san jose de calasanz 22

Josep Domènech i Mira (Spain). Doctor of Pedagogy. Degree in Hispanic Philology and Catalan Philology from the University of Barcelona. Inspector of Education. From 1976 to 1994, was head of the Inspectorate of Education in Lleida, Catalonia. He was a member of the advisory group and a member of the technical committee of the Department of Education of Catalonia. He also acted as coordinator and professor of education at the specialization courses for teachers at the University of Distance Education. Author of several publications and research on issues of comparative education. 1.-A giant of pedagogy In 1997 will mark the fourth centenary of the first folk school, public and free of the modern age in Europe. Indeed, four centuries ago, a great Spanish teacher, José Calasanz, began with the founding of the Pious Schools long and difficult march towards universal free education. His thought and work were profoundly innovative not only in that aspect, but many other educational fields. Her figure in the seventeenth century is only comparable to Comenius. Los dos pedagogos presentan no pocos paralelismos y simetrías. Both lived immersed in different fields and antagonistic that convulsed Europe in the Thirty Years War. Comenius was the teacher of Protestant Europe and Calasanz was the teacher of Catholic Europe. The two characters were born in the sixteenth century, Comenius Calanz in 1557 and in 1592. The age difference between them was considerable, but the long life of Spanish teacher, died at age 91 - allowed him to be contemporary Czech educator during the first half of the seventeenth century In Moravia, the birthplace of Comenius, and in other European countries overlapped educational influences of the two great teachers. Both defended the universalization of education and the use of national languages in education. Both were great innovators in the field of teaching and school organization. Although located in different positions, both were deeply religious. One was the founder of a Catholic congregation and the other was a Protestant bishop. However, the two were the most important European pedagogues of the seventeenth century and also two great personalities of the history of education for all ages. However, if history has made a deserved justice to Comenius, both in their homeland, where he has always enjoyed great prestige, as in the international community has not been as fair to Calasanz, who although at times has had great prestige in Spain, Italy and central Europe, has been victim of some forgotten internationally, as evidenced by the scant attention he has devoted many stories of education. This historical injustice due to three main reasons: the first is the excessive exaltation of hagiographic biographers and followers, who seem to have a contrary effect, the second is that it has too emphasized the religious dimension to the detriment of size strictly teaching, and finally, the fact that very few left Calasanz as a formal written documents giving his educational thinking has prevented in-depth knowledge and understanding of your great work. Calasanz's thinking is to be found in more than ten thousand letters he wrote and drew up documents relating to the foundation, organization and functioning of their schools and their congregation. Such works, all published, allow a deep and clear understanding of their educational work. Biographical José Calasanz was born in 1557 in Peralta de la Sal, a Catalan speaking Spanish people located in the Aragon region near Catalonia. It was the seventh and last child of a family of noblemen, ie, members of the lower nobility of Aragon His father was a blacksmith and became mayor of Peralta. Until eleven years, he attended the first school in his hometown and then moved to Estadilla, where he pursued studies in the humanities. In 1571 he moved to the nearby city of Lleida, where he was the most prestigious university in the former Crown of Aragon. To her students came from Catalonia, Aragon and Valencia, the three major communities were integrated into the crown of Aragon. These students, according to medieval custom, are grouped by "nations, Calasanz was elected prior of the Aragonese. It was a first sign of prestige and moral influence which emanated from his personality. In Lleida, José Calasanz studied philosophy and law. Then took courses in theology at the universities of Valencia, Alcala de Henares and again in Lleida, where he earned a doctorate degree. In 1583 he was ordained, thus initiating an ecclesiastical career which led him to pursue a variety of positions in Catalonia. During that period in his life, he spent several years in La Seu d'Urgell, a town very near the French border, then it was very unsafe and dangerous. Indeed, in those days Catalonia suffered serious problems were compounded banditry in the border areas by the continuing penetration of bands of Huguenots Gascon and disorders arising from prevailing in the neighboring country, producing all kinds of Catalonia abuses and extortion. A José Calasanz he lived through the uncertainty and dangers of those times magnified in La Seu d'Urgell in the absence of a bishop since the diocese remained vacant for some time. The lack of strong authority, such as exercising then the bishops, encouraged all sorts of excesses. The secretary of the cathedral chapter Calasanz gave great responsibilities of government were reflected in ten letters written to the Viceroy of Catalonia, which asked for urgent help resolve the dire situation that existed in that region, where the bandits stole, extorted and murdered without limits. His association with the Lleida was strengthened by the exercise of other charges, such as visitor of Tremp, population in which there was a convent of Dominicans who taught reading and writing Calasanz was then a young man of great stature and great physical strength. These natural conditions were in step with the great moral strength, intellectual and spiritual development that would prove all his life. The tenacity with which he performed his great work Calasanz teaching there is indeed something of herculean giant, which only a man of his extraordinary conditions could bear. Concern for the poor and disadvantaged and was manifested in his early years in Spain, where he established a foundation on which every year Claverol distributed food to the poor of that locality. This charitable foundation operated until 1883, ie nearly two and half centuries. The great social concern Calasanz show later in his educational work is revealing that background in his youth. In l592, when the future teacher was 35 years old, he moved to Rome in an effort to make ecclesiastical career. Here lie the majority of the 56 years that still remained to him. During this long period, without losing their Hispanic roots, will become a true Roman, fully identified with the city and the country. In l597, moved by the poverty and moral degradation in which many children lived Romans founded the church of St. Dorothy's Trastevere the first public school, popular, and free of the modern age in Europe, the first Pious Schools. In L600 introduces the Pious Schools within Rome, and soon has to do enlargements to accommodate the many students who came from everywhere. In L610 writes Princeps Documentum, which explains the basics of his educational work. This document is accompanied by regulations for teachers and another for students. In L612 the school moved to St. Pantaleone, who will become the headquarters of the Pious Schools. In 1616 he created the first school in Frascati outside Rome Pla. A year later, Pope Paul V created the Congregation of the Pious Schools, the first religious institute dedicated primarily to teaching. In subsequent years schools are created in various places in Italy: Genoa in 1625, Naples in 1626, and so on. Calasanz wrote the constitutions of the Nazarene Academy in Rome and has contacts with Galileo. In 1631 he founded the college of Mikulov in Moravia and shortly thereafter in the same country, colleges and Leipnik Stráznice. The foundations are spread over other cities in Italy. In 1638, recalling his youthful relationship with the Lleida, Calasanz Guissona try a foundation, the first seen in Spain, but it will not be consolidated due to the war that burst two years later In 1642 created the Royal College and the College Podoliniec Warsaw in Poland, which will produce a great introduction. That same year, due to the internal crisis experienced by the work and the intrigues and external tensions, Calasanz was imprisoned briefly and interrogated by the Inquisition. The following year, the old teacher is immersed in a struggle of political interests and intrigues of ambitious characters that ends with the removal from office of General of the Order he had founded, falling into disgrace and was replaced by one of his critics . During the years following the misfortune continues Calasanz and the Congregation is undermined to the point that his work so many years is in danger of collapse. In 1648, still in disgrace, Calasanz died almost 91 years of age and was buried at St. Pantaleon. Eight years after his death, Pope Alexander VII restores the Pious Schools. In 1748, the Catholic Church beatified Joseph Calasanz, it would be canonized 19 years later. Finally, on 13 August 1948, Pope Pius XII proclaimed him patron saint of Christian popular schools in the world. Currently, the Pious Schools are spread over many countries in Europe, Africa, America and Asia. Birth of a vocation When Joseph Calasanz came to Rome at the end of the sixteenth century, found a city with serious economic, health and morals. The looting of 1527, pests that had happened intermittently and frequent and dangerous flooding of the Tiber, throughout the century were very negative factors for urban development. At that time, as happened in other European cities, large populations of people living in a state of extreme poverty. An observer of that time wrote in 1601: "For Rome is not nothing but beggars, and in such numbers that can not be on the streets or go without continually see ourselves surrounded by them" That situation had impressed other religious of the time and had led to some worthwhile charity initiatives for orphans and sick children. Moreover, the city lived with intensity the spirit of the Council of Trent, as the catechism was taught to all people, especially younger generations. In that environment that mixed social misery of some parts of the city and the desire for moral and religious regeneration, Calasanz had occasion to know very well the situation of the fourteen districts that formed the city. As a member of several religious brotherhoods, and especially as a visitor of one of them had a deep knowledge of extreme poverty and social and moral degradation that exists in certain places. The deplorable situation in which many children lived Calasanz introduces visitors to the extraordinary importance of education as a means of moral improvement, social development and reform of customs. There is awakened in him a pedagogical vocation, perfectly integrated into his religious vocation, be maintained without weakness throughout his life. In Rome there was little time to grade schools attended by some thirty students and were run by district teachers. Although these schools are welcomed to some poor kid, they were very scarce due to the small number of teachers - only about 13 for the entire city - and their low wages they were not allowed to provide free education to many poor children who were in population. Educational facilities were also very prestigious humanities, as the Roman College, who ran the Jesuits. But this famous institution housed only students who had followed studies and primary schools, which were excluded important sectors of the working classes who had no chance to get out of illiteracy. Moreover, the Humanistic Renaissance in Europe had transformed education systems inherited from the Middle Ages, increasing the importance of classical learning, giving rise to an increasingly elitist education. In his repeated visits to the Roman neighborhoods, the future teacher not only witnessed the social problems of the many miserable families living there, with problems of food, hygiene, health and morality, but also the unfortunate loss of large intelligences that have demonstrated some children and young people. That discovery was hurt deeply and for him inside a real sobering: "Young men of stunning wit and ready to do great service to the republic, remained in the darkness of ignorance for not being able to learn the lyrics and together with them the morals" It was then that the cleric, who had been until then the doctor wanted a career college, begins to discover the great vocation of his life, that of teacher. It is through this new educational dimension as its true place primarily Calasanz priestly vocation. The two vocations are not excluded, by contrast, are considerably strengthened and will be hereinafter closely linked to throughout his life. Calasanz is a priest who find in its most authentic pedagogy and personal religious fulfillment. In his travels through the slums of Rome, had discovered a small parochial school in the church of St. Dorothy's Trastevere who, like others, was to pay. The future teacher the school became a free, dedicated entirely to the poor. Thus was born the first school in 1597 Pia, while Calasanz started teaching his prodigious voyage. Just at the moment Calasanz discovers his vocation powerful educator, he reaches the offer of a place of canon in the cathedral of Seville. In another era, this offer would satisfy our expectations, but now the offer came too late. Calasanz had found his true path: "I found in Rome best way to serve God by helping these poor kids: do not leave it for the world" The pedagogical work In the educational work of Joseph Calasanz must highlight several important aspects. First, This is acknowledged and the authors who have studied his work, like Ludovico Von Pastor, Georgy Santha and Severino Giner, Calasanz was the creator of the popular first school, public and free of the Modern Age in Europe. One type of school that, since it was founded four centuries ago, has maintained those features today. It was a highly revolutionary innovation that broke dramatically with the privileges of class that kept the marginalization and poverty for large masses of people. In the history of education, José Calasanz is the great educator of the poor, the pedagogue of the free and widespread education to all classes of society without discrimination. His firmness on these principles was total throughout his life. There are many expressions of unwavering vigilance exercised over their schools in relation to this issue: "For students to pay the accommodation of the schools, banks or anything else, do not in any way" "Note that teachers did not ask anything to the students" "I have to tell a big failure and neglect that occurs in those schools, it is to sell and buy" Second, by strict application of Christian principles, was also the teacher of social discrimination, racial, or religious. Not only was the brave and generous attitude, as we shall see, had with persecuted by the Inquisition like Galileo and Campanella, was also highly significant fact at the time of enrolling in their schools to Jewish students, who dealt with equal respect. Similarly, in his Germania schools also enroll students of Protestant religion. His prestige and universalism were so great that even the Turkish Empire reached him requests for the Pious Schools Foundation could not attend, despite their wishes, because they lack the necessary teachers. The only merit in their schools recognized Calasanz were derived from the study and virtue. Thirdly, Calasanz was the creator, organizer and systematizing school graduation levels and cycles of primary education and a level of professional training and a popular secondary school system. Their schools have up to 1 500 students in the same school and, of course, were very different from the one-teacher schools that existed in the neighborhoods of Rome and elsewhere. The size of these centers forced to develop a very complex organization and thorough school where graduation levels and cycles played an important role. In this regard, C. Bau reads: The Pious Schools, particularly San Pantaleon de Rome, were simultaneously College of Primary Education, Higher Primary School calligraphy accounts and providing training for office and dispatches the boys were not to continue career and grammar school, where branch Latin and Humanities SCHOOL ORGANIZATION Although sometimes there was a nursery class, generally started at the school after six years of age, from nine graduating classes successively in decreasing order. The ninth class, Children start reading with large posters and syllabic methods that allowed for collective learning. In the eighth class were taught reading. Students did individual readings with the teacher and corrected each other. The classes lasted two hours in the morning and the same afternoon. Every four months there was a general discussion in all schools. If the evaluation was positive, the student was admitted to the upper class. Although Calasanz recommended a maximum of fifty students per class, sometimes constitute up to sixty. To create a degree of emulation, were organized two groups of students who were struggling to get better results. At a time when there was no interest in popular education, Calasanz school he created a highly complex institutions. Thus, the School of St. Pantaleon available on L623-l624 during a staffing of 37 members, among whom were teachers, responsible for housekeeping, administrative staff, nurses, cooks, etc.. Calasanz worried about physical education and hygiene of students. There are several passages of his writings in which he speaks of these themes, and ordered by superiors to ensure the health of children. Extreme vigilance always on the maximum purity of water used in their schools. It also requested that classrooms be laundered each year. Called for the utmost cleanliness in all units, and especially in the washrooms. In many respects, ahead of our time creating additional institutions: kitchens, closets, residences and so on. Ordered to be provided to students free of charge the necessary equipment, including ink and paper. Teachers should take three record books: the enrollment, attendance and grading. Should prepare in advance of his classes and be at their posts before the arrival of students. When the classes, teachers accompanied their students to their homes. Calasanz himself made that task to 85 years of age. CONTENT OF TEACHING Students learned to read equally well in Latin and vernacular. Calasanz kept the Latin, but was a great advocate of the vernacular, and in it were written the textbooks, even those for teaching Latin. In this respect, was more advanced than other contemporary authors, including Comenius, who passed for the great defender of the national language, but he wrote his books in Latin. In class sixth students already had a good command of reading, so that upon reaching the fifth class were divided into two sections: the first section of mathematics for pupils who wanted to learn a trade, and a second grammar for those who wanted further study in literature. Students in both sections were still common writing classes, which became especially hicapié in calligraphy. Should emphasize the importance he attached to teaching Calasanz mathematics. In this as in so many ways, was a great innovator who happened to glimpse a visionary perspective of future trends. Both the training of students as the teacher, teaching of mathematics and science was considered important in the Pious Schools. The teacher's concern about this issue continually arises in his writings: "Try to perfect as you can in math, which apparently are very pleasing to the world" (Letter to Morelli, 31-3-1635). "Regarding the abacus school, if there is someone who has willingness to learn, encourage them from me and you be the first to learn" (letter to Bianchi, 20-7-1634). The importance attributed by the Escolapians Catholic education has been continuous since then. There are numerous accounts of the path followed in the past centuries. In Spain, for example, a country where there was a great scientific tradition, it would Piarists renowned mathematician and scientist. This is confirmed Cardedera Mariano, a Spanish teacher in middle of last century - XIX -: "The boarding students learn under the direction of the Escolapians mathematics, physics, chemistry and natural history [...] On the day, with much effort cultivating the natural sciences and" The great interest expressed about this issue Calasanz contrasts with the general disinterest that then existed throughout Europe for those teachings. In the fifth class was over the primary cycle and the following four classes cycle was completed in Rome humanities studies roots in the Roman College run by the Jesuits. Moral formation and Christian students was undoubtedly the major concern of the educator. As priest and educator, saw the school as the best means to reform society. Christian ideals are present in all his writings. The constitutions and regulations of the Pious Schools are imbued with this spirit. He created the ideal of Christian teacher, ideal to serve as a basis for the training of over five hundred teachers who worked with him during his life. DISCIPLINE Calasanz was the initiator of a preventive, according to which education is expected to suppress much better. This method would be developed later by John Bosco, the founder of the Salesian School. In matters of discipline, and against what was customary at the time and in later times, always defended the utmost restraint in punishment. Although these were sometimes inevitable, he always preached moderation, love and kindness as the basis for discipline: "We have to punish with great pity that so requires the name and love we profess" (20-6-1624). "I remember to use discretion in punishment. It should be very benign with Children "(18-12-1626). "By punishing schoolchildren, are rather severe benign (l0-l0-l643). Discipline should be based on firmness and kindness, and its objectives were: a) the anticipation of evil; b) if the evil is presented, to avoid precipitation and c) time to act, enforce the amendment ensuring the correctness of the student. Calasanz and Galileo To fully understand the personality of Joseph Calasanz, should discuss their relationships with a large contemporary scientist: Galileo Galilei (1564-1642). Both were contemporaries and lived and suffered similar circumstances. The two great men of education and science were known, were treated and had mutual respect and consideration. In their lives there are quite a few parallels. The first is that both defended the teaching of mathematics and science, which is natural in a man of science, but not so much a teacher at that time. When analyzing the pedagogical work of Calasanz, surprising his continuing concern for the teaching of mathematics. At a time when the humanities were the most effective, not forgetting those trends, he sensed the future importance of mathematics and science, hence their continued recommendations to cultivate in their schools and to further advance the training of teachers. In connection with mathematics and with Galileo, we must remember that some distinguished Escolapians were fervent disciples of the great scientist and shared and defended their cosmological conceptions, which were so controversial and revolutionary then. Recall that the Galilean cosmological model, which followed the approach of Copernicus and Kepler, was inconsistent with the Ptolemaic model had been in force throughout the Middle Ages, which earned a process Galileo from the Inquisition in which it was sanctioned and forced to backtrack. In relation to that fact, it is noteworthy that, although Galileo had fallen into disgrace and was punished by the inquisitors, Calasanz ordered members of his congregation will render all necessary assistance and allowed to continue as students Escolapians him, receiving his teaching math and science. Thus it is fair to acknowledge that with regard to Galileo, Jose Calasanz and Escolapians maintained a brave and dignified position and honorably. This is a little known episode that highlights the breadth of our great teacher. The defense and the assistance provided to Galileo Piarists was used by the enemies of Calasanz and his work. A complaint filed with the inquisitor of Florence, referring to escolapio Francisco Michelini, which is the successor of Galileo in the chair of mathematics, said: Fr Francis Michelini of the Pious Schools is most true doctrine and taught publicly that all things are composed of atoms and not of matter and form, as Aristotle and all the others. He also argues that the earth moves and the sun is still, by taking this doctrine and some other of Mr. Galileo, to the point of estimating all others as false and void and declared enemy of Aristotle calling ignorant man, while Mr Galileo has oracle by oracle their views and praising the lord that Galileo first scientist in the world with other magnificent titles of praise Despite those attacks, did not fail to help Escolapians Galileo and his disciples remained fervent. When the great man of science, in l637, an old man, was totally blind, a Piarist Settimi Clemente, sorted Calasanz came to his service as secretary, such was the regard and esteem he felt for him. His orders to the rector of the school in Florence are clear: "And if by chance Mr. Galileo should ask that one night stay with him Fr Settimi Clemente, concédaselo and God wants you to know who should get the benefit "
españolinglés—Detectar idioma—afrikaansalbanésalemánárabebelarusobúlgarocatalánchecochinocoreanocroatadanéseslovacoeslovenoespañolestoniofinlandésfrancésgalésgallegogriegohebreohindiholandéshúngaroindonesioinglésirlandésislandésitalianojaponésletónlituanomacedoniomalayomaltésnoruegopersapolacoportuguésrumanorusoserbiosuajilisuecotagalotailandésturcoucranianovietnamitayiddish > inglésespañol—afrikaansalbanésalemánárabebelarusobúlgarocatalánchecochino (simplificado)chino (tradicional)coreanocroatadanéseslovacoeslovenoespañolestoniofinlandésfrancésgalésgallegogriegohebreohindiholandéshúngaroindonesioinglésirlandésislandésitalianojaponésletónlituanomacedoniomalayomaltésnoruegopersapolacoportuguésrumanorusoserbiosuajilisuecotagalotailandésturcoucranianovietnamitayiddish cambiar

window.jstiming.load.tick('br');h = new _History();ctr = new _TranslateForm(new _LanguageSelector('old_sl','sl_select','3'),new _LanguageSelector('old_tl','tl_select','3'),'old_submit','submit_button', h,'source','result_box','dict','autotrans','/translate','/translate_t',undefined,'http://74.125.45.132/translate_f', 'select_text','select_document', 'file_div', 'file',true,'buscar','clir');window.jstiming.load.tick('prt')

Proponer una traducción mejor
Gracias por proponer una traducción al Traductor de Google.
Doctor of Pedagogy. Degree in Hispanic Philology and Catalan Philology from the University of Barcelona. Inspector of Education. From 1976 to 1994, was head of the Inspectorate of Education in Lleida, Catalonia. He was a member of the advisory group and a member of the technical committee of the Department of Education of Catalonia. He also acted as coordinator and professor of education at the specialization courses for teachers at the University of Distance Education. Author of several publications and research on issues of comparative education. 1.-A giant of pedagogy In 1997 will mark the fourth centenary of the first folk school, public and free of the modern age in Europe. Indeed, four centuries ago, a great Spanish teacher, José Calasanz, began with the founding of the Pious Schools long and difficult march towards universal free education. His thought and work were profoundly innovative not only in that aspect, but many other educational fields. Her figure in the seventeenth century is only comparable to Comenius. Los dos pedagogos presentan no pocos paralelismos y simetrías. Both lived immersed in different fields and antagonistic that convulsed Europe in the Thirty Years War. Comenius was the teacher of Protestant Europe and Calasanz was the teacher of Catholic Europe. The two characters were born in the sixteenth century, Comenius Calanz in 1557 and in 1592. The age difference between them was considerable, but the long life of Spanish teacher, died at age 91 - allowed him to be contemporary Czech educator during the first half of the seventeenth century In Moravia, the birthplace of Comenius, and in other European countries overlapped educational influences of the two great teachers. Both defended the universalization of education and the use of national languages in education. Both were great innovators in the field of teaching and school organization. Although located in different positions, both were deeply religious. One was the founder of a Catholic congregation and the other was a Protestant bishop. However, the two were the most important European pedagogues of the seventeenth century and also two great personalities of the history of education for all ages. However, if history has made a deserved justice to Comenius, both in their homeland, where he has always enjoyed great prestige, as in the international community has not been as fair to Calasanz, who although at times has had great prestige in Spain, Italy and central Europe, has been victim of some forgotten internationally, as evidenced by the scant attention he has devoted many stories of education. This historical injustice due to three main reasons: the first is the excessive exaltation of hagiographic biographers and followers, who seem to have a contrary effect, the second is that it has too emphasized the religious dimension to the detriment of size strictly teaching, and finally, the fact that very few left Calasanz as a formal written documents giving his educational thinking has prevented in-depth knowledge and understanding of your great work. Calasanz's thinking is to be found in more than ten thousand letters he wrote and drew up documents relating to the foundation, organization and functioning of their schools and their congregation. Such works, all published, allow a deep and clear understanding of their educational work. Biographical José Calasanz was born in 1557 in Peralta de la Sal, a Catalan speaking Spanish people located in the Aragon region near Catalonia. It was the seventh and last child of a family of noblemen, ie, members of the lower nobility of Aragon His father was a blacksmith and became mayor of Peralta. Until eleven years, he attended the first school in his hometown and then moved to Estadilla, where he pursued studies in the humanities. In 1571 he moved to the nearby city of Lleida, where he was the most prestigious university in the former Crown of Aragon. To her students came from Catalonia, Aragon and Valencia, the three major communities were integrated into the crown of Aragon. These students, according to medieval custom, are grouped by "nations, Calasanz was elected prior of the Aragonese. It was a first sign of prestige and moral influence which emanated from his personality. In Lleida, José Calasanz studied philosophy and law. Then took courses in theology at the universities of Valencia, Alcala de Henares and again in Lleida, where he earned a doctorate degree. In 1583 he was ordained, thus initiating an ecclesiastical career which led him to pursue a variety of positions in Catalonia. During that period in his life, he spent several years in La Seu d'Urgell, a town very near the French border, then it was very unsafe and dangerous. Indeed, in those days Catalonia suffered serious problems were compounded banditry in the border areas by the continuing penetration of bands of Huguenots Gascon and disorders arising from prevailing in the neighboring country, producing all kinds of Catalonia abuses and extortion. A José Calasanz he lived through the uncertainty and dangers of those times magnified in La Seu d'Urgell in the absence of a bishop since the diocese remained vacant for some time. The lack of strong authority, such as exercising then the bishops, encouraged all sorts of excesses. The secretary of the cathedral chapter Calasanz gave great responsibilities of government were reflected in ten letters written to the Viceroy of Catalonia, which asked for urgent help resolve the dire situation that existed in that region, where the bandits stole, extorted and murdered without limits. His association with the Lleida was strengthened by the exercise of other charges, such as visitor of Tremp, population in which there was a convent of Dominicans who taught reading and writing Calasanz was then a young man of great stature and great physical strength. These natural conditions were in step with the great moral strength, intellectual and spiritual development that would prove all his life. The tenacity with which he performed his great work Calasanz teaching there is indeed something of herculean giant, which only a man of his extraordinary conditions could bear. Concern for the poor and disadvantaged and was manifested in his early years in Spain, where he established a foundation on which every year Claverol distributed food to the poor of that locality. This charitable foundation operated until 1883, ie nearly two and half centuries. The great social concern Calasanz show later in his educational work is revealing that background in his youth. In l592, when the future teacher was 35 years old, he moved to Rome in an effort to make ecclesiastical career. Here lie the majority of the 56 years that still remained to him. During this long period, without losing their Hispanic roots, will become a true Roman, fully identified with the city and the country. In l597, moved by the poverty and moral degradation in which many children lived Romans founded the church of St. Dorothy's Trastevere the first public school, popular, and free of the modern age in Europe, the first Pious Schools. In L600 introduces the Pious Schools within Rome, and soon has to do enlargements to accommodate the many students who came from everywhere. In L610 writes Princeps Documentum, which explains the basics of his educational work. This document is accompanied by regulations for teachers and another for students. In L612 the school moved to St. Pantaleone, who will become the headquarters of the Pious Schools. In 1616 he created the first school in Frascati outside Rome Pla. A year later, Pope Paul V created the Congregation of the Pious Schools, the first religious institute dedicated primarily to teaching. In subsequent years schools are created in various places in Italy: Genoa in 1625, Naples in 1626, and so on. Calasanz wrote the constitutions of the Nazarene Academy in Rome and has contacts with Galileo. In 1631 he founded the college of Mikulov in Moravia and shortly thereafter in the same country, colleges and Leipnik Stráznice. The foundations are spread over other cities in Italy. In 1638, recalling his youthful relationship with the Lleida, Calasanz Guissona try a foundation, the first seen in Spain, but it will not be consolidated due to the war that burst two years later In 1642 created the Royal College and the College Podoliniec Warsaw in Poland, which will produce a great introduction. That same year, due to the internal crisis experienced by the work and the intrigues and external tensions, Calasanz was imprisoned briefly and interrogated by the Inquisition. The following year, the old teacher is immersed in a struggle of political interests and intrigues of ambitious characters that ends with the removal from office of General of the Order he had founded, falling into disgrace and was replaced by one of his critics . During the years following the misfortune continues Calasanz and the Congregation is undermined to the point that his work so many years is in danger of collapse. In 1648, still in disgrace, Calasanz died almost 91 years of age and was buried at St. Pantaleon. Eight years after his death, Pope Alexander VII restores the Pious Schools. In 1748, the Catholic Church beatified Joseph Calasanz, it would be canonized 19 years later. Finally, on 13 August 1948, Pope Pius XII proclaimed him patron saint of Christian popular schools in the world. Currently, the Pious Schools are spread over many countries in Europe, Africa, America and Asia. Birth of a vocation When Joseph Calasanz came to Rome at the end of the sixteenth century, found a city with serious economic, health and morals. The looting of 1527, pests that had happened intermittently and frequent and dangerous flooding of the Tiber, throughout the century were very negative factors for urban development. At that time, as happened in other European cities, large populations of people living in a state of extreme poverty. An observer of that time wrote in 1601: "For Rome is not nothing but beggars, and in such numbers that can not be on the streets or go without continually see ourselves surrounded by them" That situation had impressed other religious of the time and had led to some worthwhile charity initiatives for orphans and sick children. Moreover, the city lived with intensity the spirit of the Council of Trent, as the catechism was taught to all people, especially younger generations. In that environment that mixed social misery of some parts of the city and the desire for moral and religious regeneration, Calasanz had occasion to know very well the situation of the fourteen districts that formed the city. As a member of several religious brotherhoods, and especially as a visitor of one of them had a deep knowledge of extreme poverty and social and moral degradation that exists in certain places. The deplorable situation in which many children lived Calasanz introduces visitors to the extraordinary importance of education as a means of moral improvement, social development and reform of customs. There is awakened in him a pedagogical vocation, perfectly integrated into his religious vocation, be maintained without weakness throughout his life. In Rome there was little time to grade schools attended by some thirty students and were run by district teachers. Although these schools are welcomed to some poor kid, they were very scarce due to the small number of teachers - only about 13 for the entire city - and their low wages they were not allowed to provide free education to many poor children who were in population. Educational facilities were also very prestigious humanities, as the Roman College, who ran the Jesuits. But this famous institution housed only students who had followed studies and primary schools, which were excluded important sectors of the working classes who had no chance to get out of illiteracy. Moreover, the Humanistic Renaissance in Europe had transformed education systems inherited from the Middle Ages, increasing the importance of classical learning, giving rise to an increasingly elitist education. In his repeated visits to the Roman neighborhoods, the future teacher not only witnessed the social problems of the many miserable families living there, with problems of food, hygiene, health and morality, but also the unfortunate loss of large intelligences that have demonstrated some children and young people. That discovery was hurt deeply and for him inside a real sobering: "Young men of stunning wit and ready to do great service to the republic, remained in the darkness of ignorance for not being able to learn the lyrics and together with them the morals" It was then that the cleric, who had been until then the doctor wanted a career college, begins to discover the great vocation of his life, that of teacher. It is through this new educational dimension as its true place primarily Calasanz priestly vocation. The two vocations are not excluded, by contrast, are considerably strengthened and will be hereinafter closely linked to throughout his life. Calasanz is a priest who find in its most authentic pedagogy and personal religious fulfillment. In his travels through the slums of Rome, had discovered a small parochial school in the church of St. Dorothy's Trastevere who, like others, was to pay. The future teacher the school became a free, dedicated entirely to the poor. Thus was born the first school in 1597 Pia, while Calasanz started teaching his prodigious voyage. Just at the moment Calasanz discovers his vocation powerful educator, he reaches the offer of a place of canon in the cathedral of Seville. In another era, this offer would satisfy our expectations, but now the offer came too late. Calasanz had found his true path: "I found in Rome best way to serve God by helping these poor kids: do not leave it for the world" The pedagogical work In the educational work of Joseph Calasanz must highlight several important aspects. First, This is acknowledged and the authors who have studied his work, like Ludovico Von Pastor, Georgy Santha and Severino Giner, Calasanz was the creator of the popular first school, public and free of the Modern Age in Europe. One type of school that, since it was founded four centuries ago, has maintained those features today. It was a highly revolutionary innovation that broke dramatically with the privileges of class that kept the marginalization and poverty for large masses of people. In the history of education, José Calasanz is the great educator of the poor, the pedagogue of the free and widespread education to all classes of society without discrimination. His firmness on these principles was total throughout his life. There are many expressions of unwavering vigilance exercised over their schools in relation to this issue: "For students to pay the accommodation of the schools, banks or anything else, do not in any way" "Note that teachers did not ask anything to the students" "I have to tell a big failure and neglect that occurs in those schools, it is to sell and buy" Second, by strict application of Christian principles, was also the teacher of social discrimination, racial, or religious. Not only was the brave and generous attitude, as we shall see, had with persecuted by the Inquisition like Galileo and Campanella, was also highly significant fact at the time of enrolling in their schools to Jewish students, who dealt with equal respect. Similarly, in his Germania schools also enroll students of Protestant religion. His prestige and universalism were so great that even the Turkish Empire reached him requests for the Pious Schools Foundation could not attend, despite their wishes, because they lack the necessary teachers. The only merit in their schools recognized Calasanz were derived from the study and virtue. Thirdly, Calasanz was the creator, organizer and systematizing school graduation levels and cycles of primary education and a level of professional training and a popular secondary school system. Their schools have up to 1 500 students in the same school and, of course, were very different from the one-teacher schools that existed in the neighborhoods of Rome and elsewhere. The size of these centers forced to develop a very complex organization and thorough school where graduation levels and cycles played an important role. In this regard, C. Bau reads: The Pious Schools, particularly San Pantaleon de Rome, were simultaneously College of Primary Education, Higher Primary School calligraphy accounts and providing training for office and dispatches the boys were not to continue career and grammar school, where branch Latin and Humanities SCHOOL ORGANIZATION Although sometimes there was a nursery class, generally started at the school after six years of age, from nine graduating classes successively in decreasing order. The ninth class, Children start reading with large posters and syllabic methods that allowed for collective learning. In the eighth class were taught reading. Students did individual readings with the teacher and corrected each other. The classes lasted two hours in the morning and the same afternoon. Every four months there was a general discussion in all schools. If the evaluation was positive, the student was admitted to the upper class. Although Calasanz recommended a maximum of fifty students per class, sometimes constitute up to sixty. To create a degree of emulation, were organized two groups of students who were struggling to get better results. At a time when there was no interest in popular education, Calasanz school he created a highly complex institutions. Thus, the School of St. Pantaleon available on L623-l624 during a staffing of 37 members, among whom were teachers, responsible for housekeeping, administrative staff, nurses, cooks, etc.. Calasanz worried about physical education and hygiene of students. There are several passages of his writings in which he speaks of these themes, and ordered by superiors to ensure the health of children. Extreme vigilance always on the maximum purity of water used in their schools. It also requested that classrooms be laundered each year. Called for the utmost cleanliness in all units, and especially in the washrooms. In many respects, ahead of our time creating additional institutions: kitchens, closets, residences and so on. Ordered to be provided to students free of charge the necessary equipment, including ink and paper. Teachers should take three record books: the enrollment, attendance and grading. Should prepare in advance of his classes and be at their posts before the arrival of students. When the classes, teachers accompanied their students to their homes. Calasanz himself made that task to 85 years of age. CONTENT OF TEACHING Students learned to read equally well in Latin and vernacular. Calasanz kept the Latin, but was a great advocate of the vernacular, and in it were written the textbooks, even those for teaching Latin. In this respect, was more advanced than other contemporary authors, including Comenius, who passed for the great defender of the national language, but he wrote his books in Latin. In class sixth students already had a good command of reading, so that upon reaching the fifth class were divided into two sections: the first section of mathematics for pupils who wanted to learn a trade, and a second grammar for those who wanted further study in literature. Students in both sections were still common writing classes, which became especially hicapié in calligraphy. Should emphasize the importance he attached to teaching Calasanz mathematics. In this as in so many ways, was a great innovator who happened to glimpse a visionary perspective of future trends. Both the training of students as the teacher, teaching of mathematics and science was considered important in the Pious Schools. The teacher's concern about this issue continually arises in his writings: "Try to perfect as you can in math, which apparently are very pleasing to the world" (Letter to Morelli, 31-3-1635). "Regarding the abacus school, if there is someone who has willingness to learn, encourage them from me and you be the first to learn" (letter to Bianchi, 20-7-1634). The importance attributed by the Escolapians Catholic education has been continuous since then. There are numerous accounts of the path followed in the past centuries. In Spain, for example, a country where there was a great scientific tradition, it would Piarists renowned mathematician and scientist. This is confirmed Cardedera Mariano, a Spanish teacher in middle of last century - XIX -: "The boarding students learn under the direction of the Escolapians mathematics, physics, chemistry and natural history [...] On the day, with much effort cultivating the natural sciences and" The great interest expressed about this issue Calasanz contrasts with the general disinterest that then existed throughout Europe for those teachings. In the fifth class was over the primary cycle and the following four classes cycle was completed in Rome humanities studies roots in the Roman College run by the Jesuits. Moral formation and Christian students was undoubtedly the major concern of the educator. As priest and educator, saw the school as the best means to reform society. Christian ideals are present in all his writings. The constitutions and regulations of the Pious Schools are imbued with this spirit. He created the ideal of Christian teacher, ideal to serve as a basis for the training of over five hundred teachers who worked with him during his life. DISCIPLINE Calasanz was the initiator of a preventive, according to which education is expected to suppress much better. This method would be developed later by John Bosco, the founder of the Salesian School. In matters of discipline, and against what was customary at the time and in later times, always defended the utmost restraint in punishment. Although these were sometimes inevitable, he always preached moderation, love and kindness as the basis for discipline: "We have to punish with great pity that so requires the name and love we profess" (20-6-1624). "I remember to use discretion in punishment. It should be very benign with Children "(18-12-1626). "By punishing schoolchildren, are rather severe benign (l0-l0-l643). Discipline should be based on firmness and kindness, and its objectives were: a) the anticipation of evil; b) if the evil is presented, to avoid precipitation and c) time to act, enforce the amendment ensuring the correctness of the student. Calasanz and Galileo To fully understand the personality of Joseph Calasanz, should discuss their relationships with a large contemporary scientist: Galileo Galilei (1564-1642). Both were contemporaries and lived and suffered similar circumstances. The two great men of education and science were known, were treated and had mutual respect and consideration. In their lives there are quite a few parallels. The first is that both defended the teaching of mathematics and science, which is natural in a man of science, but not so much a teacher at that time. When analyzing the pedagogical work of Calasanz, surprising his continuing concern for the teaching of mathematics. At a time when the humanities were the most effective, not forgetting those trends, he sensed the future importance of mathematics and science, hence their continued recommendations to cultivate in their schools and to further advance the training of teachers. In connection with mathematics and with Galileo, we must remember that some distinguished Escolapians were fervent disciples of the great scientist and shared and defended their cosmological conceptions, which were so controversial and revolutionary then. Recall that the Galilean cosmological model, which followed the approach of Copernicus and Kepler, was inconsistent with the Ptolemaic model had been in force throughout the Middle Ages, which earned a process Galileo from the Inquisition in which it was sanctioned and forced to backtrack. In relation to that fact, it is noteworthy that, although Galileo had fallen into disgrace and was punished by the inquisitors, Calasanz ordered members of his congregation will render all necessary assistance and allowed to continue as students Escolapians him, receiving his teaching math and science. Thus it is fair to acknowledge that with regard to Galileo, Jose Calasanz and Escolapians maintained a brave and dignified position and honorably. This is a little known episode that highlights the breadth of our great teacher. The defense and the assistance provided to Galileo Piarists was used by the enemies of Calasanz and his work. A complaint filed with the inquisitor of Florence, referring to escolapio Francisco Michelini, which is the successor of Galileo in the chair of mathematics, said: Fr Francis Michelini of the Pious Schools is most true doctrine and taught publicly that all things are composed of atoms and not of matter and form, as Aristotle and all the others. He also argues that the earth moves and the sun is still, by taking this doctrine and some other of Mr. Galileo, to the point of estimating all others as false and void and declared enemy of Aristotle calling ignorant man, while Mr Galileo has oracle by oracle their views and praising the lord that Galileo first scientist in the world with other magnificent titles of praise Despite those attacks, did not fail to help Escolapians Galileo and his disciples remained fervent. When the great man of science, in l637, an old man, was totally blind, a Piarist Settimi Clemente, sorted Calasanz came to his service as secretary, such was the regard and esteem he felt for him. His orders to the rector of the school in Florence are clear: "And if by chance Mr. Galileo should ask that one night stay with him Fr Settimi Clemente, concédaselo and God wants you to know who should get the benefit " " name=gtrans>
Tus sugerencias nos servirán para mejorar la calidad de las traducciones en futuras actualizaciones de nuestro sistema.
Josep Domènech i Mira (Spain).
Doctor of Pedagogy. Degree in Hispanic Philology and Catalan Philology from the University of Barcelona. Inspector of Education. From 1976 to 1994, was head of the Inspectorate of Education in Lleida, Catalonia. He was a member of the advisory group and a member of the technical committee of the Department of Education of Catalonia. He also acted as coordinator and professor of education at the specialization courses for teachers at the University of Distance Education. Author of several publications and research on issues of comparative education.

1.-A giant of pedagogy
In 1997 will mark the fourth centenary of the first folk school, public and free of the modern age in Europe. Indeed, four centuries ago, a great Spanish teacher, José Calasanz, began with the founding of the Pious Schools long and difficult march towards universal free education. His thought and work were profoundly innovative not only in that aspect, but many other educational fields. Her figure in the seventeenth century is only comparable to Comenius. Los dos pedagogos presentan no pocos paralelismos y simetrías. Both lived immersed in different fields and antagonistic that convulsed Europe in the Thirty Years War. Comenius was the teacher of Protestant Europe and Calasanz was the teacher of Catholic Europe. The two characters were born in the sixteenth century, Comenius Calanz in 1557 and in 1592. The age difference between them was considerable, but the long life of Spanish teacher, died at age 91 - allowed him to be contemporary Czech educator during the first half of the seventeenth century

In Moravia, the birthplace of Comenius, and in other European countries overlapped educational influences of the two great teachers. Both defended the universalization of education and the use of national languages in education. Both were great innovators in the field of teaching and school organization. Although located in different positions, both were deeply religious. One was the founder of a Catholic congregation and the other was a Protestant bishop. However, the two were the most important European pedagogues of the seventeenth century and also two great personalities of the history of education for all ages. However, if history has made a deserved justice to Comenius, both in their homeland, where he has always enjoyed great prestige, as in the international community has not been as fair to Calasanz, who although at times has had great prestige in Spain, Italy and central Europe, has been victim of some forgotten internationally, as evidenced by the scant attention he has devoted many stories of education.

This historical injustice due to three main reasons: the first is the excessive exaltation of hagiographic biographers and followers, who seem to have a contrary effect, the second is that it has too emphasized the religious dimension to the detriment of size strictly teaching, and finally, the fact that very few left Calasanz as a formal written documents giving his educational thinking has prevented in-depth knowledge and understanding of your great work.

Calasanz's thinking is to be found in more than ten thousand letters he wrote and drew up documents relating to the foundation, organization and functioning of their schools and their congregation. Such works, all published, allow a deep and clear understanding of their educational work.

Biographical
José Calasanz was born in 1557 in Peralta de la Sal, a Catalan speaking Spanish people located in the Aragon region near Catalonia. It was the seventh and last child of a family of noblemen, ie, members of the lower nobility of Aragon

His father was a blacksmith and became mayor of Peralta. Until eleven years, he attended the first school in his hometown and then moved to Estadilla, where he pursued studies in the humanities. In 1571 he moved to the nearby city of Lleida, where he was the most prestigious university in the former Crown of Aragon. To her students came from Catalonia, Aragon and Valencia, the three major communities were integrated into the crown of Aragon. These students, according to medieval custom, are grouped by "nations, Calasanz was elected prior of the Aragonese. It was a first sign of prestige and moral influence which emanated from his personality.

In Lleida, José Calasanz studied philosophy and law. Then took courses in theology at the universities of Valencia, Alcala de Henares and again in Lleida, where he earned a doctorate degree. In 1583 he was ordained, thus initiating an ecclesiastical career which led him to pursue a variety of positions in Catalonia. During that period in his life, he spent several years in La Seu d'Urgell, a town very near the French border, then it was very unsafe and dangerous. Indeed, in those days Catalonia suffered serious problems were compounded banditry in the border areas by the continuing penetration of bands of Huguenots Gascon and disorders arising from prevailing in the neighboring country, producing all kinds of Catalonia abuses and extortion.

A José Calasanz he lived through the uncertainty and dangers of those times magnified in La Seu d'Urgell in the absence of a bishop since the diocese remained vacant for some time. The lack of strong authority, such as exercising then the bishops, encouraged all sorts of excesses. The secretary of the cathedral chapter Calasanz gave great responsibilities of government were reflected in ten letters written to the Viceroy of Catalonia, which asked for urgent help resolve the dire situation that existed in that region, where the bandits stole, extorted and murdered without limits.

His association with the Lleida was strengthened by the exercise of other charges, such as visitor of Tremp, population in which there was a convent of Dominicans who taught reading and writing Calasanz was then a young man of great stature and great physical strength. These natural conditions were in step with the great moral strength, intellectual and spiritual development that would prove all his life. The tenacity with which he performed his great work Calasanz teaching there is indeed something of herculean giant, which only a man of his extraordinary conditions could bear.

Concern for the poor and disadvantaged and was manifested in his early years in Spain, where he established a foundation on which every year Claverol distributed food to the poor of that locality. This charitable foundation operated until 1883, ie nearly two and half centuries. The great social concern Calasanz show later in his educational work is revealing that background in his youth.

In l592, when the future teacher was 35 years old, he moved to Rome in an effort to make ecclesiastical career. Here lie the majority of the 56 years that still remained to him. During this long period, without losing their Hispanic roots, will become a true Roman, fully identified with the city and the country.

In l597, moved by the poverty and moral degradation in which many children lived Romans founded the church of St. Dorothy's Trastevere the first public school, popular, and free of the modern age in Europe, the first Pious Schools.

In L600 introduces the Pious Schools within Rome, and soon has to do enlargements to accommodate the many students who came from everywhere.

In L610 writes Princeps Documentum, which explains the basics of his educational work. This document is accompanied by regulations for teachers and another for students.

In L612 the school moved to St. Pantaleone, who will become the headquarters of the Pious Schools.

In 1616 he created the first school in Frascati outside Rome Pla. A year later, Pope Paul V created the Congregation of the Pious Schools, the first religious institute dedicated primarily to teaching. In subsequent years schools are created in various places in Italy:
Genoa in 1625, Naples in 1626, and so on. Calasanz wrote the constitutions of the Nazarene Academy in Rome and has contacts with Galileo.

In 1631 he founded the college of Mikulov in Moravia and shortly thereafter in the same country, colleges and Leipnik Stráznice.

The foundations are spread over other cities in Italy. In 1638, recalling his youthful relationship with the Lleida, Calasanz Guissona try a foundation, the first seen in Spain, but it will not be consolidated due to the war that burst two years later

In 1642 created the Royal College and the College Podoliniec Warsaw in Poland, which will produce a great introduction.

That same year, due to the internal crisis experienced by the work and the intrigues and external tensions, Calasanz was imprisoned briefly and interrogated by the Inquisition. The following year, the old teacher is immersed in a struggle of political interests and intrigues of ambitious characters that ends with the removal from office of General of the Order he had founded, falling into disgrace and was replaced by one of his critics . During the years following the misfortune continues Calasanz and the Congregation is undermined to the point that his work so many years is in danger of collapse. In 1648, still in disgrace, Calasanz died almost 91 years of age and was buried at St. Pantaleon.

Eight years after his death, Pope Alexander VII restores the Pious Schools. In 1748, the Catholic Church beatified Joseph Calasanz, it would be canonized 19 years later.

Finally, on 13 August 1948, Pope Pius XII proclaimed him patron saint of Christian popular schools in the world. Currently, the Pious Schools are spread over many countries in Europe, Africa, America and Asia.

Birth of a vocation
When Joseph Calasanz came to Rome at the end of the sixteenth century, found a city with serious economic, health and morals. The looting of 1527, pests that had happened intermittently and frequent and dangerous flooding of the Tiber, throughout the century were very negative factors for urban development. At that time, as happened in other European cities, large populations of people living in a state of extreme poverty. An observer of that time wrote in 1601:
"For Rome is not nothing but beggars, and in such numbers that can not be on the streets or go without continually see ourselves surrounded by them"

That situation had impressed other religious of the time and had led to some worthwhile charity initiatives for orphans and sick children. Moreover, the city lived with intensity the spirit of the Council of Trent, as the catechism was taught to all people, especially younger generations.

In that environment that mixed social misery of some parts of the city and the desire for moral and religious regeneration, Calasanz had occasion to know very well the situation of the fourteen districts that formed the city. As a member of several religious brotherhoods, and especially as a visitor of one of them had a deep knowledge of extreme poverty and social and moral degradation that exists in certain places.

The deplorable situation in which many children lived Calasanz introduces visitors to the extraordinary importance of education as a means of moral improvement, social development and reform of customs. There is awakened in him a pedagogical vocation, perfectly integrated into his religious vocation, be maintained without weakness throughout his life.

In Rome there was little time to grade schools attended by some thirty students and were run by district teachers. Although these schools are welcomed to some poor kid, they were very scarce due to the small number of teachers - only about 13 for the entire city - and their low wages they were not allowed to provide free education to many poor children who were in population. Educational facilities were also very prestigious humanities, as the Roman College, who ran the Jesuits. But this famous institution housed only students who had followed studies and primary schools, which were excluded important sectors of the working classes who had no chance to get out of illiteracy.

Moreover, the Humanistic Renaissance in Europe had transformed education systems inherited from the Middle Ages, increasing the importance of classical learning, giving rise to an increasingly elitist education.

In his repeated visits to the Roman neighborhoods, the future teacher not only witnessed the social problems of the many miserable families living there, with problems of food, hygiene, health and morality, but also the unfortunate loss of large intelligences that have demonstrated some children and young people. That discovery was hurt deeply and for him inside a real sobering:
"Young men of stunning wit and ready to do great service to the republic, remained in the darkness of ignorance for not being able to learn the lyrics and together with them the morals"

It was then that the cleric, who had been until then the doctor wanted a career college, begins to discover the great vocation of his life, that of teacher. It is through this new educational dimension as its true place primarily Calasanz priestly vocation. The two vocations are not excluded, by contrast, are considerably strengthened and will be hereinafter closely linked to throughout his life.

Calasanz is a priest who find in its most authentic pedagogy and personal religious fulfillment. In his travels through the slums of Rome, had discovered a small parochial school in the church of St. Dorothy's Trastevere who, like others, was to pay. The future teacher the school became a free, dedicated entirely to the poor.

Thus was born the first school in 1597 Pia, while Calasanz started teaching his prodigious voyage. Just at the moment Calasanz discovers his vocation powerful educator, he reaches the offer of a place of canon in the cathedral of Seville. In another era, this offer would satisfy our expectations, but now the offer came too late. Calasanz had found his true path:
"I found in Rome best way to serve God by helping these poor kids: do not leave it for the world"

The pedagogical work
In the educational work of Joseph Calasanz must highlight several important aspects.

First,
This is acknowledged and the authors who have studied his work, like Ludovico Von Pastor, Georgy Santha and Severino Giner, Calasanz was the creator of the popular first school, public and free of the Modern Age in Europe. One type of school that, since it was founded four centuries ago, has maintained those features today.

It was a highly revolutionary innovation that broke dramatically with the privileges of class that kept the marginalization and poverty for large masses of people. In the history of education, José Calasanz is the great educator of the poor, the pedagogue of the free and widespread education to all classes of society without discrimination. His firmness on these principles was total throughout his life. There are many expressions of unwavering vigilance exercised over their schools in relation to this issue:
"For students to pay the accommodation of the schools, banks or anything else, do not in any way"
"Note that teachers did not ask anything to the students"
"I have to tell a big failure and neglect that occurs in those schools, it is to sell and buy"

Second,
by strict application of Christian principles, was also the teacher of social discrimination, racial, or religious.

Not only was the brave and generous attitude, as we shall see, had with persecuted by the Inquisition like Galileo and Campanella, was also highly significant fact at the time of enrolling in their schools to Jewish students, who dealt with equal respect.

Similarly, in his Germania schools also enroll students of Protestant religion. His prestige and universalism were so great that even the Turkish Empire reached him requests for the Pious Schools Foundation could not attend, despite their wishes, because they lack the necessary teachers.

The only merit in their schools recognized Calasanz were derived from the study and virtue.

Thirdly,
Calasanz was the creator, organizer and systematizing school graduation levels and cycles of primary education and a level of professional training and a popular secondary school system. Their schools have up to 1 500 students in the same school and, of course, were very different from the one-teacher schools that existed in the neighborhoods of Rome and elsewhere.

The size of these centers forced to develop a very complex organization and thorough school where graduation levels and cycles played an important role. In this regard, C. Bau reads:
The Pious Schools, particularly San Pantaleon de Rome, were simultaneously College of Primary Education, Higher Primary School calligraphy accounts and providing training for office and dispatches the boys were not to continue career and grammar school, where branch Latin and Humanities

SCHOOL ORGANIZATION
Although sometimes there was a nursery class,
generally started at the school after six years of age, from nine graduating classes successively in decreasing order.

The ninth class,
Children start reading with large posters and syllabic methods that allowed for collective learning.

In the eighth class
were taught reading.
Students did individual readings with the teacher and corrected each other.

The classes lasted two hours in the morning and the same afternoon.
Every four months there was a general discussion in all schools.
If the evaluation was positive, the student was admitted to the upper class.

Although Calasanz recommended a maximum of fifty students per class, sometimes constitute up to sixty.

To create a degree of emulation, were organized two groups of students who were struggling to get better results.

At a time when there was no interest in popular education, Calasanz school he created a highly complex institutions. Thus, the School of St. Pantaleon available on L623-l624 during a staffing of 37 members, among whom were teachers, responsible for housekeeping, administrative staff, nurses, cooks, etc..

Calasanz worried about physical education and hygiene of students.
There are several passages of his writings in which he speaks of these themes, and ordered by superiors to ensure the health of children. Extreme vigilance always on the maximum purity of water used in their schools. It also requested that classrooms be laundered each year.
Called for the utmost cleanliness in all units, and especially in the washrooms.

In many respects, ahead of our time creating additional institutions: kitchens, closets, residences and so on.

Ordered to be provided to students free of charge the necessary equipment, including ink and paper.

Teachers
should take three record books: the enrollment, attendance and grading.
Should prepare in advance of his classes and
be at their posts before the arrival of students.
When the classes, teachers accompanied their students to their homes. Calasanz himself made that task to 85 years of age.

CONTENT OF TEACHING
Students learned to read equally well in Latin and vernacular.
Calasanz kept the Latin, but was a great advocate of the vernacular, and in it were written the textbooks, even those for teaching Latin. In this respect, was more advanced than other contemporary authors, including Comenius, who passed for the great defender of the national language, but he wrote his books in Latin.

In class sixth
students already had a good command of reading, so that upon reaching the fifth class were divided into two sections: the first section of mathematics for pupils who wanted to learn a trade, and a second grammar for those who wanted further study in literature. Students in both sections were still common writing classes, which became especially hicapié in calligraphy.

Should emphasize the importance he attached to teaching Calasanz mathematics.
In this as in so many ways, was a great innovator who happened to glimpse a visionary perspective of future trends. Both the training of students as the teacher,

teaching of mathematics and science
was considered important in the Pious Schools.

The teacher's concern about this issue continually arises in his writings:
"Try to perfect as you can in math, which apparently are very pleasing to the world" (Letter to Morelli, 31-3-1635).
"Regarding the abacus school, if there is someone who has willingness to learn, encourage them from me and you be the first to learn" (letter to Bianchi, 20-7-1634).

The importance attributed by the Escolapians Catholic education has been continuous since then. There are numerous accounts of the path followed in the past centuries. In Spain, for example, a country where there was a great scientific tradition, it would Piarists renowned mathematician and scientist. This is confirmed Cardedera Mariano, a Spanish teacher in middle of last century - XIX -:
"The boarding students learn under the direction of the Escolapians mathematics, physics, chemistry and natural history [...] On the day, with much effort cultivating the natural sciences and"

The great interest expressed about this issue Calasanz contrasts with the general disinterest that then existed throughout Europe for those teachings.

In the fifth class
was over the primary cycle and
the following four classes
cycle was completed in Rome humanities studies roots in the Roman College run by the Jesuits.

Moral formation and Christian students
was undoubtedly the major concern of the educator. As priest and educator, saw the school as the best means to reform society.
Christian ideals are present in all his writings.
The constitutions and regulations of the Pious Schools are imbued with this spirit.
He created the ideal of Christian teacher, ideal to serve as a basis for the training of over five hundred teachers who worked with him during his life.

DISCIPLINE

Calasanz was the initiator of a preventive,
according to which education is expected to suppress much better. This method would be developed later by John Bosco, the founder of the Salesian School.

In matters of discipline,
and against what was customary at the time and in later times, always defended the utmost restraint in punishment. Although these were sometimes inevitable, he always preached moderation, love and kindness as the basis for discipline:
"We have to punish with great pity that so requires the name and love we profess" (20-6-1624).
"I remember to use discretion in punishment. It should be very benign with Children "(18-12-1626).
"By punishing schoolchildren, are rather severe benign (l0-l0-l643).

Discipline should be based on
firmness and kindness, and
its objectives were:
a) the anticipation of evil;
b) if the evil is presented, to avoid precipitation and
c) time to act, enforce the amendment ensuring the correctness of the student.

Calasanz and Galileo

To fully understand the personality of Joseph Calasanz, should discuss their relationships with a large contemporary scientist: Galileo Galilei (1564-1642). Both were contemporaries and lived and suffered similar circumstances.

The two great men of education and science were known, were treated and had mutual respect and consideration.
In their lives there are quite a few parallels.
The first
is that both defended the teaching of mathematics and science, which is natural in a man of science, but not so much a teacher at that time. When analyzing the pedagogical work of Calasanz, surprising his continuing concern for the teaching of mathematics. At a time when the humanities were the most effective, not forgetting those trends, he sensed the future importance of mathematics and science, hence their continued recommendations to cultivate in their schools and to further advance the training of teachers.

In connection with mathematics and with Galileo, we must remember that some distinguished Escolapians were fervent disciples of the great scientist and shared and defended their cosmological conceptions, which were so controversial and revolutionary then. Recall that the Galilean cosmological model, which followed the approach of Copernicus and Kepler, was inconsistent with the Ptolemaic model had been in force throughout the Middle Ages, which earned a process Galileo from the Inquisition in which it was sanctioned and forced to backtrack.

In relation to that fact, it is noteworthy that, although Galileo had fallen into disgrace and was punished by the inquisitors, Calasanz ordered members of his congregation will render all necessary assistance and allowed to continue as students Escolapians him, receiving his teaching math and science. Thus it is fair to acknowledge that with regard to Galileo, Jose Calasanz and Escolapians maintained a brave and dignified position and honorably. This is a little known episode that highlights the breadth of our great teacher.

The defense and the assistance provided to Galileo Piarists was used by the enemies of Calasanz and his work. A complaint filed with the inquisitor of Florence, referring to escolapio Francisco Michelini, which is the successor of Galileo in the chair of mathematics, said:
Fr Francis Michelini of the Pious Schools
is most true doctrine and taught publicly that
all things are composed of atoms and not of matter and form, as Aristotle and all the others.
He also argues that the earth moves and the sun is still,
by taking this doctrine and some other of Mr. Galileo,
to the point of estimating all others as false and void and declared enemy of Aristotle calling ignorant man,
while Mr Galileo has oracle by oracle their views and
praising the lord that Galileo first scientist in the world with other magnificent titles of praise

Despite those attacks, did not fail to help Escolapians Galileo and his disciples remained fervent. When the great man of science, in l637, an old man, was totally blind, a Piarist Settimi Clemente, sorted Calasanz came to his service as secretary, such was the regard and esteem he felt for him. His orders to the rector of the school in Florence are clear:
"And if by chance Mr. Galileo should ask that one night stay with him Fr Settimi Clemente, concédaselo and God wants you to know who should get the benefit &quot.