that this is by no means a complete statement of the matter."[94]

Many thinkers fully believed that the schools were in bondage to the
classic studies, that they did not prepare for life, and that science,
which had begun to show signs of awakening, should have a place in
education. The extravagant theories of Ratke, therefore, attracted
attention. Opportunity was given him to put his theories into practice,
first at Augsburg, then at Koethen, and finally at Magdeburg. In each
instance he utterly failed, more from want of tact in dealing with
men,--with those in authority, as well as with his teachers and
pupils,--than from lack of soundness in theory. Of course much of his
theory was worthless, especially that referring to the mastery of a
language in six months, and that proposing uniformity in speech,
government, and religion.

Ratke's method of teaching a language was not original with him, being
similar to, though not so effective as, that advocated by Roger Ascham,
more than a hundred years before (see p. 191), and suggested first by
Pliny, fifteen centuries earlier. Ratke required the pupil to go over
the same matter many times, to learn the grammar in connection with
translation, and finally to translate back into the original. He
proposed to follow the same course with all languages, and have all
grammars constructed on the same plan.

The work which Ratke began was more successfully carried out by others
who followed him, and thus fruit has been borne to these new and radical
ideas.

Quick sums up Ratke's pedagogy in a few words, as follows:[95]--

1. Everything after the order and course of nature.

2. One thing at a time.

3. One thing again and again repeated.

4. Nothing shall be learned by heart.

5. Uniformity in all things.

6. Knowledge of the thing itself must be given before that which refers
to the thing.

7. Everything by experiment and analysis.

8. Everything without coercion;[2] that is, by gentle means, and not by
the use of the rod.

Others have worked out these principles until they have become
thoroughly incorporated into every system of modern pedagogy.

COMENIUS[96] (1592-1670)

By far the greatest educator of the seventeenth century, and one of the
greatest in educational history, was Johann Amos Comenius. He was born
in Moravia, and belonged to the Protestant body known as the Moravian
Brethren. His early education was neglected, a fact that was not without
its c