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D. 
According to Jean Jacques Rousseau, who lived in an era of the American and French Revolution, 
people were ‘noble savages’ in the original state of nature, meaning they are innocent, free and uncorrupted. 
In 1762, Rousseau wrote a famous novel Emile
 
to convey his educational philosophy through a story of a 
boy’s education from infancy to adult-hood. This work was based on his extensive observation of children 
and adolescents, their individuality, his developmental theory and on the memories of his own childhood. He 
contrasts children with adults and describes their age-specific characteristics in terms of historical 
perspective and developmental psychology. Johan Heinrich Pestalozzi, living during the early stages of the 

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Industrial Revolution, sought to develop schools to nurture children’s all-round development. He agreed 
with Rousseau that humans are naturally good but were spoiled by a corrupt society. His approach to 
teaching consists of the general and special methods, and his theory was based upon establishing an 
emotionally healthy homelike learning environment, which had to be in place before more specific 
instructions occurred. 
 
E. 
One of the best-documented cases of Pestalozzi’s theory concerned a so-called feral child named 
Victor, who was captured in a small town in the south of France in 1800. Prepubescent, mute, naked, and 
perhaps 11 or 12 years old, Victor had been seen foraging for food in the gardens of the locals in the area 
and sometimes accepted people’s direct offers of food before his final capture. Eventually, he was 
brought to Paris and expected to answer some profound questions about the nature of human, but that goal 
was quashed very soon. A young physician Jean Marc Gaspard Itard was optimistic about the future of 
Victor and initiated a five-year education plan to civilise him and teach him to speak. With a subsidy from 
the government, Itard recruited a local woman Madame Guerin to assist him to provide a semblance of a 
home for Victor, and he spent an enormous amount of time and effort working with Victor. Itard’s goal to 
teach Victor the basics of speech could never be fully achieved, but Victor had learnt some elementary 
forms of communication. 
F. 
Although other educators were beginning to recognise the simple truth embedded in Rousseau’s 
philosophy, it is not enough to identify the stages of children’s development alone. There must be certain 
education which had to be geared towards those stages. One of the early examples was the invention of 
kindergarten, which was a word and a movement created by a German-born educator, Friedrich Froebel in 
1840. Froebel placed a high value on the importance of play in children’s learning. His invention would 
spread around the world eventually in a verity of forms. Froebel’s ideas were inspired through his 
cooperation with Johann Heinrich Pestalozzi. Froebel didn’t introduce the notion of kindergarten until 58 
years old, and he had been a teacher for four decades. The notion was a haven and a preparation for children 
who were about to enter the regimented educational system. The use of guided or structured play was a 
cornerstone of his kindergarten education because he believed that play was the most significant aspect of 
development at this time of life. Play served as a mechanism for a child to grow emotionally and to achieve 
a sense of self-worth. Meanwhile, teachers served to organise materials and a structured environment in 
which each child, as an individual, could achieve these goals. When Froebel died in 1852, dozens of 
kindergartens had been created in Germany. Kindergartens began to increase in Europe, and the movement 
eventually reached and flourished in the United States in the 20th century. 

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