text:
The Sleeper Awakes

As When the Sleeper Wakes

 * When the Sleeper Wakes (1899), published by Harper & Brothers, New York and London

As The Sleeper Awakes

 * The Sleeper Awakes (1910), the first revision under this title
 * The Sleeper Awakes (1921)

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: The Sleeper Awakes


text: Journal of the Straits Branch of the Royal Asiatic Society/Volume 35


text: Journal of the Straits Branch of the Royal Asiatic Society/Volume 36


text: Journal of the Straits Branch of the Royal Asiatic Society/Volume 37


text: Journal of the Straits Branch of the Royal Asiatic Society/Volume 38


text: Index:Journal of the Straits Branch of the Royal Asiatic Society (IA journalofstra33341900roya).pdf


text:
Page:Journal of the Straits Branch of the Royal Asiatic Society (IA journalofstra33341900roya).pdf/297

 Table of Contents.


text: Page:Journal of the Straits Branch of the Royal Asiatic Society (IA journalofstra33341900roya).pdf/296


text:
Page:Journal of the Straits Branch of the Royal Asiatic Society (IA journalofstra33341900roya).pdf/295

 [No. 34]

JOURNAL

of the

of the

JULY 1900

Agencies of the Society

London and America ...

Paris ...

Germany ..., Leipzig.

SINGAPORE:


text:
Page:Journal of the Straits Branch of the Royal Asiatic Society (IA journalofstra37381902roya).pdf/11

 [No. 37]

JOURNAL

of the

of the

JANUARY 1902

Agencies of the Society

London and America ...

Paris ...

Germany ..., Leipzig.

SINGAPORE:

1902


text: Page:Journal of the Straits Branch of the Royal Asiatic Society (IA journalofstra37381902roya).pdf/12


text:
Page:Journal of the Straits Branch of the Royal Asiatic Society (IA journalofstra37381902roya).pdf/173

 [No. 38]

JOURNAL

of the

of the

JULY 1902

Agencies of the Society

London and America ...

Paris ...

Germany ..., Leipzig.

SINGAPORE:

1902


text: Page:Journal of the Straits Branch of the Royal Asiatic Society (IA journalofstra37381902roya).pdf/174


text: Journal of the Straits Branch of the Royal Asiatic Society/Volume 34


text: Page:Journal of the Straits Branch of the Royal Asiatic Society (IA journalofstra33341900roya).pdf/300


text:
Page:Journal of the Straits Branch of the Royal Asiatic Society (IA journalofstra33341900roya).pdf/301

 Inscriptions in St. Paul's Church, Malacca.

The inscriptions on the tomb-stones in the old church of St. Paul at Malacca are of considerable antiquity, the dates ranging from A.D. 1568 to the early part of the eighteenth century, and are of no little interest to the student of the past history of the Settlement.

In some cases, the lettering of the inscriptions and the outlines of the coats of arms are as fresh and sharply-defined to-day as they were on the day when they were first cut. In other cases, on the contrary, the inscriptions are either entirely illegible, or can only be deciphered with difficulty. I therefore seized the opportunity afforded by a temporary residence in Malacca to make copies of all the inscriptions which are still legible, with a view to placing them on record in the journal of the Society, before time and the action of the weather have wrought any further havoc among them.

Curiously enough. while I was engaged in this work, the Acting Col. Chaplain (Mr. J. Hardy) discovered among the old Dutch records a list of the inscriptions on the tomb-stones made in 1713 by one Michiel de Bruyn, the Sexton, which was of considerable use to me in deciphering some of the more illegible inscriptions. The list is not complete, however, as the worthy Sexton left the Portuguese inscriptions and some of the Dutch ones, which are difficult to decipher, severely alone. A translation of the document is annexed (C).

I have drawn up a list of the inscriptions in brief (A), giving the names and the dates of birth and death, and I also give the inscriptions in full (B), with a translation of each in parallel columns. I further had a plan of the church made, showing the positions of the different stones, which are marked with numbers corresponding to those in the list of inscriptions.


text:
Page:Journal of the Straits Branch of the Royal Asiatic Society (IA journalofstra33341900roya).pdf/302

 Another Dutch document found in Malacca, of which I give a translation (D), shows that at one time there were a good many coats of arms hanging on the walls of the church, but these have all disappeared.

A few stones, which were lying about loose: were removed several years ago by Mr. D. F. A. Hervey, late Resident Councillor Malacca, to the present Protestant Church (Christ Church) at Malacca, where they still remain. The inscriptions on these are, however, almost entirely illegible.

In concluding these few remarks, I desire to acknowledge the great assistance rendered to me by the late Mr. P. Nuy, Librarian of the Malacca Library, and formerly a member of this Society, in deciphering the inscriptions on the tomb-stones. The two Portuguese inscriptions (Nos. 1 and 24) were deciphered and translated by Mr. H. L Noronha.

E. M. Merewether

Singapore, March. 1900.


text:
Page:Journal of the Straits Branch of the Royal Asiatic Society (IA journalofstra33341900roya).pdf/303

 * 1) Pinto da Fonsequa, d. 27th Sept., 1635.
 * 2) Portuguese. Almost entirely illegible.
 * 3) Daniel Massis, b. 21st June, 1658, d. 19th Feb. 1660; and Sophia Massis, b. 21st June, 1664, d. 11th Nov., 1665 (Probably children of Johan Massis.*)
 * 4) Maria Noelmans, wife of Theodorius Zas, d. 14th March, 1660.
 * 5) Hendrik Schenkenbergh*, Opperkoopman, d. 29th June, 1671.
 * 6) Maria Bort, wife of Nicolaes Müller, Onderkoopman, b. 5th Aug., 1639. d. 25th Aug.. 1661.
 * 7) Balthasar, infant son of Mathacus Sonmans and Johanna Rycke, d. 3rd Aug., 1667. Also Johanna Rycke, b. 2nd Feb., 1655, d. 25th Jan., 1673.
 * 8) Mons. Gillis Syben, d. 27 Aug., 1663, and his wife Anna Odame, d. 6th July, 1669.
 * 9) Reynier d' Dieu, Opperkoopman, d. 17th July, 1655.
 * 10) Johanna van Twist, daughter of Johan van Twist,* first Governor, d. 12th June, 1644.
 * 11) Manuel Dumoulin,* Opperkoopman and Sabandar d. 25th July, 1660.
 * 12) No name—3 persons, probably brothers.


text:
Index talk:Journal of the Straits Branch of the Royal Asiatic Society (IA journalofstra33341900roya).pdf

Volume 33
This scan file contains Volumes 33 and 34, however a transcription of another file containing Volume 33 has already started, so please use that file instead to transcribe pages in Volume 33. Kbseah (talk) 06:05, 28 October 2023 (UTC)


text:
Page:Letter to David S. Ferriero on the topic of January 6.pdf/5

The Honorable David Ferriero Page 5 From April 1, 2020, through January 20, 2021, all documents and communications related to efforts, plans, or proposals to contest the 2020 Presidential election results.

From April 1, 2020, through January 20, 2021, all documents and communications related to plans, efforts, or discussions regarding the electoral count (including plans, efforts, or discussions regarding delaying or impeding the electoral count).

All documents and communications concerning the role of the Vice President as the Presiding Officer in the certification of the votes of the electoral college.

From November 3, 2020, through January 20, 2021, all documents and communications referring or relating to the 2020 election results between White House officials and officials of State Governments. This includes, but is not limited to, communications with the following individuals and their staff and subordinates: Doug Ducey, Brian Kemp, Brad Raffensperger, Ken Paxton, Frances Watson, Mike Shirkey, Lee Chatfield, or Monica Palmer.

From April 1, 2020, through January 20, 2021, all documents and communications related to the 2020 election results, to or from one or more of the following individuals: Rudolph “Rudy” Giuliani, Justin Clark, Matt Morgan, Sidney Powell, Kurt Olsen, or Cleta Mitchell.

From April 1, 2020, through January 20, 2021, all documents and communications related to the 2020 Presidential election, including forecasting, polling, or results, and which are authored, presented by, or related in any way to the following individuals: Anthony “Tony” Fabrizio, Brad Parscale, Bill Stepien, Corey Lewandowski, or Jason Miller.

All documents and communications to or from David Bossie relating to questioning the validity of the 2020 election results.

All documents and communications referring or relating to court decisions, deliberations, or processes involving challenges to the 2020 Presidential election.


text: Page:Journal of the Straits Branch of the Royal Asiatic Society (IA journalofstra33341900roya).pdf/298


text: Page:Journal of the Straits Branch of the Royal Asiatic Society (IA journalofstra33341900roya).pdf/299


text:
Page:Letter to David S. Ferriero on the topic of January 6.pdf/6

The Honorable David Ferriero Page 6

From November 3, 2020, through January 20, 2021, all documents and communications relating to the State of Texas and litigation concerning the 2020 Presidential election.

From November 3, 2020, through December 31, 2020, all documents and communications relating to an amicus brief concerning litigation involving the State of Texas.

All documents and communications relating to decisions of the United States Supreme Court issued on December 8, 2020, and December 11, 2020.

From November 3, 2020, through January 20, 2021, all documents and communications relating to Justin Riemer and the electoral count or litigation concerning the 2020 Presidential election.

All documents and communications referring or relating to QAnon, the Proud Boys, Stop the Steal, Oath Keepers, or Three Percenters concerning the 2020 election results, or the counting of the electoral college vote on January 6, 2021.

Any documents and communications relating to election machinery or software used in the 2020 election, including but not limited to communications relating to Dominion Voting Systems Corporation.

From November 3, 2020, through January 19, 2021, all documents and communications concerning the resignation of any White House personnel or any politically appointed personnel of any Federal department or agency (including the resignation of any member of the President’s Cabinet) and mentioning the 2020 Presidential election or the events of January 6, 2021.

All documents and communications concerning prepared remarks for a speech by Donald Trump on November 3, 2020, or November 4, 2020.

All documents and communications to or from John Eastman from November 3, 2020, through January 20, 2021.

All documents and communications relating to allegations of election fraud or to challenging, overturning, or questioning the validity of the 2020 Presidential election, and involving personnel of the Department of Justice, including any one or more of the following individuals: Jeffrey Rosen, Richard Donoghue, Steven Engel, Jeffrey Wall, Patrick Hovakimian, Byung J. “BJay” Pak, Bobby Christine, or Jeffrey Clark.


text:
Page:Letter to David S. Ferriero on the topic of January 6.pdf/7

The Honorable David Ferriero Page 7

All documents and communications relating to allegations of election fraud or to challenging, overturning, or questioning the validity of the 2020 Presidential election and Chris Christie. All documents and communications relating to the results of the 2020 Presidential election and Peter Navarro. All documents and communications relating to challenging, overturning, or questioning the validity of the 2020 Presidential election and William Barr.

All documents and communications relating to planned protests, marches, public assemblies, rallies, or speeches in Washington, DC, on November 14, 2020, December 12, 2020, January 5, 2021, and January 6, 2021.

All documents and communications related to security of the Capitol or other Federal facilities on January 5, 2021, and January 6, 2021.

All documents and communications concerning Donald Trump’s statement on September 29, 2020, for the Proud Boys to “stand back and stand by.”

From December 1, 2020, through January 20, 2021, any documents and communications involving White House personnel and any Member of Congress, referring or relating to (a) civil unrest, violence, or attacks at the Capitol; (b) challenging, overturning, or questioning the validity of the 2020 election results; (c) the counting of the electoral college vote on January 6, 2021; or (d) appealing the decisions of courts related to the 2020 Presidential election.

All documents and communications related to social media information monitored, gathered, reviewed, shared, or analyzed by White House personnel on January 6, 2021.

All documents and communications related to any plan for the President to march or walk to the Capitol on January 6, 2021. This request includes any such documents or communications related to a decision not to march or walk to the Capitol on January 6, 2021.

From April 1, 2020, through January 20, 2021, all documents and communications concerning the 2020 election and relating to the following individuals: Cindy Chafian,


text:
Page:Letter to David S. Ferriero on the topic of January 6.pdf/8

The Honorable David Ferriero Page 8 Greg Locke, Robert Patrick Lewis, Chris Lippe, Tracy Diaz, Alex Phillips, Bianca Gracia, Ali Alexander, Brandon Straka, Rose Tennet, Ed Martin, Vernon Jones, Cordie Williams, Michael Flynn, Alex Jones, Owen Schroyer, Karyn Turk, Scott Presler, Rogan O’Handley, Christie Hutcherson, Gina Loudon, Jack Posobiec, Bryson Grey, Angela Stanton King, Brian Gibson, George Papadopoulos, Julio Gonzalez, Bernard Kerik, Mark Burns, Roger Stone, George Flynn, Tom Van Flein, Doug Logan, Katrina Pierson, Amy Kremer, Dustin Stockton, Enrique Tarrio, Kenneth Harrelson, Caroline Wren, or Michael Coudrey.


text:
Page:Eight Cousins - Alcott (1875).djvu/38

 she could take a good stare at him as he lingered along, looking about him as if glad to see the old place again.

A brown, breezy man, in a blue jacket, with no hat on the curly head which he shook now and then like a water-dog; broad-shouldered, alert in his motions, and with a general air of strength and stability about him which pleased Rose, though she could not explain the feeling of comfort it gave her. She had just said to herself, with a sense of relief, "I guess I shall like him, though he looks as if he made people mind," when he lifted his eyes to examine the budding horse-chestnut overhead, and saw the eager face peering down at him. He waved his hand to her, nodded, and called out in a bluff, cheery voice,—

"You are on deck early, little niece."

"I got up to see if you had really come, uncle."

"Did you? Well, come down here and make sure of it."

"I'm not allowed to go out before breakfast, sir."

"Oh, indeed!" with a shrug. "Then I'll come aboard and salute," he added; and, to Rose's great amazement, Uncle Alec went up one of the pillars of the back piazza hand over hand, stepped across the roof, and swung himself into her balcony, saying, as he landed on the wide balustrade: "Have you any doubts about me now, ma'am?"

Rose was so taken aback, she could only answer with a smile as she went to meet him.

"How does my girl do this morning?" he asked, taking the little cold hand she gave him in both his big warm ones.

"Pretty well, thank you, sir."


text:
Page:Education Ordinance 1971 (Cap. 279).pdf/46

Rh

PART IX.

84. (1) The Governor in Council may make regulations providing for—
 * (a) the structure, hygiene and sanitation of school premises;
 * (b) the precautions to be taken against fire or other peril likely to endanger the lives or health of pupils, and the authorizing of officers of the Fire Services Department to enter and inspect school premises and premises in which schools are situate and premises in the neighbourhood of schools;
 * (c) the control of entrances to and exits from school premises;
 * (d) the operation of schools in premises which, by reason of the loading for which they were designed and constructed, are unsuitable for the purposes of a school;
 * (e) the health inspection of schools and school premises and standards of hygiene to be maintained by schools;
 * (f) the medical examination of teachers and pupils and standards of medical fitness for teachers;
 * (g) the temporary exclusion from any school of any teacher or pupil, and any other measures necessary or desirable to preserve; the health and well-being of teachers and pupils;
 * (h) the size of school classes;
 * (i) the control of instruction given by schools, including limitations on the subjects taught and the documents which may be upon school premises and which may be used by schools, and the preparation and contents of the syllabus to be used by any school or schools;
 * (j) the methods and hours of instruction provided by schools;
 * (k) the adequacy, suitability and use of school equipment, school laboratories and school workshops;
 * (l) the control of activities of managers, teachers, pupils and other persons in schools, and of pupils' associations;
 * (m) the prohibition of political, subversive or tendentious activities or propaganda in schools and amongst teachers and pupils;
 * (n) the control of the use to which school premises may be put and of the persons who may enter school premises;


text:
Page:Education Ordinance 1971 (Cap. 279).pdf/47

A302

 * (p) the constitution and duties of management committees;
 * (q) the keeping of school registers, time-tables and books of account;
 * (r) the amount and methods of payment of fees and other charges made by schools and the prohibition of any further fees and charges and of any specified fees or charges;
 * (s) the amounts of inclusive fees which may be charged by schools and the notification of such fees in the Gazette and the prohibition or restriction of variations from such fees;
 * (t) general matters of school management;
 * (u) the duties of supervisors and principals;
 * (v) the giving by supervisors to the Director of such information concerning schools and pupils therein as may be required by the Director;
 * (w) the qualifications of registered teachers and permitted teachers, and the qualifications to be held by teachers of various classes and subjects;
 * (x) the control of salaries paid to teachers;
 * (y) discipline in schools and methods of enforcement of discipline, and the conduct and dress of teachers and pupils;
 * (z) anything which is to be prescribed under this Ordinance; and
 * (aa) the better carrying into effect of the provisions of this Ordinance in relation to any matter as to which it may be convenient to make regulations.

(2) Any regulation made under this section may-
 * (a) prohibit the performance of specified acts without the consent of the Director;
 * (b) authorize the Director to require or prohibit the performance of specified acts; and
 * (c) require specified acts to be performed to the satisfaction of the Director.

(3) Regulations made under this section may provide that a contravention thereof shall be an offence punishable on conviction by a fine not exceeding five thousand dollars and a term of imprisonment not exceeding two years.


text:
Page:Eight Cousins - Alcott (1875).djvu/39

 "Ah, but it should be very well. Why is n't it?"

"I always wake up with a headache, and feel tired."

"Don't you sleep well?"

"I lie awake a long time, and then I dream, and my sleep does not seem to rest me much."

"What do you do all day?"

"Oh, I read, and sew a little, and take naps, and sit with auntie."

"No running about out of doors, or house-work, or riding, hey?"

"Aunt Plenty says I'm not strong enough for much exercise. I drive out with her sometimes, but I don't care for it."

"I'm not surprised at that," said Uncle Alec, half to himself, adding, in his quick way: "Who have you had to play with?"

"No one but Ariadne Blish, and she was such a goose I could n't bear her. The boys came yesterday, and seemed rather nice; but, of course, I could n't play with them."

"Why not?"

"I'm too old to play with boys."

"Not a bit of it: that's just what you need, for you've been molly-coddled too much. They are good lads, and you'll be mixed up with them more or less for years to come, so you may as well be friends and playmates at once. I will look you up some girls also, if I can find a sensible one who is not spoilt by her nonsensical education."

"Phebe is sensible, I'm sure, and I like her, though I only saw her yesterday," cried Rose, waking up suddenly.


text:
Page:Education Ordinance 1971 (Cap. 279).pdf/48

Rh

(4) The Director may by notice in writing to the supervisor of any school waive wholly or partly the requirements of any regulation in respect of the school.

85. (1) For the purpose of maintaining any provident fund (whether established before or after the commencement of this Ordinance) for the benefit of teachers employed by schools to which grants in aid or subsidies are made by the Government, the Governor in Council may make rules providing for—
 * (a) the objects and method of control and management and investment of such fund;
 * (b) the persons or classes of persons who shall be eligible for membership of such fund, and the persons or classes of persons who shall be compulsory contributors to such fund;
 * (c) contributions to such fund, and the method of payment;
 * (d) the method of dealing with any contribution which may be made by the Government to such fund;
 * (e) the constitution of a reserve fund to meet fluctuations in the value of investments, and for the allocation to a reserve fund of any investment income of the provident fund;
 * (f) the method of, conditions precedent for, and authority for withdrawals and benefits, and the permissible amount of withdrawals and benefits;
 * (g) the appointment of any trustees who may be considered necessary, and the powers and duties of the trustees; and
 * (h) generally for the purpose of the maintenance of such fund.

(2) Such sums as may be necessary to meet the contributions payable by the Government to any provident fund in accordance with rules made under subsection (1) shall be met from moneys provided by the Legislative Council.

(3) Subject to any rules made under subsection (1), no contribution or donation to or dividend or interest on a dividend from a provident fund shall be assignable or transferable or liable to be attached, sequestered or levied upon, for or in respect of any debt or claim whatsoever.

(4) On the death of a contributor to any provident fund, the first five thousand dollars payable out of such contributor’s account in respect of his death shall be deemed to be an amount in respect of which the Accountant General, on being satisfied


text:
Partnership in Action UNESCO's Educational Activities in The Europe Region 1998 - 2000

* Education for All Assessment 2000
Education for all has moved up on the priorities of governments and its importance for sustainable development is recognized throughout the world. The World Declaration on Education for All, adopted by World Conference on Education for All (Jomtien, Thailand, 1990), has influenced education profoundly during the past decade and provided the framework for UNESCO’s programme in basic education.

The EFA Assessment 2000 was launched in July 1998 with an aim to help countries to identify both problems and prospects for further progress of EFA, and to strengthen their capacity to improve and monitor the provision and outcomes of basic education. Some 179 countries set up National Assessment Groups which collected quantitative data focusing on eighteen core indicators and carried out case-studies to collect qualitative information. Ten regional advisory groups were set up and training workshops were organized in all regions. In the same vein, much progress has been made in implementing a series of thirty surveys, including capacity-building at regional and national levels on monitoring learning achievement and conditions for teaching and learning, as well as fourteen global thematic studies on key education issues. The overall synthesis was considered by the World Education Forum in Dakar (26-28 April, 2000).

The Dakar Forum adopted a new Framework for Action for the development of basic education in the beginning of the twenty-first century. The Framework outlines a forceful strategy for education for all, based on the results of the EFA 2000 Assessment and the Regional EFA Meetings, as well as deliberations at the Forum. The Framework for Action will be widely disseminated in different languages to all governments and communicated to the several United Nations development conferences and special sessions of the General Assembly scheduled later in 2000 and 2001, notably on population, women, social development and children, as well as to the Millennium Assembly and the Millennium Summit.

The Europe Region preparatory conference for the Forum was organized in Warsaw, 6 to 8 February 2000, by the International Consultative Forum on Education for All, comprising UNDP, UNESCO, UNICEF, the United Nations Population Fund (UNFPA) and the World Bank.

The Warsaw Conference, attended by forty-three countries, adopted a Framework for Action reflecting the will of the Europe Region. The regional Framework recommended three levels of action: in each country, in the region and globally.

For each country, the regional Framework recommends that basic education provide ‘key skills, used as personal development tools including a first vocational initiation, the culture, values and abilities that are needed for social cohesion, sustainable development, … and for the exercise of participatory and responsible citizenship in a democracy.’ To achieve this, it also emphasizes the need to fight against functional illiteracy, a considerable and persistent problem in all countries, including the most developed.

On the regional level, information sharing is encouraged and given the "needs for further improvements in education systems, particularly in hard hit economies of Central and Eastern Europe, enhanced flows of financial assistance are merited and should be provided". The Framework recommends ‘significant increases of assistance to education’ and urges regionwide efforts to combat the exclusion of many adults from learning opportunities.

At the global level, the Framework states: ‘Education must be allowed to play its key role for lasting development in the context of globalization and by respecting the responsibilities for each country’.

Unequal access to existing education provision was a major source of concern in the assessment reports on twenty-nine countries in western Europe and the report on central and eastern Europe covering twenty countries, confirming that basic education is a matter of priority for the whole of Europe. In the west, there was particular worry about the influence of social exclusion on the educational and subsequent professional success of learners while in the east issues of family background, ethnic origin and geographic location were brought to the fore.

* Early childhood and family education
A fresh impetus was given by UNESCO to the further development of early childhood and family education, in order to cater for the developmental needs of young children and to prepare them for further learning. Special attention was given to the promotion of interregional and national networks of institutions, organizations and centres involved in early childhood and family education. In addition to the Averroës European Training Centre launched in 1997, six institutions in other parts of the world, including the National Institute of Family and Children (Budapest), became UNESCO Early Childhood Cooperating Centres. Regional and national capacities for information gathering and analysis were reinforced. The clearing house services were expanded by strengthening UNESCO’s early childhood databases, publication activities and presence on the Internet. Inter-agency discussions have been initiated to mobilize support and forge partnerships for joint actions within the framework of the ‘Strategic Plan’ drawn up by UNESCO for the Early Childhood and Family Education Programmes (2000-13).

UNESCO played a co-ordinating role in organizing in April 2000 in Washington D.C. an inter-agency meeting on early childhood indicators, with the participation of OECD, UNICEF and the World Bank.

The Directory of Early Childhood Care and Education Organizations in Europe and North America was prepared in 1998; support was provided for the publication of the UNESCO/Bernard van Leer Foundation Early Childhood Training Pack in French and of information sheets on early childhood issues in Russian and Turkish.

* Special needs education
Following the World Conference on Special Needs Education, Salamanca, Spain 1994, the concept of inclusive education has become a key feature of the EFA agenda. Thematic studies on inclusive education and case-studies on practices in addressing the needs of marginalized/excluded groups were carried out in several countries. A document and a video on ‘Welcoming Schools’ have been produced to promote inclusive practices across cultures. Small-scale projects have been launched to support widening of access to education of children and youth with special education needs.

In Bosnia and Herzegovina, a plan of action for support of teachers was developed and various activities were undertaken. In 1998 and 1999, a series of workshops was organized to improve teachers’ skills to better respond to needs in the classrooms. Since January 1999, UNESCO has been supporting a project for teachers concentrated in two kindergartens in Sarajevo.

The International Special Education Congress 2000, ISEC, will be held at the University of Manchester, United Kingdom, July 2000. The congress will review the progress that was made during the 1990s with regard to the rights of all children and young people to have equal access to education. UNESCO will organize a session at the conference to highlight and discuss developments after the Salamanca conference.

The material ‘Open File on Inclusive Education’ is in preparation. It comprises a series of themes related to the organization and management of inclusive systems of education. A field-testing workshop organized in May 2000 in Portugal involved educational managers and planners evaluating and improving the materials. A training workshop for teacher educators from ten Eastern and Central European countries will be organized in Bucharest in October 2000 to support human resource development for inclusion.

* Education of children in difficult circumstances
The main thrust of the programme as regards the education of children in difficult circumstances aimed at promoting basic educational services in areas affected by war and refugee movements. Examples of recent accomplishments include projects addressing recent immigrants in Israel; vocational training of youth victims of landmines in Sarajevo, psychological and educational needs of working street children in large cities (Bucharest, and Moscow) and support to the Children’s House (Orhei) in Moldova. With UNESCO’s technical support, a European Network on Street Children Worldwide (ENSCW) has been established.

In July 1999, the Hungarian Ministry of Education started, in co-operation with UNESCO, a Programme for educational and social promotion of Roma children. Within the framework of this project, UNESCO supported three pilot projects developed by Hungarian Educational Institutions. Based on the experience of this Programme, UNESCO is supporting a new regional project for the year 2000, in close co-operation with the Hungarian Ministry of Education. The project will involve the participation of Hungary, Romania, Poland, Slovakia and the Czech Republic, and aims at developing/strengthening active co-operation between these countries in order to promote social integration of Roma children and youth. One of the main activities of this project will be the establishment in Hungary of a Central European Roma Continuous Training and Pedagogical Information Centre. UNESCO is organizing a Regional Workshop to be held in October 2000, where participants from these five countries will exchange their experiences in the field of the education of Roma children.

Within the framework of the six-year special project ‘Enhancement of Learning and Training Opportunities for Marginalized Youth’, projects have been implemented in Georgia and Ukraine, focusing on the development of both empowerment (self-confidence, participation and solidarity) and self-employment. Non-formal distance education policies in the field of basic vocational training have been promoted to reach marginalized and geographically isolated groups. Experience gained from operational projects reveals that basic skills training is a powerful tool to alleviate poverty if linked to potential income-generating activities.


text:
Page:Education Ordinance 1971 (Cap. 279).pdf/49

A304

of the expediency of dispensing with probate or administration, may under section 59 of the Probate and Administration Ordinance authorize payment to such person or persons as he may consider entitled thereto without requiring the production of probate or administration.

86. No person or school shall—
 * (a) award a degree to a person; or
 * (b) issue any document which could reasonably be taken as signifying the award of a degree to a person.

87. (1) Any person who—
 * (a) is an owner or a manager of or a teacher in a school which is not registered or registered provisionally;
 * (b) is an owner or a manager of a school which is operated in contravention of subsection (1) of section 19,
 * (c) contravenes section 27; or
 * (d) obstructs—
 * (i) the Director or an inspector while the Director or inspector is carrying out an inspection of a school;
 * (ii) any manager appointed under subsection (1) of section 41 in the performance of his functions as a manager;
 * (e) is an owner or a manager of a school which is operated while its registration or provisional registration is suspended under subsection (3) of section 69;
 * (f) teaches in a school while its registration or provisional registration is suspended under subsection (3) of section 69;
 * (g) manages a school while his registration as a manager of such school is deemed to be suspended under subsection (4) of section 69;
 * (h) refuses to produce any book or document or other article or to furnish any information upon being so required under section 81, or furnishes information which is false in a material particular and which he knows or reasonably ought to know is false in such particular;
 * (i) being a supervisor or any other manager of a school, fails to comply with any notice served on him under section 82;
 * (j) contravenes subsection (6) of section 83; or
 * (k) in or in connexion with any application under this Ordinance makes any statement or furnishes any information, whether such statement or information be verbal


text:
Talk:Partnership in Action UNESCO's Educational Activities in The Europe Region 1998 - 2000

Source
https://web.archive.org/web/20180606051728/http://www.unesco.org/education/information/conferences/europe/1.htm 124.121.4.173 07:15, 28 October 2023 (UTC)

Better source: https://unesdoc.unesco.org/ark:/48223/pf0000120629 --Jan Kameníček (talk) 09:45, 28 October 2023 (UTC)


text:
Page:Education Ordinance 1971 (Cap. 279).pdf/50

Rh

shall be guilty of an offence and shall be liable on conviction to a fine of twenty-five thousand dollars and to imprisonment for two years.

(2) Any person who—
 * (a) is a member of any management committee which contravenes subsection (1) of section 38, or section 40;
 * (b) not being the supervisor of a school or a member of the management committee of a school acting under section 40, performs any function of the supervisor of the school;
 * (c) not being the principal of a school, performs any function of the principal of the school; or
 * (d) contravenes subsection (1) or (2) of section 72,

shall be guilty of an offence and shall be liable on conviction to a fine of ten thousand dollars and to imprisonment for two years.

(3) Any person who—
 * (a) is an owner or manager of a school which is operated in any name other than its registered name;
 * (b) contravenes subsection (2) or (3) of section 18;
 * (c) contravenes subsection (2) of section 19;
 * (d) contravenes subsection (2) or (3) of section 39;
 * (e) contravenes subsection (1) or (2) of section 42;
 * (f) employs or permits any person to teach in a school in contravention of subsection (1) or (2) of section 42;
 * (g) is a member of a management committee which contravenes subsection (1) of section 53 or subsection (1) of section 57;
 * (h) teaches in a school while his registration as a teacher is suspended under subsection (3) of section 69;
 * (i) being a permitted teacher, teaches in a school while the permit to teach issued in respect of him is suspended under subsection (3) of section 69;
 * (j) employs or permits any registered teacher whose registration is suspended under subsection (3) of section 69 to teach in a school;
 * (k) employs or permits any permitted teacher to teach in a school while the permit to teach issued in respect of such teacher is suspended under subsection (3) of section 69;


text:
Page:Education Ordinance 1971 (Cap. 279).pdf/51

A306

 * (m) contravenes section 86; or
 * (n) is an owner or a manager of a school which contravenes section 86,

shall be guilty of an offence and shall be liable on conviction to a fine of five thousand dollars and to imprisonment for two years.

(4) If a registered manager of a school is charged with an offence by reason of being a member of a management committee which has contravened a provision of this Ordinance specified in paragraph (a) of subsection (2) or in paragraph (g) of subsection (3), it shall be a defence to the charge if he proves that—
 * (a) the other members of the management committee contravened such provision without his knowledge or consent; or
 * (b) he took all reasonable steps to prevent the other members of the management committee from contravening such provision.

88. In any prosecution for an offence against this Ordinance—
 * (a) if it is proved that any equipment, materials or documents of an educational nature or suitable for the purposes of a school were found at any place, it shall be presumed until the contrary is proved that a school was being operated at such place;
 * (b) if it is proved that any person did any act in connexion with the organization or operation of a school, it shall be presumed until the contrary is proved that such person took part in the management of such school; and
 * (c) if it is proved that any person was in charge of or issued instructions to any person under twenty-one years of age in any school premises, it shall be presumed until the contrary is proved that the first-mentioned person was teaching in that school.

89. (1) A magistrate may, if satisfied that—
 * (a) a school which is not registered or provisionally registered is being operated in any premises; or
 * (b) a school is being operated in any premises which are not specified in the certificate of registration or provisional registration of the school,

order that a notice in writing of the fact shall be served on the landlord and the tenant of the premises or, if the landlord or


text:
Page:Education Ordinance 1971 (Cap. 279).pdf/52

Rh

tenant is absent or under disability, on his attorney or agent or the rent collector of the landlord or, if the landlord or tenant is a corporation, on the secretary or manager of the corporation.

(2) A magistrate may at the request of any person on whom a notice has been served in accordance with subsection (1), make an order terminating as from the date of the order the tenancy of the premises in which the school is being operated, and on the making of the order the tenancy shall cease and determine for all purposes and any tenant or occupier (other than the landlord) may be treated as a trespasser.

(3) An order under subsection (2) shall be recognized and given effect to in any proceeding in any court.

(4) An order under subsection (2) shall be sufficient authority to any police officer to enter at any time between the hours of 9 a.m. and 5 p.m., by force if necessary, the premises in respect of which the order is made and to give possession of such premises to the landlord or his agent.

(5) The powers conferred by subsection (4) shall be in addition to and not in derogation of any power conferred by any other enactment.

(6) If, after a notice has been served in accordance with subsection (1) on any person—
 * (a) a school which is not registered or provisionally registered is operated in the premises in respect of which the notice was given; or
 * (b) a school is operated in the premises in respect of which the notice was given and such premises are not specified in the certificate of registration or provisional registration of the school,

the person on whom the notice has been served (and the landlord is made is an attorney, agent, rent collector, secretary or manager or the tenant of the premises, if the person on whom such service for and on behalf of the landlord or tenant) shall be guilty of an offence and shall be liable on conviction to a fine of five thousand dollars and to imprisonment for two years, unless he proves to the satisfaction of the magistrate—
 * (a) that a request has been made to a magistrate for an order under subsection (2); or
 * (b) that he did not know and had no reasonable means of knowing that a school was being so operated on the premises.


text:
Page:Education Ordinance 1971 (Cap. 279).pdf/53

A308

(7) A person shall not be guilty of an offence under subsection (6) unless a reasonable time has elapsed, following the service of the notice in accordance with subsection (1) on him, during which a request could have been made to a magistrate for an order under subsection (2).

(8) In this section—

“landlord” includes the holder of any lease or tenancy who has sublet his holding or any part thereof;

“tenancy” includes any sub-tenancy;

“tenant” includes any sub-tenant.

90. (1) A magistrate may, if satisfied by information on oath that there is reasonable ground for suspecting that section 72 or subsection (6) of section 83 has been or is being contravened in respect of any premises or place, issue a search warrant authorizing any police officer named therein to enter at any time such premises or place and to search the premises or place and every person found therein and to remove therefrom any person who is or is reasonably suspected to be contravening section 72 or subsection (6) of section 83.

(2) A police officer may, if he reasonably suspects that section 72 or subsection (6) of section 83 has been or is being contravened in respect of any premises or place other than a dwellinghouse—
 * (a) enter such premises or place without a warrant, if necessary by force;
 * (b) search such premises or place and every person found therein; and
 * (c) remove from such premises or place any person found therein who is or is reasonably suspected to be contravening section 72 or subsection (6) of section 83.

(3) Notwithstanding subsections (1) and (2), no person shall be searched under this section except by a person of the same sex.

91. (1) Where provision is made in this Ordinance for the Governor in Council or a public officer to serve a notice or to cause a notice to be served on a person, it shall be sufficient service if the notice is served—
 * (a) by causing it to be delivered personally to the person on whom it is to be served;
 * (b) by causing it to be sent by registered post to the last known address of the person on whom it is to be served;


text:
Page:The Necromancer, or, The Tale of the Black Forest Vol. 1.djvu/22

 friends could not think of going a hunting, but stuck close to the social fire side, spending thus the day amid amusing conversations; their stock of entertaining narratives seemed to be inexhaustible.

The gloominess of the weather gave their conversation a serious turn: They began to discourse on the calamities of war, of the dangers they had formerly undergone, and of many distresses and sufferings they had experienced in the earlier part of their lives; as night advanced the tempest grew more furious, the flame in the chimney was wasted to and fro, and began to die away by degrees. Father Herrman fed it with dry wood, poked the cinders out, and it began again to blaze aloft.

"Brother," now said Hellfried, who, meanwhile had been filling his pipe, "brother, dost thou believe in apparitions? Dost thou believe in spirits?"


text:
Page:Education Ordinance 1971 (Cap. 279).pdf/54

Rh

 * (d) if the person on whom the notice is to be served is an owner, manager, supervisor, principal or teacher of a school, by causing the notice to be posted in a conspicuous place upon or in any premises specified in the certificate of registration or provisional registration of the school, or any premises in which the school is operated.

(2) Without prejudice to the provisions of subsection (1), where a notice is to be served on a person under section 89, it shall be sufficient service if it is served by causing the notice to be posted in a conspicuous place upon the premises to which it relates. PART X.

92. This Part applies only to schools which—
 * (a) were in operation both on the 9th day of July 1971 and on the date of commencement of this Part;
 * (b) have not been registered or provisionally registered;
 * (c) have not been refused registration; and
 * (d) are not exempted from the provisions of this Ordinance under section 9.

93. In this Part—

“recorded school” means a school the existence of which has been recorded by the Director under section 95;

“request” means a request made under section 94 to the Director to record the existence of a school.

94. (1) A manager of a school to which this Part applies may, at any time before the 31st day of March 1972, request the Director to record the existence of the school under section 95.

(2) Every request made under subsection (1) shall be—
 * (a) in the prescribed form; and
 * (b) accompanied by a plan, specifying dimensions, of every premises in which the school is operated.


text:
Page:The Necromancer, or, The Tale of the Black Forest Vol. 1.djvu/23

 Herrman smiling shook his head.

"I also," thus Hellfried went on, "do not believe in apparitions; yet, when travelling through Germany, I have met with adventures which I still am unable to unriddle."

Herrman pricked up his ears, awaiting in dumb expectation the narrative of his friend's wondrous adventures: Hellfried kept him not long in suspence, and began as follows:

"The great fair was just beginning, when I arrived at F, the bustle of the buyers and venders, the meeting with a number of dear friends, and the many different amusements, promised to afford me a great deal of pleasure, and I resolved to stay a few weeks at that town."

"The inn where I had taken lodgings was crowded with travellers; an aged hoary man amongst them was particularly


text:
Page:Education Ordinance 1971 (Cap. 279).pdf/55

A310

95. (1) On receiving a request in accordance with section 94, the Director shall—
 * (a) record the existence of the school referred to in the request; and
 * (b) issue to the applicant a written statement in the prescribed form and sufficient copies of the statement so that the statement or a copy may be exhibited in each of the premises specified in the request.

(2) The statement or any copy thereof issued under subsection (1) in respect of a recorded school shall be exhibited at all times in a conspicuous place in each of the premises specified in the request to record the existence of the school.

96. Subject to sections 97 and 98, a recorded school and the owners, managers, teachers and pupils of the school shall be exempt from the provisions of this Ordinance other than section 3 (which deals with the interpretation of words and expressions used in this Ordinance), section 91 (which provides for the service of notices) and this Part, and shall be deemed to have been so exempted at all times prior to the date on which the existence of the school was recorded under section 95.

97. (1) Section 96 shall, subject to the provisions of this section and section 98, cease to apply to a recorded school and to the owners, managers, teachers and pupils of the school on the 1st day of August 1974.

(2) Notwithstanding the provisions of subsection (1), the Director may, by notice in writing to the manager of any recorded school, permit section 96 to continue to apply to the school for such period after the 1st day of August 1974 as may be stated in such notice and subject to such conditions as the Director may specify therein.

(3) Notwithstanding subsections (1) and (2), section 96 shall cease to apply to a recorded school and to the owners, managers, teachers and pupils of the school if—
 * (a) the school is registered or provisionally registered;
 * (b) the Director notifies any manager of the school in writing that he is of the opinion that, without his permission—
 * (i) the school has been operated in any name not specified in the request as the name in which the school is operated;
 * (ii) the school has been operated in any premises not specified in the request as premises in which the school was operated;


text:
Page:Education Ordinance 1971 (Cap. 279).pdf/56

Rh

 * (iv) any person not specified in the request as a manager of the school has become a manager of the school;
 * (v) the school has provided any type of education not specified in the request; or
 * (vi) subsection (2) of section 95 has been contravened, at any time since the date on which the existence of the school was recorded under section 95; or
 * (c) the Director notifies any manager of the school in writing that he is of the opinion that the school is not being managed satisfactorily or the education of the pupils is not being promoted in a proper manner.

98. (1) The Director of Fire Services or the Building Authority may, if he is of the opinion that the condition of any premises of a recorded school is such that the lives of persons using the premises are endangered, deliver a notice to that effect to the Director.

(2) On receipt of a notice under subsection (1), the Director may, by notice in writing served on any manager of the recorded school, order that the premises shall no longer be used by the school.

(3) If a notice is served on a manager of a recorded school under this section, section 96 shall cease to apply to the school, and to the owners, managers, teachers or pupils of the school, in respect of the operation of or any activity of or in connexion with the school in the premises to which the notice relates. PART XI.

99. (1) The Education Ordinance is repealed.

(2) Notwithstanding the repeal of the Education Ordinance, any appointment which has been made under either of the repealed Ordinances and which was in effect immediately prior to the commencement of this Part, shall continue to have effect as if, at the date when it was made, such appointment had been made under this Ordinance.


text:
Page:The Necromancer, or, The Tale of the Black Forest Vol. 1.djvu/24

 noticed by every one, on account of his remarkable appearance: His looks were reverend, his dress, though very plain, was costly; he appeared to be a rich nobleman, and occupied the best apartments: A coach and six, with four servants richly dressed, carried him frequently out; he was seen at all the public places, was present at all amusements, yet, what raised my curiosity, he was constantly alone, and in profound meditation. I often remarked, that wherever he was, he did not take the least notice of what was doing around him, and, as if a prey to grief and inward sufferings, seemed to be insensible of all the objects that surrounded him. He was also continually alone when in his apartment, the door of which appeared to me to be always bolted: He rode out as soon as dinner was over, and commonly returned very late at night."

"I questioned the landlord about that strange man, but he shrugged up his should-


text:
Page:Education Ordinance 1971 (Cap. 279).pdf/57

A312

100. (1) Notwithstanding the repeal of the Education Ordinance (hereinafter in this subsection referred to as Chapter 279), any application or appeal made under Chapter 279 which has not been finally determined before the commencement of this Part shall be—
 * (a) determined in accordance with Chapter 279 as if this Ordinance had not been enacted; and
 * (b) deemed to have been determined under Chapter 279 immediately prior to its repeal by this Ordinance.

(2) Notwithstanding any other provision in this Ordinance, a person who was registered as a manager of a school under either of the repealed Ordinances and whose registration is in effect immediately prior to the commencement of this Part shall be deemed to have been approved to be a manager under subsection (1) of section 24 of this Ordinance on the date on which he was so registered as a manager.

Passed by the Hong Kong Legislative Council this 1st day of September, 1971.

This printed impression has been carefully compared by me with the bill, and is found by me to be a true and correctly printed copy of the said bill.


text:
Page:The Necromancer, or, The Tale of the Black Forest Vol. 1.djvu/25

 ers and could tell me nothing. The waiters did the same."

"But," exclaimed I peevishly, "you certainly must know where he comes from, could not you ask his servants?"

"The servants," answered the waiter, "are as mute as their master. He is supposed to be an English Lord, that is all what I know."

"I was of the same opinion, when I first saw him; having met, on my travels, with many Englishmen, who had behaved in the same sullen and reserved manner. His melancholy mood I fancied to be the effect of the spleen, and did not trouble myself any more about him."

"I had not been above three days at F when I lost my purse: At first I fancied I had dropped it somewhere in a shop, or my pocket had been picked in the street, and


text:
Page:The Necromancer, or, The Tale of the Black Forest Vol. 1.djvu/26

 determined to be more careful in future; but, in spite of all my precaution and carefulness, I suffered a second loss the next day, missing a diamond ring, with a miniature picture of my deceased mother: I was sure that I, the preceding night had pulled that ring from my finger, and put it on the table, when I went to bed; I questioned the waiters, but they appeared to be offended at my inquiries—in short, the ring was gone."

"A few days after I went to the play, I had a snuff box, of very little value, in the right pocket of my coat; a gentleman who was sitting by me, at the left, begged me to give him a pinch of snuff, but I could not find my box. That insignificant theft made me smile. I staid 'till the play was over with very little concern, and was glad that I had left my purse at home."

"The play was over, and a boy with a lighted torch went before me to an adjacent tavern, I wanted to see what hour it was, but


text: Education Ordinance 1971

title: Education Ordinance 1971


text:
User:CoreyNaas

Hello!

title: User:CoreyNaas


text:
Page:The Necromancer, or, The Tale of the Black Forest Vol. 1.djvu/27

 my watch was also gone. "Cursed misfortune!" exclaimed I. The boy reminded me of his money, I gave it him, and entered the supper room. An acquaintance of mine took notice of the paleness of my countenance, inquiring whether I was ill, I denied it, and took my seat at the table: I hurried down my supper without noticing my neighbour, and was determined to depart the next morning, being persuaded that some cunning rogues had singled me out, to try their skill with me, at the expence of my property.—As I was pushing back my chair, somebody close by me, asked me what o'clock it was. I did not answer, because that question, by reminding me of my loss, had vexed me, and was going to leave the room."

"Sir, what o'clock is it?" exclaimed somebody once more, tapping me on the shoulder. "I do not know," replied I without looking back, and paid my bill. "Have you no watch with you?" exclaimed the same person again. Now I turned round in great


text:
Page:The Necromancer, or, The Tale of the Black Forest Vol. 1.djvu/28

 vexation, and, guess my surprise, the troublesome inquirer was my neighbour at the inn, the very same gentleman who had excited so much my curiosity some days ago."

He stared me in the face, as if expecting an answer.

"Sir," said I now, "my watch —"

"Has been stolen," interrupted he quickly.

"I have catched the thief, there it is:" So saying, he put my watch into my hand. I was stunned with amazement, and could not help wishing to know the thief, that I might recover the other things I had lost, for I was sure that the same person who had robbed me of my watch, had also pilfered what I had lost before: But, ere I could signify my wish, the mysterious gentleman was vanished."

"I went home, struck with astonishment, but the stranger was not yet arrived. At length he came, as usual, at midnight; I


text:
Page:The Necromancer, or, The Tale of the Black Forest Vol. 2.djvu/5

NECROMANCER:

TALE

BLACK FOREST:

LAWRENCE FLAMMENBERG,

LONDON:

Minerva-Press


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/197


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/198


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/199


text:
Page:Memoirs of Vidocq, Volume 3.djvu/69

 many considerable robberies, which they are now repenting in the bagnes of France.

It can scarcely be believed that in the centre of civilization, there can exist a den so hideous as the cave of Guillotin; it must be seen, as I have seen it, to be believed. Men or women all smoked as they danced, the pipe passed from mouth to mouth, and the most refined gallantry that could be offered to the nymphs who came to this rendezvous, to display their graces in the postures and attitudes of the indecent Chahut, was, to offer them the pruneau, that is, the quid of tobacco, submitted or not, according to the degree of familiarity, to the test of a previous mastication. The peace-officers and inspectors were characters too greatly distinguished to appear amongst such an assemblage, they kept themselves most scrupulously aloof, to avoid so repugnant a contact; I myself was much disgusted with it, but at the same time was persuaded, that to discover and apprehend malefactors it would not do to wait until they should come and throw themselves into my arms; I therefore determined to seek them out, and that my searches might not be fruitless, I endeavoured to find out their haunts, and then, like a fisherman who has found a preserve, I cast my line out with a certainty of a bite. I did not lose my time in searching for a needle in a bottle of hay, as the saying is; when we lack water, it is useless to go to the source of a dried-up stream and wait for a shower of rain; but to quit all metaphor, and speak plainly,—the spy who really means to ferret out the robbers, ought, as much as possible, to dwell amongst them, that he may grasp at every opportunity which presents itself of drawing down upon their heads the sentence of the laws. Upon this principle I acted, and this caused my recruits to say that I made men robbers; I certainly have, in this way, made a vast many, particularly on my first connection with the police.

On a particular afternoon of the winter of 1811, I had a presentiment that a visit to Guillotin's would not be


text: Tiresias, and Other Poems/Prefatory Poem to my Brother's Sonnets


text:
Page:The history of that great and renowned monarchy of China. Wherein all the particular provinces are accurately described- as also the dispositions, manners, learning, lawes, militia (IA historyofthatgre00seme).pdf/270

 248 triarck of Æthiopia Don Alphono Mendez wrote from Goa to the Cardinalls of the Congregation de propagandâ fide; who for his Learning, Authority, and Vertue, and above all, for his experience on Miions, wherein he laboured and uffered much, doth very much deerve to be believed. He aith thus:

But at the end of this Letter I do judge it not from our purpoe to bemind your Eminencies, that God hath formerly commanded, that a vine-yard hould not be owed with divere eeds; nor that a garment ought to be woven of Linnen and Woollen, with which the Queen and Spoue ''is to be cloathed, wherein is implied, That the everall intitutions and different manners of living of Religious Orders, ought not to be entruded upon young and tender Churches, uch as are but yet a manner ucklings; but only to be introduced into uch Churches, as are come to their full trength, and are fortified by a long continuance of years. For many times, emulation growing among them, and many wanting prudence, and others abounding in an indicreet zeale, they many things, which tend rather to ruine than edification'' &c. The Lord Blee your Eminencies &c. From Goa the eleventh of November 1638.

BELLUM


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/207


text:
Page:Memoirs of Vidocq, Volume 3.djvu/70

 without its results. Without being superstitious, I know not why, I have always followed these inspirations; I put my wardrobe in requisition, and, after having suited myself so as not to bear any appearance of being a greenhorn, I left my house with another secret agent, named Riboulet, a downy cove, (arsouille consommé,) whom all the houris of the boozing ken (quinche) claimed as their chevalier, as did also the milliners' girls, who considered him as a complete kiddy. For such an excursion, a woman was an indispensable portion of the baggage, and Riboulet had one who just suited us; she passed as his mistress, and was a common woman, called Manon la Blonde, on whom he assured me that reliance could be placed. In two seconds she rent her woollen stockings in twenty places, tore the edges of her red cloak, begrimed her shawl, trod her shoes down at heel, dishevelled her locks, and gave to the kerchief with which she graced her brows that indescribable appearance which was necessary. She was highly delighted with the character she had to perform.

Thus attired and prepared, we set out together, arm-in-arm, towards la Courtille. On reaching the cabaret, we seated ourselves at a table in the corner, that we might the more easily watch whatever should pass. Riboulet was one of those men whose very appearance commanded instant attention: he had not spoken nor had I, but yet we were instantly attended to.

"You see," said he, "the cove knows the time o'day, the lush (wine), meat, and salad."

I asked if we could not have a matelote of eels.

"Snakes," cried Manon, "do you want; cag-mag and snivellers (stinking meat and onions) would be as good."

I said no more, and we began to eat with as much appetite as if we had never been initiated into the mysteries of papa Guillotines cookery.

During the repast, a noise at the door attracted our attention. It proceeded from some conquerors who made their triumphal entry: men and women six in


text:
Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/208

196


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/209


text: Tiresias, and Other Poems/Hands all round


text:
Page:Memoirs of Vidocq, Volume 3.djvu/71

 number, forming three couples of individuals whose "human face divine" was most tremendously disfigured: they all had scratched countenances and black eyes; by the bloody disorder of their attire, and the freshness of their dilapidations in face and garments, it was easy to perceive that they were the heroes of some spree, in which on both sides the quarrel had been decided by fisty-cuffs. They approached our table.

. "By your leave, my trumps, is there room for us on this here seat?"

I. "We shall be squeezed a little, but never mind." (making room.)

(addressing me.) "Come, my covey, make room for the gentlemen."

(to the fresh arrivals.) "Are these ladies with you?"

. "Vat is it you say? (turning to her friends,) vat does she say?"

. "Hold your jaw, Titine, (Celestine,) the lady said nothing to affront you."

The whole party seated themselves.

. "Halloo! come here daddy Guillotin; a little black father, four year old, for eight mag." (A four quart jug for eight sous.)

. "Coming, coming."

(with the jug in his hand.) Thirty-two mag, if you please."

"I'll give you two and thirty kicks of the, you're chaffing us my rum 'un.

. "No, my knowing ones, but it's the custom, or, if you like, the way of this here house."

The wine was poured into all the glasses, and they also filled ours. "Excuse the liberty," said the Ganymede of the party.

"Oh, there's no harm done," replied Riboulet.

"You know one politeness requires another."

"But you are too polite."

"Oh no, drink away, nunky pays for all."

"You are right, my boys, so push the wine about."


text:
User talk:CoreyNaas

Beeswaxcandle (talk) 09:00, 28 October 2023 (UTC)

title: User talk:CoreyNaas


text:
Page:Prachum Phongsawadan (01) 2457.djvu/148

 fared north unto Phra Bang Town. On that occasion. Phaya Banmueang and Phaya Ram came out to offer homage.

In the year 786, the Year of the Dragon (1967 BE), His Divine Highness Intharacha the Lord fell ill and entered nirvana. On that occasion, His royal sons, Chao Ai Phaya and Chao Yi Phaya, fought each other on elephants at Pa Than Bridge. Both of them passed into the Abode of the Brave there. Thus a royal son, Chao Sam Phaya, was enabled to assume kingship over the Divine City of Glorious Ayutthaya under the name of His Divine Highness Borommarachathirat the Lord, and He then had two pagodas erected to cover the very spot at the Pa Than Bridge district where Chaophaya Ai and Chaophaya Yi fought each other to death on elephants. In that year, He built Ratchabun Temple.

In the year 793, the Year of the Pig (1974 BE), His Divine Highness Borommaracha the Lord went to take the town of Nakhon Luang, which He conquered, and He then permitted His royal child, His Divinity Nakhon-in the Lord, to assume kingship at that town of Nakhon Luang. On that occasion, He then had Phaya Kaeo Phaya Thai and all images taken to the Divine City of Glorious Ayutthaya.

In the year 800, the Year of the Horse (1981 BE), [at that] time, His Divine Highness Borommarachathirat the Lord erected Maheyong Temple [to mark His] assumption of kingship, and His Divine Highness Ramesuan the Lord, who was His royal child, went unto Phitsanulok Town. On that occasion, the buddha Phra Chinnarat was seen shedding tears of blood.

In the year 802, the Year of the Monkey (1983 BE), on that occasion, a fire broke out and devoured the royal residence.

In the year 803, the Year of the Rooster (1984 BE), on that occasion, a fire broke out and devoured the Hall of Tri Muk.


text: Ebony and Crystal/The Chimaera

title: Ebony and Crystal/The Chimaera


text:
Page:Memoirs of Vidocq, Volume 3.djvu/72

 We did push it about, and so well that about ten o'clock in the evening all the sympathy left between us was manifested by protestations, sight being lost; and by those explosions of drunken tenderness which develope all the infirmities of the human heart.

When the hour of parting had arrived, our new acquaintances, and particularly the softer sex, were completely drunk. Riboulet and his mistress were only somewhat elevated, as well as myself; they had preserved their senses, but to appear all in unison we pretended to be so tipsy as to be unable to walk; formed into a phalanx, because in that way the gusts of wind are less to be feared, we left the theatre of our pleasures. Then, that we might neutralize, by the aid of a chant, the reeling tendencies of our troop, Riboulet, with a voice whose echoes vibrated in every court and alley, began to sing, in the most finished slang of his time, one of those ballads with a chorus, which are as long as to-day and to-morrow.


text:
User:CoreyNaas/vector.css

@import "https://en.wikipedia.org/w/index.php?title=MediaWiki:Gadget-dark-mode.css&action=raw&ctype=text/css";

title: User:CoreyNaas/vector.css


text: Page:Ebony and Crystal - Smith (1922).djvu/105


text: Page:Memoirs of Vidocq, Volume 3.djvu/73


text: Page:Ebony and Crystal - Smith (1922).djvu/106


text: Page:Memoirs of Vidocq, Volume 3.djvu/74


text:
Page:The Great Didactic of John Amos Comenius (1896).pdf/377

1. far we have discussed the problem of teaching and learning the sciences and the arts with greater readiness. We should, however, bear in mind the remark of Seneca (Epist. 89): “We ought not to learn these things, but rather to have learned them.” They are, indeed, nothing but a preparation for more important matters, and as he says, “our beginnings, and not our completed works.” What then is our true work? It is that study of wisdom which elevates us and makes us steadfast and noble-minded—the study to which we have given the name of morality and of piety, and by means of which we are exalted above all other creatures, and draw nigh to God Himself.

2. We must therefore see how this art of instilling true virtue and piety may be elaborated on definite system, and introduced into schools, that we may with justice be able to call them the “forging-places of humanity.”

3. The art of shaping the morals is based upon the following sixteen fundamental rules:

(i) All the virtues, without exception, should be implanted in the young.

For in morality nothing can be omitted without leaving a gap.

4. (ii) Those virtues which are called cardinal should be first instilled; these are prudence, temperance, fortitude, and justice.


text:
Page:Chekhov - The Witch and Other Stories.djvu/90

Rh 'Why don't they bring mushrooms,' he said  'to my wife and children?' he said And then he looked at me and he said: 'I and my wife will look after you,' he said. I wanted to fall down at his feet, but I hadn't the courage God give him health God bless him! "

Stephania crossed herself and sighed.

"They are kind, simple-hearted people," Rodion went on. "'We shall look after you.' He promised me that before everyone. In our old age  it wouldn't be a bad thing I should always pray for them Holy Mother, bless them"

The Feast of the Exaltation of the Cross, the fourteenth of September, was the festival of the village church. The Lytchkovs, father and son, went across the river early in the morning and returned to dinner drunk; they spent a long time going about the village, alternately singing and swearing; then they had a fight and went to the New Villa to complain. First Lytchkov the father went into the yard with a long ashen stick in his hands. He stopped irresolutely and took off his hat. Just at that moment the engineer and his family were sitting on the verandah, drinking tea.

"What do you want?" shouted the engineer.

"Your honour " Lytchkov began, and burst into tears. "Show the Divine mercy, protect me my son makes my life a misery  your honour"

Lytchkov the son walked up, too; he, too, was bareheaded and had a stick in his hand; he stopped


text:
Page:Chekhov - The Witch and Other Stories.djvu/91

80 and fixed his drunken senseless eyes on the verandah.

"It is not my business to settle your affairs," said the engineer. "Go to the rural captain or the police officer."

"I have been everywhere I have lodged a petition " said Lytchkov the father, and he sobbed. "Where can I go now? He can kill me now, it seems. He can do anything. Is that the way to treat a father? A father?"

He raised his stick and hit his son on the head; the son raised his stick and struck his father just on his bald patch such a blow that the stick bounced back. The father did not even flinch, but hit his son again and again on the head. And so they stood and kept hitting one another on the head, and it looked not so much like a fight as some sort of a game. And peasants, men and women, stood in a crowd at the gate and looked into the garden, and the faces of all were grave. They were the peasants who had come to greet them for the holiday, but seeing the Lytchkovs, they were ashamed and did not go in.

The next morning Elena Ivanovna went with the children to Moscow. And there was a rumour that the engineer was selling his house

The peasants had long ago grown used to the sight of the bridge, and it was difficult to imagine the river at that place without a bridge. The heap


text:
Page:The Great Didactic of John Amos Comenius (1896).pdf/378

 In this way we may ensure that the structure shall not be built up without a foundation, and that the various parts shall form a harmonious whole.

5. (iii) Prudence must be acquired by receiving good instruction, and by learning the real differences that exist between things, and the relative value of those things.

A sound judgment on matters of fact is the true foundation of all virtue. Well does Vives say: “True wisdom consists in having a sound judgment, and in thus arriving at the truth. Thus are we prevented from following worthless things as if they were of value, or from rejecting what is of value as if it were worthless; from blaming what should be praised, and from praising what should be blamed. This is the source from which all error arises in the human mind, and there is nothing in the life of man that is more disastrous than the lack of judgment through which a false estimate of facts is made. Sound judgment,” he proceeds, “should be practised in early youth, and will thus be developed by the time manhood is reached. A boy should seek that which is right and avoid that which is worthless, for thus the practice of judging correctly will become second nature with him.”

6. (iv) Boys should be taught to observe temperance in eating and in drinking, in sleeping and in waking, in work and in play, in talking and in keeping silence, throughout the whole period of their instruction.

In this relation the golden rule, “Nothing in excess,” should be dinned into their ears, that they may learn on all occasions to leave off before satiety sets in.

7. (v) Fortitude should be learned by the subduing of self; that is to say, by repressing the desire to play at the wrong time or beyond the proper time, and by bridling impatience, discontent, and anger.

The principle which underlies this is that we should accustom boys to do everything by reason, and nothing under the guidance of impulse. For man is a rational animal, and should therefore be led by reason, and, before action, ought to deliberate how each operation should be


text:
Page:The Great Didactic of John Amos Comenius (1896).pdf/379

 performed, so that he may really be master of his own actions. Now, since boys are not quite capable of such a deliberate and rational mode of procedure, it will be a great advance towards teaching them fortitude and self-control if they be forced to acquire the habit of performing the will of another in preference to their own, that is to say, to obey their superiors promptly in everything. “Those who train horses aright,” says Lactantius, “first teach them to obey the reins,” and he who wishes to instruct boys should commence by accustoming them to obey his orders. We may indeed cherish a hope that the turmoil with which the world is overwhelmed will be replaced by a better condition of affairs, if, in early youth, men learn to yield to one another and to be guided by reason in all that they do.

8. (vi) The young should learn to practise justice by hurting no man, by giving each his due, by avoiding falsehood and deceit, and by being obliging and agreeable.

Boys must be trained to act in this way, as we said above, by the method prescribed in the following canons.

9. (vii) The kinds of fortitude that are especially necessary to the young are frankness and endurance of toil.

For since life must be spent in intercourse with others and in action, boys must be taught to look men in the face and to meet honest toil without flinching. Otherwise they may become recluses and misanthropes, or idlers and cumberers of the earth. Virtue is practised by deeds and not by words.

10. (viii) Frankness is acquired by constant intercourse with worthy people, and by behaving, while in their presence, in accordance with the precepts that have been given.

Aristotle educated Alexander in such a manner that, when twelve years of age, he could suit himself to every kind of society, to that of kings, of the ambassadors of kings and of nations, of learned and unlearned men, of townsmen, of countrymen, and of artisans, and could ask suitable questions or give suitable answers on any subject that arose in conversation. In order that the


text:
Page:The Great Didactic of John Amos Comenius (1896).pdf/380

 young who are subjected to our comprehensive scheme of education may learn to imitate this, rules for conversation should be written, and the practice of them, by daily intercourse with tutors, schoolfellows, parents, and servants, should be insisted upon; masters also should take great care to correct any tendency to carelessness, forwardness, boorishness, or coarseness.

11. (ix) Boys will learn to endure toil if they are continually occupied, either with work or with play.

It makes no difference what is done, or why it is done, if only the boy be occupied. Much can be learned in play that will afterwards be of use when the circumstances demand it. It is by working, therefore, that we must learn how to work, just as we learn how to act by acting (as we saw above); and in this way the continued occupations of mind and body, in which, at the same time, all over-pressure must be avoided, will produce an industrious disposition, and make a man so active that sluggish ease will be intolerable to him. Then will be seen the truth of Seneca’s words: “It is toil that nourishes noble minds.”

12. (x) The cognate virtue of justice, or promptness and willingness to serve others, must be diligently cultivated in the young.

The abominable vice of selfishness is inherent in our corrupt nature, and through it each man thinks of nothing but his own welfare, and troubles his head about no one else. This is a great source of confusion in life, since all are occupied with their own affairs and neglect the common good. The true object of life must therefore be diligently instilled into the youth, and they must be taught that we are born not for ourselves alone, but for God and for our neighbour, that is to say, for the human race.

Thus they will become seriously persuaded of this truth and will learn from their boyhood to imitate God, the angels, the sun, and the more noble of things created, that is to say, by desiring and striving to be of service to as many as possible. Thus will the good fortune of private and of public life be assured, since all men will be


text:
Page:The Great Didactic of John Amos Comenius (1896).pdf/381

 ready to work together for the common good, and to help one another. And they actually will do so if they have been properly taught.

13. (xi) Virtue must be inculcated at a very early stage before vice gets possession of the mind.

For if you do not sow a field with good seed it will produce nothing but weeds of the worst kind. But if you wish to subdue it, you will do so more easily and with a better hope of success if you plough it, sow it, and harrow it in early spring. Indeed, it is of the greatest importance that children be well trained in early youth, since a jar preserves for a long time the odour with which it has been imbued when new.

14. (xii) The virtues are learned by constantly doing what is right.

We have seen in chaps. and that it is by learning that we find out what we ought to learn, and by acting that we learn to act as we should. So then, as boys easily learn to walk by walking, to talk by talking, and to write by writing, in the same way they will learn obedience by obeying, abstinence by abstaining, truth by speaking the truth, and constancy by being constant. But it is necessary that the child be helped by advice and example at the same time.

15. (xiii) Examples of well-ordered lives, in the persons of their parents, nurses, tutors, and school-fellows, must continually be set before children.

For boys are like apes, and love to imitate whatever they see, whether good or bad, even though not bidden to do so; and on this account they learn to imitate before they learn to use their minds. By “examples,” I mean living ones as well as those taken from books; in fact, living ones are the more important because they make a stronger impression. And therefore, if parents are worthy and careful guardians of domestic discipline, and if tutors are chosen with the greatest possible care, and are men of exceptional virtue, a great advance will have been made towards the proper training of the young in morals.


text:
Page:The Great Didactic of John Amos Comenius (1896).pdf/382

 16. (xiv) But, in addition to examples, precepts and rules of conduct must be given.

In this way imitation will be supplemented and strengthened (on this point the reader may refer to our remarks in canon ix.) Rules of life should therefore be collected from Holy Scripture and from the sayings of wise men, and should deal with questions such as: “Why should we strive against envy?” “With what arms should we fortify ourselves against the sorrows and the chances of life?” “How should we observe moderation in joy?” “How should anger be controlled?” “How should illicit love be driven out?” and similar questions, according to the age of the pupil.

17. (xv) Children must be very carefully guarded from bad society, lest they be infected by it.

For, owing to our corrupt nature, evil clings to us readily. The young must therefore be carefully shielded from all sources of corruption, such as evil society, evil conversation, and worthless books (for examples of vice, whether they make their entrance through the eyes or through the ears, are poison to the mind). And finally, sloth should be guarded against, lest through idleness the young be led to evil deeds or contract a tendency to indolence. The important thing is that they be kept continually employed either with work or with play. Idleness should never be permitted.

18. (xvi) Since it is impossible for us to be so watchful that nothing evil can find an entrance, stern discipline is necessary to keep evil tendencies in check.

For our enemy Satan is on the watch not only while we sleep, but also while we wake, and as we sow good seed in the minds of our pupils he contrives to plant his own weeds there as well, and sometimes a corrupt nature brings forth weeds of its own accord, so that these evil dispositions must be kept in check by force. We must therefore strive against them by means of discipline, that is to say, by using blame or punishment, words or blows, as the occasion demands. This punishment should always be administered


text:
Page:The Great Didactic of John Amos Comenius (1896).pdf/383

 on the spot, that the vice may be choked as soon as it shows itself, or may be, as far as is possible, torn up by the roots. Discipline, therefore, should ever be watchful, not with the view of enforcing application to study (for learning is always attractive to the mind, if it be treated by the right method), but to ensure cleanly morals.

But of discipline we will treat more particularly in


text:
Page:The Great Didactic of John Amos Comenius (1896).pdf/384

1. is the gift of God, and is given us from on high by our counsellor and guide, the Holy Spirit. But, since the Holy Spirit usually employs natural agencies, and has chosen parents, teachers, and ministers who should faithfully plant and water the grafts of Paradise (1 Cor. iii. 6–8), it is right that these should appreciate the extent of their duties.

2. We have already explained what we mean by piety, namely, that (after we have thoroughly grasped the conceptions of faith and of religion) our hearts should learn to seek God everywhere (since He has concealed Himself with His works as with a curtain, and, invisibly present in all visible things, directs all, though unseen), and that when we have found Him we should follow Him, and when we have attained Him should enjoy Him. The first we do through our understanding, the second through our will, and the third through the joy arising from the consciousness of our union with God.

3. We seek God by noticing the signs of His divinity in all things created. We follow God by giving ourselves up completely to His will, both to do and to suffer whatever shall have seemed good to Him. We enjoy God by so acquiescing in His love and favour that nothing in heaven or on earth appears to us more to be desired than God Himself, that nothing appears pleasanter to think of, and


text:
Page:The Great Didactic of John Amos Comenius (1896).pdf/385

 nothing sweeter than to sing His praises; thus our hearts are joined to His in love.

4. The sources from which we can draw this exaltation are three, and the manner in which we can draw from them is threefold.

5. These sources are Holy Writ, the world, and ourselves. The first is the Word of God, the second is His handiwork, and the third is inspired by Him. There is no doubt that we can derive the knowledge and the love of God from the Scriptures. The very heathen testify that piety can be derived from the world and from the wise contemplation of the marvellous works of God contained in it; for they, by nothing but the contemplation of the world, were brought to revere the Godhead. This is shown by the examples of Socrates, Plato, Epictetus, Seneca, and others. But still, in the case of these men, to whom no special revelation from on high had been given, this feeling of love was imperfect, and wrongly directed. That those who seek to gain a knowledge of God from His word as well as from His works are filled with the deepest love for Him, is shown by the instances of Job, Elihu, David, and other pious men.

6. The manner of drawing piety from these sources is threefold meditation, prayer, and examination.

“These three,” says Luther, “make a theologian; but indeed they are essential to make a true Christian.”

7. Meditation is the constant, attentive, and devoted consideration of the works, the words, and the goodness of God; the thoughtful acknowledgment that it is from the good-will of God alone (either active or permissive) that all things come, and that all the counsels of the divine will attain their end in the most marvellous ways.

8. Prayer is the frequent, or rather the continual, yearning after God, and the supplication that He may sustain us in His mercy and guide us with His Spirit.

9. Examination is the continual testing of our progress in piety, and may come from ourselves or from others. Under this head come human, devilish, and divine temptations. For men should examine themselves to see if they


text:
Page:An Exposition of the Old and New Testament (1828) vol 6.djvu/155

Rh here we have their peace disturbed, and differences arising. Here is,

I. A new doctrine started among them, which occasioned this division, obliging the Gentile converts to submit to circumcision and the ceremonial law, v. 1. Many that had been proselytes to the Jewish religion became Christians; and they would have such as were proselyted to the Christian religion to become Jews.

1. The persons that urged this, were, certain men which came down from Judea; some think, such as had been of the Pharisees, (v. 5.) or perhaps of those priests which were obedient to the faith, ch. 6, 7.6. 7. [sic] They came from Judea, pretending perhaps to be sent by the apostles at Jerusalem, at least to be countenanced by them. Having a design to spread their notions, they came to Antioch, because that was the head-quarters of those that preached to the Gentiles, and the rendezvous of the Gentile converts; and if they could but make an interest there, this leaven would soon be diffused to all the churches of the Gentiles. They insinuated themselves into an acquaintance with the brethren, pretending to be very glad that they had embraced the Christian faith, and congratulated them on their conversion; but tell them, that yet one thing they lack, they must be circumcised. Note, Those that are ever so well taught, have need to stand upon their guard, that they be not untaught again, or ill taught.

2. The position they laid down, the thesis they gave, was this, that except the Gentiles, who turned Christians, were circumcised after the manner of Moses, and thereby obliged themselves to all the observances of the ceremonial law, they could not be saved. As to this,

(1.) Many of the Jews who embraced the faith of Christ, yet continued very zealous for the law, ch. 21. 20. They knew it was from God, and its authority was sacred; valued it for its antiquity, had been bred up in the observance of it, and, it is probable, had been often devoutly affected in their attendance on those observances; they therefore kept them up after they were by baptism admitted into the Christian church; kept up the distinction of meats, and used the ceremonial purifyings from ceremonial pollutions, attended the temple-service, and celebrated the feasts of the Jews. Herein they were connived at, because the prejudices of education are not to be got over all at once, and in a few years the mistake would be effectually rectified by the destruction of the temple, and the total dissolution of the Jewish church; by which the observation of the Mosaic ritual would become utterly impracticable. But this did not suffice them, that they were herein indulged themselves, they must have the Gentile converts brought under the same obligations which they continued under. Note, There is a strange proneness in us to make our own opinion and practice a rule and a law to every body else; to judge of all about us by our standard, and to conclude, that because we do do not just as we do. elude, that because we do well, all do wrong, that do not just as we do.

(2.) Those Jews who believed that Christ was the Messiah, as they could not get clear of their affection to the law, so they could not get clear of the notions they had of the Messiah, that he should set up a temporal kingdom in favour of the Jewish nation, should make that illustrious and victorious; it was a disappointment to them that there was as yet nothing done toward this in the way they expected. But now that they hear the doctrine of Christ is received among the Gentiles, and his kingdom begins to be set up in the midst of them, if they can but persuade those that embrace Christ, to embrace the law of Moses too, they hope their point will be gained, the Jewish nation will be made as considerable as they can wish, though in another way; and "Therefore by all means let the brethren be pressed to be circumcised, and keep the law; and then with our religion our dominion will be extended, and we shall in a little time be able to shake off the Roman yoke; and not only so, but to put it on the necks ot our neighbours, and so shall have such a kingdom of the Messiah as we promised ourselves." Note, It is no wonder if those who have wrong notions of the kingdom of Christ, take wrong measures for the advancement of it, and such as really tend to the destruction of it, as these do.

(3.) The controversy about the circumcising of the Gentile proselytes had been on foot among the Jews long before this. This is observed by Dr. Whitby out of Josephus, Antiquit. lib. 20. cap. 2. "That when Izates, the son of Helen queen of Adiabene, embraced the Jews' religion, Ananias declared he might do it without circumcision; but Eleazar maintained, that it was a great impiety to remain uncircumcised." And when two eminent Gentiles fled to Josephus, (as he relates in the history of his own life,) "the zealots among the Jews were urgent for their circumcision; but Josephus dissuaded them from insisting upon it." Such has been the difference in all ages between bigotry and moderation.

(4.) It is observable what a mightv stress they laid upon it; they do not only say, "You ought to be circumcised after the manner of Moses, and it will be good service to the kingdom of the Messiah if you be; and will best accommodate matters between you and the Jewish converts, and we shall take it very kindly if you will, and shall converse the more familiarly with you;" but, "Except you be circumcised, you cannot be saved. If you be not herein of our mind and way, you will never go to heaven, and therefore of course must go to hell." Note, It is common for proud imposers to enforce their own inventions, under pain of damnation; and to tell people, unless they believe just as they would have them believe, and do just as they would have them do, they cannot be saved, it is impossible they should; not only their case is hazardous, but it is desperate. Thus the Jews tell the brethren, that except they be of their church, and come into their communion, and conform to the ceremonies of their worship, though otherwise good men, and believers in Christ, yet they cannot be saved; salvation itself cannot save them. None are in Christ, but they that are within their pale. We ought to see ourselves well warranted by the word of God, before we say, "Except you do so and so, you cannot be saved."

II. The opposition which Paul and Barnabas gave to this schismatical notion, which engrossed salvation to the Jews, now that Christ had opened the door of salvation to the Gentiles, v. 2. They had no small dissension, and disputation with them. They would by no means yield to this doctrine, but appeared and argued publicly against it.

1. As faithful servants of Christ, they would not see his truths betrayed; they knew that Christ came to free us from the yoke of the ceremonial law, and to take down that wall of partition between Jews and Gentiles, and unite them both in himself; and therefore cannot bear to hear of circumcising the Gentile converts, when their instructions were only to baptize them. The Jews would unite with the Gentiles, that is, they would have them to conform in every thing to their rites, and then, and not till then, they will look upon them as their brethren; and no thanks to them. But this not being the way in which Christ designed to unite them, it is not to be admitted.

3.2. - as per 1811 London edition [sic] As spiritual fathers to the Gentile converts, they would not see their liberties encroached upon; they had told them, that if they believed in Jesus


text:
Page:The Great Didactic of John Amos Comenius (1896).pdf/386

 are faithful, and do the will of God; and it is necessary that we should be tested by other men, by our friends, and by our enemies. This is the case when those who are set over others are vigilant and attentive, and, by open or by secret scrutiny, try to find out what progress has been made; or when God places an adversary by our side to teach us to find our refuge in Him, and to show us how strong our faith is. Finally, Satan himself is sent by God, or comes against us of his own accord, that the state of our hearts may be made evident.

These three modes, therefore, must be instilled into the Christian youth, that they may learn to raise their hearts to Him who is the first and the last of all things, and may seek rest for their souls in Him alone.

10. The special method is contained in twenty-one rules.

(i) Care should be taken to instil piety in early childhood.

For not to put off such instruction is advantageous, and to put it off is dangerous, since it is only reasonable to begin with what naturally comes first, and is the most important. But what is more important than piety? What else is profitable for all things, having promise of the life which now is, and of that which is to come? (1 Tim. iv. 8). This is the one thing needful (Luke x. 42), to seek the Kingdom of God, since all things shall be added to him who does so (Matt. vi. 33). To postpone this is hazardous, since, unless the mind be imbued with the love of God when young, it is easy for a silent contempt of the Godhead and for profanity to make their entrance, and when once they have done so, it is difficult, if not impossible, to dislodge them. Thus the prophet, complaining of the horrible impiety of his people, says that there are none left whom God can teach, save “them that are weaned from the milk and drawn from the breasts,” that is to say, the young (Isaiah xxviii. 9), and another prophet says that it is impossible to convert to well-doing those that are accustomed to do evil (Jeremiah xiii. 23).


text:
Page:The Great Didactic of John Amos Comenius (1896).pdf/387

 11. (ii) Therefore, as soon as children can use their eyes, their tongues, their hands, and their feet, let them learn to look towards heaven, to stretch their hands upwards, to utter the names of God and of Christ, to bend the knee before His unseen majesty, and to revere it.

It is not so difficult to teach these things to children as those imagine, who, not realising how important it is for us to tear ourselves away from Satan, from the world, and from ourselves, pay little consideration to a matter of such gravity. At first the children will not understand the true nature of what they are doing, since their intelligence is still weak; but what is of importance is that they learn to do that which subsequent experience will teach them to be right. For, when they have got into the habit of acting as they should, it will be easier to explain to them why such conduct is good, and how it is best carried out. God has commanded to consecrate all first-fruits to Him; why not, therefore, the first-fruits of our thoughts, of our utterances, of our movements, and of our actions?

12. (iii) While it is still possible to influence boys, it is of great importance to impress upon them that we are not here for the sake of this life, but are destined for eternity; that our life on earth is only transitory, and serves to prepare us for our eternal home.

This can easily be taught by the examples of infants, boys, outh and old men who are daily snatched away by death. These facts should be diligently impressed on the young, that they may realise how very transitory our life on earth is.

13. (iv) They should also be taught that our only business on earth should be to prepare for the next world.

For it would be foolish to pay attention to those things which will be taken from us, and to neglect those things which will accompany us into eternity.

14. (v) They should then be taught that the life to which men go when they leave this earth, is twofold: either a blessed life with God, or a wretched one in hell, and that both are everlasting.