Ratich, a German educator of the sixteenth century, said: “We are in bondage to Latin. The Greeks and Saracens would never have done so much for posterity if they had spent their youth in acquiring a foreign tongue. We must study our own language, and then the sciences.” “Everything first in the mother tongue,” and “nothing on mere authority,” were rules in his schoolroom. Comenius, the renowned teacher, used to say: “If so much time is to be spent on the language alone, when is the boy to know about things,—when will he learn philosophy, when religion, and so forth? He will consume his life in preparing for life.”
Mechanical teaching is papal
How exactly this applies to the word-study of our boys and girls to-day! It matters not whether it be Latin or English grammar; indeed, it may be that other mode of expression,—some form of mathematics,—where time and energy are devoted to the process merely. A failure to make the development of thought—independent thinking, in fact—the main object in instruction, stamps any method of teaching as papal, no matter by what name it is known, or by whom the subjects are taught. It was the life work of Comenius to counteract this tendency, as the following principles show. He insisted that “nothing should be taught that is not of solid utility.” “Nothing is to be learned by heart that is not first thoroughly understood.” “Theologians and physicians should study Greek.” “Doing can be learned only by doing.” That educational reformers of to-day are advocating these same principles will be seen later. This is a part of Christian education.
Character-building the aim in true education
John Locke, an English educator of the seventeenth century, had truth on the subject of education. Of the languages, he says: “When I consider what ado is made about a little Latin and Greek, how many years are spent in it, and what a noise and business it makes to no purpose, I can hardly forbear thinking that parents of children still live in fear of the schoolmaster’s rod, which they look on as the only instrument of education; as if a language or two were its whole business.”
Character was valued by this man, and his statement as to the relative importance of study is valuable to parents and teachers. “Reading and writing and learning I allow to be necessary, but yet not the chief business. I imagine you think him a very foolish fellow that should not value a virtuous or a wise man infinitely before a scholar. Not but that I think learning a great help to both, in well-disposed minds; but yet it must be confessed also that in others not so disposed, it helps them only to be the more foolish or worse men.
How Locke would choose a teacher
“I say this, that when you consider the breeding of your son, and are looking out for a schoolmaster, or a tutor, you would not have, as is usual, Latin and logic only in your thoughts. Learning must be had, but in the second place, as subservient only to greater qualities. Seek out somebody that may know how discreetly to frame his manners: place him in hands where you may, as much as possible, secure his innocence, cherish and nurse up the good, and gently correct and weed out any bad inclinations, and settle in him good habits. This is the main point; and this being provided for, learning may be had into the bargain.”
To how great an extent are Protestants following this excellent advice? In what schools for Protestant boys and girls is innocence cherished? where is the good nourished? where are bad inclinations gently weeded out, and good habits settled? where do these things take a position ahead of book learning?