With so many flaws in Mather’s statement, and the absence of corroborative evidence, it seems altogether improbable that Comenius was ever called to the presidency of Harvard College.[26]
In closing, brief mention may be made of his most dominant physical and personal characteristics. Several excellent portraits of Comenius are in existence, the best perhaps being by Hollar and Glover. From these it is apparent that he was a man of imposing figure, with high forehead, long chin, and soft, pathetic eyes. It is not difficult to read into his sad, expressive countenance the force of the expression in his last published utterance, “My whole life was merely the visit of a guest; I had no fatherland.”
There is no conflicting evidence on the personal life of the reformer; but rather unanimous agreement on the sweetness and beauty of his character. Says Palacky: “In his intercourse with others, Comenius was in an extraordinary degree friendly, conciliatory, and humble; always ready to serve his neighbor and sacrifice himself. His writings, as well as his walk and conversation, show the depth of his feeling, his goodness, his uprightness, and his fear of God. He never cast back upon his opponents what they meted out to him. He never condemned, no matter how great the injustice which he was made to suffer. At all times, with fullest resignation, whether joy or sorrow was his portion, he honored and praised the Lord.” Raumer says of him: “Comenius is a grand and venerable figure of sorrow. Wandering, persecuted, and homeless during the terrible and desolating Thirty Years’ War, he never despaired, but, with enduring and faithful truth, labored unceasingly to prepare youth by a better education for a better future. His unfailing aspirations lifted up in a large part of Europe many good men prostrated by the terrors of the times and inspired them with the hope that by pious and wise systems of education there might be reared up a race of men more pleasing to God.” Well might Herder say: “Comenius was a noble priest of humanity, whose single end and aim in life was the welfare of all mankind.”
CHAPTER VI
PHILOSOPHY OF EDUCATION
The Great didactic—Conditions under which produced—Aim of the book. Purpose of education—Man’s craving for knowledge—Youth the time for training—Private instruction undesirable—Education for girls as well as boys—Uniform methods. Education according to nature—How nature teaches—Selection and adaptation of materials—Organization of pupils into classes—Correlation of studies. Methods of instruction—Science—Arts—Language—Morals—Religion. Types of educational institutions—The mother’s school—School of the mother-tongue—Latin school—University. School discipline—Character and purpose of discipline—Corporal punishment only in cases of moral perversity.
The Great Didactic
Most comprehensive of all of the educational writings of Comenius is the Great didactic. It was planned in 1628, while yet in the full possession of his vigor, before misfortune had hampered his usefulness and persecution had made him a wanderer. Written originally in the Czech, it was translated into the Latin and published at Amsterdam in 1657. The original Czech manuscript was discovered at Lissa in 1841, and presented to the museum at Prague; but the Austrian censors of the press forbade its publication because Comenius was a Bohemian exile (!). Through the exertions of the museum authorities, however, it was allowed to be printed in 1849. Professor Laurie gave English readers a summary of the Great didactic in his Life and educational works of John Amos Comenius (London, 1883); but the first complete translation was made by Mr. M. W. Keatinge of Edinburgh in 1896.
The full title is: The great didactic setting forth the whole art of teaching all things to all men; or a certain inducement to found such schools in all parishes, towns, and villages of every Christian kingdom that the entire youth of both sexes, none being excepted, shall quickly, pleasantly, and thoroughly become learned in the sciences, pure in morals, trained in piety, and in this manner instructed in all things necessary for the present and future life, in which, with respect to everything that is suggested, its fundamental principles are set forth from the essential nature of the matter, its truth is proved by examples, from the several mechanical arts its order is clearly set forth in years, months, days, and hours; and finally an easy and sure method is shown by which it can be pleasantly brought into existence.