A LIGHT TO GRAMMAR.
CAP. 1.
Serving for an Introduction: The difference in children: That the strongest are but weak; so are all the sonnes of Adam; in their best estate but vanity; in their worst, and in themselves considered but vile: How necessary the consideration hereof, and how conducting to our scope.
SOme have compared children to the Earth, their common Mother; different moulds there: All must be tilled, which we would have fruitfull, but notwithstanding all our tillage, all are not alike fruitfull.
Some have compared them to flowers, soone up, as soone down; quickly flourishing, as quickly fading: This comparison runs well, and instructeth us in our short course; for the whole course of things under the Sun run from us, as upon wheeles, [...]. James 3. 6. (then children are not behinde, nor are out of the number) and then good reason why we should not set our hearts upon them.
Some have compared them to fruits of the earth, some early-ripe, some not yet, some yet later: every thing is good in its season; we follow the last comparison.
Some children (for their use this is intended) are, as Sophocles said, [...], Men-boyes, like Summer fruits, quickly ripe, commonly as quickly rotten. 2. Other some (they the most) not so quick for speed, but more sure for use. 3. Some also, whom we miscall, (and misuse too, the more should be the pity) dullards, hard-heads, &c. what not? many abusive words, and all for that they cannot help. And yet if we could have patience (a chiefe vertue even at this point also) and [Page 3] wait their full time and growth, we may taste them good, very good in their season. Blossoms there be in children of future hopes; ripenesse not yet; nor tyed to one time, no more then all com is ripe for one reaping. Some be Hastings and will on; some Hardings and draw back. Some, &c. Mulc. posit. p. 19.
Looke wee over againe these formes or ranks of children, and observe them every one; we shall finde them all, even the quickest of all, like their age, weak and tender: As the Vine, very fruitfull, as the ground is, or the care about it must be; but must have a strong prop, which it runneth up by, spreadeth it selfe upon, most lovingly embracing; take away that, you see where it lieth; such a thing is childhood and youth both. Trem.
Shall I stop here? No. And Enos Mortalis infestus aerumnis dolo [...]ibusque. also, he that writes himselfe, as he thinks, a strong, and well growne man; even he is but a poore, fraile, weak man Gen. 4. 26. Psal 9. 20.; though he thinks none of all this, but is it not even thus? Amos 2. 11. Hearken what one saith, and no ordinary one; Man in his best state is but altogether vanity Psal. 39. 5. Heare what another saith, an [Page 4] excellent Pen-man also; Bernard Ochinus, Preface to his 25. Ser. 2 Pet. 1. 9 His wits are drowned in the body, occupied of pbansies, weak of sight, (he cannot see farre off, seldome farther then the present) sicke and impotent through the fall of Adam, and his own sins; dead therein. What is this man now, he that boasteth great things? he will goe hither, and thither, and there he will doe that and this, and all this to morow. These are his proud thoughts. Poore man! he may bee in good readinesse for his grave by to morrow. And this day knowes hee not, hee can doe no not the easiest thing without an influence from Him, in whose hands is his breath, and all his wayes. Dan. 5. 23. Nay, man must know more then so; He that hath great gifts, yet wants the great, and speciall gift, is but like a stately Ship ready rigged, and set out for a Voyage, but wants a winde. I tremble rather then speak, (said the Greek Father Chrys. de Spir. sanct. Tom. 6. lest I should lanch forth into (any businesse) and want the gale of the good Spirit. His comparison is; ‘What though my Ship bee ready fitted; Pilot good; Marriners skilfull; [Page 5] Cables strong; Anchors firme, and fast; all things in all readinesse, but no breath of winde stirring; that fits not, it doth not blow; What use now of all these preparations? you must wait the winde till that be, stir you cannot: just so it is, though great provision of words, depth of understanding, quick invention, ready expression;’ If all these, yet if the holy Spirit bee not there, Who is All, and Mat. 7. 11. Luke 11. 13. doth all in all; if the gale of this Spirit breath not, all is nothing, and to no purpose: so weake and fraile a thing is man, even when he is at the best.
But what is he at the worst, in himselfe considered, or as delivered over to himselfe? I cannot well expresse that. Better it were, he were delivered over to the Devill, for so he might be for his after good, 1 Cor. 5. 5. his salvation; but to bee delivered over to himselfe, to be left for ever in his own lap, this is damnation sure, to perish for ever. O hold Psal. 81. 11, 12. Acts 14. 16. Rom. 1. 26. us back, Lord, from that we most desire, To walk on in our own way; It tendeth straight to the bottomlesse pit. Wee cannot but run thither-ward; All our [Page 6] canning in good things is gone, we cannot serve the Lord, Josh. 24. 19. but we can doe wickedly as we can, Jer. 3. 5. that is, with all our might, then wee can rejoyce too; Jer. 11. 15. such a thing is man left to himselfe, to every good work reprobate. Tit. 1. 16 Such a thing is man, a very carcasse, no life in him, (properly so called) for dead he is, (as wee truly call dead) 1 Tim. 5. 6. Rev. 3. 1. and so he hath been three dayes, yea foure, (that is all his dayes) and then we may more then suppose that hee stinketh, having lien so long in his grave. Have I said too much now, either for the vilifying my selfe, or any other? No sure not enough. Lord make us more vile then this, more base yet in our owne sight, 2 Sam. 6. 22. even as hee whose resolution it was so to bee, and these his words, 1 Sam. 24. 14 Facis quod est tanto Rege indignū, cum me [...]enuissimum, infimum et infirmissinum, &c. Jun. ibid. What is thy servant? What honour wilt thou have in pursuing or taking away my life? A dogge, (then fit to lie under the table, to picke the crummes there) A dead dogge? (then fittest for the ditch) so said he, who was afterwards a King, precious in Gods eyes: a likely man to be so, and to bee raised high, who was so vile in his own eyes, so base and low there.
The voyce of the Tall men of the world (who are not raised to a life higher, and out of themselves) sounds higher, Am I a dogge 1 Sam. 17. 43.? Is thy servant a dogge 2 Kin. 13.? Yes, thou art a dogge, thou maist be sure, though thou thinkest not so; old nature thou art, and nothing else; and thou art thy selfe still, and not in another, and that will blaspheme the Living God; It will rend and teare more then any dogge can; such a thing our old nature is; such is man, so cruell, so fierce, while hee walketh by himselfe, and hath no b [...]ter leader. But so vile though he is, so as wee have heard and read, yet so he is not in his owne eye, but of great and high account there, A man of name and renowne; nay hee that is better then either of those two, may bee wonderfully deceived in the thoughts of himselfe, while hee is but himselfe; hee may thinke himselfe some great one, when he is nothing; A [...]s 8. 9. hee may have a name that he liveth, and is dead; hee may think himselfe rich, and to have need of nothing, and Rev. 3. 1. know not that hee is wretched, and [Page 8] poore, and miserable, and blind, and naked. Revel. 3. 17.
But when this man shall be able to bottome himselfe, to see clearely within (the anoynting will teach him:) when hee can discerne what a thing himselfe is, what God is; Now heare him what he saith, ‘Surely I am more Proverbs. brutish then any man, and have not the understanding of a man. There remained no strength in me: for my comelinesse was turned in me into corruption, Dan. and I retained no strength.’ When I say, The man doth clearely see how vile himselfe is, and yet [...]w highly exalted by David his Prince, the [...] heare him what he saith, What is 2 Sam. 9. 8. thy servant, that thou shouldst looke upon such a dead dog, as I am? Making me eate bread at thy Table alwayes, so accounting me thy friend? It is not my theame now to dilate upon mans weaknesse, or wickednesse, or his misery from both; when he is put in feare, when paines are upon him, when his words are fighes, & his complaints teares, then he may know himselfe to be but a man Ps. 9. 20., a poore fraile man, a very nothing, [Page 9] yea worse then so, hee would count it his happinesse he were reduced to his first principles and were as if hee had never beene. Thus it will be with him, when he is put in feare, when hee lyeth languishing, and thinks the howers over long and cannot command his breath.
O that the Lords counsell might take hold of us now in the day of our peace! Remember this, and shew your Esay 46. 8. selves men; Bring it againe to mind, ô yee transgressors. And this is not from our scope, but mightily advancing the same. My end is the childs good, his instruction is at hand: Wee can make no worke therein, unlesse wee take downe his proud heart first; A proud child, (that is the foole all along the sacred Scripture) will not heare instruction [...]. Naz. Ep. 10.: And such naturally we are all. It is our very Mother-sin, the first that putteth forth it selfe; (as hath been said Childs Patrimony p. 36.) our first care must be, how to keepe downe the working thereof, and to weed it out what we can. It is a sure lesson, the best that can bee taught, but the hardest learnt. And I [Page 10] thought it fittest to begin with it, and to speake of it in the mans eares, for in the childs it had beene much of it lost. To contract all; the summe, and purpose hereof is; we must looke up to God in the use of all meanes, whereby Iob 34. to hide pride from our eyes, else wee cannot hide the Law of God in the heart; instructions cannot find entertainment there, such an opposite or enemy this mother-lust is to all good. It is the valley which is fruitfull [...]. Basil. Iames 4. 6. 1 Pet. 5. 5. Psal. 25. 9. Ps. 149. 4., for there the drops stay. Hee giveth grace to the humble. The meeke will hee teach his way. He will beautifie them with salvation. They are the simple ones of the world, the little ones (so in their owne account, and so the world accounts of them too) who waite at Wisdomes doore, and shall be remembred. And thus I thought most fit to dedicate my first entrance upon this high service, in all points promoting the Child.
CHAP. II.
How to order the Child: order must bee kept: what danger in inverting that order: The candle in the hand, how to walke by it. What wee meane by Precognition.
ANd now wee are turning towards the child, before we take him by the hand wee must seriously consider, how to order him, and where to begin, for this requires our serious consideration, the very extract of our judgment and skill.
I doe not meane now, what I must teach him in the first place. That is out of question, the Mother-tongue: nor do I meane what Science first; Musick say some, and they give good reason: Arithmetick, saith the noble Scholar, as the Child may be, for that will fixe his minde in case he bee birdwitted Inge [...]ium vol [...]ile et desul o [...]ū.; and to say the truth, I know nothing taught in good order but that: for the weakest teacher may find a necessity. I should add the Mathematicks also, a generall [Page 12] containing the other; for as that proceeds gradually, and there is order; so these by Sense; and there is certainty.
I say againe, we had need now of all our wits about us, and to have our understanding part ready even at our fingers ends. I meane not that thereby we may be taught where to begin our information; for every man well understands this, that the informing the understanding is the maine point. And for this great end and purpose wee must looke through, and through the child; wee must well understand him, before he can understand us. And this is not quickly done; probabilities are our guides, and our conjectures great, yet not without exception, where there is such uncertaine motion as there is in Children. The Quick-wit puts out apace, gives great appearance, so as we may prophesie, and yet be deceived; for as there be faire blossomes, so there are nipping frosts: The Dull-wit would offer faire, praise must help him; when he hath it, he holds fast, and may prove somebody. The Quick must not be held in all the hope, the Dull in despaire; [Page 13] we must not neglect the meanest wits, but do the worke of the day upon the Day, and leave the event to God, who hath reserved His calling and discovering houres to His owne peculiar knowledge. Wee goe on then, and take the Childe as hee is, and so apply our selves to him as wee can. Hee may bee like your Quicksilver, quick, and fleeting; wee must labour to fixe him, and (if so wee can) then to make him flee; yet so, that he make no more haste, then good speed. Most likely hee may bee not so quicke, but naturally more composed and fixed; wee like him the better. Wee must make him rid much way in a little time.
Hee may be much of the nature of a log, not stir a whit, unlesse you lift him, and move hard; This is the Childe whom we should set upon his legs, lead onward, so jogging on. The meanes that we should use will effect it, (if hee be not monstrously deficient) provided still wee use no compulsion, but all diligence, we must not put him out of his pace, for then he stands still, but let him [Page 14] march on like a man that hath all his armour about him; though it bee a Snayles pace, yet it gets ground, and by still improving and adding to the heape, by constancy in moving, the Childe may attaine to the top of the Muses Hill, as we read Guil: display of Herauld: p. 217. the Snayle did to the top of the Tower.
There are some, they say, who will be Scholars whether wee will or no: I cannot tell that, but very quick they are; as hee was of old (commonly knowne) his owne Master, and Teacher all at once. Nay there was one, if we may beleeve it, that was Tom of all Trades, for he could make every thing belonging to the adorning of his body, yea though hee went in compleat armour; I do not meane him, who was so good at every thing, that hee was for all turnes, at all houres b: but it was Omnium horarum. Asinius Pol [...]io Quint. l. 6. cap 4. to make himself and others merry, the very froth of wit, or a good wit ill used. Let these wonder-workers go, and also those monsters in nature, so deficient as are not one of a thousand; And let the midling Child stand still, yea and the Harding too (as before) hee [Page 15] whom the Parents have designed to the Cart, and holding of the Plough; with the Parents leave, let him have some instruction, (for he is too young yet for that imployment) which may make him drive the better, and when he comes to it, to hold the Plough steadily, not looking back.
We told you before, that our scope is, (I include here all Teachers) to unfold the understanding, to set up a light there; for the understanding is as is the eye to the body, the candle thereof. The maine work (it cannot be said too often) is the informing of the same, the making that cleare. A main and chiefe thing indeed, for till that be done, the child is in a wood, he doth not goe but stumble; and hath no more comfort in his way, then we have in ours, when the night is darkest. Can he be diligent now? No, hee cannot tell what to doe, then he hateth the worke: Diligence implies delight, and love; That great Centurion, who commands eyes, and Diligo. eares, and all, makes all diligent; Bids them come, and they come, doe this, and they doe it. If you have won your [Page 16] child to the love of his booke, you shall have all at command, hee will use all diligence. But if this love, this delight be not, diligence cannot bee; It is true feare may worke out something, ever in the booke, but then marke we must the fearefull, and unnaturall workings thereof, of feare I meane, it maketh the child wish (as is feigned touching the Ferry-man, who was ever merriest Lucian. Me [...]c: Charon. when others were saddest) for some plague to come upon the earth. I remember a truer story, for Chrysostome tels it, what fell out in the City where he lived; The Lord had made the earth iron, and the Heavens brasse, such a drought there was and want of bread, Chrysost. in 1. Cor. cap. 15. and then of all things. It pleased the Lord in his owne time, to cause the Heaven to heare the earth, and the earth to heare man, and in the remembrance of that mercy they rejoyced, and kept holy day. One man amongst the rest walked heavily and discovered as much sadnesse as others did joy; and being demanded why? concealed it not, but told them the very reason; ‘I have, said hee, ten thousand measures [Page 17] of bread-corne, and what to doe with it now I cannot tell.’ Alas poore man! I mention it here that we may consider; if men will doe so for gaine, what will children doe for feare? I will tell you what: for I am sure this generation is not better nor wiser then their Fathers, I will tell you what wee did, when wee were led on in the dark; when our Master began at the wrong end, as was said, when he should at the top, the understanding, the crowne of a man; I will tell, I say, what we did; Besides all our excuses, and they were, for the most part, lyes; we wished our Master no good, none at all, neither going forth, nor returning home, nor lying down, nor rising up: we wished it might raine pouring downe, especially all the morning, though the fruits of the earth lay in the suds, so wee might stay at home what cared we for that: we were content with sore eyes, and kybed heeles, they were good commodities with us, but that they hindred our play; wee would wish our selves dead too, when wee had not learnt to live; and though we could not be sick when we [Page 18] would, yet wee would faigne it pretty well, and finde a time to steale to the Cupboard (not discerned) for provision of a crust against the next day, (when we did forecast trouble.) To a boy play & a dry crust is good cheare. It is not fit to tel all, and this could not be spared. But why all this? what unhappy boyes those! the blame was not ours, we were in the darke, and yet spurred on as the Drunkard doth his horse, when he minds not the danger, nor sees one step of his way; wee have cleared it then, that the understanding must be unfolded.
How is that? as wee doe let in light into our house, by the doores and windowes. An ignorant man lives, we say, like one in a darke house: he is a dark man: and darke let him be, if he will not take the paines to pluck downe the wooden window, thereby to let in so glorious a creature as light is, and so delightfull. God be thanked, the mans house hath windowes, let him set them open; so much light will come in whether hee will or no, as will leave him without excuse, though he may be in [Page 19] the darke for all that.
But touching the Child, our purpose is that he shal not stir one inch farther, then he carries his Torch or Lanthorne in his hand, that thereby the understanding may doe its office, and put to memory to doe hers; and now we goe sure, because in order making no inversion thereof, for that is to turne the picture.
Our endeavour shall bee to put the Child in a good forwardnesse, before he knows where he began; he shall bee well entred, before he knowes how hee came into the way; hee shall doe his worke playing, and play working; hee shall seeme idle and think he is in sport, when he is indeed serious, and best imployed. This is done, when the understanding is cleared by its owne light; when the Childs owne doore, which he thinks shut, is opened by a naturall key, of the childs owne framing, and using. It is, I say (for I would be cleare herein) thus done, when things are so ordered and explained, as that the consequence is made easie by receiving his light, and dependance from the antecodent.
And this is a familiar way of teaching, when the Schoole is otium, indeed a profitable kind of play, for under that notion the work will be both more pleasant, and then more profitable: but very different it is from those sports and recreations (as wee mis-call them) usuall now amongst boyes. Such a way there is, that is certaine; and wee will grope after it anon, for so sensuall it is, that it may be felt. But I say againe, an infallible way it is, and in point of teaching, all in all, it being lex generalitatis as the Logicians terme it, an excellent helpe both to the judgement and memory, when a child can see himselfe speake, and know what he doth remember.
I cannot expresse the way in one word, and in our Tongue more plainly then in the Latine it is, there we call it precognition, which in more words, thus may be described. ‘It is an anticipation of the understanding, that is, a stealing upon it, and catching of it, unfolding unto it, that the childe knowes not, by that medium or meanes he knew before; or, It is that whereby [Page 21] I slip into a childs understanding before he be aware; so as a child shall have done his task, before he shall suspect that any was imposed: this is done by Precognition; for it conveyes a light into the understanding, which the child hath lighted at his owne candle.’
CHAP. III.
Of what use our senses are, specially the leading sense; how bound to improve them; how to discipline, and spiritualize them.
THe way of working hereby is when the inward senses of the child are instructed by the outward: And the more help I have of the outward, the surer and firmer the instruction is within, that is certain.
Therefore praise wee God, yea all within us praise His holy name, that the child can see and heare both specially that it hath, that great Organ or instrument of knowledge, the eare, (though the eye helpeth most this way, but without the eare we could doe nothing) [Page 22] and that open to Instruction. It is true, some there have been who have attained a great measure of knowledge, yet never saw a letter; and one there was of full age, who plucked out his eyes, and wished his eare like the deafe stone, that he might be the more free for meditation. Heylin G [...]g. p. 503.
But as I said before, I say againe; Blesse we God that our children see, and heare, and labour wee for grace, that wee may use and improve these so usefull, so adorning faculties to the glory of the Giver. This is a main point, for too many there are, to whom these excellent faculties are as uselesse as i [...] they were not at all. Nay, they are so far from using, from improving them, that they abuse them altogether, turning them the cleane contrary way. So many members, so many weapons of righteousnesse unto holinesse, so it should be; but most ungratefull as we are! we fight against God with His own weapons, and grieve Him with that, wherewith He hath comforted us; we dishonour Him with that, wherewith He hath honoured us.
If I should say, Those Talents spoken of in the Gospel are our senses, I should All Abilities are Talents. say but as some before me; but so I say not, yet this I say, God hath given us these to traffick, and gain withall, so to improve by use of them, that there may be a good return made to his glory; for inquired it will be, What hast thou gained? and happy we, if we are found good and faithfull servants; but if wicked and slothfull, (mark how these two Math. 25. 25. ver. 23. 26. stand conjoyned in the Text, close together, never parted) then shall wee be (as the expression is) silent in darknesse. 1 Sam. 2. 9.
I said well, we are now upon a maine point; Be we circumspect, and carefull with all our care, to improve our senses, for the reason above-said; and for this which followeth.
Our method all along holds hands with our senses, The extract, the Quintessence of all the Simples in the world, if they could be gathered, (we shall pick up some in due place) is conveyed, is dropped into the understanding through no other Limbeck but these Mark it once for all, Every Lesson must [Page 24] (next to God) pay tribute to the senses.
God hath imprinted the Vestigia of His power, and wisdome, of all His attributes in the glorious Workmanship of the world. Why now this [...] that which may be known of God, is manifest in us, for God hath manifested it unto us, by that we see and feel [...]. Acts 17. 27. of Him.
The chiefe work then is, To discipline the senses, and sith they must teach us, first to teach them. A main and prime work this is indeed, and very hard to sublimate our senses (which needed not if we intended no other but Grammaticall learning, such triviall points, but wee must make the world his booke) to snuffe the light (for very dimme it is to those great purposes it is intended for) that it may be cleared of the scales, or filme there; And certainly the Snuffers must be of gold.
Plato said well, The soule hath broken her wings; It hath indeed, and we may see it so, by her hovering here below, though the treasure be above. The inferiour faculties thereof have lost much of their activity too, our nature catched [Page 25] a fall, like Mephibosheth, in the cradle of our infancy, and could never outgrow it; lame we are, and dimme-sighted too, we cannot see afarre off, no nor well the snares before us, so weaksighted are we. This is the comfort, The Restorer of all things will restore even this also. We shall see clearly; in the meane time there is an anointing, and that will do the thing; It will clear nature so farre, that she will be able to give us some light in the search, even after hidden things. To them our Method will necessarily lead us first. I have been too short here touching the disciplining the senses; but I have prevented my selfe elsewhere, and I love not to make repetitions. Childs Patrimony Chap. 7.
Thus we have scoured the way, and cleared the Text, for plain it is that the senses are the onely medium, the means, whereby to open the understanding, and to let in thereby, there to leave the instruction sure and safe as under lock and key.
We will give but one note by the way, which will be of great use to us all along. ‘We must think all our helps [Page 26] lost, which doe not help us in our way to heaven; which doe not raise out mindes thither-ward. We have our lanthorn in our hand, it were a shame to stumble as in the dark. That is for the man.’
Now we come to the child who hath his light at his fingers ends, though he thinks not so; and how universall the use thereof shall be unto him in his way to Grammar, and higher things; how delightfull also, we shall discerne in our passage anon, but we [...] will well observe the child first.
Wee shall finde him still in action, here and there, and every where with his sticke, or with his gun, or with his casting stones; perhaps i [...] these be not at hand, he is blowing up a feather; I cannot reckon up his Implements: I beleeve hee is as well stored for the driving his pleasant trade, as is the best Merchant in the Towne for his so gainfull: wee suppose him well sorted with commodities, he hath his Exchange and Warehouse too, both his boxe and his pocket. And we shall see anon, that by his dealings in the [Page 27] world, hee hath learned good part of his Grammar (that dull booke, as it is taught) before he came at it. But we observe for present that the child is all for action, and very earnest therein, never quiet▪ except in motion. It is true, hee should bee better imployed, but wee must take things as they are, and make use of them as we can. Wee must observe too, or else wee observe nothing; That the child is as desiours after knowledge, very curious and enquiting that way, What is this? what is that? All is newes to him, and thereof our nature is greedy. It is as a little Ape taken up by imitation: what he sees the Governour doe, (hee must take heed what hee doth) the childe will make offer to doe the like, though he hath neither strength to doe it, nor knowes hee the manner how; but such is his defire, hee thinks all possible to him, nor can you gratifie him better, nor please him more, then to suffer him to try his skill by putting his hand to the work, which you must move altogether, but hee will think he hath done the deed, and by [Page 28] his owne strength: he must enjoy his conceit, and make himselfe merry with it; all such encouragement doth good Childs Patrimony P. 99. every where: for when the child finds himself a party in the worke, he speaks of it willingly and with delight, remembers it accurately, and much good there is in all that.
CHAP. IV.
Every Science hath not precognitions or preparatories, making way for the more easie understanding thereof, grounded in Nature; yet Nature improved helps much towards the knowledge of God; nothing at all to the knowledge of God in Christ, that high and excellent Science; Notwithstanding we must not neglect the Aides, which Nature affords, though, by our fall, all our Spirituals are lost, our Naturals weakned.
ALL this while the profit and delight is the Childs, the worke the Masters, and this the hardest piece of it, herein the greatest part of cunning [Page 29] how to find out this precognition, (wee will use this single word all along; for now we have some understanding thereof, what it doth note out unto us, how much it doth import) then how to use it or worke by it. There is most difficulty in the first, for if we can find out this preparatory; (as I may call it) our worke will be easie enough.
Aristotle a requires it in all Studies, [...]. 1. Post. Text. 1. but hee must understand it of them, whose foundation is laid, either in the light or in the law of Nature. But Languages have no ground in Nature: for though to speake bee naturall, yet to speake this or that Language is meerely ex instituto, (as a man is taught) hee being by Nature no more capable of his Mother Tongue then of any other. Hence it is that Grammar learning, as it is taught, is a matter of greater difficulty (a great wrong to children) then any study that a man afterwards undertakes. For here can be no such preparatory to the understanding (I know not how to expresse it otherwise) which the Philosopher requires in all studies. But here even in teaching Languages, [Page 30] something must bee done in way of preparation to, or anticipation of the understanding; wee must, I say, as a wise man doth an occasion, either find a prec [...]gnition or make it. But this we shall understand more fully in our practicke part, in point of Grammar, which when I shall shew, I shall resume this againe, and set down the Rules whereby we have proceeded, which shall hold pace with nature and right reason all along.
There is a greater thing to be done first, wee must begin with God, so the very Heathen by their light could direct us; how shall we helpe our selves here? this is a great Science indeed, and precognitions here wee have none. Indeed Divinity hath its principles also, but how are they worked into the understanding? By the Spirit of God, and that either of illumination, or adoption; either of which farre exceed nature, but have no foundation there.
In this we say right fure: no preparation from Nature, whereby to elevate the understanding to that height, as to comprehend God, and the mysteries [Page 31] of Grace: ‘The naturall body indeed, having his spirits, is lively, and with the thought penetrateth the Heavens, but wanting the Spirit, (before mentioned) is privat of all these vertues, though it wanteth neither: so that when the thoughts are as high as Heaven, they see no more there, then before on the earth, and all for want of the speciall illumination, and Spirit of adoption; whereafter we must breath and pant in our prayers before Him, who is not served with bodily or worldly services, but of spirituall thoughts, which are the just and true sacrifices unto God.’ These are Bernard Ochin. Preface to his 24. Sermons. his words who was of great yeares, and wonderfull reputation, the most notable Preacher of all Italy, famous for the great example of his good life there. And observe wee should these two words, breath and pant: for though God accepteth weake performances, yet Hee expecteth strong desires; ‘Though Hee accounteth the will for the deed, yet never but when the will is earnest after the deed.’ This by the way; wee will read onward, that wee [Page 32] may take with us his following words. ‘God in His power and light, standeth so hid in darknesse from us, that with blindnesse wee see Him, with ignorance we know Him, with retiring or going back wee comprehend Him, with silence wee praise Him.’ Nature cannot read this riddle; grace can, for so it follows; ‘It behooveth him who would know what God is, to study in the Schoole of simplicity, and rest vanquished of that inestimable, inaccessible, and incomprehensible light.’
What precognition now from nature, to open the understanding, for the letting in this great light? Yes, from Nature, and so much light, and preparation there-from, as shall, being neglected, leave us without excuse. What though sense cannot lead me exactly, yet I must not put out that light. Though nature cannot doe the thing, but leaves us in a Maze, (as wee may see anon) yet I will take her by the hand, and goe by her clue as far as I can; that I will by Gods help, for I am bound to it. God forbid that wee should neglect the light of nature, [Page 33] or conduct of right reason; for this were to cast away our lanthorne, because wee cannot goe by the Sun. So some have done, and wee must reade, and well observe their judgement Matth. 9. 3, 4. 5. 6. & Cap. 12. Principles laid in nature, and right reason, will carry us very farre, here, even from the foot-stoole on earth, to the Throne in heaven: By these I proceed a little with the child.
Wee conceive the earth hanging in midst of heaven, no Pillars bearing it up; even that will lead us by the hand to an all-supporting hand. Childs Pat p. 100. Wee have read oft, and seen a creature exceeding strong; there-from I can raise up the minde to conclude an Almighty power: for mark how it is hinted out unto us, Job 40. 19. Hee that made him, can make his sword to approach unto him; That is, there is a stronger then hee, strong enough to pierce the head (that is the seat of life) of the greatest Leviathan Psal 74, 14. Quasi diceret annonam fuisse tunc repositam. Calv. ibid. (oppressor) upon earth, and to give his Church strong confidence there-from for ever. Give but the understanding a rise, it cannot cease climbing, till it be at the Pinnacle: And yet though so [Page 34] high it bee, it is but a naturall understanding still. My meaning then is, which I finde fully expressed by another. ‘That the minde of man, tracing Learned Reinolds on the faculty of the soule, p. 449. the foot-steps of naturall things, must by the act of Logicall Resolution, at last arise to Him, who is the fountain of all Being, the first of all Causes, the supreme of all Movers, in Whom all the rest have their beings, and motions founded.’ To give an instance more;
We see a murthering engine before us. A brave worke, saith the childe, Who made that? A plaine Fellow, he that blowes the coales. Isay 54. 16, 17. Who gave the Smith breath so to doe? He that is Almighty, which yeelds a mighty instruction now and alwayes of the same use. Wee might bee large here, all would amount but to this, A man hath a law of nature, and principles answerable, which teacheth him somewhat touching the Beeing of God: And that is all: But God in Christ is all to the soule, and here naturall law hath not a letter to teach us any thing They that wil ground Christ upon Aristotle (Reason) are as those, who will build a Tovver upon a vvheatstravv. Bern. O c [...]in Se [...]m. 3. God in Christ reconciling the world is a mystery, an heavenly riddle; nothing can spel it, and [Page 35] find it out but faith alone, faith a learned Divine. And a truth it is more fixed then the earth; more stable then the Heavens: for so saith the sacred Scripture, and so it doth dispoyle Nature of her glory, giving her neither part nor lot in this matter; The world by wisdome knew not God. 1 Cor. 1. 21. Nature polished, Reason sublimated, may helpe somewhat for the elevation of our thoughts: yet is it but Nature still, and must move no higher then in her Spheare; & there she gives us her best helpe: but she cannot tell us with all her Philosophy how our meat and drink do nourish; how our cloathes doe keepe us warme; nor whence the wind comes, nor whither it will. And if she cannot tell us earthly things, we wil not beleeve her in the Heavenly. It is said indeed; ‘Faith comes by hearing, yet betweene this act of sense, and the work of Faith, there is as great a disproportion, nay far greater, then was betweene the stroke of Moses, and the Rocks gushing out water; or hath ever been betweene the instrument, and the effect, in any worke of this nature: [Page 36] God imprinting that in the heart, which never was nor would bee in the sense so much as formaliter, much lesse eminenter: otherwise there was something to be ascribed to the arme of flesh, which in this worke hath no more power, then Baal his Priest had to cause fire to come downe from Heaven, for the consuming of their sacrifice.’
This being premised and the way cleared, we go on with the Child, using such helps we have at hand, and thus we would work up his understanding We must not attēpt to draw downe or submit the mysteries of God to our reason: but cōtrariwise to raise & advance our reason to the Divine Truth. Advanc. p. 133..
Darknesse we are, what communion then with light? so soone as the Lord formed the one, and created the other, He separated betwixt both, they cannot stand together. Betwixt a mortall creature, and an immortall God, a finite creature, an infinite GOD, what communion? And yet, The worke of Thy hands, Lord, Thou wilt not forsake. Mee thinks, here reason helps, points us towards a middle thing, that must stand betwixt these and partake of both, so filling up the gulfe, and making both one. I said well, Helps, [Page 37] and wee must account of it so, as a helpe, for the Jews blundring against this very light, and stumbling it out, Mat. 9. 12. fell we know how irrecoverably. Reason helps, it concludes, that so it must be: But how or which way, it cannot tell. It is in a Maze; now faith must helpe her out, which breake through all difficulties, and then the way is knowne, but the wonder ceaseth not, 2 Thes. 1. 10. so wonderfully hast thou contrived it, O Lord God Almighty.
Wee procceed then a little further in this Maze (so reason left to it selfe will make it) taking the Clew of Nature in our hand, but following the track of sacred Scripture all along.
Wee see misery here below, and man only capable thereof, of the greatest misery; Wee must take good notice of it, and what wee can, fadome that bottomelesse pit: ‘The height, and depth of mercy cannot be sounded, but by the measuring line of misery Childs Portion. p. 27..’
And now marke wee must how the Lord, blessed for ever, hath condescended for our instruction if our desires [Page 38] be strong after Him. If we see the necessity, the excellency, the preciousnesse of Him; ye that thirst; Thirst dries up the soule, making it like the earth gaping, for, as was once said, but must be remembred alwaies, ‘God acccepts weake performances, but expects strong desires, (which hee works also) ye that thirst.’ And then Iob 20. 17 we heare of water, and wine, and milke, and oyle, nay rivers, floods, brookes, of honey and butter. All this to give in cleare evidence to the soule, That all good is in Christ; All from Him; all must bee referred to Him. He is the Christ, the anointed, the anointing: All healing [...].. Hee heales all our infirmities; pardons all our sins; perfects all our obedience; Is all to us; works all in us; doth all for us. O, all yee that hunger and thirst, come to Him, He is bread indeed, drink indeed. Tast, and see how good this Lord is, for under these familiar things even Nature will make report thereof unto the soule. And the very evidence of Nature given in against us will make us silent in darknesse, as the expression [...] Sam. 2. 9 is. The maid, who so often [Page 39] hath laid her leaven, and seene the working thereof, yet hath not learnt by all that, the worke of grace, and the contrary working of corruption, even she will bee reproved and left speechlesse. For shee cannot say, but that so much was plainly taught her thereby. If the bread and drinke wee receive daylie doe not raise up our hearts to Him, who gives us our daylie bread; if we doe not relish. Him in them; if these streames from Him refreshing our fainted bodies, mind us not of our soules also (for they have a meat too even their daylie bread) carrying them to the fountaine head, there to bee refreshed; if not so, then so it is, our Table will be our snare, our ease will slay us, so foolish we are and ignorant, even as a Beast before the Lord, and at our Tables. If the Salt wherewith we season our meat, teacheth us not the danger of our unsavoury and unprofitable walking Luk. 14. 34., nor learnes us to season our words with a graine thereof in a Metaphor; if not so, wee shall not have a word to say for our selves, why wee went against that rule Colos. 4. [...].; Hee that sees [Page 40] filthy ragges, and sees not himselfe in them, even at the best no better Esay 30. 21.; or white, and cleane linnen, and learneth not thereby the glory of the Saints Rev. 19. 8., (but in another) in whom he must bee found, else he will be filthy still; if he seeing these, makes not this use of what he sees, certaine it is, hee sees but discernes not, hee sees as an Oxe doth a painted gate, sees and no more.
Thus I thinke it is cleare, that wee have our preparatories from Nature to the understanding of divine matters; and that by these low things (so the Lord hath condescended to our weaknesse) we may prepare our way to higher matters, and get a good understanding even thereof: And then by such familiar wayes, bee still dropping into our Children (for we may take up the Embleme of a watering pot Nil mihi prae [...]erea, praeterea mihi nil.) as we observe them able to receive. I must remember for the present, that I must move in a very low orbe, for so low my subject is, to whom I must stoope, and, as I can, raise him and make him capable, I shall winde him up very gently, and with much ease to the same height anon.
CHAP. V.
When to begin with the Child in the learning of languages: The Child will helpe us there: The English schoole how ill ordered; how it should be: how fundamentall the Mother tongue is: what our care thereabout.
VVEE have not yet begun with the Child, but now setting upon it, if it be thought a fitting time. When is that? So soone as the Child can exercise his inward faculties, hath any strength there, then we must begin and well husband the time. Now the Child will take in fast enough, like a faire Table-book [...], wherein is nothing yet, but presently there will be something written, which we cannot so easily blot out: It is the Masters wisdome, and for that he shall be counted an understanding man, not to leave the child to his choyse: For now (and so we shall know the nick of time) the Child can distinctly observe that which is before his eyes, and can call it by its name.
The Child hath Arithmetick too, what a jolly fellow is this? (I must insert words of incouragement, that promoteth greatly the little thing) he can skill of Greek, hee can tell you how many fingers hee hath upon the one hand, then he can number I hope.
He can put the other five to them, and tell what all amounts to; then he can adde; he can take away the one hand, and tell you how many remaines: The best Accountant in the towne cannot answer more punctually; then wee will grant he can substract: yes & more yet is his skil, for he can tel you what twice 5. is, so he can multiply; And ten to one, if these ten were ten Apples, he would divide them by 2. to each hand even parcels, and so keepe all for himselfe: otherwise, and in such cases, hee careth not for division, though he understands it for his use very well.
Poore Child! hee hath discovered himselfe too far: for now his skill is so well knowne, hee must to Schoole to learne his Mother-tongue the very next Munday; And there we suppose hee is, where the Mistresse helps to hold the [Page 43] book with one hand, and (if it be as I have seen) a little twigge in the other, which the childe markes very earnestly, as wee would have it doe the lesson.
Here is a change now, and that will be pleasing for some houres. The next weeke the childe will tell you when is the next Holy-day, for that is all hee heard at Church, and all he lookes for, he knowes where, for he findes it to be a red letter: And for the Schoole hee hath no minde to it; by his going thither, and returning thence, we perceive well enough, that no man loves a prison worfe: never looks he to see a mery day, so long as he is pent up there. Why? because the Schoole indeed is but a prison to his body; and no way is taken to enlarge his minde. What a coyle is there to make him pronounce false? and because hee cannot readily doe so, for very nature teacheth otherwise, perhaps hee feeles the twigge too, and his sense is so quick at that point, that he cannot relish the Schoole.
He heares also of Vowels and Consonants, What are they? Latine; poore [Page 44] little Englishman, he cannot skill of that. Then hee must put these together, and spell, What is that? Greeke; indeed so it is to the childe, and to the Teacher too.
Certaine it is, the child understands more of his own tongue in one moneth from his Nurse (after he can speak articulately) then he gains from a Schoole in three in any language; which clearly sheweth of what force nature is, specially when a little helpt by Art, and made mighty by use: The one and the other, even all three gives us great accommodation here: Nature gives us the precognition; Art, Skill to use it: Vse makes it familiar.
It must not be expected here, that I should give the precognition to every thing that I would have learnt thereby; that were a dead work; Time and place will instruct much, and the very thing in hand. This I say again, we must make it a preparatory to the understanding of every thing, so preventing the toyle of conceiving the same: And we must finde a precognition, or make it, as the great Commander said, when [Page 45] his way was blockt up before him. And this nature shewes, that a vowell makes a sound alone, perfect of it selfe; The Consonant not without a Vowell, being indeed of it selfe, but the very essay, and offer of the tongue, and no more.
And if c, g, and t, might but know their power once, and keep it ever, u, and v, distinct in figure, but more in sound; if I say it were observed, it would save us much trouble in afterproceeding; so also if the syllable were distinctly framed according to the plaine rules for spelling, so pronounced, specially the last letter. For the pauses or stops, our breathing will help us there, but the observation thereof, is the chiefest part in good reading.
I confesse my thoughts are not ripened here; if they were, I would not blot paper with them, though it is no disparagement to goe even so low; for the Mother-tongue is the foundation of all; nay indeed wee have a necessity so to doe every day, else wee cannot goe forward orderly; the ground-work of the childs entry being so rotten underneath. [Page 46] But I may spare my paines o [...] writing upon this Elementary point, fo [...] I finde a short paper for direction this way, from a man of long experience in higher matters, gained by travell, and and otherwayes M. Carew.: And a large tractate there is also, treating on the very same subject, of more large use. M. Hodges.
And surely great need of all this: for the matter of the elementary (the Hornbook) though it be small in shew, yet it is great for processe: and for the manner of handling the child, of great moment also, to hearten him on for afterwards. And therefore it would promote the common good not a little, if an able man had the ordering the child at this first staire or step; for a firme ground here, at this low point, raiseth the work mightily, and makes all stand firme. But it is supposed the Master must have answerable pay: a good encouragement to come down so low, when he shall perceive that reward shal rise up. This will be thought upon when Praemia conatum extimulant. De Aug, li 2. times mend, and the day cleares up, then our judgement, and fore-sight will cleare up too: In the meane time, I [Page 47] know what will not be done; a good Scholar will not come down so low, as the first elementary, and to so low a recompence also; it shall bee left to the meanest, and therefore to the worst. And there I leave it also even in the Mistresse her hands, for there is no remedy; And so I come to that work which more properly belongs unto the Master.
CHAP. VI.
Necessary the childe should bee taught to write. Objections against it answered. It helps the understanding very much; but as it is commonly abused, hurts more th [...]n it helps.
WEE are making way now toward Grammar learning. And what if I set down the accommodation of writing first? Nay, I will not consult about it, I am resolved already so to doe, and that for great reason; for thereby, I shall the better work upon his senses. But what if the Parent will [Page 48] not have it so? (for he must direct the Master, not the Master him) No matter; I am not now to question the Fathers will, which commonly is the worst of his reason, but to shew how it will promote the childe in the thing hee is about, where, by one and the same light, at one and the same time, the child shall see his work, understand it, and remember it too, even all this, and altogether, by the use of his pen. And it may promote him afterwards, for ought we know, as the Harp did David. I remember one saith very well; To write and reade well is a pretty stock for a poore boy to begin the world withall, and to live comfortably too Mulc. p. 33.. And we must bee perswaded to ground that quickly in young yeares, which must requite them with grace in after yeares: If wee consider so much, we shall relent at the voyce of Reason, which commands us to begin with the pen.
But the childe is too young yet, he is Object. not capable; sitting with his pen may make him grow crooked too. All this Answ. may bee, as hee may be handled: hee may sit too long as the most doe, and as [Page 49] the custome is: But we are fully concluded, That the child must be set straight to his work, and not sit long at it, but while he is sitting there, he mu [...] make it his play. Observe him with his little stick puddering in the ashes, drawing lines there, or upon the dirt where he can make an impression; and almost as busie he is, as one was, who would not be driven from it with the sword Archimedes.. I will tell my observation; I have known some who were not taught to write, yet could draw faces of all sorts, bodies in due proportion; frame severall buildings, Castles, Ships, and the like. I mention it, that Parents and Masters might be perswaded to draw forth Nature [...]. Arist. phys. 2. 2. as you would doe a piece of gold, it will spread and compasse it selfe, (as gold will Nihil auro ductilius, &c. Alst. phys. li. 13. par. 4. cap. 7. ) beyond an ordinary imagination. Let us follow nature here, for this drawing, whether with stick, or pen, is but Cosen-Germane to writing, a precognition, or training principle thereunto. These two, (and drawing, the most children doe naturally) are of one Parentage and pedegree, as is noted by the Philosopher Arist. Polit. 8. 3., and [Page 50] others. We cannot doubt then, but the childe will quickly gain so much, now his hand is flexible, and fit for frame▪ as will serve very much for his use.
But what use is of it? Obj. 2 Answ.
This was implied before, we will adde to it; The use of the pen is great, almost universall; It helps the little thing to judge of artificiall things; what substance is, what formes or fashions are; and this helps not a little in our practick part. It is the character of the speech, as the speech is of the thought. Besides all this, It fixeth the minde of the childe, (who is Squirrill-headed) confirmeth the understanding; Is the Assurance office, to it and to the memory: For now all is safe; he may lay in, and carry out at pleasure, and no hazard worth the thinking of. Then the use thereof is great.
But it will be said sure; That writing Obj. 3 is so farre from confirming memory, that it weakens it, hurts it altogether. And it is confessed of all, even of them that write for it; And the experience of all, that have used their [Page 51] pen, will say as much too.
Nay, but they must not say so, for Answ. then they say not the truth; They did not use the pen, making it subservient to memory; but abusd it, imploying it altogether, and trusting to it, so putting the memory out of office, and making it quickly of no use Preface to Childs Patrim. p. 13.. This is the abuse of the pen, and as a great Scholar said long since, The most certain corruption, yea death of the memory Scriptionem esse [...]rtissi [...]am memorie necem; ait Socrat. apud Plat.. If we scribble, scribble, scribble, and then think we have done the deed (as once I did, so wise I was) our memory will doe us no more service shortly, then a man can doe to himself that is in a Lethargy. The memory must still be kept waking; if we let it sleep, (as it hath been in some diseases) it will die. At this point we must remember the dark man, his memory is even to a wonder, but no wonder at all, for he imployeth and exerciseth the same, and exercise is all.
Wee understand Platoes words now: ‘Before Scripture was found, men were better learned then since, because they were forced to write in their [Page 52] minds, that that afterwards they have written in paper. And having done so they thinke themselves full of learning because full of bookes: But they are fully mistaken, for their learning consisting in their writings, losing them, they lose their Science.’ So wee have seene the abuse of the thing, which can never be a sufficient condemnation of the thing abused, for then gluttony will forbid meat; Let it be noted, ‘It is the ill in me and in thee, which corrupts the good in the thing.’ But we have no need to feare this abuse of the pen from the Child, for hee is under them, that can direct better for present, and give him a Caution for afterwards.
I suppose now the Child is put to Schoole there to learne the Art of writing, which makes a wonderfull riddance in the rest of learning.
I should say a word to the writing Master, and though I have little hope he will make use thereof, yet he must heare it, for it is of much use to the Child, and as much concernes the Parent.
The Master must looke to the government in his Schoole, which is so loose, that though the Child thinks, now he is put thither, he is made, yet the great feare is, and so experience tels us, he is in a way to be marr'd; There hee sees and heares Boyes of all sizes, who know they have a patent there to prate and to bee rude, which corrupts the little Thing, we have now in hand, more then is imagined.
Should not a Master looke to the government above all? Yes, he cannot doubt of it, nor of this which followes. He must consider well, what Copy hee sets before the Child; his own example in point of behaviour must be straight and exact, for the Child frames after that also, most of all, for there is life in it. And the dead example, the copy in his booke I meane, the Master must see to also; and not so much to its forme, I doubt not but there he is exact enough, but to the matter thereof, that it savour of piety, and bee a leading hand thereunto, so fashioning the life, as well as the hand; For we must still remember, because this Master thinks [Page 54] not of it, That the right manner of handling the Childs wit in his reading and writing is of great moment for afterwards, and delivereth the next Master from manifest toyle, the child from marvailous trouble, secureth the Parent also against his feares and sorrows; so prevayling these beginnings are, of such consequence for afterwards.
CHAP. VII.
Of Grammar, the practise thereupon through the severall parts thereof.
ANd now I suppose this Art is attained, (for we must proceed gradually, making cleane riddance all along) and then we must grant also, that the Child cannot complaine of difficulty afterwards, who can read and write perfectly (as may serve his turne) now. For as Plato said of Arithmetick, and Geometry, they were his two wings, whereby hee could flye up to Heaven, so setting free the imprisoned ignorant: The same may bee said of [Page 55] reading and writing, if the child hath purchased these two, he hath excellent faire wings, which (as his Master is able to help him) will cause him to towre up to the top of all learning. And yet for all our hast wee must not skip nor leape, wee may attaine to the top in due season; but we must remember our season now, and begin at the bottome staire; so wee are upon the Grammar, where our practise shall be very easie, and familiar to the Child, (for the labour is prevented already) and speedy too, for wee must remember he hath two wings, therefore hee can flie. But withal we must grant this, that the Reader, if he have forgot his grammar, (as certainly he hath, though in his younger yeares hee could say it over, and over, as perfectly, as count his fingers: A short time and other imployments will quickly spoyle the memory of all that; but what were conveyed to the understanding by an orderly and naturall way, so much remaines and no more) such an one I say, cannot goe along with the Child one foot of the way worth his labour: And [Page 56] the Scholar that doth understand may thinke it a dull way, but my little Judgement upon it. It is the onely quick, and sure way; And let him take my word yet further, That hee shall read no more spoken here, but what is really done: So we begin out practise, with hast enough, and yet good speed, for wee have our Preparatories at our fingers ends: and stumble wee cannot, for the Lampe is in our hands. It appeareth thus (the rules will make it more plaine anon) not by explaining the Grammar to him, for it is already done; If I were to doe it now, and so begin, I should speake Greeke to him, and what use of that? I must recall what he already knowes, and that will doe the thing, and then we have the use indeed, if wee please to observe what followes.
Of Etymologie: or the Accidents of simple words, all contained under eight notions or parts of speech.
MOre then a yeare since the Child (Nomen) could call unto his Mother, the [Page 57] maid and the man, John and Joane both; hee hath set his Mother a stoole, or some such thing: he hath pickt an Apple and a Nut, Cherries also out of her lap and pocket; All this he hath done; then hee told us what part of speech these are, how proper some, how common other some; what Gender they are too, what Gender hee, what shee, and that the stoole was neither of both. We will observe his skill in his Adjective also.
Tell him of sharpe, and sweet, he will not be satisfied, till he have the thing, be it Grapes, Vineger, Apples, Honey, Sugar, &c. Now he knowes his Adjective, no man better: he relishes it on his tongues end: his little judgement is so steeped in his sense, that hee can compare through all degrees also; This is sharpe, that sharper or more sharpe; the other sharpest, or most sharp of all; That sweet, this sweeter, &c. So he hath the signes and terminations, all these by the sense, which never failes when the child is well. When hee doth ill, or amisse, if the Mother will reach him a rap, two, or three, he will understand all these perhaps better by his feeling, a [Page 58] sense that never failes till the man dies so easie is all this: And in the Latine it is as easie: so is the Gender as easily found in his place as 1. 2. 3. if so many endings: if but one ending, then one is 3. if two endings, then the first is two; and the last still neither of both.
We goe in order still; and have concluded, that the Child can adde Numbers., and substract, can chop and change, then he can his numbers very well, and distinguish them as well. Hand. Hands. Man Men.
He can find out a house by his signe, well-fare all good tokens, there is the Fathers house, for there-out hangs Cases as they fall in an Author. such a signe: as easie it is to know his cases, the order of them too: as for his Declensions they are pat at his fingers ends, just so many and as perfect with him.
The Child can say now, hee is come, Pronoun instead of a Noune. and she also, for you (it is most proper to say thou) commanded, and I called them, who are these? there are no such names in the world, they stand in stead of others; then the Child will tell us what they are, Pronounes and how many parsons there.
The child doth play and nothing else; hee did scratch his brother even now; The Mother hath heard of it, and he shall be smitten by and by; Then he can his A Verb. Adverb. Participle. verbe, Active and Passive, and knowes his Conjugations all foure, and will remember the times very well; feeling what is aking still; and put in minde, That he was warned yesterday, and twice before; therefore he was justly to be punished to day.
Now, I say, the childe knowes his Verbs, their Kindes, Tenses, Moods, Conjugations, as easie as is the repetition of Vowels, a, e, i, or his Horn-book, the as, avi, es, ui. is, ivi, um. bo, bi. co, ci. do, di. order of the letters there, so the forming of them: he hath his Adverb also, his Participles all three together, for they are very neare of kin, true friends, all is common betwixt them.
The Preposition he met with in the A Preposition. sixt case, and it never left him since; for he hath it in his hand, now he is driving his top, before his Father, with his other brother.
The child hath played many pranks, A Conjunction. An Interjection. and made many complaints, so have his fellowes with him: sometimes laughing, [Page 60] sometimes crying out and alas. Then he can his Conjunction, and Interjections both together; For such changes there are, and still will be amongst children. So we have gone through the practice of Etymologie. The Figures thereof (they interveine through all the parts) the childe understands very well: So much skill he gained by his pen, for that taught him how to judge of formes, figures, fashions; Besides, it is granted as an addition to his little skill, That he can both Adde, and Substract.
Of Construction, or Syntax.
And now what a brave fellow have we here? he could long since comprehend all words which range such a large compasse, within his little Horn-booke, if he had them there. But see how he is improved now, for he hath all things about himselfe, his Fathers house; nay in the worlds, under eight notions; to one of the eight he can reduce them all; But the Nownes, and Verbs, which have the greatest range, and are most [Page 61] comprehensive, for they contain almost all the Grammar, and in learning them we rid all, so making cleare work, all these he cons as easily, and are as familiar with him, as 4. and 5.
And now that he hath these materialls, what shall he doe with them? Nohurt I hope; he can, like a good builder, with his plummet and line, having his stone, and timber already fitted, make his materialls agree each thing with other, so as he may see order, and rationall dependance; good Concord, and the very frame of Government in all.
It is with the child now, as it is with a man that hath Timber and Stones ready squared, and fitted every parcell to its place, but lieth all about the Court, that you cannot stirre without circumspection, and not breake your shins. Come again the next morning, and all is cleare; every thing in its place, and the house reared: just so it is with the childe, amongst this variety of words: There is a seeming confusion, but he comes with his Rule, and makes clean work; makes them all agree; or [Page 62] well to govern each other: And this he learnes, by the framing of his Fathers house; or yet more fully by observation of the creatures about it.
He sees in his Fathers house, stones upon stones; timber shut into timber, &c. hence he learns Concord, or Agreement: so by observation of the creatures about the house; he observes his Note, That the practise of the Mother-tongue, is the best pr [...]cognition for concord; (and for Government too) The childe will not say him did reade; no, bee did reade: we are; not, wee art; not he whom serveth God, but who serveth God: not the man who God loveth, but whom God loveth. Parents geese, ducks, sheep, in flocks together; boyes sitting with boyes, girles with girles; birds of a feather; there is concord, or agreement too. And if the old folk be in the Hall, the younger will be in the Kitchen, so naturall the agreement is: And now they are where they would be, (let them alone a little, we shall never know them else) from under the Parents eye, they will haply bee scratching anon tooth and naile; then comes in the Parent, as there is cause enough: what? not play but scratch and bite too? then they are taught what discord is, what to disagree by the most intellectuall sense with [Page 63] them, for, poore ignorants! they must in such cases feele first before they learne, they will be taught with paine. They must learne good by a bad Method.
And this falls out very well, and in season. Will must not have his will. By this meanes children know what government meaneth also, which is the best lesson taught within doores, or without; else in a little Commonwealth, there will be no little confusion: so gracefull, and comely a thing Government is, which makes the childe gentle, maniable, pliant. Now that the childe sees indeed, that his Parents will be, and bee acknowledged, the great Centurions in their house, for it is no more, then the Cook will be in his Kitchen, he will now observe the Parents rules for government also, the very same which are in the Schoole; for he hath seen, and felt both, that order must be kept, as in other things, so in going before, and following after. And now observe him what he saith at home very naturally, for use hath made it so: Me pray you Mother? No, I doe pray you. [Page 64] I is in a fault? No, I am. Pardon I goo [...] Mother? No, Pardon me. Just so i [...] the Schoole: and so we are concluded that he understands Government, for a [...] the leaves thereof goe along in the order of the parts of Speech, and of the Cases.
CHAP. VIII.
Of the Figures and Tropes.
THE childe will meet sometimes Figurala Syntaxis. with a construction different in forme and fashion from that he hitherto hath observed: To the understanding whereof, both in words and sentences, he hath good preparatories from the eye, and eare; from nature, and reason, to frame true construction there, and his voyce thereunto, for that is a chiefe thing.
There are some flowers of speech, (as the Rhetorician calleth them) which will stand the childe in great stead as he goeth along. He will finde also in the practise of the Syntaxe one word put for [Page 65] another, as where the word signifies Suns, he must construe dayes: So where he reads the seed of the woman, and of Tres incertos soles. Virgil. Abraham, he must understand the son of the Virgin, and the children of Abraham; and when the Poet saith, He hath an Horn in his hand, his meaning is, it is a Lanthorn, &c.
The foundation of all this little Art, is grounded in nature; the childs naturall Logick will doe it; which hath been exercised ever since he saw his The foure Causes. Mother make Apple-pies, for then he could discerne who made them, of what materialls; The forme and fashion, he is exact there, and knowes for what end, as well as the biggest fellow in the towne. And because that followes, and we suppose him in the dark, where the Lanthorne gives him light; he will understand, that is not so, but the light in Subject. Adjunct. the Lanthorne, that was it; and it was put into the Lanthorne, and is taken out; the Lanthorne remaines still; but so you cannot folly from a foole, that sticks closer then so; Now hee understands his Subject, and his Adjunct, and somthing more belonging to it then so.
His Mother called him good boy, when by a lawfull kind of mockery, she Ironia. meant the contrary, that he was a very wag, and the Child knows it very well. The child hath heard often, that hee hath a stony heart; that is but a borrowed Metapho [...]a. word, the child knowes where, and that the meaning must be, that he hath a hard heart; And yet the man knowes not, that so hard his heart is, harder then any kind of metall, for that will gain againe in the fire, and melt, so will not a stone. The Child can Synecdoche take a part of an Apple for the whole, when the Mother will let him have no more; and he can take the whole for a part, when hee can be his owne chooser: And he can tell what whole this is, as well as he, who understands homogeneum, for that is Greeke; he can tell the whole Apple, is Apple, and so is every part, as are Earth, Water, Aire, Fire, Silver, Gold, &c.
The Child reads; Colos. 1. 23. The Gospell was preached to every Creature; that's too generall sure, for Beasts could not heare it, it is more specially meant then so. He daylie asketh his daylie bread; our [Page 67] desire here must be moderate, yet not confined to our loafe only (a word wee find in our English, but in no other tongue:) wee meane thereby as wee have good warrant, our meat too, our cloathing also, all necessaries: little doth a child think, what a blessing he hath in his hand when Bread is there; For, as the word meaneth, and our Lord also, having Bread, he hath All.
Thus the Child hath this necessary additament to Grammar, for hee can make no way without it. And in all this we have not out-compassed his understanding nor burthened it at all. For our precognitions have prepared way thereunto, and prevented the labour. For that was our promise still, and we are sure we have kept our word.
But I shall transgresse presently, if I doe not take leave, as all along I have done, to goe out of the Common-rode way, for there lyeth Prosodia next, straight on in the rode, at the very bottome of the way. And there wee have Tone, a very acute and witty word; Spirit, as sublime: Time long and short, a great part of a mans understanding to [Page 68] observe it, and yet for his Turne the child shall doe it, nay can do it well enough. But what shall wee doe with those things here? Certainly they stand out of place. I said well a little before; This part of Grammar lyeth at the very bottome. It doth indeed even there, therefore I tooke it in, when I was upon my bottome worke, the Declensions and Verbes, for they are the foundation of all. And wee carried it along with us, as the Master-builder doth his measuring line, through the whole structure, up to the very top, and this is the naturall order. Nor doe we goe alone here at this point: There is one who sheweth his Judgement here, as H. Hayne in his Grammar lately printed. he hath his judgement, and learning both, in higher points; For he makes it no distinct part of Grammar, but as that, which hath its use every where, and so it spreadeth it selfe through all, whereby it comes to passe, that the Child well perceives its use in every word hee speaks; attaines to a more perfect understanding thereof in one weeke, then by a verball repetition of it, he can attaine unto in a whole yeare. [Page 69] And so for the whole Grammar, though, haply he cannot give you six lines in ryme, (which will never be required by any understanding man) yet for every line and word, hee can give you good reason, and that we hope one day, will satisfie a reasonable man. And now our practise is gone as far as we can, perhaps farther then needed; wee will set downe also the Reasons of our practise, which may serve as rules for our after proceeding.
CHAP. IX.
Rules of practise, amongst which the Method of our proceeding is cleared to be according to Nature, and right Reason.
1. HEre I must resume againe what was said in the beginning of the fourth Chapter, and inlarge it a little, for thereon depends very much. It was this, ‘That Grammar learning, as it is taught, is a matter of greater difficulty, then any study that a man afterwards undertakes:’ [Page 70] For here can be no such preparatory to the understanding as the Philosopher requireth in all studies. Here examples and precepts are alike difficult, either being as strange, and as unknowne as the other: and therefore like to yeild a poore illustration, where their proceeding is ab ignoto ad ignotum. Whereas in other Studies, if the precepts bee difficult, yet such examples may bee had for explication of them, as are obvious to every mans experience. Hence it must needs follow, that seeing for the study of Latine, and of other Languages, there is no [...] in Nature; there is Reason good enough to leave the ordinary course, and to make a preparation unto rule by experience, which may serve in stead of Nature. But this way of experience, which is nothing else but the very method of Invention, being in it selfe considered, and without the other, must needs be very confused, as being exercised in singulars, which (as the Philosophers say) are infinite, and mutable, and therefore not scientificall. Besides, it can give but little satisfaction, [Page 71] as proposing only the [...], and leaving the [...] to the labour of the learner. Nor can it but be long, before it attaines the end, which is the making Analogie knowne. For if the rules of Grammar being already framed by men of Heroick wits that were the first inventors of them, have yet suffered so many alterations of after Ages, before they could bee brought to their true Generalities: and so many supplements of other rules, deseried by them afar off, and more clearely seene, and found out of others by occasion of their former labours, together with their owne endeavours, before the discipline could be suckt to a perfect and proportionable body; How long may we thinke it will bee before Children, who are led more by the sense then by the understanding, and therefore can hardly use abstraction, will bee able to frame unto themselves generall rules by induction out of particular examples.
On the other side, The Method of Doctrine must needs bee too subtile for Children; as taking his beginning from [Page 72] Ʋniversals and so necessarily requiring substraction, which is not to bee expected from that age. Besides it cannot but be dry, tedious, and livelesse in this case, as being without all Principles. So then there is a mid way to be taken, a Method mixt of both these, beginning in experience, as the way to rule, preventing the difficulties of generalities; and ending in rule, as the perfection of experience taking away the tediousnesse of Induction. And this is the most Cardinall rule, the very hinge whereon the whole frame doth hang and turne it selfe; The most naturall method, setting use aside; whereby wee gaine the Language, which reduceth all Grammars to one, and teacheth them all alike for the manner, Thus.
2. The Child must observe what eye-service he can do himselfe, when he is upon Declension (there he begins, for by one example there, he sooner learnes what part of speech, number, case, and gender, then by saying the rules thereto belonging ten times over) Declension and Verbe; and the service is this, he observes that there are letters which [Page 73] stand in the one and other, as substantially fixed, and unchangeable as a roote, the same still in every Case, Tense, and Person therein: Some letters againe are very accidentall, and moveable, of a servile condition, serving onely their turne, Time, and Place, and then away giving place to some other. This must be distinctly observed, and no subtilty at all, but with this direction; That he Mus: [...] Libr [...]i Lapi [...] is shall find these Radicall letters (now the word is easie) in the first or second case of the Noune, (the second never failes, nor the first case in the first, fourth, fifth Declension) and then the Laud: [...] Laudav: i Lauda [...]: Iung: o lunx: i lun [...]tu: same all along; but in the Verbe, three Cardinals, and the Radicals more or lesse, and most times different in all. The same to be observed in the Greeke, but more Cardinals; wee meane by a Cardinall such a Tense, which is, as it were, the hinge on which the Verbe is turned; or where-from all the Tenses are framed or derived.
And this is as proper to the Latine and Greek, as to the Hebrew it is every whit, onely with this distinction; These servants, these servile letters, are [Page 74] still at the end of the Latine and Greek word, (except in the Tense wherein the first fyllable is doubled) in the Hebrew they are in the beginning, middle, and end, but more stayed, not so fleeting.
3. All this service, the childs pen hath made easie and familiar to him, and more service it must doe then this; for the English must be written anent the Musa, A Song. A Song, Musa. So in the Verb. Latine, after first, then before, and in the same manner he must be examined; and hereof the child shall quickly see full use; full indeed, for hereby he hath attained, that which in the study of language we ayme at, even these two things, To understand others; and to expresse our selves; And this the child must practice in simple words first, before he can effect it in sentences, that being the order of nature to proceed a simplicibus ad composita, materialls first, and then composition, a putting them together. And so expressing one language by the other in declining and examining of words, faire way is made for Syntax, the formet for the construing, the later for the making of Latin: [Page 75] For all words in any one language of the same Accidents alwayes have the same expressions in another language, in respect of those accidents. So that in construing, having the signification, the childe cannot faile in the adsignification: and in making Latine, having the word, he will not faile in the accident. Where we may note by the way, That the hardest matter, and whereat we stick, is the supplying the child in words, what is Latine for this, and that: for having the Accidents of five, and foure, he hath them in all. My meaning is; The child in his way never sticks at the adsignification of his word; as if ranarum be the word, he will say of, but he may not know that rana is a frogge, so if the word be ambichant, he knows his Analogie, as audiebant, they did, and there stops. Here use must help us, and that wherein we are so wanting; labour. I know no other help where-from to supply us; But the child goes on in true method, for by the same way he pronounceth his word right also, seeing the Analogie, and Agreement betwixt them, their Dorivation, Composition, all three.
[Page 76]4. But here we goe very leisurely as nature doth, and will: if we leap and skip now, we shall fall back again presently. The childe must goe very gradually here, specially at the first steps, as up a paire of staires: every step gains a degree of light, which he puts out presently, if he hastens up, and ascends but to ruine. My plaine meaning is this; The child must make a stand at his first word, till he well understands the Accidents thereof; for there comes in the light, which cleares the way to all the rest. But if the Master will hasten the childe to the next step, before he sees his standing on the first, the child doth but step up and fall downe, learne and unlearn all along; for certain it is, there is a gradation in Grammar, so in all Arts, as up a paire of staires, a naturall order, and ascent, which if we break, we are sure to fall back: we may seemingly move onward, but promote the child never a whit; our labour is rather in circle, then in progression; The child would on apace, and that pleaseth the Parent; for it is not in their Philosophy, to consider, that examples are rules, [Page 77] which is our Position all along: And that in learning them by tale, we rather Multiply then Number; for though we seeme in our stand, but to make Cyphers here, yet we gaine places now, more then two or three, so making one word stand for more then a thousand. I will briefly set down the manner how.
So soone as we are exact in three Declensions, (we must be exact all along, for one mistake in the beginning, multiplies in our proceeding) so soone, I say, as we have perfected the three Declensions, with all their Accidences, wetake two Adjectives (indeed for some considerable differences to a Novice, we take foure, ater, albus, (not bonus being irregular) audax, dulcis, and in these two we have declined all Adjectives, whether Noune, Pronoune, or Participle, and compared them exactly well. The example makes the impression, and from the particular the child is able to conclude the Generall rule, by the help of his Master questioning the childe, so workin up the understanding The same is to bee done in a Verb. And this is to Catechize indeed, be it in high matters or in low: for [Page 78] hereby knowledge is distilled, or dropped into the minde, by the greatest ease that can be imagined, to the Teacher, and Learner both. I know full well, That Custome, the Universall Monarch or King of the world (faith Herodot) would beare down this with the impetuousnesse of its streame, but it shall be found for all that, as firme as the earth, if so be that time (which makes all wise that observe it) and experience may be suffered to give in their verdict Vere. dictum. A true rcport. A report of the Truth [...]ort,scue of the Law. Chap. 26.. The childe hath spent some time in learning the Grammar without book, What hath he gained? Not the knowledge of the Vocative Case in the second Declension, when the Nominative endeth in us; nor how many Cases are alike when the Gender is Neuter, though he hath said the rule twenty times; nor knowes he from what Tense or Person the Praeterperfect Tense is framed, so experience tells us, though As in presenti is as familiar with him, as his bread and butter. But now let him fixe upon the examples here, and work out the rule, which by the help of his Master he will very quickly doe, then [Page 79] he understands it, and it is under safe lock and key, ready for his use alwaies. I could cleare very well, how naturall the progresse is from the sense to the understanding, thence to the memory; how unnaturall and retrograde the other way is. But I have said enough to him that will understand: I will adde but this here; It is the readiest way in the world to nuzzle up the childe, or the man (for hee is a childe in knowledge) in ignorance, if we keep him in his rode, and content our selves that he saith perfectly by rote. This comes to nothing: we must parcell forth his lesson into questions, whereto, in his rode way, it is not possible he should frame an answer.
And thus if we doe, we shall make Grammars all alike to the child, let me say, and Catechismes also; And now I have spoken that which is of infinite use, and mighty concernment to the Catechist, whether he teacheth men or boyes.
There is an Objection: That the old method produced as good scholars anciently, as any new can doe now. I verily [Page 80] beleeve it, and better scholars too; but no thanks to the method. I shall give a full reason for that in a few words, but I referre it to the last both Part, and Chapter. I proceed now onward in my rules directing our practice.
5. We observe the universall use of all in Analysis, commonly called construing and parsing; and in Genesis termed Making Latine. In construing, the first & principall care is to finde out the Nominative Case, (by the rule of Logick that Case must be sought first, being the theame or subject of the Axiom, but the child will sooner finde out the Verb, and let him take his way) the Verb next, (this is the argument or predicat:) both together make the Axiome. Where also we note by the way, that the second Concord is taught presently after the Declension, and indeed it is the first in nature, being most simple, and having a Topicall disposition, without affirmation or negation, whereas the disposition of the other is axiomaticall; but no need of this to the childe. It is enough he can finde out [Page 81] the Verb, and his Nominative Case, (for that is easiest) and knowes the rest are additaments, depending upon one of the two.
6. The phrases are to be construed, first rendringword for word, for the learners understanding; then rendring phrase for phrase for his use in translation, that he may understand that all languages have their severall properties, which are by no meanes to be violated, nor the composition of the Authour neither; wherein Caesar is most exact, as he is the best History in the world, (saith a great Scholar) expressed in the greatest propriety of words, and perspicuity of Narration that ever was.
7. His Authours must be such as are most sensuall, I meane such as doe best instruct his understanding, and life together, whether Fables, Colloquies, Comedies, or Epistles, familiar Histories. Poets also of the very best; for though versifying supposeth plenty of words, and freedome of speech, yet if a childe stay til then, for ought I know, (I know what their slacknesse is) he will never reade a Poet in the Schoole. And then [Page 82] no small want, though I know prose should be well perfected first. But if to a verse, then why not to Homer, Virgil, Ovid, and Horace? we all are sure they are the best, and a childe must be acquainted with more kinde of verses then one. But there the childe may find the worst too, and so he may also even in those Poets, which we account, and indeed are most Christian. We never knew any garden weeded so cleane, but something there was which might offend there; our instruction was long since, wee know no better now: Wee must imitate the Bee: and then we shall finde honey, or make it so [...] &c. Isoc. ad Dem. w..
8. Concerning Translation, and Imitation, &c. what can be said after M. Ascham, M. Horn, and many others? So also touching aydes or helps to speech and invention: Such are Apologues, Proverbs, Emblems, Histories, Causes, Effects, Topicks, the heads or places which assist us therein. So much hath been said in all this, as I know not what can be added. Besides, it is beyond my scope in this place, which is no more then to shew the way how the childe [Page 83] must be taught his Grammar, where all along the way, the Teacher must observe this, and it is the chiefe of his duty at this part; he shall heare more, at the conclusion of the next, but this now.
9. Now the Master must consider all along that the first impressions in children are weak and waterish, no sooner made but gone, like lightning, at once begun and ended. The first and second time their lesson is rather looked on then learned; and the Master must have patience for all that, he must compose himselfe to goe as slowly as the childs conceit requires; if the Master be quick when the child is slow (then there is much matter offered unto passion, but then) passion goes on, and the child back. The Masters wisedome is to stoop to the childe, to see where he sticks. His pen is but a dead thing, the Master must put life unto it; he must so speak that the childe must see him speak, he must (as some have done Childs Patrimony Preface, p. 19.) heare with the eye, and learne to speak by his fingers; and this will not be with some children, till the [Page 84] Master puts his words upon his fingers ends, a thing very possible to be done, nay it must be done.
I may not forget the counsell that Nazianzen gives to his fellow-Pastors, and Overseers; or rather what such should be: ‘Not their words onely, [...], &c. Nazianz. Orat. 6. but their apparell, their going, their sitting, their whole carriage, and deportment must have a tongue, & speak forth, Holinesse to the Lord; every thing about them must be so regulated, so expresse agreeing to rule;’ so lively a copy, as that it bid the lookers on, (and they are many; every ones eye is upon the light, and a City set upon an hill) Mat. 5. 14.) look on us, and as you see us doe, so doe yee. And this is of singular use for them, who teach youth also. But that I specially noted for our purpose now, when I reade that Oration, (it is his sixt) was this expression; ‘I have, said he, set out before you, a Pictured speech.’ [...].. What is that? I will expresse it as well as I can, for that is to our purpose, ‘I have made my words so plain, and visible, that your eyes may look upon them, as you may the picture, [Page 85] which the cunning workman hath set out: So plaine have I spoken.’ And so may yee all speake; and alwaies speake ye servants of the Lord! for this is to speake with tongues indeed, when every thing about a Minister speakes; And this is to speake in the language of the most sacred Scripture also, and in the Dialect of the people too; they understand it full well.
But I seeme to teach my Teachers: no, I doe but recite the counsell of an ancient father unto them, that they may learne how to speake with tongues, and to the peoples understanding; They cannot be put in mind too often thereof, that their words may not swim in the braine onely, but sinke into the heart also; For us, who move in a lower spheare, answerably we must speake, stooping, as low as is possible, to the capacity, or else we move in a round. or circle, we doe not goe forward, wee do not promote the Child; whether we would or no, whether pleasing to us or not, we must, if we would doe good, so speake to the child, as if we painted our words, he must see us speake. He must [Page 86] read our words upon our fingers ends, even so; and how I have said so, I had said all; but that I must give further light hereunto, for at this point wee Teachers differ very much, and now it shall be cleared, who goes right, informing the Child the right way.
10. There is a fond opinion abroad, & ever was since I could remember, and will be when I am not, which is this, ‘That every Schoole hath his Method, and every Master his way;’ A great mistake that; As the Host said of Coena dabia. his various dainties, and doubtfull supper, though there seemed a variety, yet all was but Swines flesh diversly cooked; and yet not very diversly neither, for all was either sod or rosted; Iust so here: we all dish in the Grammar to the Child: there should bee no doubt of that, though it is objected and concluded against some, ‘That they doe not serve-up the Grammar to the Child:’ Yes, they doe, and account it, though not as the principall Dish, yet as necessary almost as Bread and Salt to a feast: wee all dish-in the Grammar to the Child I said: What [Page 87] diversly cooked? every Teacher his way? No; there are but two wayes; They serve up the Grammar to the Understanding of a Child, but through the wrong doore, they begin with the memory first; We serve it up too, but in very good order by the doore of the Sense, as the man cooked his meat; so proportioning it to the palat of the understanding; and now the Child can taste or relish it, and well remember it altogether.
But it will bee still said, This is a strange and novell way; No; The most familiar way; for what more easie to a Child, then to enter by his owne doore, set open by his owne key. And most ancient too; for, thus it was of old, from that, the Child saw or heard, he put a question to his Father; What is this? What the meaning of that? Then the Father, improving the Childs senses, answered, So and so; so informing the Childs understanding, in that he knew not, by that he knew. So anciently it was. Childs Pat [...]imony p. 99.
Wee affirme then (and it cannot be reasonably contradicted) concerning [Page 88] our handling the Grammar, and theirs, as of old was said of Rhetorick and Logick: ‘Compare them together, and the difference is no more, (though it makes a great difference) but in contraction, and explication, obscurity, Fugnus, paln [...]a. and perspicuity:’ So here; In teaching the Grammar, They begin with memory first, that leaves the understanding in the darke: we with the sense, so putting to the understanding; then to memory; this is explication, for it unfolds the understanding, makes all light there, and so perspicuous, that the Child can see through all even to his memory also. And this is as it should be. For this is a conclusion of experience; ‘That words of a thing not sensible cannot be legible, then, nor intelligible to a Child.’ Therefore, That a Child cannot be said to proceed, unlesse his understanding and memory keepe mutuall correspondency in pace, like two parallels, running on in equall extent, as beginning, so ending both together. And thus much, that my meaning might bee full, and fully explained; That the difference might [Page 89] be accorded, the true way taken, which certainly will bee by him, who shall thinke advisedly on the matter. But yet I have not done; having two Rules more concerning our practise, Two also touching the practise of the Child, wherein I shall be very briefe, reserving the fuller prosecution thereof to the last, the fittest place.
11. Wee must not neglect Gesture here, for as the tongue speaketh to the eare, so the gesture speaketh to the eye: And they that understand not one the others language, doe understand their minds expressed in gestures, though not exactly, yet to serve the turne.
12. We had almost forgot one Rule, which may seeme strange and of little worth, but yet a rule it shall be whereafter he will practise, who will consider the matter. We make some faults willingly, as well as the Scholar will ignorantly; and as many doubts as wee can, and give good leave for enquiring after resolution thereunto, which shall put the doubt out of all doubt, clearing the understanding therein, and then putting it out of the calender, and decarding [Page 90] it for afterwards. It is notable, which the great Scholar hath, ‘That the entry of doubts, are as so many suckers, or sponges, to draw use of knowledge, insomuch as that, which, if doubts had not preceded, a man should never have advised, but po [...] sed it over without note, by the suggestion, and solicitation of doubts is made to bee attended and applied.’ He that will begin with Certainties, shal end in doubts; but if hee be content to begin with doubts, he shall end in certainties; so for our practise. Now to the Child.
13. Concerning whom, this wee must needs note; That the more carefull the Master is, the more negligent will he be: And for this we shall talke with him to good purpose in the closing of the second Part. For this wee must observe still all along, it wil regulate our practise also; That wee must not reckon with the Child for his negligence, till his lesson be done: While we are instructing, we must be as Calme every whit, as they say the sea is, when the Halcyon is building there. Therefore [Page 91] this to the last, but it must not be forgot, it is but deferred.
14. Lastly, wee have not touched upon recreations all this while, yet they lie direct in our way, and they are as necessary in season (and upon good choyse of the Master) as the meat is. But at this point I had two considerations. First, that here the Child will carve liberally enough to himselfe, (labor est inhibere) whatsoever he neglects, he will not neglect his play; and for his neglects otherwise, hee hath more excuses in his little pate, then hee hath bookes in his butchet. I will not plead for him at this point, onely this I must say; The Child sits too long, I do not say, at his booke, for that troubles him not; hee can sit still and doe nothing: but he sits keeping a posture too long; and custome will have it so, though it makes against the childs health, and custome of other Countries. Therefore I say; observe we the old verse so much out of use, Puerum nil nisi pura: and spare not, let him take as much play as he will, for then it is as we would have it, true recreation, play [Page 92] and profit both; and this very thing was my after-consideration;
That, for the boyes sake, I have gained of the intelligent Master, to excuse the child, though he doe not give him rime the very next morning saying his part without booke: For I remember well, that was a tedious worke once to me, and of no benefit then nor since: but account it reasonable enough, that he can his Declensions, and Verbes exactly well, giving such an account of both every day, as that it may appeare hee takes all the rules of English and Latin Etymologie (the Latine supplies what the English doth want) along with him (for they containe all) and will evidence, That the boy is not led one inch further then his senses (those great intelligencers) shall give him through-passe to the understanding of the same (a mighty helpe to memory, besides delight to boote.) It is indeed the greatest ease to the Scholar, and the Master, that I can thinke of, whereby to gratifie both; and so will hee say that shall take leasure to consider throughly thereof. So much to [Page 93] the Rules, which may serve to promote him that comes after, and thinks fit to Practice the same way.
CHAP. X.
What esteeme the Grammar hath; how little esteeme, the Grammarian. The Dignity of the understanding. The conclusion of the first, a Transition to the second part.
AND now I had almost said, Wee have done with the Grammar; but indeed we cannot tell when we have done. For though it be of small use in our Mother-tongue, yet in forraigne tongues of more use it is, of most use in such, which cease to be vulgar, and are rightly called learned tongues; All these three we would still perfect, as well for intercourse of speech, and understanding of Authors, as also for examining the power, and nature of words, as they are the foot-steps, and prints of reason. And all this we cannot doe by any other Art, then by the Art [Page 94] of Grammar: The following words are to be noted. ‘Man still striveth to reintegrate himselfe in those benedictions, from which, by his fault, he hath been deprived; And as he hath striven against the first generall curse, by the invention of all other Arts; so hath he sought to come forth of the second generall curse, (which was the confusion of tongues) by the Art of Grammar.’
But though the Grammar is of so much and so generall use, yet we must not dwell upon it, nor must we make it our ambition to make our childe a Grammarian, and no more, for that were a very meane promotion. He may haply, having knowledge therein, pick up a poore living, if his Salary be duly paid: For Homer, they say, gives many a man his dinner; much good may it doe him. But he will be a despised man for all that. A Grammarian! anciently it was a word of reproach; and it was well knowne, That a base Hypocr [...]te, a Stage-player, a Fidler, had their precedency a mile before him: And a Barber waighed downe [Page 95] this Wordy-man above ten thousand pounds in bad money, and as much more in good Land. What his worth is now, I will not dispute; but if he be a Grammarian, and no more, he is as a meere Logician, and he hath esteem to the top of his worth, and somewhat above it. He is in very deed a Babler [...] Acts 17. 18., a man of ragges, made up of words; ‘Such a one as he was, who stood in the Corne-Market gathering up the Corne, that fell besides the sack in emptying;’ that is a Babler indeed, of Casaubon. no more worth in judgement, then in purse, of no worth in either.
Surely if our work be to promote the childe, wee must not set up our staffe here, here must not be our Pillars: we must not dwell upon words, as the Sophister may doe too long upon Genus and Species. The Grammar teacheth no more but words; it hath indeed some jagges, centons, or old ends of things, nothing of worth. It is the unfittest booke to gain the knowledge of things by, that I know in the world, I mean such books now which may properly be called so, for all that passe under [Page 96] that name, are not Books, said the Noble Scholar Bockes, such as are worthy the name of bookes, ought to have no Patrons, but Truth and Reason, Adv. p. 32.. Though Voces and Res should never be distinct, (in learning) yet we must take a more distinct notice of things, and not of this, or that, or the third thing, of three things, or of foure, for this were to emprison the understanding, or to keep the immortall soule in a Cloyster, nay to seale it up in a dungeon. We must informe the understanding, what we can concerning this totum scibile, this [...] All that may be knowne of God; and we must take the very way, that God Himselfe hath revealed; for such His Grace, He hath made it knowne unto us.
It was well answered by one, who was thought that hee could live but in one place; Yes, said he, in any place where it is possible to live, in any place of the world, for I am a Citizen thereof. Certainly so is man, such a Citizen, though he may be confined for many waighty reasons, to this or that place, yet he is a Citizen of the world, for he is the very modle thereof, he is made after the pattern, (I know my word is [Page 97] too low) and for his understanding, it hath for its Range, the whole world too: what a wrong then to consine Asper [...]atur certorum finium pr [...]scriptionem. Sc: Exca. 307. sect. 11. this so noble a faculty, and to impale it within a circle (which will not keep in a mouse.) The understanding is quicker then any bird, more soaring then an Eagle, nay it came from heaven, and thitherward it is pointed. It hath appealed thither in its right and straight motion, and therefore to heaven it shall goe; so we say, for it is our main scope, the white we ayme at. We may like enough fall short of it: But hee that threatens a starre, will shoote higher then he that bends to a mole-hill Altius ibunt qu [...]ad summa nitentur quain qui, &c. Quint. Orat. Prefat..
And so we leave the Grammar, that dull work, and set upon that which is more noble, and besitting so noble a faculty. But it is the work of another day, a second task.