Billeder på siden
PDF
ePub

Analogies of growth.

the elaboration of the parts. The architect, acting on this principle, first makes a rough plan or model, and then by degrees designs the details; last of all he attends to the ornamentation. In teaching, then, let the inmost part, i.e., the understanding of the subject, come first; then let the thing understood be used to exercise the memory, the speech, and the hands; and let every language, science, and art be taught first in its rudimentary outline; then more completely with examples and rules; finally, with exceptions and anomalies. Instead of this, some teachers are foolish enough to require beginners to get up all the anomalies in Latin Grammar, and the dialects in Greek.

§ 26. Again, as Nature does nothing per saltum, nor halts when she has begun, the whole course of studies should be arranged in strict order, so that the earlier studies prepare the way for the later. Every year, every month, every day and hour even, should have its task marked out beforehand, and the plan should be rigidly carried out. Much loss is occasioned by absence of boys from school, and by changes in the instruction. Iron that might be wrought with one heating should not be allowed to get cold, and be heated over and over again.

§ 27. Nature protects her work from injurious influences, so boys should be kept from injurious companionships and books.

§ 28. In a chapter devoted to the principles of easy teaching, Comenius lays down, among rules similar to the foregoing, that children will learn if they are taught only what they have a desire to learn, with due regard to their age and the method of instruction, and especially when everything is first taught by means of the senses. On this point Comenius laid great stress, and he was the first who

did so.

sensu.

Senses. Foster desire of knowledge.

Education should proceed, he said, in the following order: first, educate the senses, then the memory, then the intellect; last of all the critical faculty. This is the order of Nature. The child first perceives through the senses. "Nihil est in intellectu quod non prius fuerit in Everything in the intellect must have come through the senses." These perceptions are stored in the memory, and called up by the imagination.* By comparing one with another, the understanding forms general ideas, and at length the judgment decides between the false and the true. By keeping to this order, Comenius believed it would be possible to make learning entirely pleasant to the pupils, however young. Here Comenius went even further than the Jesuits. They wished to make learning pleasant, but despaired of doing this except by external influences, emulation and the like. Comenius did not neglect external means to make the road to learning agreeable. Like the Jesuits, he would have short school-hours, and would make great use of praise and blame, but he did not depend, as they did almost exclusively, on emulation. He would have the desire of learning fostered in every possible way-by parents, by teachers, by school buildings and apparatus, by the subjects themselves, by the method of teaching them, and lastly, by the public authorities. (1) The parents must praise learning and learned men, must show children beautiful books, &c., must treat the teachers with great respect. (2) The teacher must be kind and fatherly, he must distribute praise and reward, and must always, where it is possible, give the children something to look at. (3) The school buildings must be light, airy, and cheerful, and

* Compare Mulcaster, supra, p. 94.

No punishments. Words and things together. well furnished with apparatus, as pictures, maps, models, collections of specimens. (4) The subjects taught must not be too hard for the learner's comprehension, and the more entertaining parts of them must be especially dwelt upon. (5) The method must be natural, and everything that is not essential to the subject or is beyond the pupil must be omitted. Fables and allegories should be introduced, and enigmas given for the pupils to guess. (6) The authorities must appoint public examinations and reward merit.

§ 29. Nature helps herself in various ways, so the pupils should have every assistance given them. It should especially be made clear what the pupils are to learn, and how they should learn it.

§ 30. The pupils should be punished for offences against morals only. If they do not learn, the fault is with the teacher.

31. One of Comenius's most distinctive principles was that there should no longer be "infelix divortium rerum et verborum, the wretched divorce of words from things" (the phrase, I think, is Campanella's), but that knowledge of things and words should go together. This, together with his desire of submitting everything to the pupil's senses, would have introduced a great change into the course of instruction, which was then, as it has for the most part continued, purely literary. We should learn, says Comenius, as much as possible, not from books, but from the great book of Nature, from heaven and earth, from oaks and beeches.

§ 32. When languages are to be learnt, he would have them taught separately. Till the pupil is from eight to ten years old, he should be instructed only in the mother

Languages. System of schools.

tongue, and about things. Then other languages can be acquired in about a year each; Latin (which is to be stidied more thoroughly) in about two years. Every language must be learnt by use rather than by rules, i.e., it must be learnt by hearing, reading and re-reading, tran scribing, attempting imitations in writing and orally, and by using the language in conversation. Rules assist and confirm practice, but they must come after, not before it. The first exercises in a language should take for their subject something of which the sense is already known, so that the mind may be fixed on the words and their connections.* The Catechism and Bible History may be used for this purpose.

$ 33. Considering the classical authors not suited to boys' understanding, and not fit for the education of Christians, Comenius proposed writing a set of Latin manuals for the different stages between childhood and manhood: these were to be called "Vestibulum," "Janua,” "Palatium" or "Atrium," "Thesaurus." The "Vestibulum," "Janua," and "Atrium were really carried out.

[ocr errors]

$ 34. In Comenius's scheme there were to be four kinds of schools for a perfect educational course: -1st, the mother's breast for infancy; 2nd, the public vernacular school for children, to which all should be sent from six years old till twelve; 3rd, the Latin school or Gymnasium; 4th, residence at a University and travelling, to complete the course. The public schools were to be for all classes alike, and for girls+ as well as boys.

*Comenius here follows Ratke, who, as I have mentioned above (p. 116), required beginners to study the translation before the original. + Professor Masson (Life of Milton, vol. iii, p. 205, note) gives us the following from chap. ix (cols. 42-44), of the Didactica Magna

:

Mother-tongue School. Girls.

§ 35. Most boys and girls in every community would stop at the vernacular school; and as this school is a very distinctive feature in Comenius's plan, it may be worth while to give his programme of studies. In this school the children should learn-1st, to read and write the mother-tongue well, both with writing and printing letters; 2nd, to compose grammatically; 3rd, to cipher; 4th, to measure and weigh; 5th, to sing, at first popular airs, then from music; 6th, to say by heart, sacred psalms and hymns; 7th, Catechism, Bible History, and texts; 8th, moral rules, with examples; 9th, economics and politics, as far as they could be understood; 10th, general history of the world; 11th,

"Nor, to say something particularly on this subject, can any sufficient reason be given why the weaker sex [sequior sexus, literally the later or following sex, is his phrase, borrowed from Apuleius, and, though the phrase is usually translated the inferior sex, it seems to have been chosen by Comenius to avoid that implication] should be wholly shut out from liberal studies whether in the native tongue or in Latin. For equally are they God's image; equally are they partakers of grace, and of the Kingdom to come; equally are they furnished with minds agile and capable of wisdom, yea, often beyond our sex; equally to them is there a possibility of attaining high distinction, inasmuch as they have often been employed by God Himself for the government of peoples, the bestowing of wholesome counsels on Kings and Princes, the science of medicine and other things useful to the human race, nay even the prophetical office, and the rattling reprimand of Priests and Bishops [etiam ad propheticum munus, et increpandos Sacerdotes Episcoposque, are the words; and as the treatise was prepared for the press in 1638 one detects a reference, by the Moravian Brother in Poland to the recent fame of Jenny Geddes, of Scotland]. Why then should we admit them to the alphabet, but afterwards debar them from books? Do we fear their rashness? The more we occupy their thoughts, the less room will there be in them for rashness, which springs generally from vacuity of mind."

« ForrigeFortsæt »