A History of the Moravian Church

by J. E. Hutton

For mothers Comenius wrote a book, entitled the "School of Infancy." In England this book is scarcely known at all: in Bohemia it is a household treasure. Comenius regarded it as a work of first-rate importance. What use, he asked, were schemes of education if a good foundation were not first laid by the mother? For the first six years of his life, said Comenius, the child must be taught by his mother. If she did her work properly she could teach him many marvellous things. He would learn some physics by handling things; some optics by naming colours, light and darkness; some astronomy by studying the twinkling stars; some geography by trudging the neighbouring streets and hills; some chronology by learning the hours, the days and the months; some history by a chat on local events; some geometry by measuring things for himself; some statics by trying to balance his top; some mechanics by building his little toy-house; some dialectics by asking questions; some economics by observing his mother's skill as a housekeeper; and some music and poetry by singing psalms and hymns. As Comenius penned these ideal instructions, he must surely have known that nine mothers out of ten had neither the patience nor the skill to follow his method; and yet he insisted that, in some things, the mother had a clear course before her. His advice was remarkably sound. At what age, ask mothers, should the education of a child begin? It should begin, said Comenius, before the child is born. At that period in her life the expectant mother must be busy and cheerful, be moderate in her food, avoid all worry, and keep in constant touch with God by prayer; and thus the child will come into the world well equipped for the battle of life. She must, of course, nurse the child herself. She must feed him, when weaned, on plain and simple food. She must provide him with picture books; and, above all, she must teach him to be clean in his habits, to obey his superiors, to be truthful and polite, to bend the knee and fold his hands in prayer, and to remember that the God revealed in Christ was ever near at hand.

Again, Comenius has been justly called the "Father of the Elementary School." It was here that his ideas had the greatest practical value. His first fundamental principle was that in all elementary schools the scholars must learn in their native language only. He called these schools "Mother tongue schools." For six or eight years, said Comenius, the scholar must hear no language but his own; and his whole attention must be concentrated, not on learning words like a parrot, but on the direct study of nature. Comenius has been called the great Sense-Realist. He had no belief in learning second-hand. He illustrated his books with pictures. He gave his scholars object lessons. He taught them, not about words, but about things. "The foundation of all learning consists," he said, "in representing clearly to the senses sensible objects." He insisted that no boy or girl should ever have to learn by heart anything which he did not understand. He insisted that nature should be studied, not out of books, but by direct contact with nature herself. "Do we not dwell in the garden of nature," he asked, "as well as the ancients? Why should we not use our eyes, ears and noses as well as they? Why should we not lay open the living book of nature?" He applied these ideas to the teaching of religion and morals. In order to show his scholars the meaning of faith, he wrote a play entitled "Abraham the Patriarch," and then taught them to act it; and, in order to warn them against shallow views of life, he wrote a comedy, "Diogenes the Cynic, Revived." He was no vulgar materialist. His whole object was moral and religious. If Comenius had lived in the twentieth century, he would certainly have been disgusted and shocked by the modern demand for a purely secular education. He would have regarded the suggestion as an insult to human nature. All men, he said, were made in the image of God; all men had in them the roots of eternal wisdom; all men were capable of understanding something of the nature of God; and, therefore, the whole object of education was to develop, not only the physical and intellectual, but also the moral and spiritual powers, and thus fit men and women to be, first, useful citizens in the State, and then saints in the Kingdom of Heaven beyond the tomb. From court to court he would lead the students onward, from the first court dealing with nature to the last court dealing with God. "It is," he said, "our bounden duty to consider the means whereby the whole body of Christian youth may be stirred to vigour of mind and the love of heavenly things." He believed in caring for the body, because the body was the temple of the Holy Ghost; and, in order to keep the body fit, he laid down the rule that four hours of study a day was as much as any boy or girl could stand. For the same reason he objected to corporal punishment; it was a degrading insult to God's fair abode. For the same reason he held that at all severe punishment should be reserved for moral offences only. "The whole object of discipline," he said, "is to form in those committed to our charge a disposition worthy of the children of God." He believed, in a word, in the teaching of religion in day-schools; he believed in opening school with morning prayers, and he held that all scholars should be taught to say passages of Scripture by heart, to sing psalms, to learn a Catechism and to place their trust in the salvation offered through Jesus Christ. And yet Comenius did not insist on the teaching of any definite religious creed. He belonged himself to a Church that had no creed; he took a broader view of religion than either the Lutherans or the Calvinists; he believed that Christianity could be taught without a formal dogmatic statement; and thus, if I understand him aright, he suggested a solution of a difficult problem which baffles our cleverest politicians to-day.

Again Comenius introduced a new way of learning languages. His great work on this subject was entitled "Janua Linguarum Reserata"—i.e., The Gate of Languages Unlocked. Of all his works this was the most popular. It spread his fame all over Europe. It was translated into fifteen different languages. It became, next to the Bible, the most widely known book on the Continent. For one person who read his delightful "Labyrinth," there were thousands who nearly knew the "Janua" by heart. The reason was obvious. The "Labyrinth" was a religious book, and was suppressed as dangerous by Catholic authorities; but the "Janua" was only a harmless grammar, and could be admitted with safety anywhere. It is not the works of richest genius that have the largest sale; it is the books that enable men to get on in life; and the "Janua" was popular because, in truth, "it supplied a long-felt want." It was a Latin grammar of a novel and original kind. For all boys desiring to enter a profession a thorough knowledge of Latin was then an absolute necessity. It was the language in which the learned conversed, the language spoken at all Universities, the language of diplomatists and statesmen, the language of scientific treatises. If a man could make the learning of Latin easier, he was adored as a public benefactor. Comenius's Grammar was hailed with delight, as a boon and a blessing to men. For years all patient students of Latin had writhed in agonies untold. They had learned long lists of Latin words, with their meanings; they had wrestled in their teens with gerunds, supines, ablative absolutes and distracting rules about the subjunctive mood, and they had tried in vain to take an interest in stately authors far above their understanding. Comenius reversed the whole process. What is the use, he asked, of learning lists of words that have no connection with each other? What is the use of teaching a lad grammar before he has a working knowledge of the language? What is the use of expecting a boy to take an interest in the political arguments of Cicero or the dinner table wisdom of Horace? His method was the conversational. For beginners he prepared an elementary Latin Grammar, containing, besides a few necessary rules, a number of sentences dealing with events and scenes of everyday life. It was divided into seven parts. In the first were nouns and adjectives together; in the second nouns and verbs; in the third adverbs, pronouns, numerals and prepositions; in the fourth remarks about things in the school; in the fifth about things in the house; in the sixth about things in the town; in the seventh some moral maxims. And the scholar went through this book ten times before he passed on to the "Janua" proper. The result can be imagined. At the end of a year the boy's knowledge of Latin would be of a peculiar kind. Of grammar he would know but little; of words and phrases he would have a goodly store; and thus he was learning to talk the language before he had even heard of its perplexing rules. One example must suffice to illustrate the method. The beginner did not even learn the names of the cases. In a modern English Latin Grammar, the charming sight that meets our gaze is as follows:—

Nom. Mensa.—A table.
Voc. Mensa.—Oh, table!
Acc. Mensam.—A table.
Gen. Mensæ.—Of a table.
Dat. Mensæ.—To or for a table.
Abl. Mensa.—By, with or from a table.

The method of Comenius was different. Instead of mentioning the names of the cases, he showed how the cases were actually used, as follows:—

Ecce, tabula nigra.—Look there, a black board.
O tu tabula nigra.—Oh, you black board!
Video tabulam nigram.—I see a black board.
Pars tabulæ nigræ.—Part of a black board.
Addo partem tabulæ nigræ.—I add a part to a black board.
Vides aliquid in tabula nigra.—I see something on a black board.

With us the method is theory first, practice afterwards; with Comenius the method was practice first, theory afterwards; and the method of Comenius, with modifications, is likely to be the method of the future.

But Comenius's greatest educational work was undoubtedly his "Great Didactic," or the "Art of Teaching All Things to All Men." It was a thorough and comprehensive treatise on the whole science, method, scope and purpose of universal education. As this book has been recently translated into English, I need not here attempt the task of giving an outline of its contents. His ideas were far too grand and noble to put in summary form. For us the point of interest is the fact that while the Thirty Years' War was raging, and warriors like Wallenstein and Gustavus Adolphus were turning Europe into a desert, this scholar, banished from his native land, was devising sublime and broad-minded schemes for the elevation of the whole human race. It is this that makes Comenius great. He played no part in the disgraceful quarrels of the age; he breathed no complaint against his persecutors. "Comenius," said the Jesuit historian Balbin, "wrote many works, but none that were directed against the Catholic Church." As he looked around upon the learned world he saw the great monster Confusion still unslain, and intended to found a Grand Universal College, which would consist of all the learned in Europe, would devote its attention to the pursuit of knowledge in every conceivable branch, and would arrange that knowledge in beautiful order and make the garden of wisdom a trim parterre. He was so sure that his system was right that he compared it to a great clock or mill, which had only to be set going to bring about the desired result. If his scheme could only be carried out, what a change there would be in this dreary earth! What a speedy end to wars and rumours of wars! What a blessed cessation of religious disputes! What a glorious union of all men of all nations about the feet of God!

At last Comenius became so famous that his friend, Samuel Hartlib, invited him to England; and Comenius found upon his arrival that our English Parliament was interested in his scheme {1641.}. His hopes now rose higher than ever. At last, he thought, he had found a spot where he could actually carry out his grand designs. He had a high opinion of English piety. "The ardour," he wrote, "with which the people crowd to the Churches is incredible. Almost all bring a copy of the Bible with them. Of the youths and men a large number take down the sermons word by word with their pens. Their thirst for the word of God is so great that many of the nobles, citizens also, and matrons study Greek and Hebrew to be able more safely and more sweetly to drink from the very spring of life." Of all countries England seemed to him the best suited for the accomplishment of his designs. He discussed the project with John Dury, with Samuel Hartlib, with John Evelyn, with the Bishop of Lincoln, and probably with John Milton. He wanted to establish an "Academy of Pansophy" at Chelsea; and there all the wisest men in the world would meet, draw up a new universal language, like the framers of Esperanto to-day, and devise a scheme to keep all the nations at peace. His castle in the air collapsed. At the very time when Comenius was resident in London this country was on the eve of a revolution. The Irish Rebellion broke out, the Civil War trod on its heels, and Comenius left England for ever.

From this moment his life was a series of bitter and cruel disappointments. As the Thirty Years' War flickered out to its close, Comenius began to look forward to the day when the Brethren would be allowed to return to Bohemia and Moravia {1648.}. But the Peace of Westphalia broke his heart. What provision was made in that famous Peace for the poor exiled Brethren? Absolutely none. Comenius was angry and disgusted. He had spent his life in the service of humanity; he had spent six years preparing school books for the Swedish Government; and now he complained— perhaps unjustly—that Oxenstierna, the Swedish Chancellor, had never lifted a finger on behalf of the Brethren.