History of Education Part 18

3. Religion is the foundation of all school instruction.

4. Every child must learn not only the ordinary subjects taught at school, but also the practical duties of life,--boys, a trade; girls, housework.

5. Every clergyman must have pedagogical training and experience in teaching before entering upon a pastorate.[55]

6. The teacher must be trained, and in that training singing is included.

7. Children must be taught according to nature's laws,--the knowledge of the thing must precede its name.

8. Due respect should be shown to the office of teacher, and by example and precept every teacher should be worthy of respect.

9. His course of study included Latin and Greek, history, mathematics, singing, and physical training, besides religion.

10. Every school should have a library.

11. It is the inherent right of every child to be educated, and the State must provide the means to that end.

The principles above stated are fundamental in the German school systems of the present time. Religious instruction, trained teachers, compulsory and universal education, are the central principles of the schools of Germany and of many other nations. Luther could not give his chief attention to education, but with deep insight he saw the necessity of it, and laid the foundations upon which later generations have built a marvelous structure, true to the design of its architect.

MELANCHTHON (1497-1560)

Philipp Melanchthon was the friend, colaborer, and adviser of Luther.

Luther was a resolute, energetic, impulsive man; Melanchthon was quiet, reserved, and conciliating. There is no doubt that these two men of such opposite dispositions exerted a salutary influence upon each other,--Luther stimulated and encouraged Melanchthon; Melanchthon checked and restrained Luther. It is certain that each was helpful to the other, and that the great cause of the Reformation, to which they mutually consecrated themselves, was furthered by their friends.h.i.+p and union.

Melanchthon had excellent training as a boy, and early showed signs of unusual ability. At fifteen he took his bachelor's degree at Heidelberg University, and when only eighteen years of age Erasmus said of him, "What hopes may we not conceive of Philipp Melanchthon, though as yet very young, almost a boy, but equally to be admired for his proficiency in both languages! What quickness of invention! What purity of diction!

What vastness of memory! What variety of reading! What modesty and gracefulness of behavior! And what a princely mind!"

After completing his course at Heidelberg, he went to Tubingen, where his studies were directed by Reuchlin, who was his kinsman. He gave public lectures at Tubingen on rhetoric and on various cla.s.sic authors, attracting worldwide attention. In 1518 he was called to the Greek professors.h.i.+p at Wittenberg, where he made the acquaintance of Luther.

Bishop Hurst says, "The life of Melanchthon was now so thoroughly identified with that of Luther that it is difficult to separate the two.

They lived in the same town of Wittenberg. They were in constant consultation, each doing what he was most able to do, and both working with unwearied zeal for the triumph of the cause to which they gave their life."

His success at Wittenberg was a.s.sured from the first. Though youthful in appearance, being but twenty-one years of age, his pure logic, his profound knowledge of philosophy, his familiarity with the Scriptures, his perfect mastery of the cla.s.sic languages, his fine diction, and his broad knowledge awoke enthusiasm at once. Wittenberg, possessing two such great men as Luther and Melanchthon, became the center of humanistic studies, not less than two thousand students being attracted to its university. Melanchthon was an inspiring teacher; among his pupils were men who afterward became leaders of thought in Germany, and who did much to shape the destiny of Europe.

Perhaps Melanchthon's greatest service to the schools was his publication of text-books, which were very much needed. He wrote a Greek grammar for boys when himself but a boy of sixteen. Grammar he defined as "the science of speaking and writing correctly," a definition that has been scarcely improved upon. Ten years later his Latin grammar was published, after being tested for some years in his cla.s.ses. For more than one hundred years this was the princ.i.p.al Latin grammar in use, and there were not less than fifty-one editions of it.

He wrote also text-books on logic, rhetoric, and ethics. It will be seen that the trivium--grammar, rhetoric, logic--furnished the foundation of his literary activity, so far as the schools are concerned. He was active also in authors.h.i.+p of theological works, producing the first theological work of the Protestant Church, the "Loci Communes," which Luther placed next to the Bible for theological study.

The interest of Melanchthon for education made him the chief adviser and leader among the school men. His advice was constantly sought in the educational movements of Germany. After visiting the schools of Saxony, he drew up the "Saxony School Plan," which furnished the basis of various similar organizations throughout Germany. There were three fundamental principles in this system.

1. There must not be too many studies in the schools, and Latin should be the only language taught.

2. There must not be too many books used.

3. The children should be divided into at least three cla.s.ses, or grades.

In the first grade, reading, writing, the Lord's Prayer, the Creed, prayers and hymns, and some Latin should be taught. In the second, the Latin grammar, Latin authors, and religion. In the third, completion of the grammar, difficult Latin authors, rhetoric, and logic. Williams calls this "Melanchthon's somewhat artless ideas of a proper school system," which he excuses as being "marked possibly by the crudity of a first effort at organization, but more probably controlled in form by the fewness of teachers in the schools of his time."

Melanchthon is also known as the first Protestant psychologist.

To sum up the educational work of Melanchthon, we find that he was a "born teacher," attracting and inspiring thousands of young men whom he instructed; that he was the author of many text-books for the schools, and of theological works; that he was an educational authority; that he outlined a complete school system; and that he was the adviser and friend of Luther in the work of the Reformation.

FOOTNOTES:

[52] See Brother Azarias, "Philosophy of Literature," pp. 122-124.

[53] "History of Pedagogy," p. 112.

Karl Schmidt, in speaking of the spirit of the Reformation, says, "These ideas form the basis of the common school, which up to this time had been sporadically established only in isolated places." "Geschichte der Padagogik," Vol. III, p. 16.

[54] In 1877, Mr. H. Stevens published at South Kensington, a "List of Bibles in the Caxton Exhibition." He says: "Not only are there many editions of the Latin Vulgate long anterior to that time (1507 A.D.), but there were actually nine _German_ editions of the Bible in the Caxton exhibition earlier than 1483, the year of Luther's birth, and at least three more before the end of the century." The general use of the printing press about this time made popular translations opportune, as it placed the Bible within the reach of all. It thus became a powerful instrument for universal education.

[55] This was because the pastor had an oversight of the school, a practice still very common in Germany.

CHAPTER XXIX

OTHER PROTESTANT EDUCATORS

The educational work of Luther and Melanchthon bore remarkable fruit.

Luther had urged parents to see to it that their children should be educated, and had appealed to magistrates to a.s.sist the Church in maintaining schools. He insisted upon compulsory education in the memorable words, "The authorities are bound to compel their subjects to send their children to school." As a result schools were organized in Nuremberg, Frankfort, Ilfeld, Strasburg, Hamburg, Bremen, Dantzic, and many other places. Eton, Rugby, Harrow, and other educational inst.i.tutions were founded about this time in England.

Melanchthon's course of study (Schulplan) for Saxony had appeared in 1528, and in 1558 the school law of Wurtemberg, by far the best yet enacted, went into force. Other German provinces adopted more or less efficient school systems, and for the first time in the history of Christian education, the duty of the State to a.s.sume the responsibility of the education of its subjects was recognized. Out of these primitive systems have grown the completer systems of the present, after more than three centuries of experiment, study, and struggle.

The Reformation taught the right of every person to an education, primarily, it is true, for religious ends, and it gradually came to be understood that the State must a.s.sume that duty. For the Church had neither the means nor the power to accomplish universal education. But it was not till the nineteenth century that this end was reached, whereby the advantages of education were offered to the child of every parent of whatever rank or station, and the State a.s.sumed full control of the schools.

This was the great work marked out by Luther and Melanchthon, and their pupils and disciples carried that work to its fulfillment. Among these immediate followers we may mention Sturm,[56] Trotzendorf, and Neander, who contributed to educational reform.

STURM[57] (1507-1589)

Johann Sturm is counted among the greatest schoolmen that the Reformation produced, though he belonged to the French rather than the German reformers. He received an excellent training in the schools of Germany, and completed his education at Paris, where he afterward became professor of Greek. He soon gained such a wide reputation that when only thirty years of age he was called to the rectors.h.i.+p of the _Gymnasium_ at Strasburg, a position which he held for forty-seven years, and where he gained lasting fame. This fame rests not on his work as a teacher, but as an organizer and an executive. Paulsen doubts his having been a great teacher. He says, "He was a man who gave his attention to great things. He had his hands in universal politics; he was in the service of nearly all the European potentates, drawing his yearly salary from all.... It is not probable that such a wonderful man was also a good schoolmaster."[58]

But his great work was the organization of the Strasburg _Gymnasium_, especially its course of study, which became the model for the Latin schools for many years. Sturm's counsel was sought by schoolmen all over Europe, and he came to be the recognized leader of educational forces.

His school course took the boy at six years of age and provided at first a nine years', afterward a ten years' course, ending at the sixteenth year of age. He added a five years' course to this later, and evidently planned to found a university.[59]

Sturm believed that the mother should have charge of the child for the first six years of its life. In his ten years' course he required ten years of Latin, six of Greek, besides rhetoric, logic, religion, and music. He introduced the practice of translating Latin into German and then translating it back into Latin.[60] His course took no account of German, history, mathematics, or science. He thus sought to reinstate Greece and Rome, but entirely neglected those things which prepare for life. Williams says, "With regard to Sturm's plan of organization, it should be borne in mind that it is the very earliest scheme that we have, looking to an _extended_, _systematic_, _well-articulated_ course of studies for a school of several teachers, in which is a.s.signed to each cla.s.s such portion of the subject-matter of the course of instruction as is suited to the age and stage of advancement of its pupils."[61]

This course of study attracted the attention of all Europe. Karl Schmidt says that in 1578 "his school numbered several thousand students, among whom were two hundred of n.o.ble birth, twenty-four counts and barons, and three princes--from Portugal, Poland, Denmark, England, etc."

Paulsen, while not belittling the work of Sturm, thinks that the celebrated course has but little in it different from the courses of the Wittenberg reformers. He says, "If Melanchthon had had the planning of a school course for a large city, it would have been much the same (as Sturm's). The Saxon school plan of 1528 was effective only in small cities and country places. The basis of both (Melanchthon's and Sturm's) is the same,--grammar, rhetoric, dialectics, with music and religion. In the large schools, like those of Nuremberg and Hamburg, a beginning of Greek and mathematics was added."[62]

Sturm's course has the merit of definiteness, thoroughness, and unity.

There seems to be some doubt as to his success in carrying it out. It is certain that but few students completed his course compared with the number who began it. Instead of sixty to seventy pupils in the last cla.s.s, there were only nine or ten. The influence of Sturm, however, spread not only over Germany, but also reached to many other countries, and his Strasburg course of study shaped the work in the cla.s.sical schools for many years.