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."

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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

who are destined to unprofessional employments and trades, the most important thing after religion is an acquaintance with the indispensable arts of reading, writing, and reckoning; but the elements of other branches of knowledge should not be neglected, especially the elements of natural science, geography, history, and government, which, however, are to be brought forward incidentally and later."

DISCIPLINE. The following rules are taken from Francke's instructions to his teachers upon the manner of exercising school-discipline. They exhibit his clear pedagogical insight, his piety, and his sympathy and love for children:

1. In exercising discipline, which is necessary and conformable to the will of God, the teacher should pray God first of all to give him the necessary wisdom.

2. As most teachers seek to correct children by rigorous punishment rather than by gaining their love through patience, forbearance, and affection, and as young teachers in particular are lacking in paternal solicitude and Christian gentleness, they ought to supplicate the Lord, without ceasing, to fill them with love for the young who are confided to them, and to deliver them from all harshness and carnal sufficiency.

3. The teacher should learn to govern himself, without which he can not properly govern others.

4. A teacher should maintain discipline over his pupils, and should exhort and punish them when necessary; nevertheless, education should not be hard and severe, but gentle and paternal.

5. A teacher ought never to punish a child in anger.

6. A teacher ought not to be ill-humored, but cordial and kind, like a father.

7. Children ought not to be punished for little faults inherent in their age, but should be encouraged to be more careful.

8. A Christian teacher should beware of becoming the occasion of disorder which he is to punish.

9. Children should not be abused with harsh epithets. It is contrary to the spirit of Christianity.

10. A child ought never to be scolded because it can not understand. If it is dull of comprehension, the teacher should redouble his efforts in its behalf.

11. A teacher should study the disposition of his pupils, as delicate and gentle natures are not to be treated like coarse and hardened natures.

12. In avoiding too great severity the teacher should not fall into the opposite extreme, and become the sport of the children.

13. With youth over fifteen years of age the teacher should abstain from harsh words, threats, and blows, by which they may become embittered. It is better to take them separately, talk to them kindly-sometimes even pray with them. If these means are fruitless, let them be brought before the school board, or punished in the presence of a colleague.

6. ABSTRACT HUMAN EDUCATION

A NEW MOVEMENT.-The eighteenth century witnessed a new movement which has been characterized as abstract human education. In general, it ignores or rejects revealed religion, and bases its educational principles on the purely natural. Though as one-sided as the theological tendency, it has the great merit of stimulating a careful