The form of argumentation by which Comenius endeavors to establish his methodology is quite mediæval and often ludicrous. It rests largely on the exaggerated, sometimes misapplied analogies from Nature and mechanics, and evidences from the Bible. But it also contains many pedagogical truths embodied in the schoolrooms of our day. To epitomize the general principles of his methodology, the process of teaching should begin with the most plastic mind of early childhood in slow progressive order, proceeding always from the general to the specific, from what is easy to what is more difficult, following the natural interests of the child, paying a due consideration to his age, mental capacity, and development; everything being taught first through the medium of the senses, a special emphasis being laid upon logical sequence and ideational correlation between the different subjects and different parts of the same subject; only those subjects that are of real use should be taken in hand, everything of little importance being invariably discarded, and the purpose and use of everything taught should be constantly kept in view. He advocates that everything should be taught according to one and the same method; there should be only one teacher in each school, or at any rate in each class; that only one author should be used for each subject studied, and the same exercise should be given the whole class. The method of teaching arts, sciences, languages, morals, and instilling piety is each and severally discussed. But a large part of Comenius’s time and energy was devoted to the reform of language teaching and to the writing of text-books for it. And by this work alone he was known in Europe during nearly two hundred years of practical oblivion after his death. With his methodization of the process of instruction necessarily went the systematizing of school organization. The entire educational system is graded by him as follows: I. The home as a preparatory school for infancy. II. The vernacular school for childhood. III. The Latin school or gymnasium for boyhood. IV. The university and travel for youth. He considers the first twenty-four years of human life as the period of growth and plasticity, and recognizes in it four distinct stages, each of which contains six years. In his idea of a mother-school he anticipates Froebel’s kindergarten, and in his sketch of the vernacular and Latin school we see the archetype of the modern graded school. As a summary of his whole pedagogy nothing better can be offered than the title page of his work, which so well reflects the characteristics of his book and that of the age: The Great Didactic Setting forth The Whole Art of Teaching All Things to all Men or