III. LOCKE AND MILTON
By Professor. H. W. Holmes
IN THE history of education the seventeenth century is a period of much interest and importance. It is a time of earnest thought, of noble expression, and of zealous and faithful effort; yet throughout the century educational progress is at best sporadic. For education, it is a century of preparation. That the reformers of the period were thus pioneers whose endeavor bore, for the most part, little immediate fruit, was an almost inevitable consequence of the circumstances of their day.
Theirs was an age of reorganization in religion, in political life, and in philosophy and science. The Thirty Years' War and the Civil War in England were conflicts in which the basis of modern religious toleration was laid in suffering and desolation. In America the Colonies were begun. In England the continued struggle with the House of Stuart resulted in the assurance of political liberty, to be secured at length by an evolution without the price of blood which the Continent, and especially France, had later on to pay. On the Continent itself, despotisms, big and little, were strengthened, often to the direct detriment of education. Meanwhile modern science had its birth in the work of many a courageous intellectual adventurer, from Kepler and Galileo, astronomers, to Harvey, physiologist.
Francis Bacon was herald and journalist of that revolt against scholasticism which attacked mediæval error and superstition by the new method of observation, experiment, and inductive reasoning. With the writings of Descartes and his contemporaries began modern philosophy. In a century of such spiritual and material disturbance, what wonder that there should have been much inspiration to educational effort, with but little fixed accomplishment?
A new world of knowledge had already been partly explored; but the schoolmasters had not entered it, and it was only years
