ulties, and capable of being trained only in a certain definite direction to a fore-appointed end. The latter make us believe that it is a bundle of categories, empty thought-forms, existing prior to all sensation or experience, and conditioning it. In either case, we are irrationally induced to regard, and to talk about, the soul as something other than what by experience,1 the only source of true knowledge, we know it to be, and thus to build our educational theories upon a mere chimera. There is not one fact in our experience going to show that the soul is either a substance or a bundle of categories. Indeed, when subtly considered, these words are absolutely without meaning. When we ask what we know the soul to be, we can only answer: A sentient desire, or desiderant feeling, which, through its own effort after satisfaction, gradually differentiates itself into a world, or, which is the same thing, gradually learns to refer its satisfactions to a world of things in time and space. Feeling is primary; ideas, or differentiations in feeling, are secondary-exactly the contrary of what Herbart believed. The world that we know, whether material or spiritual, is entirely made up of feeling differentiated by ideas. The end of education, therefore, can be none other than the complete satisfaction of feeling, by an ever-increasing harmonious, that is, unitary, differentiation of it into a world. of sources of satisfaction. This satisfaction will be greater in proportion as the sources are more numerous and richer. Hence, every soul will be consulting 1 This does not mean merely what is called "sense-experience," but includes all the intelligible phenomena of consciousness, even metaphysical ones. for its own satisfaction, by doing its best to satisfy every other soul, and to make it as rich as possible. Thus the most perfect egoism will be found to be one with the most perfect altruism, and the law of virtue to be one with the law of blessedness, as, in the end it must be, unless all existence be a mockery. On this view of the soul, and on this alone, will it be possible to erect an intelligible and coherent structure of education, intellectual, affectional, and moral. BRIEF BIBLIOGRAPHY Or the numerous editions of the works of Rousseau the best is that by Musset-Pathay (Paris, Dupont, 1823), in twenty-three volumes octavo. A serviceable edition is that published by Hachette, Paris, 1865, in duodecimo. The works of Rousseau which bear on the subject of education are these: 1. Has the Reëstablishment of the Sciences and Arts contributed to purify Morals? with the Letter to M. Grimm, the Reply to the King of Poland, Reply to M. Bordes, and Letter on a New Refutation (published 1750 sq.). 2. What is the Origin of Inequality among Men, and is it authorized by the Natural Law? (1754). 3. The New Héloïse (1761). 4. The Social Contract (1762). 5. Émile (1762), with Émile and Sophie, or the Solitaries (written 1778). 6. Letters to M. de Malesherbes (1762). 7. Letters from the Mountain (1764). 8. Political Economy (in the Encyclopédie). 9. Confessions (written 1766-70; published, Part I., 1781; Part II., 1788). 10. Rêveries (written 1777-78). The following are the best works on Rousseau: 1. MUSSET-PATHAY, Histoire de la Vie et des Ouvrages de J.-J. Rousseau, Paris, 1821. 2. STRECKEISEN-MOULTOU, Rousseau, ses Amis et ses Ennemis, Paris, 1865. 3. H. BEAUDOIN, La Vie et les Euvres de J.-J. Rousseau, Paris, 1871. 4. ST. MARC GIRARDIN, J.-J. Rousseau, sa Vie et ses Euvres, Paris, 1875. 5. JOHN MORLEY, Rousseau, London and New York, 1891. 6. CHUQUET, J.-J. Rousseau, Paris, 1893. There is interesting information regarding Rousseau and his influence to be found in Hermann Hettner's Literaturgeschichte des XVIIIten Jahrhunderts, Vol. II., pp. 431–517, and in H. Michel's L'Idée de l'État, pp. 37–45. Of Rousseau's Emile, there exist several English translations, two of them made in the author's lifetime. The most accessible are these: Rousseau's Émile, or Treatise on Education. Abridged and annotated by William H. Payne, Ph.D., LL.D. New York: D. Appleton & Co., 1893. Rousseau's Émile, or Concerning Education. Extracts with an Introduction and Notes, by Jules Steeg. Boston: D. C. Heath & Co., 1885. |