correctly analyzed that
method and explained its uses," as Aristotle had done so long before.
But these facts do not detract from the glory of Bacon any more than the
discovery of America by the Norsemen five hundred years before the time
of Columbus detracts from his glory. The same process of reasoning would
take all credit from every philosopher that has ever lived, for with
equal truth it may be said that every mental process "has been practiced
ever since the beginning of the world by every human being."

Bacon's teachings resemble those of Montaigne, though Bacon's work was
far more important and complete than that of his French contemporary.
His pedagogy may be summed up in these pregnant words from his own pen:
"A judicious blending and interchange between the easier and more
difficult branches of learning, adapted to the individual capabilities
and to the future occupation of pupils, will profit both the mental and
bodily powers, and make instruction acceptable."

We find in Bacon, then, the beginning of a new era in education. It
remained for Comenius, Locke, Rousseau, Pestalozzi, and their compeers
to apply to specific educational systems the great truth contained in
the inductive method; and to scientists and investigators of all kinds
has been intrusted the mission of furthering, through this method, the
marvelous scientific development which has almost re-created the world.

RATKE[92] (1571-1635)

Perhaps the first to urge the reforms which constitute the basis of
educational theory was Ratke, a German, born in the province of
Holstein. He originated a scheme by which he promised to teach any
language, ancient or modern, in six months. He traveled throughout
Europe, endeavoring to sell his discovery to princes and men of
learning. Purchasers had to agree strictly to maintain the secret.
Professor Williams speaks of this conduct as follows: "These were the
acts of a charlatan peddling some secret quack nostrum."[93] Mr. Quick
says, "He would also found a school in which all arts and sciences
should be rapidly learned and advanced; he would introduce, and
peacefully maintain throughout the continent, a uniform speech, a
uniform government, and, more wonderful still, a uniform religion. From
these modest proposals we should naturally infer that the promiser was
nothing but a quack of more than usual impudence; but the position which
the name of Ratich holds in the history of education is sufficient proof