In the afternoon of the same days, first hour, writing and singing; second hour, Greek grammar and the collected writings of John Sturm; and third hour, exposition of Greek proverbs from the New Testament, together with grammatical analysis of the same. This class had for its forenoon lesson on Wednesdays the catechism and exercises in the Bohemian, and in the afternoon singing and writing. _In the summer the more industrious pupils were excused from the lessons on Wednesday afternoons._ One period on Saturday was devoted to a weekly review; and on Sunday morning a chapter was read from the New Testament, the same explained in Greek (to all grades above the second), and all the students attended church. In the afternoon there was preaching again and more reading from the New Testament. Such we may suppose to have been the character of his studies at Prerau during the two years from 1608 to 1610. Because of his maturity, he appreciated most keenly the faults of current humanistic methods of teaching. As one of his biographers remarks: “The defects of this early education were the seeds from which sprang the whole of his didactic efforts. Considerably older than his school-fellows, he was able to criticise the methods and speedily arrive at the conclusion that the lack of progress was due more to the inefficiency of the teachers than to the idleness of their pupils. From this time onward, he began to devise new methods of class instruction and better schemes of study. From the vivid memory of the horrors through which he had passed, of the thousand and one rules that had to be learned by rote before they were understood, of the monotonous study of grammar, only diversified by the maddening effort to translate Latin authors without the assistance of suitable dictionaries or commentaries, sprang that intense sympathy with beginners which characterizes his whole life and gives practical worth to every precept that he enunciated.”