ABSTRACT
We are now face to face with Rousseau's dilemma. It is the crucial problem which confuses and baffles the modern teacher. The dilemma of which we are here speaking is not limited to the work of the teacher. It affects also every phase of the life of the community within which and for which the teacher is at work. Every teacher would wish his pupil to become not only "interested" but also "disinterested" in his judgments of human affairs. We shall not understand either society or education except as we are able to give exact and dependable meaning by which to control the use of that term. Pupils learn to live as their elders live and have lived. They have no "reason" for wishing to do otherwise. But with the entrance of doubt and reconstruction upon the scene, the situation of the teacher is transformed.
