but it cannot generate; for it is fruitful of controversies, but barren of works” (13: p. 54). Turn your eyes from the antiquated record of the past to the infinite reality of living nature. The key to open its secret is in your hands. The sphere of conquest here is vast and inexhaustible; its pleasure is noble and insatiable. Thus rings out the scientific Sermon on the Mount. The real goal is shown, a broad new highway opened; science being vitalized by reunion with the infinite reality of living nature and the ever-progressive life of humanity marches to her never-ending conquest. Knowledge rescued from the depths of ignominy and impotence is raised to its heavenly seat; the ideal of omniscience, coupled with omnipotence, has ever since become the aspiration and motive power of the modern world. Although Bacon did not concern himself with the direct problems of education, a conception such as the above could not but introduce a new tendency into it. If we may call Luther the father of Protestant education, Bacon should be called the father of scientific education, both of which, when broadly interpreted, characterize the modern period of the Western education. Bacon’s direct influence in the educational field naturally was to be exercised upon the higher institutions of learning. But the admittance of his ideas and spirit into them was a very slow and hard process. In the “advancement of learning” he advocated the founding of a real university, “left free to the arts and sciences at large,” devoted entirely to the free investigation and advancement of learning, without professional aim or any external restrictions. In the “New Atlantis,” his ideal state, an academy of science with its museum and laboratory, stands as the center. He also suggested a plan for the coöperation of all European universities. But the time was not ripe for all these ideas, nor have his visions yet been fully realized. A more immediate effect was the inspiration which his new gospel of learning and its principles have given to those through whom Europe first attained a definite theory of educational purpose and art, especially Comenius and Locke. REFERENCES 1. +Adamson, John William.+ Pioneers of Modern Education, 1600-1700. University Press, Cambridge, 1905. 285 pages. 2. +Bacon, Francis (Viscount St. Albans).+ The Advancement of Learning. Third edition, and revised by W. A. Wright. Clarendon Press, Oxford, 1885. 376 pages. 3. ---- The same. Book I, edited by Albert S. Cook. Ginn & Co., Boston, 1904. 145 pages. 4. ---- The New Atlantis. Edited by G. C. M. Smith. University Press, Cambridge, 1900. 72 pages. 5. +Compayré, Jules Gabriel.+ History of Pedagogy. Translated, with an introduction, notes, and an index, by W. H. Payne. Heath & Co., Boston, 1899. 589 pages. 6. +Davidson, Thomas.+ Aristotle and Ancient Educational Ideals. Scribner, New York, 1897. 256 pages.