The second part treats of the decline of grammar, and the third part of the art of teaching, in which he gives some most sane directions. Schools should be located in the most healthy part of the community. They should not be too near commercial centres; at the same time, they should not be too distant from the centre of population. As to teachers, they should have good academic training; they should be skilled in the art of imparting knowledge; and their morals should be such as would furnish examples to their pupils. Covetousness and ambition, above all things, should be unknown to them. Teachers who have ambition and reputation in their minds are thereby unfitted for the work of teaching. On this account, the state should fix the salaries, and the compensation should be the wage of honest men. There should be a school in every community. Before pupils should be assigned tasks, teachers should ascertain their mental capacities and characteristics. They should also be privately tested four times a year; and when children are found who possess no taste for study they should be dismissed from the school. Corporal punishment should seldom be applied, and never to such a degree as to humiliate the pupils. Children should be given plenty of play time; and hearty, romping games are especially recommended. In the matter of method, Vives heartily commends the inductive,—from particulars to generals,—and he urges such a grouping of studies that each new subject studied may naturally grow out of the preceding lesson. While he strongly advises the study of the natural sciences, he is less enthusiastic here than Bacon, fearing, as he admits, that a contemplation of nature may prove dangerous to those not deeply grounded in faith. But Vives was essentially a realist in his doctrines of education; and when his views are compared with those of Comenius, community of ideas is at once apparent. Both would begin education in the home and make the mother the first teacher. Both realized the need of better organization and classification of the schools. Both urged reforms in the matter of language teaching. Both considered education a matter of state concern, and urged pedagogical training for teachers. Both presented the claims of science and urged the coördination and correlation of the different subjects of study. Both emphasized the value of play and the need of physical training. Both advocated education for all classes of both sexes, and both exaggerated the need and importance of the religious training of the child. _Bacon_