Part 32 (2/2)

13 Characterize the educational importance of the translations of the Bible into the native tongues (170)

14 What are theact (172) for Canterbury cathedral school? What improvements are indicated?

15 State the steps in the developlish Poor-Law of 1601, just what the law provided for (174), and just what elements necessary to the creation of a state school system were incorporated into it

SUPPLEMENTARY REFERENCES

Adaes_ Barnard, Henry _German Teachers and Educators_

Francke, Kuno _Social Forces in German Literature_

Good, Harry E ”The Position of Luther upon Education,” in _School and Society_, vol 6, pp 511-18 (Nov 3, 1917)

Montlish Education_

Montland_

Painter, F V N _Luther on Education_

Paulsen, Fr _German Education_

Richard, J W _Philipp Melanchthon, the Protestant Preceptor of Ger the Renaissance_

CHAPTER XIV

EDUCATIONAL RESULTS OF THE PROTESTANT REVOLTS

II AMONG CALVINISTS AND CATHOLICS

3 _Educational work of the Calvinisms_

THE ORGANIZING WORK OF CALVIN From the point of view of American educational history the most important develop frori, viewed froraress which has left a deep iram demanded the education of all, and in the countries where Calviniseneral education in their scheovernious republic at Geneva (p 298), he held that learning was ”a public necessity to secure good political administration, sustain the Church unhar men”

In his plan for the schools of Geneva, published in 1538, he outlined a system of elementary education in the vernacular for all, which involved instruction in reading, writing, arith for civil as well as for ecclesiastical leadershi+p In his plan of 1541 he upholds the principle, as had Luther, that ”the liberal arts and good training are aids to a full knowledge of the Word”

This involved the organization of secondary schools, or _colleges_ as he called the the French nomenclature, to prepare leaders for the h ”instruction in the languages and hues (secondary schools) which he organized at Geneva and in neighboring places to give such training, and which became models of their kind which idely copied, the usual huious instruction

These colleges became famous as institutions from which learned men came forth The course of study in the seven classes of one of the Geneva colleges, which has been preserved for us, reveals the nature of the instruction (R 175) The lowest class began with the letters, reading was taught from a French-Latin Catechisun in the fourth class, and, in addition to the usual Greek authors, the New Testaher classes, as was coht to prepare pupils to analyze, argue, and defend the faith Elocution was also given much importance in the upper classes as preparation for therequired each , prayers offered, sermons preached and questioned on, and the Bible carefully studied The es of Geneva to teach and to preach the Calvinistic gospel were nureat educational work at Geneva has been well summarized by a recent writer, [3] as follows:

The strenuousof the Genevese was an essential part of Calvin's work as an educator All were trained to respect and obey laws, based upon Scripture, but enacted and enforced by representatives of the people, and without respect of persons How fully the training of children, not ood morals,” and cohtful human _Colloquies_ of Calvin's old teacher, Corderius (once a teacher at the College of Guyenne, p 269), whom he twice established at Geneva

Calvin's istrates, his drafts for civil law and municipal administration, his correspondence with refor defense of interest taking, his growing tendency toward civil, religious, and economic liberty, his development of prie of the dialect and ways of thought of the co of European princes, diploreat political, econoious refor andthe whole life of a people

The world owes enius of Calvin and those who followed him, and we in Ae for the persecuted Protestants froh such influences the ideas of Calvin spread to the Huguenots in France, the Walloons of the Dutch and Belgian Netherlands, the Germans in the Palatinate, the Presbyterians of Scotland, the Puritans in England, and later to the American colonies

[Illustration: FIG 98 A FRENCH SCHOOL OF THE SEVENTEENTH CENTURY (From an old woodcut by Abrahareat educational work done by the Calvinists in France, in the face of heavy persecution, deserves to be ranked with that of the Lutherans in Germany in its importance Had the Calvinists had the same opportunity for free development the Lutherans had, and especially their state support, there can be little doubt that their ould have greatly exceeded the Lutherans in iinning with one church in 1538, they had 2150 churches by 1561, when the severe persecutions and religious wars began

True to the Calvinistic teaching of putting principles into practice, they organized an extensive syste froh secondary schools or colleges, up to eight Huguenot universities As a people they were thrifty and capable of reat sacrifices to carry out their educational ideals The education they provided was not only religious but civil; not only intellectual but moral, social, and economic Education was for all, rich and poor alike