7 6o THE POPULAR SCIENCE MONTHLY. 



ply the development of that which has been given into its distinguish- 

 ing features. Every language, science, and art, must begin with the 

 most simple rudiments, in order that the idea of the whole may arise ; 

 then follow the rules. 



" Nature makes no leap, but advances step by step. The bird first 

 tries her wings on the nest, after that from branch to branch, later 

 from tree to tree, at last freely through the air. Corresponding to 

 this the studies must be brought into an order, that the earlier may 

 serve as introductions to the later, may mark out a pathway. The 

 one who is to be instructed must see himself learn. Therefore every- 

 thing should be conducted according to its immovable principles. 

 Nothing should be taught on simple authority ; everything must be 

 subjected to the test of the senses and the proof of reason. It is a 

 golden rule of life represent everything to the senses ; that which 

 can be seen to the sight, that which can be heard to the hearing, and 

 that which can be felt to the touch. The beginning of knowledge 

 necessarily proceeds from the senses. The truth and certainty of 

 knowledge depend upon the testimony of the senses. Eye-sight 

 stands for proof." 



Any reflection upon these words of Comenius makes it clear that 

 his system proceeds from a sound view of human nature and of the 

 task of education. The philosophical ideas originated elsewhere, as 

 in England and France, were applied by Comenius to education. He 

 did this work in no servile way, but fearlessly and well. 



It is possible that we are in danger of drawing wrong conclusions 

 with respect to the amount and extent of improvement thus far actu- 

 ally effected in education. Considering only the true principles set 

 forth by the reformers Ratich and Comenius, and remembering also 

 how frequently these men were summoned to amend the school sys- 

 tems, we might naturally conclude that the work was done ; we might 

 believe that education had been rescued from its paralysis in the 

 Church and its mechanism under Sturm. Nothing, however, could be 

 more wide of the mark than such a conclusion. The law of progress 

 is here a little and there a little. Though Sturm and Ratich and 

 Comenius and Bacon and Montaigne and Locke had spoken and spoken 

 truth, the truth prevailed not ; could not prevail until there was added 

 to its simple articulation in language the irresistible force of events ; 

 until scientific discovery, pervading and bettering society, made men 

 heed the manner and course of Nature. 



We need to hold clearly in mind the exact work to be done. It 

 was to secure for man as man a freedom for development limited by 

 nothing save an enlightened conscience and the rights of his fellows. 

 Representative men had begun this work. The masses of the people, 

 however, went on their way as of old, and another unlooked-for step 

 was to be taken before the right path appeared. 



