parts of the Continent they still retain.[34] In 1605 there appeared a book which was destined to place educational method on a scientific foundation, although its mission is not yet, it is true, accomplished. This was Francis Bacon's _Advancement of Learning_, which was followed some years later by the _Organum_. For some time the thoughts of men had been turning to the study of nature. Bacon represented this movement, and gave it the necessary impulse by his masterly survey of the domain of human knowledge, his pregnant suggestions, and his formulation of scientific method. Bacon was not aware of his relations to the science and art of education; he praises the Jesuit schools, not knowing that he was subverting their very foundations. We know inductively: that was the sum of Bacon's teaching. In the sphere of outer nature, the scholastic saying, "_Nihil est in intellectu quod non prius fuerit in sensu_," was accepted, but with this addition, that the impressions on our senses were not themselves to be trusted. The mode of verifying sense-impressions, and the grounds of valid and necessary inference, had to be investigated and applied. It is manifest that if we can tell how it is we know, it follows that the method of intellectual instruction is scientifically settled. But Bacon not only represented the urgent longing for a coördination of the sciences and for a new method, he also represented the weariness of words, phrases, and vain subtleties which had been gradually growing in strength since the time of Montaigne, Ludovicus Vives, and Erasmus. The poets, also, had been placing nature before the minds of men in a new aspect. The humanists, as we have said, while unquestionably improving the aims and procedure of education, had been powerless to prevent the tendency to fall once more under the dominion of words, and to revert to mere form. The realism of human life and thought, which constituted their _raison d'être_, had been unable to sustain itself as a principle of action, because there was no school of method. It was the study of the realities of sense that was finally to place education on a scientific basis, and make reaction, as to method at least, impossible.