Soon after the appearance of these men, and the springing up of schools framed according to their views, the Jesuits made every exertion to draw the management of education to themselves; and they succeeded to a certain extent, since with their usual political acumen, they easily saw that it was necessary for them entirely to imitate the form and matter of the evangelical schools. But the stratagem of these satellites of the hierarchy was soon seen through, and the best consequences were to be hoped, had not the storms of the Thirty Years' War crushed so many promising germs and scattered so much beautiful fruit. School economy, during such an epoch, could only wearily maintain itself; the miserable management of ignorant teachers, the simple consequence of that fanatical rage, made the prosperity of schools a thing beyond hope. Yet this reaction actually hastened the entrance of a better spirit, which soon found its warmest advocates in Fenelon, Ph. T. Spener, but especially in A. H. Franke. The activity of the last worthy man had an eminently auspicious influence; and other zealous characters soon enrolled themselves in the list of the friends of knowledge; as Godfried Zeidler, who simplified the mode of spelling; Valentin Hein, and Sulzer, who, 1700-1799, introduced an improved mode of teaching arithmetic. But, unfortunately, there soon grew in the Folk's-schools a deadly poison of all good--Mysticism, which was carried by the teachers to a most mischievous length. Equally blighting lay the pharisaical constraint of evangelical orthodoxy on the school system, not less influentially than that of the Romish hierarchy. It was not till philanthropy raised its head in the middle of the eighteenth century, through the influence of Locke, Rousseau, and Bassedow, that the school system appeared earnestly to seek to improve itself. Locke was the first to treat with a philosophical spirit educational tuition, as a connected whole. T. P. Crousatz followed in the same path. In Germany, the fiery Bassedow, in 1768, took up the Rousseau enthusiasm, and sought to plant the ideas of this philosopher in his native soil. We imagine that we have so far conducted the reader that he can easily follow the description of the institutions for popular education of our time. We have arrived at the position we recently alluded to, and have with it reached also, that exact point of union whence all that succeeds diverges. Although it yet remains to be shown how the various kinds of schools have gradually developed themselves, we believe we may pass over this part of the subject, as on the one hand all that is necessary may be inferred from what has just been said, and on the other, they are too much a part of the present not to be well known to all. Let us therefore proceed to an illustration of the system of our Folk's-schools, which divide themselves into higher and lower; and in the first place notice the lower, as