ply the development of that which has been given into its distinguishing features. Every language, science, and art, must begin with the most simple rudiments, in order that the idea of the whole may arise; then follow the rules.
"Nature makes no leap, but advances step by step. The bird first tries her wings on the nest, after that from branch to branch, later from tree to tree, at last freely through the air. Corresponding to this the studies must be brought into an order, that the earlier may serve as introductions to the later, may mark out a pathway. The one who is to be instructed must see himself learn. Therefore everything should be conducted according to its immovable principles. Nothing should be taught on simple authority; everything must be subjected to the test of the senses and the proof of reason. It is a golden rule of life—represent everything to the senses; that which can be seen to the sight, that which can be heard to the hearing, and that which can be felt to the touch. The beginning of knowledge necessarily proceeds from the senses. The truth and certainty of knowledge depend upon the testimony of the senses. Eye-sight stands for proof."
Any reflection upon these words of Comenius makes it clear that his system proceeds from a sound view of human nature and of the task of education. The philosophical ideas originated elsewhere, as in England and France, were applied by Comenius to education. He did this work in no servile way, but fearlessly and well.
It is possible that we are in danger of drawing wrong conclusions with respect to the amount and extent of improvement thus far actually effected in education. Considering only the true principles set forth by the reformers Ratich and Comenius, and remembering also how frequently these men were summoned to amend the school systems, we might naturally conclude that the work was done; we might believe that education had been rescued from its paralysis in the Church and its mechanism under Sturm. Nothing, however, could be more wide of the mark than such a conclusion. The law of progress is here a little and there a little. Though Sturm and Ratich and Comenius and Bacon and Montaigne and Locke had spoken and spoken truth, the truth prevailed not; could not prevail until there was added to its simple articulation in language the irresistible force of events; until scientific discovery, pervading and bettering society, made men heed the manner and course of Nature.
We need to hold clearly in mind the exact work to be done. It was to secure for man as man a freedom for development limited by nothing save an enlightened conscience and the rights of his fellows. Representative men had begun this work. The masses of the people, however, went on their way as of old, and another unlooked-for step was to be taken before the right path appeared.
