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The Wild Boy of Aveyron

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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.

Harlan Lane, in this book which is already a little bit old but remains a masterpiece, gives us a complete picture of education movements starting with Itard's attempt at educating the wild boy of Aveyron and going through to Montessori's school of pedagogy. He carefully identifies the main mistakes made by Itard with the wild boy : he did not emphasize enough the capabilities of the wild boy when he was captured and he de-socialized him by not integrating him in a social group of his peers and in society at large. Apart from that this doctor started a completely new movement in education that will be largely amplified by his student Séguin, who will put the essential emphasis on socialisation and productive activities opening the door to Montessori who emphasizes in her turn the importance of self-education in a socially active and stimulating school environment. These three people are the founding fathers and mother of the education of deaf-mutes, mentally-handicapped children and children at large.

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...

Lane has done us a real service in collecting all of this primary-source material into one place. Much if not most of this book is extended excerpts of original documents from 2 centuries ago. Some people might not like reading all of this old and stiff prose, but it gives us the most authentic picture possible of what was going on at the time.
The inclusion of the deaf-mute discussion, while not everyone's cup of tea, illustrates two important points. First, questions of "human nature" were being approached from a number of directions simultaneously even 200 years ago, and some of these insights actually bore some fruit. Some of them were silly and even insulting, but people did not yet know what was what, so they had to try a lot of things. Second, out of the study of children like the wild boy, and deaf-mute children, some really innovative and important teaching methods emerged. Again, people had no idea how to explain or intervene with these cases until recently, and a few brave and thoughtful individuals began to find humane and effective treatments and training methods that we all benefit from today.
Everyone interested in human nature or the early days of social science should grapple with this book.

I first read THE WILD BOY OF AVEYON while a sophomore in college. Itard's short paperback was recommended by my sociology professor (Lynn Nelson). Although I changed my major six times, THE WILD BOY OF AVEYON was the catalyst for finding my new home in the Sociology Department. I was excited about my new major and was delighted to pursue extra and non required reading. In the end, THE WILD BOY OF AVEYON opened my eyes to the profound impact social forces have on the person.

During the spring semester of 2010, I had an opportunity to return to teaching sociology after 20 years of teaching social work. In recalling interaction with Professor Nelson, I decided that requiring freshmen and sophomores to complete a book report would be a good strategy to appreciate and/or hate sociology. After a search on Amazon, I learned that Itard's original THE WILD BOY OF AVEYON was out of print. I was distressed that my students would not be able to read the same book as I did. Instead, I found Lane's version of THE WILD BOY OF AVEYON. I was disappointed until I read it.

Lane's work is a carefully crafted piece that includes much of Itard's original work plus writings of Itard's contemporaries. Unlike the original, Lane is able to take a step back and assess the long term implications of Itard's work with Victor. The reader with acquire commentary addressing the issue: Was the boy left in the wild by his parents because he was mentally retarded OR did the wild reduce this child into a state of mental retardation? The answer was left to the reader in Itard's original work. Lane does not specifically answer the question but does an exceptionally good job in guiding the reader to intellectual comparisons (see page 179).

Lane's version of THE WILD BOY OF AVEYON is a profoundly important piece of literature for the introductory study of sociology. However, it is not an easy read for freshmen. However, all who seriously read this fine book will become intellectually sharper. They will see the coercive forces of our social structure in a different light and will be challenged to understand the impact that social isolation has on individuals.