Independent work Theme: Great pedagogue

Comenius became rector of a school in Přerov. In 1616 he was ordained into the ministry of the Moravian Brethren and four years later became pastor and rector at Fulnek, one of its most flourishing churches. Throughout his life this pastoral activity was his most immediate concern. In consequence of the religious wars, he lost all his property and his writings in 1621. In 1627 he led the Brethren into exile when the Habsburg Counter-Reformation persecuted the Protestants in Bohemia. In 1628 he corresponded with Johann Valentin Andreae.

Comenius became rector of a school in Přerov. In 1616 he was ordained into the ministry of the Moravian Brethren and four years later became pastor and rector at Fulnek, one of its most flourishing churches. Throughout his life this pastoral activity was his most immediate concern. In consequence of the religious wars, he lost all his property and his writings in 1621. In 1627 he led the Brethren into exile when the Habsburg Counter-Reformation persecuted the Protestants in Bohemia. In 1628 he corresponded with Johann Valentin Andreae.

He produced the book Janua linguaru reserata, or The Gate of Languages Unlocked, which brought him to prominence. However, as the Unity of the Brethren became an important target of the Counter Reformation movement, he was forced into exile even as his fame grew across Europe. Comenius took refuge in Leszno in Poland, where he led the gymnasium and, furthermore, was given charge of the Bohemian and Moravian churches.

He produced the book Janua linguaru reserata, or The Gate of Languages Unlocked, which brought him to prominence. However, as the Unity of the Brethren became an important target of the Counter Reformation movement, he was forced into exile even as his fame grew across Europe. Comenius took refuge in Leszno in Poland, where he led the gymnasium and, furthermore, was given charge of the Bohemian and Moravian churches.

In 1638 Comenius responded to a request by the government of Sweden and traveled there to draw up a scheme for the management of the schools of that country,