A method should be found by means of which each person will be able not only to bring into his mental consciousness that which he has learned, but at the same time to pass sound judgment on the objective facts to which his information refers. This will be possible if only those subjects are studied which will be of real service in the later life; if such subjects be taught without digression or interruption; if a thorough grounding precede the detailed instruction; if all that comes later be based upon what has gone before; if great stress be laid on the points of resemblance between cognate subjects; if the studies be arranged with reference to the pupils’ present mental development, and if knowledge be fixed in the memory by constant use.
In support of his principle of thoroughness, Comenius adduces the following proofs from nature: Nothing is produced by nature that is useless. When she forms a body, she omits nothing that is necessary. She does not operate on anything unless it possesses foundations, and she strikes her roots deep and develops everything from them. She never remains at rest, but advances continually; never begins anything fresh at the expense of work already begun, but proceeds with what she has started and brings it to completion. She knits everything together in continuous combination, preserving due proportion with respect to both quality and quantity. Through constant exercise she becomes strong and fruitful.
Progress is less a question of strength than of skill. Hitherto little has been accomplished in the school-life of the child, because no set landmarks have been set up as goals to be reached by the pupils; things naturally associated are not taught together; the arts and sciences are scarcely ever thought of as an encyclopædic whole; the methods employed are as numerous and diverse as the schools and teachers; instruction is individual and private, and not public and general, and books are selected with too little regard for the value of their contents. If these matters could be reformed, there is no doubt in the mind of Comenius that the whole circle of the sciences might be covered during the period of school training. Toward the solution of this problem he answers the following questions:—
1. How can a single teacher instruct a large number of children at the same time? In answer, he maintains that it is not only possible for one teacher to instruct several hundred children (!) at once, but that it is essential for the best interests of both the teacher and the children (!!). The larger the number of pupils, the greater will be the teacher’s interest in his work; and the keener his interest, the greater the enthusiasm of his pupils. In the same way, to the children, the presence of a number of companions will be productive not only of utility, but also of enjoyment, since they will mutually stimulate and assist one another. For children of this age, emulation and rivalry are the best incentives to study. The reader will observe that this scheme of Comenius contemplates some adaptation of the system of pupil teaching, and that it interdicts all efforts at individual instruction.
2. How far is it possible for pupils to be taught from the same book? It is an undisputed fact, says Comenius, that too many facts presented to the mind at the same time distract the attention. It will, therefore, be of great advantage if the pupils be permitted to use no books except those which have been expressly composed for the class in which they are. Such books should contain a complete, thorough, and accurate epitome of all the subjects of instruction. They should give a true representation of the entire universe; should be written simply and clearly—preferably in the form of a dialogue; and should give the pupils sufficient assistance to enable them, if necessary, to pursue their studies without the help of a master.
3. How is it possible for all the pupils in a school to do the same thing at one time? This may be accomplished by having a course of instruction commence at a definite time of each year; and by and by so dividing the course of instruction that each year, each month, each week, each day, each hour may have a definite appointed task for it.
4. How is it possible to teach everything according to one and the same method? That there is only one natural method has already been satisfactorily demonstrated (to the mind of Comenius), and the universal adoption of this natural method will be as great a boon to pupils as a plain and undeviating road is to travellers.
5. How can many things be explained in a few words? The purpose of education is not to fill the mind with a dreary waste of words from books. Rightly says Seneca of instruction: “Its administration should resemble the sowing of seed, in which stress is laid not on the quantity, but on the quality.”
6. How is it possible to do two or three things by a single operation? It may be laid down as a general rule that each subject should be taught in combination with those which are correlative to it. Reading, penmanship, spelling, language, and nature study should work together in the acquisition and expression of ideas. As Professor Hanus[28] has pointed out, Comenius clearly foreshadowed the correlation and coördination of school studies at least two centuries before Herbart. Indeed, he went so far as to urge the correlation of school instruction with the plays and games of children. He urged that children be given tools and allowed to imitate the different handicrafts, by playing at farming, at politics, at being soldiers or architects. In the game of war they may be allowed to take the part of field-marshals, generals, captains, and standard-bearers. In that of politics they may be kings, ministers, chancellors, secretaries, and ambassadors, as well as senators, consuls, and lawyers; since such pleasantries often lead to serious things. Thus, maintains Comenius, would be fulfilled Luther’s wish that the studies of the young at school might be so organized that the pupils would take as much pleasure in them as playing at ball all day. In this way, the schools might become a real prelude to the more serious duties of practical life.