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demands were, to some extent, the natural educational corollary 
of the philosophy which Bacon, in this period, crystallized 
concerning “learning ” and its ‘‘ advancement.’’ Among those 
mentioned as first writing in this new spirit were the Moravian, 
Comenius, and the English poet, Milton. John Locke was next 
touched upon—lacking in idealism, yet with a wealth of shrewd 
common sense advice upon practical matters of school conduct— 
a fitting representative in education, of the strength and weakness 
of that age of prose, the Kighteenth century. It was pointed out, 
however, that this ‘‘ Encyclopedism” was, as a theory of 
education, vitiated by a wrong interpretation of that most 
fallacious of all doctrines, ‘‘ knowledge is power.’ This is 
singularly illustrated in the fact that Comenius’ demand for 
infant schools was based almost entirely on the idea that, since 
the world of knowledge was so large, it were well to begin early. 
To bridge the gulf of time between Locke and Herbert Spencer, 
which exists in Professor Lawrie’s book, the Reviewer spoke 
at some length on the great revolutionary influences in Educa- 
tion, emanating from Rousseau and the philosophy of Kant, and 
operating through such writers and teachers as Pestalozzi, 
Herbart, and Fréebel. After a reference to Professor Lawrie’s 
well-directed attack upon ‘‘ Complete Living,’ in the Spencerian 
sense, as an ideal in Education, the Reviewer concluded with a 
quotation from another living worker in the same sphere as 
Professor Lawrie, namely, Mr. Oscar Browning. ‘‘ The dead 
hand of Spiritual Ancestry lays no more sacred duty on posterity 
than that of realizing, under happier circumstances, ideas, which 
stress of age or shortness of life have deprived of their accom- 
plishment.”’ 
Sate 
eT Ne 
