CHAP. I. The Occasion of this Writing.

'Tis some Months since, that there was much discourse at Paris about a young Child, knowing no other Language, but Latin, and using the same as other Infants do their Mother-tong. A person of quality [Page 2]having made mention of it to the King, his Majesty would see it; and thereupon it was seen by all the Court. Every body discoursed of the confidence of the Child, of the pretty things it spake and of its man­ner of speaking them. I have seen it twice, and entertain'd it well nigh three hours, and must confess, it sur­prised me, notwithstanding all I had heard said of it before, to its advan­tage.

This Child had not yet four years. I found it very chearful, active and confident; and withall observ'd judg­ment and a good nature in all it did. I spoke to it of many things, which was impossible, it could fore-see. It understood very well all I said to it, and answer'd me with such frank­ness, that whatsoever I may speake of it, I shall never make it appeare so much, as it is. I have not heard it speak one word, which was not pro­per; [Page 3]and it hath ev'n the dexterity to vary the expressions, when it is obli­g'd to say often the same thing. Jt commits no fault in the Inflexions, and is not only exact in what it speaks, but with a strange quickness taketh up and corrects those, that speak not right. Some body having ask'd it, Ʋbi ibis â prandio; it rectifi'd him, say­ing, Quo ibis? An other saying, Conscendere in equo, he reply'd' E­quum conscendere. Another using the word Agaso, to signifie a Groom of the Stable, this Child at first percei­ved not this impropriety; but one of them, that were present giving it to understand, that they were speaking of a man that leads a horse, he sug­gested the word Equiso to him that had committed this fault. Which few Instances may shew, what ex­actness it observes in Words. Instan­ces also might be given for a mark of its Iudgement in such particulars, [Page 4]as occurred where it was, if we were not to Iudge of the Education of a Child, rather by the connexion and sequele of all its words, than by cer­tain particular occurrences; there be­ing almost no Child, which occasi­onally will not say something or o­ther, which is surprising.

Every body will easily guess, that this Child can never have had other Rules for its language, than Ʋse and Conversation. The Father thereof was happy in finding two friends honest and able, who asked it of him upon its being wean'd. 'Tis manifest, that they have omitted nothing that might serve either for giving it the purity of the Language, or for possessing it with good Manners; and that their cheif care and industry, to render the Child what it is, consisted, as for Manners, in speaking all things to it with discretion, in removing it from all evill Examples, and in pre­senting [Page 5]to it nothing but what was harmless and honest; and what con­cern'd the Language, in using none but proper and fit words, and in reprehen­ding in its presence those, that spoke false. This is the reflexion, which a very Wise and very Vertuous Princesse made upon this Child, after she had seen it above an hour converse with a Person of quality; adding, That, how advantagious soever the way of teaching a Language (which is left no where but in Books) might seem to her, yet she was farr more sur­prised at the Openness of the un­derstanding of this Child, than its Ability in speaking this Language; although she believed, that the way, wherin it had been taught, had much contributed to make it so rational and so well disposed, as it was.

Now the success of this Educa­tion, the Importance of Learning Arts and Sciences, wherewith the [Page 6]Latin Tong is so much link'd, and the extreme difficulty there is in the Common ways of learning it, have ministred unto me some thoughts and considerations, which I judged were not amiss to be put in writing; although I think not, I shall persuade all, that shall take the pains of rea­ding them; and although I also know, that many of those, who shall have the same thoughts with me, shall not be in a condition to put them in execution and practise, for want ei­ther of a subject, or of persons ca­pable to make such an attempt succesfull.

CHAP. II. That this way of Teaching languages is very Antient, and infallible.

IN the mean time, there is nothing more Natural, nor more Infallible, than this success; and I wonder less, that the Masters of this Child resol­ved to instruct it after this manner, than that all the world does not the like. For first, no man is igno­rant, that since the beginning of the World unto this day every one hath learnt his Mother-tong without Rules, and spoken it better, than any other. Secondly, as to forrain Languages, all know likewise, that the shortest, surest and easiest means of learning them, is, to goe into the Contry's, where they are Vulgar, where Rules [Page 8]are needless to learn them. Thidly, 'tis also knowne, that Montagne learnt the Latin tongue from the Breast; which way of learning it succeeded so well, that this Example alone was sufficient to encourage the attempt of those, whom we now speak of.

There is therefore no reason at all to wonder either at the undertaking, or the success. Mean while 'tis Iust, to give them, in both, the honour due unto them. First, though the Way propos'd be Infallible, yet 'tis certain, that there are not many persons fit to accomplish so readily and so fully, what they have done. And I cannot say, that the meeting with a child of good natural parts hath much helped them. For, be­sides that Children, whether they be sprightly or no, learn almost equal­ly well their Mother-tong, it appears not, that this Child, we speak of, had any advantage of that nature [Page 9]above many others. Me thinks, I observe nothing more in him, than a habit of reasoning, and a certain docibleness, which seems to proceed from nothing else, than from the manner, which those that have taught him, lived and conversed with him in. And I am confirm'd in this thought by the Example of two o­ther Children very young, that are en­tred into the same conduct, and that have almost nothing Childish in them, but the Motions and gayness, which are inseparable from that age, and which are so necessary for it.

Secondly, the Example of Mon­tagne did not much remove the doubts, which might rationally occur in this matter. We know nothing of it, but what himself saith of it; and it might be doubted, Whether the Essay, that was made of this method upon his person had all the success, he relateth; this Author [Page 10]having with the qualities, that ren­der him esteem'd, the ill repute of setting too high a prize on those things, that were advantagious to him, or which he believed to be such. It might also be doubted, Whether the thing would succeed in so popu­lous a city, as Paris, and with per­sons not lodging alone, and not be­ing masters of those, they lodge with; it having succeeded in the so­litudes of Perigort, and in a Castle, where all obeyed Montagne's Father, who had imposed silence to all that were about his son, those excepted, that could speak Latin to him.

Lastly, it might be fear'd, that either the thing would not succeed, or it would be requisite to maintain a number of good Latinists about this Child, as the Father of Mon­tagne had done about his Son, which would have caused great expenses.

It is easie, to satisfy all these doubts [Page 11]after the Event; but it was not so easie to foresee it, and yet less easie, well to manage such a designe. When one sees things done, they are not found difficult, and often they are found the more easy and the more natural, the more pains they have cost to do them. Nothing ap­pears more easy to invent, than Printing and the Sea-compass, and nothing more obvious, than to dis­cover the Circulation of the Blood. The Principles of it have been known more than 1800 years agoe. There wanted nothing, but to make de­ductions. And yet the World hath been, as 'twere, asleep untill these later times, in things of that impor­tance, which now appear so clear and easy, that it seems not credible, either that they should not have been understood, or that there should have interposed the least difficulty in putting them in execution. But we [Page 12]doe not therefore esteem those the less, that have shew'd them us; for, either we must universally disesteem all men, that have been before us, for not having found those things, which presented themselves to them as 'twere of their own accord; or we are highly to esteem those, who had the Wit and Iudgement to see those consequences, which so many men had not perceived for so many Ages.

I think, I doe not use too much exaggeration, when I compare this manner of teaching Infants Latin with the Invention of Printing and the Sea-Compass, and to the Discovery of the Bloods Circulation; and possibly those, that shall read this, will Iudge of it as I doe, when they shall have considered; first, How important it is to know the Latin tongue. Second­ly, The advantages, that occurre in this manner of teaching it, to [Page 13]know it well. Thirdly, The conse­quences of those advantages.

CHAP. III. The importance of the Latin Tong.

'TIs needless, to insist much up­on the shewing the Importance of the Latin Tongue. 'Tis known to all, that there is no publick Profe­ssion of any science to be made (the Mathematicks perhaps excepted) without knowing that Tong. Not that it is absolutely necessary for the Learning of any of the humane scien­ces; but that 'tis an establish't Custom, to examine and to exercise in Latin, as well those that are to be admitted to the practise of the Law and Phy­sick, as those, that are to be received into Ecclesiasticall Functions. 'Tis also [Page 14]obvious, how usefull it is to know that Tongue, not onely to be able to read prophane Authors in their own language, but also to understand the Ʋulgar Latin Translation of the Bible, and the Latin Fathers: That 'tis also little less than absolutely ne­cessary, not only to understand it, but also to write and speak it, if you will have any correspondence with the more Northern Nations, either in affairs of State, or in matter of Lear­ning and Sciences: That it renders very easy to us the understanding of Spanish and Jtalian: Lastly, That a man can scarce pass for an Able man, except he understand Latin, Custome here carrying it from Rea­son; though one may know it with­out being an Able man, and become very knowing and very able without understanding it.

Although the greatest part of the World think not on all these reasons, [Page 15]'tis obvious that most are perswaded (I know not How) of the necessity of knowing the Latin Tongue, for­asmuch as their Children are subjec­ted to incredible pains to learn it, and since also one of the most cosidera­ble parts of our life is sacrific'd there­to. In the mean time this is clear, That what use soever may be made of the knowledg of this Tongue, yet that were to be esteem'd very inconsiderable, if it should take us off from the knowledge of Things.

CHAP. IV. An Examen of the Common way of Teaching Latin.

IT is therefore strange enough, that commonly for the Teaching of La­tin (which may be called the Lan­guage of the Learn'd) there is used [Page 16]such a way, of which the most con­siderable effect is, to put most men out of the way to become Learn'd, and to bring it to pass, That they know a few things very late and very imperfectly. And these inconvenien­ces are the more intolerable, that that Conduct, after it hath needlesly engag'd us to preferre the knowledg of Words' to that of Things (which is a great Evill) doth not conduce to teach us even that Language, which we have sacrificed all unto. Above all things, it being most easie, to re-establish an Antient tryed way, which is infallible easie, short, and as commodious for the knowledg of Things, as advantagious for the knowledge of Words.

And yet this is very near, what happens in the Ordinary method of Teaching Latin to Children. All which will appear by what follows. But I believe, that all those, who [Page 17]shall read this Tract, doe acknowledge before-hand, that one cannot shew the advantages of our way of Teach­ing generally all Tongues, and par­ticularly the Latin, by Vse, but by opposing it to the defectiveness of the Rules, that constitute the Ordi­nary Method; And I hope, they will in the sequele easily distinguish those defects that cannot be avoided, from such, as may, without changing al­together the common road; and that they will soon find, that what­ever care be taken to better it, it will never so be advantagious as this, which we recommend; as also that it would not be impossible to render this as Universall and as Publick, as that, which hath been hitherto recei­ved and practis'd, at least for the Rich and Great, and perhaps for per­sons also of a mean Condition.

They commonly put their Chil­dren into the Colledg at the age [Page 18]of 6. or 7. years, and keep them there till 17. or 18. One forgets easily e­nough pains that are passed, but those that have been endured all that time, are so long and so irksome, that with very little thinking they may easily be remembred. I speak not of Children untowardly born; I speak of those, that have a mind to learn, and are naturally disposed there­unto: What trouble and vexation must they undergoe, to distinguish all the parts of a discourse; to learn all the inflections or Accidents there­of; to connect them for good sence; to know all their respects and depen­dences; to learn words; to distin­guish all their significations and pro­prieties; to apprehend the order they are to keep to one another &c? All these things are certainly very diffi­cult in themselves, and are the more so to Children, in that they less com­prehend what it means, that they are [Page 19]taken all at once from the Com­merce of the World to speake a language to them, they understand not, which they think they need not, and which affords them no pleasure at all, but rather deprives them of al their divertisements, gives them much trouble, and draws on them all the little punishments, and tedious treatments which they cannot be ex­empted from, how much soever you be inclined to educate them with in­genuity and gentleness. When a Child is punisht for having beaten another, for lying, stealing, &c. it under­stands well enough, that it hath done ill; and though it should not know it, yet it seeth that in those things there is equal Iustice done to all chil­dren, they passing every where for faults which deserve punishment: But it would be pretty difficult, to give to a little child a reason, naturall e­nough, of the evill it hath done, and [Page 20]of the punishment it hath deserved for having mis-construed an Adje­ctive with a Substantive, and why we exact that of him, which we re­quire not from so many other Chil­dren, who doe no more than to read, write and speak their Language, with­out being oblig'd to take notice ei­ther of Declensions, or Conjugations, or Syntax, or Heteroclites, nor any of all those perplexities of Tenses, Cases, Persons, Articles, and Con­structions. 'Tis notorious, how great an aversion we naturally have from all what is constrain'd, and how sure a means it is to hinder Children from doing a thing, to command them to doe it, though even that, which they are commanded, should be a­greable to them. And thence 'tis easie to guess, what aversion they naturally conceive for a thing painfull in it self, wherein it seems, that we command them only to command [Page 21]them. And the whole sequele of their Studies may appear, as if we would make them believe, we took a kind of pleasure in tormenting them, or at least that we indulged them not enough, since, besides the difficul­ties which seem unavoidable, we also engage them in such, as might be a­voided; as some Persons very able and very well versed in the Art of Teaching Children have shew'd, both by their Writings, and by the Tayals they have made.

In those Writings it hath been made appear, first, Of what importance it would be, to give (for example) in French the Rules of the Latin Tongue, that are given in Latin. Secondly, How much more advanta­gious it would be, to make Children read Authors as soon as they have learnt the more general Rules of the Grammar, and not to oblige them to translate French into Latin, but [Page 22]when they shall have known, by the reading of Authors, the pro­priety of the words, their order and dependences. We shall not repeat here, what may be seen in those Wri­tings; but t'is easie to infer from what is there layd down (which expe­rience confirms every day) that 'tis almost impossible, that a young man, educated after that manner, entring into Rhetorick, can therein produce any thing but what is very mediocre, since 'tis impossible to write well in a Language, which one understands not well, and well to understand a dead Tongue, but by a long use of Authors; and that the Schollars, who are taught it, have almost read nothing of Authors in the other Forms. Thus they commonly spend two yeares in that Form in composing a Language they understand nor. 'Tis true, that then 'tis endeavou­r'd to make them understand it by [Page 23]Reading; but 'tis too late, to make them begin what they should have done before they undertook any com­position. Thus all, they can have pro­fited at the end of those two yeares, is, to have got by their Reading some relish for the Latin Tongue, yet without any readiness either to express themselves therein in familiar con­versation, or to write of any conside­rable matter in the same; which two things are of a more important, more frequent and more universal Use, than those Themes in the Air, which are given them to dilate upon, teaching them to say that in many pages, which they might say in few lines.

It is needless to add here the dis­advantage, there is in all this as to Rhetorick; tis sufficient to take no­tice, that none but a very inconside­rable progress can be made in the La­tin Tongue the Old way. And yet that is all the fruit of C. or. 7. yeares: [Page 24]In regard of which slender proficien­cy, it would be the more proper not to expose a young habit, which hath cost so much, and is yet so feeble, to so many things, that may weaken it. But yet this is that, which is done: to which two faults may be ioyned a third, perhaps the most con­siderable; viz. That Children are made to pass from Rhetorick to Philo­sophy. There they remain two yeares; during which time they are spoken to and are made to speak in a Language, that is neither French nor Latin. There is almost no Latin in it, but the Terminations of words: certain­ly you can find nothing of true La­tinity there. I see nothing more capable to make them forget Latin, than this Philosophical Latin; and I am perswaded, that it maketh them lose more the true gust of it, than the Tongue, of all others most remote from Latin. And yet it would be [Page 25]very easy to teach them the same things in the true purity of that Tongue. There is nothing more ac­curate nor more acute in all Logick, than in the Academick Questions of Cicero; there is nothing greater nor sublimer in the Morals, than in the Entertainments of Tusculum, in the Books of Good and Ill, and in those of the Duties of the Civil Life: There is nothing more exact in Natural Phi­losophy, than in the Books of the Na­ture of the Gods, and the Frag­ment of the Traduction of Timeus by the same Author. In a word, I am perswaded, that if one had a mind to copy with attention those Originals, one might find matter and forme to frame thence a very dogmatical, ve­ry clear, and very Latine Philoso­phy.

It is now easie to conclude from all that hath been said, that one learns in the common Schooles very [Page 26] litle Latin with great pain and with great expence of time: To which may be added, That children forget the best part of what they knew be­fore they entred them, which is, their own Mother-tongue and the Writing thereof, and that they faile to learn what they might have learnt all that time, they have bestow'd up­on a little Latin.

If now we shall put it into the ballance, on one side, the little that is gain'd, the much that is lost, and that might also have been acquired; and on the other side, the Uses, that one may propose to one's self in the Learning of that Language, I doe not doubt but it will appear too cost­ly at that rate, and that all will ac­knowledg, it were better for the grea­test number of those, who learn it, not to know it at all, than to know it, ever perfectly, at that price and on those conditions, which have been discoursed of.

'Tis true, that one might learn it by Rules with more ease, in less time, and more perfectly; first, by giveing the Rules (e. g.) in French, and in a smaller number: secondly, by making the Learners to translate out of Latin into French, and not out of French into Latin, but after a long use of Latin Authors: thirdly, in delivering unto them in true Latin whatever appertains to Philosophy. But I doe not think, that by those things you shall ever equall the short­ness, nor the easiness, nor the per­fection, which proceed from Use and Converse alone.

CHAP. V. An Examen of the Way here proposed.

TO be perswaded of the fitness thereof, we need no more but consider the Conduct, that hath been used in the Teaching of this Infant, as I have collected it from the seve­rall Conferences, had by me with its Masters, and as it is to be obser­ved hereafter.

The Child was but twenty and two Months of Age, when they un­dertook it, upon its being wean'd from the breast. They need not be taken in hand younger. It is advi­sable to stay, till their health be somewhat confirm'd in the Change of Dyet; you may therefore stay till they have 25. or 26 Months. 'Tis [Page 29]not material, if they have learnt of their Nurses some words of their Mother-tongue; that will be soon forgot, as Experience shows.

Those, that have bred up this In­fant, were very ready to undertake afterwards two others, the one of which had 31. Months, and spake many words of our Language; but they both forgot all they knew of it, within 2. or 3. weeks. I have seen the first, who in a Months time had learnt so much Latin, as he had known French; and I saw also the other, who in 5. weeks had learnt to speak much more Latin, than before he could say words in his Mother-tongue. There is always with them one of their Masters, and the biggest of the three Children serves in a manner for a third Master to the other two. The Servants, that take care of them, know so much Latin, as needs to speak to them, and to correct them, [Page 30]when they speak amiss in familiar matters. The first of them hath been thus brought up till he was 4. years of age; and his Masters now begin to put him to learn French; therein following the Conduct of Quintilian, who was not for being superstitiously tyed from teaching Children for a long time no other Tongue but the Greek, but advis'd, that the learning of the Latin should soon follow after, and so both Lan­guages be cultivated together.

This cannot want good success. Nor is it to be fear'd, that the two Languages will be confounded, since, besides the Example of the Romans, who observ'd that practise, we have also that of some modern Nations, that are not reputed to have more wit, than We; among whom Chil­dren learn at the same time, at least two Languages very different: As the Children of Constantinople, who [Page 31]learn the vulgar Greek and Turkish; and those of the Suisses of Newcastel and almost all Flemmings, who, be­sides the Dutch and French, learn very often the Spanish and Latin too.

This Consideration may put us upon the thoughts to teach Latin after this way not only such Children as know not yet any Language, but also those, that doe already speak their Mother-tong, viz. by putting them among those, who speak no­thing but Latin; if there were not some danger of confounding and re­tarding those, who are yet weak in this Language. But this Confusion may be prevented; first, by forbid­ding those Children, that are already capable of reason, to speak their Mo­ther-tong in the present of the other lesser children allowing certain houres for entertaining them in their Mother-tong. Secondly, by taking of those Children, able to speak their Mother-tongue, [Page 23]but one at a time, that so the inability, which shall be in all the rest, of answering him, when he shall speak to them in his Language, may oblige him to strive to speak to them in theirs; with the reserve of giveing him a Companion, when he shall have gain'd an equal habit in both Tongues. And as those, that know nothing but their Mother-tongue, shall have been taught by the Conversation of those, who speak nothing but Latin; so might also such, as know nothing but Latin, be instructed by the Conversation of those, that know their Mother-tong; distinguishing the hours, when it should be permitted to speak the Mother-tongue, from those, when it should be allow'd to speak Latin.

And this might be carried so farr, as to make even persons advanced in Age capable to learn the Latin Tongue: which might be done by [Page 33]putting together many Men able in that Language, who should make, as 'twere, a little Latin Republick: Which would be very easie, if the King, who hath done so many great and difficult things, would think fit to issue his Orders for it, which perhaps would be none of the least Objects, that his Majesty could pro­pose to himself; as may appear by the sequele of this Writing.

This is the whole Mystery of this Instruction, in what regards the stu­dy of the Latin Tong: Upon which may be made the following reflecti­ons.

CHAP. VI. Reflections upon this Way; and first that it is easie.

THere is nothing in the world more Easie for Children, than to learn Latin this way. It is so natural, to desire to understand what others say, and to make them un­derstand our thoughts, that 'tis im­possible, but Children will have a strong bent of themselves to learn that Language, which is spoken in their presence. As this Tongue mix­eth it self in all their divertisements, in all their wants, they strive of their own accord to learn the same. They doe not so much as think to learn it, and even that maketh them learn it the better. The little boy, who hath ministred the occasion to [Page 35]this Writiug, could not, two monthes a goe, say the Pater noster without failing and hesitating, how great care soever had been taken to repeate it to him for two years. Mean time he hath learnt a great number of Words and Inflections, of which he hath made himself master with­out any body's taking any other care, but of speaking to and answering him. He hath never been threatn'd nor punish'd to learn this Language: which is of no smal importance. The ex­clamations, menaces, and punish­ments, are not only present evils, which Humanity requireth should be spar'd as much as is possible; but they are also Sources of evils, which Prudence oblieges to prevent. No­thing streitens the Heart like Fear and Grief; and I know not, to which of these two, the Soule or the Body, those two passions are most contrary. The tediousness of [Page 36]learning a lesson one loves not, the fear of being punish't if one say it ill, the fretfulness for haveing been punish't, keep Children always al­larm'd, and make them loose a great part of that Ingenuity, Cheerfulness and Frankness, they have, in an Age, wherein nothing more should be thought on, than to confirm their health, by forming them at the same time to an innocent gayness, to a confidence in those, who have the conduct of them, to a freedome from choller, to a love of their duty, and to a cousideration, from the conduct used towards them, that Honesty and Iustice in all things are the only good, which Men put a value upon.

The best means to sink into the Minds of Children this Maxime (which is more important to Society, than all the Languages of the world) is to accustome them not to be punisht, as near as may be, but for actions [Page 73]repugnant to Iustice. And that will not only serve to cause them to make a great distinction of those kinds of duties, but also to bind them the more to the observance of them, in that the punishments becoming more rare, they accustom themselves less to, and are the more sensible of them. This is not said, as if we were not oblig'd, sometimes to chastise them for other faults; but it is as well the surer, as the better, not to put our selves upon a necessity of multiplying those kinds of chastise­ments; and no man can doubt that they are cut off, when the Rules of the Latin Tongue are so.

You may make Children under­stand reason in other, even painfull, things, as the learning to Read, and to Write &c. and you may cause them even to be desirous of it. Now if this be of consequence for Chil­dren of a middle condition, 'tis the [Page 38]more so for those of Grandees, in whom the difficulty of learning those things is an almost invincible obstacle to learn them, although the know­ledg thereof is little less necessary to them.

It is therefore very easie to teach them the Latin Tongue after this manner, and there is a great advan­tage in this easiness. But it is not easie to know as much Latin as needs, to entertaine them with that latitude and freedom, which is requisite. You must know to play, and to speak seri­ously in Latin; to entertaine them during the two first two years with whatever may be incident in the most familiar discourses; which extends further then one is aware of. After­wards, to forme their Manners, and to try their vnderstanding for employ­ing it in what 'tis capable of, whe­ther it be for Reasoning, or for Hist­ory, or for Descriptions &c. Far­ther [Page 39]to increase insensibly this little stock, to run through the most ordi­nary Arts, and to use in their presence the general terms thereof; and to speak all with that frankness and bre­vity, which is so peculiar to that Tongue, and to say nothing but what's exact both for the Words and the Matter.

It is to be wish'd, that all these things may concurr for this Latin converse with Children, and for ma­king them speak according to their capacity, and with all desirable free­dom. This is difficult enough in general, because 'tis not easy to find many, that well vnderstand even their Mother-tongue to that extent and so particularly; and because in the Latin there are difficulty's to be met with, that are not found in the vulgar Tongues. Habits, Utensils. Manners, Politicks, Government, Religion, &c. having been chang­ged, [Page 40]and some Arts invented, since the Latin Tongue hath ceas'd to be Vulgar, 'tis hard enough to know, how to express all those things in that Language. Yet 'tis certaine, that we find many things in Antiquity, which have a great affinitie with our No­velties, and that, when we find none such, we must be allow'd to form words after the model and by the A­nalogy of what is antient. And this hath been very well observed by those, that have instructed this Infant. But we doe not find our selves often in that necessity: For, the Latin Tongue reacheth farther than we imagine; there is almost nothing, which is not found express'd in Books; and to be convinced of that, we need but cast our Eyes upon Terence, Plautus, Pliny, Columella, Cicero, and Iustinian. For there is almost nothing, whether great or small, common or particu­lar, which may not be found in those Authors.

CAHP. VII. That this way is Short.

IT cannot be otherwise, but that this manner of Teaching Latin must be Short, since it is so Easie. But it will not be amisse to consider, How much 'tis shorter than the Ordinary me­thod, and how important it is, not to employ much time in Learning Latin.

This little Boy hath learnt all he knows within the space of two yeares, viz. from two years old to four; and he would know more, if a Child of that age were capable to understand more Things. But 'tis moraly cer­tain, that excepting the particular Terms of Arts and Sciences, he may know all the rest before he shall have attain'd the Age of Nine years: which will be but Six yeares in all. Du­ring which time one may teach this [Page 42]Child, and any other, as many Things, as he shall be able to com­prehend in so small a time; so as the Language, which he learns, shall take up no time, nor retard at all the other knowledge, you shall instill in­to him. To which if you add, that all that, which one could have done during all that time, would have been to teach him the same things, (e. g.) in French; it will follow, that the knowledge of the Latin Tongue will cost him no more, but so much time precisely, as he shall employ to learn so much French, as one knows of it at the going out of the Colledge. But now, I think not, it can be denied, that a Child, altogether left at the Age of nine years to his Mother-tongue, may not learne in two years at least as much French, as one knows of it at the going out of the Classes or Forms at the Age of 15. or 16. yeares. Thus the Latin will cost him [Page 43]but two years; and it may be, it will cost him much less. For, having been to see this little Boy since the Wri­ting of this, I have found, that he knows already a great many French words, which he takes delight to speak; and that he will find a great facility in learning the rest, when it shall be desired. This being so, it may be affirm'd, that the Latin will almost take up none of his time, since he will not learne the less French; and that he will increase the know­ledg of the Latin Tongue in the same time, that shall be given him to learne French, and also that he will not the less know all sorts of other things.

'Tis certaine therefore, that this Way of Learning Latin is farr shor­ter then any other: which advantage is by so much the more considerable in this present Age, because not on­ly Histories increase every day, but [Page 44]there are also invented many new Arts and Practises; it being observ'd, that there hath been added more to the Arts and Inventions of the Antients within these last hundred years, than hath been done for Fourteen hun­dred yeares before. But, forasmuch as the Life of Men is not longer now, than it hath been before, it will be more necessary than ever, to redeem from that time, which hath been spent in the Learning of Languages, a portion to learn what is more impor­tant; especially if that saving of time hinder us not from knowing as well the Tongues by this short way, as by that, which hath been follow'd hitherto.

CHAP. VIII. What it is, to know a Lan­guage; and what this Way can contribute to the knowledg of the Latin Tongue.

NOw since tis infallible, that the Latin Tongue is better to be learned by Vse alone, than by all the Rules whatsoever, we shall, the better to understand this, explain, what is meant by Ʋse, and by well knowing a Language.

I mean by well knowing a Language (to begin with that) to speak it ex­actly and readily, and with that ex­tent, as to speak of all that falls un­der common discourse, that is, of publick and private affairs, of the [Page 46]vulgar Arts, and of what is common in them all. The Exactness com­prehends not only the Inflexions and Constructions, so as to commit no fault there, but also the Propriety of the Words. And it supposes on one part, along custome for the said In­flections and constructions; and on the other, a great Choice of the fit­test words; which choice supposes a Copiousness: And from both these, viz. Habit, and Copiousness ariseth Facility and Readiness. And this I call the knowing of a Language.

By Ʋse I understand the Habit one acquireth both by the Reading of Authors, und a discourse in Con­versation.

Now we are to examine, Whe­ther it be true, that Ʋse alone, thus understood, is able to contribute so much as is affirm'd, to make one speak a Language with that exact­ness, fulness, and facility.

The Plenty of words, and the Ha­bit a man hath to turn and to place them, doe serve much to speak with exactness. Without this copiousness and this habit, a man must often he­sitate, stop, and be silent: And al­though in such Accidents there is no failour as to exactness, forasmuch as a man is silent, that he may not speak ill; Yet, as we cannot say, that a man speaks, when he is necessitated to be silent, so we cannot say, that such an one speaks exactly.

Now as to the Extent, it cannot be denied, that Ʋse renders it more large, when it begins with Infancy, than when it begins later. For, as we cannot educate a Child unto the age of 8. years, without telling it ma­ny things, without entring with the same into many Colloquies, without reasoning upon many accidents; last­ly without describing to it an infinity of things, that occur in daily con­vers; [Page 48]'tis certaine, that it is impossi­ble, but the Child must be initiated in all those things, and imitate them upon occasion; in a word, it must hear and speak of many things, which are not spoken of in Schools; yet so as not to faile to hear also of those matters, that may be there spoken of, as farr as they are of use. And this is, what respects personal Converse.

But as to Authors, 'tis likewise certaine, that the Child may be much more furnisht, our way, with what they can contribute to the know­ledge of a Language. The eldest of these Children, we speak of, reads Phaedro, and understands of him all that is not above the reach of a Child; and it will understand very well at the age of six years, (at the latest,) what Children commonly understand not at the age of twelve. As there­fore a Child, taught by Ʋse, may employ in Reading all the time, that [Page 49]is ordinarily employ'd in the Grammar and in making of Themes, he may together with it at the same time have all these advantages, viz. To read Authors sooner by four years, to understand them sooner by ten, and continually to bestow twice more time upon them, than others can doe; even then, when they begin to be most used to this Language, that is, from the age of twelve Years to that, when they come out of the Colledge. Thus he shall have read all the Latin Authors of all Professi­ons and Arts within the time, that those, who have been instructed after the common way, shall have been able but to read some few scraps of Orators, Historians and Poets.

It cannot be, but that this mul­titude of things read and understood, which serves so much to instill into the memory the termes of different art, to express different things, (which [Page 50]is that, we call Extent) must also in-still into the same, many different terms and ways to exrepss the same thing; which is that, we call Copiousness.

Lastly 'tis impossible, but that the habit, we take from our Birth, and continue for 6. or 8. yeares, and en­tertaine 8. or 9. yeares more, and which hath no other bounds during all that time, but of such things as make up the converse of civil men, must be incomparably larger and stronger, than that which we begin but to take at the age of 14. or 15. yeares, and which we continue but for 3. or 4. yeares, which also is much interrupted during that little time, and is bounded by a stile of Rhetorick, and by matters of a Philosophical nature. Not that Children are not made to venture at speaking Latin even in the lowest Forms, and even in the playes they divert themselves with in publick on their play-dayes; but we all know, [Page 51]that all that goes not beyond 20. or 30. phrases, and that the necessity impos'd on them to speak Latin, is so displeasing to them, that it injures them more, (by accustoming them to ill manners, and by draining, as 'twere, their understanding by the custome of not-thinking, which fol­lows that of not speaking,) than it can advantage them by remembring them of a few Latin words, which they have alwayes upon their lips, and besides which they can speak no­thing but they commit abundance of gross faults. Thus indeed they are not in a condition of speaking La­tin, but when they are entred in Rhe­torick; and then they exercise them­selves more in Writing than Speaking. This Exercise lasts not but two years, after which they enter into Philo­sophy, where indeed they speak more than they write, but all know, how they speak there, and what [Page 52]is to be hoped from thence.

These are the Advantages of this Education above the received com­mon one; viz. To learn more easily, in less time, and more perfectly. And these 3. advantages are not only con­siderable in themselves, but they are more so in their extent; since in the one way, we learn with the greatest facility in the world, what in the other cannot be learnt but with the greatest difficulties; and since the time, employ'd to learn our way, is valued almost nothing in the life of man, whereas that, which is spent in the other method, taketh up one of the considerablest portions of our life; and lastly since there is no comparison between the perfec­tion, that may be acquir'd by Use a­lone, and that little knowledge, which the Rules doe giue us.

But how great soever the Advan­tages are, which we may propose to [Page 53]our selves in this Education by Use, there are some Inconveniences, which we must not conceale, and which de­serve to be examin'd.

CHAP. IX. The Inconveniences of this Way of Teaching Latin. I. That Mothers shall not under­stand their own Children. What respect we are to have to this Inconvenience.

1. It may be reckon'd for an un­avoidable Inconvenience, that Chil­dren know not their Mother-tongue for some years. Their Parents, that know no Latin, are all that while de­priv'd of the pleasure of being diver­ted by the pretty Babes.

First, This is nothing to those, that have no Children, or that have many, or that love them but indif­ferently. But I know that some persons, otherwise very rational, in­tending to have their Children in­structed this way, and having been satisfi'd as to some other difficulties, could not overcome this. In the mean time it appears not reasonable to me. For, besides that they should consider, that the Creator and Lord of all things does not give us our Chil­dren for Puppets, to play and divert ourselves with, without seeking and procuring their true good and wel­fare; they ought also to consider, that the delight, which those Children give us in so tender an age, can be but very slight and transitory; where­as the pleasure of a good Education is rational, solid, and lasting as long as we live: Again, that the best testimony, they can give to them­selves [Page 55]and to others of a genuine af­fection to their Children, is, the care they shall take to prevent their ill, and trouble; threatnings and pain, teares, vexation, and subjection; to all which another Education may subject them: Further, that a ratio­nal Love obligeth them to preferr to an indiscreet fondness the great be­nefits, which their Children may reape from thence; and that, if they will have no regard to reason nor true and durable contentment, they ought at least to consider, that this silence of their Children to them will not last but from their second to their fourth year of age, and that then they may begin to learne their Mo­ther tongue, and after they are confir­m'd in the Latin, they may then keep them at home, and not loose them out of their sight. These Conside­rations ought, me thinks, to prevaile so as to render Mothers reasonable in [Page 56]this point; and especially the last. For it must be a very blind affection, not to be able to deprive on's self of the contentment to see a Child, by committing it for a yeare or two to the trust of some vertuous, civil, and rational person, after we have with­out trouble abandon'd them for two whole yeares to a Nurse, which com­monly hath neither moderation, nor civility, nor store of tenderness in what concerns the rational care, due to children.

But we may adde here, that Mo­thers might be indulged in the fond­ness to their Children, so farr as to let them see them sometimes with­out any danger of hindring or spoy­ling their Latin. An hour of inter­ruption will not sensibly alter a cus­tome already taken; and I see, that Experience hath put those, who e­ducate such Children, above this scruple, since they permit their Parents [Page 57]to see them as often as they can reasonably desire.

CHAP. X. That Children thus instructed shall know less their Mother-tongue. The mistake in appre­hendnig such an Inconvenince.

II. IT may be feared, that if Chil­dren should learn Latin first, they would less know the Tongue of their native Contry, than if they had learnt that first. This inconve­nience would indeed be considerable, since 'tis important to know our Mo­ther-tongue as perfectly, as is possi­ble. But it is to be consider'd; 1. That the Romans did not the less per­fectly learn Greek in Greece, although they had learnt their own Tongue a [Page 58]long time before they understood a word of Greek. 2. That the Childern, which are carried into forraign Con­tr'ys at the age of 9. or 10. years, there to learn the Language, doe not the less perfectly learn it, al­though they have spoken their Mo­ther-tongue for 8. or 9. yeares to­gether. 3. That the Habit, which Montagne had acquired in the Latin tongue, did not hinder him from learning to speak French as well as any man of his time, nor from be­ing a Pattern to one of the most e­loquent men of his time, and who hath follow'd closest the Eloquence of the Antients.

After these experiments, which are over-sufficient to shew, that we shall not the less know our Mother­tongue for having learnt Latin first; it is needless to say, That the La­tin Tongue, being incomparably more difficult than our own, 'tis the more [Page 59]fit to be learnt first of all. It will suffice to consider, that Quintilian, exhbrting the Romans to learn Greek by Use alone and in their Infancy, sticks not to alledg, That the Greek is much more difficult than the La­tin; which though he could have proved very easily and irrefragably, yet he loved rather, to doe it by this only reason; viz. That the Latin Tongue being at Rome more generally in use than the Greek, it would sink into the memory, whether one would or no.

We must therefore not think, that this Preference, we give to the La­tin, will hinder us in the knowledg of our Mother-tongue. On the con­trary, 'tis easie to fore-see, that this is one of the greatest advantages of this way of teaching, that it con­tributes much to the knowledg of our Mother-tongue, by giving us leisure to apply ourselves more to it, [Page 60]than we could doe, if we learnt La­tin by Rules. For, Children shall be able to read and speak the Lan­guage of their Country during the same time, which is commonly spent in learning the Rules, and during which we are, as 'twere forc'd, to forbid them the vse of their Mother­tongue, that we may constraine them to apply themselves only to Latin. to beat that into their heads.

CHAP. XI. III. That Children will haue nothing to doe from the se­venth yeare of their Age to the fifteenth or sixteenth. That this pretended inconvenience is a true Advantage for reall knowledg.

III. I Shonld be somewhat asha­m'd to propose as an Incon­venience the time sav'd in this kind of Education, if this Inconvenience had not been very seriously propos'd by men otherwise of good sense, and who even take a great care of the Education of their Children. They say then, that Children will have a very great Intervall of time from [Page 62]Seaven to Fifteen or Sixteen years, that one shall not know, what to doe with them. The Answer to be gi­ven to this Objection, is apparent enough from what hath been said already; but it may not be amiss, to propose it here at length.

I doe not well know, how men, that complaine of the Shortness of the Life of man, and who are not able either to lessen the number and vastness of things desirable to be known, or to lengthen Life, should want matter to employ it, as long as it shall last; and how those, who avow, that Latin may be learnt till the age of seaven years, doubt, Whether there will be matter enough of more consequence than the Latin Tong, to take up the time from sea­ven years to fifteen. For, if you be onely in paine, how to employ them, without changing the ordinary course of instructing Children in Learning, [Page 63]you may give them to read from time to time, not only some of the fa­miliar Letters or Orations of Cicero, as is vsual, but also his Books of Oratory, and all his Philosophical Works, wherein there is so much matter to learn and study; besides, Quintilian, Terence, the Commen­taries of Caesar, Pliny the Younger, Livy, Salust, Columella, Tacitus, Pliny the Elder &c. then Virgil, and some selected parts of Ovid, Horace, &c. Further, the modern Histori­ans, as Cambden, Strada, Masseus, Paulus Ievius, thuanus, &c. not to mention so many French Books, that may be recommended to their perusal during that time.

It cannot be doubted, but that those and such like Books will em­ploy a Child untill it be 17. or 18. years old. 2. That such employment will be more beneficiall to Children, than the rules of the Language. 3. That [Page 64]it will be more pleasing and delight­full to them. 4. That it it will prove a great ease to the Parents, that cannot be at the charges requisite to entertaine Tutors at home; foras­much as after their Children shall have learnt the Latin Tongue by Use alone, they may be placed in Colledges, and there applyed to read Authors and Books written in the Language of their own Country, and especially such as belong to the Histo­ry thereof, during the time, which other Children spend in the inferior Schools; making them give an ac­count, of what they thus read, in the intervals of those Schools.

But as men are born to know o­ther things, besides Fables, Rheto­rick and History, and since there is much knowledg more necessary, and Children are capable to be entred in such knowledge; it will certainly be found, that that pretended Vacuum, [Page 65]how great soever it may appear, will hardly be sufficient to learn, what a Child well born can and ought to know, before it is engaged in any Profession.

It would be the only means to e­quall the Antients by following their Example: For, they have not sur­passed us, but in this, that they em­ployed in learning to Design, Arith­metick, Geometry, Musick, Exer­cises, Eloquence, Philosophy, and Armes, that same time, we spend in learning the Rules of a Language. And this was that, which made their Philosophers Souldiers, (as we may see in the person of Socrates) and their Generals Orators and Philoso­phers, as Xenophon, Alexander, Caesar, and so many others.

It would be proper, to show in this place, that Children are ca­pable to understand some of the Sci­ences, and even the most important [Page 66]and the most necessary. For that purpose it would suffice to alledge, that 'tis a thing that hath been try­ed, not only by the Antients, as easily appeares by reading Plato and Aristotle, where there are express places, but also by the Moderns; and that most of the Sciences may be so propos'd, that the study of them will rather be a divertisment, than a Labor. But it will be fit to add, that though we had no Experience of it, yet it were easy to fore­see, that it would be so, by Reason. For those, that are most tyed to the Teaching of Latin by Rules, must the more grant, that they suppose, Children are capable to understand them. But there is none of all those, who teach Grammar, that knows not, that it contains, 1. The Ideas of the different parts of Discourse. 2. The Rules for each of those different parts. 3. The Rules of their Composition, [Page 67]call'd Syntaxe. They must there­fore Iudge Children capable to un­derstand all that, even from the Age of 6. or 7. years. And indeed, I have known some of that age, who had pass'd thorough all those 3. parts, and understood them. Now I say, that whosoever is capable to enter in­to that knowledge by that way, is capable also to enter into almost all Scienecs; especially those, that Object of which is sensible.

1. What concerns the Ideas of the different parts of discours, we must grant, that they cannot be un­derstood, unless you make, in gene­rall at least, the distinction of Sub­stance, Accident, Place, Time, Ac­tion, Passion, and of all the Relati­ons, thence resulting: which com­prehends that part of the etaphy­sicks, we call Categories or Predi­caments; which we know to be very abstract, they being only invented to [Page 68]facilitate the Mentall distinction of many things, which we commonly see confus'd in Nature. Now who can doubt, but it will be more easy to show to a Child the Rising and Setting of the Sun, and Moon, and the other Principles of Cosmography, which they may be directed to see without vexing them with Abstracti­ons; and afterwards to make them pass to Geography, and the other Sci­ences depending thereon.

2. As to the different Inflections or Accidents of Speech, who sees not, that they depend on a thousand eq­stractions from Persons, time pas­sed, present, and to come? That the Infinitive comprehends in its Idea the abstraction of all the differences of Time, Numbers and Persons? And that in the Times, given to it, it is nevertheless Infinitiue, that is, In­definite, because it containes in its Idea the Abstraction from all Persons? [Page 69]That the distinction of those Moods depends on the distinction, which is between the Idea of the simple In­dication, and that of Command, and Desire &c. That the Cases of Nouns are at least as abstracted, as the Moods of Verbs, and yet more diffi­cult to understand? And this being so, who can doubt, but a Child would be more capable to under­stand History with some Figures? That the Genealogies themselves, who make one of the greatest difficulties thereof, would not be more easie to him, then the reducing of a Deriva­tive to its Primitive, call'd the In­vestigation of the Theme; and that it would not be more ready to him, to remember, e.g. that the King is the Issue of Robert Count of Cler­mont, Son of St. Louys descended of Hugh Capet, issued of Childebrand son of Charles Martel, borne of the Marriage of Ansbert and Blitilde [Page 70]Daughter of Clotaire the First; than to say, that such a Word is the third person of the singular number of the preter-plus-perfect Tense of the Sub­junctive of the Passive of such a Verbe.

In short; there is not a Child, which you may not make compre­hend sooner the Demonstration of that Theorem of Geometry (and of almost all others) which saith; If two Sides are equall to two Sides, and the Angle to the Angle, the whole is equall; than the simple terms of the following Rule of Syntax, which may serve for an Example of many other Rules; viz. If two Substantives meet of dif­ferent Genders and different Persons; then the Adjective or Relatif of the Plu­rall Number must agree with the more noble Gender; and the Verbe being also of the Plural, must accord with the more noble Person, or with the latter Substantive; or, when the Substantives are of things Inanimate, the Adjective [Page 71]is to be put in the Neuter Gendre, or ti must agree with the later Substantive.

We might therefore teach Children to Read and Pronounce well, (which is a thing very rare and necessary;) to Write, to cast Accompt; Histo­ry, Geometry, (forasmuch as it re­lates to ordinary use;) the Princi­ples of Mechanicks; the Anatomy of Man; the Principles of Physick; History, and the Custom and Laws of their Country. And these are the particulars of what may be called very Vsefull and very necessary know­ledge.

If you add thereto those many other Arts, which regard Politeness or ho­nest Divertisments, as the History of Nature, Cosmography, Geogra­phy, a generall Scheme of Chrono­logy, the History of the greatest and most Illustrious Nations, of the pre­sent and former times; that which is natural and generall in Grammar, [Page 72](to which might be referred what is particular in ever Mother-tongue,) the Italian and Spanish Tongues, the learning whereof will be rendred very easy by knowing the Latin; the Greeke, Natural Philosophy, Musick, Engins, Perspective, Hydraulicks, the Exercises of the Body necessary to Civil Society, as Dancing (as farr as it serves to a handsome garb and comely behaviour,) Riding, Fencing, Swimming, and Games of wit and dexterity. If, I say, all these things be added for those, that are capable thereof (which oftner happens, than is imagin'd,) or some of them, for those, whose Genius is less ready, we shall find, without amusing Chil­dren in things altogether ueless, wherewith so to fill up that space of time, that there will be many more, that will find it too short for so many things, than there will be of those, that are troubled how to spend it. [Page 73]I speak not of other Arts, having already said more than enough of it, not only to disabuse those, whom so slight a reason should deterr, but to excite all those, who know the importance of the Arts, I have spo­ken of, to embrace with Ioy all the meanes, that may be given them for it, to pass through them; a time, out of which we cannot think to learn them but out of season.

Yet I cannot abstaine from ma­king herean Overture to those, that are capable of it. We might find in the Mechanicks some very divertising and very vsefull Spectacles or Sights, which un-tiring the minds of Chil­dren would fill them with certain Idea's, raising their Imagination, and rendring it capable to invent and produce of it self. There are few Mechanical Arts, where a man of na­turall endowments may not find much to learn; and I believe, that [Page 74]all those, who shall give themselves the leisure to examine some of them, will find, that Socrates had reason to say, that there are none but Ar­tists and Crafts-men, that really know any thing. Gardening, Hus­bandry, Chymistry, Weaving of Stuffs and Tapisteries, Watch-making, Refining, Melting, Engraving, Etching, Stone—cutting, Wire-drawing, Dying, Tanning, Gunpowder-making, Salt­peter-making &. will certainly fur­nish young men with very pleasing and usefull divertisements: And 'tis not easy to conceive, what great know­ledge may be drawn from thence, without which one cannot well en­ter into the Study of Naturall Phi­losophy. Nothing were easier, than to shew the Uses thereof in particu­lars, and to dispose those divertise­ments in their naturall order; but that this is not a place fit to treat there­of.

CHAP. XII. The Consequences of that ad­vantage. I. For the Choice of a Profession.

I. IT is therefore very advanta­gious in it self to have time to enter into all that knowledg: But that advantage will doubtless appear incomparably greater, if we consi­der the Consequences thereof. For 1. by that meanes we should be able to try the naturall Capacity of Chil­dren and their Inclination, by succes­sively presenting to them all those different Principles, and all those Arts; among which we might chuse that, to which they should be found to be most dispos'd: Which is of great importance for the setling of men in Civill Society's.

And the Sight thereof ought not to offend those, who are resolved not to engage their Children but in high Professions. How worthy and honourable soever a Profession be, the person, that is invested with it, may be but little worth and of small esteem, if he have no natu­rall disposition to it; and on the con­trary, he that excells in a mediocre condition, may render himself very considerable. The Arts of Painting and Architecture are Civil and In­genious Professions, but perhaps less honorable than that of a Lawyer, yet there is no rational man, that would not much rather be Monsieur le Brun, or Monsieur Mansard, than a weak Advocat.

It would therefore be a great ad­vantage to youth, to be able to try themselves, and to be try'd by wise men, upon the generall view, that should be allow'd them of so many [Page 77]different Arts. But then, this would also be a great advantage to Arts. For 'tis beyond doubt, that, if those, whose Vnderstandings have been open'd by Letters and Learning, did take them in hand, whether it were to practice them, or only to take good notice of them, they would in a short time improve them, and adde to them many things, which else nothing but Chance would introduce, and which ordinarily is not introduced, but in a long tract of years.

CHAP. XIII. II. For Manners.

II. THat Generall View of Arts would not only serve to render men Able, but also to make them more Honest and more Vertuous. It would be a means to [Page 78]keep them from all Idleness; for it would prove a delightfull occupation, and a prevention of spending precious time in trifles or doing ill. And who doubts, but that men are often out of humor, for want of good or in­nocently divertising employment? Which happens. because they are destitute of knowledge, and have not been made sensible of many things, the understanding of which is very delightfull and very harmless. Who can doubt, that the Ignorance and insensibility, which is among men concerning such things, is the sourse of so much trifling Conversation, and of so many ridiculous playes and divertisements, which are not tolle­rable but when men are tired of se­rious business, and which yet so ma­ny make their only business, being tedious to themselves all their life time, and yet not understanding, that there are other things, that may [Page 76]be delighted in? In short, who can believe, that a Man, having the use of his senses, can without a Mi­racle forbear vicious pleasures, if his Eyes and Eares have not been inured to find a sensible pleasure in such objects, as of themselves doe not lead to vice, and if his Mind have not been disposed to find plea­sure in things abstracted from Mat­ter, (as are the Pure Mathematicks,) or in the other Sciences, that are more Materiall, but such as have less re­lation to the Objects of the Senses, which commonly are the ruine of all men.

'Tis true, that all those things will never breed Christian Vertue, nor yet Morall vertue, because there lurks a snare in them all, and they may be turn'd to ill use; but I can­not but believe, that 'tis easier to be morally honest with, than with­out them. And besides it seems, that [Page 80] Morall vertue is a disposition to Chris­tian vertue; since that, when at length we are become, for example, Tem­perate and Iust, upon what motive soever, we need no more but to change the Object, to render that Temperance and that Iustice Christian, and that this change of Object, how impossible soever it may seem to the sole strength of Nature, seems less difficult, than the change of Life.

But 'tis not only in that, where this Way of instructing Children may serve to form their Manners; but also herein, that it puts Children into a condition to returne early to be under the Conduct of their Fa­thers and Mothers, who doe love and practice Christian integrity. As there are but very few of such, we must avow, that, how great soever that advantage be, it regards but few persons.

This we would not have under­stood [Page 81]stood, as if we derogated from the Vertue of those, who employ them­selves in a publick way to instruct Chil­dren; All we would say, is this, that 'tis very hard, to take parti­cular care of Children, that are e­ducated in Common; and that, unless it should be thought fit to alter the ordinary and received Method of Stu­dies (which perhaps would meet with great difficulties from interest, incapa­city, and humersomness) that cannot be done for them in Common, what may be done in private; and doe you what you can, you shall never give them in those places the Air of the World, I mean, that under­standing and deportment, which depends from a free and uninter­rupted manly converse, without which it will be very hard to mould their Spirit and their Manners.

But yet we will grant, to the comfort of those that are not qualified not [Page 82]able to educate their Children in pri­vate, that they may be bred in Common after a manner, which ap­proaches very much to this way, we are giveing the Model of; provi­ded that the persons, with whom you entrust them, have good Principles of Religion, constancy, gentleness and discretion; that they undertake not too many; and have those whom they receive, constantly in their Eye; receiving none that are ill natur'd, or, if they chance to doe, presently dismissing them: Besides, that they be able, if not each in particular, at least all together, to instill into them by conversation the Generall Princi­ples of those Arts and Sciences, that are of any importance.

This therefore would be one of the meanes, which Parents should use themselves to form their Children to honesty and good knowledge, or to make those, whom they shall em­ploy [Page 83]about them, to use it. This would indeed prove a Course of Philo­sophy, diffused through all the acti­ons of their life, and resulting from the Entertainments and Examples, that should be given them by Spea­king and Acting before them, as we would have they should speak and act.

This would not hinder them from going to hear Orators and Philo­sophers, in due time; but 'tis like­ly they would not need it, and that this domestick Course of Philoso­phy, which they should make with­out being aware of it, would be no less regular nor less beneficiall, nor less compleat, than that, which they should make in a Colledge. I could dispence with my self for giving a more particular and precise Idea, and perhaps should doe better to forbear, in the Iudgement of some persons, that are not convinced, that the method, wherein Philosophy [Page 84]is taught, serves little to the forming of Discourse, Reasoning and Man­ners, and to the knowledg of Na­ture; But if this Idea is of no use to such persons, it will perhaps not be useless to those, who are already convinced of that truth, or are willing to be informed therein.

I wish therefore, that the Rheto­rick of Children might be made to consist in seasonable Speaking and Silence; in expressing themselves manly, briefly, significantly, and sutably to the motions or passions, which every thing is to raise in the Spirit of Sober men; in relating and examining the reasons of things, and valuing them according to their pre­cise worth; and in forming, from their infancy, their Gesture and Elo­cution.

I would have their Logick to con­sist in accustoming them, with a few Rules, with many Corrections, and [Page 85]with a constant Vse of reasoning a­right upon the most frequent occur­rences of life, to determine seldome, to esteem it an honour to yield to rea­son, to Iudge equitably, to speak their opinion modestly, to distinguish doubtfull things from certainties, and the different degrees of probabi­lity and evidence from inevidence.

I would teach them no other E­thicks or Morals, than to exercise them to suffer others, and to endure themselves; to doe nothing in passi­on, or at least to hide their passions till they shall have mastered them; not to lift themselves above any man how poor or wicked soever; to be­lieve, that all is ill done, what is not done for a good end.

I would have the New Testament read unto them, after they have been thus prepar'd: and it might be made out to them (as 'tis not diffi­cult) that whatsoever is taught and [Page 86]prescribed there, is consonant to right Reason. I am not only per­suaded, that those Maximes, used in all their Converse and in the whole Conduct of their Life, would stand them instead of Morals, but that all other Morals are useless, and can serve for nothing, but to fill the head with vaine speculations.

After these things I know not, whether I should speak of Naturall Philosophy; at least, this I know, that Children should not be troubled but diverted therewith; and I am persuaded, that, having been taught to esteem nothing greater in the world than Serving God, and Doing good to Men, they need employ no other time for that knowledg, than what is requisite to study the History of Nature, Mathematicks, and such Arts, as I have been speaking of, especially Mechanicks, Chymistry, and Anatomy.

This great Art of Life, which Aristotle himself calls Ʋsefull Philo­sophy would doe the whole business. Upon this Principle one might pro­ceed with them; and it would be so much the more easie to form them by this meanes to vertue, that they ha­ving been bred up in the Latin tongue untill the 7th year of their Age, they would have been sheltered from all the idle and sottish converse of meane and servile people, whose man­ners they are else so apt to take up: And thus they would not enter into the world, but at a time, when they had already acquired some habit in good; nor be discomposed or put out in the conversation with reaso­nable men, as other Children are, by the ill habit they have taken at that age of being idle, or employed in nothing but trifles.

CHAP. XIV. The Conclusion of this Discourse.

THese are the Advantages, which I am perswaded may redound, from this way of Teaching the Latin Tongue, to Learning, to Arts, Sci­ences, Manners, and the whole con­duct of Life. I know not, whether they be so, as they appear to me, and whether I have related them such as they are; but this I know, that nothing can be too much esteem'd, nor too well received, that is capa­ble to contribute to things so impor­tant to humane Society.