3. Bacon laid the foundation of all future scientific research by his _inductive method_. This increased the riches of the world beyond calculation, taught how investigation is to be made, laid the foundation of modern science, and gave direction to all later education. 4. Ratke, though erratic and vulgar, instituted wholesome reforms in the teaching of languages, and promulgated theories which, under later reformers, bore rich fruitage. 5. Comenius, one of the greatest educators of all time, produced the first illustrated text-book, planned a general organization for schools in several countries, which is the basis of present systems, and proclaimed theories which are now universally accepted as the guide of modern pedagogical practice. 6. Milton, though primarily a literary man, lent the weight of his genius and his great name to school reform. He marked out a course of study which contemplates a unity of purpose from the elementary school to the university. 7. The great English philosopher, Locke, also found time to devote to education. His principle, "_A sound mind in a sound body_," directed attention to physical education. 8. In the noble French priest, Fenelon, we find an example of theory practically applied. He gives, also, for the first time, a place in pedagogy to the education of girls. 9. In general, we find that the seventeenth century laid stress upon the principle of utility, gave great impulse to science, called attention to the care of the body, decreased the influence of classic studies, brushed away the fabric which superstition and conservatism had woven, produced some of the greatest educators that have ever lived, and laid the foundations on which modern education is built. FOOTNOTES: [86] For special reference see Macaulay's "Essays," Vols. II and III. [87] "Essays," Vol. III, p. 354. [88] _Ibid._, Vol. III, p. 368. [89] For a full description of his trial consult Macaulay's "Essays." Also his biographer, Montagu, whose judgment of Bacon is much milder than Macaulay's. [90] "Essays," Vol. III, p. 459. [91] _Ibid._, Vol. III, p. 470. [92] Also Rateke, Radtke, and Ratich. Paulsen pronounces the last "an abominable mutilation of Latinization." [93] "History of Modern Education," p. 141. [94] Quick, "Educational Reformers," p. 51. [95] "Educational Reformers," p. 53. [96] Especial attention is called to Laurie's "Life of Comenius," and Monroe's "Comenius." For other works, see Appendix of Bardeen's edition of Laurie's "Comenius." [97] Laurie, "Life of Comenius," p. 14. [98] Preface to the "Prodromus." [99] Raumer, "Geschichte der Paedagogik." [100] "Educational Reformers," p. 73. [101] "History of Modern Education," p. 151. [102] "History of Pedagogy," p. 122. [103] See "Orbis Pictus," edited and published by C. W. Bardeen, Syracuse, N.Y. [104] Laurie's "Life and Works of Comenius," p. 77. [105] _Ibid._, p. 105.