Martin Komensky died in 1604,1 and his wife survived him less than a year. Left an orphan at the early age of twelve years, Comenius was intrusted to the care and training of an improvident aunt, who soon made way with his inheritance. In this, as in the neglect of his school training, the incompetence of the foster parent is clearly apparent. For something more than four years the lad attended the village school at Strasnitz. But, as he himself tells us, the curriculum was narrow and the teaching poor. While here Comenius formed the acquaintance of a schoolfellow named Nicholas Drabik, through whose prophetic visions he was so ignominiously led astray in his later life, and so bitterly reproached by his contemporaries. "It was a strange irony of fate," remarks Mr. Keatinge, "that a wanderer like Comenius, when only eleven years old and in his native land, should commence the intimacy that was to embitter his old age in Amsterdam." But, as Benham notes, the fact that the matter was so soon forgotten shows that the character of Comenius received no indelible stain by the unfortunate alliance, even though he excited the ridicule and disrespect, and even the contempt, of his contemporaries.

At the advanced age of sixteen years, he was initiated into the mysteries of classical learning in the Latin school at Prerau, where he studied for two years. A fairly accurate notion of his studies during this period may be gained from a glance at the course of study in a contemporary Latin school herewith

1 I am aware that Comenius says that his father died in 1602; but the evidence which Vrbka has adduced seems to me conclusive that the senior Komensky died two years later.

reproduced in translation from the Bohemian.' The schedule of hours in the second grade of this school was as follows: In the morning, during the first hour, repetition of grammar lesson from memory and explanation of the next day's grammar lesson. During the second hour, the dialogues of Castalio; and the third hour, the recitation of Castalio's dialogues in the Bohemian, and the grammatical analysis of the words and conversation of the lesson. In the afternoon, during the first hour, writing and singing; the second hour, explanation of the writings of Cicero according to Sturm's edition, and grammatical analysis; and the third hour, exercises in words and sayings. This was the programme for Mondays, Tuesdays, Thursdays, and Saturdays. On Wednesdays there was but one lesson in the morning and one in the afternoon. In the morning the catechism was recited; in addition, imitative exercises for the formation of style. In the afternoon, the writing of short words and a recapitulation of the week's lessons.

The programme for the third grade was as follows: In the forenoon of Mondays, Tuesdays, Thursdays, and Fridays:

First hour. Repetition of Latin rules in the mother-tongue.

Second hour. Exposition of the conversations of John Lewis Vives.

Third hour. Repetition of the above, and Bohemian exercises from the text.

In the afternoon of the same days, first hour, writing and singing; second hour, Greek grammar and the

1 Rukovét Skolstvi Obecného. By Karel Toubenek and Karel Vorovka. Prague, 1892. Translated by Miss Clara Vostrovsky.

collected writings of John Sturm; and third hour, exposition of Greek proverbs from the New Testament, together with grammatical analysis of the same. This class had for its forenoon lesson on Wednesdays the catechism and exercises in the Bohemian, and in the afternoon singing and writing. In the summer the more industrious pupils were excused from the lessons on Wednesday afternoons.

One period on Saturday was devoted to a weekly review; and on Sunday morning a chapter was read from the New Testament, the same explained in Greek (to all grades above the second), and all the students attended church. In the afternoon there was preaching again and more reading from the New Testament.

Such we may suppose to have been the character of his studies at Prerau during the two years from 1608 to 1610. Because of his maturity, he appreciated most keenly the faults of current humanistic methods of teaching. As one of his biographers remarks: "The defects of this early education were the seeds from which sprang the whole of his didactic efforts. Considerably older than his schoolfellows, he was able to criticise the methods and speedily arrive at the conclusion that the lack of progress was due more to the inefficiency of the teachers than to the idleness of their pupils. From this time onward, he began to devise new methods of class instruction and better schemes of study. From the vivid memory of the horrors through which he had passed, of the thousand and one rules that had to be learned by rote before they were understood, of the monotonous study of grammar, only diversified by the maddening effort to translate. Latin authors without the assistance of suitable dic

tionaries or commentaries, sprang that intense sympathy with beginners which characterizes his whole life and gives practical worth to every precept that he enunciated."

After two years in the Latin school at Prerau, he entered the college at Herborn on the 30th of March, 1611. The University of Prague was at this time in the hands of the Utraquists, whose unfriendly attitude toward the Moravian Brethren led to the selection of a German university for his higher course of instruction. He had determined to qualify for the ministry, and the institution at Herborn at this time afforded unusual opportunities for the study of theology. Doubtless another factor in the selection of Herborn was the fact that John Henry Alsted, one of the most distinguished theological and philosophical professors of the day, was lecturing there, and aspiring youths of the temperament of Comenius naturally gravitated toward this centre of fresh thought. Although but four years older than Comenius, Alsted was the most commanding figure in the academic circles of Europe at this time. He had travelled extensively; had made the acquaintance of most of the learned men in Europe worth knowing; and had advocated views of education which were new and startling.

For twenty-seven years Herborn had enjoyed unprecedented academic prosperity. Opportunities for the study of education were unexcelled; for, connected with the college, there was a preparatory department which served as a laboratory for the study of pedagogic problems, in which, for example, the lower classes were instructed in the mother-tongue-a procedure that was regarded as ultra-heterodox at this time.

Comenius was most helped by the instruction of the distinguished theologian and philosopher, Professor John Henry Alsted. The teachings of Alsted were of a character calculated to deepen the convictions of the young student from Moravia, for the Herborn professor taught among other things as is indicated by his Encyclopædia of the sciences, published a few years later the following: (1) Not more than one thing should be taught at a time; (2) not more than one book should be used on one subject, and not more than one subject should be taught on one day; (3) everything should be taught through the medium of what is more familiar; (4) all superfluity should be avoided; (5) all study should be mapped out in fixed periods; (6) all rules should be as short as possible; (7) everything should be taught without severity, though discipline must be maintained; (8) corporal punishment should be reserved for moral offences, and never inflicted for lack of industry; (9) authority should not be allowed to prejudice the mind against the facts gleaned from experience, nor should custom or preconceived opinion prevail; (10) the construction of a new language should first be explained in the vernacular; (11) no language should be taught by means of grammar; (12) grammatical terms should be the same in all languages. "The teacher," said Alsted, "should be a skilled reader of character, so that he may be able to classify the dispositions of his pupils. Unless he pays great attention to differences of disposition, he will but waste all the efforts he expends in teaching."

Another professor of philosophy at Herborn at the time was Heinrich Gutberleth, who was likewise deeply interested in pedagogy and whose lectures