Page:Popular Science Monthly Volume 29.djvu/776

756 this was the phrase that, like a curse, blighted the harmonious development of thousands of youth; the phrase that has carried over into our times such excessive zeal for the classics as has materially assisted to produce the present reaction. In saying this, we pronounce no opinion for or against the continuance of classical training in the college course of study. What may be said on that subject in these papers will appear elsewhere; our present purpose is to show historically the natural, necessary origin of that supremacy of Greek and Latin which many would maintain at all hazard.

The reformers did a great work, both directly and indirectly, for education. They failed to the extent that their idea of man was faulty. They did not understand the liberty which they proclaimed, yet they caused to be brought to light a most important problem, viz., the separation of religion, as dogma, from education—a separation which must take place before there can be any true union. Here was the indirect influence of the Reformation; its direct bearing upon education is found in the fact that this subject now became special matter for thought and endeavor. The Jesuits and the Lutherans systematized education as thoroughly as could be done in the interests of a dogmatic theology. We have seen the beginnings of the reaction. The schools of Sturm taught Latin and Greek for Latin and Greek's sake—not for Church or party. Here was the first step, right, indeed, for its time; a most serious misstep, however, for the remote future. A way had been opened for thought; and where thought begins there will be change; where thought continues there will be progress. Now men are directly at work to improve the methods of education. We have reached the time of individual and conscious effort.

We are concerned rather with general movements than with men, and for this reason shall refer to leading educators only so far as may be necessary to illustrate the evolution of our subject. Wolfgang Ratich was born at Wilster, in Holstein, October 18, 1571. In Holland he determined to appear as a reformer of the entire method of teaching the languages. His estimation of himself and what he could accomplish was altogether incredible: "I will give to my Fatherland and to all Christendom a remarkable service, and I will bestow upon them a most inexpressible advantage. Inside of eight or ten days I will disclose, in a strictly confidential manner, my method of languages. I will make known what amount in every language can be scientifically taught, learned, and spread abroad in one half year, as well by the old as the young, as well by women as children; and this, too, completely not piece-wise." Ratich was, as these words show, very much of a charlatan; still, he gained the attention of many influential men—among them Prince Ludwig and the Duke of Saxe-Weimar—and extraordinary efforts were made to reform the schools and methods of instruction. We need not dwell upon the miserable failure of this