PrefacePart One. Theoretical Reflections on the Principles of Human Nature1. Rousseau’s seductive rhetoric2. Emile is an unreal abstraction3. Whether contrariety is part of man’s original nature4. Whether the self is ordered to others selves from the beginning5. Whether self-interest is a sufficient foundation for moral social relationships6. Love of honor and the attraction to an idea of perfection are natural inclinations7. The attraction to moral virtue is a natural inclination8. Whether society corrupts man’s natural goodness9. Whether society invents the fear of death and makes men cowards10. Whether laws and society reduce man to a servile state of dependency1l. On the natural love of order and origins of society12. Man’s reason, the natural analogue to animal instinct, requires education13. Whether children are capable of understanding moral categories14. On the importance of the fear of God in the moral education of children15.On the authority of fathers and the obedience of childrenPart Two. Reflections on Particular Educational Practices, and Most Especially on Matters of Curriculum16. On reasoning with children17. Rousseau’s dialogue misrepresents how to reason morally with a child.18. On a child’s capacity for handling ideas19. On teaching fables20. On the study of languages, and especially Latin21. On the study of history22. On the study of geography23. On the study of geometry24. Francis Bacon’s observations on studying and reading25. The intellectual temperament of Rousseau’s student26. On the native climate of the ideal student27. On the ideal student’s physical constitution28. On the social status of Rousseau’s student29. Insufficiency of philosophy for forming a national ethosConclusionEndnotesIndex
