Meditation – The Reformation and Education
by G. Van Groningen
In May 1967, a university president, speaking to a group of graduates from his institution said, “If you now depart from this university with the feeling that you have both feet firmly planted in life, then we have failed you.” The president made clear that if the graduates were filled with questions, doubted all that once had been held as sure facts, if they realized their search for truth was just begun, then their university training had been a success.
Would you, dear reader, agree with this goal of an advanced, university education? Is this what education is to do for young people? Be careful how you answer this question, for a study of the influences of education on the Reformation and the Reformation on education reveals that education while it prepares for service also enables people to ask proper questions, to properly evaluate facts and to make important decisions. But it first of all firmly establishes men in the faith and service for God.
EDUCATION BEFORE THE REFORMATION
During the Middle Ages there was little formal, thorough education. Only few men were educated and these were the church leaders who were subjected to a specific regimented indoctrination of the church. The masses were kept “in the dark”. Truly the Middle Ages were dark ages in this respect.
Then in the twelfth and thirteenth centuries universities arose; this was due to various causes, e.g., growth of cities, rise of a middle class of people and new intellectual interests stimulated by the Crusades. These universities included more than theological courses; liberal arts, medicine and law became recognized courses required for the preparation of men who sought careers outside the church. But some of these studies were also taken by churchmen and thus churchmen began to get a wider, more critical and helpful training for their work. During this time some men began to study the Bible individually and began to stress some Biblical emphases, particularly those issues which concerned the Christian life. But the Church, as a whole, did not revive or stimulate a real Christian teaching ministry for the masses.
Coupled with the rise of the universities was the emergence of the Renaissance – a movement which produced awakened interests in Greek and Roman ideas, values, literary products and the languages employed. The main emphasis of the Renaissance was on man – his powers, nature, feelings and goals. In other words, it was very humanistic. This humanistic emphasis was stronger in southern Europe than in northern Europe where the Biblical languages were seriously studied and through this, the Bible came under more intense study also. This really was a main factor in the actual “birth of the Reformation”.
The leading reformers were products of their times. M. Luther, born in 1483, had a “humble rustic origin”. Under stern discipline in home and school, Luther received elementary education. At 18 years of age he entered the university of Erfurt where he studied the Latin classics, learned Greek and thoroughly mastered his own language. He also developed his musical abilities. He received the equivalent of an M.A. in 1505 and seemed headed for the life and work of a lawyer. But Luther, already inclined to theology during the time of his education, was suddenly converted in 1505. He became a monk, a Bible student, a theologian and a church reformer.
H. Zwingli, born 1484, had real humanistic interests and these were developed during his education in Wesen, Bern, Vienna and Basel. It was under his last professor that he really became interested in the Scriptures and became inclined to theological and church reformation.
John Calvin, born in 1509, studied under a number of very capable teachers. Philip Schaff writes, “Calvin received the best education -in the humanities, law, philosophy, and theology- which France at that time could give. He studied successively in the three leading universities of Orleans, Bourges and Paris”. (Vol.VIII,p.304). A brilliant career for Calvin as a humanist scholar, or a lawyer, as a Catholic churchman was open to him. But a great miraculous thing took place-Calvin was converted! “God Himself produced the change”, he said. From then on educated Calvin became a total and loyal servant of God.
Have you not been struck by the fact that the three great men of the Reformation were educated men? Indeed, they had been educated, trained, prepared as well as any of the scholars were in those days. But all their education meant nothing for the Reformation until they were converted. As converted educated men they became mighty heroes for God.
EDUCATION DURING THE REFORMATION
There is one great fact that one can never close his eyes to or avoid in any manner when studying the Reformation. It is this: education had a major role not only in the origin of the Reformation, but also in the development of the Reformation.
The educated trio, once converted, employed their trained talents for the study of the Scriptures, the teaching of the people and for writing the truth of God in letters, pamphlets and books.
Luther found personal peace with God through the thorough study of the Psalms and Romans. As an educated man he was able to write the ninety-five theses. He translated the Bible in German so that the German people could read the Bible themselves. He wrote a Catechism for Bible classes. Luther did all he could to educate the people not just in the Scriptures, but also in the humanities. He insisted that education, i.e. thorough Christian education had to form the cultivated man, to round out his personality, train his body, develop musical, poetical, and graphic arts. Natural sciences had to be mastered also. In keeping with this, Luther proclaimed that schools should be established everywhere. But the great overriding goal of all education was to“ enable each student to achieve a personal faith in Jesus as Lord and Saviour”.
Calvin stressed education very much as a reformer at work. He worked as a teacher for three years in Strasbourg in a gymnasium which had as its aim “to form men who are pious, learned, and able to express themselves well.” Calvin’s greatest educational monument is the school which he, with noble assistance from others, established in Geneva, Switzerland. The courses studied were not just religious subjects, but a wide range of subjects into which “Scriptural religion was inculcated at all stages” (Westminster Dictionary of Chr.Ed.,p.75). Calvin insisted that the humanities be taught -but always in the light of God’s Word. Calvin also was able to upgrade the standard of the elementary and secondary schools in Geneva. In specific church educational work, Calvin wrote, and rewrote, a Catechism to be used for the instruction of children in the truth. He preached in the course of the week; his commentaries we have today are the sermons he preached to instruct, to educate the people. John Knox, a student at Calvin’s Genevan school, well educated and trained, set up a plan for Christian education, from parish school to university, in Scotland. The· Scottish legislature rejected the plan at first, but gradually the system was adopted. Education in the Netherlands was greatly influenced also by Calvin’s insights, work and methods.
CONCLUDING COMMENTS
Space forbids the tracing of educational influences in the spread of the Reformation. This we can state: where education, i.e., truly Christian education in home, church and school was taken seriously, employed to the fullest extent possible, there the principles of the Reformation have not been lost, rather they have been developed and strengthened. Today we hear much of the need for reforming the churches, reforming the entire religious structure of life. Few will say this is not necessary. But, as the Reformation in the 16th century came to light by God through WELL EDUCATED and CONVERTED men, so today a reformation CAN TAKE PLACE. More than ever there is a great need for EDUCATED men and women. And no less necessary is the need for CONVERTED educated servants of God. To produce converted educated servants, the absolute requirement is that we have a strong educational program which unites home, church and school in one harmonious united effort for God.
Let us then do our utmost to have a good system of home instruction. Let us all do our utmost to cooperate in the teaching ministry of the church. And let us all without exception do our utmost for Christ centred education in the day school.
Christian education· was one of the mightiest and most effective means – if not the mightiest and most effective – for the development and spread of the Reformation four hundred and fifty years ago. It still is that today.
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G. Van Groningen
Trowel & Sword, October 1967
Courtesy of Trowel and Sword Revisited: https://tsrevisited.com/2023/12/11/the-reformation- and-education/