John Calvin & the Calvinists

Total Page:16

File Type:pdf, Size:1020Kb

John Calvin & the Calvinists John Calvin & the Calvinists There are lots of problems with building a house on sand. Beyond the obvious — that it's a really dumb idea because it is going to fall over the moment the winds and the rain come — it might convince other people it's a good idea to build their own house in the same place. ​ ​ All it takes is for one person to do something stupid, and all the others are sure to join in. And that's a good introduction to the man we're talking about today, John Calvin. He's one of the three main pillars of the Protestant revolution. But he was only seven years old when Luther nailed his 95 Theses to the door in Wittenburg. By the time Calvin joined the revolution, it was already raging: Henry VIII was on his third wife, Luther was up to his nose in heresy and Zwingli was already dead. Even though they never met, Zwingli is an important character in Calvin's tale. By the 1520s Zwingli's unique theological fondue he'd mixed from the teachings of Luther, Erasmus and other guys in the mountains of Switzerland had boiled over and covered everything in cheese — I mean, caused a huge civil war. Most of the cantons (that is, provinces) of Switzerland were now Protestant, with only a few Catholic holdouts. And the unholy cheesy mess had spread all over Europe, too, the five Catholic cantons allied with Austria while the Protestants allied with anyone they could. The continent was rife with peasant revolts, with chaos and disorder ruling the day. In Switzerland, the tide of battle swung back and forth. The Catholics won the two wars of Kappel between 1528 and 1531; the first was where Zwingli died. The Faith was restored in some areas, and the churches and monasteries were rebuilt. Protestant pillaging and murdering slowed down for a while — but that ended when Geneva was captured in 1535. And that is where John Calvin comes on the scene. If Martin Luther represents the happy, oom­pa­pa oom­pa­pa, beer­drinking, sausage­eating version of ​ ​ Protestantism, then John Calvin represents the dour, surly version, sitting in a plain, bleak room with no music, beer or sausages. He probably didn't even like fondue. He was born in Picardy, France, in 1509, to middle­class parents. His father Gerard was a severe, hard­nosed guy. He was apostolic secretary to the bishop of Noyon and also served in various administrative roles we might describe as “treasurer” or “accountant” in local government. He was an important man and hobnobbed with the best families of the neighborhood. Calvin's mother Jeanne was very beautiful indeed, both physically and spiritually. She was noted for her piety, and took her children on pilgrimages. John Calvin was her second son. She taught him the Faith, but he didn't make it his own and never seemed to fall in love with it. She died when he was a child and his father remarried. Maybe it's not fair to say he didn't love the Faith. I mean, if we were teasing someone about a girl or a boy they had a crush on, we might say, “Would you shave your head for them?” Well, Calvin did shave ​ ​ his head for the Faith! He “took the tonsure”; the tonsure is the technical name for the shaved space on a monk's head. Calvin became a clerk for the local bishop — and he was only 12! Now, most of us, when we were 12, got a job delivering papers or cutting lawns. Not Calvin! He was able to get this job because of his father's connections and importance. This practice of giving jobs to friends and family is called nepotism. It is a problem today. How many people do we work with whom 1 we think only got the job because their uncle owns the business? But back in the Renaissance, when the Church was corrupt, it was a huge problem. Men were given a benefice; these were payments for doing jobs for the Church. In the case of a young boy like Calvin, he would be expected to pay that back in the future. And, believe me, he did pay the ​ ​ Church back — just not in the way the bishop might have expected! Because of his father's connections, he got into an excellent university: the College de la March in Paris. There, he learned Latin from a famous tutor called Corderius. Corderius was well known for being a whiz at Latin, but also a humanist — and perhaps Calvin learned more from him than how to decline verbs. Once he had Latin under his belt, Calvin went to the College de Montaigu to learn philosophy, but his father wasn't convinced that would be a good career move for Calvin. I mean, after all, how many philosophy factories are there in your hometown? Instead, Gerard sent him to the University of Orleans to study law (everyone knows being a lawyer is where the money is, right?). Calvin studied quietly for some years, and then in 1529 went to the University of Bourges, interested by the humanist teachings there. Here, he learned Greek, essential for studying the New Testament. So, we can see all the bricks are in place to build some kind of house — a solid education, a connection to the Church, knowledge of biblical languages. But what he had for the foundation — a lack of passion for the faith, an attraction to humanism — looked more like sand than rock. And so it was. His father was excommunicated, probably for heresy, although we aren't sure. He died in 1531 of cancer. Two years later, in 1533, Calvin experienced a religious “conversion.” In his own words: God by a sudden conversion subdued and brought my mind to a teachable frame, which was more hardened in such matters than might have been expected from one at my early period of life. Having thus received some taste and knowledge of true godliness, I was immediately inflamed with so intense a desire to make progress therein, that although I did not altogether leave off other studies, yet I pursued them with less ardor. Later on, he wrote about the same experience a little differently, describing how he suffered anguish and turmoil. Being exceedingly alarmed at the misery into which I had fallen, and much more at that which threatened me in view of eternal death, I, duty bound, made it my first business to betake myself to your way, condemning my past life, not without groans and tears. And now, O Lord, what remains to a wretch like me, but instead of defense, earnestly to supplicate you not to judge that fearful abandonment of your Word according to its deserts, from which in your wondrous goodness you have at last delivered me. Exactly what Calvin experienced — a genuine spiritual revelation he misinterpreted, something induced by stress or grief or other psychological issues, maybe even some darker supernatural influence — we don't know. All we know is what he said about it, and the fact this seems to coincide with his break from Rome. 2 By late 1533, Calvin had returned to Paris and was at the College Royal, which was wracked with divisions between humanist “reformers” and the senior faculty who were loyal to Christ and His Church. In November of that year, Nicolas Cop, the rector of the university, used his inaugural address to call for reform and renewal in the Catholic Church. Of course, this R&R were codewords for Protestant rebellion, and the university faculty rightly denounced it as heretical. Cop fled to Switzerland and Calvin, who was his close friend, was also forced to run away. He spent the next year and a half on the lam in France, perhaps being involved in various anti­Catholic activities. Eventually, in early 1535 he wound up with his buddy Cop in Basel, a city firmly in the hands of the Protestant revolt. It was here Calvin really got down to business. In March 1536 he published the first edition of his Institutes of the Christian Religion, a statement on his doctrinal position. Throughout his life he added to ​ it and published more editions as his unique and heretical theology developed. Shortly after the book's publication, he went to Italy and then back to France to help his brother sort out his father's estate. But the Eldest Daughter of the Church didn't much like wandering sons who spit on their Mother. The rebellious blasphemers who hadn't run away like Calvin and Cop had been arrested, imprisoned or even executed. King Francis of France ... (Really? King Francis of France? Isn't that like King Jerry of Germany or King Scott of Scotland?) Anyway, King Francis of France had issued the Edict of Coucy which extended pardon to them, but only gave them six months to take advantage of it. Calvin realized there wasn't a future for him in France and planned to go to Strasbourg, which was a refuge for Protestant rebels. Unfortunately for him, war forced him to make a detour south into the Swiss Alps, and he found himself in Geneva. Now, Calvin didn't much want to stay in Switzerland. I guess he really didn’t like fondue! But a ​ ​ Protestant rebel called William Farel called him a coward and told him to stay and fight to “reform” the Church there, telling him it was his duty. And so Calvin stayed there, preaching his own brand of theology and writing rules for the churches in Geneva to follow.
Recommended publications
  • Life of William Farel
    THE LIFE OF WILLIAM FAREL, THE SWISS REFORMER. FROM THE GERMAN OF THE REV. MELCHIOR KIRCHHOFER, OF STEIN ON THE RHINE, IN THE CANTON OF SCHAFFHAUSESEN. LONDON: THE RELIGIOUS TRACT SOCIETY: Instituted 1799. SOLD AT THE DEPOSITORY, 56, PATERNOSTER-ROW, AND BY THE BOOKSELLERS. 1837. Hie ille est, qui nullis difficultatibus fractus, nullis minis, convitiis, verberibus denique inflictis territus, Monbelgardenses, Neocomendes Lausanenses, Aquileienses, Genevenses denique Christo lucrifecit. BEZAE ICONES.1 Source: http://archive.org/stream/lifeofwilliamfar00kirciala/lifeofwilliamfar00kirciala_djvu.txt Formatting, modernization, and notes (in blue) by William H. Gross www.onthewing.org February 2013 British spellings retained; syntax occasionally revised. 1 He is the one, who unbroken by difficulties, threats, insults, or inflicted blows, finally alarmed Monbelgardenses, Neocomendes, Lausanne, and Aquileia: proofs Christ finally won. – from Beza’s Portraits (1580). Contents CHAPTER 1. FAREL’S BIRTH AND EDUCATION. ............................................................................... 1 CHAPTER 2. FAREL AT PARIS AND MEAUX. ...................................................................................... 6 CHAPTER 3. FAREL AT BASLE. .............................................................................................................. 8 CHAPTER 4. FAREL AND ERASMUS. .................................................................................................. 13 CHAPTER 5. FAREL’S RETURN TO MONTBELIARD. ......................................................................
    [Show full text]
  • MCMANUS-DISSERTATION-2016.Pdf (4.095Mb)
    The Global Lettered City: Humanism and Empire in Colonial Latin America and the Early Modern World The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation McManus, Stuart Michael. 2016. The Global Lettered City: Humanism and Empire in Colonial Latin America and the Early Modern World. Doctoral dissertation, Harvard University, Graduate School of Arts & Sciences. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493519 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA The Global Lettered City: Humanism and Empire in Colonial Latin America and the Early Modern World A dissertation presented by Stuart Michael McManus to The Department of History in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of History Harvard University Cambridge, Massachusetts April 2016 © 2016 – Stuart Michael McManus All rights reserved. Dissertation Advisors: James Hankins, Tamar Herzog Stuart Michael McManus The Global Lettered City: Humanism and Empire in Colonial Latin America and the Early Modern World Abstract Historians have long recognized the symbiotic relationship between learned culture, urban life and Iberian expansion in the creation of “Latin” America out of the ruins of pre-Columbian polities, a process described most famously by Ángel Rama in his account of the “lettered city” (ciudad letrada). This dissertation argues that this was part of a larger global process in Latin America, Iberian Asia, Spanish North Africa, British North America and Europe.
    [Show full text]
  • The Life of Calvin
    THE AGES DIGITAL LIBRARY HISTORY THE LIFE OF JOHN CALVIN by Theodore Beza B o o k s F o r Th e A g e s AGES Software • Albany, OR USA Version 1.0 © 1998 2 THE LIFE OF JOHN CALVIN, CAREFULLY WRITTEN BY THEODORE BEZA MINISTER OF THE CHURCH OF GENEVA LIFE OF JOHN CALVIN, BY THEODORE BEZA SHOULD any one suppose that I have engaged in writing this Life of John Calvin from any other motive than zeal to maintain the truth, the present state of human affairs will, I hope, easily vindicate me from the calumny. For there is scarcely any shorter road to all kinds of disaster than to praise virtue; and it were extreme folly voluntarily to bring down on one’s self evils which mere silence may avert. But if the wicked allow no kind of virtue to be proclaimed with impunity, what must those expect, whose object it is to proclaim piety, which is of a higher order than virtue, and is not only opposed by the wicked, but is also very often assailed even by persons who are most desirous to appear, and sometimes also to be, honest? For piety has no enemies more inveterate than those who have sincerely embraced a false religion, thinking it true, But these things, however formidable in appearance, have not at all deterred me. For it were shameful if, from fear of the wicked, the good were not to be spoken of, and if the voice of religion were to be suppressed by the clamors of the superstitious.
    [Show full text]
  • Foxe's Book of Martyrs
    FOXE'S BOOK OF MARTYRS CHAPTER I - History of Christian Martyrs to the First General Persecutions Under Nero Christ our Savior, in the Gospel of St. Matthew, hearing the confession of Simon Peter, who, first of all other, openly acknowledged Him to be the Son of God, and perceiving the secret hand of His Father therein, called him (alluding to his name) a rock, upon which rock He would build His Church so strong that the gates of hell should not prevail against it. In which words three things are to be noted: First, that Christ will have a Church in this world. Secondly, that the same Church should mightily be impugned, not only by the world, but also by the uttermost strength and powers of all hell. And, thirdly, that the same Church, notwithstanding the uttermost of the devil and all his malice, should continue. Which prophecy of Christ we see wonderfully to be verified, insomuch that the whole course of the Church to this day may seem nothing else but a verifying of the said prophecy. First, that Christ hath set up a Church, needeth no declaration. Secondly, what force of princes, kings, monarchs, governors, and rulers of this world, with their subjects, publicly and privately, with all their strength and cunning, have bent themselves against this Church! And, thirdly, how the said Church, all this notwithstanding, hath yet endured and holden its own! What storms and tempests it hath overpast, wondrous it is to behold: for the more evident declaration whereof, I have addressed this present history, to the end, first, that the wonderful works of God in His Church might appear to His glory; also that, the continuance and proceedings of the Church, from time to time, being set forth, more knowledge and experience may redound thereby, to the profit of the reader and edification of Christian faith.
    [Show full text]
  • Humanism As Civic Project the Collège De Guyenne 1533-1583
    HUMANISM AS CIVIC PROJECT THE COLLÈGE DE GUYENNE 1533-1583 by Marjorie Irene Hopkins A Thesis presented to The University of Guelph In partial fulfilment of requirements for the degree of Doctorate of Philosophy in History Guelph, Ontario, Canada © Marjorie Irene Hopkins, September, 2016 ABSTRACT HUMANISM AS CIVIC PROJECT: THE COLLÈGE DE GUYENNE 1533-1583 Marjorie Hopkins Advisor: University of Guelph, 2016 Professor Peter A. Goddard Que disciplina adhuc observata in suo Burdigalen Gymnasio notior evadat, nec facile usquam depravetur. Thus, in 1583, the Jurade, the city council, of Bordeaux concluded its endorsement of the publication of Elie Vinet's Schola Aquitanica, the school programme of the Collège de Guyenne. This thesis examines the humanist programme at the Collège de Guyenne in Bordeaux from 1533 to 1583. Most studies of the Collège have focused on its foundation and institutional structure. Since Ernest Gaullieur's institutional history in 1874, research into Renaissance, Reformation, and educational history have made significant advancements, all of which shed additional light onto the Collège's history and its role as a source of civic identity in a growing national context. Additionally, the application of Pierre Bourdieu's concept of habitus grants insight into the social climate of academics in the sixteenth century. This thesis contributes to our knowledge of the Collège's and the regents' place in the development of Bordelais and French identity, but it also elucidates the regents' impact on the students who attended there, particularly Michel de Montaigne, a well-known writer who was apparently self-disclosing, whose education at the Collège shaped him into a prudent thinker with the capacity to see all sides of an issue.
    [Show full text]
  • University of Groningen an Old Author in the New World Delwiche
    University of Groningen An Old Author in the New World Delwiche, Theodore R. Published in: The New England Quarterly DOI: 10.1162/tneq_a_00735 IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below. Document Version Publisher's PDF, also known as Version of record Publication date: 2019 Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Delwiche, T. R. (2019). An Old Author in the New World: Terence, Samuel Melyen, and the Boston Latin School c. 1700. The New England Quarterly, 92(2), 263-292. https://doi.org/10.1162/tneq_a_00735 Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons). Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons the number of authors shown on this cover page is limited to 10 maximum. Download date: 28-09-2021 Memoranda and Documents AN OLD AUTHOR IN THE NEW WORLD: TERENCE, SAMUEL MELYEN, AND THE BOSTON LATIN SCHOOL C. 1700 theodore r. delwiche T was a dark, dingy room. The windows creaked as they turned I on their poorly greased hinges in the dead of winter.
    [Show full text]
  • Theodore Beza, the Counsellor of the French Reformation, 1519-1605
    Theodore Beza THE COUNSELLOR OF THE FRENCH REFORMATION 1519-1605 BY HENRY MARTYN BAIRD PROFESSOR IN NEW YORK UNIVERSITY AUTHOR OF "HISTORY OF THE RISE OF THE HUGUENOTS OF FRANCE," " THE HUGUENOTS AND HENRY OF NAVARRE," AND " THE HUGUENOTS AND THE REVOCATION OF THE EDICT OF NANTES " U.N1V. OF MICH. CLASS LIBRARY Accession, !^!c\o G. P. PUTNAM \S SONS NEW YORK AND LONDON Zbc IRiucfcevbocker iptese 1899 Ifoeroes of tbe IReformatlon EDITED BY Samuel /iDacaule^ ^acfcson PROFESSOR OF CHURCH HISTORY, NEW YORK UNIVERSITY Aicupeo-eis papier fj.dTU)v, to Sk avrb irvevfj-a. DIVERSITIES OF GIFTS, BUT THE SAME SPIRIT. THEODORE BEZA Copyright, 1899 BY HENRY MARTYN BAIRD Entered at Stationers' Hall, London Ubc Ifmtcfeerbocfcet press, Wew 10or?t PREFACE IT is not a little surprising that there seems to be no life of Theodore Beza accessible to the gen eral reader either in English or in French. In Ger man there is, it is true, a satisfactory biography by Heppe, written for the series of the " Lives and Select Writings of the Fathers and Founders of the Reformed Church," edited by Hagenbach, besides a masterly work undertaken by that eminent scholar, J. W. Baum, on a much larger scale, but unfor tunately left incomplete at his death. Both bio graphies, however, were published many years ago, and by Baum the last forty years of the activity of Beza are not touched upon at all. Yet of the heroes of the Reformation Theodore Beza is Ly no means the least attractive. Kis course of activity was long and brilliant.
    [Show full text]
  • John Calvin: an Educational Innovator Or a Reflector of Society
    Mississippi State University Scholars Junction Theses and Dissertations Theses and Dissertations 8-1-2008 John Calvin: an educational innovator or a reflector of society Jim Llewellyn Codling Follow this and additional works at: https://scholarsjunction.msstate.edu/td Recommended Citation Codling, Jim Llewellyn, "John Calvin: an educational innovator or a reflector of society" (2008). Theses and Dissertations. 2889. https://scholarsjunction.msstate.edu/td/2889 This Dissertation - Open Access is brought to you for free and open access by the Theses and Dissertations at Scholars Junction. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholars Junction. For more information, please contact [email protected]. JOHN CALVIN: AN EDUCATIONAL INNOVATOR OR A REFLECTOR OF SOCIETY By James Codling A Dissertation Submitted to the Faculty of Mississippi State University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in Education in the Department of History Mississippi State, Mississippi August 2008 JOHN CALVIN: AN EDUCATIONAL INNOVATOR OR A REFLECTOR OF SOCIETY By Jim Codling Approved: _____________________ ______________________ Burnette Wolf Hamil Mark Goodman Associate Professor of Associate Professor of Curriculum & Instruction Communications (Director of Dissertation) (Co-Director of Dissertation) _____________________ _______________________ David A. Sicko Peggy F. Hopper Assistant Professor of Assistant Professor of Arts and Science Curriculum
    [Show full text]
  • James Taylor
    Taylor 1 James Taylor PCS 4302 Dr. David Naugle December 13, 2002 Which Comes First? God and the Self in Calvin and Descartes John Calvin was one of the great leaders of the Protestant Reformation; Rene Descartes was one of the great pioneers of the Enlightenment. Though not contemporaries their lives, as well as their writings, shared many similarities. Yet it was their differences that set them apart, and these differences ultimately led them down separate paths. Both men were devout Christians and both believed in God, yet they each took a different route to come to their own “knowledge of God.” Calvin arrives at a belief in self by starting with the natural innate sense of God as the most properly basic entity. In contrast Descartes arrived at a belief in God by doubting everything and starting with the self as his epistemological basis. Both Calvin and Descartes reached the same end, but it was the way they chose to take that eventually left two very different legacies. To understand Calvin’s work one must first understand his background. Like Descartes, Calvin was born and raised in France. “Born at Noyon in Picardy, France, 10 July, 1509, and died at Geneva, 27 May, 1564”(Catholic Encyclopedia: John Calvin). Even though he lived a relatively short life, Calvin left a lasting impression, due in no small part to his upbringing. “Calvin sprang from the French middle-class, and his father, an attorney, had purchased the freedom of the city of Noyon where he practiced civil and canon law.”(Catholic Encyclopedia: John Calvin) Calvin was given a classical education, and his main focus was on law and the humanities, as he was looking to follow in the Taylor 2 family business.
    [Show full text]
  • Life of John Calvin, Theodore Beza, Life
    THE LIFE OF JOHN CALVIN, CAREFULLY WRITTEN BY THEODORE BEZA, MINISTER OF THE CHURCH OF GENEVA LIFE OF JOHN CALVIN, BY THEODORE BEZA* SHOULD any one suppose that I have engaged in writing this Life of John Calvin from any other motive than zeal to maintain the truth, the present state of human affairs will, I hope, easily vindicate me from the calumny. For there is scarcely any shorter road to all kinds of disaster than to praise virtue; and it were extreme folly voluntarily to bring down on one’s self evils which mere silence may avert. But if the wicked allow no kind of virtue to be proclaimed with impunity, what must those expect, whose object it is to proclaim piety, which is of a higher order than virtue, and is not only opposed by the wicked, but is also very often assailed even by persons who are most desirous to appear, and sometimes also to be, honest? For piety has no enemies more inveterate than those who have sincerely embraced a false religion, thinking it true. But these things, however formidable in appearance, have not at all deterred me. For it were shameful if, from fear of the wicked, the good were not to be spoken of, and if the voice of religion were to be suppressed by the clamours of the superstitious. * John Calvin, Theodore Beza, and Henry Beveridge, Tracts Relating to the Reformation, vol. 1 (Edinburgh: Calvin Translation Society, 1844), xvi–lxxxiv. But should any one object, that to write the Life of Calvin is a very different thing from defending the truth, I will at once admit that man and truth are very different
    [Show full text]
  • John Calvin and the Genevan Reformation , As Give
    jO HN CALVI N AN D The Ge nevan Refo rm atio n i“ A S k fi m , M TH O M A S CA R Y O H N SO N J , J O HN CALVI N AN D he G e nevan R efo rm atio n A S k e tc h . z/ TH O M A S CA R Y O H N SO N J , FES S O R O F EC C LES I A S TI CA L HI STO R Y A N D PO LI TY I N UN I O N TH EO LO G I CA L EM I N A R Y R I C H M N D VA S , O , . C O PYRIGHTED N e t A S . ". H A ZE S cre ar o P u li a ti n J , y f b c o , 1 900 . my fatherand AN D TO IN Sister, O GO D " WH M HATH TA EN, O F O O F S IN EACH WH M MUCH THE PURITY, STRENGTH AND WEETNES S O F C S WAS O O ALVINI M INC RP RATED , THIS LITTLE ACC O UNT O F ’ CALVIN S GREAT S ERVICES TO GENEVA AND THE W O RLD I S AFFECTIO NATELY DEDICATED . C O N TEN TS . B B OG I LI RAPHY, AP E I CH T R . ’ GENERAL S TATEMENT — Divi s io ns o f Calvin s Life — O rigin o f the enevan R e o ma o n — I ts P o es s G f r ti r gr , A CH PTER II .
    [Show full text]
  • Calvin's Contribution to Universal Education
    Calvin's Contribution to Universal Education IVAN L. ZABILKA John Calvin's contribution to the development of common schools and universal education has been neglected by secular historians of education. He used religious motivations to bring about the civil promotion of education, yet scholars have been distracted from his significance. His theological system, role in promoting French literary style, and contribution to the relation of church and state have drawn attention away from his educational system. Another cause of neglect is that Luther was a more prolific writer upon educational topics, implying to some investigators a greater concern than Calvin's, but such is not the case. Luther was active in defending education against radical reformers who wanted to destroy all education to rid themselves of the supposed blight of Catholic education, while Calvin invested himself in developing a functioning educational system in Geneva. This concern was carried forward in the emerging educational centers of the Reformed Church in Germany, particularly al Heidelberg and Herborn, where educational programs were fashioned with reference to the irenic, evangelical rubrics provided by the Heidelberg Catechism (1563) .1 Finally, the achievements in education of the French, Dutch, Scottish and English reformers caused attention to be directed away from Calvin and the Genevan schools, even though the leaders of these movements were often trained in Geneva. Thus, at every point Calvin's contribution has been eclipsed. Calvin's attitudes toward education are not presented in philosophical essays like those of Luther, but in working civil documents. I will survey these Genevan records, describe the schools founded under Calvin's guidance and evaluate his influence upon education in other countries, especially during his own era.
    [Show full text]