# The Great Didactic of John Amos Comenius/The Great Didactic/Chapter 16

CHAPTER XVI.
1. Exceptionally fine is that comparison made by our Lord Jesus Christ in the gospel, “So is the kingdom of God, as if a man should cast seed upon the earth; and should sleep and rise night and day, and the seed should spring up and grow, he knoweth not how. The earth beareth fruit of herself; first the blade, then the ear, then the full corn in the ear. But when the fruit is ripe, straightway he putteth forth the sickle, because the harvest is come ”(Mark iv. 26).
2. The Saviour here shows that it is God who operates in everything, and that nothing remains for man but to receive the seeds of instruction with a devout heart; the processes of growth and of ripening will then continue of themselves, unperceived by him. The duty of the teachers of the young, therefore, is none other than to skilfully scatter the seeds of instruction in their minds, and to carefully water God’s plants. Increase and growth will come from above.
3. Is there any who denies that sowing and planting need skill and experience? If an unpractised gardener plant an orchard with young trees, the greater number of them die, and the few that prosper do so rather through chance than through skill. But the trained gardener goes to work ​carefully, since he is well instructed, where, when, and how to act and what to leave alone, that he may meet with no failure. It is true that even an experienced man meets with failure occasionally (indeed it is scarcely possible for a man to take such careful forethought that no error can arise); but we are now discussing, not the abstract question of circumspection and chance, but the art of doing away with chance by means of circumspection.
4. Hitherto the method of instruction has been so uncertain that scarcely any one would dare to say: “In so many years I will bring this youth to such and such a point; I will educate him in such and such a way.” We must therefore see if it be possible to place the art of intellectual discipline on such a firm basis that sure and certain progress may be made.
5. Since this basis can be properly laid only by assimilating the processes of art as much as possible to those of nature (as we have seen in the 15th chapter), we will follow the method of nature, taking as our example a bird hatching out its young; and, if we see with what good results gardeners, painters, and builders follow in the track of nature, we shall have to recognise that the educator of the young should follow in the same path.
6. If any think this course of action petty or commonplace, let him consider that from that which is of daily occurrence and universal notoriety and which takes place with good results in nature and in the arts (the teaching art excepted), we are seeking to deduce that which is less known and which is necessary for our present purpose. Indeed, if the facts from which we derive the principles that form the basis for our precepts are known, we can entertain hopes that our conclusions will be the more evident.
First Principle
7. Nature observes a suitable time.
For example: a bird that wishes to multiply its species, does not set about it in winter, when everything is stiff ​with cold, nor in summer, when everything is parched and withered by the heat; nor yet in autumn, when the vital force of all creatures declines with the sun’s declining rays, and a new winter with hostile mien is approaching; but in spring, when the sun brings back life and strength to all. Again, the process consists of several steps. While it is yet cold the bird conceives the eggs and warms them inside its body, where they are protected from the cold; when the air grows warmer it lays them in its nest, but does not hatch them out until the warm season comes, that the tender chicks may grow accustomed to light and warmth by degrees.
8. Imitation.—In the same way the gardener takes care to do nothing out of season. He does not, therefore, plant in the winter (because the sap is then in the roots, preparing to mount and nourish the plant later on); nor in summer (when the sap is already dispersed through the branches); nor in autumn (when the sap is retiring to the roots once more); but in spring, when the moisture is beginning to rise from the roots and the upper part of the plant begins to shoot. Later on, too, it is of great importance to the little tree that the right time be chosen for the various operations that are needful, such as manuring, pruning, and cutting. Even the tree itself has its proper time for putting forth shoots and blossoms, for growing, and for coming to maturity.
In the same manner the careful builder must choose the right time for cutting timber, burning bricks, laying foundations, building, and plastering walls, etc.
9. Deviation.—In direct opposition to this principle, a twofold error is committed in schools.
(i) The right time for mental exercise is not chosen.
(ii) The exercises are not properly divided, so that all advance may be made through the several stages needful, without any omission. As long as the boy is still a child he cannot be taught, because the roots of his understanding are still too deep below the surface. As soon as he becomes old, it is too late to teach him, because the intellect ​and the memory are then failing. In middle age it is difficult, because the forces of the intellect are dissipated over a variety of objects and are not easily concentrated. The season of youth, therefore, must be chosen. Then life and mind are fresh and gathering strength; then everything is vigorous and strikes root deeply.
10. Rectification.—We conclude, therefore, that
(i) The education of men should be commenced in the springtime of life, that is to say, in boyhood (for boyhood is the equivalent of spring, youth of summer, manhood of autumn, and old age of winter).
(ii) The morning hours are the most suitable for study (for here again the morning is the equivalent of spring, midday of summer, the evening of autumn, and the night of winter).
(iii) All the subjects that are to be learned should be arranged so as to suit the age of the students, that nothing which is beyond their comprehension be given them to learn.
Second Principle
11. Nature prepares the material, before she begins to give it form.
For example: the bird that wishes to produce a creature similar to itself first conceives the embryo from a drop of its blood; it then prepares the nest in which it is to lay the eggs, but does not begin to hatch them until the chick is formed and moves within the shell.
12. Imitation.—In the same way the prudent builder, before he begins to erect a building, collects a quantity of wood, lime, stones, iron, and the other things needful, in order that he may not have to stop the work later on from lack of materials, nor find that its solidity has been impaired. In the same way, the painter who wishes to produce a picture, prepares the canvas, stretches it on a frame, lays the ground on it, mixes his colours, places his brushes so that they may be ready to hand, and then at last commences to paint.
​In the same way the gardener, before he commences operations, tries to have the garden, the stocks, the grafts, and the tools in readiness, that he may not have to fetch the necessary appliances while at work, and so spoil the whole operation.
13. Deviation.—Against this principle schools are offenders firstly, because they take no care to prepare beforehand the mechanical aids such as books, maps, pictures, diagrams, etc., and to have them in readiness for general use, but at the moment that they need this or that, they make experiments, aw, dictate, copy, etc., and when this is done by an unskilled or careless teacher (and their number increases daily), the result is deplorable. It is just as if a physician, whenever he wishes to administer a medicine, had to wander through gardens and forests, and collect and distil herbs and roots, though medicaments to suit every case should be ready to his hand.
14. Secondly, because even in school-books the natural order, that the matter come first and the form follow, is not observed. Everywhere the exact opposite is to be found. The classification of objects is unnaturally made to precede a knowledge of the objects themselves, although it is impossible to classify, before the matter to be classified is there. I will demonstrate this by four examples.
15. (1) Languages are learned in schools before the sciences, since the intellect is detained for some years over the study of languages, and only then allowed to proceed to the sciences, mathematics, physics, etc. And yet things are essential, words only accidental; things are the body, words but the garment; things are the kernel, words the shells and husks. Both should therefore be presented to the intellect at the same time, but particularly the things, since they are as much objects of the understanding as are languages.
16. (2) Even in the study of languages the proper order is reversed, since the students commence, not with some author or with a skilfully-compiled phrase-book, but with the grammar; though the authors (and in their own way ​the phrase-books) present the material of speech, namely words, while the grammars, on the other hand, only give the form, that is to say, the laws of the formation, order, and combination of words.
17. (3) In the encyclopædic compilations of human knowledge, the arts are always placed first, while the sciences follow after; though the latter teach of the things themselves, the former how to manipulate the things.
18. (4) Finally: it the abstract rules that are first taught and then illustrated by dragging in a few examples; though it is plain that a light should precede him whom it lights.
19. Rectification.—It follows, therefore, that in order to effect a thorough improvement in schools it is necessary:
(i) That books and the materials necessary for teaching be held in readiness.
(ii) That the understanding be first instructed in things, and then taught to express them in language.
(iii) That no language be learned from a grammar, but from suitable authors.
(iv) That the knowledge of things precede the knowledge of their combinations.
(v) And that examples come before rules.
Third Principle
20. Nature chooses a fit subject to act upon, or first submits one to a suitable treatment in order to make it fit.
For example: a bird does not place any object in the nest in which it sits, but an object of such a kind that a chicken can be hatched from it, that is to say, an egg. If a small stone or anything else falls into the nest, it throws it out as useless. But when the process of hatching takes place, it warms the matter contained in the egg, and looks after it until the chicken makes its way out.
21. Imitation.—In the same way the builder cuts down timber, of as good quality as possible, dries it, squares it, ​and saws it into planks. Then he chooses a spot to build on, clears it, lays a new foundation, or repairs the old one so that he can make use of it.
22. In the same way, if the canvas or the surface do not suit his colours, the painter tries to make them more suitable, and, by rubbing them and polishing them, fits them for his use.
23. The gardener too (1) chooses from a fruit-bearing stock a shoot that possesses as much vitality as possible; (2) transplants it to a garden, and places it carefully in the earth; (3) does not burden it with a new graft unless he sees that it has taken root; (4) before he inserts the new graft, removes the former shoot, and even cuts a piece away round the stock in order that none of the sap may perform any function other than that of vivifying the graft.
24. Deviation.—Against this principle the schools are offenders: not because they include the weak of intellect (for in our opinion all the young should be admitted into the schools) but far more because:
(1) These tender plants are not transplanted into the garden, that is to say, are not entirely entrusted to the schools, so that none, who are to be trained as men, shall be allowed to leave the workshop before their training is complete.
(2) The attempt is generally made to engraft that noblest graft of knowledge, virtue and piety, too early, before the stock itself has taken root; that is to say, before the desire to learn has been excited in those who have no natural bent in that direction.
(3) The side-shoots or root-suckers are not removed before the grafting takes place; that is to say, the minds are not freed from all idle tendencies by being habituated to discipline and order.
25. Rectification.—It is therefore desirable:
(iii)(i) That all who enter schools persevere in their studies.
(iii)(ii) That, before any special study is introduced, the minds of the students be prepared and made receptive of it. (See the following chapter, Principle 2.)
​(iii) That all obstacles be removed out of the way of schools.
“For it is of no use to give precepts,” says Seneca, “unless the obstacles that stand in the way be removed.” But of this we will treat in the following chapter.
Fourth Principle
26. Nature is not confused in its operations, but in its forward progress advances distinctly from one point to another.
For example: if a bird is being produced, its bones, veins, and nerves are formed at separate and distinct periods; at one time its flesh becomes firm, at another it receives its covering of skin or feathers, and at another it learns how to fly, etc.
27. Imitation.—When a builder lays foundations he does not build the walls at the same time, much less does he put on the roof, but does each of these things at the proper time and in the proper place.
28. In the same way a painter does not work at twenty or thirty pictures at once, but occupies himself with one only. For, though he may from time to time put a few touches to some others or give his attention to something else, it is on one picture and one only that he concentrates his energies.
29. In the same way the gardener does not plant several shoots at once, but plants them one after the other, that he may neither confuse himself nor spoil the operation of nature.
30. Deviation.—Confusion has arisen in the schools through the endeavour to teach the scholars many things at one time. As, for example, Latin and Greek grammar, perhaps rhetoric and poetic as well, and a multitude of other subjects. For it is notorious that in the classical schools the subject-matter for reading and for composition is changed almost every hour throughout the day. If this be not confusion I should like to know what is. It is just as if a shoemaker wished to make six or seven new ​shoes at once, and took them up one by one in turn, only to lay them aside in a few minutes; or as if a baker, who wished to place various kinds of bread in his oven, were to take them out again immediately, removing one kind as he put in another. Who would commit such an act of folly? The shoemaker finishes one shoe before he begins another. The baker places no fresh bread in the oven until that already in it is thoroughly baked.
31. Rectification.—Let us imitate these people and take care not to confuse scholars who are learning grammar by teaching them dialectic, or oducing rhetoric into their studies. We should also put off the study of Greek until Latin is mastered, since it is impossible to concentrate the mind on any one thing, when it has to busy litself with several things at once.
That great man, Joseph Scaliger,$^{25}$ was well aware of this. It is related of him that (perhaps on the advice of his father) he never occupied himself with more than one branch of knowledge at once, and concentrated all his energies on that one. It was owing to this that he was able to master not only fourteen languages, but also all the arts and sciences that lie within the province of man. He devoted himself to these one after the other with such success that in each subject his learning excelled that of men who had given their whole lives to it. And those who have tried to follow in his footsteps and imitate his method, have done so with considerable success.
32. Schools, therefore, should be organised in such a manner that the scholar shall be occupied with only one object of study at any given time. {{dhr|0.5em{{
Fifth Principle
33. In all the operations of nature development is from within.
For example in the case of a bird it is not the claws, or the feathers, or the skin that are first formed, but the inner parts; the outer parts are formed later, at the proper season.
​34. Imitation.—In the same way the gardener does not insert his graft into the outer bark nor into the outside layer of wood, but making an incision right into the pith, places the graft as far in as it will go. In this way he makes the joint so firm that the sap cannot escape, but is forced right into the shoot, and uses all its strength in vivifying it.
35. So too, a tree, that is nourished by the rain of heaven and the moisture of the earth, assimilates its nutriment, not through its outer bark, but through the pores of its inmost parts. On this account the gardener waters, not the branches, but the roots. Animals also convey their food, not to their outer limbs, but to the stomach, which assimilates it and nourishes the whole body. If, therefore, the educator of the young give special attention to the roots of knowledge, the understanding, these will soon, impart their vitality to the stem, that is, to the memory, and finally blossoms and fruits, that is to say, a facile use of language and practical capacity will be produced.
36. Deviation.—It is on this point that those teachers fall into error who, instead of thoroughly explaining the subjects of study to the boys under their charge, give them endless dictations, and make them learn their lessons off by heart. Even those who wish to explain the subject-matter do not know how to do so, that is to say, do not know how to tend the roots or how to engraft the graft of knowledge. Thus they fatigue their pupils, and resemble a man who uses a club or a mallet, instead of a knife, when he wishes to make an incision in a plant.
37. Rectification.—It therefore follows
(i) That the scholar should be taught first to understand things, and then to remember them, and that no stress should be laid on the use of speech or pen, till after a training on the first two points.
(ii) That the teacher should know all the methods by which the understanding may be sharpened, and should put them into practice skilfully.
Sixth Principle
38. Nature, in its formative processes, begins with the universal and ends with the particular.
For example: a bird is to be produced from an egg. It is not the head, an eye, a feather, or a claw that is first formed, but the following process takes place. The whole egg is warmed; the warmth produces movement, and this movement, brings into existence a system of veins, which mark in outline the shape of the whole bird (defining the parts that are to become the head, the wings, the feet, etc.) It is not until this outline is complete that the individual parts are brought to perfection.
39. Imitation.—The builder takes this as his model. He first makes a general plan of the building in his head, or on paper, or in wood. Then he lays the foundations, builds the walls, and lays on the roof. It is not until he has done this that he gives his attention to the small details that are necessary to complete a house, such as doors, windows, staircases, etc.; while last of all he adds ornamentation such as paintings, sculptures, and carpets.
40. An artist proceeds in the same way. He does not begin by drawing an ear, an eye, a nose, or a mouth, but first makes a charcoal sketch of the face or of the whole body. If he be satisfied that this sketch resembles the original, he paints it with light strokes of the brush, still omitting all detail. Then, finally, he puts in the light and shade, and, using a variety of colours, finishes the several parts in detail.
41. The procedure of the sculptor is the same. When he wishes to carve a statue, he takes a block of marble and shapes it roughly. Then he sets to work more carefully and outlines the most important features. Finally, he chisels the individual parts with the greatest accuracy and colours them artistically.
42. In the same way the gardener takes the most simple and universal part of a tree, namely, a shoot. ​Later on, this can put forth as many branches as it possesses buds.
43. Deviation.—From this it follows that it is a mistake to teach the several branches of science in detail before a general outline of the whole realm of knowledge has been placed before the student, and that no one should be instructed in such a way as to become proficient in any one branch of knowledge without thoroughly understanding its relation to all the rest.
44. It follows also that arts, sciences, and languages are badly taught unless a general notion of the elements be first given. I remember well that, when we began to learn dialectic, rhetoric, and metaphysics, we were, at the very beginning, overburdened with long-winded rules, with commentaries and notes on commentaries, with comparisons of authors and with knotty questions. Latin grammar was taught us with all the exceptions and irregularities; Greek grammar with all its dialects, and we, poor wretches, were so confused that we scarcely understood what it was all about.
45. Rectification.—The remedy for this want of system is as follows: at the very commencement of their studies, boys should receive instruction in the first principles of general culture, that is to say, the subjects learned should be arranged in such a manner that the studies that come later introduce nothing new, but only expand the elements of knowledge that the boy already mastered. Just as a tree, even if it live for a hundred years, puts forth no new branches, but only suffers those that already exist to develope and to spread.
(i) Each language, science, or art must be first taught in its most simple elements, that the student may obtain a general idea of it. (ii) His knowledge may next be developed further by placing rules and examples before him. (iii) Then he may be allowed to learn the subject systematically with the exceptions and irregularities; and (iv), last of all, may be given a commentary, though only where it is absolutely necessary. For he who has thoroughly mastered a subject ​from the beginning will have little need of a commentary, but will soon be in the position to write one himself.
Seventh Principle
46. Nature makes no leaps, but proceeds step by step.
The development of a chicken consists of certain gradual processes which cannot be omitted or deferred, until finally it breaks its shell and comes forth. When this takes place, the mother does not allow the young bird to fly and seek its food (indeed it is unable to so), but she feeds it herself, and by keeping it warm with her body promotes the growth of its feathers. When the chick’s feathers have grown she does not thrust it forth from the nest immediately and make it fly, but teaches it first to move its wings in the nest itself or perching on its edge, then to try to fly outside the nest, though quite near it, by fluttering from branch to branch, then to fly from tree to tree, and later on from hill to hill, till finally it gains sufficient confidence to fly right out in the open. It is easy to see how necessary it is that each of these processes should take place at the right time; that not only the time should be suitable but that the processes should be graduated; and that there should be not graduation merely, but an immutable graduation.
47. Imitation.—The builder proceeds in the same manner. He does not begin with the gables or with the walls, but with foundations. When the foundations are laid he does not go on with the roof, but builds the walls. In a word, the order in which the several stages are combined depends on the relation that they mutually bear to one another.
48. The gardener likewise has to adopt the principle of graduation. The wild-stock must be found, dug up, transplanted, pruned, and cut; the graft must be inserted and the joint made firm, etc., and none of these processes can be omitted or taken in a different order. But, if these processes are carried out properly and in the right order, ​it is scarcely possible, in fact it is impossible, for the result to be unsuccessful.
49. Deviation.—It is an evident absurdity, therefore, if teachers, for their own sake and that of their pupils, do not graduate the subjects which they teach in such a way that, not only one stage may lead on directly to the next, but also that each shall be completed in a given space of time. For unless goals are set up, means provided for reaching them, and a proper system devised for the use of those means, it is easy for something to be omitted or perverted, and failure is the result.
50. Rectification.—It follows therefore (i) That all studies should be carefully graduated throughout the various classes, in such a way that those that come first may prepare the way for and throw light on those that come after.
(ii) That the time should be carefully divided, so that each year, each month, each day, and each hour may have its appointed task.
(iii) That the division of the time and of the subjects of study should be rigidly adhered to, that nothing may be omitted or perverted.
Eighth Principle
51. If nature commence anything, it does not leave off until the operation is completed.
If a bird, urged by the impulse of nature, begin to sit on eggs, she does not leave off until she has hatched out the chickens. If she sat on them for a few hours only, the embryo in the egg would become cold and die. Even when the chickens are hatched she does not cease to keep them warm, but continues to do so until they have grown strong, are covered with feathers, and can endure the cold air.
52. Imitation.—The painter also, who has begun a picture, will produce his work best if he finish it without any interruption. For in this case the colours blend better and hold faster.
​53. For this reason it is best to finish the erection of a building without any interruption; otherwise the sun, the wind, and the rain spoil the work, the later additions will not be so firm, and on every side there will be cracks, weak spots, and loose joints.
54. The gardener too acts with wisdom, for when once he has begun to work at a graft he does not cease until the operation is completed. Since, if the sap dry in the stock or in the graft, owing to a delay in completing the process, the plant is ruined.
55. Deviation.—It is therefore injurious if boys are sent to school for months or years continuously, but are then withdrawn for considerable periods and employed otherwise; equally so if the teacher commence now one subject, now another, and finish nothing satisfactorily; and lastly, it is equally fatal if he do not fix a certain task for each hour, and complete it, so that in each period his pupil can make an unmistakable advance towards the desired goal. Where such a fire is wanting, everything grows cold. Not without reason does the proverb say “Strike while the iron is hot.”
For if it be allowed to cool it is useless to hammer it, but it must once more be placed in the fire, and thus much time and iron are wasted. Since every time that it is heated, it loses some of its mass.
56. Rectification.—It follows therefore
(i) That he who is sent to school must be kept there until he becomes well informed, virtuous, and pious.
(ii) That the school must be situated in a quiet spot, far from noise and distractions.
(iii) That whatever has to be done, in accordance with the scheme of study, must be done without any shirking.
(iv) That no boys, under any pretext whatever, should be allowed to stay away or to play truant.
Ninth Principle
57. Nature carefully avoids obstacles and things likely to cause hurt.
For example, when a bird is hatching eggs it does not allow a cold wind, much less rain or hail, to reach them. It also drives away snakes, birds of prey, etc.
58. Imitation.—In the same way the builder, so far as is possible, keeps dry his wood, bricks, and lime, and does not allow what he has built to be destroyed or to fall down.
59. So, too, the painter protects a newly-painted picture from wind, from violent heat, and from dust, and allows no hand but his own to touch it.
60. The gardener also protects a young plant by a railing or by hurdles, that hares or goats may not gnaw it or root it up.
61. Deviation.—It is therefore folly to introduce a student to controversial points when he is just beginning a subject, that is to say, to allow a mind that is mastering something new to assume an attitude of doubt. What is this but to tear up a plant that is just beginning to strike root? (Rightly does Hugo say: “He who starts by investigating doubtful points will never enter into the temple of wisdom.”) But this is exactly what takes place if the young are not protected from incorrect, intricate, and badly written books as well as from evil companions.
62. Rectification.—Care should therefore be taken
(i) That the scholars receive no books but those suitable for their classes.
(ii) That these books be of such a kind that they can rightly be termed sources of wisdom, virtue, and piety.
(iii) That neither in the school nor in its vicinity the scholars be allowed to.mix with bad companions.
63. If all these recommendations are observed, it is scarcely possible that schools should fail to attain their object.