BY J. BROWNLIE HENDERSON. XV. 
study and new syllabuses. What would we think of read- 
ing, writing, arithmetic, scripture study, surveying, music, 
the classics and the study of objects in nature for mental 
work, and running, jumping, wrestling, and putting the 
shot for physical training ? Somehow it sounds as if some- 
one were advocating an advance on our present “‘ syllabus,” 
and yet it is an outline of what wes advocated and used in 
Switzerland in 1520 by Zwingh. Luther strongly advocated 
compulsory education, pointing out the great danger to 
the State of allowing part of the population to grow up 
undisciplined. He advocated women as teachers, and 
pleaded with the Magistrates of the cities to spend more 
money on the schools. ‘* Every year,” he said, “ the cities 
expend so much upon arms, roads, bridges, and number- 
less other things that contribute to their temporal peace and 
prosperity ; should they not much more contribute as much 
for the employment of teachers for the poor youth so much 
in need of instruction.”” He also advocated in addition 
to the usual subjects “the study of nature,’ anda thorough 
course of physical training. 
About this time the secondary classical schools sprang 
up, so that in Germany education became fairly well co- 
ordinated and the work ran through from primary. to 
secondary, and then to University. Following on the 
establishment of the Reformers’ schools, came the mag- 
nificent system of schools of the Counter Reformers—as 
represented by the Society of Jesus. They had in Jess 
than 150 years from their foundation over 200,000 scholars 
in splendidly organised schools, and to them belongs the 
credit of first definitely and thoroughly training teachers 
for their profession—a position not yet reached by us in 
Queensland. 
The classical learning had barely become established 
when it was strongly attacked by skilful men, and these 
men too were among the greatest scholars of their time. 
Montaigne in France, Bacon and Mulcaster in England, 
and Ratich in Germany, all made strong attacks on the 
classical system, and advocated something new and better. 
Comenius, the Moravian, advocated a system which we still 
admire, and to some points of which we have not yet 
attained. The following sentence was not taken from a 
