A Certain Inducement to found such Schools in all the Parishes, Towns, and Villages of every Christian Kingdom, that the entire Youth of both Sexes, none being excepted, shall _Quickly, Pleasantly, & Thoroughly_ Become learned in the Sciences, pure in Morals, trained to Piety, and in this manner instructed in all things necessary for the present and for the future life, in which, with respect to everything that is suggested, +Its Fundamental Principles+ are set forth from the essential nature of matter, +Its Truth+ is proved by examples from the several mechanical arts, +Its Order+ is clearly set forth in years, months, days, and hours, and finally, +An easy and sure Method+ is shown by which it can be pleasantly brought into existence. Comenius has not lacked his admirers in every land. To-day he must especially appeal to the educational thinkers and administrators of the orthodox type of mind. But this great architectonic genius and scholarly reformer has naturally won the best recognition in Germany. Spielmann even goes so far in his admiration as to say: “If all the pedagogical writings of all ages had been lost and the great didactic alone remained it would have sufficed as a basis for the later generation to build the science of education anew” (25: p. 28). He might indeed be blamed for putting too much confidence in the power of school education, and laying too much emphasis on method and system with too little on the personal force of the educator. Yet he deserves our remembrance as one who has left us the most comprehensive system of pedagogy, in which one of the greatest civilizing agents, nay, probably even the greatest, in modern communities--the universal public school--is foreshadowed in its fundamentals and in its details. If Bacon, as the greatest apostle of the new learning, proclaimed the gospel of knowledge, Comenius, as the greatest apostle of the new education, proclaimed the gospel of the school. And as the former rescued knowledge from fossilization by uniting her with her true spouse, the reality of nature and life, so the latter vitalized the school by giving it its glorious function, the forging shop, the nursery garden of the human race. Through it not only do individuals become able to attain their destiny as individuals, but the solidity and prosperity of social institutions rest upon it.