J. Antall szerk.: Medical history in Hungary 1972. Presented to the XXIII. International Congress of the History of Medicine / Orvostörténeti Közlemények – Supplementum 6. (Budapest, 1972)
M. Vida: State-Models (Utopias) and Sociology of Medicine
M. Vida : State-Mo dels (Utopias). 25 position in the comprehensive intellectual education. Vairasse completely ignored thorough requirement of natural scientific education, so he forgot about attainment of medicine and natural sciences. In that respect he fell behind the view of the Utopian socialists' educational and material idea of enlightenment. Morelly, French materialist, thought according to the line of Locke. Helvetius, that at the birth human psyche is "tabula rasa" in an absolute sense, namely "human being comes out from hand of nature —he wrote —that he is in the lack of any metaphysical and moral idea, his only good quality is to receive them." 4 6 With his statement he represented in fact the anthropological view of French materialism. Accordingly the biological character of man is the product of nature and society may be merely an advantegous or harmful circumstance for the fulfilment of the biological needs. 4 7 Morelly "fetishized" education: "to develope all natural gifts of man of rational society and by that to prepare man for freedom ." In contradiction to Vairasse, he underlined the social educational function of the family, although controlled family and marital relationship with dry rationalism. He made marriage compulsory at the age of 15—17. He assigned a part to mother in nursing, who feeds the infants herself. The heads of "tribus" follow nursing and the educational activity of parents with attention. Social education begins at the age of 5 for beth sexes in an equal proportion. In Morelly's educational system natural sciences got an important part. While the moral philosophical and metaphysical studies are stabil, the interest for natural scientific problems are infinite, because of the scientific technical material. He assigned to literature and arts an extrem ÿ utilitaristic part. In his point of view the main task of education is carried out by propagating moral and physical beauty of nature. 4 8 The French Utopian literature is significant primarily as a representative of theoretical and historical permanency, mainly in an educational historical respect. Nevertheless it is important to mention this historical period. Partly it was a significant initiative of theoretical and practical work of Utopian socialism, partly because it turned out by examination that the active role of sociology and public health fell in to the backround almost for two hundreds years as an account of the "all-mightiness" of education. Only at the beginning of the 19th century claim for social organization of public health and this time as a practical demand. 4 6 Morelly : Code de la nature oulevéritable esprit de ses lois de tout temps négligé ou méconnu. Paris, 1755. 1G p. 4 7 Marx, K.— Engels, Fr . Művei. (Works.) Bp. 1951. Vol. 3. The biological arfd social life of man, the problem and elaboration of their relation. 4 8 Pataki op. cit. 66 p.
