Subsequently Oxenstiern, the chancellor of Sweden, sought his services in the reformation of the Swedish schools; but instead of the requested interview, he sent the chancellor a thick quarto. “I accomplished this wearisome labor,” says Oxenstiern; “and after I had read the whole book through, I found that he had not ill displayed the faults of the schools, but his remedies did not seem to me adequate.” Ratke died shortly afterward at the age of sixty-four years. Ratke’s contribution to education was chiefly in the matter of methodology. His leading principles were: (1) In everything we should follow the order of nature. There is a certain natural sequence along which the human intelligence moves in the acquisition of knowledge. This sequence must be studied, and instruction must be based on a knowledge of it. (2) One thing at a time. Each subject of study should be orderly developed and thoroughly dealt with before proceeding to the next. (3) There should be frequent repetition. It is astonishing what may be accomplished by the frequent repetition of one thing. (4) Everything first in the mother-tongue. The first thinking should always be in the vernacular. Whatever the vocation, the pupil should learn to express himself in the mother-tongue. After the mother-tongue has been mastered, the other languages may be studied. (5) Everything without compulsion. Children cannot be whipped into learning or wishing to learn; by compulsion and blows they are so disgusted with their studies that study becomes hateful to them. Moreover, it is contrary to nature to flog children for not remembering what has been taught them. If they had been properly taught they would have remembered, and blows would have been unnecessary. Children should be taught to love and reverence—not to fear their teachers. (6) Nothing should be learned by rote. Learning by heart weakens the understanding. If a subject has been well developed, and has been impressed upon the mind by frequent repetition, the memory of it will follow without any pains. Frequent hours of recreation are advised; in fact, no two lessons should come immediately together. (7) A definite method (and a uniform method) for all studies. In the languages, arts, and sciences, there must be a conformity in the methods of teaching, text-books used, and precepts given. The German grammar, for instance, must agree with the Hebrew and the Greek as far as the idioms of the language will permit. (8) The thing itself should first be studied, and then whatever explains it. Study first the literature of a language and then its grammar. A basis of material must first be laid in the mind before rules can be applied. He admits that many of the grammars furnish examples with the rules; but these examples “come together from all sorts of authors, like mixed fodder in a manger.” (9) Everything must be learned by experience and examination. Nothing is to be taken on authority. It will be recalled