Unity of Knowledges.

taking that as the basis of his theory, he watches the life of birds, the growth of trees, or the quiet influence of the sun, and thus substitutes for the nature of man nature without man (die objective Natur). And yet by Nature he understands that first and primordial state to which as to our original [idea] we should be restored, and by the voice of Nature he understands the universal Providence of God or the ceaseless influence of the Divine Goodness working all in all, that is, leading every creature to the state ordained for it. The vegetative and animal life in Nature is according to Comenius himself not life at all in its highest sense, but the only true life is the intellectual or spiritual life of Man. No doubt in the two lower kinds of life certain analogies may be found for the higher; but nothing can be less worthy of reliance and less scientific than a method which draws its principles for the higher life from what has been observed in the lower." (A. Vogel's Gesch. d. Pädagogik als Wissenschaft, p. 94.)

§ 52. This seems to me judicious criticism; but whatever mistakes he may have made Comenius, like Froebel long after him, strove after a higher unity which should embrace knowledge of every kind. The connexion of knowledges (so constantly overlooked in the schoolroom) was always in his thoughts. "We see that the branches of a tree cannot live unless they all alike suck their juices from a common trunk with common roots. And can we hope that the branches of Wisdom can be torn asunder with safety to their life, that is to truth? Can one be a Natural Philosopher

oth Nov., 1888). The school knowledge of things no less than of words may easily be over-valued. It should be given not for itself but Lo excite interest and draw out the powers of the mind.

Theory and the Practical Man.

who is not also a Metaphysician? or an Ethical Thinker who does not know something of Physical Science? or a Logician who has no knowledge of real matters? or a Theologian, a jurisconsult, or a Physician, who is not first a Philosopher? or an Orator or Poet, who is not all these at once? He deprives himself of light, of hand, and of regulation, who pushes away from him any shred of the knowable." (Quoted in Masson's L. of Milton vol. iij., p. 213 from the Delineatio, [i.e., Pansophia Prodromus]. Conf. J. H. Newman, Idea of a University, Disc. iij.)

§ 53. We see then that on the side of theory, Comenius was truly great. But the practical man who has always been the tyrant of the schoolroom cared nothing for theory and held, with a modern English minister responsible for education, who proved his ignorance of theory by his "New Code," that there was, and could be no such thing. So the reputation of Comenius became pretty much what our great authority Hallam has recorded, that he was a person of some ingenuity and little judgment who invented a new way of learning Latin. This estimate of him enables us to follow some windings in the stream of thought about education. Comenius faced the whole problem in its double bearing, theory and practice: he asked, What is the educator's task? How can he best accomplish it? But his contemporaries had not yet recovered from the idolatry of Latin which had been bequeathed to them by their fathers from the Renascence, and they too saw in Comenius chiefly an inventor of a new way of learning Latin. He sought to train up chi dren for this world and the next; they supposed, as Oxenstiern himself said, that the main thing to be remedied was the clumsy way of teaching Latin. So Comenius was little understood. His books were seized upon as affording

Mother-tongue. Words and Things Together.

at once an introduction to the knowledge of things and a short way of learning Latin. But in the long run they were found more tiresome than the old classics: so they went out of fashion, and their author was forgotten with them. Now that schoolmasters are forming a more worthy conception of their office, they are beginning to do justice to Comenius.

§ 54. As the Jesuits kept to Latin as the common language of the Church, so Comenius thought to use it as a means of inter-communication for the instructed of every nationality. But he was singularly free from over-estimating the value of Latin, and he demanded that all nations should be taught in their own language wherein they were born. On this subject he expresses himself with great emphasis. "We desire and protest that studies of wisdom be no longer committed to Latin alone, and kept shut up in the schools, as has hitherto been done, to the greatest contempt and injury of the people at large, and the popular tongues. Let all things be delivered to each nation in its own speech." (Delineatio [Prodromus] in Masson ut supra.)

§ 55. Comenius was then neither a verbalist nor a classicist, and yet his contemporaries were not entirely wrong in thinking of him as "a man who had invented a new way of learning Latin." His great principle was that instruction in words and things should go together. The young were to learn about things, and at the same time were to acquire both in the vernacular and also in Latin, the international tongue, the words which were connected with the things. Having settled on this plan of concurrent instruction

* Ruskin seems to be echoing Comenius (of whom perhaps he never heard) when he says "To be taught to see is to gain word and thought at once, and both true." (Address at Camb. Sch. of Art, Oct. 1858.)

Janua Linguarum.

in words and things, Comenius determined to write a book for carrying it out. Just then there fell into his hands a book which a less open-minded man might have thrown aside on account of its origin, for it was written by the bitter foes and persecutors of the Bohemian Protestants, by the Jesuits. But Comenius says truly, "I care not whether I teach or whether I learn," and he gave a marvellous proof of this by adopting the linguistic method of the Jesuits' Janua Linguarum.*

* As far as my experience goes there are few men capable both of teaching and being taught, and of these rare beings Comenius was a noble example. The passage in which he acknowledges his obligation to the Jesuits' Janua is a striking proof of his candour and openmindedness.

وو

As an experiment in language-teaching this Janua is a very interesting book, and will be well worth a note. From Augustin and Alois de Backer's Bibliothèque des Ecrivains de la C. de Jésus, I learn that the author William Bath or Bathe [Latin Bateus] was born in Dublin in 1564, and died in Madrid in 1614. "A brief introduction to the skill of song as set forth by William Bathe, gent." is attributed to him; but we know nothing of his crigin or occupation till he entered on the Jesuit noviciate at Tournai in 1596. Either before or after this "he ran as he himself tells us "the pleasant race of study" at Beauvais. After studying at Padua he was sent as Spiritual Father to the Irish College at Salamanca. Here, according to C. Sommervogel he wrote two Latin books. He also designed the Janua Linguarum, and carried out the plan with the help of the other members of the college. The book was published at Salamanca "apud de Cea Tesa" 1611, 4°. Four years afterwards an edition with English version added was published in London edited by Wm. Welde. I have never seen the Spanish version, but a copy of Welde's edition (wanting title page) was bequeathed to me by a friend honoured by all English-speaking students of education, Joseph Payne. The Janua must have had great success in this country, and soon had other editors. In an old catalogue I have seen "Janua Linguarum Quadrilinguis, or a Messe of Tongues, Latine, English, French, Spanish, neatly served up together for a wholesome repast to

The Jesuits' Janua.

This "Noah's Ark for words," treated in a series of proverbs of all kinds of subjects, in such a way as to introduce in a natural connection every common word in the Latin language. "The idea," says Comenius, "was better than the

the worthy curiositie of the studious, sm. 4to, Matthew Lowndes, 1617.” This must have been the early edition of Isaac Habrecht. I have his "Janua Linguarum Silinguis. Argentina (Strassburg), 1630,” and in the Preface he says that the first English edition came out in 1615, and that he had added a French version and published the book at London in four languages in 1617. I have seen "sixth edition 1627," also published by Lowndes, and edited "opera I. H. (John Harmar, called in Catalogue of British Museum 'Rector of Ewhurst') Scholæ Sancti Albani Magistri primarii." Harmar, I think, suppressed all mention of the author of the book, but he kept the title. This seems to have been altered by the celebrated Scioppius who published the book as Pascasii Grosippi Mercurius bilinguis.

This Jesuits' Janua is one of the most interesting experiments in language teaching I ever met with. Bathe and his co-adjutors collected as they believed all the common root words in the Latin language; and these they worked up into 1,200 short sentences in the form of proverbs. After the sentences follows a short Appendix De ambiguis of which the following is a specimen: "Dum malum comedis juxta malum navis, de malo commisso sub malo vetita meditare. While thou eatest an apple near the mast of a ship, think of the evil committed under the forbidden apple tree." An alphabetical index of all the Latin words is then given, with the number of the sentence in which the word occurs.

Prefixed to this Janua we find some introductory chapters in which the problem: What is the best way of learning a foreign language? is considered and some advance made towards a solution. "The body of every language consisteth of four principal members-words, congruity, phrases, and elegancy. The dictionary sets down the words, giammar the congruities, Authors the phrases, and Rhetoricians (with their figures) the elegancy. We call phrases the proper forms or peculiar manners of speaking which every Tongue hath." (Chap. I ad f.)