Religious teaching connected with worship 501 Education to goodness and piety 502 How to avoid narrowmindedness 503 =Chapter XXII.—Conclusion= 504-526 A growing science of education 505 Jesuits the first Reformers 506 The Jesuits cared for more than classics 507 Rabelais for “intuition” 508 Montaigne for educating mind and body 509 17th century reaction against books 510 Reaction not felt in schools and the Universities 511 Comenius begins science of education 512 Locke’s teacher a disposer of influence 513 Locke and public schools. Escape from “idols” 514 Rousseau’s clean sweep 515 Benevolence of Nature. Man disturbs 516 We arrange sequences, capitalise ideas 517 Loss and gain from tradition 518 Rousseau for observing and following 519 Rousseau exposed “school-learning” 520 Function of “things” in education 521 “New Education” started by Rousseau 522 Drawing out. Man and the other animals 523 Intuition. Man an organism, a doer and creator 524 Antithesis of Old and New Education 525 Drill needed. What the Thinkers do for us 526 =Appendix.= Class Matches. Words and Things. Books for Teachers, &c. 527-547 I EFFECTS OF THE RENASCENCE.