The seventh and last grade of the course is the Philosophic. Its motto is, “Let no one enter who is irreligious.” The instruction is of an essentially theological character. On the walls are inscribed numerous mystic symbols illustrative of the hidden wisdom of the Holy Scriptures. The most devotional Psalms and church hymns are used in the school exercises. There are readings from the Scriptures, the works of the most inspired theologians and martyrs, and a _résumé_ of Christian beliefs, duties, and aspirations, all written in the phraseology of the Bible. The text-book of the grade is ultra-religious in character. It includes (1) an account of the earthly and heavenly revelations of God; (2) a commentary for Scriptural reading; and (3) a detailed account of the mysteries of salvation. In arithmetic, the sacred and mystic numbers that occur in the Scriptures; in architecture, the sacred structures as exemplified by Noah’s ark, the tabernacle, and the Temple; in history, the general history of the Church; and in ancient language, Hebrew takes the place of Greek—this, that the students may be able to read and understand the Scriptures in the original text. Oratory is studied that those who become preachers may know how to address a congregation, and that those who engage in politics may know how to reason with their hearers. Such is a condensed survey of the course of study which Comenius devised for the schools at Saros-Patak; and in no small degree his reputation as a reformer rests upon this piece of work. For the Saros-Patak _Plan_ became a model for educators in many lands, and the progenitor of a long line of graded schemes of instruction which constitute such an essential feature of the educational economy of to-day. Not only were subjects of study graded in accordance with the laws of the development of child-mind, but text-books were graded as well. Moreover, the scheme made necessary the employment of teachers who comprehended the character of the work, and, more particularly, those with some appreciation of the natural history of the child and the causes which condition its growth. Little as Comenius understood psychology, at least in the modern use of that term, he was alive to the fact that in childhood the senses are keenest, and that the line of least resistance in the acquisition of new impressions is through (1) objects, (2) pictures, and (3) interesting verbal descriptions in the mother-tongue. His labors at Saros-Patak terminated at the close of the fourth year, during which time the first three grades of the _Plan_ were organized. All contemporary evidence confirms the success of the scheme. Although so marked a departure from traditional educational practices, it succeeded to a degree that must have been surprising even to Comenius himself. The fact that the teachers in the schools were trained under Comenius at Lissa did much, doubtless, to remove otherwise possible frictions.