History of Education Part 10

=Life and Character.=--Christ was born in Bethlehem, spent his early life at Nazareth, entered upon his ministry when thirty years of age, continued it for three years, and was then crucified by the Romans at the instigation of the Jews. These are simple facts of history corroborated by both sacred and profane writings. All agree that his was the most n.o.ble character that ever appeared on earth. The most careful study of his life for nineteen centuries, by friends and enemies, by scholars and critics, by philosophers and statesmen, by Christians and unbelievers, only adds to its l.u.s.ter, and sustains the conviction that, though he was a man, he was also more than man. The most critical research, the most careful examination of his life, his motives, his teachings, only compel the testimony that he was "without spot or blemish." The great have studied his sayings and his life, and have bowed in admiration before the sublime teachings of the Son of Man. The simple and unlettered have listened to his words of truth and been comforted. Faith has been awakened, hope inspired, love quickened, and man redeemed by the power of the Christ. Millions have been influenced by the sweetness and purity of his life. The spirit of Christianity has led to the founding of hospitals, asylums, and inst.i.tutions of mercy everywhere; to the establishment of schools and colleges; to the universal spread of education; to the uplifting of the individual; to the furtherance of human brotherhood; and to the fostering of peace among men and nations.

Christ produced a profound impression alike upon the great and the small. Rousseau says of him, "The life and death of Jesus Christ are those of a G.o.d." Napoleon says of Christ, "His birth and the story of his life; the profoundness of his doctrine, which overturns all difficulties, and is their most complete solution; his gospel; the singularity of his mysterious being; his appearance, his empire, his progress through all centuries and kingdoms,--all this is to me a prodigy, an unfathomable mystery. I defy you to cite another life like that of Christ." It has well been said that "Christ is the G.o.d who is man, and the man who is G.o.d."

Nor was the impression upon the lowly less profound. He called ignorant fishermen to discipleship, and by three years' contact and instruction prepared them to "go into the world and teach all nations." The inspiration of his life and teachings made them able to stand before kings, and to "confound the wisdom of the wise."

=His Work as a Teacher.=--But the question here is not concerning Christ as the founder of a religion, nor of his divine character or life, but of Christ as a _teacher_. He is justly ent.i.tled to be called "The Great Teacher." Karl Schmidt says, "By his doctrines and through his deeds,--in and with his entire life,--is Christ the teacher and educator of humanity." His method is the foundation of all true teaching. Let us note some of the important characteristics of this method.

1. _It was suited to his hearers._--When Christ taught the people he used material that they could comprehend. Thus, when he spoke his parable of the sower, while he sat by the seaside, the mult.i.tude before him had gathered from the villages and farms of the country round about.

They therefore could thoroughly appreciate the lesson. His parable of the vineyard was doubtless suggested by the vine-clad hills of Judea, and the lessons taught were made more forcible by their suitableness. In his conversation with the learned Nicodemus he plunged at once into the most profound doctrines, but when he talked with the ignorant Samaritan woman, his approach to the truth he would teach was most simple and gradual. No one ever failed to understand him, and he is a most remarkable example of the teacher suiting himself to the capacity of his pupils.

2. _It was full of ill.u.s.trations._--When he wished to teach the evil of covetousness he told of the rich man and his barns; he encouraged faithfulness by the parable of the talents; he stimulated to fruit bearing by the story of the fig tree; he taught mercy by the account of the Good Samaritan; joy over repentance was ill.u.s.trated by the story of the ninety and nine. And so we find that by ample and suitable ill.u.s.tration the Savior enforced the sublime truths that he taught.

3. _It was simple and yet logical._--There was no effort to be philosophical, yet the teachings of Christ are full of philosophy. The language used and the manner of putting the truth were so simple that the ignorant man and the child were never left in doubt as to his meaning. Nevertheless his teaching was not haphazard; it was connected and logical. It contained so much of truth, so systematically put and so much to the point in view, that, while it appealed at once to the understanding of his hearers, it also furnished material for thought for the most learned of all ages. Whether it was a parable or a story, an admonition or a rebuke, a sermon or a prayer, a word of comfort to the sisters of Bethany or an argument with the chief priests, a familiar conversation with his disciples or a stern rebuke of the scribes and Pharisees,--Christ always expressed himself with simplicity and clearness.

4. _It drew from Nature._--Christ loved to walk in the fields with his disciples and draw lessons from the plants, the birds, the sowing of the farmer, the gathering of fruit from the vineyard, the ripening harvests, and the whispering breezes. "Consider the lilies of the field how they grow;" "behold the fowls of the air;" "a sower went forth to sow;" "a certain man had a fig tree planted in his vineyard; and he came and sought fruit thereon and found none;" "lift up your eyes and look on the fields; for they are white already to harvest;" "the wind bloweth where it listeth,"--these and many other texts show that Christ was familiar with Nature, and loved to call upon her for ill.u.s.tration and example.

5. _It elevated the truth and sought to enforce it._--Christ gave himself a sacrifice for the truth. He allowed no thought of personal safety or success to overshadow the truth. All his words, his acts, his teachings, aimed at establishing the truth. He overthrew old systems and introduced a new spirit into the world, even the spirit of truth. He was the very essence of truth, declaring to Thomas, "I am the way, the truth, and the life." He thus gave to teachers for all time a n.o.ble example and an immortal principle, vital to their success in true teaching. It is the _truth_ that must be taught and practiced by every one worthy of the name of teacher.

6. _It was earnest and full of sympathy._--The earnestness of Christ aroused the populace to shout "Hosanna!" and provoked the bitter hostility of his enemies. It drew mult.i.tudes into the wilderness and attracted crowds wherever he went. His sympathy went out to the people as "sheep having no shepherd." It led him to feed the mult.i.tude, heal the sick, raise the dead, take little children in his arms and bless them, and weep over Jerusalem. He came close to the lives and hearts of those whom he instructed. This is one of the grandest lessons that the Great Teacher left for teachers of all time.

These are some of the chief characteristics of Christ's spirit and method. He loved little children, and taught his disciples, when he had set a little child in the midst of them, "Whosoever, therefore, shall humble himself as this little child, the same is greatest in the kingdom of heaven." Every one of the principles above stated is essential to the teacher, and these principles contain the sum and substance of all true pedagogy. Well has Karl Schmidt expressed the truth, when he says, "Christ, the perfect teacher, gave by his example and by his own teaching the eternal principles of pedagogy."

CHAPTER XV

GENERAL VIEW OF THE FIRST PERIOD OF CHRISTIAN EDUCATION

=Literature.=--_Allies_, Peter's Rock in Mohammed's Flood; _Newman_, Historical Essays.

This period covered the time from the birth of Christ till the Reformation. It included the early centuries of struggling Christianity, in which old customs had to be combated, and the new ideas, born with the coming of the Savior, and propagated by him and his followers, were slowly and surely to take possession of the world. These fifteen centuries embrace those generally known in history as the "Dark Ages,"

during which progress was indeed slow. But when we remember the obstacles which, as we have seen, were to be met, the prejudice to be set aside, the great changes inaugurated, and the limited means at command, we marvel at the great results attained. Let us now briefly examine some of the factors that are prominent in Christian education during its first period.

1. _The apostles and Church Fathers were foremost in all educational matters._--These men were not simply spiritual leaders; they caught the spirit of the Master, and sought to instruct the head as well as the heart. They established schools and themselves became teachers, directed educational movements, formed courses of study, and by fostering education furthered the success and perpetuity of Christianity. Men like Paul, Origen, Chrysostom, Basil the Great, and Augustine did much good, not only in building up the Church, but also in promoting education, the chief handmaid of the Church. Indeed, all educational progress during the early Christian centuries centers around the names of these men.

2. _The Church was the sponsor of the schools._--During this long period the State had not yet a.s.sumed the obligation of educating her youth, and we find only rare instances of the State taking any part in the training of the young. No attempt at universal education was made, and none could be made, for the Church could not furnish the means to do it; consequently nearly all educational effort was directed to training the priesthood and providing for the perpetuity of the Church. The Church was the mother of the schools, and to her fostering care alone do we owe their establishment and maintenance during this long period. Her authority was supreme, and acknowledged by all temporal powers; hence the subjects studied in the schools and the persons chosen to share the benefits of education were such as would subserve the interests of the Church.

3. _The monasteries rendered valuable service to education._--They were long the centers of learning, being the only places where schools existed. They were the repositories of valuable ma.n.u.scripts, which were copied with marvelous diligence and preserved for future generations.

The monasteries adopted courses of study which, however incomplete, were efficiently carried out, and formed the basis of future courses. The influence of the monasteries for many centuries was of great value to learning.

4. _The crusades brought new life into education._--While the crusades were primarily religious movements, they were also educational in their results. They infused new life into the stagnant conditions of Europe.

They aroused the people to physical and mental, as well as religious, activity. They led to the establishment of schools and universities.

5. _The Teutonic peoples became an important instrument of progress._--Rome began to decline, and the Teutons of the north, whom Rome had never been able to subjugate, became her conquerors. The Latin race had served a n.o.ble purpose in the world's history, but now another, perhaps stronger race, joined in the work of civilization. The physical and intellectual vigor of the various branches of the Teutonic family,--the German, the Anglo-Saxon, the Scandinavian,--which has won for them leadership in evangelization, in commerce, in conquest, and in educational enterprise, showed itself unmistakably during the period under discussion. These peoples now joined with the Latin peoples in a.s.suming the ever increasing responsibilities of Christian civilization, and the interests of education were greatly enhanced and furthered through these combined influences.

These are the princ.i.p.al agencies to which were committed the most vital interests of humanity during the first fifteen centuries of the Christian era. We shall see that some grave errors were made, errors that blocked the path of improvement sometimes for centuries; we shall find that narrowness, bigotry, prejudice, and ignorance often hindered the introduction of truth because it did not coincide with tradition; we shall see how the Church a.s.sumed prerogatives that did not belong to her, especially in the field of scientific research, and thereby delayed human progress; nevertheless, we shall ever remain thankful to these agencies for the encouragement they gave to education, and for whatever good results they were instrumental in attaining.

CHAPTER XVI

THE FIRST CHRISTIAN SCHOOLS

=Literature.=--_White_, Eighteen Christian Centuries; _Durrell_, A New Life in Education; _Laurie_, Rise of Universities; _Lecky_, History of European Morals; _Allies_, The Formation of Christendom; _Azarias_, Philosophy of Literature; _Azarias_, Essays Philosophical.

We have already seen that the early Christians were obliged to endure great hardships and surmount great difficulties in securing education for their children. Indeed, during the first two centuries almost all that was done was to train the converts in the rites and ceremonies of the Christian Church. But as they grew stronger in numbers, and as persecution diminished, they could give greater attention to education.

Unwilling to make use of pagan schools, which could not satisfy their chief need--to prepare for the new religion--they gradually established their own.

=Catechumen Schools.=--The first Christian schools were _catechumen schools_. A _catechumen_ was a person who desired instruction in the new faith with a view to baptism and admission into the Church. As many of the converts had been pagans, and as all were ignorant of the requirements of the Church as well as of the new doctrines, such instruction was absolutely necessary. Therefore the converts were divided into cla.s.ses, at first two, later, four; and instruction was given them in the rudiments of Christianity. In the beginning the catechumen schools were for adults only, but afterward children were admitted, and reading and writing were taught. Previous to this change, if children received any secular instruction at all, it was given at their homes by parents or tutors, or in the pagan schools. At the close of the second century Protogenes established a school at Odessa, in which reading, writing, texts of Scripture, and singing of psalms were taught. This was the first _Christian common school_. Other schools followed rapidly as the persecutions ceased, until Rome became Christianized, and pagan schools gave place to Christian schools throughout the empire. Two great names are closely connected with this movement.

CHRYSOSTOM (347-407)

One of the greatest representatives of the early Christian Church interested in education was Chrysostom.[28] He was born at Antioch in Syria, and educated in the pagan schools, but the influence of his devout Christian mother kept him true to her faith. He was noted for his eloquence, hence the name by which he is known in history, for Chrysostom means _golden-mouthed_. John Malone says of him, "First of the great Christian preachers after the Church came from the caves, he was not less able as a teacher."[29] He became bishop of the Church, and was the greatest pedagogue of his time. Some of his educational principles may be stated as follows:--

1. As Christ lowered himself to man's estate in order to raise man to his estate, so the teacher must lower himself to the capacity of his pupils in order to elevate them.

2. Christ did not reveal everything to his disciples, suggesting sometimes truths for them to discover; so the teacher must not do for his pupils what they can do for themselves.

3. The foundation of all true education is the Christian life and example; therefore teachers and parents must walk circ.u.mspectly before children.

4. Women, especially mothers, are the natural educators of children.

5. Religious instruction is an essential factor of the school work. It is of the highest importance that children should be brought up "in the nurture and admonition of the Lord."

BASIL THE GREAT (329-379)

Basil the Great was born at Caesarea. He studied at Constantinople and Athens, and sat at the feet of the greatest pagan philosophers and teachers of his time. He was not perverted by their teachings, but told them frankly that, though they possessed all learning, he had found something greater than this, and that was the Christ. Basil was one of the foremost Fathers of the Church, a great writer, and a promoter of education. He was very fond of cla.s.sic literature, and, in face of the bitter opposition of many of the Church Fathers, urged its proper use in the schools. He was instrumental in founding monasteries, hospitals, orphanages, and refuges for the poor.

=Pedagogical Teachings.=--1. Every misdeed should be punished in such a way that the punishment shall be an exercise in self-command and shall tend to correct the fault. For example, if a child has lied, used profane language, or been quarrelsome, give him solitude and fasting. If he is greedy and gluttonous, let him stand by and see others eat while he remains hungry.

2. Orphan children and those that are dependent should be taught in the cloister.

3. The Bible, with its stories, promises, history, and doctrines, should be the chief text-book.

4. Not only monks and priests should be allowed to teach, but also the laity.

5. Children while still young and innocent must be taught good habits and right precepts.

It is worthy of note that Chrysostom and Basil were the first to mark out definite lines of Christian instruction. During this period, also, the first songs of the Christian Church originated in the huts and caves of the poor. Thus in religious instruction and church song the foundations of the Christian common school were laid.

=Catechetical Schools.=--The princ.i.p.al catechetical school was established at Alexandria A.D. 181, by Pantaenus. Others were located later at Antioch, Odessa, and Nisibis. The Alexandrian school, however, was by far the most important. Alexandria, at the close of the second century, was the seat of philosophy, as Athens had formerly been.

It possessed the most important library in the world, and students and sages from all parts of the world flocked to this place of learning.