THE MOST Natural and Easy Way OF INSTITUTION: CONTAINING, PROPOSALS For making a Domestic Education Less Chargeable to PARENTS, AND More Easy and Beneficial to Children. By which Method, Youth may not only make a very considerable Progress in Languages, but also in Arts and Sciences, in Two Years. 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉. Plutarch. LONDON, Printed for Christopher Hussey, at the Flower-de-Luce in Little-Britain. 1698. TO Sir WILLIAM HUSTLER, A MEMBER of the Honourable House of Commons. SIR, YOUR Honour, some considerable time ago, being much Concerned about the best Method in the Education of your Children, was pleased to ask my Opinion therein: But my Thoughts concerning it, at that time, being but in the Embryo, conceived upon the Reading a Treatise of EDUCATION, writ by the Learned and Ingenious Mr. Lock, to whose Opinion fearing I might be too partial by the Satisfaction his other Writings gave me, and knowing how unsafe and invidious it is to oppose Inveterate Customs, I, as handsomely as I could, declined the Matter. Only I ventured upon your pressing me further, to tell you I should prefer a Domestic to a public Institution. Your Honour was pleased to inform me, you were of the same Mind, and desired me to inquire out a Tutor, proposing such a Salary as I believe few Gentlemen in England give, and which might have invited into your Family a Man of Sobriety, Parts and Learning. But tho' I durst not then venture my callow Thoughts abroad, after they were fledged and confirmed by Time and mature Advice, at the Instance of your Worthy Brother, * Mr. JAMES HUSTLER. (a GENTLEMAN of that Piety and Virtue, that I dare not write his Character; and if I durst, of such Modesty, I should be afraid to lose a Friendship, which has been so many ways to my Credit and Advantage) I sent them to you in a few Proposals, tending to make a Domestic Institution less chargeable to the Parent, and more Useful and Easy to the Child. Upon the Reading of which, some Objections arising, I was desired to answer them, and subjoin the Reasons of the said proposed Method, which I purposed to do with all the brevity I could, and send them to you the same day. But beginning to think what Method to use therein, it seemed necessary to show there was a General Male-Treatment of Children; and this I conceive to be not only the most proper, but most useful way of proceeding in Cases of this Nature. For if I can prove a Reformation is necessary, I have gained a considerable Point; and having no Ambition my Diminutive Name should stand in the Catalogue of Reformers, shall be satisfied in the hopes of seeing some other more happy and successful Proposals, in order to the effecting thereof. An honest and ingenuous Man ought not to be concerned, that his Methods for Reformation, of any grievance in Church or State, are rejected, if he has been so happy to Convince that some or other were Necessary. SIR, I humbly desire your Pardon for prefixing your honoured Name to these Papers, assuring you I don't pretend to make a Present, but beg a Patronage. And if you will please to do me these two Favours, first, To think I meant honestly, and nextly, To pardon the failures of the management to the Candour and Ingenuity of the Design, I will (in Return) do you the only one that lies in my Power, in Superseding wretched Panegyrics and fulsome Flatteries, the usual Furniture of Modern Dedications, being sensible that Persons of known HONOUR and WORTH, are abused by having their Names taken in vain by every trifling Scribbler; And only add that I am, Honoured Sir, Your Obliged humble Servant, R. Ainsworth. PROPOSALS Of a Method of Institution, etc. THE Advantages of giving Children an Ingenuous and Liberal Education, are so well known in England to all ranks and degrees of Men, we need no Lacedaemonian Edict, by which those Parents were deprived of the Freedom of their City, who were negligent in this Particular, being looked upon fit for nothing but to cleanse Shores, and carry Burdens, who condemned their Sons never to be fit for any better Employment. But tho' we are sufficiently Convinced of the Usefulness and Excellency thereof, we are very negligent and careless of the Methods whereby to effect it, and so more blame-worthy than some of the ignorant Lacedæmonians, who possibly saw no such real benefit thereby. To be solicitous about the End, and neglect the Meaens, betrays I know not whether more Levity or Imprudence. We generally think to give our Children education is but in other words, to send 'em to School; to whom, or for what, is not much material. It may be, about six or seven years after, 'tis expected a Lad should understand Latin; if he does, all is well, if not, cries the Parent he's a Blockhead, I'll ne'er trouble my head further about him. If he is a Gentleman, may be he adds, He had as good play at Home as at School; and so the Youth being fit Company for none but Servants, familiarly converses and saunters away his Time with 'em. And now having told you his Company, you may guests at his Manners, Uva conspectâ livorem ducit ab vuâ, But if a Tradesman, Away with the Dunce, I'll put him to apprentice forthwith; so this often occasions that too, to be done precipitately, and so he is little better for serving a tedious Apprenticeship, in a whipping Bridewell, under a flogging Orbilius. The better did I say? nay, generally worse, being habituated there to several Vices, which often keep him Company as long as he lives. But, if after all, the Parent is resolved, in spite of the Muses and Apollo, his Son shall be a Scholar, after a sound Chastisement, he is sent to another School, 6 or 7 years longer, to make his Verse end— Berecynthius Atys, and read a little— 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉, without knowing any thing of Arts and Sciences, and perhaps Common Sense. To reform these, and such like Abuses, in children's common treatment, several worthy Persons have taken great pains, (as Mr. Walker, Monsieur Fleury; but above all, the Learned and Ingenious Mr. Lock, (whom I have not the Honour to know but by his excellent Pen) and treated this subject so well, that they will always be reckoned as our best and chiefest Reformers. Not have they missed of success amongst discerning and impartial Readers; but most being otherwise, and the Heresies overgrown, and slubborn, a thorough Reformation cannot be expected on a sudden. Having often highly extolled the Method of learning Latin, as a Native of Rome, being convinced both by great Reasons, and great Authorities it must be the best; and being accused by some of Singularity, tho' following so great Authors, because I had made Proposals to some Gentlemen by which I supposed the Design might be best answered, I thought myself concerned to give a Public Account of my so doing; in the performance whereof, I shall insist in this Order: 1. Inquire into the manner of our children's general Treatment, both by Parent and Master, and make some Animadversions on both. 2. Lay down a Method, in 10 Proposals, whereby I conceive it easy to teach them to understand a Roman Author very well, write Latin elegantly, speak it properly and easily, gain a considerable knowledge in Logic, Rhetoric, Geography, History, etc. in the space of two years. 3. Assign the Reasons of the said Proposals, and answer Objections. And lastly, Leave the whole to the judgement of the Candid and judicious Reader. The Reasons of the slow Proficiency, and careless Institution of our Children, are such as either the Parents, or Master, is chargeable with. First, The Parents, Reason 1. Who done't ordinarily take care to have their Children taught to read, till they are so habituated to Vice and Idleness, that their Teacher must have as much Labour to bring 'em into love with their Book, as otherwise wou●d have taught 'em to read; from whence also various Inconveniencies arise both to the Parents and Children; the Enumeration whereof not being my Province, I leave to those who write the whole series of Education. No doubt, as soon as they can speak, they may be taught to read either by Father or Mother, with case and pleasure, without ever imposing it as a Task upon 'em. The Ingenious Mr. Lock tells us of a Person of great Quality and Worth, who by pasting the six Vowels on the six sides of a Die, and the remaining 18 Consenants on the sides of three other Dies, has played his Son into Spelling and Reading with the greatest eagerness imaginable; and I doubt not but the said worthy Patriot may teach him Arithmetic, History, Music, with but a little deviation from that his so excellently contrived Method. Facile est inventis addere. This very Method, for fear of bad Consequences afterwards, may not be so well, but from it we have an hint for an hundred very harmless Inventions to teach Children to Read. 2. If they do take care to send 'em to School, perhaps 'tis to some Woman who never knew any thing of Orthography, tho' she may make a shift to read her Prayers, or Murder a Gazette, confounding one Period with another, which she must needs do, having never been acquainted with the Rules of Pointing. Hence it comes to pass, that Vulgar People, who only have learned to Read and Write at this rate, commit such horrible blunders in Spelling, and making no Points, are at the hazard of having no one, that writes true, to understand what they mean. I admire that Parents, that design their Children a Liberal Education, should commit them to such; they had better let all alone, for they contract such ill habits, as will cost their Master afterwards double the trouble to unlearn 'em, as were requisite to learn 'em to read, and I should scarce undertake to teach 'em for a double Reward: For to teach has a great deal of pleasure, to unteach has none at all to recommend it. To which I may add, That it not only discourageth the Pupil, but is apt to create in him an aversion to his Tutor: And thus both the Master and Scholar labour in vain. — Ista felix nullo mansuescit aratro. Pers. And this I am sure of, by many Experiments, that an Adult Person, who has had the misfortune to be taught English at this rate, cannot be so great a Proficient, in 6 months' time, in learning Latin, as another, happy in his first English Rudiments, may be in two; and besides, must take a great deal more pains. Parents, when their Children are fit in their Accounts to be put Reason 2. 2. to a Master, think it sufficient to put them to a good Scholar, (as they phrase it) whether a good Man or no, is not much material. And what is this good Scholar? He understands Latin and Greek. As tho' this were Accomplishment enough! This is so far from it, that 'tis undoubtedly but one Qualification, and that one of the least too, of a good Schoolmaster to little Children, whose tender years are to be imbued with Piety, and Principles of right Reason: He ought to be a Virtuous, Modest, and humble Man, and very patient; his chief business ought to be to dissipate by soft and gentle means, those passions that would overcast the early dawnings of infant Reason, that it may shine out bright and glorious; and with a gentle hand, to weed out the Tares which perhaps were sown when the Parents slept, before they are grown so high, as to choke the Culture of an Ingenuous and Liberal Education, to cherish the Principles of Kindness, and good Nature, till they are grown into HABITS; to settle a Reverence to their Parents and Masters, and a Love and Respect for all, and they will soon enough afterwards learn to exert them in a fashionable Mein, and decent Comportment, which, when they have learned with a Dancing-master, will more admirably become them, when their Bows and Honours, not forced by Modes and Fashions, not Aped and Mimicked, but found to be real by the Divine sweetness of their Looks, which no Art can teach, will not only challenge from all Persons an high Commendation of their Parts and Breeding, but also gain 'em every where an Admiration and Love for their Virtue. He ought not only to have these Qualifications, but a reasonable knowledge of Arts and Sciences, as Logic, Rhetoric, History, Geography, etc. to speak Latin well and promptly, and understand the Greek Tongue; neither too young, nor too old, a proper well-made Person, and of a good Presence. What shall I say? He must be — Qualem nequeo monstrare & sentio tantum. But you will say, All these Qualifications seldom meet in one Obj. Man, especially who will vouchsafe to be a Tutor. I confess it. And therefore get in one, as many as you can, and A. be content to abate him some of these last, (I mean as to Accuracy) but never any of the first; for in those that are to study as Gentlemen, this Age looks upon it a greater Accomplishment to have a taste of all Arts and Sciences, so as to be able to discourse, and give some tolerable Account of each, as occasion shall offer, than to stick close to any particular Study, neglecting the rest, provided that when they are called to any Office or Employment in the Commonwealth, they then apply themselves close to that Study, which may best qualify them for it, and make all their other Knowledge as much as they can subservient thereto: But if designed for Scholars, in whatsoever their Master is deficient, they may perfect themselves by their Industry, and a Tutor's assistance, in the University. Many Parents think 'tis well enough to send their Children to a public School: Those that are not able to give them a Domestic, or more private Education, I censure not; but such persons as have good Estates, and some of Quality and Worth, who perhaps have taken great pains to form their children's Mind, and Manners, with Piety and Virtue, till they are come to 7 or 8 years of Age, and then for the sake of a little Latin run so great an hazard to have the beautiful Image spoilt, and the whole Work effaced, some will be apt to Arraign of either Levity, Incogitancy, or both. Here Children of good, and bad Education, and good, and bad Tempers, being huddled promiscuously together, it may be rather feared the bad may infect the good, than hoped the good may reform the bad. — quoniam dociles imitandis Turpibus ac pravis omnes sumus. But further, Would public Schoolmasters (as 'tis next to an Impossibility they should) take care of their Morals, and be never so solicitous of Cultivating their early Years with Piety and Virtue, yet at Noon or Night, when dismissed from School, they would be apt to saunter about, and loiter in the Streets, where they would see various Objects to divert their thoughts, hear several Common, if not impious Sayings, of Porters, Car men, and Kitchen-Wenches, which much abhor from that Phrase and Diction they ought always to be Accustomed to; whereby Barbatos licet admoveas mille inde Magistros, Hinc totidem, their Virtue and Innocency would be difficulty secured. I profess I should hardly run the risk were there no better, no other way, whereby my Son could come at the Understanding of a Language. I am sorry I should have Occasion to subjoin my next Reason: Many of good Estates, and I fear some of Quality, do give their Reason 3. Children a very mean and ordinary Education, because they are loath to be at any extraordinary Charge about it: Of this, Plutarch vehemently complains, in his Time, in these words; 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 Many People are grown so Covetous, and (I will not translate my Author's word) so slighting of their Children, that for fear of paying a greater price for their Tuition, they choose Men of no Account for their children's Tutors, purchasing for them a cheap Ignorance. And tells us a biting reply of Aristippus, who being asked by one of these Fathers what he would ask for his Son's Education, 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉, said he. O Hercules! cried the other in a great Astonishment, Why, I can buy a good Slave for that Money: Why, and so you may, replied the Philosopher, than you will have two Slaves, the Slave you have bought, and the Slave you have begot. But to set aside all Arguments drawn from the Usefulness, Excellency, and Ornament of Learning, since these are no Topics to insist on with such a Reader, we will endeavour to convince him that the laying out his Money in his Son's Education, is not incompatible with his own Maxims. If he had a piece of Land that were very barren and stony, but with a little Agriculture would be as good as any of his Neighbours, would he spare his Money here, where there was a prospect of a considerable Advantage? Would he not rather order his Bailiff forthwith to Manure and Cultivate it? And is the Cultivating of his Son, a matter of lesser moment, from whence probably, in the very Letter, more profit may come into his Pocket than from his Field? Or when he has a considerable stock of Money by him, is he not apt to be uneasy, till he has put it out to Interest, harkened out a Mortgage, or wisely transmuted it into good Terra firma; because, says he, let Fires, losses at Sea, change of Government, any, or all of these happen, this will stay upon the spot, I shall still have this to leave my Son, Yet tho' the Land, as he saith, will still abide on the spot, he knows how movable a skin or two of Parchment is. One would think now, if he could light of a Purchase more secure, and more advantageous too, for his Son, he should not grudge to lay out his Money upon it. If he ask me what that is, I answer: A Virtuous and Learned Education; and that too, (if he be as careful as he generally is) he may have a very good Pennyworth. Only let him remember, The best is the best Cheap. The Fondness and Indulgence of some Parents, who can scarce Reason 4. endure their Children out of their sight; For (say they) we are not sure they will be so indulged, and treated with that care and tenderness, they are at home. And what then? Suppose they should not, where would be the harm of it? Perhaps, nay probably, the inuring them to a little more hardship, may in a great measure contribute to their health, by confirming, and fortifying their Constitution. This the Lacedæmonians, Romans, and other Wise, and Warlike Nations, knew; and therefore were far enough from bringing up their Children with that softness, and niceness, as our Cockered Citizens are. And certainly, whether we respect their Bodies or Minds, this nice and overtender treatment of Children, must be very pernicious to them; it makes their Constitutions weak and infirm, subject to catch cold with every little breath of Air, and their health often various, and uncertain all their life long. Then as to their Minds, they must not be crossed, nor contradicted, they must have their humour in every thing. What a piece of barbarous Cruelty is it in Parents to suffer those Passions to get strength in the pretty Creatures, the breaking of which will cost them so dear, and dearer if never broken! And certainly, a wife and sober Tutor may manage a Child to his Advantage both ways much better, who 'tis probable will never suffer those Irregularities in his Meat, Play, or Sleep, which the ill-timed and pernicious Indulgence of many Parents often winks at, and oftener sees not; And too great, or too little a weight, too quick, or too slow a Motion, often put this delicate Movement out of order. He will sooner see the first rising of any Disorder or Tempest in the Passions, even (like the Prophet's Servant) when no bigger than a Man's hand, and so may dissipate, and scatter them with more case, that so they may not over-cloud the Sky of their dawning Reason, before the bright Sun of their Virtue can well be perceived to be risen in their Horizon. The next Charge I have against Parents, is their frequent removing Reason 5. their Sons from one School to another, upon the slightest Reasons, and sometimes none at all; than which, nothing is more apt to rebate the Master's diligence, who cannot tell but another may reap the fruit, and have the credit of his care and pains, and the Child, by this means, is most certainly balked, for being put into one Method by his first Master, into another by the second, and perhaps into the first again by the third, or it may be into a new one, he loseth some years, and is not at last so good a proficient as if he had been entrusted, or continued with any of the three. They ought to be very great and cogent Reasons, which oblige a Parent to remove his Child, if he has been a considerable time under a Master, especially when the Pupil respects him, and makes, tho' but a flow, Proficiency under him. Parents ought to say so to their Sons as Tully does to his: Quamobrem disces tu quidem a Principe hujus aetatis Philosophorum, Cic. de Offic. lib. 1. & disces quam diu voles, ' tamdiu autem velle debebis, quoad to quantum Proficias, now paenitebit. Some persons neglect to inquire into their children's Proficiency, Reason 6. even sometimes, tho' very learned themselves, perhaps, thinking it too mean a thing, or not their Province, to concern themselves in examining Schoolboys Exercise; but Marcus Cato thought not so, who, tho' he kept a Tutor at home for his Sons, would notwithstanding himself, even in the Tutor's presence, give them not only precepts of Virtue, but Grammar too, exciting at once both the diligence of Tutor and Pupil. But the Great Augustus, tho' labouring under the weight of Years and Empire, thought not so, who constantly taught his two Grandsons, Lucius and Caius. But Tully thought not so, who, tho' of Consular Dignity, and a great Statesman, supporting, as it were, with his own Shoulders, a tottering Commonwealth, made Account he had not yet discharged his duty to his Son, by sending him to Athens, the most learned City and University of the World, to be instructed by Cratippus, one of the greatest Philosophers of the Age, unless himself also wrote him a Treatise of Ethics, by which to form and regulate his Manners. These Examples I do not produce, because I would persuade learned Parents to toil and labour at the Oar, like these great Personages, (tho' perhaps, if they should, their Fere would often make them amends) but that they would think it not so mean an Employ, now and then at leisure hours, to inquire into their Son's proficiency, that if either Tutor or Pupil be remiss, they may admonish him, or diligent, encourage him. These are the Reasons of the great Obstacles and Remoras in children's Education, occasioned by the Parents, some being tardy in one particular, and some in another. Now come we to those, which on the Master's part lie against their improvement in learning Languages. Some Masters have a standing Method, not only in teaching Reason 1. their Pupils a Language, but also in the Motives, by which they propose to raise and fix their Attention. This may proceed from a want of Reflection, that Chiidrens' Passions, as well as of elder People, are excited by different Methods and Motives. Now whilst a Master continues ignorant of the particular Motives by which he must raise Attention in every particular Scholar, he must needs be often at a loss, let his general Method be never so good, and let him take never so much pains. He had as good talk to the Wind, and Plough the Shoar; the one would as soon learn, and the other be cultivated, as several of his Pupils. Certainly therefore, the knowledge of his Scholar's temper must be the Theory, and the proceeding by that knowledge, the Practic of the most useful and excellent Science any Schoolmaster can study, whether respecting his own Ease, or his Pupils Advantage. Some again (I would hope not many) preferred (magis, ambitu Reason 2. quam merito) having annual Stipends in Free-Schools, in the Erection and Endowment whereof our Ancestors have been very liberal, make no Conscience of suffering their Pupils to lose their time, their Duty and Credit being small Motives to their Diligence, where the main Stake, their Salary, is secured. But I have not time to declaim against one of these, and if I had 'twere lost labour. — Caret culpâ, nescit quid perdat & alto Demersus, summâ rursus non bullit in undâ. Pers. Others, tho' otherwise learned and conscientious, whether indeed Reason 3. approving their own Method, or taking it from Custom, without ever calling it to the Touchstone of their better judgement, enjoin the Herculean Labour of getting lily's Grammar without book, perhaps two or three times over, and after that a long Word-book of two or three thousand Words jumbled together at a strange rate; and it may be, should Children, with prodigious labour and courage, conquer these, the Hydra bubbles up again with more Heads, their Lessons out of their Authors are to be learned Memoriter too, which baffles our valiant Champions to that degree, they dare Encounter no longer, but slink away, and are not a pin better for all their former Victories. I would ask one of these Gentlemen, should he set about the learning of the Arabian Tongue, carrying along with him an earnest desire, a firm resolution, and the Terms of Art, (which are common to all Languages) and desiring his Tutor to show him the most expeditious way of attaining it, should only receive this answer, Sir, You must get Erpenius' Grammar perfectly without book, and afterwards fix in your Memory two or three thousand words out of an Ardbian Lexicon, would he not be discouraged at this? Would he not be apt to think there might be some more expeditious way of learning it found out? Undoubtedly he would, especially if the Rules of Erpenius' Grammar were Arabic as lily's are Latin. And does he think that which discourageth him, a Man, with all these Advantages, should not have the same effect upon a Child, without them? Not that I go about to depreciate lily's Grammar, especially with the Oxford Notes; no, perhaps it is the best that ever was writ, but several Rules, and many more Exceptions, seem rather to be calculated for the Meridian of riper judgements, than to the Latitude of children's Capacities. Nor did the Learned Compilers ever design a fourth part of them to be learned without book by Children; they only propose a Boy should learn his Declensions and Conjugations very well, which when he understands, not by rote, but reason (as they phrase it), and is more cunning in understanding See the Preface to lily's Grammar. the thing, than rehearsing the words, which is not above a quarter of a years diligence, or very little more, to a painful and diligent Man, if the Scholar have a mean Capacity: then they Advise to let him pass to the Concord's, to know the agreement of Parts among themselves, thence to the Syntax, but not to learn the Rules as they follow in Order, but as occasion shall offer itself Reading and Piercing some Author, wherein not only the Eloquence of the Tongue, but some plain Lesson of Honesty and Godliness is contained. And after some time of turning English into Latin, and Vice versa a little below, they add, If to this were adjoined some use of speaking, (which must also necessarily be had) he shall be brought past the wearisome bitterness of his Learning. This method seems to me so rational, that I am almost tempted to believe some Schoolmasters have never read the Preface to the Grammar they daily teach, or if all have, I wonder (tho' some Learned and Ingenious Men may) others should have reason to think they have found out a better way of teaching their Grammar, than the Compilers themselves had. In my judgement, those Masters who take a different method to their Prescriptions, (except as before Excepted) walk a tedious round; but especially such as teach all the Rules and Exceptions as they follow one another, before their Pupil reads an Author. For if Children should by the Master's diligence, and continual beating their brains about the sense of this, or that particular Rule, or Exception, be brought to some little Notions about them, 'tis ten to one, but being forced to summon all their thoughts to understand the next, the Ideas they had conceived about the former are quite obliterated; by this means it often comes to pass that one poor Exception, which perhaps might not occur above once in an Author, at last is understood at the loss of two or three General Rules, and some Leather in at the bargain. Sure I am, that the learning this line, Tartara Taygetus sic Taenara Massica, etc. stood me in the latter, if not in the former, which had I never learned, had not been a pin of matter, since no Word is of one Gender in the Singular, and another in the Plural Number. Nor would I, by what I have said of lily's Grammar, be understood as if I thought that a perfect model. It's greatest Admirers have confessed, there are many Deficiencies to be supplied, but more Redundancies to be retrenched; and the modest Compilers themselves thus preface it. Wherefore it is not amiss, if one seeing by Tryat, an Easier and Readier way than the common sort of Teachers do, would say what he hath proved, and for the Commodity allowed, that others not knowing the same might by Experience prove the like, and then by proof reasonably judge the like, not hereby excluding the better way when it is sound out, but in the mean while forbidding the worse. This I believe I may venture to say, It may be easy for any Master, on half a Sheet of Paper, to extract out of this Grammar what is sufficient for any Lad to know before he reads an Author. But I proceed: The harshness and severity of others, is a great obstacle to Reason 4. children's Improvement. Were they to perform their hard task, and carry burdens like Slaves, and not for every little Omission, or Peccadillo, to be thumped like them, I should think their condition something different. Nay, I fear they are beat sometimes for not performing Impossibilities, for not making Brick without Straw; I mean, for not finding Matter as well as Words. And is not this an Egyptian Slavery? If these Gentlemen, whom a body would scarce take for Romans, unless by their Fasoes, pretend a liberty to scourge them, in order to their Manumission, I should be rather content my Son should be no Denizen of Rome, than pay so dear for his freedom. Indeed, when ill Principles, long indulged, are grown to ill Habits, and a Master has in vain, a long time, attempted to Weed them out gently with his hand, there may be occasion for a Spade or a Mattock, to dig them up at once, but that being once done, I can see no occasion afterwards, in any case whatsoever. When Boys, as Quintilian has observed, Facile sanabilibus labour antony's malis, why should we always have recourse to the extremest remedy? Correction, like Physic, where it has no operation, commonly doth harm, and the often repetition of it either spoils the Part, or at best fortifies it against it. Few, I believe, have been whipped into Virtue and Learning, but many, to my knowledge, have been whipped from them; and than it is the worse for them that ever they were sent to School, for either the severity of their Treatment makes them have an utter aversion for their Book as long as they live, or if they retain a love for it still, they commonly lard their discourses in common Conversation with such scraps, and serve it in with such bombast, that I must needs think he has a strong stomach that does not nauseate it. I declare it, when I hear this horrid jargon, I know not which is greater, my pity or indignation. Certainly, nothing is more unbecoming a Gentleman, nothing more silly and ridiculous, than this Pedantic humour. If the Company be learned, nothing can grate their Ears more harshly; if unlearned, 'tis an unmannerly Abuse. This I take to be a worse plague than the former, and both of them are generally the effects of a Rod. 'Tis strange to me that Persons of Qvality, nice enough of their Honour in other points, should suffer their Children to be whipped and abused by every little fellow, whose understanding a little Latin and Greek is the only Title he has to the Birchen Sceptre, wherewith he Tyrannizes' like the Abdicated Dionysius. Curtius tells us, That the Power of scourging the Children of Curtius, lib. 8. the Macedonian Nobility resided only in their Kings, and a beating even by their Command was looked upon to be so disgraceful, that Alexander the Great, for executing it, had almost paid his Life for satisfaction to the disgraced Youth. But tho' our Noblemen sometimes may indulge them this Power, I wonder our Strabo's should so willingly forfeit the favour and respect of their Pupils in time to come. The reason of our Obligation to our Physicians, and Schoolmasters, is not (as Seneca reasons very well) because we have received Health of the one, and Erudition of the other, tho' both Lib. 6. de beneficiis, cap. 5. things unvaluable, because both of them set a value upon them, and that value we paid. Quid ergo? Quare Medico & praeceptori plus quiddam debeo, nec adversus eos mercede defungor? Quod ex Medico & praeceptore in amicos transeunt, & nos non arte quam vendunt obligant, sed benignâ & familiari tractatione. What then? What is the reason I am still obliged, and not out of my Physicians and Schoolmasters debt? Because of a Physician and Schoolmaster they become friends, and do not oblige us by the Art, which they sell, but by their kind and obliging devoirs. Lastly, Some both public and private Schoolmasters, being Reason 5. more devoted to their own Interest, than to the good of their Pupils, undertake more than they have time to manage; so by taking in more Pupils they send out fewer Scholars. But this, indeed, is equally the fault of the Parent, who sending his Son to a Master, whose Time and Labour being to be divided amongst so many, can hope for little of either to fall to his Sons share. Having thus gone through my Reasons of, and Animadversions upon the Obstructions in children's Institution, let me beg of Parents to beware of those failings for the future, wherewith I have charged 'em, by taking an especial care of the first 6 or 7 years the little Ones are under their Wing, and I hope I shall propose the best Method to manage them afterwards; for I don't doubt, if Virtuous and Ingenious Men be encouraged, they can ever want fit Tutors, either in the following manner of teaching 10 or 12 together, or, (which is next best) in their own Families. Let them but take care of the main matters in their Infancy, and they need not fear but Languages will be had afterwards easy and cheap enough. children's Minds are soft and moist Clay, such as may be easily thrown on the Wheel even how you please, but Age hardens it, and Custom confirms it, and then your Vessel, whether honourable or dishonourable, cannot be altered; therefore be sure to fashion it right, and season it well. I admire to see several Parents treat their Children like Bruits, till 6 or 7 years of Age, which is the ready way to keep them so much longer. Next to the Care of forming their Minds, succeeds that of teaching them to read; and, methinks, this might be done without sending them out of doors, as is usual to a Mistress, where, besides the inconveniences I have before recounted, among Children of worse Education, they often learn ill Words, and ill Things. Since children's Minds are pure Virgin Parchment, is it not a thousand pities to suffer it to be scralled over with foolish and senseless Characters, much more to be blotted and blurred with Anger, Envy, Pride, and Sullenness, when it may so easily be prevented? When they read English very well, 'tis time to dispose of them to a Master, not only to teach them Latin or French, as is usual, but enjoin him to perfect and polish that Work which you have begun with so much success, to take care they be instructed in Piety and Morals, in Arts, Sciences, and Languages. But some will be apt to think, the perfecting of all this will be Obj. a Matter of great difficulty, and many Years; and that the learning of Latin alone taking up so much time, when will the rest be perfected, which are usually the Studies of Men, not Children? I answer: I do not mean they should be separate, and successive Answ. Acts, but all carried on at once; and that I believe the Latin Tongue may be learned so far forth as to understand very well a Roman Author, to write Latin correctly, and speak it fluently, and a considerable knowledge attained in Arts and Sciences, by little Children, by the Proposals following, in two years' time at most, and that with ease and pleasure, both to Master and Scholar. THAT a convenient House be taken, a small distance from Prop. 1. London, with a large Garden, and other conveniencies. THAT there be two Masters, whereof one to be capable of Prop. 2. teaching Latin, Greek and Hebrew: The other, at least, to understand Latin, and speak it fluently; to be well skilled in Logic, Rhetoric, Geography, and History; and that he write a good Hand. THAT Latin be made a Living Language in the Family; 3. i.e. That no other Language be used in presence of the Boys. THAT one or both the Masters continually be present 4. with the Pupils, whether Reading, Writing, Translating, or Playing, from 7 in the Morning till 8 at Night. THAT there be no Rods, or any kind of Punishment, but 5. that a generous Emulation be carried on by Rewards; to which Use the Parents shall allow per Annum, of which they to have an Account Monthly in a Latin Epistle, by which they may be informed both of their Proficiency and Diligence from time to time. THAT the number of Pupils exceed not Twelve. 6. THAT they read English well; and that their Master take 7. care to Improve it. THAT they be not younger than Six, nor older than Eleven 8. Years of Age. THAT their Authors, and Masters, be their Grammar, 9 Dictionary, and Phrase-Book. THAT nothing be imposed on them as a Task. 10. Here follow the REASONS of each particular Proposal, with OBJECTIONS Answered. TO this I see not what can be Objected: I think it ought not Proposal 1. to be proposed in London, because the Air is not so good. And how much a good Air contributes to the health of the Body, and that to the health of the Mind, no Person can be ignorant; Nor far from London, because it not being convenient the Pupils should ever be suffered to go home; and, as I said before, requisite Parents should frequently inquire into their Son's Proficiency, they may do it in Summer, when they have a mind to divert themselves with a Walk, and in Winter by Coach, at a small expense. Their Garden ought to be pretty large, and to have some choice Plants and Flowers, not only for the Pleasure and Use, but such a Collection ought to be made, from which the Argument of some useful Discourse, as it were Occasionally, may be treated of. Hence they may not only be told the Names which not often occur in their Authors, or if they did, the Name only being known, and not the Idea, would easily ship out of their Memory, and whilst it was there, was of no use. Their Use and Natures also will be of great Advantage to them hereafter. To which I may add. That from their very Names they may learn a good part of the Heathen Mythology, as of Daphne, Narcissus, Hyacinthus, etc. I cannot suppose any Person can think the undertaking can be Prop. 2. (so commodiously) performed by one. Because it might grow tedious to any Man never to have an Reason 1. hours liberty, either to mind his private Studies, or enjoy a Friend. Because those Qualifications which are requisite in these Proposals, Reason 2. are more easy to be found in two than one. Because there seem to be two distinct Parts; the one ought, tho' never strange nor angry, very to be so cheap as the other should necessarily be, his Province is to take especial care of their Morals, to give them the sense of their Authors, which ought to be such, from whence with ease, and pleasure, he might draw Instructions of more useful knowledge, to distribute Rewards, to carry it with a certain coldness to such as are guilty of a fault, and with much kindness and affection to those that do well: The other's with all sweetness and affability, to insinuate himself into their favour, to invent for them Plays and Exercises, tending to the Institution of their Minds, and Health of their Bodies; and that I may express it in Tacitus' elegant words, Non studia modo Tacit. Dial. de Orat. curáque sed remissiones etiam lususque puerorum, sanctitate quadam ac verecundia-temper are. Nor ought he only to invent such Plays, but often to make one in the sport, and show himself very much pleas d and delighted in it; also to teach them to write a good hand. Not that I would have these two Parts so separate, but that either of them might perform the others part, if one should happen not to be well, or have some earnest Vocation for a whole Day. The learning of Languages being in itself, as consisting of hard, and uncouth words, unpleasant, or at best insipid, aught to be well cooked, and made pleasant, before it is served up to Children. The Recipe may easily be had, a little Utile dulci, the one to season it, the other to make it palatable, for Children we know love sweet things; History and Geography, especially with fine Maps, and Pictures, as falling under the sense of Seeing, afford both these; and their natural Inquisitiveness and Curiosity will give their Master a large, and apt occasion to Instruct them, for their whole Instruction ought to be as it were occasional, and not designed. The Master ought to study their Accessus & Idone a tempora fandi. These, and several other Arts and Sciences, might easily be made so palatable, that the Children would hang at their Master's Lips, and, as it were, devour his Words, to have the better Account of things; so they might be brought to love the Language for the Art, and afterwards, yet more dearly, love the Art for the Language. Their Play hours, I mean, their Absence from their Books, (for their whole Institution ought to have no other Name) ought to be made as beneficial as any other. Hear what the Pious and Learned Author of the Whole Duty of Man saith on this head: Methinks it might very well be contrived, that their Recreations might sometimes consist of such ingenious Exercises, that they might at once both play and learn. If any one ask how Latin is to be made a living Language, I Prop. 3. answer: Their Master, who is always to be present as before, shall (after three Months spent in learning so much Grammar as may be necessary for them) never speak any other Language to them, nor suffer any other to be spoke before them. The Mistress of the House, in some measure, should understand and speak Latin, at least such forms as will suit her Occasions, which are about Dressing and Undressing, and serving them with Meat; and no Servant, at any time, be suffered to speak to any of them but before the Master, and that in a prescribed form. But tho' I were assured my Son may learn Latin the same way Obj. he learned English, by Conversation, in two Years time or less, yet you mean, he shall only then speak Latin as he now speaks English, i.e. improperly. If he now speaks English improperly, there is a proper Reason to Answ. be assigned for it; because he has conversed most with those that spoke improperly, his Nurse or Servants, than which Conversation nothing can be more pernicious either to a Child's Language, or Manners; but now his Conversation is to be with such as speak proper. But, It is not proposed that he should learn the Latin Tongue purely by Conversation, he ought, I think, to have thus much Grammar: 1. To distinguish the Parts of Speech one from another. 2. To learn to decline a Noun, and Conjugate a perfect Verb very well. 3. He ought to be acquainted with the Terms of Art, as Number, Case, Gender, Declension; Active, Passive, Mood, Tense, Conjugation, Person. 4. To learn his Praepositions. 5. His Concord's. 6. And since there are 6 Cases, to have about 6 General Rules of Regimen. And a body would think all this might as well be done in three Months as three Years. He ought also to be Instructed in the Analogy of the Tongue, that he may better understand, and fix his Rules in Memory. But how can the Masters playing with them be so beneficial? Obj. Because he may teach them more there, than the other at their Answ. Books, since (as the Ingenious Mr. Lock hath observed) ` Learning any thing as they should, may be made as much a Recreation to their play, as their play to their Learning. How many curious Fabrics may be built on their natural curiosity, and busy humour? And when sufficiently wearied with those diverting plays, he may invent for them; I question not but their Natural activeness, (for they hate to be idle) will carry them to the equally diverting, tho' less useful play, their BOOK. But many Men will think it too great a Condescension to play Obj. away above half their time with little Children. I see no Reason any one should; especially since his Employment Answ. being to invent Sports, and Plays for the Children, to introduce them into the Per 〈…〉 of more Useful Knowledge, he may lightly hit upon some thing that will abundantly recompense his pains. But if sometimes they should out-vote him, (for I would not have him insist upon any thing too much) and have a mind to play at Ninepins, Cherry-stones, or Cok-nut, he needs not be ashamed of that, which the greatest Personages have delighted in Witness Augustus Caesar. Modo talis aut ocellatis nucibúsque ludebat cum pueris minutis Suet. in vit. Aug. cap. 83. Quos fancy et g 〈…〉 conquerebat. The Noble Pair of Friends, Scipio and jelius, even in their Old Age, wou●d, in the Company of little Children, gather Shells, and pretty smooth round * Umbilicos Val. Max. Stones at Cajeta and Laurentum, and play with them, and sometimes at Ball. Socrates himself, with Children in his Retinue, would publicly ride up and down on an Hobby-Horse. For my part, I should take this to be the most pl 〈…〉 Life in the W●●●d to spend my Life in a Garden with such Company. If any one thinks that Children cannot be governed unless by Prop. 1. the Discipline of the Rod, and the severity of Reprimands, I am sure he only thinks so, and has never tried the Experiment, and I doubt not but thousands can inform him better. That Pedants so often join together the Idea of a Red and Book, I have always conceived to be the cause of their ill success in Teaching. Can such imagine, Children should conceive any other of the latter than of the former? Can they think Children should not do things much worse under dread? I am apt to believe, few of these could have been persuaded to declain ad aram Lugdunensem, tho' great Orators themselves, and great Rewards promised to such as came off with Applause. And why? Because the Punishment inflicted in case of failure, being so great, might have possibly so busied, and taken up their thoughts, as to have spoiled the eloquent Harangue. But a Boy has rarely any Reward in a School; nay, scarce extorts an Euge from his Taskmaster if he doth well, and is certainly whipped if he doth not: Can he blame him then if he withdraws his hand from the Ferula, when himself, in such a case, would do the same? Himself knows how fear so often praecludes the thoughts, as to leave room for nothing else; and will he expect from a Child, whose Passions are stronger, and Reason much weaker, that Fear should not have the same influence over him, which it has upon Adult Persons? But the giving them frequent Rewards tends to make them Obj. vain, proud, or covetous. Some, perhaps, it may, but that the Master's prudence ought Answ. to prevent, and he may do it several ways; I will instance in one. It may be proposed, when their Praemiums amount to such a Sum to buy this or that pleasant Book, near and delicately bound; this or that fine Map or Picture; and when one has made up the Money, and bought the Book, an emulation will be excited in all the rest till another has got it. After which, every one will strive the more to ingratiate himself into the Master's affection, the more have been served before him, when he perceives his Praemiums are purely the Reward of Merit. Only the Master ought to take care, that two or three of the last have their moneys made up at the same time, lest any should be discouraged. I hope none will Object this Number is too many, where Prop. 6. there are two diligent and careful Masters. Certainly, so many may as well (some of my Friends have thought better) be instructed in this Method than two. And as the Ingenious Mr. Walker has observed, is neither so tedious to Master nor Scholar. Besides, a generous Emulation will be more easily promoted than amongst two or three only. And lastly, The Matter may be managed at lesser Charge to the Parents. Nor ought the Tutors, through Covetousness, to think it too few. For having so small a Compliment, they need take none in but Children very well descended, and such as have had a virtuous and sober Education. And these Proposals being performed, they will deserve the respect of Persons of Quality, whose Interest may stand them in good stead. But not being performed, I think it too many, and their Reward, if any thing, too much. I could wish that such as are negligent in this important Matter, as they are accountable in foro Conscientiae, might be severely Animadverted upon by humane Laws. Certainly the Cynic was in the right on't, who trounced the Master because the Scholar was a naughty Boy. This Proposal seems very necessary. Because all their Discourses Frop. 7. and Authors being Latin, it might be feared through a total Disusc they might be at a loss to express themselves handsomely and properly in their Mother Tongue. The Master ought to be very careful in this particular, and, as the aforesaid Method of Conversing with Latin People, Latin Authors, and earefully observing Latin Analogy, will certainly prevent Anglicisms in their writing Latin, he ought to take heed that no Latinisms creep into their Translations, or English Phrase, and Diction. And this I take to be the most proper time for it, viz. When he begins to find they had rather speak Latin than English; (which by the use of the one, and disuse of the other, I suppose may be a little more than a Year) than the Scholar ought to be put upon comparing them both together, by heedfully minding their particular Phrases, Idioms and Proverbs, and by almost an equal use of both the Styles, to render them both equally easy and familiar, and yet so as neither of them may smell of the other, the Analogy of both the Tongues being carefully observed. For this Reason a Foreigner cannot be fit to undertake this Charge, unless exactly acquainted with our Phrase and Indiom, which few are. The Reason of this Proposal is, Lest a Disparity in their Prop. 8. Age should cause the same disparity in their Improvement. Not that I fear the Elder should get the start of the Younger, but on the contrary; for without doubt, the younger we put Children into this Method the better. The Masters will have most trouble with the oldest; yet when he is once managed, tho' he should exceed the Age in this Proposal, if he be a Youth of a sweet and loving temper, and studious withal, (but in this great care should be taken) he may lead the younger whither he pleaseth, and do his Master a great deal of Service. But Children are generally thought incapable of learning Obj. Latin at this Age. If People would consider how soon they learn English, I Answ. dare say they would be of another mind. These pretty little Mimics, with a sweet and natural delight, listen to all our sounds, and very well understand them in a few Months, so far (at least) as they any way concern themselves, as may be observed by many of their Actions, and desire to be understood themselves. Nay, they are so concerned their little Mimicisms cannot be conceived, that they make a thousand signs to show their meaning, which is as pleasant, and delightful a Rhetoric, to such as have but the Leisure, and Curiosity to observe them, as the quaintest Diction, and most celebrated Haranguel Children have, by Nature, no greater Aptness to imitate one Tongue than another; the Children of jews, Arabians, French, and English, come to speak much at the same time, and need not any particular Rules and Directions about the Matter, nor indeed ever understand they are Learning, and yet they all arrive at a tolerable Proficiency in two Years. The consequence is therefore, they would equally understand Latin in that time, for none will think the Roman Children did not understand their, Mother-Tongue till 6 or 7 Years of Age. But some will say, Tho' this be demonstrably true, yet Obj. they may not, perhaps, at 6 or 7 Years of Age, be so capable of Foreign Languages. Yea, much more capable; for if before that Age they learned, Obj.. their Mother Tongue, notwithstanding their weakness, frowardness, contraction of their Faculties, and their want of assistance from Art, and that purely by hearing their Mother, or Nurse, Lisp a little broken English, What shall we expect from them, when their Bodies are more firm, their poevishness abated, their Faculties more dilated, when they may be assisted by Art, and Converse with Men that speak fine and properly? But what need these Collections, when daily Experience tellsus, That Children, after having learned English, are in a Years-time ordinarily taught French, or Italian, and that with Ease and Pleasure, both to themselves and Master? Nay, I am credibly informed of a Child, of ten Years of Age, who speaks five Languages very fluently by Conversation only, of which Latin is one: And undoubtedly, the learning of Latin the same way as they learn other Languages, must be most easy and natural. If Authorities were wanting, where Reason and Experience speak so loud, 'twere easy to accumulate them. 'Twas partly by this Method, but since better improved, that Roger Ascham taught his Royal Scholars, Elizabeth, Edward, and the Lady jane Grey, Latin, Greek, French and Italian, in three or four Years time, to the Accomplishment of those great Personages, and to his own eternal Honour. 'Twas this way, tho' not so happily proposed, that our admirable Cowley, almost by his own indefatigable Industry, learned the Latin and Greek Tongues, as is observed by the Gentleman that writes his Life in these words: His Teachers never could bring him to learn the ordinary Rules of Grammar, but [he] chose rather to converse with the Books themselves, from whence the others were taken. This, no doubt, was the better way, tho' more difficult; and he found afterwards the benefit, that having got the Greek and Latin Tongues, as he had done his own, not by Precept but Use, he practised them not as a Scholar but a Native. And this very Consideration was the occasion of my For by making his Authors and Masters his Grammar, Dictionary, 9th Prop. and Phrase-Book, he will better come to know the Genuine significations from the Translated, fee how the latter come from the former, with pleasure, and learn as a Native of Ancient Rome to write, and speak, without encumbring himself with Rules, or conceiving his sense in English, before he speaks, or writes. And here I cannot but observe the Cause our Learned Gentlemen of England, whom all Foreigners own to write Latin very politely, attempting to speak it, do it so awkwardly, and (as it were) unnaturally; because they have not learned it in this natural way: They must needs speak it slowly, who having been taught by multiplicity of Rules, their Mind is employed in three different things at the same time: 1. Thinking of the Rules by which they learned it. 2. Thinking of the English sense which they carry along with them. And 3. Of the Latin Diction and Idiom, (which how troublesome it is, themselves knowing, can seldom be prevailed with to speak it, and all others, who consider it, may easily conjecture) whereas a Man in speaking Latin ought not to be concerned about the two former, (for what signifies the Scaffold when the Building is finished) and, forgetting what Countryman he is, imagine himself a Citizen of Old Rome. The reason of this is, because Children finding no restraint Prop. 10. upon them but acting freely, act much more vigorously and to the purpose. When imposed, they oft have an utter Aversion to that, which otherwise they freely choosing, would take a great delight in. Bring but Children into love with a Language, Art or Science, and when that point is gained, and some of them desire to be taught it, you may tell them, A great many Men do not understand it, and that it would be the way to make them wiser than most Men, and you will find they will yet have the greater Inclination. When their Desire is sufficiently heightened, you may pretend notwithstanding 'tis so great a Privilege, yet you love such an one (your favourite) so dearly for his diligence, and attention, that you could almost find in your heart to give him a little insight into it; then proceed as tho' you were unwilling the rest should be admitted to this favour, and such a proceeding, I question not, will oblige some of the rest quickly, by their Attention and Diligence, in their own Studies, (when they find those are the only ways to recommend 'em) labour to ingratiate themselves into your favour, to enjoy the Privilege of your favourite. So by degrees you may wind up their inclinations to what heights you please, and bring them all by degrees, with submission and thankfulness, to accept the favour. Thus I have, as short as I could, given the Reasons of the Proposals, and Answered such Objections as I could think of, or have been made to me by Parents, when I have desired them to tell me their Opinion of Mr. Lock's Method in learning Latin, which (because upon the Reasonableness thereof Pag. 196. Pr. Ed. these Proposals are grounded) I shall transcribe from the Learned and Ingenious Author. If therefore a Man could be got, who himself speaks good Latin, who would be always about your Son, and talk constantly to him, and make him read Latin, that would be the true, genuine, and easy way, of teaching him Latin; and that I could wish, since besides teaching him a Language without Pains or Chiding, which Children are wont to be whipped for at School six or seven years together, he might, at the same time, not only form his Mind and Manners, but instruct him also in several Sciences, such as are a good part of Geography, Astronomy, Chronology, Anatomy, besides some parts of History, and all other parts of knowledge of things that fall under the Senses, and require little more than Memory. But hold— I had like to have forgot the Grand Objection, Obj. not levelled at any particular part, but at the whole Design. The Method is singular, I dare not venture upon it for my Son. I hope 'tis a singular good one, and then no Matter. Is it Answ. reasonable? If so, it ought to be tried. If this were any Argument, there never would have been, nor never would be, any Improvements in the World. Christian Religion wou●d never have gained ground in the World at first, nor its Reformation since. Philosophy, Medicine, Law, and all Arts and Sciences, had been thousands of years ago put out of a possibility of being improved; nay, to speak more properly, not so much as the Names themselves had been heard of. But if, for all that, any will think Singularity an Argument, I will beg of them to accept of it against our General Method of Education in England, as being different from that of all Learned Nations, and Ages, that have been before us. I never heard that the jews, Egyptians, Phaenicians, Persians, Grecians, Romans, ever Studied Languages, or if they did, that they were ever denominated learned from thence, much less ordered their Children to spend ten or twelve of their best Years in learning Words and Sounds, as tho' they were not only the Vehicles of Knowledge, but Knowledge itself. No, no, their Masters gave them a quite different Institution, they Admonished them to study themselves, and the Universe, to Converse with Nature, to observe the heavenly Influences; were continually preaching to them justice, Fortitude, and Temperance, in their tender Years, and afterwards, Oeconomics, and Politics, to know how to steer and guide themselves first, and then the Ship of the Commonwealth, if they were to be Public Men: They made them acquainted with the Constitutions of other Governments, not by reading Books, but sending them Abroad, where their having learned Languages, was reckoned as one of the least benefits of their Travels. Nay, by many 'twas looked upon a disadvantage, and such as had them were always cautious of intermixing them with their own. And were not these better Institutions of Youth, than purely Language and Words, which our Schoolmasters hunt after with such earnestness, neglecting the sense? In which Matter I could heartily wish a Reformation; when a Boys Lesson is that of Persius. Discite & o miseri, causas cognoscite rerum, Quid sumus & quidnam victuri gignimur, ordo Quis datus, & metae quam mollis flexus, & unde, Quis modus Argento, quid fas optare, quid asper Utile Nummus habet, patriae charisque propinquis Quantum elargiri deceat, quem te DEUS esse jussit, & humanâ, quâ parte locatus es in re; Would not any Parent think it far better his Son knew the meaning of this Divine Poem than the Syntax? Were not a fair Occasion given the Master to read his Pupil Lectures of Physics, Ethics, Oeconomics, Politics? etc. and by insisting a good while upon it, the Child, perhaps, would remember it as long as he lives. Nay, we are not only singular in our Manner of Education to former Ages, but this too, in those Countries which are more concerned to admire Latin than we, because the Service of their Church is in that Tongue: For they take greater care about their children's Morals, and Institutions of Piety, than Latin, but we postpone these Matters of infinitely more Concernment, or if we have taken any care in them, are willing to run the risk; Latin they must have, tho' at the expense of their Virtue and Innocence, and six or seven Years of their best time, to be Instructed in useful knowledge to boot. And does not this look like the Proverbial purchase, Pro thesauro Carbones? Nor do they learn it as we do, confounding themselves with unncessary Rules, and Exceptions of Grammar; but chiefly by Conversation, and the Authors from whence they were taken, and by this Method can often speak and write it tolerably well in a Year, and, perhaps, have at the same time profited in some useful Knowledge. And admit they do not understand it so well, as who have spent seven or eight Years about it, yet well enough for their Occasions, to read an Author, and converse with Strangers, (which last we seldom, after all, can do); and how Gentlemen, Tradesmen, and all Persons, who do not design their Children for Scholars, should think so many Years in learning a Language (though they were sure they would be Critics in it) which, after all, would be but of very little use, well spent, I cannot easily imagine, when to understand it, as abovesaid, may do as well to all intents and purposes; nay, better for Conversation, and may be attained so easily. Here 'tis proposed, because unexperienced in this way to take two years to do that, which the Scots, French and Germans, often do in one; and yet to save a Child four or five years, which would have been spent at School in learning Latin, which may be Employed to a far greater Advantage, in writing a good Hand, reading the best English Writers, polishing and perfecting his English Style, learning Merchants Accounts, studying the Mathematics, improving those Rudiments of Arts and Sciences, which he had so good a taste of in reading Latin, learning the Art of a decent Carriage and Comportment with a Dancing-Master, Conversing with Gentlemen of Sense and Experience in the World, whose Conversation will be much more Advantageous to him, than of any Scholar: And are not all these Accomplishments preferable to the being a Critic in a Tongue, which existing only in Books, can never perfectly be understood? Witness several things in Cato of Husbandry, Ennius and Plautus, which are not understood; upon which, notwithstanding, People will Comment and Criticise in Infinitum. But such as their Parent's design for Scholars, in this Method, after one year, their Master may put upon reading Sanctius' Minerva, with Scioppius' Notes, and other Pieces of Criticism upon Grammar; or which, I take to be much better, to teach them from their Observations upon Authors, to make a Critical Grammar themselves, and when they have done it, they will not need so many Rules of Grammar before they read a Greek Author, as they had occasion for, before they learned a Latin one; and so the Tutor may proceed much after the same way as before, reading Lectures upon Authors, and still improving the Rudiments of Useful Knowledge. This is the Method I think best, in the Treatment and Institution of Children, which I hope, by the blessing of God, and careful Endeavours of Able and Virtuous Men, may be of use to the Commonwealth. I shall leave the whole to the Readers judgement, desiring his Candour and favourable Opinion of this Proposed Method of Institution; and if he will vindicate the Common Method, or propose another he thinks better than that, or this, I will repay him, with Thanks. FINIS. Advertisement. SUch as desire to discourse the Author upon these Proposals, may hear of him at the Booksellers, or at the Marine Coffeehouse in Birchin-Lane, after Change, who can inform them of Undertakers. AN Idea of Geography and Navigation. Containing Easy Rules for finding the Latitude and difference of Longitude of Places by Observation of the Sun, Moon and Stars. The demonstration and use of the Logline. The variation of the Compass. The Doctrine of Plain Triangles. The Construction and Use of all manner of Maps and Charts. To keep a journal, and to work a Traverse both by Plain and Mercators Sailing. The Solution of all Nautical questions, Geometrically, Arithmetically, and Instrumentally. Also Tables of the Sun's Declination and Right Ascension for ever. A Table of the most Eminent 〈◊〉 Stars in both Hemispheres, rectified for the Year 1700, with their Use, and other Tables necessary for Navigations By Samuel Newton, Master of the Math. School in Christ●● Hospital● London. Printed ●● Christopher Hussey, at the Flower-de-Luce in Little-Britain.