mals, and to look on all these things as created for the service of men. The best means of inculcating morality and religion is example, for children have a special aptitude for imitation.

FEMALE EDUCATION.-Erasmus entertained enlightened views about female education. He maintained that girls should have intellectual as well as moral and domestic training. Though most persons thought it foolish, he' said, intellectual culture was advantageous in maintaining a noble and chaste spirit, More care should be taken in the moral training of girls than of boys. The first effort should be to fill their hearts with holy feelings; the second, to preserve them from contamination; the third, to guard them from idleness. As innocence suffers most through evil example, Erasmus admonished parents against all unseemly conduct in the presence of their daughters. Mingling in society seemed to him less dangerous for young women than to be kept in monastic seclusion.

2. THE RELATION OF PROTESTANTISM TO EDUCATION

PREVALENT DISSATISFACTION.-The ecclesiastical revolution of the sixteenth century-that great movement which divided the Church and established Protestantism in northern Europe-was not due, as has been sometimes alleged, to insignificant causes. At the beginning of the century and for many years previously, there existed, for various reasons that can not here be examined in detail, a profound dissatisfaction within the Church. The growing intelligence of the people and the development of a strong national self-consciousness tended to bring about a reaction against ecclesiastical authority; meanwhile writ

ers like Erasmus attacked with bitter sarcasm the schools of the church and the lives of the monks, and undermined the confidence and loyalty of a large part of the laity. The times were thus ripe for the religious revolution which almost simultaneously broke out in Germany, Switzerland, and England and changed the subsequent course of European history and education.

3. THE PROTESTANT LEADERS

A. Luther

BIOGRAPHICAL.-The greatest of these leaders, whether we consider his relation to the Protestant Church or to education, was Martin Luther. He was born of humble parentage at Eisleben, Germany, November 10, 1483. His home training was exceedingly strict in its austere piety. At the age of fourteen he was sent to the school at Magdeburg, conducted by the Brethren of the Common Life. A year later he passed to Eisenach, where, in a school conducted by the learned humanist, John Trebonius, his secondary training was completed. In 1501 he entered the University of Erfurt, which, unlike many other universities of the day, had welcomed the study of the Latin and Greek classics. After taking the Master's degree in 1505, he entered the Augustinian convent of mendicant friars at Erfurt, where he passed through a profound religious experience. In 1507 he was ordained to the priesthood, and a year later was called to the newly founded University of Wittenberg, where he lectured first on Aristotle and ther on the Scriptures. In 1511 he made a journey to Rome on some mission connected with the Augustinian order. On the 31st of October, 1517, in opposition to John Tetzel, who was distributing indulgences throughout Germany,

says: "But even if there were no soul, and we had not the least need of schools and the languages for the sake of the Scriptures and of God, this one reason should suffice to cause the establishment of the very best schools every where, both for boys and girls, namely, that the world needs accomplished men, and women also, for maintaining its outward temporal prosperity, so that the men may be capable of properly governing the country and people, and the women of superintending the house, children, and servants. Now, such men must come of boys, and such women of girls; therefore, the object must be rightly to instruct and educate boys and girls for these purposes."

CIVIL GOVERNMENT.-As already indicated, Luther placed great emphasis on the importance and sanctity of the State. In his Sermon on the Duty of Sending Children to School, he says: "Civil government is a beautiful and divine ordinance, an excellent gift of God, who ordained it, and who wishes to have it maintained as indispensable to human welfare; without it men could not live together in society, but would devour one another like the irrational animals... .. It is the function and honor of civil government to make men out of wild animals, and to restrain them from degenerating into brutes. It protects every one in family, so that the members may not be wronged; it protects every one in body, house, lands, cattle, property, so that they may not be attacked, injured, or stolen."

COMPULSORY EDUCATION.-It is not strange that Luther, holding the views just presented, should advocate compulsory education. He maintained that the sovereign had a right to compel towns and villages to maintain schools, and likewise to require parents to send their children. In his Sermon on the Duty of Sending Children to

School, he says: "I maintain that the civil authorities are under obligation to compel the people to send their children to school, especially such as are promising. For our rulers are certainly bound to maintain the spiritual and secular offices and callings, so that there may always be preachers, jurists, pastors, scribes, physicians, schoolmasters, and the like; for these can not be dispensed with. If the government can compel such citizens as are fit for military service to bear spear and rifle, to mount ramparts and perform other martial duties in time of war, how much more has it a right to compel the people to send their children to school, because in this case we are warring with the devil, whose object it is secretly to exhaust our cities and principalities of their strong men, to destroy the kernel and leave a shell of ignorant and helpless people, whom he can sport and juggle with at pleasure. That is starving out a city or country, destroying it without a struggle, and without its knowledge."

DOMESTIC TRAINING.-Luther cherished a beautiful ideal of domestic life. Marriage should be honored as a divine institution-the source of the sweetest earthly pleasures. The family occupies a fundamental relation to both civil and divine government, since it has the trair ing of the future citizen and servant of God. Children are to be regarded as a precious gift of God, and their training should be conducted in wisdom and love. The parents should in all things set an example of upright liv: ing; and as long as the children are under parental control, they should be held. to respect, love, and obedience. "A principality," Luther said, "is a collection of districts and duchies, a kingdom a collection of principalities, an empire a collection of kingdoms. These are all composed of separate families. Where now father and mother gover.

badly, and let children have their own way, there can neither city, town, village, district, principality, kingdom, nor empire be well and peacefully governed. For the son will become a father, judge, mayor, prince, king, emperor, preacher, schoolmaster; if he has been badly brought up, the subjects will become like their master, the members like their head."

Again he says: "But this is another sad evil, that all live on as though God gave us children for our pleasure or amusement, and servants that we should employ them like a cow or donkey, only for work, or as though all we had to do with our subjects were only to gratify our wantonness, without any concern on our part as to what they learn or how they live; and no one is willing to see that this is the command of the supreme Majesty, who will most strictly call us to an account and punish us for it, nor that there is no great need to be intensely anxious about the young. For if we wish to have proper and excellent persons both for civil and ecclesiastical government, we must spare no diligence, time, or cost in teaching and educating our children, that they may serve God and the world, and we must not think only how we may amass money and possessions for them. . Let every one know, therefore, that above all things it is his duty (for otherwise he will lose the divine favor) to bring up his children in the fear and knowledge of God; and if they have talents, to have them instructed and trained in a liberal education, that men may be able to have their aid in government and in whatever is necessary."

RELIGIOUS TRAINING.-Luther had a profoundly religious nature. He looked upon Christianity not only as the highest interest of life, but as the basis of all worthy