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JOHN

1640) saw in Christian education the remedy for many of the disorders existing among the poor and labouring class. lie was far-seeing, and anticipated more than one of our modern educational improvements. In- deed, he was one of the first to apply some of the prin- ciples of the ".Simultaneous Method". In his consti- tutions he prescril)es that, as far as it can possibly be carried out, all the pupils of the same mistress shall

defects which rendered such methods useless. In 1682 de la Salle had organized the Brothers of the Christian Schools, and had given them the "Simul- taneous Method". Brother Azarias says: "What St. Peter Fourier touched, what Komensk^- and Mgr. de Nesraond ami Charles Demia had glimmerings of, what the anonymous author could nowhere find and thought to realize, had become a fact". De la Salle

have each the same book, in order to learn and read applied the Simultaneous Method not only to reading,

therein the same lesson; so that, whilst one is reading as was done by his predecessors, but also to catechism,

hers in an audible and intelligible voice before the writing, spelling, and arithmetic in the elementary

mistress, all the others, hearing her and following this classes, and then to all the specialties taught in the

lesson in their books at the same time, may learn it colleges which he founded. He is, therefore, the gen-

sooner, more readily, and more perfectly. Herein the ius who introduced and perfected the Simultaneous

principle of the "Simultaneous Method" is, for the Method in all its practical details. De la Salle defi-

first time, clearly stated. Yet, when he enters into nitely points out the "Simultaneous Method" as the

the ilctails of practice, he seems to lose sight of the one which he wished his disciples to follow. It is no

princi|ile which he lays down. In the very next para- longer the one teacher governing a whole school; it is

graph of the Constitutions, it is provided that the mistress shall call up two pupils at a time, and place them one at each side of her desk. The more ad- vanced pupil shall read lier lesson; the other shall listen to her, shall correct all the faults she may make, in the use of words, in pronunciation, or in the oliservance of pauses. This is the indi\'idual method. For the smaller pupils he rec- ommends that four or six at a time come to her desk, and to make use of some graded cards, containing letters and syllables. (Sommaire des Con- stitutions des Religieuses de la Congregation de Notre- Dame, 1649, 3rd part.)

Comenius (or .\mos Komen- sky, 1592-1674), in his " Di- dactica Magna", requires the teacher to instruct his pupils semcl ct omnes simul, "all to- gether at one and the same time" (edit. 1647, cap. xix,

St. John B.iptist de la S.^lle Painting by Pierre higer (1734)

two or three, or more, accord- ing to the number of pupils, each taking those of the same capacity ami teaching them to- gether. His instructions on tlie.se heads are exact. "The Brothers", he says, "shall pay special attention to three things in class: (1) During the lessons, to correct every word that the pupil who is reading pro- nounces badly; (2) To make all who read in the same lesson to follow therein; (3) To have silence strictly observed in the school " (Common Rules). The pupils follow in the same les- son, they observe strict silence, the teacher in correcting one, is correcting all. Here is the essence of the "Simultaneous Method ". De la Salle general- izes the principle for all les- sons, thus: " In all the lessons from alphabet-cards, syllaba- ries, and other books, whether French or Latin, and even during arithmetic, while one

Probl. I, Col. 102, 103). Mgr. de Nesmond (1629-1715) reads, all the others of the same lesson shall follow;

divided the class into four or five groups, each having that is, they shall read to themselves from then- books

the same book, "in order that all the children of the without making noises with their lips, what the one

same group or bench may receive the same lesson, and reading pronounces aloud from his book " (Conduite

when one begins to read, the others are to read in a des eeoles chretiennes, Avignon, 1724).

low voice at the same time" (Mcthode pour instruire With truth has Jlatthew Arnold said, in speaking of

en pen de temps les Enfants, p. 59). About 1674 Charles Demia, of Lyons, adopted the method of iMgr, de Nesmond. Like him, he gave the same reading- book to each group, requiring that each one follow.

this handbook of Method: "Later works on the same subject have little improved the precepts, while they entirely lack the unction." In the management of Christian schools, de la Salle states concisely the fol-

holding his finger or a marker on the words that are lowing practical rules for teaching methodically: "1. being read. The immediate precursor of St. John Theteacherdeterminesthe relative intelligence of every

Baptist de la Salle was a theorist, the anonymous author of "Avis touchant les Petites Eeoles" (Bibl. Nat., 40, R. 556). In this little work, which Leopold Delisle places prior to 16S0, the author complains of the condition of the primary schools and proposes a method by which a large number of pupils might be

pupil in his class. 2. He adapts his language and ex- planations to the capacity of his class, and is careful never to neglect the duller pupils. 3. He makes sure that the pupils know the meaning of the words they employ. 4. He advances from the simple to the com- plex, from the easy to the difficult. 5. He makes it

taught, by one teacher, one book, and one voice. The a special point to insist greatly on the elementary part

school, he tells us, should be so regulated that one and of each subject; not to advance until the pupils are

the same book, one and the same teacher, one and the well grounded on what goes before 9. To

same lesson, one and the same correction, should serve state but few principles at a time, but to explain them

for all, so that each pupil would thereby possess his well 10. To speak much to the eyes of the

teacher wholly and entirely, and occupy all his care, pupils, making use of the blackboard 11.

all his time, and all his attention, as if he were the only To prepare every lesson carefully. 12. To place no pupil (pp. 13 and 19). It is reasonable to presume faulty models or standards before the pupils; always that de la Salle frequented the schools taught by the to speak to them in a sensible manner, expressing Congregation of Notre-Dame, which were founded at one's self in correct language, good English, and with Reims in 1634, and observed the method of teaching clearness and precision. 13. To employ none but ex- employed in that congregation. We can have no act definitions and well-founded divisions

doubt that he was equally well acquainted with the IS. To assert nothing without being positively certain