756 THE POPULAR SCIENCE MONTHLY, 



this was the phrase that, like a curse, blighted the harmonious devel- 

 opment of thousands of youth ; the phrase that has carried over into 

 our times such excessive zeal for the classics as has materially assisted 

 to produce the present reaction. In saying this, we pronounce no 

 opinion for or against the continuance of classical training in the col- 

 lege course of study. What may be said on that subject in these 

 papers will appear elsewhere ; our present purpose is to show his- 

 torically the natural, necessary origin of that supremacy of Greek and 

 Latin which many would maintain at all hazard. 



The reformers did a great work, both directly and indirectly, for 

 education. They failed to the extent that their idea of man was 

 faulty. They did not understand the liberty which they proclaimed, 

 yet they caused to be brought to light a most important problem, viz., 

 the separation of religion, as dogma, from education a separation 

 which must take place before there can be any true union. Here was 

 the indirect influence of the Reformation ; its direct bearing upon 

 education is found in the fact that this subject now became special 

 matter for thought and endeavor. The Jesuits and the Lutherans 

 systematized education as thoroughly as could be done in the interests 

 of a dogmatic theology. "We have seen the beginnings of the reac- 

 tion. The schools of Sturm taught Latin and Greek for Latin and 

 Greek's sake not for Church or party. Here was the first step, right, 

 indeed, for its time ; a most serious misstep, however, for the remote 

 future. A way had been opened for thought ; and where thought 

 begins there will be change ; where thought continues there will be 

 progress. Now men are directly at work to improve the methods of 

 education. We have reached the time of individual and conscious 

 effort. 



We are concerned rather with general movements than with men, 

 and for this reason shall refer to leading educators only so far as 

 may be necessary to illustrate the evolution of our subject. Wolfgang 

 Ratich was born at Wilster, in Holstein, October 18, 1571. In Hol- 

 land he determined to appear as a reformer of the entire method of 

 teaching the languages. His estimation of himself and what he could 

 accomplish was altogether incredible : "I will give to my Fatherland 

 and to all Christendom a remarkable service, and I will bestow upon 

 them a most inexpressible advantage. Inside of eight or ten days I 

 will disclose, in a strictly confidential manner, my method of lan- 

 guages. I will make known what amount in every language can be 

 scientifically taught, learned, and spread abroad in one half year, as 

 well by the old as the young, as well by women as children ; and this, 

 too, completely not piece-wise." Ratich was, as these words show, very 

 much of a charlatan ; still, he gained the attention of many influential 

 men amonsf them Prince Ludwis: and the Duke of Saxe-Weimar 

 and extraordinary efforts were made to reform the schools and methods 

 of instruction. We need not dwell upon the miserable failure of this 



