for the instruction of all the young of both sexes (the necessity of which we proved in chap. ix.), so that even peasants and artisans may, for two hours daily, receive instruction in useful knowledge, in morality, and in religion. Secondly, that an easier method of instruction imay be introduced, so that students, instead of developing an antipathy towards learning, may be enticed by irresistible attractions, and that, as he says, boys may gain no less pleasure from study than from spending whole days in playing ball and amusing themselves. These are the views of Dr. Luther.
4. This is indeed a noble counsel, and worthy of such a man! But who does not see that matters have gone no farther than his wish? For where are those universal schools, where is that attractive method?
5. It is evident that nothing has been done, since in the smaller villages and hamlets no schools have been founded.
6. Where schools exist, they are not for the whole community, but only for the rich, since, owing to their cost, the poor cannot gain admission to them, except by some chance, such as pity on the part of some one. Among those excluded there are probably some excellent intellects, which are thus ruined and destroyed, to the great loss of the Church and of the state.
7. Further, the method used in instructing the young has generally been so severe that schools have been looked on as terrors for boys and shambles for their intellects, and the greater number of the students, having contracted a dislike for learning and for books, have hastened away to the workshops of artificers or to some other occupation.
8. On the other hand, those who remained at school (whether compelled to do so by parents and guardians, or influenced by the hope of obtaining some honourable position by means of their attainments, or drawn towards the liberal arts spontaneously and of their own nature) did not receive a serious or comprehensive education, but a preposterous and wretched one. For piety and virtue,
