does not go on with the roof, but builds the walls. In a word, the order in which the several stages are combined depends on the relation that they mutually bear to one another.

48. The gardener likewise has to adopt the principle of graduation. The wild-stock must be found, dug up, transplanted, pruned, and cut; the graft must be inserted and the joint made firm, etc., and none of these processes can be omitted or taken in a different order. But, if these processes are carried out properly and in the right order, it is scarcely possible, in fact it is impossible, for the result to be unsuccessful.

49. Deviation. It is an evident absurdity, therefore, if teachers for their own sake and that of their pupils, do not graduate the subjects which they teach in such a way that, not only one stage may lead on directly to the next, but also that each shall be completed in a given space of time. For unless goals are set up, means provided for reaching them, and a proper system devised for the use of those means, it is easy for something to be omitted or perverted, and failure is the result.

50. Rectification. It follows therefore:

(i.) That all studies should be carefully graduated throughout the various classes, in such a way that those that come first may prepare the way for and throw light on those that come after.

(ii) That the time should be carefully divided, so that each year, each month, each day, and each hour may have its appointed task.

(iii) That the division of the time and of the subjects of study should be rigidly adhered to, that nothing may be omitted or perverted.

Eighth Principle.

51. If nature commences anything, it does not leave off until the operation is completed. If a bird, urged by the impulse of nature, begins to sit on eggs, she does not leave off until she has hatched out the chickens. If she sat on them for a few hours only, the embryo in the egg would become cold and die. Even when the chickens are hatched she does not cease to keep them warm, but continues to do so until they have grown strong, are covered with feathers, and can endure the cold air.

52. Imitation. The painter, also, who has begun a picture, will produce his work best if he finish it without any interruption. For in this case the colors blend better and hold faster.

53. For this reason it is best to finish the erection of a building without any interruption; otherwise the sun, the wind, and the rain spoil the work, the later additions will not be so firm, and on every side there will be cracks, weak spots, and loose joints.

54. The gardener, too, acts with wisdom, for when once he has begun to work at a graft he does not cease until the operation is completed. Since, if the sap dry in the stock or in the graft, owing to a delay in completing the process, the plant is ruined.

55. Deviation. It is therefore injurious if boys are sent to school for months or years continuously, but are then withdrawn for considerable periods and employed otherwise; equally so if the teacher commences now one subject, now another, and finishes nothing satisfactorily; and lastly, it is equally fatal if he does not fix a certain task for each hour, and complete it, so that in each period his pupil can make an unmistakable advance towards the desired goal. Where

such a fire is wanting, everything grows cold. Not without reason does the proverb say, Strike while the iron is hot." For if it be allowed to cool it is useless to hammer it, but it must once more be placed in the fire, and thus much time and iron are wasted. Since every time that it is heated, it loses some of its mass.

56. Rectification. It follows therefore:

(i.) That he who is sent to school must be kept there until he becomes well informed, virtuous, and pious.

(ii.) That the school must be situated in a quiet spot, far from noise and distractions.

(iii.) That whatever has to be done, in accordance with the scheme of study, must be done without any shirking. (iv.) That no boys, under any pretext whatever, should be allowed to stay away or to play truant.

Ninth Principle.

57. Nature carefully avoids obstacles and things likely to cause hurt. For example, when a bird is hatching eggs it does not allow a cold wind, much less rain or hail to reach them. It also drives away snakes, birds of prey, etc.

58. Imitation.-In the same way the builder, so far as is possible, keeps dry his wood, bricks, and lime, and does. not allow what he has built to be destroyed or to fall down.

59. So, too, the painter protects a newly-painted picture from wind, from violent heat, and from dust, and allows no hand but his own to touch it.

60. The gardener also protects a young plant by a railing or by hurdles, that hares or goats may not gnaw it or root it up.

61. Deviation.-It is therefore folly to introduce a student to controversial points when he is just beginning a subject; that is to say, to allow a mind that is mastering

something new to assume an attitude of doubt. What is this but to tear up a plant that is just beginning to strike root? (Rightly does Hugo say: "He who starts by investigating doubtful points will never enter into the temple of wisdom.") But this is exactly what takes place if the young are not protected from incorrect, intricate, and badly written books as well as from evil companions.

62.

Rectification.-Care should therefore be taken

(i.) That the scholars receive no books but those suitable for their classes.

(ii.) That these books be of such a kind that they can rightly be termed sources of wisdom, virtue, and piety.

(iii.) That neither in the school nor in its vicinity the scholars be allowed to mix with bad companions.

63. If all these recommendations are observed, it is scarcely possible that schools should fail to attain their object.

XVIII. JOHN LOCKE.

BIOGRAPHICAL SKETCH.

John Locke, distinguished as a philosopher and educator, was born at Wrington in Somersetshire, August 29, 1632. His father served as captain in the Parliamentary army during the Civil War. After receiving a preparatory training at Westminster School, he proceeded to Oxford, where he took his bachelor's degree in 1655. He was endowed with a penetrating and practical mind, and, like Milton at Cambridge, he early found fault with the university on account of its extreme conservative tendencies. In after-life he expressed regret that so much of his time had been wasted in what he regarded as profitless studies.

After taking his degree Locke studied medicine, in which he made noteworthy attainments. In 1664 he went to Berlin as secretary to the English envoy Sir William Swan. Returning to Oxford at the end of a year, he made the acquaintance of the Earl of Shaftesbury, by whom he was introduced into the society of the most eminent political leaders of the day. He superintended the education of the Earl of Shaftesbury's son; and it was while acting as tutor in this distinguished family, that he developed the comprehensive and independent views embodied in his great educational treatise presently to be noticed.

Having become involved in the political troubles of his generous patron, who had been charged with treason, Locke deemed it prudent to go to Holland in voluntary exile. This was in 1682. In 1688 he returned to England in the