. - The
h~avier
academic
intr()r:JT~ces
ODP
caref~11y.
history should be selected
one bit of the
cont8i~
'.'J2nt
The
oninion.
~u+hor!s
s~culd
for jt
never
does not
nousse~~
sh:dent to D::>rrot or'ini.ons but t" f0rv' his m,rn.
2-
fir~3t
sb,;dies of history "Gre to br;
studyinr man,
~n~
R n?rticul~rly food
or t.he
~0n,
then,
~o
2uthor
42
for
biogra'~hi[::::,
"~or Id .43
~n
study for as
ancient, he
'The first. stud't cf history
to te devoid of
~odious
Pousse~u
m8teripl qnd
1:J9.S
recoffiffiended
a studv rf modern history first. 45
liter~ture,
In the field of
study of tho:; the2ter.
~'his
of Tile:1 ~3ing the '·-l.l.hlic.
that
UH~
st!3.f"e
dQ(~:3
su")erior.
earlier
2.
not
S 1T.dent
course of
o~
. h
-
~.er-.rn
In the
the early intellectuals
cor::.~u·)tion,
D.f
is to
·'ro,4ect the +:ruth. 46
c:1.'..'c:ys
':.:'hey '.Tore closer to lT3 ture. 47
·
su,t d ent lS
nm'1 can3. hl
.... 0
Fsbl~s,
can no',; be re:=>d, fer the
.
oe~ln" E~r1ng
Rousseau believed the study of
HO'.1ev:~r"
nrescribes the
is helr-fl.J1 in teacl-:ing t.he ?rt
=1m 'evor, the
~ritings
area. of hooks, the
Rousse~u
J
l~
h e +"rue m":?2n1ng.
.
48
1.2no.;u~
ges to be useless.
8fter fift.pen, the c>ilo. le"rned another Jangu2ge,
r9.rticu~'.arl
~
y T2 tin ~ uhich
.
'of" S
hr:>ne:ficiq 1 in trpns18ting the
40
'rorY:s oi. anC1ents. '
:Se~r.igion
chi 1 c1
'.'!rl S
nOH became
8.
concern.
Before this
ge, the
inc'" Dab]"" of cC;Dl'r('hendinf this Rbstraction.
c·:::'.n see His crea ticn but not the \rtist. II 50
n8vpr to be a definite sub5ect, but
s.qt.ion.
3
~.e~rnec
'I}J.}. s
11\AJ8
tOT',ic 11as
thrm~g:l
COi.lver-
Its te8.C;-d::lg ',,ras to 3vnid "det?i1.ed lists of
18.1·IS
and dut:LPS."
51
.... you do not ':ish t118t their bRlief should
consist mereJy of '~rds; you ~ish them not
on-1y to knO'.'! tlJ8ir re;igion but to believe
it; end you ho]~ rightly that a man csnnot
be~_ieve 'Hhat he does not unders l ;:-:nd.52
Rousse2U nronosed that one should se?l: God by introsnection
and not reason.
fe]t there was no original sin, and he
T~
'v'3.s not concerned Hi th dog-mas.
He a llo";ed different inter-
nretations of religion to exist. S3
'::'h'~
of sex
in
fl
nhiloso"her did not deny or ignore the
E~duc8tjon.
ansF"~ring
imi~ort3.nce
In this arep:, he urged total frankness
all questions.
'rhese re!J1.ies
ser iou3, short pnd definite. 1I
~rere
to be
He fe1t t:le child vIC1J.ld
be ignorrnt until about sixteen, but if questions sho1.]ld
arise earlier, the education sho1-<.1d follov the same -r:rocedllre. 54
Rousseau
This
Je~ds
no~-'
advoc8tes a clear studv of msthernatics.
to a clear
logic~l
ing the mind on tho nroblem.
the
reasoning
an~
requires keop-
This tr2ining is necess2ry to
adu=~ t. 55
7his is the final and most extensive period.
goal is to
area is
develo~
cont~ined
a
thinkin~,
ration21
adu~t.
~he
Its
sub5ect
in the extension of b 8 sic concerts to
more intricate understandings.
Our pedantic te8.ching maniC" is a1l-18ys to
teach children what they would leprn better by
themse1ves an'-} tC5~orget i·Jh-:.t ':!I"l alone conld
have t8ught them.
31
'l'hus, Roussepu e):Dlici tly recon~nended an "ex:,:,,?rience"
metl--:.od of lA8rninp.
H"? advoc::l ted an educa ticnal setting
l'lhich i;) directly reI'" tee to the tY1le of kno',rleclfI8 he v!ished
':'h~_s al10' ·ed a critic" 1 vie',! of th'2 vorld
to bf; gained.
by the chi Id.
57
!'Give yeur D1'.'-'il no
les~;on
in \lords; he must le-rn
~lis vie'· of education did not
only fron exnerience. t1 58
involvs !,ect'l;,rp s, b"L:;,t a nrovision for experiences '_\Thich
led to the discovpry of truth.
For examDle, RC1J.sseau
describ3s hm'T easy it '·,'01~1d be to te8_ch
apres-r s crooked in \va ter.
fea
J
·,
8_
c'1ild ':Thy
8.
stick
Iferely a 110'.·j him to observe this
'"l_nd he ":ill abound \rith rluestions 1,'rhich 'rill "lead to
DrOller conclusions. 5C?
'::'he nhi loso~:her advises the follo".'ing:
':'0 make hiB a master, you must be in
everything an arnrentice; and reflect that he
uill learn nore by one hour of mam181 ',!or}~
-'-l h8 n 1--,e 1,,'oul,-'l r'" t '" 1· n
fron~.4 ::1'-~ 1 ·l~lO' 1~_vc:. dp..... -.J\7 , --~
"~ :
....... 1.:....
.' - bO
eX'.Jl-'na tlOn.
'-'.......J...L
One of the first
learn is
t~~t
of
".....
conc~Dts
nro~erty.
-::{o'Usseau vishes his ctild to
28 does
~ot
do this by lecture.
Derceivod the und,::;rstanding of ilrOT'erty b:- cultivating a
g8.rden, only to discover :,h8t it be"'ongcd to anoth8r.
':'his
t?ught the child the right of nronerty of the first occunant.
Rcusscau did not fee'_
memory.
~--Ie
boo~\:s
-F8re n'?cessary for a child's
,,.fished tn; environment to be
would lsprn by
enviror:TI'p-nt. 6~
ex~eriencing
through a
8.
<)
r~':1e
cl1ild
teacher-c0n~rolled
'The r,hiloso-:,her prescribed
the re'll thing Pend not
bool:;:.
0x;'i'~rience of
slJbs ti tl.::te.\ subs U. tute for the
61
real ob~pct should only be used if it warp irn~ossible to
exhi 'oi + the rea 1. 63
m"y b'2
SUTh"1P~
nO"l~.s s(~au t s f0eli~1ps
::>
bCl't eXT}::;rience
ur in tl-:.is st·; ternpnt:
":e mCi.y ell too P8sily te2-1 hir:l "lh"'t he
ou§;ht to }rno"', 8nd Sf! train him to ";~ it for
.,
l '
us t ,0 d.C i."llS,'.-OL-:. '·;t:'-6~~y 19.1' nore ',',lSP-,-y
ffi21:e h1m a d1scoverer.
~
T
,
.,
Rousse8U reccign:L 78S differences in humans.
He bel ievl?s
all men h"ve
"EveI':,' men is born ',·ri th
Each
9n[1 to:> l(~nts
accordin[ to his
OFD
ch'3,r~cter,
8
"clrr':1ch:~r, his t
m~n
8
makes
Cibi Ii ties,
n~ogress
st'?s, his npcessitips,
his t'1'.'::nts, his zeal, 2nd his onnortuni ties. II 67
Talents may be develone~ in all men if they could be
rlaced in the nroner setting.
~he same teaching a~nroqch
was not necess~ry for on8 as for a~other, as long as it
" : i a goo d en.
d 68
aC;l:.PVPI
~o
RousseAu, freedom
w~s
the key
to =.ndividl1 P}.i ty nnd this r8s1.1l i:ed in a hurrnni tDrian, "7e11·
8 d JUs
te':l h uman be 'lng. 6Q./
EVALU~TION
RO'1.Jsse::>u
TS
g2n8ro.l r-rinci.nl""s are ~,ridely acce1"t.ed today.
Thev h~ve nroven to bo qn adv8nt~ge to the educational field.
before '0uberty.
~,lso,
he doe s not. recommend fa blJ' s for
they qr~ ~ source of misunderstanding.
33
=ven though this
may be r"'rti"'.lJ y true in cons idera tio!l of the megnLlg of the
moral, he h2s overlooked one facto!'.
source of
e!l~oyment .:md
'l'he stories
are an Clid in develo'-ing
a
8TP
a11
recia-
tioD of liter"'tur0.
It is
conmon ;:no·-ledge that subjects such
<>}50
geogra;hy, science,
far earlier
fee~s
to
t~at
ex~ect ~ll
8nd
~leR
children to be
~ll
~he
author of
t~is
naner
for inner motiv?tion, nrior to exnosure
is fine, but in our
br~,-ght tepche~'"
games and
and history can be comnrehended
th~n Roussea~ rcl~tes.
his
sub~~ct,
m~~h,
C2.n
~orld
it is ridiculous to
sel,f-motiv~ted.
a"'~kpn
::tn inner
tynes of schemes to
~he
t"lented
motiv~tion by
using
m2~e le~rnins desir~b10
to -Lhe chil.d, "he: fjnds no intercost in the un?dorned subjoct.
This is
necess~ry
HCUSSP3r
'"1
child
~chjevp
doe s not
ge of re'"1.s0n.
cention.
to
"~'1is
in~:end tr-
of
'')rpsent re l igion unti 1 the
is thp C2.11se of
In reaJity, the
~os~ess~d
the goal of an educ2ted society.
Go~
is
8~thor
conf'l~.sion
and miscon-
of this D2per feels
dptrjme!lt~l
or 'Tong.
Fach m9D
ce "t ior::.
en
thp "'-:'01,,", i
princinlns
8r~
1-
is cl')ncpded th? i Rous seau IS genl?ra 1
8YC01'pnt.
fipld of educptirn
h8S D~de
ov:;rloo;c: thesr: rr:i nor
~ousse~uTs misconcerti~ns
liE
since his time, it is p-sv
mist,,:,l~(js
~o
on tho grounds 0:" scientif5_c
elI"\. I~~:
BIBLIOGR:\:I"rI:
:::>.
4.
-
~~IffiT:,E
._---;~,-~~.. -.----.~
\reh8r '., C:::. L., f:ous_S.!'~1l_1 OIl Education, (T.onc,on:
Arno lc~9 nd COL~~-:;-')ny ,- 1 0 ;:>
11.
PT;--n-.-
r;o.',T" rd
x
B07,rd, 'Till.i~D, The Educa t:p:".op,:, l :;L.1J&or. . of_ Jes.n Jncques
ROl::.sseau, aIn,! Yorl-:: Russell and Russe:l, Inc.,
F)"{)3 ) -p~- 21.!-8.
t.
Li"ve-Strauss, Cl~ude, "Rousseau, F,':l ther of Anthropo logy," Un"_s_co C01]r_ier, Vol: 16 (Hnr ch 1 ( 63),
n. l~.
8.
'\ ,
,u.Tcner,
or-:,.
0.
Fe1tenstein, 2..12. cit::..,
10.
.t
"cl~.,
'I.
35.
I.cn':-son, David, "T':J(, Vip-,~s on the> Cllilc1' s ~:~duc8tion
for Fre edom, 'I Ed 1.; cat l. on'l.~ FOIum Vol: ~)L o·r~uch 1?60),
"D.
31+::.
12.
F81t""nst8in, 9.2. ciJ> n. L~0.
13.
-'.;right. Ernest Hunter, r-hR l':e2n~.ng of Rousseau
~
""0.'
(I,on'lcn:
Oxford University -~.
Fr0S~, ","0;:>
__ C~Y-D..
,
"'
I
- -
14.
j\.rch,,,r, 2J2.. cit~.~
15.
I~~"Ld.., n.
16.
'Trigh+
,
17.
ATcher,
"
1".
2l.
D.
L2.
86.
,
.c: it .,
0'1.
ci t.
,
-
Bib1iograrhy Ch91,tf::-r
10
-...
/
r~hrr-;s
eont.
.
20.
21.
22.
Pel tenstein,
;:>3.
!'!r:Lgh t , on.
Archer, on.
92. cit.,
f'.
31.
n. 5P.
•+
Cl., • ,
n. 15().
?5.
):bJcl., p. 17lL •
26.
IhiQ., p. 1Pr.::.
;:>7.
"'right, 9..:> ei t .• , np. 60-62.
,
cit. ,
111-113.
r',rcher, OD. cit.
:::)1).
•
't ,
.'lrlgl1
nn. 1+t'-S3 •
30.
• T
32.
I1?~d.,
1".
13l.
33.
Ib1j_.,~.
136.
34.
I~id.,
120.
35.
Felt8nstein, 2£. cit., !C.
36.
Archer,
37.
J~~d.,
p. 162.
3~.
Ibid.,
nTl.
30
Ibid., n. 16.3.
•
40.
t~2
•
0'1.
n.
22. cit., r.
J6<)-170.
"iright, 22. cit., 0.
'\renel',
....
0:).
-
1~7.
Ss.
38.
Bibliogra"hy Cho,Dter '?hree cont.
Ib 'l" d
lolL
,'- / ' •
n
.!..
-',_.'
44.
',:right, 222. cit.,
46.
'r~her,
I~i(l·
62.
D.
2..:2. cit., "'.
?Jr:;'.
, n. 2JL.
1-."e,S
Ibid. , P.
.
L~C.
Boyd, :J1tn.,9r ~=--@c~tj.on~J ;rit--:np;s of JO"1n
Rq~!:..s~P"'l.l, 9"... cit., p. 3b.
'71.
Bcyd, ltii!l()r
.Q'!?_. cit., n.
ROUSSG2U,
5'1.
r;'l.;.. •
~'7,.
Br~y,
B[>rbS'~C),
CQ.t~.rier_,
Ar cher ,
Pl"
~],-,er
.....
011
_~duc3.ti()pal
!1
!~CqU8S
20 •
rhe"\. nos t 1 a
Vol,: 1,6
Q], •
"riJ:iJ:?j"s of J?en
?!lC_CJ...Ui~S
of
ffliction, If
(J,:,orch 1°63), n. 7.
j
!!ne_sco
cit., p • 205',
L<oh",,..,t
T
r!'("C'''S'''''''8U'--''
~vL
.
'0'.'
"~.
J
IV.
t-J\ __
.
."-.
Prol1on'"''''t
of'
1_
'/
~·.:..l
t,'I!
...
,
f1
'SdUC2 +ionaJ Scrpen "'nd~ udio Visu~ 1 Guide, Vol: 41
(Ti'obr11a-r--:;-;-('?"'?"-'~ -TL~
- '.....
v..
.J
-L~.O(~.'~
".
'.
58.
..
n.
,\
'.rCI
\:,r, O n
'1~
on.
Fe 1 teEstein,
t;j.~.
0"".
------ - - - -
r:;'p.
, n. r:;c.
£.it.,
1".
o/1.L.
---~--
BibliogTanhy Chanter 7hrPG cont.
6L\- •
6e::'
"
.
'r
ip''n~
r_'b_~L-,
0'"
cit., - • £)6.
-';.
\rc'r1sr, 92· cit..
62.
,
Ibid. ,
Ibid. ,
60
T2"'son, or, • cit.
66.
67.
•
Ibid.
'I.
.~
')0
L.
•
~3.
_.f"
n. 7°
/
n.
,
.
15'') •
,
T:.
'3 Lf.0.
Rousseau snd the Educaticn of the Female
~his
fin~l
nOUs~e?u
tpkcs in
Rousseau
ini~irt~~
that yoman was
is
chn~ter
~dded
est~blishin~
to
S~CN
the
o~nosite
view
education for the female.
his nhilosonhy in this area by relating
creat~d
to
nlp~se
the
~a~e,
and this duty of
the female to rle<1.se the rl8le need not be rncinrocal.
is
educ~ted
according to
h~r
role for the future,
She
~iliich
was to unify the f28i1y and exemDlify tot~l sweetness. l
He justifies a
di~ferent
approach to education by f18tJy
of stud . .,
ariti:JI[,c,tic
HRS
necess::uy, tn l1e1-- in
m"'~nt':'inin,'Z'
th0 hCYllSP-
l
hold. A gir]
~as
not a110w e d the same freedom as the boy,
2nd she 'Ins denie:] 8n isol"tcd
entr~nce
of vice.
She
~~s
en~lironr.1ent
to T'revcmt.
to exnerience constraint,
la
oe
becc-\l1.s'? t':-:is tr2i!'.p-d ~... er to
...i- ,
"1
~
-~--
,
cOYltinu':~11y
2nd thp
cl.ocil,:;.
gir~ w~s
~lcr
tau~ht
TIe 1 j-cion ':'as to be:
gio!~'~,
not
p
-:orld. .
by introsnecttc'1,
bu!
'7
l::ly rB_t~;('r=-t~,'. (
Inv('sti-
c-liffer8'.1.ce bet·!,'GPn thp boy's life
r'he esse:1ti"1 i
.,_,.nlSUrG
.
-Sva1uption
- - - . . ---<----~
Roussc"1U'S
vip~s
1bcut feMole
educ2~ion
Hc: t.hOl.::.ght in tcrr.--:::
should not
.c>
0.-:..
••
rLlS
environms.1.t s.nd ti:nes.
for
~
fOrD.2.l.
educ?c~·io'.1.
::-·.1.ong -.-ith -;:en, ons
te"'chpr for th:Ls Ilsut;iect" is the p-:.other.
r."'Jc·t
2[:ree F5.th
7ho educpticn of thp fen~le definitely needs to rise
"bove t.~y~ fcrmal education of school syste::ms.
'~on"1y,
Mothers are r~jecting cne of their Dost im~ortant rcles-educ::l. tin? thnir d,:'x ghtETs in the si~ill of f~T:'.i ly l~nifi-
is very vitrl to ~heir fanily, their society, nnd the
world.
This is not a vl~2 for a reversal of nresent
female St8tuS, bl.'"":'
2.
C1':7
for
ri')dGr~tjon
bet'Teen
8. "raRe
e8.rner role ~nd the siJ<?nt, uneduc2.ted nothcor figure.
41
1.
Archer, R. f., anussc~u on ~ducpticn, (London:
.---'-'--()~
--'----r-\rnold and Com~pny
lC?~,
r. ?1~,.
L.'_~
?
L._
•
3·
Ib · '1
_J-i:;.o,
Ibicl· ,
, n.
I12.t~l· , . "')8.
Ibid.
6.
o
L •
')')7.
Y'
'.'
,
",'
,
,
-
Edw~rd
SlHEl"'.RY
Tho: author
thinkin~
fec~ls
involv8~
J. ;;. lkDSS8"U'S
in his
~lan
for nen.
b~sic
Rous=eau
based SOD0 of his exarrn1S8 on misinform2tion,
been ;-rovcn untruE b:" r8S o " rcll ;:'. tudi8 S
nrinci~2es
the
~nd
misconce~ticns
"orking: princi ~,1pf,:
fron '-"-,:Lch to
l
e"'rn.
of
nhilosophy
~lso
~~ich
to'~ rty.
RGUS~e2Uls
hqs
In the
co~'ents.
;lore errors.
..
,...,
":
the educ? ti,eD""1 S;7str,r' 'nr vidps for more abstr:--ct 8nd less
0
nhysica 1 tyne s af :-Ylo'."18d!=.:;e.
r-'hc; '1m01::nt of a chiev2men t
in e'3c:1 stafe dencnds on the tl1croushness of ':ercoiv8nent
"lnd accclllr>:lishment in th8 :,rior stage.
learnin~ R~y
be viewed in the reading
one can gain
~e?ninp
ri~ht ~rogression,
",'1""'_~,
' '", t,",o, "
",1.,
" ' .a"ft
!.
froM
th~
a~ditory,
'Ihe stages in
~rocess.
~rinted ~~rd,
~n~
re~" o',J·,n("·..
,4 r r<'
' : c ,POlIO'
"'",
",.L_l('
visu'11
.1.",,'
("'',
• :L __
"'"
'F'
Before
he rmst
h~ve
discriDin~tion.
rot "n.::i
~r ..>
'"t~ndc.\ ~C",:;
,'"',
;:,
+'l'''''
1.
J.'::>
frol". the '.:orl::s :::Jf :~ast(~rs.
?, •
r~'his st::',fP of lorrni:::>.g continuss
Deve 10D the bojy ~'ri th ~.·he mind.
~hysical abi~_ity is an ~cceDtance factor in e~rlipr
lifl";.
eood h")p 1. th nids sociaJ accc'-,tancp ,'lnd socin 1
acce·'t,,'?r:~ce i.s
9.
nrir::r"ry neRd in YOl)th.
It h-=:.s hoen fr;lmd
thqt heslthy bodies are conducive tr herJthy ~inds.
If
the uJ.ti:rlate gc?l is ,. , thinl~inG ~1nd functioni!Y' ci tiz.en,
hep Jth? s1.'ecimen, ,. rhic~ C~~:l '3nrJ.ure his ro Ie in a rigorous
':orld.
History h8.s reVea l J3c1 that a
physica - ly
SI
ovon,
p
t
""30,,]8
"!hich becoE1es
+he sam:':' time becoEles in",·.e llectually
"80.1-, loses its DresLige in the "'orld.
4.
['I.
c':;.i Id is born food and soclet:I tends to corruDt it.
;\ child's fl1.turp 1 s dt:;tprmined b::,r hi s inheri ted
abilities and the set of 8ttltudes, mores, rnd beliefs,
,rl1ic~ h~3 cbtains £'rc!'1 his enviroT1raent.
include:3
2.11
His envirolli'jent
t.hinGs armmd :li8, 2Dong .. rhich"'re 1'::lrents,
school, 8.nd churc>l.
"hes2 pre all
8.
segment of sociotv.
If there should br; a corruntion of the chj.~d, it is grined
fron th
--
21ready r;~dstinf scciet"'l devi8tions l.·.·hi.ch sids
the child in dev01o-i~C his ettitudes, mores, ~nd be'iefs.
It h2. s bee!1 noted th"1 t frot:. a be~ter environment the more
adrrdrable human is nroduced.
45
lIisconc(~nticns
~
1.
'~rnan's
:
educatic~
~or~d
realm is not the
r;-'oday, it i s
s~ou]d
do~estic.
be rurely
Her
of abstraction.
l::no~.";.'1
the t the onJy diff0rcnce bet1 '!een
the se}":'2S is r;urely "-'hysic'" 1.
-,'oE8n are equally ca-rClble
inhabit +-he "orId, the Jes:::: it is lilrcJy ·:·,i1ai Gre"t nre.iud:~ces
e:d~t.
',,'ill co:r..t ;.nl'c to
to
0):"
1. t
is
n~'rdon2ble,
of
~1is
It is not nE":cessary here
the"" f-i.ne inte] Ip:('bJ,'-' 1 2chicvenent the t'1inking
It
='f,e.
s only i!1
~~eeT;inf
":i tll the feeling
s not rnti 1 the
~'r2 sent
century thC'Jt·
f01' he
wo
I,m
the asto 1 mding "h r mor:'l0na ',r s discoverpd--1,ii thin a:>.1Y
hur;;~n'
anatomy intellect",,).aJ notentic>J is only l.imi ted by inheritance, not the sex.
ITo a lJ.o'!TGnCe for J,he educe tion of the 10'Jer class.
2.
There '\'Till
C0 1,1tinue
to
h,?
a lo",,'er clas s, reg:-:.rdless,
of the 'ururies of w0s1th or education
ney
.J-1
l .•
en~oy.
aC:lievemcnt of ::: c12.ss1ess society has been sho·,'rl only to
~.hcrefor0,
be the unatt2in"'bl'J ideg'. of a lInr:dst.
-
-in
....... """,0'
... . . _ 1°+1° es
e,~
in~
~c.
q
l...,
"
l°'l.J·::,llec+u""
..l
l,
-'..1
_
I~,
'.:, _'-
c":··,~rc·it,,
,...., ,_I
_
nrogressing civi'ization.
46
env-ironmron
,~.......
-'-
~~
_
J
•
t.J,
it is
,::,tc •
,__
,
s
3·
\ c"'-i'j rec=:ds
,no
felF.tTy.
social relations of
'ihc; author be'" ievcos T:01:.sse:::.u I
str'=1Ds;ors.
e~t:ends
youth
~·lrt
It is f('l'nc1
to
si:nDle
~~12n2
socia'
::~.dl..~.lt
Fill b<? socially
~xt-:,over+-'cd!10SS
in
~dulthood.
,
tl1'3.l1
;j:.:lt: social. re1r:tions.
"he
Fe?r is
SOC:'''1l
,-here.
h,
.
Chi~d
cannot
~88.S8n
until
r::rroT.
~.
fi VC-:
-;TP'O
.
I":: is logicR] to rea,.lze
cr.i'd vie ",-leI t
,[",OTc'
S
educ~tor
r old is 8.b1e
~·0
""'rcei v·s the
47
lmi vr:':r s~ 1 j +"\]
of
instruction.
Chi~dr~n
of
n'1~;c
is re"'soninr-.
+~is
r~e
81'0
very
~de~t
8t
in
So~~
coming.
0:
his
conc~~sicns
vere
I.
WCxtr2cts fron Ju'ie"
lISeJ_ectiOrl0 frc-,~:~ ~~r:ile, .~joo:c I-lI.tl
"'.:';ducc:: t,i 0'1 of Gi:::'Js: En::"le, bool: V. II
II r.hr:
Fji'"; -iPCT for ~~;>UC8. tiOE of ;1. de Sc:inte
l;arie (1711.G)t,'
1f!"~0r10j~r- on .L~C ---'.clllC:-' tic-,ll of tile J;rinc0 of
-~iri-''?iT'bergl~; I::J.f8l1t DC:1.!.:;:-:8tc::.", ;:~o',"hie (1763)11
n2xt,r~cts frc'~: r~11.Y0P T_!e~ters i:o the [~tbe
I.
':~o ~I8'~ L'njc;r.J.~l'J'l1 the :ZUl)c"t:inD. of a 30y
l)~! t11'::; Ee+-hr) 1 of ,"'i iJ' (177(,)"
11 Letter fron ~·~2d::).m(' D. E'nin8.y to G:~ir.'-c
Cont~'ni~~ 2D ~cCoDnt of p Convsrsatio::J. in
iC;l 1:1.0l)SSY'1~'Tre8 ~ ed His Id8~ s on ':d.l;ca. tion."
Cunliff'e, .Tc~1n "., <)rld rhorndi~ce, Asi1b;l iI, I~d:i_ t,ors,
j'he ~"orld's Best T itcretlJ.r8. Ire" Yo::,'=: r;'hc:'.brner Libr<3.ry,
"1 0 ].7-.------ ---- ----.-~-.--J
r.lio", Ch2.rles -:., ~:-;c'!:Ltor, ~-=-l:!.Q_.I13.rv·:,rQ. Clqssics-Frenc:::.
_ _ _ -_ _ _~nd
_ _ _:8n.q;lish
_ J.
_
Tl'__ilo:,.,,_o1,hsr_s_.
_
Eel! Yor~::
P. ?:"Collier
2.nd Sor:., 1 oJ. r:.
~
11\ Discourse U':lcn t~(3 Origin "'nJ th""
Fnmd o tiO:1 of the InGc~u21i ty p~r.:ong l,~an~~ind"
?s],tenstein, RosaJi 0 , (~r~nsalation) Ro~sscau: H'l'~l' Ie
Se1ectio:ns frOTa Volume Onr;. Gre,': t. I~"~};:, 1'fo::" Yc5"rF: Baron's
'CdUC8.ti.'" n.a~_ Secr-ips ,rncor~~or" t8Q, 1 C' 50.
C..J'
• ,
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