The second step must never be taken until the first is learned; and the first step should be repeated and assimilated with the second step. We should advance from the easy to the more difficult, from the near to the more distant, and from the simple to the complex. Proceed toward knowledge by the perception and understanding of objects present to the senses, and later to the information of others about the objects.
The attention should be fixed upon one object at a time; first upon the whole, then upon the parts. The understanding should compare the objects being perceived with similar objects previously observed. The memory has three offices: to receive impressions, to retain impressions, and to recall impressions. Retention will be made easier by repetition, and recollection by the association of perceived relations. The youngest children should be instructed by means of visible objects, and pictures impress themselves most firmly upon the memory.
Teachers who are themselves intellectually quick must avoid impatience. The pupils who learn the quickest are not always the best; and the dulness of the pupils must be supplemented by the teacher’s industry. Learning will be easy to pupils if teachers manage them in a friendly way and study the disposition of each child. Children must not only be made to look at their lessons, but to enter into the spirit of the subject under consideration.
We should remember that schools are the workshops of humanity; and that they should work their pupils into the right and skilful use of their reason, speech, and talents—into wisdom, eloquence, readiness, and shrewdness. Thus will the teachers shape these little images of God, or, rather, fill up the outlines of goodness, power, and wisdom impressed upon them by divine power. The art of teaching is no shallow affair, but one of the deepest mysteries of nature and salvation.
CHAPTER IX
INFLUENCE OF COMENIUS ON MODERN EDUCATORS
Francke—Early educational undertakings—The institution at Halle—Character of the pædagogium—Impulse given to modern learning. Rousseau—The child the centre of educational schemes—Sense training fundamental—Order and method of nature to be followed. Basedow—Protests against traditional methods—Influenced by the Émile—His educational writings—The Philanthropinum. Pestalozzi—Love the key-note of his system—Domestic education—Education for all classes and sexes—The study of nature—Impulse given to the study of geography. Fröbel—His relations to Comenius and Pestalozzi—Educational value of play and principle of self-activity—Women as factors in education. Herbart—Assimilation of sense-experience—Training of character—Doctrine of interest.
It is less easy to trace the influence of Comenius on modern educational reformers than to indicate the traces of his pedagogic development, since he read widely and credited cheerfully the paternity of his educational ideals. He says in this connection: “I gave my mind to the perusal of divers authors, and lighted upon many which at this age have made a beginning in reforming the method of studies, as Ratke, Helwig, Rheinus, Ritter, Glaum, Cæcil, and, who indeed should have the first place, John Valentine Andreæ, a man of noble and clear brain; as also Campanella and the Lord Verulam, those famous restorers of philosophy; by reading of whom I was raised in good hope, that at last those so many various sparks would conspire into a flame; yet observing here and there some defects and gaps, I could not contain myself from attempting something that might rest upon an immovable foundation, and which, if it could be once found out, should not be subject to any ruin. Therefore, after many workings and tossings of my thoughts, by reducing everything to the immovable laws of nature, I lighted upon my Great didactic, which shows the art of teaching all things to all men.”