seek all the professional knowledge within his reach. "Every one," Says Matthew Arnold, "every one is aware how those who want to cultivate any sense or endowment in themselves must be habitually conversant with the works of people who have been eminent for that sense, must study them, catch inspiration from them. Only in this way can progress be made." (Quoted by Momerie). Let us hope that you have incited some young teachers to study and catch inspiration from the great thinkers and workers in the educational field. E. This is the object I have aimed at. If I wanted a motto I think I should choose this from Froebel interpreted by Miss Shirreff:

"The duty of each generation is to gather up its inheritance from the past, and thus to serve the present, and prepare better things for the future."

SYLLABUS

OF QUICK'S EDUCATIONAL REFORMERS.

From the International Reading Circle Course of

Professional Study.

Pages 1 to 62.

I. THE RENASCENCE.

1. The essential element in literature.

2. Classical literature in education.

3. The educational classes produced by renascence tendencies.

4. How much of the error of the "renascence ideal" still survives?

5. Is this harm overbalanced by the good influences of that ideal?

II. STURM.

(See Painter, pp. 160-162, for Sturm's Course of Study.)

1. What two or more influences of Sturm's school would you mention as most prominently retained in our larger schools of to-day?

2. How far are these influences good, and in what ways are they evil?

1. Their motive.

III. THE JESUITS.

2. Their elements of excellence.

3. What value attaches to their provisions for securing thoroughness?

4. What to their instruction in morals?

5. What to their physical training?

Pages 63 to 171.

RABELAIS.

1. His products of education : wisdom, eloquence, and

piety.

2. His emphasis upon the study of things. 3. His standard of physical training.

MONTAIGNE.

1. His prime product of education : wisdom, in thought and action; not knowledge.

2. The practical errors in his theory of educational methods.

ASCHAM.

1. His method of Latin instruction.

MULCASTER.

1. His principles of education as identical with the best of to-day.

2. His recognition of the need for trained teachers.

RATKE.

1. His practical failure due to the characteristics of the man, not to faults in his principles of education.

2. Nine cardinal principles of didactics as gathered from his writings upon method.

COMENIUS.

1. The first to treat education in a scientific spirit.

2. Based educational method upon an understanding of the nature of the child.

3. Insisted upon the direct study of external Nature, and upon the learning of words only in connection with things.

4. Recognized education as the development of all the faculties of body and of mind.

5. Demanded the equal instruction of both sexes.

6. Taught that languages must be learned through practice, not by means of rules.

7. Made provision for education through the hand as well as through the eye and ear.

Pages 172 to 218.

THE PORT-ROYALISTS.

1. Purpose and method of Saint Cyran's "Little Schools." 2. Actual results of English public-school influences as opposed to St. Cyran's theory.

3. Port-Royalists' restoration of the mother tongue as the subject-matter of elementary instruction.

4. Literature study as distinguished from grammar study of Latin and Greek.

5. Logic, or the act of thinking.

6. The principles set forth in the pedagogic writings of the Port-Royalists.

SOME ENGLISH WRITERS BEFORE LOCKE.

1. Francis Bacon: first great leader of the realists· - of those who sought to know the facts of Nature rather than the thoughts of man.

2. Charles Hoole: "one of the pioneer educators of his century.'

3. Dury and Petty: extending the doctrines of realism. 4. Milton: elevating the moral nature to the first place in his theory of a complete education.

Pages 219 to 238.

JOHN LOCKE.

(See Painter's History, pp. 218-223.)

1. From the standpoints of reason he rejected the established methods.

2. His definition of knowledge.

3. Development of body and mind, and formation of right habits the true aim of education.

4. Locke's comparison of the child to white paper or wax. 5. The naturalistic school of educational thinkers.

6. Objections to classing Locke as a utilitarian.