He answer d with a great deal of candor and ingenuity , that their condition was so miserable , and they were so sensible of it , that he believed they would abhor the thought of using any man unkindly that should contribute to their deliverance ; and that , if i pleased , he would go to them with the old man , and discourse with them about it , and return again , and bring me their answer : that he would make conditions with them upon their solemn oath , that they should be absolutely under my leading , as their commander and captain ; and that they should swear upon the holy sacraments and the gospel , to be true to me , and to go to such christian country , as that i should agree to , and no other ; and to be directed wholly and absolutely by my orders , till they were landed safely in such country , as i intended ; and that he would bring a contract from them under their hands for that purpose 同时，他又说，如果我愿意的话，他可以同老黑人一去见他们，同他们谈谈这件事，然后把他们的答复带回来告诉我。他说他一定会跟他们订好条件，叫他们郑重宣誓，绝对服从我的领导，把我看作他们的司令和船长同时，还要让他们用圣经和福音书宣誓对我效忠到底，不管我叫他们到哪一个基督教国家去，都要毫无异议地跟我去，并绝对服从我的命令，直到他们把我送到我所指定的地方平安登陆为止。最后，他又说，他一定要叫他们亲手签订盟约，并把签约带回来见我。
I gave him a strict charge in writing , not to bring any man with him , who would not first swear in the presence of himself and of the old savage , that he would no way injure , fight with , or attack the person he should find in the island , who was so kind to send for them in order to their deliverance ; but that they would stand by and defend him against all such attempts , and wherever they went , would be entirely under and subjected to his commands ; and that this should be put in writing , and signed with their hands : how we were to have this done , when i knew they had neither pen or ink ; that indeed was a question which we never asked 临行之前，我向他下了严格的书面指示，即任何人，如果不先在他和那老野人面前发誓，表明上岛之后决不对我进行任何伤害或攻击的，都不得带到岛上来。因为我是好心把他们接过来，准备救他们脱险的。同时，还要他们发誓，在遇到有人叛变的时候，一定要和我站在一起，保卫我，并且无论到什么地方，都要绝对服从我的指挥。
This article criticizes the theoretic basis of mechanism in perspective of student in comenius " " on the clock " , criticize the idea regarding students as learning machines , interrogates locke ' s idea that " the mind is like a piece of white paper , there no marks and ideas on it " deconstruct the absolute hegemony education to the students " development and teachers to students , criticizes kant ' s absolute ration and human nature ' s permanence , generalization , criticizes kant ' s idea that human is existing of rational animal , criticizes kant ' s educational claim that children absolute subject to ration , and criticizes herbart ' s theory that teachers is the center which is influenced by kant 在文章中，批判了夸美纽斯“时钟论”学生观的理论基础? ?机械论，批判了把学生看作“学习的机器”的观点；对洛克的儿童心灵犹如“一张白纸，上面没有任何记号，没有任何观念”的观点进行了质疑，解构了教育对学生成长、教师对学生教育的绝对霸权；批判了康德的绝对理性以及人性的永恒性、普遍性，批判了康德的“人是理性动物的存在”的观点，批判了康德“儿童绝对服从理性”的教育主张，并进一步批判了受康德影响的赫尔巴特的“教师中心论” 。
