will come about in two ways. Adults will first come to an
understanding of the child's character and then the simplicity
of the child's character will be kept by adults. So the old
social order will be able to renew itself.

Psychological pedagogy has an exalted ancestry. I will not go
back to those artists in education called Socrates and Jesus,
but I commence with the modern world. In the hours of its
sunrise, in which we, who look back, think we see a futile
Renaissance, then as now the spring flowers came up amid the
decaying foliage. At this period there came a demand for the
remodelling of education through the great figure of modern
times, Montaigne, that skeptic who had so deep a reverence for
realities. In his Essays, in his Letters to the Countess of
Gurson, are found all of the elements for the education of the
future. About the great German and Swiss specialists in
pedagogy and psychology, Comenius, Basedow, Pestalozzi,
Salzmann, Froebel, Herbart, I do not need to speak. I will only
mention that the greatest men of Germany, Lessing, Herder,
Goethe, Kant and others, took the side of natural training. In
regard to England it is well known that John Locke in his
Thoughts on Education, was a worthy predecessor of Herbert
Spencer, whose book on education in its intellectual, moral,
and physical relations, was the most noteworthy book on
education in the last century.

It has been noted that Spencer in educational theory is
indebted to Rousseau; and that in many cases, he has only said
what the great German authorities, whom he certainly did not
know, said before him. But this does not diminish Spencer's