5. That nature study must be made the basis of all primary instruction, so that the child may exercise his senses and be trained to acquire knowledge at first hand. 6. That the child must be wisely trained during its earliest years, for which purpose mothers must be trained for the high and holy mission of instructing little children, and women generally be given more extended educational opportunities. 7. That the school course must be enriched by the addition of such useful studies as geography and history. 8. That the subjects of study must be so correlated and coördinated that they may form a common unit of thought. 9. That teachers must be specially trained. 10. That schools must be more rationally graded and better supervised. 11. That languages must be taught as “living organic wholes fitted for the purposes of life, and not as the lifeless tabulations of the grammarians.” It was the opinion of Mr. Quick that the most hopeful sign of the improvement of education was the rapid advance in the last thirty years of the fame of Comenius, and the growth of a large literature about the man and his ideas. The revival of Comenian ideas really dates from the beginning of the present century, when Germany, crushed and dismembered, looked to her schools as the surest means of regaining fallen glory; so that the battle of Jena may be given as the date of this awakened interest in the reforms of the Moravian educator. This interest culminated in the foundation of the great national Comenius pedagogical library (Comenius-Stiftung) at Leipzig, in 1871. It was founded by a band of enthusiastic disciples of Comenius, of whom Julius Beeger was the foremost; and, although it numbered but 2642 volumes at the end of the first year, the interest in the movement has been so great that it now numbers over 70,000 volumes, and constitutes the largest single collection of pedagogical books in the world. The books are classified in 56 departments, the most important of which are: encyclopædias of pedagogy, complete collections of the writings of standard educational writers, sources of history of education, general works on the history of education, histories of special periods in education, histories of education in different countries, histories of individual educational institutions, educational biographies, works on systematic pedagogy, physical education, etc. The library covers every department of educational thought, and is especially strong in the literature relating to the elementary schools of Germany. The privileges of the library are freely open to all students of education. The library is under the control of the Leipzig teachers’ association, and is sustained in part by the association and in part by appropriations from the city of Leipzig and the kingdom of Saxony.[55] What more appropriate memorial to the long and devoted life of Comenius to the cause of education could be desired, and what stronger evidence