Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1902-07-15
r,srch Reaction Against Rous-
.oau's Doctrine Of Isolation
DISCUSSION AT MINNEAPOLIS
r.,, of Interesting Paper by
a.. smith, orU.s. Bureau of Edu-
o,,,ou-schoOl a Culture Centre

,,o session Of the national council
nrorch of the educational associa-
.,on Of the United States held on tues
a., rly &. in Minneapolis, the sub
..ots discussed we're of great popular
,.,srest The school as culture oenN
-. was the subject Of paper by D.
= Mcclure Of Lansing, Mich Dr. John
navey of the University of Chicago
,.,o,rea with a paper on the social as
rect of education; and Mr.. ossian II.
Iang editor Of the School Journal OF
Nsw York city, opened the discussion
,h . remarkable and telling state
a,t If the work accomplished In a
aoo,o, way in amusements, evening
so,oo,s manual tralNng, evening
/ o,asses and other movements in which
,he schools are doing for the adult
o,ossaa work In education and in
sr,raton that is now TO be regarded
90 school function, especially Of the
country high schools.
The whole session was interesting In
,bs highest degree and touched upon
subjects Of the utmost importance as to
the proper function ofthe public school
in social direction.
Teaehers will remember that Rous-
sesu's Emile the book that has made
a greater impression upon educational
ldeas than any other book ever written,
a.. aVr era fkautc fhat
clety Is an evil that corrupts and con-
teammates the mind OF youth, and that
the proper education Of the you h
would require him TO be separated
from society and all Its social aspects
until he arrives a the social age
say from l6 TO Is years, In contact
with nature, the child will learn truth
and virtue. In contact with human
society he win learn vice and false
hood. Accordingly. the boy Emile was
10 he Isolated from all society except
4 that Of his teachers and was TO be
I taught only the lessons that nature
teaches. until he arrives AT an age and
\ has acquired such methods Of thought
I and action that he can resist the con-
\ taminating tendencies OF human So
\ ciey. All the papers and discussions
4 on this subject at the national assoc
3 citation have tended 20 show how little
4 truth there Is IN the splendid essay Of
4 Rousseau in spite OF all It's rood quail
4 tiles on this main point of this thesis.
n The last speech of the day was by Miss
Il Anna Tolman Smith of the United
4 States bereau Of education, and was
q perhaps the most interesting Of all the
A interesting discussions OF this fruitful
forenoon in the national council. She
spoke on the recent French reaction
n against Rousseau's doctrine Of the neg
A alton Of society In the education of the
~ child and the favor today shown IN
II France TO social education. Through
FL Miss Smiths courtesy your correspond
Fl ent Is enabled to send a full report OF
the lively speech OF this talented lady
" Substantially az she delivered IL. She
"a said
II That Ronsseau's doctrines have pro-
"A f0undly affected primary education in
"A France can, ! think, be easily proved.
ID j Is only necessary to recall the en-
81 tA1ilasm which his name excites, the
M literary charm of the Emile and the
attention given to II in French lessons
la and lectures on pedagogy. The ideas
M shanced In the Emile are, II Is true,
Is ld original with Rousseau; but they
a were Ideas which had become widely
n eslsed In France at the time, anl the
Lnie was exactly the form to insure
81 hsf being put into practice. order,
Ia passion lucidity, qualities which the
ft'nch adore, were all preserved in
Wat appeared TO be a sketch from life
&4 single one Of the ideas advanced
DIS romance Of education concerns
M y here namely, the efacement OF
- sdAly IN the process. In the case Of
lnle the placement Is assisted by an
@atlon Of the pupil after the Robin
Sl Crus0e model. but this artificial
Wnllllon impossible for the ordinary
ald and not complete even in the i'm
Etary Instance ls not essential to the
l.7ose, The effacement or negation
society Is really accomplished In
hehatural man as opposed TO civilized
nSn and In his conception Of the edu-
hWg process based upon and motived
y his notion
NOW, these two elements, a principle
lhats application, comprise all that is
.sntlal in system. They may be
sifalized as regulations and applied
''-NNNlAf VI NlliNlflls
hN how, we may ask. had social in
lehce penetrated French education
.elore Rousseau's day? BY social in
auenee we must understand In this
eohhecton the various forms which
manifest the spiritual ideals Of the
ave-att or the expression Of mans
,Heuc Ideals, history. ar the record
~ hs Institutional iieas, and religion.
Wy expression of his moral ideas.
10 lIS9 these were the essential
~ OF education in France. as else
mere The French revolution of
ulch Rousseau has been called the
oeruhner. destroyed them. They APP
eaTeino more In the specialized schools
Is' rose on the ruins OF the old univer-
49, nor In those peculiar secondary
,nooiS los ecoles centrales, which In
'sS TOOK the place OF the ancient col
III the new schools no subjects
~ 70 De treated except such as are
,.aIny within the reach of the UNDER
lihg and morals were 10 be
,ssn' upon the sole authority OF ma
tms dNactlc form OF stating Rous-
49, precepts passed over the Re-
tU1.e OF 1910, and became a living force
=" Ms US primary schools.
Inc Programs elaborated for these
l'ls IN 1855 gave. II IL true. equal
eeyshltlon 10 the threefold nature Of
~ah physical. intellectual and moral,
a.. we stress u effort went wholly TO
we Intellectual The directions with re-
70 THIS division have the Rous-
stamp. II IL proposed. they say,
slruct the child in n limited num-
~ VI subjects but chosen In such a
','ner taat they viii not only assure
n,n an the practical knowledge Of
..u he mas need. but that they shall
,t hls faculties. form, his spirit.
,u'a'e and extend e. and constitute
"ue education. 70 this end the meth
9l training should be essentially in
pu.e and practical.
m me temper OF the people and
,''al necessities tended 20 detach the
primary school from social and
$50 Influences. One bond indeed
49, u firmly 10 organized society,
r.sy The Industrial demands OF
practical people. but this was
!, ' 's.l,in,ce In It's essence individual OF
nHe odmlnisiradon OF primary edu-
@Nh under the French ,-onuhitc has