Again, Comenius has been justly called the "Father of the Elementary School." It was here that his ideas had the greatest practical value. His first fundamental principle was that in all elementary schools the scholars must learn in their native language only. He called these schools "Mother tongue schools." For six or eight years, said Comenius, the scholar must hear no language but his own; and his whole attention must be concentrated, not on learning words like a parrot, but on the direct study of nature. Comenius has been called the great Sense-Realist. He had no belief in learning second-hand. He illustrated his books with pictures. He gave his scholars object lessons. He taught them, not about words, but about things. "The foundation of all learning consists," he said, "in representing clearly to the senses sensible objects." He insisted that no boy or girl should ever have to learn by heart anything which he did not understand. He insisted that nature should be studied, not out of books, but by direct contact with nature herself. "Do we not dwell in the garden of nature," he asked, "as well as the ancients? Why should we not use our eyes, ears and noses as well as they? Why should we not lay open the living book of nature?" He applied these ideas to the teaching of religion and morals. In order to show his scholars the meaning of faith, he wrote a play entitled "Abraham the Patriarch," and then taught them to act it; and, in order to warn them against shallow views of life, he wrote a comedy, "Diogenes the Cynic, Revived." He was no vulgar materialist. His whole object was moral and religious. If Comenius had lived in the twentieth century, he would certainly have been disgusted and shocked by the modern demand for a purely secular education. He would have regarded the suggestion as an insult to human nature. All men, he said, were made in the image of God; all men had in them the roots of eternal wisdom; all men were capable of understanding something of the nature of God; and, therefore, the whole object of education was to develop, not only the physical and intellectual, but also the moral and spiritual powers, and thus fit men and women to be, first, useful citizens in the State, and then saints in the Kingdom of Heaven beyond the tomb. From court to court he would lead the students onward, from the first court dealing with nature to the last court dealing with God. "It is," he said, "our bounden duty to consider the means whereby the whole body of Christian youth may be stirred to vigour of mind and the love of heavenly things." He believed in caring for the body, because the body was the temple of the Holy Ghost; and, in order to keep the body fit, he laid down the rule that four hours of study a day was as much as any boy or girl could stand. For the same reason he objected to corporal punishment; it was a degrading insult to God's fair abode. For the same reason he held that