John Amos Comenius

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John Amos Comenius (28 March 159215 November 1670) was a Czech teacher, scientist, educator and writer.

Sourced[edit]

  • Aristoteles hominis animum comparavit tabulae rasae, cui nihil inscriptum sit, inscribi tamen omnia possint. ... Hoc interest, quod in tabula lineas ducere non licet, nisi quousque margo permittat: in mente usque et usque scribendo, et sculpendo, terminum nusquam invenies quia (ut ante monitum) interminabilis est.
    • Aristotle compared the mind of man to a blank tablet on which nothing was written, but on which all things could be engraved. ... There is, however, this difference, that on the tablet the writing is limited by space, while in the case of the mind, you may continually go on writing and engraving without finding any boundary, because, as has already been shown, the mind is without limit.
    • The Great Didactic (Didactica Magna) (Amsterdam, 1657) [written 1627–38], as translated by M. W. Keatinge (1896).
    • Cf. Aristotle, De anima, III, 4, 430a: "δυνάμει δ' οὕτως ὥσπερ ἐν γραμματείῳ ᾧ μηθὲν ἐνυπάρχει ἐντελεχείᾳ γεγραμμένον· ὅπερ συμβαίνει ἐπὶ τοῦ νοῦ."

Unsourced[edit]

  • Not the children of the rich or of the powerful only, but of all alike, boys and girls, both noble and ignoble, rich and poor, in all cities and towns, villages and hamlets, should be sent to school.
  • Education is indeed necessary for all, and this is evident if we consider the different degrees of ability. No one doubts that those who are stupid need instruction, that they may shake off their natural dullness. But in reality those who are clever need it far more, since an active mind, if not occupied with useful things, will busy itself with what is useless, curious, and pernicious.
  • Who is there that does not always desire to see, hear, or handle something new? To whom is it not a pleasure to go to some new place daily, to converse with someone, to narrate something, or have some fresh experience? In a word, the eyes, the ears, the sense of touch, the mind itself, are, in their search for food, ever carried beyond themselves; for to an active nature nothing is so intolerable as sloth.
  • The proper education of the young does not consist in stuffing their heads with a mass of words, sentences, and ideas dragged together out of various authors, but in opening up their understanding to the outer world, so that a living stream may flow from their own minds, just as leaves, flowers, and fruit spring from the bud on a tree.
  • There is in the world no rock or tower of such a height that it cannot be scaled by any man (provided he lack not feet) if ladders are placed in the proper position or steps are cut in the rock, made in the right place, and furnished with railings against the danger of falling over.
  • If we examine ourselves, we see that our faculties grow in such a manner that what goes before paves the way for what comes after.
  • Much can be learned in play that will afterwards be of use when the circumstances demand it.
  • A tree must also transpire, and needs to be copiously refreshed by wind, rain, and frost; otherwise it easily falls into bad condition, and becomes barren. In the same way the human body needs movement, excitement, and exercise, and in daily life these must be supplied, either artificially or naturally.
  • If, in each hour, a man could learn a single fragment of some branch of knowledge, a single rule of some mechanical art, a single pleasing story or proverb (the acquisition of which would require no effort), what a vast stock of learning he might lay by. Seneca is therefore right when he says: "Life is long, if we know how to use it." It is consequently of importance that we understand the art of making the very best use of our lives.

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