pal motive to make them act, yet both may become useful to virtue, and a strong incentive to its practice.

"12. It is a great good fortune for young people to find masters whose life is a continual lesson; whose actions do not belie their teaching; who practise what they preach, and shun what they censure; and who are admired more for their conduct than for their instruction."

J. Francke

PIETISM.-Pietism is a term of reproach fixed upon a worthy movement in the Protestant Church in the direction of a consistent Christian life. This movement was opposed to the formality and inconsistency characteristic of the period of "dead orthodoxy." It was begun by Philip Jacob Spener, a man of fine natural abilities, large attainments, and deep spirituality. As leading pastor at Frankfort-on-the-Main, he began, in 1670, to hold meetings at his house for the promotion of biblical knowledge and the cultivation of evangelical piety. He continued his reformatory efforts at Dresden as chief court-preacher, and afterward at Berlin as provost of the Church of St. Nicholas. "A return from scholastic theology to the Holy Scriptures as the living source of all saving knowledge," says Kurtz; a conversion of the outward orthodox confession into an inner living theology of the heart, and a demonstration thereof in true piety of life-these were the ways and means by which he proposed to effect the desired reform." The Pietistic movement gave rise to a prolonged controversy, whose general influence, in spite of much bitterness and persecution, was favorable to Christian life in the Church.

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BIOGRAPHICAL.-Pietism was brought into relation with

education chiefly by August Hermann Francke, who as a successful and consecrated Christian teacher exerted a wide influence. He was born at Lübeck, on the Baltic, in 1663. He received his preparatory training at the Gymnasium of Gotha, after which he attended the universities of Erfurt and Kiel, studying metaphysics, natural science, history, languages, and theology. After leaving the universities he spent a year and a half at Gotha, during which time he read the Hebrew Bible through seven times. In 1684 he went to Leipsic, where his lectures on the Old and New Testaments, differing widely from the cold, logical processes of the universities, attracted considerable attention. He sympathized with Spener's views, and joined the Pietistic reform. In 1687 he went to Hamburg, where he established a primary school that brought him valuable experience and determined the direction of his life. "Upon the establishment of this school," he says, "I learned how destructive the usual school management is, and how exceedingly difficult the discipline of children; and this reflection made me desire that God would make me worthy to do something for the improvement of schools and instruction."

WORK AT HALLE.-In 1691 the University of Halle was founded, and the following year, through the influence of Spener, Francke was appointed Professor of Greek and Oriental Languages, and at the same time pastor of a suburban church. Here in Halle he accomplished a great work, which stands in educational history almost without a parallel. The beginning was very humble. The poor were accustomed to assemble on Thursday before the parsonage to receive alms. The thought occurred to Francke that the occasion might be improved for religious instruction. He invited the crowd of young and old into his

house, and along with bread he administered spiritual food. He learned the condition of the poorer classes, and his heart was touched by their ignorance and need. He deprived himself of comforts to administer to their necessities. He solicited aid from his friends, and hung up a poor-box to receive contributions. One day he found in it the sum of seven florins, the gift of a benevolent woman. With the joy of faith he exclaimed: "That is a splendid capital, with which I must accomplish something useful; I will begin a school for the poor!" Books were immediately bought, and a needy student of the university engaged to teach the children two hours a day. The undertaking prospered; the parsonage soon became too small; more commodious quarters had to be engaged. With increasing wants came enlarged contributions, and Francke continued to develop his work till it assumed at length immense proportions. At the time of his death, in 1727, it comprised the following institutions:

1. The Pedagogium, having eighty-two students. This school was designed for the higher classes, and provided instruction in religion, Latin, Greek, Hebrew, French, German, arithmetic, geography, history, chronology, geometry, astronomy, music, botany, anatomy, and the essential principles of medicine. In order to render instruction as practicable as possible, the school was equipped with a museum of natural history, a chemical laboratory, apparatus for experiments in physics, and a botanical garden. All this marked a departure in the secondary education of the time, and places Francke among the educational reformers.

2. The Latin School of the Orphan House, with three inspectors, thirty-two teachers, four hundred students, and ten servants.

3. The German Burgher School, with four inspectors, one hundred and six teachers, and seventeen hundred and twenty-eight pupils of both sexes. This held the rank of a good primary school.

4. The Orphan House, with one hundred boys, thirtyfour girls, and ten overseers.

5. The Free Table, with six hundred and fifteen indigent scholars.

6. The Drug Store and Book Store, with fifty-three dependents.

7. The Institution for Women, with twenty-nine inmates.

The whole number of teachers, pupils, and dependents in the several institutions under Francke's direction amounted to four thousand two hundred and seventythree.

OTHER ACTIVITIES.-Besides the direction of all these institutions, a work sufficient to overwhelm an ordinary man, Francke was active in other ways. His pastoral duties were faithfully performed; he founded a printingoffice that sent forth before the close of the eighteenth century a million and a half of Bibles and a million copies of the New Testament; under the patronage of the King of Denmark, Frederick IV, he established a mission in India that continued over a hundred years. Through the teachers and ministers sent forth from his institutions, he reached all parts of Europe. Count Zinzendorf, the founder of the Moravian Brethren, was one of his pupils. As professor in the University of Halle, he was instrumental in effecting useful changes in the courses of study and in elevating the moral tone of the body of students. He constantly sought their conversion and spiritual development. Theology became a matter of the heart as well

as of the head. "A grain of living faith," Francke says, "is worth more than a pound of historic knowledge; and a drop of love, than an ocean of science."

SPIRIT AND AIMS.-The spirit that animated Francke in his vast enterprises is well worthy of our consideration. A profound personal piety lay at the basis of all his work. He founded his institutions with a firm reliance upon God, and depended upon prayer to bring him the necessary help. He regarded piety as the most essential thing in education. He emphasized the truth that education should have reference to the student's subsequent vocation; he increased the number of utilitarian studies, and laid the foundation of modern practical education. True wisdom was the aim of his endeavors. "And true wisdom," he said, "is nothing else than the eye in man, by which he sees what is for the best and guards himself from harm. Such wisdom concerns not only scholars but all men, no matter what may be their station; wherefore, along with piety, a true foundation is to be laid in childhood in order that all may act wisely in life, wherever God may place them."

METHODS AND STUDIES.-In the following interesting passage, which touches upon methods and studies, the practical spirit of Francke is clearly manifest. He would not overtask the student. "Youth," he says, "needs pleasure and recreation. This it finds partly in physical exercise, partly in pleasant and at the same time useful employments, especially in mechanical employments; partly in the examination of new and interesting objects of nature and art. In all instruction we must keep the pupil's station and future calling in mind, but to all classes alike is piety necessary. Hence, it must remain in all schools the chief matter, the principal lesson. In the instruction of those