Childhood and Early Youth 47different grades solely in accordance with their ability and knowledge. So
someone might attend the first year of the Latin course, while sitting in
the second class of religion and the third class of Hebrew. This arrangement
made it very difficult to make friends.
Each class was held in its own room, starting and ending at the ringing
of a bell. Before the formal instruction began, the teacher delivered "an
inspiring but short prayer" so that the work would be "more godly and more
blessed while no time was lost for instruction." Before lunch and at the end
of the afternoon, a verse from a hymn was sung. In all subjects the "main
aim," even if this was not always explicit, was to lead the students "to God
and his Glory." Teachers were admonished to view themselves as instruct¬
ing under the supervision of "the all-present God."^79
Subjects changed every hour. From 7:00 to 8:00 there were five classes
of theology; from 8:00 to 10:00 there were six classes of Latin; from 10:00
to 11 :oo the three highest classes were instructed in Greek, and the others
took more Latin (exercises in conjugation). Between 11:00 and 12:00 stu¬
dents ate in rooms designed for that purpose, while a teacher read "some¬
thing useful" to them. This was followed by an hour of supervised play in
the courtyard. From 1:00 to 2:00 the students were instructed in different
subjects — some took logic, others the history of philosophy, geography,
church history, or calligraphy. From 2:00 to 3:00 Hebrew and mathematics
were taught. On Wednesdays and Saturdays students who wished could
also take mathematics (mathesis) and vocal music during the first two hours
of the afternoon.
During the first year of religious instructions, the students had to mem¬
orize Luther's small catechism.^80 They were also told some of the biblical
stories in an appropriate form. The second year was devoted to repeating
the small catechism, supplemented by parts of Luther's large catechism,
and more Bible stories. Instruction for the third year was described as "all
the preceding is repeated, and anything necessary added here and there."
The religious teaching of the fourth year was based on Christoph Starcke's
Ordnung des Heils in Tabellen (Order of Salvation in Tabular Form).^81 In
addition, two hours per week were devoted to an introduction to the New
Testament.^82 In the fifth and final class the New Testament was taught still
"more thoroughly." Two hours every week were concerned with an intro¬
duction to the Old Testament. Teachers were instructed to show "how
everything could be a subject for prayer and be applied to a Christian life
and approach."^83 The final two years were especially designed to prepare