THE AMERICAN UNIVERCITY OF BEIRUT
PROTESTANTISM AND EDUCATION
A TERM PAPER SUBMITTED TO
THE DEPARTMENT OF EDUCATION
EDUCATION 303
PROFESSOR : Dr. NATHIR SARA
BY
MUNTHER ANTOUN
BEIRUT-LEBANON
JANUARY 1980
TABLE OF CONTENTS
I. INTRODUCTION
II. PROTESTANTISM AND
Popular Education
Civil Government
Compulsory Education
Types of Schools
Grouping of Students
Education of Women
Support of Schools
Curriculum
Discipline
The Teaching Position
Teaching Methods
Libraries
Conclusion
III. BIBLIOGRAPHY
-------------------------------------------------------------------------------------------------------
INTRODUCTION
The Reformation of the sixteenth century did not have influence on religion only, but it had influence on education too. This is clear in the writings and sermons of the Reformers, especially those of Martin Luther (1483-1546), John Calvin(1509-1564), Philip Melanchthon (1497-1560), Johann Bugenhagen (1485-15 ), and John knox (1514-1572 ).
The Reformers made many contributions to the field of education. They laid grounds and foundations of many principles. They did not elaborate in detail the structure of education. They rather laid the grounds and foundations on which such structures could be built.
In this paper I am going to state briefly what contributions they had on the following: popular education, compulsory education, civil government, types of schools, school training, curriculum, discipline, teaching position, teaching methods, and libraries.
It is to be noted that when I speak of the reformers I mean the above mentioned names, although the main stress is going to be on Luther, the father of the Reformation. It is remarkable also that the Reformers were not all working together, even though some of them were organizing with each other. Calvin, Luther, and knox did not know of each other in the beginning of their reformations. On the other hand, Luther, Melanchthon, and Bugenhagen worked and organized together.
Protestantism and Popular Education :
The Reformers were well educated. They were pastors and professors at some time. This is why they were able to realize the significance of the role of education, although they neglected it at the beginning of their Reformation. The Reformers based their faith and practice on the Bible. They established new ways of worship. The new demands of the worship required them to know how to read and write. Therefore, the common people had to learn how to read in order to read the Bible for themselves and to participate in the Church services.
To enable the common people to read, the Reformers found out the need for three things. First, there must be enough books. Second, there must be translations of the Bible into the vernacular. Third, there must be popular education to teach the people to read.1 Before the Reformation, Catholics were not allowed to have the Bible. The priests only were allowed to read the Bible.
Luther, Calvin, Melanchthon, Knox, and Bugenhagen emphasized the need for popular education clearly and on more than one occasion. Bugenhagen, for example, said :
Before all else , therefore , it is considered necessary here at Srumswick through the honorable council and the entire community to establish good schools and to employ honorable, well grounded, scholarly masters and assistants to the honor of God and the Almighty, for the welfare of the youth and the satisfaction of the entire city.2
sans-serif
1 Before the Reformation, Catholics were not allowed to have the Bible. The priests only were allowed to read the Bible.
2
Knox states also that we should establish schools because God does not always work by miracles. He says :
But becawse manne cannot so well proffet in that knowledge, except they be first instructed in the tonges and humaine sciences, ( for now God worketh not commonlie by miracles ) it is necessarie that seed be sowen for the tyme to come, to the intent the Churche be not left barren and waste to our posteritie; and that scholes also be errected, and colledges mayntayned, and colledges mayntayned, with juste and sufficient stipendes, wherein youth may be trayned in the knowledge and feare of God, that in their ripe age they may prove worthy members of our Lorde Jesus Christ, whether it be to rule in civil policie, or els to lyve in godly reverence and subjection.3
Calvin did not discuss schools directly, but we can recognize his attitude towards popular education from his City of God which he tried to establish in Geneva. Bugenhagen, Melanchthon, and Luther were the Reformers who stressed education more than all the other Reformers. Luther wrote many letters which dealt directly with many fields of education. He speaks about popular education on more than one occasion. He says that for our sake, and the sake of the rulers we are commanded to have schools. Irrational animals care and train their young, therefore, we must think of our children and open schools for them. He goes further and says that it is a sin if we neglect the education of our children. He asked many princes and mayors who followed him to establish schools every where. He says that even if there were no soul, and we do not want to have schools in order to study the Scriptures, we must establish schools everywhere. This is for boys and girls. The maintenance of civil order and the household needs well-trained men and women. Therefore, it is necessary to teach boys and girls properly.
There is no doubt that Protestants made a great effort in developing the systems of public schools. Painter indicated:
Protestant nations were the first to establish a system of public schools. Catholic nations imitated them only under the stress of political necessity, and then in opposition to papal teaching, which makes education an exclusive function of the Church.4
Protestantism and Civil Government :
The Reformers were for civil government. They spoke a lot in favor of it, especially when they discussed education. Luther, for example, says that civil government is a necessary institution for the protection of the righteous and the punishment of the wicked. He adds that it is the duty of the mayors and the council to care for the young. Luther further suggests that it is a necessity for human welfare, so that men can live together in society.
Luther taught :
It is a beautiful and divine ordinance, an excellent gift of God, who ordained it, and who wishes to have it maintained as indispensable to human welfare; without it men could not live together in society, but would devour one another like irrational animals. Therefore, as it is the function and honor of the munistered office to make saints out of sinners, to restore the dead to life, and to confer blessedness upon the lost, to change the servants of the devil into children of God; so it is the function and honor of civil government to make men out of wild animals, and to restrain them from degenerating into brutes. It protects everyone in family so that the members may not be wronged; it protects everyone in houses, lands, cattle, property, so that they may not be attacked, injured, or stolen.5
Luther also says that man is not in this world to fast, make pilgrimages, and to withdraw into monesteries, but to perform the duties that come to him in every relation. The statements of the sixteenth article of the Augsburg Confession are remarkable :
Concerning civil affairs, they teach that such civil ordinances as are lawful, are good works of God; that Christians may lawfully bear civil office, sit in judgements, determine matters by the imperial laws in present force, appoint just punishments, engage in just war, act as soldiers, make legal bargains and cintracts, hold property, take an oath when magistrates require it, marry a wife, or be given in marriage… they condemn also those that place the perfection of the Gospel, and in faith, but in forsaking civil offices, inasmuch as the Gospel teacheth an everlasting righteousness of the heart.6
Protestantism on Compulsory Education :
The Reformers urged people in their sermons and letters to send their children to schools, Melanchthon says in his Book of Visitation:
Preachers also should exhort the people of their caharge to send their children to school, so that they may be trained up to teach sound doctrine in the Church, and to serve the state in a wise and able manner.7
Luther goes further and says that it is the right of the government to compel citizens for military service, and carry weapons, and have material duties in time of war. Therefore, it has the right to require the people to send their children to schools for the sake of God and the sake of the state. He also says that civil authorities are obliged to compel the people to send their children to schools, so that there may always be preachers, physicians, schoolmasters, and the like.
Compulsory education was recognized in all the states and princedoms where the Reformers had followers or in the states which some of them tried to establish, such as Calvin did in Geneva. In addition to compulsory education, civil government, and popular education were also recognized.
Protestantism and Types of Schools :
The Reformers had in mind and practice different kinds of schools. On the whole, we can classify them into three main kinds. First, the Latin schools which were given the most attention. Students who studied in these schools were mainly those who would later go to the universities. Second, the universities, which needed reformation as it was said by Luther. Third; schools for the common people. Students of these schools were taught mainly the reading of the Bible.
Protestantism and the Grouping of Students :
Each of the Reformers classified students differently. These classifications were mainly according to the achievement of the students, Melanchthon said that children may be classified into three distinct groups. The first group consists of the children who are learning to read. The second group consists of those who have learned to read and are ready to begin to study grammer. The third group consists of the children who have made the greatest proficiency.8 The “ Saxony School Plan ” which was originally prepared by Melanchthon and revised by Luther mentions in one of its articles that it is necessary to divide children into grades. The Reformers urged people in their sermons and letters to send their children to schools, Melanchthon says in his Book of Visitation:
Preachers also should exhort the people of their caharge to send their children to school, so that they may be trained up to teach sound doctrine in the Church, and to serve the state in a wise and able manner.7
Protestantism and Types of Schools :
Protestantism and the Grouping of Students :
8
Protestantism and the Education of Women:
The Reformers stressed the education of women for two main reasons. First, the need for reading in worship as they understood it. As I mentioned previously, there were new demands in the pattern of worship because the worshipers had to share and participate in the service. Second, they have to care for their children, and, therefore, they would do better if they were educated.
The Reformers agreed on the principle of education of woman. But they did not agree on their equality in everything. Luther, for example, says that they must have different schools in order to be given separate programs according to the needs and duties of every sex. Bugenhagen gave another reason for having schools for girls. He said that we must have a large number of schools for girls because girls must not be required to go a great distance from their parents.
Support of Schools :
It was clear that the support of schools was mainly from the government, but parents and Churches had to support also. If there were no civil governments, it was the responsibility of the parents to take care of this either directly or by the support of the common treasury. It is to be noticed that the common treasury was supported by contributions and offerings of the congregation.
The Reformers did not forget the poor people. The Holy Bible was their guide, therefore it is obvious that they would call for the support of the poor people. In addition to this, some of them were not very wealty. Luther, for example, mentions on more than one occasion that he was poor when he was a student, although his father was a miner, “If the parents were not able to educate a child,” Luther says, “let the child be aided by the property of the Church. The rich should make requests to such objects, as some have done, who have founded scholarships, that is giving money to the Church in a proper way.” 9
Luther goes further by suggesting that it is the right of the government to compel, even by force the people to the contribution of building bridges, castles and other things which are common to the people. Therefore “people must be compelled by force to contribute as they do for the enjoyment of the country.”10 He also suggests that the “monastic properties must be used for the purpose of education because they were established chiefly for that purpose2.”11
School Training :
The Reformers underlined the fact that not every one can teach. Melanchthon said in his Book of Visitation that those who were to be teachers must have great practice and special aptitude, and to gain this they must study much and from their youth onward.
Luther also spoke about the need for training teachers.
The best explanation of this is noticed in Luther’s words:
But each one, you sau may educate and discipline his own sons and daughters. To which I reply: we see indeed how it goes with this teaching and training: And when it is carried to the highest point, and is attended with success, it results in nothing more than that the learners, in some measure, acquire a forced external propriety of manner: in other respects they remain dunces incapable of giving advice or aid. But were they instructed in schools or elsewhere by thoroughly qualified male or female teachers, who taught the languages, other arts, and history, then the pupils would hear the history and maxims of the world, and see how things went with each city, kingdom, prince, man, and woman; and thus, in a short time, they would be able to comprehend as in a mirror, the character, life, counsels, undertakings, success, and failures of the whole world from the beginning. From this knowledge they could regulate their views, and order their course of life in the fear of God, having become wise in judging what is to be sought and what avoided in this outward life, and capable of advising and directing others, But the training that is given at home is expented to make us wise through our own experience, Before that can take place, we shall die a hundred times, and all through life act iniudiciously; for much time is needed to give experience.12
Curriculum :
It is abvious that the main subject in the cirriculum must be the Bible, and what is related to it. If we try to sum up the ideas of the Reformers on Cirriculum, they would include, religion, music, Latin grammar, Aesop’s Fables, Latin Literature, Latin plays, rhetoric, dialectic, mathematics, Ptolemaic astronomy, ethics, physics, theology, history, Greek, and Hebrew.
Luther stressed the Scripture and music. He said that people are not advised to send their children to the schools which do not have the Scriptures as the chief and most common lesson, He says about music:
Music is a half-discipline, and it is a teacher; it makes men gentler and milder, more mannerly and more rational…. we cannot do without music in our schools. A schoolmaster must know how to sing, or I would not allow him to teach. Nor ought we to ordain young theologians to the sacred office, unless they have first been well tried and practiced in this art in the school.13
Discipline :
The methods of teaching and discipline were bad at the time of the Reformers. It was natural that they were for being kind to the pupils. They pointed out that it is obvious that students will hate the teacher who is harsh and severe and like the one who is kind and leads to their improvement. Also, from their religious belief, it is clear as Luther says “Experience, too, shows abundantly, that far more can be accomplished by love, than by slavish fear and constraint.”14
The Teaching Position :
As I mentioned previously, the Reformers were professors at some time, therefore, it is natural that they look at the teaching position as a high and respected one. This is in addition to their attitude towards education.
Luther emphasized the importance of teachers. He said that a schoolmaster is as important to a city as a pastor. People can do without mayors, princes, and noblemen, but they cannot do without schools, because they must rule the world. He goes further to say; “ If I were not a preacher, there is no other calling on earth I would many countries nowadays.
Libraries:
The Reformers looked upon the present world as a field for serving God in the exercise of our native powers and in the discharge of our natural duties. Therefore, they felt a great need for libraries. They emphasized that libraries should be opened in all cities that could afford it. The books of these libraries must be selected. Luther set up bases for the kinds of books that could be available in these libraries. Luther said :
… provide my library with useful books, and in making the selection, I would advise with learned men. In the first place, a library should contain the Holy Scriptures in Latin, Greek, Hebrew, German, and other languages. Then the best and most commentators in Greek, Hebrew, and Latin. Secondly, such books are useful in acquiring the language as the poets and orators, without considering whether as the poets and orators, without considering whether they are heathen or Christian. Greek or Latin. For it is from such works that grammar must be learned. Thirdly, books treating of all the arts and sciences. Lastly, books on jurisprudence and medicine, though here discrimination is necessary. A prominent place should be given to chronicles and histories, in whatever language they may be obtained; for they are wonderfully useful in understanding and regulating the course of the world, and in discovering the marvelous works of God.16
Conclusion :
The Reformers had a great influence on education. Luther stands as the greatest educator of his age, and in the very front rank of the world’s greatest educators.17 Bugenhagen was the organizer of the Reformation. His services to popular education were greater in practical results than others. Melanchthon’s great service to education was on two levels: first, in counsel and personal help, in organizing and in directing the Latin schools in many places, and second, in his work in assisting the organization of the curricula of the universities. Calvin did not have any direct service, but his contribution could be recognized in the state which he tried to establish in Geneva and which he called the City of God.
To conclude, The Reformers had a great influence on education. As many say, they were reformers of education as they were Reformers of religion. They established the basis of Protestant education. They did not elaborate in detail the structure of education. They rather established or put forth grounds and foundations on which structures could be built. In Luther’s word’s:
I know indeed that others could have accomplished it better, but because they were silent, I have done the best I could. It is better to have spoken, even though imperfectly, than to have remained silent.18
and again :
Sometimes a fool has given better advice than a whole company of wise men. Moses received instruction from Jethro.19
1 Luella Cole, A History of Education ( New York, Rinehart and Company Inc., 1950), p.227.
2 Frederick Eby, Early Protestant Educators. The Educational Writings of Martin Luther, John Calvin, and other Leaders of Protestant Thought ( New York: Megraw-Hill Book Company, Inc., 1931 ) p. 193.
3 Ibid., pp. 274-275.
4 F.V.N. Painter, Luther on Education ( Philadelphia: Lutheran publication Society, 1889), p. 55.
5 Ibid., p. 135
6 Ibid., p. 64.
7 Henry Barnard , Memoirs of Eminent Teachers and Educators
( Harthford: Brown & Gross, 1878 ) , p. 169.
8 Ibid., pp. 170-171.
9 F. V. N. Painter, Luther on Education ( Philadelphia: Lutheran Publication Society, 1889 ), p. 271.
10 Frederick Eby, Early Protestant Educators. The Educational writings of Martin Luther, John Calvin, and other Leaders of Protestant Thought (New York: Megraw – Hill Book Company, Inc., 1931), p.
11 Ibid., p.
12 F.V. N. Painter, Luther on Education (Philadelphia: Lutheran Publication Society, 1889 ), p. 142.
13 Frederick Eby, Early Protestant Educators. The Educational Writings of Martin Luther, John Calvin, and other Leaders of Protestant Thought
( New York: Megraw-Hill Book Company. Inc., 1931 ), p. 160.
14 Ibid., p. 31.
15 F.V.N. Painter, Luther on Education ( Philadelphia: Lutheran Publication Society, 1889 ), p. 143.
16 Frederick Eby, Early Protestant Educators. The Educational Writings of Martin Luther , John Calvin , and other Leaders of Protestant Thought
( New York: Megraw-Hill Book Company. Inc., 1931), p. 77.
17 Ibid., p. 15 .
18 Ibid., .
18 F.V.N. Painter, Luther on Education (Philadelphia: Lutheran Publication Society, 1889 ), p. 202.
19 Ibid.,
BIBLIOGRAPHY
1- Barnard, Henry. Memoirs of Eminent Teachers and Educators.
Harthford : Brown & Gross, 1878 .
2- Cole, Luella. A History of Education. New York : Rinehart
and Company Inc., 1950.
3- Eby, Fredrick. Early Protestant Educators. The Educational
Writings of Martin Luther, John Calvin, and Other Leaders
of Protestant Thought. New York : Megraw-Hill Book Company, Inc., 1931