Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1902-07-15
r,soch Reaction Against Rous-
seau's Doctrine Of isolation
DISCUSSION ar MINNEAPOLIS
Tar, Of Interesting Paper by
an. smith, ofU.s. Bureau Of Edu-
a,,,oa-scbooi a culture Centre

AZ the session OF the natlonai eVu'.'"
A., branch Of the educational associa-
,,on Of the United states, held on lues-
Adv July s, in Minneapolis, the SUP
,.o,s discussed were OF great popular
,D,sres The school as culture cehN
-. was the subject Of a paper by d.
= NcInre of Lansing, Mich. Dr. John
nancy of the University of Chicago
,o,,owed with paper on the social as
% oducatIon; and Mr., Osslan II.
ono editor Of the School Journal OF
Nv York city, opened the discussion
Am n remarkable and telling state
non, of the work accomplished in a
soo,a, way in amusements, evening
sohoo,s manual traisng. evening
o,asees and other movements in which
tho schools are doing for the adult
Glasses work in education and in
sr,ratlon that Is now TO be regarded
os a school function, especially Of the
country high schools.
Tbe whole session was interesting in
the highest degree and touched upon
subjects Of the utmost importance as 70
the proper function ofFbe public school
in a social direction.
Teachers will remember that Rous-
seau's Emile, the book that has made
a greater impression upon educational
ideas than any other book ever written,
maintained the strange thesis, that so
olety 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 at 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 will learn vice and false
hood. Accordingly, the boy Emile was
TO be Isolated from all society except
that Of HIS teachers and was to be
taught only the lessons that nature
teaches, until he arrives at an age, and
has acquired such methods OF thought
and action that he can resist the con-
Eliminating tendencies OF human So
ciety. All the papers and discussions
on this subject at the national asso-
citation have tended to show how little
truth there is In the splendid essay Of
Rousseau, in spite OF all its rood quail
tiles on this main point Of this thesis.
The last speech Of the day was by Miss
Anna Tolman Smith Of the United
States bereau Of education, and was
perhaps the most interesting OF all the
ihelssuhs uiscussiotls " this ifuithul
loNnvou III ,ne nalio,lal COUNCIL, she
spOse on tne reIeh1 rrench reacton
at~nss iIousseau uoclr,ne Oh the neg
a .ws =. sooie.y ~ tlie euuuatlVn vi tae
ysue apu ue taNor louay snoMn ~
4 IAN w soViai euuoa,Ioh ihroush
M,'S si''sh ,oui,esy Sour volrespoiiuI
81. .LN ~ enaoieu ~ tsenu iu,l rrport Oh
s ng ~ yPVs." y ',,lS l.alen'eu reus
~. 20 sue ue'iVe'eu H. ehe
n.y., po,,,.oo,,, s.... 49,,
,onnS,, aosao,Ii ~. n'.s na,e ply
r 'arae ~ '"'sis eu w IA
!, 'T a. ta'' .m,ih, pe easiy proNeu'
4 vh'y necessaiy 10 recall the en-
,, .sas" WHICH ,is name eAciles, tle
i " ay 0halN1 vi the 1IhIe anu the
4 II
sss.noaa a., ~ psaa , nc iueas
~, os,u0 n1 .m. S p aie, " Is ,rue,
- Nv Vi ,s wi'l ItouS,eau, put my
Sss,, 'S' a., ,N wnlen nau pevoihe wiueiy
r- T'su a ~ rran.e a, .ue .lIne, ana ,ile
a.I- "ss eAat'g uie 10TH 10 insure
s,.",., D."s pSt i".o prac.iee, Vruer,
w. lueiui.y, qusi,'ies WHICH 'ne
rl.,onra VIZ al pteserseu W
I', . spge3leu W oe sketch TON ille;
= M" sn one VI eus luses ausaheeu
=, t., 'onianVS Va euuuauon coheeihs
.oAs,, T.. ', .h 'ie vil".el''ent y,
yrgs az" NJ ene p.oeess; III Wv ease vi
sls,la ,a s. ~. 10 assis.eu w an
4. 60. y. .le pup, ai'e, tHe MUM
Ns,l,,an inoue,' put 'nis u,iilcial
Ana a' iu'possipie ior ordinary
,,i,,s ~ w. cohipiete eNeh III ,ne IN
,s,,r., 'is a yal'ce, - hot tial 70 the
s,pOe Inc enacement or negation
M 49,, Ieal'y uuoo,'lpiisneu u,
ma, s,S ~ nan Ia us opposeu W SiViliseu
nt,s nro -, ,lis coieeptloh Oh tne euu,
n ~ "u. ., p"Seu upon ana nio.'Veu
Nan .h to.o. ,
rS ~ a unrse 'Wo e'ein .Dl. a prihcip,e
r.ts,s,,. "a a syatsil; ihey may ps
IA ,oiiaa,i. az Iesuia,lons anu apphei
D., sO.luhh oI chhuien'
og Wv, how we may ask, irid social IN
49, pehetrateu frenon educatlon
/ mar. NouSseaus DAY! by socal IN
connse, We must understand IN thls
msn,,.u the various forms when
raca the spiritual feais OF the
.s,So. or tne expression OF mans
y, III ~ lueals, history, or the record
~ s INSTITUTIONAL IDEAS. ana religion
I ~. oppression OF his moral ideas
W l'@ these were the essential
a. VI education In France, as else
49, Inc French revolution, OF
-. 49, rousseau has been called the
, s,r' destroyed them. They APP
49, a.. no more In the specialized schools
' nH rose on the ruins OF the old univer-
aees nor In those peculiar secondary
,~.nools' los ecoles ceutrales. which In
10 TOOK the place Of the ancient col
Nses' In the new schools no subjects
see 10 be treated except such as are
palhly within the reach OF the under
|nahd'ng' and morals were to be
Taught upon "the sole authority OF ma
'ure
ms dhactic form OF stating Rous-
public OF 1870. and became a living force
N Us primary schools.