§ 2. With the sixteen hundreds we come to men who have earned for themselves a name unpleasant in our ears, although it might fittingly be applied to all the greatest benefactors of the human race. I mean the name of _Innovators_. These men were not successful; at least they seemed unsuccessful to their contemporaries, who contrasted the promised results with the actual. But their efforts were by no means thrown away: and posterity at least, has acknowledged its obligations to them. One sees now that they could hardly have expected justice in their own time. It is safe to adopt the customary plan; it is safe to speculate how that plan may and should be altered; but it is dangerous to attempt to translate new thought into new action, and boldly to advance without a track, trusting to principles which may, like the compass, show you the right direction, but, like the compass, will give you no hint of the obstacles that lie before you. The chief demands made by the Innovators have been: 1st, that the study of _things_ should precede, or be united with, the study of _words_ (_v._ Appendix, p. 538); 2nd, that knowledge should be communicated, where possible, by appeals to the senses; 3rd, that all linguistic study should begin with that of the mother-tongue; 4th, that Latin and Greek should be taught to such boys only as would be likely to complete a learned education; 5th, that physical education should be attended to in all classes of society for the sake of health, not simply with a view to gentlemanly accomplishments; 6th, that a new method of teaching should be adopted, framed “according to Nature.” Their notions of method have, of course, been very various; but their systems mostly agree in these particulars:— 1. They proceed from the concrete to the abstract, giving some knowledge of the thing itself before the rules which refer to it. 2. They employ the student in analysing matter put before him, rather than in working synthetically according to precept. 3. They require the student to _teach himself_ and investigate for himself under the superintendence and guidance of the master, rather than be taught by the master and receive anything on the master’s authority. 4. They rely on the interest excited in the pupil by the acquisition of knowledge, and renounce coercion. 5. Only that which is understood may be committed to memory (_v. supra, p. 74, n._) § 3. The first of the Innovators was Wolfgang Ratichius, who, oddly enough, is known to posterity by a name he and his contemporaries never heard of. His father’s name was Radtké or Ratké, and the son having received a University education, translated this into Ratichius. With our usual impatience of redundant syllables, we have attempted to reduce the word to its original dimensions, and in the process have hit upon _Ratich_, which is a new name altogether.