a narrow-souled, insufferable prig. Culture from another. point of view leads only to that most detestable of all civilized products-an "elegant mind." Let us drop culture, then, and confine ourselves to the common ground of wisdom, virtue and religion, and if it be by any means possible among us northern nations, let us add the grace of courtesy which the Greeks called EUKоopía. All agree so far, and the question at issue these three hundred years, and still unsettled, is by what processes can this supreme end be best attained? By moral instruction and training, all alike answer; but by what further instruments? By the study of man and of human life and thought, as these are embodied for us in language and literature, or by the study of external nature and our relations to it? We do not propose here to attempt to answer the question, but in the debate between Humanists and Sense-Realists there is a growing consensus visible. For all thinkers will, I think, now admit that up to the age of puberty at least, subjects which appeal to the senses and connect a boy with external nature ought to take precedence of all others except the vernacular language and arithmetic, and that after that age the instruction should be more formal and severe and based principally on Language, Literature and Mathematics. Thus far, the incontestable facts of psychology and physiology settle the wordy war on scientific grounds. The same facts point to the conclusion that even encyclopædism, in a restricted sense, has its place, at least in the earlier stages of education. NOTE ON p. 40. Hartlib also was the author of a scheme for an Agricultural College contained in his Propositions for the erecting of a College of Husbandry learning" 1651, and it was to him that Sir W. Petty wrote in 1647 a letter containing a scheme for a great technical College where "all apprentices might learn the theory of their trades before they are bound to a Master" &c.* * Quoted by Mr Browning in his Educational Theories. INDEX. ACADEMIA, see University. Alvarus, Latin Grammar of, 160. 'Arts,' what Comenius means by the seven liberal, taught in 29. Associated words, principle of, Astronomy, Comenius's treatise Atrium Lingue Latine, Com- Atrium, the third Latin Text- Analysis, as a method of ascer- Attention, means of sustaining, in of Latin, 29, 30. Aquinas, St. Thomas, and the Jesuit reaction, 10. Arabic, a necessary language for Aristotle, his influence in the Auctarium, sequel to the Vesti- BACON, Lord, his Advancement Bayle, in his Dictionary, mis- Bodinus, his work stirs up Comen- Moravian in heart and soul, 22; place of Comenius, 19. Colet, his influence over Gram- Comna, or Comnia, possible birth- 41. with Comenius, 116. Columella, to be studied for Conatuum pansophicorum, etc., 41. Comenius (Komenski), John Amos, Continuity, necessity for, in teach- Conversation, use of, in learning Czech, or Bohemian, language spoken by Comenius, 20; his Great Didactic first written in, Education, two parallel streams DAY'S WORK, limit of, 202. Detail, too much, condemned, 112. from the first, 129, 143. Dialectic, beginnings of, to be Dictionaries, not to be put into Didactica, see Magna Didactica. in history of, 4; as understood by Encyclopædism of Comenius, 74, Endter, Michael, his share in the Differentiation, uses of, in teach- Epitomes, Comenius would teach |