at all severe punishment should be reserved for moral offences only. "The whole object of discipline," he said, "is to form in those committed to our charge a disposition worthy of the children of God." He believed, in a word, in the teaching of religion in day-schools; he believed in opening school with morning prayers, and he held that all scholars should be taught to say passages of Scripture by heart, to sing psalms, to learn a Catechism and to place their trust in the salvation offered through Jesus Christ. And yet Comenius did not insist on the teaching of any definite religious creed. He belonged himself to a Church that had no creed; he took a broader view of religion than either the Lutherans or the Calvinists; he believed that Christianity could be taught without a formal dogmatic statement; and thus, if I understand him aright, he suggested a solution of a difficult problem which baffles our cleverest politicians to-day. Again Comenius introduced a new way of learning languages. His great work on this subject was entitled "Janua Linguarum Reserata"--i.e., The Gate of Languages Unlocked. Of all his works this was the most popular. It spread his fame all over Europe. It was translated into fifteen different languages. It became, next to the Bible, the most widely known book on the Continent. For one person who read his delightful "Labyrinth," there were thousands who nearly knew the "Janua" by heart. The reason was obvious. The "Labyrinth" was a religious book, and was suppressed as dangerous by Catholic authorities; but the "Janua" was only a harmless grammar, and could be admitted with safety anywhere. It is not the works of richest genius that have the largest sale; it is the books that enable men to get on in life; and the "Janua" was popular because, in truth, "it supplied a long-felt want." It was a Latin grammar of a novel and original kind. For all boys desiring to enter a profession a thorough knowledge of Latin was then an absolute necessity. It was the language in which the learned conversed, the language spoken at all Universities, the language of diplomatists and statesmen, the language of scientific treatises. If a man could make the learning of Latin easier, he was adored as a public benefactor. Comenius's Grammar was hailed with delight, as a boon and a blessing to men. For years all patient students of Latin had writhed in agonies untold. They had learned long lists of Latin words, with their meanings; they had wrestled in their teens with gerunds, supines, ablative absolutes and distracting rules about the subjunctive mood, and they had tried in vain to take an interest in stately authors far above their understanding. Comenius reversed the whole process. What is the use, he asked, of learning lists of words that have no connection with each other? What is the use of teaching a lad grammar before he has a working knowledge of the language? What is the use of expecting a boy to take an interest in