The Wild Boy of Aveyron

His book though is optimistic as for the victory of these ideas and principles. The debate, at times conflictual, is still raging in our school systems that are not enough socialised, i.e. open onto society at large, and that are not based on self-education in a socially structured and stimulating school environment. Too often we relapse in narrow guidance if not replacing the autonomous efforts of the students with the superior frame of learning imposed by teachers. He also does not emphasize enough on the need for a strict and compelling behavior of the teachers who must not in any way accept to substitute their knowledge to the individual and collective search for knowledge among the students, in spite of all resistance that comes from the very second principle of Seguin's method. It is a natural tendency among children and teenagers to resist such a course of action because it is a lot more exacting, it requires a lot greater effort on their part. This natural tendency to do as little as possible is slightly overlooked. Autonomy is costly on the side of the students and is challenging on the side of the teachers who are not the only source of knowledge any more.

A great book that should be the starting point of any educator in any field and at any level because it shows that motivation is the only engine of learning as for students, and that motivation is varied among students and contradictory with the natural tendency to do as little as possible, to rely on a pre-digested source...


enfant sauvage de l'Aveyron   January 9, 2001
 11 out of 12 found this review helpful

In the book The Wild Boy of Aveyron Harlan Lane does a wonderful job of combining the story of a wild boy, historic context, growth of deaf-mute education, and the techniques of Itard, the wild boys teacher, into an enthralling and captivating novel. Narration as well as primary sources are used alternately to tell the story. The book has a philosophical twist ; many prominenet philosophers are qouted and the difference between man and animal is discussed in depth in a rather interesting narrative which makes use of outseide sources and examples. The story begins with thespotting and eventual capture of the wild boy in the forests of Aveyron. As he is moved form one place to another to be studied his progress is noted. After failing to "civilize him" Sicard, head of the deaf-mute institute and a great advancer in education for deaf-mutes, declares him retarded and a lost cause and leaves him in the attic of the institute. Itard later takes it upon himself to teach the student using revolutionary techniques, often based on the boys fondness for food or his needs at them time, to civilize and educate him. Sypmathy for the boy increases as the plot thickens and it is momentous everytime the boy makes progress. Though it was enriching and interesting when backround information was given about the Revolution, history of the institute and of Itards techniques, at times it was a bit much. The author would go on tangents, veering from the focus of the book, and did not discuss the boy enough. By the end of the book it is difficult to tell whether the purpose of the was truly the story and progress of the wild boy or rather the history of deaf-mute education.