CHAPTER XIV

EDUCATIONAL RESULTS OF THE PROTESTANT

REVOLTS

II. CALVINISTS AND CATHOLICS

THE Readings in this chapter illustrate the development of education, following the Protestant Revolt, among the Calvinists and the Catholics.

Geneva, in Switzerland, from 1541 to 1565, during the control of Calvin, was the Rome of Protestantism. Calvin established there a typical Calvinistic college, of which there were many others in France, leading to the Huguenot universities there maintained. Selection 175 gives an outline of the course of study provided at Geneva, and shows how closely humanism and a reformed religion were associated in northern lands.

The interest of the Calvinistic Dutch in education is well set forth in the scheme of education adopted, in 1618, at the Synod of Dort (176), and the work of the Dutch in developing schools (177) and the character of the schools developed (178) are well set forth by the selections reproduced. The great educational law among the followers of John Knox, the Scotch Presbyterians, is reproduced in the next selection (179).

The documents for the Catholics are long, and usually enter into minute detail as to the purpose and nature of the school organization to be provided. The two most important were the Ratio Studiorum of the Jesuits, concerning which a brief historical statement is inserted (180), the document itself being too long to reproduce; and the Rules framed by La Salle for his teaching organization, the Brothers of the Christian Schools. The more important educational regulations from the latter are reproduced in 182. Reading 181 is descriptive of the seventeenth-century religious purpose which dominated the education of girls in Catholic lands.

175. Course of Study at the College of Geneva (Digest from Woodward, W. H., Studies in Education during the Renaissance, pp. 159-60. Cambridge, 19c6)

The following abstract of the course of study in the Collège de la Rive, at Geneva, as set forth in the Constitution of 1559, is that

of the famous public school there which was inspired and governed by Calvin himself. Like other Protestant foundations in northern lands, this shows clearly the influence of the Italian revival and the introduction of the humanistic learning. The school had seven classes, the seventh being the lowest. The work of each class was as follows:

Class VII. In this class the pupils will learn the letters, and write them to form syllables, using a Latin-French reading book. Reading French, and afterwards Latin from a French-Latin Catechism. Drawing, and writing letters of the alphabet.

Class VI. Declensions and conjugations are begun; these occupy the first half year. Parts of speech learnt in French and Latin; more practice in hand-writing. Easy Latin sentences learnt orally, and repeated as practice in conversation.

Class V. Parts of speech finished: elements of syntax: the Eclogues of Vergil read: first steps in written Latin composition: Latin and French employed side by side.

Class IV. Latin syntax continued. Cicero's Letters begun; composition exercises are based on these. Prosody, with reading of Ovid in illustration. Greek begun; declension and conjugation; elementary construing.

Class III. Greek Grammar systematically learnt, with comparison of the two languages. Cicero, - Letters, De Amicitia, De Senectute,— these treatises to be turned into Greek. The Æneid, Cæsar, and Isocrates read.

Class II. Chief stress laid upon reading: - Livy, Xenophon, Polybius, Herodian and Homer. Logic begun:- propositions, syllogism; to be illustrated from Cicero's orations. Once a week the Gospel narrative in Greek.

Class I. Logic systematically taught from approved compendium (such as Melanchthon's); the elements of rhetoric in connection with it, and elocution. The whole doctrine of rhetoric illustrated from Cicero's speeches, and from Demosthenes (the Olynthiacs and Philippics). Homer and Vergil also analysed for rhetorical purposes. Two original "declamationes" are prepared monthly. Once a week an Epistle of Saint Paul or other apostle is read in Greek.

The choice of authors and the place of logic deserve attention, not less than the acceptance of the vernacular in junior classes.

176. Scheme of Christian Education adopted at the Synod of Dort (Scheme as adopted, November 30, 1618; trans. by Barnard, in American Journal of Education, vol. ▼, pp. 77–78)

The Dutch Synod of Dort (1618-19) on November 30, 1618, adopted a regulation for the Christian education of children and

youth, jointly in the family, the school, and the church, as follows:

In order that the Christian youth may be diligently instructed in the principles of religion, and be trained in piety, three modes of catechising should be employed. I. IN THE HOUSE, BY PARENTS. II. IN THE SCHOOLS, BY SCHOOLMASTERS. III. IN THE CHURCHES, BY MINISTERS, ELDERS, AND CATECHISTS, ESPECIALLY APPOINTED FOR THE PURPOSE. That these may diligently employ their trust, the Christian magistrates shall be requested to promote, by their authority, so sacred and necessary a work; and all who have the oversight of churches and schools shall be required to pay special attention to this matter. I. PARENTS. The office of PARENTS is diligently to instruct their children and their whole household in the principles of the Christian religion, in a manner adapted to their respective capacities; earnestly

and carefully to admonish them to the cultivation of true piety; to engage their punctual attendance on family worship, and take them with them to the hearing of the Word of God. They should require their children to give an account of the sermons they hear, especially those on the Catechism; assign them some chapters of Scripture to read, and certain passages to commit to memory; and then impress and

illustrate the truths contained in them in a familiar manner, adapted to the tenderness of youth. Thus they are to prepare them for being catechised in the schools, and by attendance on these to encourage thern and promote their edification. Parents are to be exhorted to the faithful discharge of this duty, by the public preaching of the Word; but specially at the ordinary period of family visitation, previous to the administration of the Lord's Supper; and also at other times by the minister, elders, etc. Parents who profess religion, and are negligent in this work, shall be faithfully, admonished by the ministers; and, if the case requires it, they shall be censured by the Consistory, that they may be brought to the discharge of their duty.

II. SCHOOLS. Schools, in which the young shall be properly instructed in the principles of Christian doctrine, shall be instituted, not only in cities but also in towns and country places where heretofore none have existed. The Christian magistracy shall be requested that well-qualified persons may be employed and enabled to devote themselves to the service; and especially that the children of the poor may be gratuitously instructed, and not be excluded from the benefit of the schools. In this office none shall be employed but such as are members of the Reformed Church, having certificates of an upright faith and pious life, and of being well versed in the truths of the Catechism. They are to sign a document, professing their belief in the Confession of Faith and the Heidelberg Catechism, and promising that they will give catechetical instruction to the youth in the principles of Christian truth according to the same. The schoolmasters shall instruct their scholars according to their age and capacity, at least two days in the week, not only causing them to commit to memory, but also by instilling into their minds an acquaintance with the truths of the Catechism. (An elementary small Catechism, the Compendium, and the Heidelberg Catechism, are those specified to be used by the different grades of children and youth.) The schoolmasters shall take care not only that the scholars commit these Catechisms to memory, but that they shall suitably understand the doctrines contained in them. For this purpose, they shall suitably explain to every one, in a manner adapted to his capacity, and frequently inquire if they understand them. The schoolmasters shall bring every one of the pupils committed to their charge to the hearing of the preached Word, and particularly the preaching on the Catechism, and require from them an account of the same.

III. MINISTERIAL SUPERVISION. In order that due knowledge may be obtained of the diligence of the schoolmasters, and the improvement of the youth, it shall be the duty of the MASTERS, WITH AN ELDER, and, if necessary, with a magistrate, to visit all the schools, private as well as public, frequently, in order to excite the teachers to earnest diligence, to encourage and counsel them in the duty of catechising, and to fur

nish an example by questioning them, addressing them in a friendly and affectionate manner, and exciting them to early piety and diligence. If any of the schoolmasters should be found neglectful or perverse, they shall be earnestly admonished by the ministers, and, if necessary, by the Consistory, in relation to their office. The ministers, in the discharge of their public duty in the Church, shall preach on the Catechism. These sermons shall be comparatively short, and accommodated, as far as practicable, to the comprehension of children as well as adults. The labors of those ministers will be praiseworthy who diligently search out country places, and see that catechetical instruction be supplied and faithfully preserved. Experience teaches that the ordinary instruction of the Church, catechetical and other, is not sufficient for many, to instill that knowledge of the Christian religion which should, among the people of God, be well grounded; and also testifies that the living voice has very great influence; that familiar and suitable questions and answers, adapted to the apprehension of each individual, is the best mode of catechising, in order to impress the principles of religion upon the heart. It shall be the duty of a minister to go, with an elder, to all capable of instruction, and collect them in their houses, the Consistory chamber, or some other suitable place, (a number particularly of those more advanced in years,) and explain familiarly to them, the articles of the Christian faith, and catechise them according to the circumstances of their different capacities, progress, and knowledge. They shall question them on the matter of the public sermons on the Catechism. Those who desire to unite with the Church shall, three or four weeks before the administration of the Lord's Supper, be more carefully and frequently instructed, that they may be better qualified, and be more free to give a satisfactory account of their faith. The ministers shall employ diligent care to ascertain those who give any hopeful evidence of serious concern for the salvation of their soul, and invite them to them; assembling those together who have like impressions, and encouraging to friendly intercourse and free conversation with each other. These meetings shall commence with appropriate prayer and exhortation. If all this shall be done by the ministers with that cordiality, faithfulness, zeal, and discretion that become those that must give an account of the flock committed to their charge, it is not to be doubted that in a short time abundant fruit of their labors shall be found in growth in religious knowledge, and holiness of life, to the glory of God, and the prosperity of the Church of Christ.

177. Work of the Dutch in developing Schools

(Kilpatrick, Wm. H., The Dutch Schools of New Netherland and Colonial New York, pp. 19-21. Washington, 1912)

The following extract from Dr. Kilpatrick's excellent study of the work of the Dutch in developing schools gives a good picture