9. That teachers must be specially trained.

10. That schools must be more rationally graded and better supervised.

11. That languages must be taught as "living organic wholes fitted for the purposes of life, and not as the lifeless tabulations of the grammarians."

It was the opinion of Mr. Quick that the most hopeful sign of the improvement of education was the rapid advance in the last thirty years of the fame of Comenius, and the growth of a large literature about the man and his ideas. The revival of Comenian ideas really dates from the beginning of the present century, when Germany, crushed and dismembered, looked to her schools as the surest means of regaining fallen glory; so that the battle of Jena may be given as the date of this awakened interest in the reforms of the Moravian educator. This interest culminated in the foundation of the great national Comenius pedagogical library (Comenius-Stiftung) at Leipzig, in 1871. It was founded by a band of enthusiastic disciples of Comenius, of whom Julius Beeger was the foremost; and, although it numbered but 2642 volumes at the end of the first year, the interest in the movement has been so great that it now numbers over 70,000 volumes, and constitutes the largest single collection of pedagogical books in the world. The books are classified in 56 departments, the most important of which are: encyclopædias of pedagogy, complete collections of the writings of standard educational writers, sources of history of education, general works on the history of education, histories of special periods in education, histories of education in different countries, histories of individual educational

institutions, educational biographies, works on systematic pedagogy, physical education, etc. The library covers every department of educational thought, and is especially strong in the literature relating to the elementary schools of Germany. The privileges of the library are freely open to all students of education. The library is under the control of the Leipzig teachers' association, and is sustained in part by the association and in part by appropriations from the city of Leipzig and the kingdom of Saxony.1 What more appropriate memorial to the long and devoted life of Comenius to the cause of education could be desired, and what stronger evidence of the permanent influence of his work and worth.

A second recent manifestation of the permanency of the Moravian educator's influence is the Comenius Society (Comenius-Gesellschaft), with headquarters in Germany, and numbering among its members most of the leaders in educational thought in the world. It was organized in 1891. The objects of the society are (1) to spread the living influence of the spirit of Comenius and the men who have represented cognate reforms; (2) to work toward an increased knowledge of the past and a healthy development of the future on the principle of mutual union and forbearance, by means of the cultivation of the literature which has grown out of that spirit; and (3) to prepare the way for a reform of education and instruction on the lines laid down by Comenius. In order to realize these

1 An excellent account of the national Comenius pedagogical library will be found in: Die pädagogischen Bibliotheken, Schulmuseen und ständigen Lehrmittelausstellungen der Welt. Von Julius Beeger. Leipzig: Zangenberg & Himly, 1892. pp. 84.

objects, the society further proposes (1) the publication of the more important writings and letters of Comenius and his associates; (2) inquiry into the history and dogmas of the old evangelical congregations (Waldenses, Bohemian Brethren, Swiss Brethren, etc.), chiefly by publishing the original sources from their history; and (3) the collection of books, manuscripts, and documents which are important for the history of the above objects.

The membership of the society, while overwhelmingly German, includes a considerable number from Austria-Hungary, Holland, Great Britain, the United States, Russia, Sweden, Norway, Italy, Switzerland, France, Greece, Belgium, and Denmark. The society inspired the numerous celebrations in commemoration of the three hundredth anniversary of the birth of Comenius (March 28, 1892). These celebrations, held at most of the educational centres in the Old World, and at a number of places in the New, revived the memory of Comenius, and brought his teachings to thousands of teachers who had known him before only as a name.

The society began in 1892 the publication of a highgrade review, Monatshefte der Comenius-Gesellschaft, - which is published bi-monthly at Berlin, and is edited by the distinguished Comenius scholar, Dr. Ludwig Keller. This review has most creditably carried out the purposes of the society in publishing a wealth of original material on Comenius and his contemporaries, that hitherto has been altogether inaccessible to the student of the history of education. The society also publishes a bi-monthly educational journal for the use of teachers in the elementary schools of

Germany especially interested in the doctrines of Comenius. It is entitled Comenius-Blätter für Völkserziehung, and is also published at Berlin and edited by Dr. Keller. The propaganda of the Comenius Society has done much to restore this worthy to the place he so justly merits - the foremost educational reformer of modern times.

These are some of the agencies employed by the Comenius Society in opening up an appreciation of this great man, who, "born in Moravia, working amongst Czechs, Germans, English, Dutch, Swedes, and Hungarians, with friends in France and Italy, has won by his thought, as well as by his life, a universal significance. As philosopher and divine, in union with Andreæ, Dury, Milton, and others, he devoted his life to a work of peace. He placed the weal of man, as he termed it, above the respect for languages, persons, and sects; thus his energies were directed toward restraining the wrangling people, churches, and classes from the violent utterance of their differences, and leading them on the ground of early Christian views to mutual peace and forbearance. educationalist, inspired by Bacon, he successfully asserted the claims of experimental science in the elementary schools of his time, placed the mothertongue on the list of subjects of instruction, and included in the conception of the school the idea of physical culture. By his demand for education of all children, including girls, who till then had been neglected, he became one of the fathers of modern elementary education."

As

APPENDICES

I. TABLE OF DATES

(a) Pertaining to the Life of Comenius

1592. Born at Nivnitz, Moravia, March 28th. 1604. Death of his father and mother.

Entered the elementary school at Strasnitz.

1608. Entered the gymnasium at Prerau.

1611. Matriculated in the college at Herborn.

1613. Matriculated in the university at Heidelberg.

1614. Appointed teacher in the Moravian school at Prerau.

1616. Ordained as a minister, April 29th.

1618. Called to the pastorate of the church at Fulneck; also superintendent of schools.

1624. Marriage to Elizabeth Cyrrill.

Driven into the Bohemian mountains by religious persecutions.

1627. Banished from his native country.

1628. Fled to Poland; given charge of the gymnasium at Lissa.

1632. Consecrated as a bishop, October 6th.

1641. Called to England, arriving there September 22d.

1642. Left London, June 10th, for Sweden.

Settled at Elbing, Prussia, in October.

1648. Returned to Lissa; death of his wife; chosen president of the council (senior bishop), of the Moravian Church.

1649. Re-married, to Elizabeth Gaiusowa.

1650. Took charge of the schools at Saros-Patak, Hungary, in

May.

1654. Returned to Lissa.

1656. Lissa burned; flight to Silesia.

Settled in Amsterdam.

1670. Died at Amsterdam, November 15th; buried at Naärden

(Holland), November 22d.