CHAPTER XX 



SCIENCE AND DEMOCRATIC CULTURE 



EDUCATION is the oversight and guidance of the 

 development of the immature with certain ethical 

 and social ends in view. Pedagogy, therefore, is based 

 partly on psychology which, as we have seen in 

 the preceding chapter, is closely related to the bio- 

 logical sciences and partly on ethics, or the study 

 of morals, closely related to the social sciences. These 

 two aspects of education, the psychological and the 

 sociological, were treated respectively in Rousseau's 

 Emile and Plato's Republic. The former ill-under- 

 stood work, definitely referring its readers to the 

 latter for the social aspect of education, applies itself 

 as exclusively as possible to the study of the physical 

 and mental development of the individual child. 

 Rousseau consciously set aside the problem of na- 

 tionality or citizenship; he was cosmopolitan, and 

 explicitly renounced the idea of planning the educa- 

 tion of a Frenchman or a Swiss. Neither did he desire 

 to set forth the education of a wild man, free and 

 unrestrained. He wished rather to depict the devel- 

 opment of a natural man in a state of society ; but 

 he emphasized the native hereditary endowment, 

 while expressing his admiration for Plato's Republic 

 as the great classic of social pedagogy. The titles of the 

 two works, one from the name of an individual child, 

 the other from a form of government, should serve 

 to remind us of the purpose and limitations of each. 



