Jan Arms Comenius

Characterexperience

Earlychildhoodfailure

1604,12-year-oldComeniusNewcelosthisparents;histwosistersalsodiedoneafteranother.Helosthislifeatanearlyage,becameanorphan,andwasfosteredinhisaunt'shouse.TheblowofthisunfortunatefateinterruptedhisstudylifeintheBrotherhoodElementarySchool.

In1608,supportedbytheBrotherhood,ComeniusenteredtheLatinGrammarSchoolinPlerovCity.Duringhisthreeyearsinschool,heworkedhardandworkedhardtostudy,withexcellentgradesandoutstandingtalents.

Aftergraduatingin1611,Comeniuswasselectedbythe"fraternity"onMarch30ofthesameyeartostudyphilosophyandtheologyattheUniversityofHelborninGermany.TheBrotherhoodchosethisschoolbecausetheCalvinistideologyprevailedinthisuniversity,anditsreligiousviewsweresimilartothoseoftheBrotherhood.Duringcollege,undertheinfluenceofprogressiveprofessorssuchasAlstede(1588~1638),hesystematicallystudiedthewritingsofancientthinkers,studiedtheideasofhumanists,cameintocontactwithemergingnaturalscienceknowledge,andlearnedabouttheReformationSincethen,theeducationaldevelopmenttrendsofvariouscountrieshavediscussedtheeducationalinnovationideasofthefamousGermaneducatorsRatkeandAndreyaatthattime,whichlaidagoodfoundationforhislaterculturalandeducationalactivities.Sincethen,ComeniushasbeencollectinginformationandpreparingtocompileaCzechdictionaryandanencyclopediainCzechforthecompatriotsofthemotherland.

Duringthisperiod,ComeniusmadeashorttripinWesternEuropein1613,visitedtheculturalcityofAmsterdamatthattime,andattendedclassesattheUniversityofHeidelberg.Healsoinsistedonkeepingadiary,inwhichherecordedhisfamousphilosophicalproposition:"Everythingintheminddoesnotoriginatefromfeeling".Hebelievesthatonlythematerialsprovidedbythesensesarethemostreliable.

Thistripgavehimatasteofnature,experiencedpeople’slives,andbecamefamiliarwithculturalandfolkcustoms.Theseundoubtedlyexpandedhishorizons,unearthedhisknowledge,andmadehisthoughtsmorevividandpractical.

Beginningasateacher

In1614,ComeniusreturnedhomeonfootfromHeidelbergandwasappointedbythe"Brotherhood"ashisalmamater,thePlerovLatinGrammarSchoolPrincipal.Hedevotedhimselftothecauseofeducationwithgreatenthusiasmandbegantostudytheissueofeducationreform.In1616,hemadehisfirstattemptoneducationalinnovation,andcompiledasmallgrammarguide"SimplifiedGrammarRules"basedonClark'smethod.

Inthesameyear,hewaselectedasthepastorofthe"Brotherhood"andheldthepriesthoodinAlganza.

In1618,ComeniuswastransferredtoFurneck.Heholdstwopositions,bothasapastorandastheprincipalofafraternityschool.Helovesandrespectsstudentsverymuch.Inordertocultivatestudents'loveofnature,theyoftentakethemoutofthecityforexcursions.

Duringhistenureasateacher,Comeniusdidnotforgetthemembersofthe"fraternity".Inadditiontothecharityworkperformedbythepastor,healsocaredaboutthelivesofthemembers,guidedthemtodevelopbeekeeping,andbenefitedthemembers.Self-sufficiency.

CommeniussqueezedtimefromhisbusyscheduletostudythewritingsofThomasMoore,Campanella,LouisWeaves,etc.;extensivelyreadeducationalworks,writeeducation,Philosophy,theologyandotherpapers.Atthesametimelearningtheartofpainting,especiallyincartography,his"RefinedNewMapofMoravia"waspublishedin1627,andithasbeenreprintedmanytimesandhasbeenwidelyadopted.

Commeniusstartedasateacher,lovesstudents,hasthecouragetoexplore,hasawiderangeofinterests,andshowsamazingtalent.

Thecountrybrokedown

TheeducationandresearchcareerofComeniusjuststarted,butluckily,thirtyyears(1618-1648)warbrokeout.Europewasembroiledinwarandsufferedunimaginableravages.IntheBattleofBaishan,the"AlliedForcesofGod"defeatedtheCzecharmy.TheCzechRepubliccompletelylostitsindependence.TheProtestantswereexpelledandexiled,theirpropertywasconfiscated,andthepeopleweremassacred.The"Brotherhoods"werepersecuted.

In1621,SpanishmercenariescapturedFurníkandsetfiretothecity.Comenius’possessions,bookcollections,andallthemanuscriptsofhispaperswerereducedtoashes.HehimselfsurvivedthedisasterandescapedFurnekwithonlyafewremainingclothes.Atthattime,thewifewaspregnant,soshehadtoreturntohernatalhomeandstaywithherparentstemporarily.

Misfortunenevercomessingly.Atthebeginningof1622,thewarbroughttheplague.Hiswifeandtwochildrenwerekilledbytheepidemic,andhewashithardagain.Thewartookawaythedignityofthemotherlandandthelivesofhiswifeandchildren,aswellashisgoodtimeinresearchandeducation.

Inthisdarkageofthecountry’sruinedhome,Comeniusgrievesthefallofthemotherland,resentstheinternationalpredatorywarthatoverpowersthesmallandtheweak,andlongsforpeace,tranquility,andabrightworld..Withatenaciousfightingspirit,hestoodonthefrontlineofthestruggle,foughthardagainstthereactionaryforces,andbecameananti-feudalfighter.In1618,hepublished"ALettertotheKingdomofHeaven,"claiminghimselfas"theaccusationoftheoppressedpooragainstGod,"andprofoundlyexposedallkindsofinequalitiesatthattime.People)Therearecountlesspeopleintheworld,butwearepoorandpoor,butwewerecreatedbyyoujustlikethem.Theirfoodishoarded,andeventheratseat,wearereducedtostarvation;theyarepiledinthecloset.Itisfullofendlesssilkandsilk,eatenbysilverfish,butwearenotcoveredinclothes."

Commeniushatedwar,worriedaboutthecountryandthepeople,andtookactionagainsttheunequalsocialsystematthetime.Inordertocriticizeruthlessly,showfearlessintegrity.

Farewelltothehomelandoftears

In1624,EmperorFerdinandIIissuedadecreeorderingtheexpulsionofallProtestantsfromtheCzechRepublic.Comeniusandothermembersofthe"fraternity"liveinseclusioninthedenseforestsofBohemia,continuetoengageinnationalsalvationactivities,conducteducationandresearch,andteachmembers'children.Theyareconvincedthatagoodeducationisthemainmeansofrejuvenatingthemotherlandandimprovingsociety.

InMarch1625,the"Brotherhood"heldameetingoftheeldersinDubravichavillage.ThemeetingdecidedtogetintouchwithPolandimmediately,requestasylum,andchoseComeniusasthenegotiator.Forthebenefitofthe"fraternity"andthemotherland,Comeniusranbackandforthattheriskofbeingarrested,andfinallyreachedanagreement.

OnJanuary31,1627,theKaiseragainorderedthatCatholicismistheonlylegalreligionintheCzechRepublic.ThecitizensmustopenlybelieveinCatholicismwithinsixmonths,ortheywillbeexiledabroad.Therefore,inFebruary1628,Comeniusbidfarewelltothemotherlandwithmorethan30,000"fraternity"familiesandmovedtothecityofLeica,Poland,totakerefuge.

Whileleavingthemotherland,Comeniusfeltextremelysad,thinkingofthetroubledmotherlandundertheruleofaforeignrace,groaninginpain,butherchildrenandgrandchildrenaretryingtosurviveandstrengthen.Buthewantstoleaveher...Atthismoment,hecouldn'tsuppresshispassionforthemotherland.Heclimbedupthemountainangrily,facedthelovelymotherland,fellonhisknees,tearslikerain,andmoistenedwiththetearsofanakedboy.Mother’sheart:"Motherland-mother,goodbye!"

MaternitySchool

In1632,Comeniuspublishedthebook"MaternitySchool".Forthefirsttimeinhumanhistory,adetailededucationprogramforchildrenundertheageof6wasformulated,whichisoneofhisgreatachievements.Infact,hewasalsooneofthefirsteducatorsandthinkerstostudyfamilyeducation.

Commeniusbelievesthatthefamilyisthefirstschoolforchildren,andfamilyeducationistheinitialstageofschooleducation.Parentsarethechildren’sfirstteachers,especiallythemother’sresponsibilityforthechildren’seducation.Specialresponsibilitiesandobligations.Children"shouldbemorepreciousandamiablethangoldandsilverjewelry.Childrenarethemirrorthatmakesusnotforgetthevirtuesofhumility,kindness,kindness,andcoordination."

In"MaternalEducationSchool",Comeniusfollowstheprincipleofchildren’snaturalness,andbelievesthatthecontentofeducationshouldbesimpletocomplex,fromsensory(seeing,listening,tasting,andtouching)trainingtothecultivationofreligiousbeliefs,formingagradient,andproceedingstepbystep;educationalmethodsshouldbesimple,flexible,andeasyoperate.Heattachesgreatimportancetochildren'smoraltraining,with12itemsincontent,rangingfromdietanddailylifetoreligiousetiquette,requiringreasonableandproperrequirements.

Once"MaternalEducationSchool"waspublished,itwaswidelydisseminatedwithitsuniquestyle.Itbecameapracticalmanualforparentsandaguideformotherstoconductfamilyeducation.Italsoopenedthedoortochildren’swisdom."GoldenKey".

PassedawayinHolland

In1668,Comeniuswrotethebook"TheOnlyNecessity".HededicatedthisworktoPrinceRublachoftheNetherlands,beggingthePrincetopreachpeaceandseekpublichappiness.Thisbookalsoexpresseshisnostalgiaforthemotherland:"...Mywholelifeisnotinthemotherland,butAfterspendingtimeinthewanderings,myresidencehaschangedfromtimetotime,andthereisnoplacewhereIhavelivedforever."

AtthebeginningofNovember1670,Comeniusfellillinbed,buthestilldidnotforgetthefutureanddestinyofthe"fraternity",evenattheendofhislife,the"pan-intellectualism"thathadnotyetbeencompletedThebooksarestillbrooding,andtheystilldon'tforgetthecauseofeducation.Hecalledhissontothebedandrepeatedlyaskedhimtoorganizeallhismanuscriptsanddraftsforpublicationandsavethemtofuturegenerations.

OnNovember15,1670,Comeniuspassedawaywithnostalgiaforhismotherland,andhisbodywasburiedinLaerdennearAmsterdam.

Comeniusisthefounderofnewpedagogy,agreatthinker,andanoutstandingdemocraticeducator;this"Czechculturalgiant"hasalwayslovedhismotherland.HeisthedefenderofCzechnationalindependenceandapeacefighterwhohasworkedtirelessly.

"Comeniusisaprofoundandindependentphilosopher,andalsoaknowledgeableandtalentededucator.Hehascompletedarevolutionintheteachingandeducationtheorypracticeofthenewgeneration."

EducationalThoughts

Commeniusisdeeplyinfluencedbyhumanismandisfullofconfidenceinthewisdomandcreativityofpeople.Headvocatesthatpeoplecanachieveharmoniousdevelopmentthrougheducation.HopeImprovesocietythrougheducationandachieveequalitybetweensectsandethnicgroups.Pan-intelligencetheoryisthecoreofComenius'educationalthoughts.Theso-called"pan-intelligence"meansthatallpeopleobtainextensiveandcomprehensiveknowledgethrougheducation,sothatwisdomcanbedevelopedinanall-roundway.Headvocateslearningawiderangeofknowledgeandmasteringtheessenceofsubjectknowledge;emphasizingthatwhatislearnedshouldbeusefulinreallife;attachingimportancetothelearningofnaturalscienceknowledgeandthelearningofvariouslanguages;payingattentiontothetrainingofstudents'abilitytoact.Inhismasterpieceofeducation,"TheGreatTeachingTheory",hestatedclearlythat"itclarifiesalltheartofteachingallknowledgetoallpeople",andtriestorealizetheidealsof"pan-intelligenceeducation"and"pan-intelligenceschool"througheducationalexperiments.Comeniusalsoputforwardmanyimportantteachingprinciplesinthe"LargeTeachingTheory",suchastheprincipleofintuition,theprincipleofenlightenment,theprincipleofcapacity,theprincipleofgradualandorderlyprogress,theprincipleofconsolidation,andtheprincipleofteachingstudentsinaccordancewiththeiraptitude.Theseprinciplesarestillthebasicprinciplesthatourteachersfollowinteachingactivitiestoday.

AnotherimportantcontributionofComeniusisthatinthehistoryofeducation,heelaboratedontheclassteachingsystemandrelatedschoolyearsystem,schooldaysystem,examinationandexaminationsystemindetail.AlthoughasearlyasthetimeoftheEuropeanReformation,intheteachingpracticeofJesuitsandLutheranschools,therehavebeenclassesandgradedteachingsystems,andtheteachingscheduleisregulatedbyyear,month,andweek.However,Comeniuswasthefirsttomakeasystematictheoreticalexplanationoftheclassteachingsystem.Hedemonstratedthenecessityandfeasibilityoftheclassteachingsystembasedonthe"lightandwarmthofthesungivingeverything"and"notdealingwithanysinglething,animalortreealone".Hebelievesthattheclassteachingsystemisapowerfulmeanstostimulateteachersandimproveteachingefficiency.Hepointedoutthatthespecificmethodoftheclassteachingsystemis:accordingtotheagecharacteristicsandknowledgelevelofchildren,childrenaredividedintodifferentclasses;eachclasshasadedicatedclassroom;eachclasshasateacherwhoteachesallstudentsintheclass.Headvocatedthatundernormalcircumstances,eachgradeshouldstartandendtheschoolyearcourseinthefallofeachyear,andnochildrenshouldbeadmittedtoschoolatothertimestoensurethatthelearningprogressofthewholeclassisconsistent,andtheycanendthesamecourseattheendoftheschoolyear.Theexamispromotedtoahighergrade.Thedailyclasstimeis4hours,withahalf-hourbreakaftereachhourofstudy.Thereare4longerholidayseachyear,with8daysoffeachtime.Regardingtheexaminationandexaminationsystem,heproposedtoestablishclasshourexamination,schooldayexamination,schoolweekexamination,schoolquarterexaminationandschoolyearexamination.Amongthem,theschoolyearexaminationisthemostimportantexamination.Itisusuallyheldattheendoftheschoolyear.Theoralexaminationisconductedthroughalottery.Thosewhopasscanbepromoted,andthosewhofailmustretakeorbeorderedtowithdrawfromschool.ComeniusestablishedanimportantpositioninthehistoryofWesterneducationalthoughtwithhisoutstandingcontributionstoeducationaltheory.

Commeniusadvocatesuniversalcompulsoryeducation."Teachallthingstoallhumanbeings"isactuallytoteachallchildrenpre-schooleducationandelementaryeducation.Secondaryeducationcanonlybeenjoyedbymenandwomenwhoareaspiringtoengageinmentalwork,andhighereducationistherightofafew"wisemen".However,underthehistoricalconditionsatthattime,Comeniusbrokethefeudalismandadvocatedthateveryonehastherighttoreceiveeducation,whichsuitsthedevelopmentrequirementsofsocialproductiveforcesatthattime.

Mainworks

Works

CommeniuslivedinLisafor13years(1628-1640),puttinghimselfAllofhisenergyisdedicatedtoeducation.Hefirsthelpedthe"fraternity"setupaschoolandservedastheprincipal,activelyengagedineducationalpracticeandaccumulatedpracticalexperience.Onthisbasis,hedevotedhimselftothestudyofeducationaltheoryandachievedfruitfulresults.Hewrote"IntroductiontoLinguistics"(1631),"FirstListeningofLinguistics"(1633),andthemasterpieceofpedagogy"LargeTeachingTheory"(1632).,Pre-schooleducationmonograph"MaternalEducationSchool"(1632),physicstextbook"IntroductiontoPhysics"(1633)and"IllustrationoftheWorld"(1658),etc.Amongthem,"LargeTeachingTheory"ishisrepresentativework.

"LargeTeachingTheory"comprehensivelydiscussesthereformofoldeducationintheMiddleAgesandtheestablishmentofnewcapitalisteducation.Itproposesacompleteeducationaltheoreticalsystem,andforthefirsttimeindependentofpedagogyfromphilosophy.Comeoutandcompleteamajorchangeineducationtheoryinhistory.Itcreatedaprecedentformoderneducationaltheoryandbecameanepoch-makingmasterpiece.Therefore,Comeniusisknownasthe"masterofeducation"and"theancestorofeducationaltheory"inmoderntimes,andsomepeoplecallhimthe"Copernicus"inthehistoryofeducation.

In"LargeTeachingTheory",Comeniushighlyappraisedtheroleofeducationinsociety,believingthat“theimprovementofthechurchandthecountryliesintheyouthgettingproperinstruction.”HehopestoreformsocietythrougheducationThephenomenonofuniversaldegenerationofmorality,soasto"reducedarknessandoverwhelming",andobtain"lightandpeace".Atthesametime,healsohighlyaffirmedtheeffectofeducationonhumandevelopment.Hebelievesthat"Ifapersonistobeformed,itmustbeformedbyeducation",and"Onlyafterreceivingapropereducationcanapersonbecomeaperson."(TheGreatTeachingTheory,p.39)Hecomparesthehumanmindtothesoilinthegarden,whichcanplantallkindsofflowersandtreesandbearmanyfruits.

Commeniussharplycriticizedalltheshortcomingsoftheoldschool."Theschoolhasbecomeaplaceofterrorforchildrenandaslaughterhouseoftheirintellect",andproposedtheprinciplethateducationshouldadapttonature.Educationshouldbebasedonthenaturalnatureofpeople,thatis,children'snatureandagecharacteristics.Hesaid:"Ourmottoshouldbe:Followtheteachingsofnatureineverything,followthedevelopmentofobservationskills,andmakeourmethodsbasedontheprincipleofthisorder."Therefore,heproposedtheideaof​​dividingtheageofchildren,dividingtheageof0-24intofourstages,namelyinfancy,childhood,adolescenceandadolescence,eachof6years.

Commeniusputforwardthedemocraticpropositionofuniversaleducation,believingthat"allyoungmenandwomen,regardlessofrichorpoor,shouldgotoschool".Inordertorealizethisproposition,hecreatedtheschoolsystemandinventedtheclassteachingsystem.Thispropositionandsystemarestillinusetoday.

In"LargeTeachingTheory",Comeniusanalyzedandexplainedtheteachingcontent,methodsandartindetail,andputforwardasetofteachingprinciples,suchastheprincipleofintuitivenessandtheprincipleofgradualprogress.,Theprincipleofconsolidation,etc.,laidthetheoreticalfoundationofteachingtheory.

Thismasterpiece,withitsimmortalthoughts,hasbeentestedformorethan300yearsandhasbecometheessenceandcoreofmoderneducationandteachingtheories.

The"all-in-onesolution"

Inthe17thcentury,scienceopenedafascinatingandcontroversialwindowoftheuniverse,andknowledgeofallaspectsincreaseddramatically,Peopleareexploringanewworld,thisissomethingthatthepreviousgenerationsofComeniuscouldnoteventhinkof.Comeniuswassensitivelyawareofthischangethatwastakingplaceandputforwardtheideaof​​"pan-intelligence".Theso-calledpan-intelligenceistoenableallpeopletoobtainextensiveandcomprehensiveknowledgethroughreceivingeducation,andtoenablepeople'swisdomtobefullyandfullydeveloped.

Theproposalof"pan-intelligence"violentlyimpactedthetraditionaltheoryandhierarchyoffeudalism.Comeniusbelievesthatallpeople,regardlessoftheirstatusandculturalstatus,whethermaleorfemale,regardlessoftheirreligiousbeliefs,canbeeducated;everyone,regardlessoftheirintelligence,ability,orEducationispossibleandnecessary."Healsocitedalargenumberoffacts,refutingtheerroneousideathat"peoplewithstupidnaturecannotbeeducated",andassertedthat"Althoughhumanintelligenceisbornwithdifferences,thereisnooneintheworld.Peoplewhoaretoolowtobeeducated."("TheTheoryofTeaching",page69)

Commeniusbelievesthateducationcandeveloppeople'sintelligenceandenablethemtomasterawiderrangeofknowledge.Inthisway,people"caninspireeachother,urgeeachother,eliminatechaos,getridofpoverty,resisttheinfluenceofhumiliation,andthususherinsocialstability,nationalindependence,andpeaceandhappinessintheworld."Hecalledpan-intelligencetheorytocureallhumanbeings.The"all-in-oneprescription"forillnesses.Althoughheoverlyaffirmedtheeffectofeducationonsocietyanddidnotseetherealcauseofsocialchaos,thisideastilldoesnotloseitshistoricalandprogressivesignificance.

Commenius’pan-intellectualthoughtreflectsthespiritofthetimessincetheRenaissancethattheemergingbourgeoisieopposedreligiousobscurityandadvocatedthedevelopmentofscience,andalsoreflectedthedemocraticrequirementsoftheextensivedevelopmentofeducationatthattime.In1639,his"Pan-Intellectualism"writingoutlinewaspublishedintheUnitedKingdomunderthetitle"Pan-Intelligence'sPreamble"(alsotranslatedas"Pan-IntelligentIntroduction"),whichwontheadmirationoftheprogressivesinEuropeancultureandalsoarousedWideattentionfromEuropeancountries.

InfluenceofCharacters

EnlightenmentWisdom

DuringhisworkinHungary,Comeniusdevotedhimselftoreform,pioneeringandinnovating,andwrotethefamousChildren’senlightenmentbook"IllustrationoftheWorld".Thisisthefirstchildren'sencyclopediawithillustrationsinthehistoryofWesterneducation.Thebookisnovelinconcept,extensiveincontent,andrichinillustrationsandtexts.Itisagreattextbook.

Inthepreface,Comeniusexplainedthecharacteristicsofthebook:"Thisbookissmall,butitisabird's-eyeviewoftheentireworldandtheentirelanguage,fullofillustrationsandnamesofthings.Anddescription".Therefore,hecalledthe"WorldIllustrated""WorldOverview".

Thecontentof"WorldDiagram"isall-encompassing,notonlyinvolvingtheanimalkingdomandtheplantkingdom,butalsoinvolvinghumanbeings,theoriginofhumanbeings,allages,thecomponentsofhumanorganisms,humanactivities,andmoralcharacteristics.,Therelationshipbetweenpeopleinthefamily,urbansociety,thecountryandthechurch,etc.Twohundredillustrationsareattached,allofwhicharemadebytheauthor.Thepicturesarevividandvivid.Theymatchthetext,fascinating,arousereaders'interest,andimpresswhattheyhavelearned.Thisallowschildrentograduallyandfreelyacquireknowledgeinnaturalandhappysituations;moreimportantly,whilemasteringknowledge,childrenarenurturedbybeauty,theirabilitytothinkinimagescanbedeveloped,theyhavecultivatedtheirthinkinghabits,andopenedup.Thedoorofwisdom.

From"IllustrationoftheWorld",onecanseeComenius'profoundknowledge,superbdrawingqualityandamazingideas,aswellasaglimpseofhiseducationalthoughtsandteachingprinciples.Comeniusintegratesknowledge,paintingandbeautyintoone,representingtheprogressivetrendofeducationinhistime.Nowondersomepeoplesay;"TheIllustrationoftheWorld"isthecrystallizationandsymbolofComenius'thoughts."

"IllustrationoftheWorld"waspublishedin1658andcausedasensationinEurope.Ithasbeenpopularfornearlytwohundredyears,andComeniushasgainedaworldwidereputationforthis.TheGermanphilosopherandscientistLeibniz(1646-1716)advocatedthatthe"IllustrationoftheWorld"shouldbeusedasatextbookforelementarylanguageteaching;GermanthinkerandwriterGoethe(1749-1832)andRussianeducatorUschensky(1823-1870)alsospokehighlyofthisbook,sayingthatComeniuswas"thefounderofchildren'sillustratedbooks."

"LivingLetters"

"LivingLetters"(symbolizedalphabet)comesfromthebook"WorldIllustrated".Inthealphabet,theletterscorrespondtothedrawingsofsomeanimals.Thesoundsmadebytheanimalsrepresentthepronunciationoftheletters,andthe"livingletters"arenamedafterthem.

Comeniusbelievesthatthetraditionalmechanicalmethodofmasteringlettersisveryrigid,andstudentsoftenfallintomeaninglesspronunciationpracticeandgettiredoflearning.Inresponsetothisdrawback,hewasingeniousandunique,composinga"symbolicalphabet",turningdeadlettersintopronounced"livingletters".

Inthethirdactofthe"School-Game"script,Comeniusdescribedtheteachingprocessofthe"livingletters"heinvented:

Teacher:Comeonchildren!Let'stakealookatthispicture.

Student:Teacher,wearewillingtodothis.

Teacher:(pointingtothefirstpicture)Whatisthis?

Student:Bird.

Teacher;right.Whatbird?

Student:Idon’tknow.

Teacher:(askinganotherstudent)Doyouknow?

Student:Idon’tknoweither.

Teacher:Thisisthecrow.Doyouknowhowitiscalled?

Student:Idon'tknow.

Teacher:It’scalledlikethis;ah—ah—ah.Youcanlearnitfromit!

Student:Ah-ah-ah.

Teacher:Yes.Doyouknowhowtowritethisvoice?

Student:Idon'tknow.

Teacher:Iwillteachyou.Hereisthewordingof"A".Everyoneofyouwhoseessuchaglyphinanybookmustreaditlikeacrowcalled"Ah-ah-ah".

Teacher:Doyouwanttoknowhowitiswritten?

Student:Iwanttoknow.

Teacher:That'seasytolearn.Yisheng,youcanstartwritingandlettherestofyouseeit.Hereisthewoodenpenholderfordrawingpictures.Holditwiththethreefingersofyourrighthandandwritefromtoptobottom(everyoneimitatesit,andtheteachersaidagain).Hereischalk.Writethisletterontheblackboard.Besidealetter,look,youhavelearnedtowritethisletter.Howdoyoupronouncewhatyoujustwrote?

Student:"Ah".

Teacher:Readitright,verygood.

The"livingletters"ofComeniusplayedagreatroleinthehistoryofpreliminaryliteracyteaching,andallsubsequentchangesintheteachingmethodsofpinyinliteracybeganhere.

TheMessengerofPeace

In1654,ComeniusreturnedtoLisaagaintocontinuehisresearchon"pan-intelligence".InAprilofthisyear,the"ThirtyYearsWar"spreadtoPoland.PolishauthoritiessuspectedthattheCzech"Brotherhood"supportedtheSwedes,sotheyburnedLeisaCity.TheCzech"Brotherhood"lostitslastmainrefuge.Comenius'house,libraryandthemanuscriptof"TheTreasureTreasureofCzechLanguage"whichhehadpreparedfor40yearswerealsodestroyed.Comeniusfellintoextremepainagain.

Duringhislife,Comeniussufferedfromwars,sufferingfromexile,andeventheunspeakableconcealmentofsubjugatedslaves.Therealitymadehimsoberlyawarethatitisdifficulttoachievepeaceonlybyeducation.Therefore,inhislateryears,hemainlyengagedinpoliticalandreligiousresearchinordertoseekpeaceandlongfornationalindependence.Inhislateryears,hewrotethebook"GeneralRecommendationsonImprovingHumanAffairs"(atotalofsevenvolumes),inwhichheproposedaplanfortheoverallimprovementofhumansocialaffairs.

Inordertopromotethedevelopmentofculture,educationandscienceandtechnology,Comeniusproposedtoestablishaninternational"lightcommittee",responsibleforcollectingandpromotingscientificinventionsofvariouscountries;helpingbackwardcountriesdevelopculturaleducation;Setupacademiesofsciences,variousscientificsocieties,openlibraries,andtranslateandpublishvariousbooksandmaterials.Inordertoimprovereligiousaffairs,headvocatedthatthechurchesofallcountriesreachanagreementonthebasisofthebasicChristiandoctrinesandestablisha"courtofreligionsoftheworld"toeliminatesectariandisputes.Inordertoimprovepoliticalaffairs,heproposedtoforma"WorldSenate",thehighestinstitutiondealingwithinternationalpoliticalaffairs,tostopwarsand"defendpublichappiness."

InMay1667,Comeniussenthisnewwork"AngelofPeace"torepresentativesoftheUnitedKingdomandtheNetherlands.Asa"AngelofPeace",heappealedtoallnationsintheworldtodiscussinternationalrelations.Theideaof​​religioustoleranceshouldbepromoted.

Inhislateryears,Comeniusscreamedforworldpeace.Hewasreallyamessengerwhoyearnedforpeace.