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 he signed a declaration in which he assented to the charges. Then the prince released him. He went to Magdeburg, where he was well received by the school authorities; but the ecclesiastical dignitaries of the city were soon at war with him, and he moved on to Rudolstadt, where he was cordially received by the Princess Anna Sophia, wife of Prince Gunther of Swarzburg-Rudolstadt.

Subsequently Oxenstiern, the chancellor of Sweden, sought his services in the reformation of the Swedish schools; but instead of the requested interview, he sent the chancellor a thick quarto. “I accomplished this wearisome labor,” says Oxenstiern; “and after I had read the whole book through, I found that he had not ill displayed the faults of the schools, but his remedies did not seem to me adequate.” Ratke died shortly afterward at the age of sixty-four years.

Ratke’s contribution to education was chiefly in the matter of methodology. His leading principles were: (1) In everything we should follow the order of nature. There is a certain natural sequence along which the human intelligence moves in the acquisition of knowledge. This sequence must be studied, and instruction must be based on a knowledge of it. (2) One thing at a time. Each subject of study should be orderly developed and thoroughly dealt with before proceeding to the next. (3) There should be frequent repetition. It is astonishing what may be accomplished by the frequent repetition of one thing. (4) Everything first in the mother-tongue. The first thinking should always be in the vernacular. Whatever the vocation, the pupil should learn to express himself in the mother tongue. After the mother-tongue has been