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Lang Comenius
THE LIBRARY
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No. 17. _
^ CaMENIUS: (g^'
2^ His Life and Principles of f^ Education.
I
5^
By OSSIAN H. LANG,
Author of " BASEDOW : His Lira and Edu
CATioNAL Work."
^ I Copyright, 1S91
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COMENIUS:
His Life and Principles of Education.
OSSIAN K. LANG,
AUTHOR OP " BASEDOW : HIS LIFE AND EOUCATIOVAl WOMt."
NEW YORK AND CHICAGO:
L. KELLOGG & CO. 1891.
Copyright, 1891,
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NEW VORK. COMENIUS.
stack Annex
L6
INTRODUCTION. Cll^?
The greatest and most important of all the reformers whose life and work have been recorded in the annals of pedagogy is certainly Amos Comenius, " the prophet," among educationists, as he has been called.
A pure, profound, and loving heart; a restless will; a Iiighly-gifted, wide-seeing, self-thinking, and powerful mind; and an experience that liad been wrought from the vicissitudes of life, united with a disinterested, untiring zeal in all his works, a longing and striving for a better future of mankind, — make him one of the noblest characters in the educational field. What he has done for the science and art of teaching will never be forgotten as long as education progresses in the way that he opened up, leading as it does to the goal of ennobled humanity. His theory of teaching, as a whole, surpasses any that had been proposed up to his time. To Comenius, first of all, we owe it that pedagogy waa regarded as a science and teaching as an art.
It is true Comenius's ideas did not go into effect immediately. But we must consider that he lived in a most stormy age. The liorrors of wars and insurrec- tions kept the nations of Europe in a state of turmoil,
840328
V
y
4 Introduction.
and forced all educational interests into the background. The dangers which followed the return of peace weie greater even than those of war. The people had be- come demoralized; ignorance and its allies, vice and superstition, reigned supreme. The education of chil- dren suffered thj most, as might be expected. Yet even in this time of darkness this philanthropic thinker was at work to prepare a way for a better future and a more enlightened generation. "The principles, the wishes, the hopes of Comenius had become, so to say, the spirit of all that is good and noble" (Herder).
It was this spirit that inspired Basedow, the cham- pion of the rights of childhood, in the eighteenth cen- tury, to head the revolution for spiritual liberty, and to ring in the era of enlightenment, and with it a better education of youth. He proclaimed that Comenius had pointed out the right way, but it had not been followed. His continued agitations roused the people, and called the thinkers of his age to the work of school reform. When he retired from the field of activity Pestalozzi came to the front. Through Pestalozzi's influence the principles of Comenius were forever established.
One of the most distinguished disciples of Pestaiozzi was Froebel, the founder of the Kindergarten. His greatest merit, it is felt, is that he penetrated the thoughts of Comenius, and worked them out critically and philosophically. He saw the great importance of infant education, and devoted his life to it. His Kinder- garten was the " mothers' school " of Comenius in an improved and ennobled form. His was the grand idea that all should be educated. His "centres of educa-
Introduction. 5
tion" were the same as those of Comenius: Nature, Man, Uod.
The peculiar congeniality of Froebel and Comenius will make a comparison of their pedagogic doctrines an interesting and profitable study. Here we can only briefly refer to it to show the growth of Comenius's pedagogy, and leave the critical investigation to those who may be interested.
That the principles of Pestalozzi and Froebel have taken root in this country, we owe particularly to the untiring efforts of Horace Mann and Miss Elizabeth Feabody. The dissemination of their ideas has deeply affected the teaching in our public schools, and has ele- vated the work of the teacher and ennobled his profes- sion. A better, a new education has been developed. The pedagogic ideas, principles, and plans of Comenius have really been the building-material for this noble structure, which is destined to become a bulwark of individual, social, and political safety.
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JOHN AMOS COMENIUS.
His Edacation. — John Amos Comenius was born on March 28, 1592, near Hungarian-Brod,* a small Mora- vian city on the river Olsawa. His parents belonged to the Moravian Brethren, a society of Protestants. His father (Komensky) was a miller, who died in 1602. The boy's guardians neglected his education. When six- teen years old he began to attend a Latin school. These circumstances, while disadvantageous, undoubtedly gave the impulse to his reformatory endeavors. He writes himself : " I ceased not from that time to labor for the repairing of my lost years, and not only for myself, but for the good of others also. I could not but pity others in this respect, especially in my own nation, which is too slothful and careless in matters of learning. I was continually thinking of finding out some means whereby more might be inflamed with the love of learning, and brought to some notable proficiency in the studies by a more easy method."
♦ This was his birth-place according to Zoubek, whose biography of Comenius is evidently one of the best and latest authorities in this matter. Schmidt and Raumer give Comnia; Palacky and Quick give Nivnits, near Bruno.
7
8 John Amos Comenius,
He visited several schools of Germany, after the man- ner of the Moravian Brethren. At Herborn. Nassau, he was greatly influenced by one of his teachers, who was the professor of philosophy and divinity. From Herborn he went to the University of Heidelberg to study theology and philosophy. After completing his studies he travelled in Holland, France, and England, and in 1614 returned to his native country, and was appointed rector in the Brethren's school at Prerau.
First Steps towards School Reform. — Although only twenty-two years of age, he had come to the conclusion that the schools were in great need of reform. The manner of instruction at that time was dull, impracti- cal, and even mind-killing. It turned the pupils away from nature to the study of mere, meaningless words. A number of great educators were already at work to find better aud easier ways for the study of languages. The most distinguished of these men was Ratichiiis (Ratke). Comenius had become acquainted with Ratke's plan of an "Improvement of Instruction," and tried to put it into operation in the school at Prerau.
Feels the Want of good School-books. — After being granted ordination, he was called to Fulnek in 1618, to conduct the church and school of the Moravian Breth- ren. Here he collected many new experiences in educa- tional matters, and discovered the real needs of the school. He began to write school-books. The want of good and methodically-arranged hooks of this kind appeared to him to be one of the principal causes of the fruitlessness of school instruction.
Is Banished. — At Fulnek the Brethren had had their
John Amos Comenius. 9
headquarters since 1480. It was also the city of refuge for the persecuted "W^aldenses. In 1621 this city was tiiken and plundered by the Spaniards. Comenius lost all his property, his library, and his manuscripts. Sliortly after that all Protestant clergymen of Bohemia and Moravia were banished. Comenius found a hiding- place on the estate of a Moravian nobleman, the Gov- ernor-general Yon Zierotin.
" The Fountain of all Good." — In his solitude Come- nius turned to the study of the laws of Nature, and wrote spiritual and educational books. The fruit of his reflections on the "Fountain of all Good" {summnm bonum) was "The Lsibyrinth of the World and the Paradise of the Human Heart," a writing of which Zoubek, a biographer of Comenius, says : " It is one of the most beautiful writings in the Bohemian literature, a religious-philosophical, satiric allegory of genuine dramatic picturesqueness." Comenius declared that man, no matter what his condition in life, could assur- edly find happiness in religion. Happiness of mankind was the one great end that he was striving for to the end of his life. For this object the whole system of education of Comenius was built up.
"Writes a short Methodologfy. — After having under- taken a perilous journey to Poland, as the delegate of the persecuted Brethren, to find an asylum where their religion would be tolerated, Comenius spent a short time in the family of Baron Sadowsky of Sloupna, in the Bohemian mountains. He took an active interest in the education of the Baron's children, and wrote a short
lo John Amos Comenius.
methodology, or course of study, for their teacher to follow.
Goes into Exile. — An Imperial decree now banished all Protestants of every description from Bolieinia and all Austrian provinces. In the winter of 1628 Comenius left his native country, never to return, and with thirty thousand of other unfortunate Protestants went into exile.
Digs for Educational Principles. — The exiles settled in Leszna (Poland), and Comenius became first a teacher and later the rector of the Brethren's grammar- school. Here his ideas of what was demanded in the instruction of youth were moulded into clear and defi- nite shape. Searching for principles, he had perused the works of Francis Bacon, Andreae, Campanella, Ratke, and other distinguished writers. He was confi- dent "that so many sparks would conspire into one •flame." He writes : " Discovering here and there some gaps and defects, as it were, I could not abstain from attempting something that might rest on an immovable foundation, and which, if once found out, would not be subject to any ruin."
The "Gate of Languages Unlocked." — In 1631 Come- nius published the " Janua Linguarum reserata," or, **The Gate of Languages Unlocked." It was a kind of elementary encyclopedia of all sciences, arts, and trades. Its object was to show to the pupil, "in a short compass, the whole world and the Latin language." This work was, shortly after its appearance, translated into twelve 'European and four Oriental languages. Pierre Bayle writes of it in his " Dictionnaire H^torique et Critique :"
John Amos Comenius. ii
** If Comenius had written nothing but this work, he would have been immortalized."
The "Didactica Magna." — The "Didactica Magna," Comenius's celebrated manual of education, is undoubt- edly the greatest of his works. Written originally in Bohemian, it appeared in a Latin translation about 1638. It contains a complete scientific system of edu- cation, the first that was ever attempted. The work is replete with pedagogic wisdom and suggestiveness, and has been, and is to-day, an inexhaustible mine of thought for the student of the science of teaching.
The Foundation Principle. — In the "Didactica," Comenius proceeds from the principle " Art can do nothing but imitate Nature," or, in other words, " Of Xature we learn how to teach and learn." From this principle he deduced the golden rule of instruction : *' Teach objectively."
The idea of a sense-impressing instruction had already been discovered by Francis Bacon. Comenius admits this, and says that the meaning and the immeasurable extent of this principle had come to him first through Bacon's writings. Bacon, however, had given only the key of Nature, but had not unlocked the door to her secrets. He had only shown in a few examples how they were to be unlocked, leaving the rest to future observations. How Comenius discovered the principle, he explains further in the words: "After many work- ings and tossings of my mind, by reducing everything to the laws of Nature, I lighted upon my * Didactica Magna,' which shows the art of readily and solidly teaching all men all things."
12 John Amos Comenius,
The TJniversal Method. — Comenius holds that '^tliere is but one natural method for all sciences, arts, and lan- guages." By this method — the Universal Method, as he calls it — three inseparable objects are to be attained: (1) Intelligence, (2) Virtue or good morals, and (3) Piety. These ends can be gained only if the instruction is gen- eral, when "all men are taught all." He goes on to explain : "This should not be understood as if we demanded of all the knowledge of all sciences and arts (particularly a complete and penetrating knowledge). This is neither useful, according to its nature; nor is it possible to every one, as life is too short. But that, if every one receive an instruction that will make him acquainted with the foundations, laws, and numbers of every tiling of importance, all will be sent out into the world to be not only observers, but also doers. Provision must be made and adhered to, that no one who lives in the world will meet with anything too utterly unknown to him which he could not, at least in some measure, judge and make it serve a certain purpose, without falling into dangerous errors. Therefore, Ave must endeavor, in general and without exception, in the schools and through the influence of the schools in the whole life, that (1) the natural talents be developed through the sciences and arts, (2) the manner of expression refined, (3) the morals formed into decency, and (4) that God be worshipped with all one's heart.'* In a later work, "The Newest Method," as he called it, Comenius men- tions as the three principal parts of his method : (1) the parallelism of things and words, (2) the uninterrupted step by step progress of instruction, and (3) the easy
John Amos Comenius. 13
and pleasant manner in instruction, which advances the pupil quickly and holds him continually employed.
These most important methodical principles are ex- plained in the "Didactica" in very clear and simple language :"
Methodical Principles. — '* Words shall le tanght and learned only in connection ivith the things, just as wine is bought and sold with the cask, and a sword with the sheath. For what else is the word but a case or sheath for the thing ? Whatever language is learned, and if it be the mother-tongue, the things which are to be named in words, must be explained; and, in turn, the pupils must be taught to express in words what they see, hear, touch, and taste, so that the language always progresses and perfects itself parallel with the understanding. Likewise, reading and writing, teaching and learning, must be done simultaneously, because what Nature has joined together dare not be separated."
Everything must be presented to the senses as much as possible; to wit, the visible to the eye, the audible to the ear, odors to the sense of smell, the tastable to the taste, and the touchable to the sense of touch ; and, whenever something can be grasped by more than one sense at one time, let it be presented to them at one time. One may, however, if the things themselves can- not be presented, use representations of them, such aS models and pictures. If any one should doubt whether also the spiritual and absent could be presented to the senses, so may he not forget that God has created all things in just corres|)oiidence, so that for the super- natural representatives can be found in the natural.
14 John Amos Comenius.
for the absent in the present, for the invisible in the visible."
"It is a mistake to let rules in an abstract form go hefore, and afterwards explain them in examples. For the light must go before him for whom it is intended to shine."
" Whatever is to be done, must be learned by doing it. Mechanics do not detain their apprentices for a long time with meditations : they put them to work at once, that they may learn to forge by forgiug, to carve by carving, to paint by painting, etc. So the pupils should also learn at school to wi-ite by writing, to speak by speaking, to count by counting, etc. Then the schools are workshops filled with the sound of work."
** Not only sciences, but also good morals and piety, must be taught at school. Scientific culture eu nobles the understanding, language, and hand to view, discuss, and to do everything that is useful in a rational manner. If something of this is omitted there will be a gap, "which not only implies a want of culture, but weakens also the solidity. Nothing can be solid but that which is connected in all parts."
" The education shall go on without whippings, severity, and compulsion, as easy, pleasant, and volun- tary as possible. Instruction shall not be full of cares, and yet advance the pupil fast."
Division of Labor and Time in Education. — "That man might elevate himself and be formed to true human dignity, God has given him the years of youth, in which he is incapable of other things, and solely fitted for development. The care for this devolves naturally upon
John Amos Comenius. ij
the parents. However, as men and human employments vary so much that those are scarce who know and are able and find time by their other occupations to devote themselves to the instruction of their children, sound advice has long suggested that the education of the children of many at one time is intrusted to specially- selected persons, who are noted for their knowledge of tilings and strictness of morals."
"Just as the artisans and mechanic artists fix a cer- tain time for their apprentices, in which the entire circum- ference of the particular branch must be completed, so also for the arts, sciences, and languages certain periods shall be fixed that, after the expiration of a certain number of years, the entire circuit of culture has been finished, and that from these cultivating workshop? of humanity go forth truly cultivated, truly virtuous, and truly pious men. To attain this aim I demand for the exercise of the mind the entire time of youth from childhood up to the beginning of manhood, that is, up to the twenty-fourth year. Those years I will divide into four distinct grades, or time-divisions: early childhood, boyhood, the beginning of youth, and the ripe youth. I will allow for each grade six years, and give to each a separate school : For the first grade, the maternal school; for the second grade, the public school, or school of the mother-tongue; for the third, the Latin or grammar school; for the fourth, the uni- versity and the travelling-time.
"A maternal school should be found in every house; a- public (national) school in every community, every vil- lage, and every city; a grammar-school (gymnasium) in
i6 John Amos Comenius.
every large town; and a university in every country or large province."
The same things sliall be taught in all of these schools; but in the lower schools only generally aud in outline, in the higher schools more in detail and moi"e completely.
The Maternal School. — In the maternal school the mother is the teacher. "During the first six years the foundation shall be laid of everything, — of the moral life of the children and of all that they are to learn in life. The mother is to teach the first beginnings of the sci- ences aud arts : for instance, of astronomy, in the observation of the sun, stars, and their motions ; of the physical sciences, in the observation of animals, plants, etc.; of optics, in the observation of the differences in light, darkness, and colors. Geography shall begin with the knowledge of the room, the yard, the streets, fields, etc. History shall begin with the references to what happened yesterday and the day before; chronology, with the differences of day and night, hour, week, holi- day; politics, with the knowledge of family government. Arithmetic shall begin with numbers; geometry, with the ideas long and broad, line, plane, inch, yard, etc. Music shall begin in listening to songs and singing along with the mother. Grammar shall begin with tlie articulation of simple words; rhetoric, with expressions through gestures, and with observing and understanding the gestures of others." The general object of the maternal school is to cultivate the external senses.
The Public School. — The public (national) school is to be the "school of the mother-tongue." Its general object
pbn Amos Comenius. 17
is "the cultivation of the internal senses, the imagina- tion and the memory, and the executive organs, the li:ind and tongue." Comenius believes the public school to be the true workshop of humanity. The ideas he ailvances are striking and powerful, and are some of the most valuable treasures that we have in our pedagogic literature on this subject. Many of them are now ^^enerally accepted ; others have never been and, under tlie present social conditions, can never be fully realized. But he was on the right road to a goal that is worth striving for, even if it be ever unattainable.
He writes: "All the children of both sexes should first of all be sent to the public or national school. Here I have the opinions of some against me. But my educational system compels me to be of a different opinion. For,
(1) I have in view a general education of all who are born as men, to all that is human.
(2) I want that all shall be educated to all virtues; also to modesty, concord, and to mutual eagerness to serve each other.
(3) Trying to decide for a six-year-old child what a life-vocation he is fitted for, seems to be over-hastiness.
(4) Another reason to me is this, that the boundlessly beloved nymph (the Latin) is not all that my 'Univerf^al Method* demands, but it seeks after a way for the har- monious development in the mother-tongue.
(5) To try to teach a foroign language before the child has learned the vernacular is the same as if a boy was to learn to ride before he can walk. Finally,
(6) I demand a 'real' education. *The special object
i8 John Amos Comenius.
of this school is to be that all the children, from the sixth to the twelfth or thirteenth year are instructed in that which will be continually employed in practical life for a particular use/ The children shall be taught reading, writing, arithmetic, measuring, singing, the Bible, morality, political and domestic economy, history, physical and particularly home geography, and, lastly, the principal trades. The latter branch is to be taught for two reasons, to wit: {a) that the children know something of those trades, and {b) that their natural inclination to a particular profession may have oppor- tunity to show itself."
To attain this object the following ''means" are to be employed :
1. The course covers six years, and is divided for six classes.
2. Every class has special books, which exhaust all that is necessary for the particular class. The books of the lower classes contain the more general, more famil- iar, and easier; the books of the higher classes, the par- ticulars. The same subjects will be treated in all the books with these provisions.
3. {a) The school hours are to be four only. The remaining time may be set aside for housework or recreation.
{b) The morning hours are to be devoted to the culti- vation of the understanding and the memory, and the two afternoon hours to the practice of the hand and voice.
(c) The morning hours are the best time for teaching something new.
John Amos Conienius. 19
{(l) This may be repeated in the afternoon, when nothing new sliall be taught.
Plans of Other Works. — Comenius had given, in his ''Didactica/' a complete system of education. He now intended to prepare, besides methodical books for the instruction in languages, special foundation books for instruction. Standing on the principle, "These three — intelligence, virtue, and piety — are the three sources from which flow forth all brooks of all most perfect joy," he thought of writing three books: (1) a "Pan- sophia," (2) a " Panhistoria," and (3) a book of "Gen- eral Dogmatics/'
Called to Sweden. — The "Didactica Magna'' and the " Janua Keserata" had established Comenius's fame in all the learned world. Besides the Bible, there was per- haps no other book in so many hands as the latter work. The author received a brilliant offer from Sweden to reform the schools of that country, and to put his system of education into operation. He declined, because, as he wrote, he was afraid to take upon himself "so heavy and dangerous a burden."
" The Pansophia." — In 1635 Comenius announced that he had begun to write a "Pansophia," or "Uni- versal Wisdom," in which the sum of all human wisdom and art was to be traced to the three principles, God, World, and Reason, and which would contain an ex- position of how all human affairs and all conditions of humanity could be regulated and led to the highest har- mony, on the basis of the acquired cognition. Tliis "Pansophia" was, for more than twenty-five years, the main work of his life. The more he wrote at it, the
20 John Amos Comenius,
greater and more insurmountable the diflSculty of carry- ing out the idea seemed to grow. He complained him- self, after nine years of hard labor: "If it were only in my power to be able to do more and to want less. The higher I climb, the wider grows the view. I caunot but strive for the higher, the perfect, and the better.^'
Pablished in England. — All the thoughts that Come- nius had written down on his idea of a "Pansophia," up to 1637, he sent to Samuel Hartlib, his most enthusiastic admirer, in England. "Without awaiting the consent of the author, Hartlib published the manuscripts immedi- ately, under the title " Pansophiee Prodromus," or, ** Forerunner of the Universal Wisdom," and in 1643 issued an English translation of it, which he called "A Eeformation of Schools." Everywhere the grand idea and its author became the object of admiration. A learned German wrote, soon after the publication of the manuscripts: "It animates already the whole of Europe to the study of the pansophy and of better didactics. One must confess, if Comenius had done no more than to implant in all minds such a seed of incitement, he would still have done enough."
Summoned to England. — In England enthusiastic voices were loud in praise of the idea of a Universal Wisdom. Parliament decided to summon Comenius. He was to call together a council of learned men, without regard to their nationality, which would work out the "Pan- sophia," under his direction. Comenius arrived in England in 1641, but went away again the next year, without having made a beginning even, as the Irish
John Amos Cotnenius. 21
insurrection and the differences between the Parliament and King Charles I. disturbed all his plans.
Goes to Sweden. — While in England he received an invitation to come to Sweden, from a rich Dutch noble- man, Lewis de Geer, "the great Alms-Dispenser of Europe," as Comenius calls him. He accepted. Soon after his arrival in Sweden he was called to Stockholm by the great Chancellor Oxeustiern, the "Eagle of the North." Oxenstieru took very much interest in school matters. He had long before come to the conclusion that the schools needed a thorough reform, and had already conferred with Eatke on this subject. He could not approve of Eatke's scheme,however,and now believed firmly that Comenius was the man to carry out a com- plete reform. Oxenstiern and Skyte, the chancellor of Upsal University, who had been the tutor of King Gus- tavus Adolphus, questioned Comenius closely on the foundation of his schemes. They were both well satis- fied. They commended the continuation of the work on the " Pansophia," but both also agreed that Come- nius should first meet the greatest need of the schools, by writing school-books after his method. He was granted a pension, and, at the advice of his patrons, he settled in Elbing (West Prussia), which at that time belonged to Sweden, to write the required books.
Many Cares. — He worked hard to live up to the prom- ises made to his Swedish friends, but had to fight against many difficulties. His English admirers could not allow any delay in the appearance of his "Panso- phia," and urged him to continue at that work. Oxen- stiern, on the other side, kept him strictly to his prom-
22 John Amos Comenius.
ises, and urged him to complete the school-books. Besides, he had turned to theology again, and was kept busy with religious controversies. Last, but not least, ho was contiuually short of money, and had to give private lessons to supply his wants.
His School-books Published, — In 1648 Comenius was elected as bishop of the exiled Brethren, and returned to Leszna. Here he completed the manuscripts of the promised school books, the "Methodus Linguarum No- vissima," or, "The Newest Method," and five other lin- guistic works. These were the fruits of his hard labors at Elbing. He submitted them to a Swedish commis- sion for approval, and, after revising them once more, had them published.
Goes to Hungary. — In 1650 he received an invitation to come to Transylvania, from Prince Kakoczy, who was a great admirer of Comenius. The whole school system of Hungary Avas to be remodelled, and a model school to be established in Saros-Patak, according to his ideas. Comenius went there and worked four years for the realization of this plan. He organized the institu- tion, and called it "The Pansophic School." But it was not destined to be successful. In 1655 the school closed.
The "Orbis Pictus" Appears. — While at Saros-Patak, Comenius completed his " Orbis Pictus," or, " The World in Pictures," and published it in 1657, at Nurem- berg. It is the first picture-book for the instruction of youth. It has seen a great many new editions, and has been translated, revised, and elaborated. The " Orbis Pictus " was introduced into the schools every-
John Amos Comenius. 23
where, and till Basedow's "Elementary" appeared it was one of the most used school-books. Tlie great Goethe tells us: "Besides the * Orbis Pictus' of Amos Comenius, we used no other book of this kind." Base- dow writes: "If Comenius could have united his zeal in the interest of youth with the expanse of thought of our times, I should not have written the * Elementary,' but at most given instruction for using his writings."
The Principle of Sense-impression. — The foundation principle of the " Orbis Pictus" is announced in the preface in the following words: "Nihil est in intellectu, quod prius non f uerit in sensu," or, " Nothing is in the understanding that was no£ first in the senses."
On tliis principle of sense-impression all our modern instruction is founded. Comenius was the first who introduced this golden rule into the science of teaching. He therefore, and no other, is the founder of the " New Education."
Explanation of the Principle. — Comenius defined his idea of a sense-impressing instruction very clearly and forcibly in the preface to the "Orbis Pictus." He wrote: "The remedy for ignorance is found in art and science, which shall be brought to the minds in the schools, but so that it be a true, perfect, clear, and thor- ough knowledge. True will it be if nothing is taught but what is useful in life, so that we have no reason afterward for saying : We do not know what is necessary to know, because we have not learned the necessary. Perfect will it be if the mind is prepared to wisdom, the tongue to eloquence, and the hands to an assiduous carrying on of the affairs of life. This will then be the
24 John Amos Comenius.
salt of life, to wit. Knowing, Acting, and Speaking, Clear, aud therefore also thorough and firm, will it be if all that is taught and learned is not dark or confused, but intelligible, well discerned, and well divided; if all sensible objects are rightly presented to the senses so that the intellect can comprehend them."
" This latter is the foundation on which all other parts are built, since we can neither act nor speak wisely unless we first learn to comprehend what we are to do and say. Now it is certain that there is nothing in the understanding that was not first in the senses. Conse- quently, it is to lay the foundation of all wisdom, all eloquence, and of all good and prudent conduct, care- fully to train the senses to note with accuracy the differ- ence between natural objects. Since this point is ordi- narily neglected in the schools of to-day, and as objects are proposed to pupils that they do not understand, because they have not been rightly presented and repre- sented to their senses, it is for this reason, on the one hand, and the toil of teaching on the other, that the work of learning has become so burdensome and so unfruitful."
"Instruction must begin with a real observation of things, and not loith a verbal description of them."
His Manuscripts Burned. — Comenins returned to Leszna in 1G54, and stayed there till the Poles won the city back again from the Swedes. Leszna was reduced to a heap of ashes. Comenius lost again all his prop- erty. His library and all his manuscripts, the fruit of more than twenty-six years of indefatigable labor, were destroyed by the flames. He lamented his loss of the
John Amos Comenius, 25
'* Pansophia" the most. To Bohemian literature the loss of his manuscripts of a great Bohemian-Latin dic- tionary was almost irreparable. He wrote: "This loss I shall cease to lament only when I cease to breathe."
Goes to Holland. — "Almost naked," as he said, and desti- tute of everything, he fled to Silesia,and from there moved onward to Brandenburg, Stettin, and Hamburg, where he lay sick for two months. At last he found an asylum in Amsterdam, in the family of Lawrence de Geer, the son of his former patron, Lewis de Geer, where he could spend his last years free of cares. Here he published his " Light in the Darkness," and many other religious works. In one of them the nearly seventy-year-old man wrote to the Brethren: "I bid you farewell, — farewell to all of you of my people and of my church, as Jacob did to his sons, whom he had led into Egypt and could not lead away again; and as Moses to his people, who led the people out of Egypt, but could not bring them into the Promised Land; and as Paul took leave of the beloved Ephesians at Miletus, whom he was never to see again. Farewell now, as if you had bedded me in my grave. If the Lord should grant me a few more days, may they serve me to rest and to prepare myself for the eternal journey, and that I might have some recreation before I depart from this life."
Last Years and Death. — Although Comenius had said he would rest now from all his labors, he wrote several other books, the last and best of which is " The One Thing Needful." When eighty-one years old, on No- vember 15, 1671, Comenius died. To his last i>?vath he adhered firmly to his faith in God's mercy. He had
26 John Amos Comenius.
been, as he wrote of himself in " The One Thing Need- ful," always a man of aspirations, who at last found rest in God, the Fountain of all good {sunimum honum). "He praised the Lord that He had not given him a country and a home on this earth, but that it was to be to him a place of exile and of pilgrimage, so that he could exclaim as to David: *I am both thy pilgrim and thy sojourner.'" *
Comenius's Memorials. — On the day of the two-hun- dredth anniversary of Comenius's death, in 1871, a cen- tral library was established at Leipzig, under the name " Comenius Foundation." At Prerau a monument was erected in 1874.
* Psalm XXXIX. 14: "I am a stranger with Thee, tind a sojourner, as all my fathers were."
The Kellogg Series*
TM4 Newest and Best Books for School Entertainmenti. .
ARBOR DAY : HOW TO CELEBRATE IT IN THE 5CHOOL-
ROOM. For all grades. Contains a history of Arbor day, a lUt of states observing U, with dates, class exercises, recitations, songs, a very attractive drill, 50 appropriate quotations, and seven carefully prepared programs for the day. 1 28 pages. PncCi 35C>
AUTHORS' BIRTHDAYS. No. I.
Contains as separate programs. Longfellow, 5 programs ; Bryant, 4 programs ; Hawthorne, ^ programs ; Holmes, 3 programs ; Shakespeare, 4 pr grams : Bums, } programs ; Dickens, 3 programs. Illustrated with portraits. Price, 35 cents, pid.
AUTHORS' BIRTHDAYS No. 2.
Twenty-five Programs for Lowell, Whittier, Irving, Emerson, Tennyson, Scott, and Milton Celebrations. Over loo pages. Portraits. Prke, 25 cents.
FANCY DRILLS AND MARCHES.
Motion Songs and Action Pieces for Arbor Day. Christmas Day, Memorial Day, and Patriotic Occasions. Price, 35 cents, postpaid.
HOW TO CELEBRATE WASHINGTON'S BIRTHDAY IN
THE SCHOOL-ROOM. Containing patriotic exercises, declamations, recitations, drills, quotations, &c., for the primary, grammar, and high schools. 96 pages. Price, 35 cents, postpaid.
CHRISTMAS ENTERTAINMENT.
New, for primary and grammar grades. There are Songs adapted to familiar tunes. Recitations in Costume, Action Pieces, two Fancy Drills, two Christmas Acrostics, a set of Christmas Tableaux, three Christmas Plays, Quotations, Readings, and Hints for Christmas Decorations. Pnce, 35 cts., postpaid.
KELLOGQ'S PRIMARY RECITATIONS.
Entirely new. Contains 100 selections, for Thanksgiving, Washington's Birthday, Arbor Day, May Day, Bird Day, Memorial Day, Closing Exercise, Flag Day, Patriotic and General Occasions. Price, 35 cents.
NEW YEAR AND MIDWINTER EXERCISES.
Recitations, Quotations, Authors' Birthdays, and Special Programs for celebrating New Year and Midwinter, in the school-room. For all grades. Price. 35c., pd.
SPRING AND SUMMER SCHOOL CELEBRATIONS.
Contains exercises for May Day, Decoration Day, Easter, Commencement, and Spring and Summer Celebrations. About 128 pages. Price, 35 cents.
HOW TO CELEBRATE THANKSGIVINQ AND CHRISTHAS
[N THE SCHOOL-ROOM. For all grades. Consists of Recitations, Songs, Drills, Dialogue*. Exercises, and complete programs for celebrating Thanksgiving, Christ- ^sas, and Autumn Days. i}2 pages. Price, 35 cents, postpaid.
E. L. KELLOGG & CO., 61 E. 9th Street, New York.
Helps in Tcarhing Geography.
>^ . — ___ _^^,^
ANALYTICAL QUESTIONS IN GEOGRAPHY.
is the best little book of questions and answers published. Invaluable for review or to question a class. Limp cloth. Price, 28 cents.
AUGSBURG'S EASY DRAWINGS FOR THE GEOGRA-
PHY CLASS. Here are presented over 200 simple drawings that can be placed on th^ blackboard by any teacher, even the one ignorant of the simplest rules. An island, an isthmus, a cape, mountain rar»ges, animals, plants, etc., are illustrated in profusion. Opposite each plate a lesson in geography is given that may be used in connection, and an index brings any plate sought for instantly to the eye. There is no book like it published. Quarto, tasteful cardboard cover, 40 large plates, 90 pages. Price, <o cents ; to teachers, 40 centi ; by mail, 5 cents extra.
KELLOGQ'S GEOGRAPHY BY MAP DRAWING.
By Amos M. Kellogc. The object of this book is to encourage and aid the teacher In the effort to have his pupils draw geographii;al forms on the blackboard with readi- ness and pleasure. The book shows the teacher how to make geography the most interesting of all the studies pursued :n the schools. It is profusely illustrated with outline mapf. The type is large and clear and the page of good size. Limp cloth. Price, 50 cents ; to teachers, 40 cents ; by mail 5 cents extra.
DEAN'S THE GEOGRAPHY CLASS : HOW TO INTER-
EST IT. By M. Ida I>eAN. How will you study Germany, or France, or Egypt, or China, so as to fix the facts in the child's mind, without effort, through his intense Interest ? Is not that your problem in geography ? Miss Dean's book tells y»u how
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riALTBY'S HAP HODELING IN GEOGRAPHY AND HIS-
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E. L. KELLOGG & CO., 6 J E. 9th Street, New York^
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PAYNE'S ONE HUNDRED LESSONS IN N'.TURE ABOUT
MY SCHOOL. By Frank O. Payne. The best teachers' guide in Nature Study. The titles of the chapters will indicate something of the contents of the book; Chap. I — Preliminary Lessons in Observation ; Chap. IL — Lessons on Leaves, Plants, and Fruits; Chap; IIL — Lessons on Animals; Chap IV. — Museum; Chap. V.— Rainy Day Lessons ; Chap. VL — Lessons in the School Yard ; Chap VH. — Walks with the Children ; Chap. VIIL— Collection during Vacation ; Chap. IX. — Devices and Helps In Nature Study, Book of Reference, &c. Handsomely bound Ir cloth. Price, $1.00 ; to teachers, 80 cents ; postage, 10 cents.
KELLOGQ'S HOW TO TEACH BOTANY.
A manual of Methods and of Plans for Work in Plant-Study. By A. M. Kellogo. Just published. Every teacher can make a beginning in Nature Study in a successful way by following the guidance of this book. It was made for the busy, earnrst teacher, who wants help to make her work the best possible. It is fully illustrated. Bound in limp cloth. Price, 25 cents, postpaid.
SHERflAN'S FLORAL ALBUfl.
For Plant Analysis, Description, and Drawing. Arranged for beginners in pla,it study by E. C. Sherman. Two opposite pages are devoted to each plant ; on one ar« forms for plant description and ♦he other is to be used for drawings of parts of the plant. An analysis accompanies the above-mentioned pages, simple enough so that it may be used successfully by those unacquainted with technical botany. It is iUus* trated. It is simpler and cheaper than any other plant analysis. Price, IS ce'*tA> Write for special rates for introduction.
WOODHULL'S MANUAL OF HOME-MADE APPARATUS.
It will be especially helpful from the fact that it will enable teachers in district schools and teachers of intermediate and grammar grades to do successful work in easy science. It gives directions for making cheaply the apparatus needed to illustrate ordinary principles of physics, chemistry, and physiology. Cloth, fully illustrated. Price, 50 cents ; to teachers, 40 cents ; postage, 5 cents.
WOODHULL'S SinPLE EXPERIHENTS FOR THE
SCHOOL-ROOM. By Prof John F. Woodhull, of the New York College for Tram- ing of teachers. It contains Experiments with Paper, Wood, a Candle, Kerosene, Kindling Temperature, Air as Agent in Combustion, Products of Complete Combustion, Currents of Air, etc. — Ventilation, Oxygen of the Air, Chemical Changes. In all there are 91 experiments described, illustrated by 35 engravings. Price, 50 cents ; W ''.••cb- trs, 40 cents ; by mail, 5 cents extra.
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men's Mind Studies for Young Teachers.
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" Securing Attention. Dewey's How to Teach Manners. VVoodhuU's Easy Experiments in Science^ Calkins' Ear and Voice Training. Browning's Educational Theories. Autobiography of Froebel.
Bound in cloth, extra.
Price 60 cents each; to teachers, 40 cents; by maQ, 5 oenti
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ReiTihart's History of Education.
*' Principles of Education.
" Civics of Education. Blackie's Self-cuUuro. Browning's Aspects of Education.
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CTeacbers' Manual Series.
19. Allen's Historic Outlines of Edu- cation.
18. Kellogg's The Writing of Com- positions.
17. Lang's Comenlus.
16. " Basedow.
15. Kellogg's Pestalozzi.
14. Carter's Artificial Production of Stupidity in Schools.
13. McMurry's How to Conduct the Recitation.
12. Groflf's School Hygiene.
11. Butler's Argument for Manual Training.
10. Hoffmann's Kindergarten Gifts.
9. Quick's How to Train the Mem- ory.
8. Hughes' How to Keep Order.
7. Huntington's Unconscious "Tui- tion.
6. Gladstone's Object-teaching.
5. Fitch's Improvement in the Art of Teaching.
4. Yonce's Practical Work in Scnool.
3. Sidgwick's On Stimulus in School.
2. Fitch's Art of Securing Atteo tion.
1. Fitch's Art of Questioning.
Price 15 cents each; to teachers, 12 cents; by mail, 1 cent extra. Our lat^e descriptive catalogue of valuable books on teaching free on ap- plication.
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School Entertainment Library^
What difficulties teachers have in trying to provide suitable material for school entertainments and how much money they spen^ without very satisfactory results. Here are seventeen books, all new, made with the needs of the teachers in view, containing exercises of the most attractive kind for every school occasion. They give sufficient material for many years at a cost much less than would otherwise be expended for something that cannot prove as satisfactory.
1. How to Celebrate Arbor Day « - - - . $.2^
2. How to Celebrate Washington's Birthday - « - .25
3. How to Celebrate Thanksgiving and Christmas • .25
4. Spring and Summer School Celebrations - • • .25
5. New Year and Midwinter Exercises • • • • .25
6. Fancy Drills and Marches --•••• .25
7. Christmas Entertainments •-•••• ,25
8. Authors' Birthdays. No. i ••-••• .25
9. Authors' Birthdays. No. 2 - .25
ID. Primary Recitations --••--• .25
11. Lincoln the Patriot (Patriotic) - - • • • .15
12. At the Court of King Winter • • • - • .15
13. A Visit from Mother Goose ..... .15
14. An Object Lesson In History - . - • - .15
15. Banner Days of the Republic (Patriotic) • - • .15
16. Mother Nature's Festival (For Spring) ... .15
17. Christmas Star (Christmas) ---..- .15
We will send the set postpaid for $3.20 cash in advance* // wil' mlso be furnished on the installment plan. For terms address the publishers.
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1. Fitch's Art of Questioning
2. Fitch's Art of Securing Attention
3. Sidgwick's Stimulus in School
4. Yonge s Practical Work in School
5. Fitch's Improvement in the Art of Teaching
6. Gladstone's Object Teaching
7. Huntington's Unconscious Tuition
8. Hughes's How to Keep Order
9. Quick's How to Train the Memory
10. Hoffman's Kindergarten Gifts
11. Butler's Argument for Manual Training
12. Groffs School Hygiene
13. How to Conduct the Recitation
14. Carter's Artificial Production of Stupidity in School
15. Kellogg's Life of Pestalozzi
16. Lang's Basedow: his Life and Educational Work
17. Lang's Comenius : his Life and Educational Work
18. Kellogg's The Writing of Compositions
19. Allen's Historic Outlines of Education
20. Phelps's Life of David P. Page
21. Lang's Rousseau and his Emile
22. Lang's Horace Mann : his Life and Educational Work
23. Rooper's The Child: his Studies and Occupations
24. Rooper's Drawing in Infant Schools
25. Dewey's Educational Creed
Ve will send the set postpaid for $3.40 cash in advance. // wili also be furnished on the installment plan. For terms of pay- ment address the publishers.
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THE, TE.ACHE.RS' INSTITUTE.
The Teachers' .Magazine. Monthly, §1 a Year.
Givex wonderfnl valne for one dollsr h yenr. Each nnmhpT has 64 large pager
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^ Mr,. I, „,,.^f important feature. During the past year nearly 70(1
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Crowded with the best primary methods. The oldest, the most help-giving the most carefully edited and beautifully illustrated primary paper. Tells what to .!u aivi ! w ... do it. Nature Study, Reading, Language, Seat Work, Busy ^'"-'■. N Hand Work— all subjects— the best methods in each. The
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Thp pioneer !<emi-mpnthly news-maganne of the important events, discover ir.R, p- - '■ - - >- ' - - > > .„, _ . - .' •, paper i.s to give: 1. A
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r\r,C, X. m Largest Educational K\ C tuu Cl kl v
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What difficulties teachers have in trying to provide suitable in i' f for school entertainments and how much money they stx-ml very satisfactory results. Here are thirty five books, ■ with the needs of the teachers in \iew, containing c most attractive kiml for every school occasion. They «: material for many years at a cost much less than would other' expended for something that cannot prove as satisfactory.
RE,CEPTION DAY SERIE,S
Six nos. 160 pp. each, 20c.; set postpaid, $1.00.
1 . How to Celebrate Arbor Day, - - - -
2. How to Celebrate Washington's Birthday,
•5. How to Celebrate Thanksgiving and 'Christmas,-
4. Spring and Summer School Celebrations,
y. New Year and Midwinter Exercises, - - -
0. Fancy Drills and Marches,
7. Christmas Entertainments, - . - -
8. Authors' Birthdays. No. 1 , -
9. Authors' Birthdays.' No. 2, 1 o. F^rimary Recitations,
1 1 . Patriotic Quotations, -
12. Lincoln the Patriot (Patriotic). I 3. At the Court of King Winter (For Christmas),
14. A Visit from Mother ( ioose (Fpr Cnnstmas) -
15. An Object Lesson in History, 10. Banner Days of the Republic (Patriotic), 1 7. Mother Nature's Festival (For Spring), iS. Christmas Star (For Christmas),
19. Primary Fancy Drills, - - - - -
20. New Year's Reception, ... -
2 1 . Work Conquers (Closing Exercise)
22. A Fancy Scarf Drill, . - - - - 25. A Noble Spy (A Play for Boys. Six acts), -
24. Mother Goose Festival (Musical Entertainment),
25. Little Red Riding-Hood (Musical Play), 20. A Christmas Meeting, - - -
27. Arbor Day in the Primary Room,
28. Uncle Sam's Examination, . - - - 20. Crowning of Rora, - . - - - ;o. A Bird Play, ------
; I . Farmers' School and The Visit,
;2. Shakespeare's King Richard III. (For Schools) ,
I'?. Six J(iUji5i£al Entertamments, . - - -
;4,.. Home^SniMBRiAiKiTs Queen, -
One l>oUa»jBaali.fti^jigS^ttonthiy payments of One Dollar each 1 -ures this complete set cteuverfen at once. Cash price, $6.00 postpaid
'»*A new cataloar descritaini? 70i) of the latest ami best bo"i-« for ertainraents sent free on application. Uooks carefully claf scribed. With this catalog you can buy about as satisfaetc looked over our large stocK in person. Address
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