“The difference is great between two or three pupils in the same house, and three or four score boys lodged up and down; for let the master’s industry and skill be never so great, it is impossible he should have fifty or a hundred scholars under his eye any longer than they are in the school together; nor can it be expected that he should instruct them successfully in anything but their books; the forming of their minds and manners requiring a constant attention, and particular application to every single boy, which is impossible in a numerous flock, and would be wholly in vain, (could he have time to study and correct every one’s particular defects and wrong inclinations) when the lad was to be left to himself, or the prevailing infection of his fellows, the greatest part of the four and twenty hours”. “What qualities are ordinarily to be got from such a troop of play-fellows as schools usually assemble together from parents of all kinds, that a father should so much covet, is hard to divine” (7: pp. 48-49). Thus we see that while Comenius pointed to an ideal school and preached its gospel, Locke, by showing us the defects of the school, persuades us to flee into his idealized home. The actual condition of the average home and the increasing need of modern society makes the school indispensable, in spite of its imperfections as an educational institution. Nevertheless, it is well for us always to keep our eyes open to the defects and dangers of mass education. REFERENCES 1. +Bourne, Henry Richard Fox.+ The Life of John Locke. 2 vols. Harper, New York, 1876. 2. +Browning, Oscar.+ An Introduction to the History of Educational Theories. Kellogg, New York, 1880. 237 pages. 3. +Compayré, Jules Gabriel.+ History of Pedagogy. Translated, with an introduction, notes, and an index, by W. H. Payne. Heath & Co., Boston, 1899. 598 pages. 4. +Heman, Friedrich.+ Geschichte der neueren Pädagogik. Zickfeldt, Osterwieck, 1904. 436 pages. 5. +Heubaum, Alfred.+ Geschichte der deutschen Bildungswesens seit der Mitte der siebzehnten Jahrhunderts. Vol. I. Bis zum Beginn der allgemeinen Unterrichtsreform unter Friedrich dem Grossen. Weidmann, Berlin, 1905. 402 pages. 6. +Laurie, Simon Somerville.+ Studies in the History of Educational Opinions from the Renaissance. University Press, Cambridge, 1903. 261 pages. 7. +Locke, John.+ Some Thoughts Concerning Education. With introduction and notes by R. H. Quick. University Press, Cambridge. Second edition, 1889. 240 pages. 8. ---- On the Conduct of the Understanding. Maynard, New York, 1901. 132 pages. 9. ---- An Essay on the Human Understanding. 3 vols. M. Tegg, London, 1832. 10. +Monroe, Paul.+ A Text-book in the History of Education. Macmillan Co., London and New York, 1905. 772 pages. 11. +Munroe, James Phinney.+ The Educational Ideal: an Outline of its Growth in Modern Times. Heath & Co., Boston, 1896. 262 pages.