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Rh Austria is, except in the case of the Kindergarten, still left to the mother's own discretion; but it is interesting to note that the three other divisions of educational establishments suggested by Komenský are almost exactly in accordance with the present system of education in these countries.

It is beyond the purpose of this book to give detailed account of Komenský's educational theories. I must refer those who are interested in the subject to Mr. Keatinge's excellent introduction to his recently published English version of the Didactica Magna, which I have already mentioned. The writer here gives us a concise but very clear sketch of these theories.

One of the best known, probably formerly the best known, work of Komenský is also of an educational character. I am referring to the celebrated Janua Linquarum Reserata, which was first published in 1631. The book was an attempt—somewhat anticipating Ollendorf's method—of facilitating the study of Latin, and in the enlarged editions that of other languages as well. The book immediately obtained an enormous success, and was constantly republished even up to the beginning of the present century. Philology and the science of languages generally have made such gigantic progress since Komenský's time that the modern reader has the impression that the book was immensely overrated. Komenský's peculiar system of introducing as many different words as possible, and of avoiding as far as possible the repetition of a word that had already