AN EXAMEN Of the WAY OF Teaching the Latin Tongue TO Little Children, BY Use alone.  
Englished out of FRENCH.  
LONDON, Printed by T. N. for J. Martin Printer to the R. Society, at the Bell without Temp'e-Bar, 1669.   

AN EXAMEN Of the Way of Teaching the Latin Tongue to Little Children, by Use alone.  

CHAP. I. The Occasion of this Writing.  
'Tis some Months since, that there was much discourse at Paris about a young Child, knowing no other Language, but Latin, and using the same as other Infants do their Mother-tong. A person of quality having made mention of it to the King, his Majesty would see it; and thereupon it was seen by all the Court. Every body discoursed of the confidence of the Child, of the pretty things it spoke and of its manner of speaking them. I have seen it twice, and entertained it well nigh three hours, and must confess, it surprised me, notwithstanding all I had heard said of it before, to its advantage.  
This Child had not yet four years. I found it very cheerful, active and confident; and withal observed judgement and a good nature in all it did. I spoke to it of many things, which was impossible, it could foresee. It understood very well all I said to it, and answered me with such frankness, that whatsoever I may speak of it, I shall never make it appear so much, as it is. I have not heard it speak one word, which was not proper; and it hath even the dexterity to vary the expressions, when it is obliged to say often the same thing. It commits no fault in the Inflexions, and is not only exact in what it speaks, but with a strange quickness taketh up and corrects those, that speak not right. Some body having asked it, Vbi ibis â prandio; it rectified him, saying, Quo ibis? An other saying, Conscendere in equo, he replied ' Equum conscendere. Another using the word Agaso, to signify a Groom of the Stable, this Child at first perceived not this impropriety; but one of them, that were present giving it to understand, that they were speaking of a man that leads a horse, he suggested the word Equiso to him that had committed this fault. Which few Instances may show, what exactness it observes in Words. Instances also might be given for a mark of its judgement in such particulars, as occurred where it was, if we were not to judge of the Education of a Child, rather by the connexion and sequel of all its words, than by certain particular occurrences; there being almost no Child, which occasionally will not say something or other, which is surprising.  
Every body will easily guests, that this Child can never have had other Rules for its language, than Use and Conversation. The Father thereof was happy in finding two friends honest and able, who asked it of him upon its being weaned. 'Tis manifest, that they have omitted nothing that might serve either for giving it the purity of the Language, or for possessing it with good Manners; and that their chief care and industry, to render the Child what it is, consisted, as for Manners, in speaking all things to it with discretion, in removing it from all evil Examples, and in presenting to it nothing but what was harmless and honest; and what concerned the Language, in using none but proper and fit words, and in reprehending in its presence those, that spoke false. This is the reflection, which a very Wise and very Virtuous Princess made upon this Child, after she had seen it above an hour converse with a Person of quality; adding, That, how advantageous soever the way of teaching a Language (which is left no where but in Books) might seem to her, yet she was far more surprised at the Openness of the understanding of this Child, than its Ability in speaking this Language; although she believed, that the way, wherein it had been taught, had much contributed to make it so rational and so well disposed, as it was.  
Now the success of this Education, the Importance of Learning Arts and Sciences, wherewith the Latin Tongue is so much linked, and the extreme difficulty there is in the Common ways of learning it, have ministered unto me some thoughts and considerations, which I judged were not amiss to be put in writing; although I think not, I shall persuade all, that shall take the pains of reading them; and although I also know, that many of those, who shall have the same thoughts with me, shall not be in a condition to put them in execution and practice, for want either of a subject, or of persons capable to make such an attempt successful.   

CHAP. II. That this way of Teaching languages is very Ancient, and infallible.  
IN the mean time, there is nothing more Natural, nor more Infallible, than this success; and I wonder less, that the Masters of this Child resolved to instruct it after this manner, than that all the world does not the like. For first, no man is ignorant, that since the beginning of the World unto this day every one hath learned his Mother-tong without Rules, and spoken it better, than any other. Secondly, as to foreign Languages, all know likewise, that the shortest, surest and easiest means of learning them, is, to go into the Contry's, where they are Vulgar, where Rules are needless to learn them. Thidly, 'tis also known, that Montagne learned the Latin tongue from the Breast; which way of learning it succeeded so well, that this Example alone was sufficient to encourage the attempt of those, whom we now speak of.  
There is therefore no reason at all to wonder either at the undertaking, or the success. Mean while 'tis Just, to give them, in both, the honour due unto them. First, though the Way proposed be Infallible, yet 'tis certain, that there are not many persons fit to accomplish so readily and so fully, what they have done. And I cannot say, that the meeting with a child of good natural parts hath much helped them. For, besides that Children, whether they be sprightly or no, learn almost equally well their Mother-tong, it appears not, that this Child, we speak of, had any advantage of that nature above many others. Me thinks, I observe nothing more in him, than a habit of reasoning, and a certain docibleness, which seems to proceed from nothing else, than from the manner, which those that have taught him, lived and conversed with him in. And I am confirmed in this thought by the Example of two other Children very young, that are entered into the same conduct, and that have almost nothing Childish in them, but the Motions and gayness, which are inseparable from that age, and which are so necessary for it.  
Secondly, the Example of Montagne did not much remove the doubts, which might rationally occur in this matter. We know nothing of it, but what himself saith of it; and it might be doubted, Whether the Essay, that was made of this method upon his person had all the success, he relateth; this Author having with the qualities, that render him esteemed, the ill repute of setting too high a prize on those things, that were advantageous to him, or which he believed to be such. It might also be doubted, Whether the thing would succeed in so populous a city, as Paris, and with persons not lodging alone, and not being masters of those, they lodge with; it having succeeded in the solitudes of Perigort, and in a Castle, where all obeyed Montagne's Father, who had imposed silence to all that were about his son, those excepted, that could speak Latin to him.  
Lastly, it might be feared, that either the thing would not succeed, or it would be requisite to maintain a number of good Latinists about this Child, as the Father of Montagne had done about his Son, which would have caused great expenses.  
It is easy, to satisfy all these doubts after the Event; but it was not so easy to foresee it, and yet less easy, well to manage such a design. When one sees things done, they are not found difficult, and often they are found the more easy and the more natural, the more pains they have cost to do them. Nothing appears more easy to invent, than Printing and the Sea-compass, and nothing more obvious, than to discover the Circulation of the Blood. The Principles of it have been known more than 1800 years ago. There wanted nothing, but to make deductions. And yet the World hath been, as 'twere, asleep until these later times, in things of that importance, which now appear so clear and easy, that it seems not credible, either that they should not have been understood, or that there should have interposed the least difficulty in putting them in execution. But we do not therefore esteem those the less, that have showed them us; for, either we must universally disesteem all men, that have been before us, for not having found those things, which presented themselves to them as 'twere of their own accord; or we are highly to esteem those, who had the Wit and judgement to see those consequences, which so many men had not perceived for so many Ages.  
I think, I do not use too much exaggeration, when I compare this manner of teaching Infants Latin with the Invention of Printing and the Sea-Compass, and to the Discovery of the Bloods Circulation; and possibly those, that shall read this, will judge of it as I do, when they shall have considered; first, How important it is to know the Latin tongue. Secondly, The advantages, that occur in this manner of teaching it, to know it well. Thirdly, The consequences of those advantages.   

CHAP. III. The importance of the Latin Tongall  
'TIs needless, to insist much upon the showing the Importance of the Latin Tongue. 'Tis known to all, that there is no public Profession of any science to be made (the Mathematics perhaps excepted) without knowing that Tong. Not that it is absolutely necessary for the Learning of any of the humane sciences; but that 'tis an established Custom, to examine and to exercise in Latin, as well those that are to be admitted to the practice of the Law and Physic, as those, that are to be received into Ecclesiastical Functions. 'Tis also obvious, how useful it is to know that Tongue, not only to be able to read profane Authors in their own language, but also to understand the Vulgar Latin Translation of the Bible, and the Latin Fathers: That 'tis also little less than absolutely necessary, not only to understand it, but also to write and speak it, if you will have any correspondence with the more Northern Nations, either in affairs of State, or in matter of Learning and Sciences: That it renders very easy to us the understanding of Spanish and Italian: Lastly, That a man can scarce pass for an Able man, except he understand Latin, Custom here carrying it from Reason; though one may know it without being an Able man, and become very knowing and very able without understanding it.  
Although the greatest part of the World think not on all these reasons, 'tis obvious that most are persuaded (I know not How) of the necessity of knowing the Latin Tongue, forasmuch as their Children are subjected to incredible pains to learn it, and since also one of the most cosiderable parts of our life is sacrificed thereto. In the mean time this is clear, That what use soever may be made of the knowledge of this Tongue, yet that were to be esteemed very inconsiderable, if it should take us off from the knowledge of Things.   

CHAP. IU. An Examen of the Common way of Teaching Latin.  
IT is therefore strange enough, that commonly for the Teaching of Latin (which may be called the Language of the Learned) there is used such a way, of which the most considerable effect is, to put most men out of the way to become Learned, and to bring it to pass, That they know a few things very late and very imperfectly. And these inconveniences are the more intolerable, that that Conduct, after it hath needlessly engaged us to prefer the knowledge of Words ' to that of Things (which is a great Evil) doth not conduce to teach us even that Language, which we have sacrificed all unto. Above all things, it being most easy, to re-establish an Ancient tried way, which is infallible easy, short, and as commodious for the knowledge of Things, as advantageous for the knowledge of Words.  
And yet this is very near, what happens in the Ordinary method of Teaching Latin to Children. All which will appear by what follows. But I believe, that all those, who shall read this Tract, do acknowledge beforehand, that one cannot show the advantages of our way of Teaching generally all Tongues, and particularly the Latin, by Use, but by opposing it to the defectiveness of the Rules, that constitute the Ordinary Method; And I hope, they will in the sequel easily distinguish those defects that cannot be avoided, from such, as may, without changing altogether the common road; and that they will soon find, that whatever care be taken to better it, it will never so be advantageous as this, which we recommend; as also that it would not be impossible to render this as Universal and as Public, as that, which hath been hitherto received and practised, at least for the Rich and Great, and perhaps for persons also of a mean Condition.  
They commonly put their Children into the College at the age of 6. or 7. years, and keep them there till 17. or 18. One forgets easily enough pains that are passed, but those that have been endured all that time, are so long and so irksome, that with very little thinking they may easily be remembered. I speak not of Children untowardly born; I speak of those, that have a mind to learn, and are naturally disposed thereunto: What trouble and vexation must they undergo, to distinguish all the parts of a discourse; to learn all the inflections or Accidents thereof; to connect them for good sense; to know all their respects and dependences; to learn words; to distinguish all their significations and proprieties; to apprehend the order they are to keep to one another & c? All these things are certainly very difficult in themselves, and are the more so to Children, in that they less comprehend what it means, that they are taken all at once from the Commerce of the World to speak a language to them, they understand not, which they think they need not, and which affords them no pleasure at all, but rather deprives them of all their divertisements, gives them much trouble, and draws on them all the little punishments, and tedious treatments which they cannot be exempted from, how much soever you be inclined to educate them with ingenuity and gentleness. When a Child is punished for having beaten another, for lying, stealing, etc. it understands well enough, that it hath done ill; and though it should not know it, yet it seethe that in those things there is equal justice done to all children, they passing every where for faults which deserve punishment: But it would be pretty difficult, to give to a little child a reason, natural enough, of the evil it hath done, and of the punishment it hath deserved for having misconstrued an Adjective with a Substantive, and why we exact that of him, which we require not from so many other Children, who do no more than to read, writ and speak their Language, without being obliged to take notice either of Declensions, or Conjugations, or Syntax, or Heteroclites, nor any of all those perplexities of Tenses, Cases, Persons, Articles, and Constructions. 'Tis notorious, how great an aversion we naturally have from all what is constrained, and how sure a means it is to hinder Children from doing a thing, to command them to do it, though even that, which they are commanded, should be agreeable to them. And thence 'tis easy to guests, what aversion they naturally conceive for a thing painful in itself, wherein it seems, that we command them only to command them. And the whole sequel of their Studies may appear, as if we would make them believe, we took a kind of pleasure in tormenting them, or at least that we indulged them not enough, since, besides the difficulties which seem unavoidable, we also engage them in such, as might be avoided; as some Persons very able and very well versed in the Art of Teaching Children have showed, both by their Writings, and by the Tayals they have made.  
In those Writings it hath been made appear, first, Of what importance it would be, to give (for example) in French the Rules of the Latin Tongue, that are given in Latin. Secondly, How much more advantageous it would be, to make Children read Authors as soon as they have learned the more general Rules of the Grammar, and not to oblige them to translate French into Latin, but when they shall have known, by the reading of Authors, the propriety of the words, their order and dependences. We shall not repeat here, what may be seen in those Writings; but 'tis easy to infer from what is there laid down (which experience confirms every day) that 'tis almost impossible, that a young man, educated after that manner, entering into Rhetoric, can therein produce any thing but what is very mediocre, since 'tis impossible to write well in a Language, which one understands not well, and well to understand a dead Tongue, but by a long use of Authors; and that the Scholars, who are taught it, have almost read nothing of Authors in the other Forms. Thus they commonly spend two years in that Form in composing a Language they understand nor. 'Tis true, that then 'tis endeavoured to make them understand it by Reading; but 'tis too late, to make them begin what they should have done before they undertook any composition. Thus all, they can have profited at the end of those two years, is, to have got by their Reading some relish for the Latin Tongue, yet without any readiness either to express themselves therein in familiar conversation, or to write of any considerable matter in the same; which two things are of a more important, more frequent and more universal Use, than those Themes in the Air, which are given them to dilate upon, teaching them to say that in many pages, which they might say in few lines.  
It is needless to add here the disadvantage, there is in all this as to Rhetoric; 'tis sufficient to take notice, that none but a very inconsiderable progress can be made in the Latin Tongue the Old way. And yet that is all the fruit of C. or. 7. years: In regard of which slender proficiency, it would be the more proper not to expose a young habit, which hath cost so much, and is yet so feeble, to so many things, that may weaken it. But yet this is that, which is done: to which two faults may be joined a third, perhaps the most considerable; viz. That Children are made to pass from Rhetoric to Philosophy. There they remain two years; during which time they are spoken to and are made to speak in a Language, that is neither French nor Latin. There is almost no Latin in it, but the Terminations of words: certainly you can find nothing of true Latinity there. I see nothing more capable to make them forget Latin, than this Philosophical Latin; and I am persuaded, that it maketh them lose more the true gust of it, than the Tongue, of all others most remote from Latin. And yet it would be very easy to teach them the same things in the true purity of that Tongue. There is nothing more accurate nor more acute in all Logic, than in the Academic Questions of Cicero; there is nothing greater nor sublimer in the Morals, than in the Entertainments of Tusculum, in the Books of Good and Ill, and in those of the Duties of the Civil Life: There is nothing more exact in Natural Philosophy, than in the Books of the Nature of the Gods, and the Fragment of the Traduction of Timeus by the same Author. In a word, I am persuaded, that if one had a mind to copy with attention those Originals, one might find matter and form to frame thence a very dogmatical, very clear, and very Latin Philosophy.  
It is now easy to conclude from all that hath been said, that one learns in the common Schools very little Latin with great pain and with great expense of time: To which may be added, That children forget the best part of what they knew before they entered them, which is, their own Mother-tongue and the Writing thereof, and that they fail to learn what they might have learned all that time, they have bestowed upon a little Latin.  
If now we shall put it into the balance, on one side, the little that is gained, the much that is lost, and that might also have been acquired; and on the other side, the Uses, that one may propose to one's self in the Learning of that Language, I do not doubt but it will appear too costly at that rate, and that all will acknowledge, it were better for the greatest number of those, who learn it, not to know it at all, than to know it, ever perfectly, at that price and on those conditions, which have been discoursed of.  
'Tis true, that one might learn it by Rules with more ease, in less time, and more perfectly; first, by giving the Rules (e. g.) in French, and in a smaller number: secondly, by making the Learners to translate out of Latin into French, and not out of French into Latin, but after a long use of Latin Authors: thirdly, in delivering unto them in true Latin whatever appertains to Philosophy. But I do not think, that by those things you shall ever equal the shortness, nor the easiness, nor the perfection, which proceed from Use and Converse alone.   

CHAP. V An Examen of the Way here proposed.  
TO be persuaded of the fitness thereof, we need no more but consider the Conduct, that hath been used in the Teaching of this Infant, as I have collected it from the several Conferences, had by me with its Masters, and as it is to be observed hereafter.  
The Child was but twenty and two Months of Age, when they undertook it, upon its being weaned from the breast. They need not be taken in hand younger. It is advisable to stay, till their health be somewhat confirmed in the Change of Diet; you may therefore stay till they have 25. or 26 Months. 'Tis not material, if they have learned of their Nurses some words of their Mother-tongue; that will be soon forgot, as Experience shows.  
Those, that have bred up this Infant, were very ready to undertake afterwards two others, the one of which had 31. Months, and spoke many words of our Language; but they both forgot all they knew of it, within 2. or 3. weeks. I have seen the first, who in a Month's time had learned so much Latin, as he had known French; and I saw also the other, who in 5. weeks had learned to speak much more Latin, than before he could say words in his Mother-tongue. There is always with them one of their Masters, and the biggest of the three Children serves in a manner for a third Master to the other two. The Servants, that take care of them, know so much Latin, as needs to speak to them, and to correct them, when they speak amiss in familiar matters. The first of them hath been thus brought up till he was 4. years of age; and his Masters now begin to put him to learn French; therein following the Conduct of Quintilian, who was not for being superstitiously tied from teaching Children for a long time no other Tongue but the Greek, but advised, that the learning of the Latin should soon follow after, and so both Languages be cultivated together.  
This cannot want good success. Nor is it to be feared, that the two Languages will be confounded, since, besides the Example of the Romans, who observed that practice, we have also that of some modern Nations, that are not reputed to have more wit, than We; among whom Children learn at the same time, at least two Languages very different: As the Children of Constantinople, who learn the vulgar Greek and Turkish; and those of the Swisses of Newcastel and almost all Flemings, who, besides the Dutch and French, learn very often the Spanish and Latin too.  
This Consideration may put us upon the thoughts to teach Latin after this way not only such Children as know not yet any Language, but also those, that do already speak their Mother-tong, viz. by putting them among those, who speak nothing but Latin; if there were not some danger of confounding and retarding those, who are yet weak in this Language. But this Confusion may be prevented; first, by forbidding those Children, that are already capable of reason, to speak their Mother-tong in the present of the other lesser children allowing certain hours for entertaining them in their Mother-tong. Secondly, by taking of those Children, able to speak their Mother-tongue, but one at a time, that so the inability, which shall be in all the rest, of answering him, when he shall speak to them in his Language, may oblige him to strive to speak to them in theirs; with the reserve of giving him a Companion, when he shall have gained an equal habit in both Tongues. And as those, that know nothing but their Mother-tongue, shall have been taught by the Conversation of those, who speak nothing but Latin; so might also such, as know nothing but Latin, be instructed by the Conversation of those, that know their Mother-tong; distinguishing the hours, when it should be permitted to speak the Mother-tongue, from those, when it should be allowed to speak Latin.  
And this might be carried so far, as to make even persons advanced in Age capable to learn the Latin Tongue: which might be done by putting together many Men able in that Language, who should make, as 'twere, a little Latin Republic: Which would be very easy, if the King, who hath done so many great and difficult things, would think fit to issue his Orders for it, which perhaps would be none of the least Objects, that his Majesty could propose to himself; as may appear by the sequel of this Writing.  
This is the whole Mystery of this Instruction, in what regards the study of the Latin Tongue: Upon which may be made the following reflections.   

CHAP. VI Reflections upon this Way; and first that it is easy.  
THere is nothing in the world more Easy for Children, than to learn Latin this way. It is so natural, to desire to understand what others say, and to make them understand our thoughts, that 'tis impossible, but Children will have a strong bent of themselves to learn that Language, which is spoken in their presence. As this Tongue mixeth itself in all their divertisements, in all their wants, they strive of their own accord to learn the same. They do not so much as think to learn it, and even that maketh them learn it the better. The little boy, who hath ministered the occasion to this Writiug, could not, two months a go, say the Pater noster without failing and hesitating, how great care soever had been taken to repeat it to him for two years. Mean time he hath learned a great number of Words and Inflections, of which he hath made himself master without any bodies taking any other care, but of speaking to and answering him. He hath never been threatened nor punished to learn this Language: which is of no small importance. The exclamations, menaces, and punishments, are not only present evils, which Humanity requireth should be spared as much as is possible; but they are also Sources of evils, which Prudence obliges to prevent. Nothing streitens the Heart like Fear and Grief; and I know not, to which of these two, the Soul or the Body, those two passions are most contrary. The tediousness of learning a lesson one loves not, the fear of being punished if one say it ill, the fretfulness for having been punished, keep Children always alarmed, and make them lose a great part of that Ingenuity, Cheerfulness and Frankness, they have, in an Age, wherein nothing more should be thought on, than to confirm their health, by forming them at the same time to an innocent gayness, to a confidence in those, who have the conduct of them, to a freedom from choler, to a love of their duty, and to a cousideration, from the conduct used towards them, that Honesty and justice in all things are the only good, which Men put a value upon.  
The best means to sink into the Minds of Children this Maxim (which is more important to Society, than all the Languages of the world) is to accustom them not to be punished, as near as may be, but for actions repugnant to justice. And that will not only serve to cause them to make a great distinction of those kinds of duties, but also to bind them the more to the observance of them, in that the punishments becoming more rare, they accustom themselves less to, and are the more sensible of them. This is not said, as if we were not obliged, sometimes to chastise them for other faults; but it is as well the surer, as the better, not to put ourselves upon a necessity of multiplying those kinds of chastisements; and no man can doubt that they are cut off, when the Rules of the Latin Tongue are so.  
You may make Children understand reason in other, even painful, things, as the learning to Read, and to Write etc. and you may cause them even to be desirous of it. Now if this be of consequence for Children of a middle condition, 'tis the more so for those of Grandees, in whom the difficulty of learning those things is an almost invincible obstacle to learn them, although the knowledge thereof is little less necessary to them.  
It is therefore very easy to teach them the Latin Tongue after this manner, and there is a great advantage in this easiness. But it is not easy to know as much Latin as needs, to entertain them with that latitude and freedom, which is requisite. You must know to play, and to speak seriously in Latin; to entertain them during the two first two years with whatever may be incident in the most familiar discourses; which extends further than one is ware of. Afterwards, to form their Manners, and to try their understanding for employing it in what 'tis capable of, whether it be for Reasoning, or for History, or for Descriptions etc. Farther to increase insensibly this little stock, to run through the most ordinary Arts, and to use in their presence the general terms thereof; and to speak all with that frankness and brevity, which is so peculiar to that Tongue, and to say nothing but what's exact both for the Words and the Matter.  
It is to be wished, that all these things may concur for this Latin converse with Children, and for making them speak according to their capacity, and with all desirable freedom. This is difficult enough in general, because 'tis not easy to find many, that well understand even their Mother-tongue to that extent and so particularly; and because in the Latin there are difficulty's to be met with, that are not found in the vulgar Tongues. Habits, Utensils. Manners, Politics, Government, Religion, etc. having been changged, and some Arts invented, since the Latin Tongue hath ceased to be Vulgar, 'tis hard enough to know, how to express all those things in that Language. Yet 'tis certain, that we find many things in Antiquity, which have a great affinity with our Novelties, and that, when we find none such, we must be allowed to form words after the model and by the Analogy of what is ancient. And this hath been very well observed by those, that have instructed this Infant. But we do not find ourselves often in that necessity: For, the Latin Tongue reacheth farther than we imagine; there is almost nothing, which is not found expressed in Books; and to be convinced of that, we need but cast our Eyes upon Terence, Plautus, Pliny, Columella, Cicero, and justinian. For there is almost nothing, whether great or small, common or particular, which may not be found in those Authors.   

CAHP. VII. That this way is Short.  
IT cannot be otherwise, but that this manner of Teaching Latin must be Short, since it is so Easy. But it will not be amiss to consider, How much 'tis shorter than the Ordinary method, and how important it is, not to employ much time in Learning Latin.  
This little Boy hath learned all he knows within the space of two years, viz. from two years old to four; and he would know more, if a Child of that age were capable to understand more Things. But 'tis moraly certain, that excepting the particular Terms of Arts and Sciences, he may know all the rest before he shall have attained the Age of Nine years: which will be but Six years in all. During which time one may teach this Child, and any other, as many Things, as he shall be able to comprehend in so small a time; so as the Language, which he learns, shall take up no time, nor retard at all the other knowledge, you shall instill into him. To which if you add, that all that, which one could have done during all that time, would have been to teach him the same things, (e. g.) in French; it will follow, that the knowledge of the Latin Tongue will cost him no more, but so much time precisely, as he shall employ to learn so much French, as one knows of it at the going out of the College. But now, I think not, it can be denied, that a Child, altogether left at the Age of nine years to his Mother-tongue, may not learn in two years at least as much French, as one knows of it at the going out of the Classes or Forms at the Age of 15. or 16. years. Thus the Latin will cost him but two years; and it may be, it will cost him much less. For, having been to see this little Boy since the Writing of this, I have found, that he knows already a great many French words, which he takes delight to speak; and that he will find a great facility in learning the rest, when it shall be desired. This being so, it may be affirmed, that the Latin will almost take up none of his time, since he will not learn the less French; and that he will increase the knowledge of the Latin Tongue in the same time, that shall be given him to learn French, and also that he will not the less know all sorts of other things.  
'Tis certain therefore, that this Way of Learning Latin is far shorter than any other: which advantage is by so much the more considerable in this present Age, because not only Histories increase every day, but there are also invented many new Arts and Practices; it being observed, that there hath been added more to the Arts and Inventions of the Ancients within these last hundred years, than hath been done for Fourteen hundred years before. But, forasmuch as the Life of Men is not longer now, than it hath been before, it will be more necessary than ever, to redeem from that time, which hath been spent in the Learning of Languages, a portion to learn what is more important; especially if that saving of time hinder us not from knowing as well the Tongues by this short way, as by that, which hath been followed hitherto.   

CHAP. VIII. What it is, to know a Language; and what this Way can contribute to the knowledge of the Latin Tongue.  
NOw since 'tis infallible, that the Latin Tongue is better to be learned by Use alone, than by all the Rules whatsoever, we shall, the better to understand this, explain, what is meant by Use, and by well knowing a Language.  
I mean by well knowing a Language (to begin with that) to speak it exactly and readily, and with that extent, as to speak of all that falls under common discourse, that is, of public and private affairs, of the vulgar Arts, and of what is common in them all. The Exactness comprehends not only the Inflexions and Constructions, so as to commit no fault there, but also the Propriety of the Words. And it supposes on one part, along custom for the said Inflections and constructions; and on the other, a great Choice of the fittest words; which choice supposes a Copiousness: And from both these, viz. Habit, and Copiousness ariseth Facility and Readiness. And this I call the knowing of a Language.  
By Use I understand the Habit one acquireth both by the Reading of Authors, und a discourse in Conversation.  
Now we are to examine, Whether it be true, that Use alone, thus understood, is able to contribute so much as is affirmed, to make one speak a Language with that exactness, fullness, and facility.  
The Plenty of words, and the Habit a man hath to turn and to place them, do serve much to speak with exactness. Without this copiousness and this habit, a man must often hesitate, stop, and be silent: And although in such Accidents there is no failour as to exactness, forasmuch as a man is silent, that he may not speak ill; Yet, as we cannot say, that a man speaks, when he is necessitated to be silent, so we cannot say, that such an one speaks exactly.  
Now as to the Extent, it cannot be denied, that Use renders it more large, when it gins with Infancy, than when it gins later. For, as we cannot educate a Child unto the age of 8. years, without telling it many things, without entering with the same into many Colloquies, without reasoning upon many accidents; lastly without describing to it an infinity of things, that occur in daily convers; 'tis certain, that it is impossible, but the Child must be initiated in all those things, and imitate them upon occasion; in a word, it must hear and speak of many things, which are not spoken of in Schools; yet so as not to fail to hear also of those matters, that may be there spoken of, as far as they are of use. And this is, what respects personal Converse.  
But as to Authors, 'tis likewise certain, that the Child may be much more furnished, our way, with what they can contribute to the knowledge of a Language. The eldest of these Children, we speak of, reads Phaedro, and understands of him all that is not above the reach of a Child; and it will understand very well at the age of six years, (at the latest,) what Children commonly understand not at the age of twelve. As therefore a Child, taught by Use, may employ in Reading all the time, that is ordinarily employed in the Grammar and in making of Themes, he may together with it at the same time have all these advantages, viz. To read Authors sooner by four years, to understand them sooner by ten, and continually to bestow twice more time upon them, than others can do; even then, when they begin to be most used to this Language, that is, from the age of twelve Years to that, when they come out of the College. Thus he shall have read all the Latin Authors of all Professions and Arts within the time, that those, who have been instructed after the common way, shall have been able but to read some few scraps of Orators, Historians and Poets.  
It cannot be, but that this multitude of things read and understood, which serves so much to instill into the memory the terms of different art, to express different things, (which is that, we call Extent) must also in-still into the same, many different terms and ways to exrepss the same thing; which is that, we call Copiousness.  
Lastly 'tis impossible, but that the habit, we take from our Birth, and continue for 6. or 8. years, and entertain 8. or 9 years more, and which hath no other bounds during all that time, but of such things as make up the converse of civil men, must be incomparably larger and stronger, than that which we begin but to take at the age of 14. or 15. years, and which we continue but for 3. or 4. years, which also is much interrupted during that little time, and is bounded by a stile of Rhetoric, and by matters of a Philosophical nature. Not that Children are not made to venture at speaking Latin even in the lowest Forms, and even in the plays they divert themselves with in public on their play-days; but we all know, that all that goes not beyond 20. or 30. phrases, and that the necessity imposed on them to speak Latin, is so displeasing to them, that it injures them more, (by accustoming them to ill manners, and by draining, as 'twere, their understanding by the custom of not-thinking, which follows that of not speaking,) than it can advantage them by remembering them of a few Latin words, which they have always upon their lips, and besides which they can speak nothing but they commit abundance of gross faults. Thus indeed they are not in a condition of speaking Latin, but when they are entered in Rhetoric; and then they exercise themselves more in Writing than Speaking. This Exercise lasts not but two years, after which they enter into Philosophy, where indeed they speak more than they writ, but all know, how they speak there, and what is to be hoped from thence.  
These are the Advantages of this Education above the received common one; viz. To learn more easily, in less time, and more perfectly. And these 3. advantages are not only considerable in themselves, but they are more so in their extent; since in the one way, we learn with the greatest facility in the world, what in the other cannot be learned but with the greatest difficulties; and since the time, employed to learn our way, is valued almost nothing in the life of man, whereas that, which is spent in the other method, taketh up one of the considerablest portions of our life; and lastly since there is no comparison between the perfection, that may be acquired by Use alone, and that little knowledge, which the Rules do give us.  
But how great soever the Advantages are, which we may propose to ourselves in this Education by Use, there are some Inconveniences, which we must not conceal, and which deserve to be examined.   

CHAP. IX. The Inconveniences of this Way of Teaching Latin. I. That Mothers shall not understand their own Children. What respect we are to have to this Inconvenience.  
1. It may be reckoned for an unavoidable Inconvenience, that Children know not their Mother-tongue for some years. Their Parents, that know no Latin, are all that while deprived of the pleasure of being diverted by the pretty Babes.  
First, This is nothing to those, that have no Children, or that have many, or that love them but indifferently. But I know that some persons, otherwise very rational, intending to have their Children instructed this way, and having been satisfied as to some other difficulties, could not overcome this. In the mean time it appears not reasonable to me. For, besides that they should consider, that the Creator and Lord of all things does not give us our Children for Puppets, to play and divert ourselves with, without seeking and procuring their true good and welfare; they ought also to consider, that the delight, which those Children give us in so tender an age, can be but very slight and transitory; whereas the pleasure of a good Education is rational, solid, and lasting as long as we live: Again, that the best testimony, they can give to themselves and to others of a genuine affection to their Children, is, the care they shall take to prevent their ill, and trouble; threaten and pain, tears, vexation, and subjection; to all which another Education may subject them: Further, that a rational Love obligeth them to prefer to an indiscreet fondness the great benefits, which their Children may reap from thence; and that, if they will have no regard to reason nor true and durable contentment, they ought at least to consider, that this silence of their Children to them will not last but from their second to their fourth year of age, and that then they may begin to learn their Mother tongue, and after they are confirmed in the Latin, they may then keep them at home, and not lose them out of their sight. These Considerations ought, me thinks, to prevail so as to render Mothers reasonable in this point; and especially the last. For it must be a very blind affection, not to be able to deprive on's self of the contentment to see a Child, by committing it for a year or two to the trust of some virtuous, civil, and rational person, after we have without trouble abandoned them for two whole years to a Nurse, which commonly hath neither moderation, nor civility, nor store of tenderness in what concerns the rational care, due to children.  
But we may add here, that Mothers might be indulged in the fondness to their Children, so far as to let them see them sometimes without any danger of hindering or spoiling their Latin. An hour of interruption will not sensibly alter a custom already taken; and I see, that Experience hath put those, who educate such Children, above this scruple, since they permit their Parents to see them as often as they can reasonably desire.   

CHAP. X. That Children thus instructed shall know less their Mother-tongue. The mistake in apprehendnig such an Inconvenince.  
II. IT may be feared, that if Children should learn Latin first, they would less know the Tongue of their native Country, than if they had learned that first. This inconvenience would indeed be considerable, since 'tis important to know our Mother-tongue as perfectly, as is possible. But it is to be considered; 1. That the Romans did not the less perfectly learn Greek in Greece, although they had learned their own Tongue a long time before they understood a word of Greek. 2. That the Children, which are carried into foreign Contr'ies at the age of 9 or 10. years, there to learn the Language, do not the less perfectly learn it, although they have spoken their Mother-tongue for 8. or 9 years together. 3. That the Habit, which Montagne had acquired in the Latin tongue, did not hinder him from learning to speak French as well as any man of his time, nor from being a Pattern to one of the most eloquent men of his time, and who hath followed closest the Eloquence of the Ancients.  
After these experiments, which are over-sufficient to show, that we shall not the less know our Mother-tongue for having learned Latin first; it is needless to say, That the Latin Tongue, being incomparably more difficult than our own, 'tis the more fit to be learned first of all. It will suffice to consider, that Quintilian, exhbrting the Romans to learn Greek by Use alone and in their Infancy, sticks not to allege, That the Greek is much more difficult than the Latin; which though he could have proved very easily and irrefragably, yet he loved rather, to do it by this only reason; viz. That the Latin Tongue being at Rome more generally in use than the Greek, it would sink into the memory, whether one would or no.  
We must therefore not think, that this Preference, we give to the Latin, will hinder us in the knowledge of our Mother-tongue. On the contrary, 'tis easy to foresee, that this is one of the greatest advantages of this way of teaching, that it contributes much to the knowledge of our Mother-tongue, by giving us leisure to apply ourselves more to it, than we could do, if we learned Latin by Rules. For, Children shall be able to read and speak the Language of their Country during the same time, which is commonly spent in learning the Rules, and during which we are, as 'twere forced, to forbid them the use of their Mother-tongue, that we may constrain them to apply themselves only to Latin. to beat that into their heads.   

CHAP. XI. III. That Children will have nothing to do from the seventh year of their Age to the fifteenth or sixteenth. That this pretended inconvenience is a true Advantage for real knowledge.  
III. I Should be somewhat ashamed to propose as an Inconvenience the time saved in this kind of Education, if this Inconvenience had not been very seriously proposed by men otherwise of good sense, and who even take a great care of the Education of their Children. They say then, that Children will have a very great Interval of time from Seven to Fifteen or Sixteen years, that one shall not know, what to do with them. The Answer to be given to this Objection, is apparent enough from what hath been said already; but it may not be amiss, to propose it here at length.  
I do not well know, how men, that complain of the Shortness of the Life of man, and who are not able either to lessen the number and vastness of things desirable to be known, or to lengthen Life, should want matter to employ it, as long as it shall last; and how those, who avow, that Latin may be learned till the age of seven years, doubt, Whether there will be matter enough of more consequence than the Latin Tongue, to take up the time from seven years to fifteen. For, if you be only in pain, how to employ them, without changing the ordinary course of instructing Children in Learning, you may give them to read from time to time, not only some of the familiar Letters or Orations of Cicero, as is usual, but also his Books of Oratory, and all his Philosophical Works, wherein there is so much matter to learn and study; besides, Quintilian, Terence, the Commentaries of Caesar, Pliny the Younger, Livy, Sallust, Columella, Tacitus, Pliny the Elder etc. then Virgil, and some selected parts of Ovid, Horace, etc. Further, the modern Historians, as Cambden, Strada, Masseus, Paulus jevius, thuanus, etc. not to mention so many French Books, that may be recommended to their perusal during that time.  
It cannot be doubted, but that those and such like Books will employ a Child until it be 17. or 18. years old. 2. That such employment will be more beneficial to Children, than the rules of the Language. 3. That it will be more pleasing and delightful to them. 4. That it it will prove a great ease to the Parents, that cannot be at the charges requisite to entertain Tutors at home; forasmuch as after their Children shall have learned the Latin Tongue by Use alone, they may be placed in Colleges, and there applied to read Authors and Books written in the Language of their own Country, and especially such as belong to the History thereof, during the time, which other Children spend in the inferior Schools; making them give an account, of what they thus read, in the intervals of those Schools.  
But as men are born to know other things, besides Fables, Rhetoric and History, and since there is much knowledge more necessary, and Children are capable to be entered in such knowledge; it will certainly be found, that that pretended Vacuum, how great soever it may appear, will hardly be sufficient to learn, what a Child well born can and aught to know, before it is engaged in any Profession.  
It would be the only means to equal the Ancients by following their Example: For, they have not surpassed us, but in this, that they employed in learning to Design, Arithmetic, Geometry, Music, Exercises, Eloquence, Philosophy, and Arms, that same time, we spend in learning the Rules of a Language. And this was that, which made their Philosopher's Soldiers, (as we may see in the person of Socrates) and their General's Orators and Philosophers, as Xenophon, Alexander, Caesar, and so many others.  
It would be proper, to show in this place, that Children are capable to understand some of the Sciences, and even the most important and the most necessary. For that purpose it would suffice to allege, that 'tis a thing that hath been tried, not only by the Ancients, as easily appears by reading Plato and Aristotle, where there are express places, but also by the Moderns; and that most of the Sciences may be so proposed, that the study of them will rather be a divertisement, than a Labour. But it will be fit to add, that though we had no Experience of it, yet it were easy to foresee, that it would be so, by Reason. For those, that are most tied to the Teaching of Latin by Rules, must the more grant, that they suppose, Children are capable to understand them. But there is none of all those, who teach Grammar, that knows not, that it contains, 1. The Ideas of the different parts of Discourse. 2. The Rules for each of those different parts. 3. The Rules of their Composition, called Syntaxe. They must therefore judge Children capable to understand all that, even from the Age of 6. or 7. years. And indeed, I have known some of that age, who had passed through all those 3. parts, and understood them. Now I say, that whosoever is capable to enter into that knowledge by that way, is capable also to enter into almost all Scienecs; especially those, that Object of which is sensible.  
1. What concerns the Ideas of the different parts of discourse, we must grant, that they cannot be understood, unless you make, in general at least, the distinction of Substance, Accident, Place, Time, Action, Passion, and of all the Relations, thence resulting: which comprehends that part of the etaphysicks, we call Categories or Predicaments; which we know to be very abstract, they being only invented to facilitate the Mental distinction of many things, which we commonly see confused in Nature. Now who can doubt, but it will be more easy to show to a Child the Rising and Setting of the Sun, and Moon, and the other Principles of Cosmography, which they may be directed to see without vexing them with Abstractions; and afterwards to make them pass to Geography, and the other Sciences depending thereon.  
2. As to the different Inflections or Accidents of Speech, who sees not, that they depend on a thousand eqstractions from Persons, time passed, present, and to come? That the Infinitive comprehends in its Idea the abstraction of all the differences of Time, Numbers and Persons? And that in the Times, given to it, it is nevertheless Infinitive, that is, Indefinite, because it contains in its Idea the Abstraction from all Persons? That the distinction of those Moods depends on the distinction, which is between the Idea of the simple Indication, and that of Command, and Desire etc. That the Cases of Nouns are at least as abstracted, as the Moods of Verbs, and yet more difficult to understand? And this being so, who can doubt, but a Child would be more capable to understand History with some Figures? That the Genealogies themselves, who make one of the greatest difficulties thereof, would not be more easy to him, than the reducing of a Derivative to its Primitive, called the Investigation of the Theme; and that it would not be more ready to him, to remember, e.g. that the King is the Issue of Robert Count of Clermont, Son of St. Lovys descended of Hugh Capet, issued of Childebrand son of Charles Martel, borne of the Marriage of Ansbert and Blitilde Daughter of Clotaire the First; than to say, that such a Word is the third person of the singular number of the preter-plus-perfect Tense of the Subjunctive of the Passive of such a Verb.  
In short; there is not a Child, which you may not make comprehend sooner the Demonstration of that Theorem of Geometry (and of almost all others) which saith; If two Sides are equal to two Sides, and the Angle to the Angle, the whole is equal; than the simple terms of the following Rule of Syntax, which may serve for an Example of many other Rules; viz. If two Substantives meet of different Genders and different Persons; then the Adjective or Relatif of the Plural Number must agree with the more noble Gender; and the Verb being also of the Plural, must accord with the more noble Person, or with the latter Substantive; or, when the Substantives are of things Inanimate, the Adjective is to be put in the Neuter Gendre, or ti must agree with the later Substantive.  
We might therefore teach Children to Read and Pronounce well, (which is a thing very rare and necessary;) to Writ, to cast Account; History, Geometry, (forasmuch as it relates to ordinary use;) the Principles of Mechanics; the Anatomy of Man; the Principles of Physic; History, and the Custom and Laws of their Country. And these are the particulars of what may be called very Useful and very necessary knowledge.  
If you add thereto those many other Arts, which regard Politeness or honest Divertisments, as the History of Nature, Cosmography, Geography, a general Scheme of Chronology, the History of the greatest and most Illustrious Nations, of the present and former times; that which is natural and general in Grammar, (to which might be referred what is particular in ever Mother-tongue,) the Italian and Spanish Tongues, the learning whereof will be rendered very easy by knowing the Latin; the Greek, Natural Philosophy, Music, Engines, Perspective, Hydraulicks, the Exercises of the Body necessary to Civil Society, as Dancing (as far as it serves to a handsome garb and comely behaviour,) Riding, Fencing, Swimming, and Games of wit and dexterity. If, I say, all these things be added for those, that are capable thereof (which oftener happens, than is imagined,) or some of them, for those, whose Genius is less ready, we shall find, without amusing Children in things altogether veless, wherewith so to fill up that space of time, that there will be many more, that will find it too short for so many things, than there will be of those, that are troubled how to spend it. I speak not of other Arts, having already said more than enough of it, not only to disabuse those, whom so slight a reason should deter, but to excite all those, who know the importance of the Arts, I have spoken of, to embrace with joy all the means, that may be given them for it, to pass through them; a time, out of which we cannot think to learn them but out of season.  
Yet I cannot abstain from making herean Overture to those, that are capable of it. We might find in the Mechanics some very divertising and very useful Spectacles or Sights, which un-tiring the minds of Children would fill them with certain Ideas, raising their Imagination, and rendering it capable to invent and produce of itself. There are few Mechanical Arts, where a man of natural endowments may not find much to learn; and I believe, that all those, who shall give themselves the leisure to examine some of them, will find, that Socrates had reason to say, that there are none but Artists and Craftsmen, that really know any thing. Gardening, Husbandry, Chemistry, Weaving of Stuffs and Tapisteries, Watchmaking, Refining, Melting, Engraving, Etching, Stone— cutting, Wire-drawing, Dying, Tanning, Gunpowder-making, Saltpeter-making &. will certainly furnish young men with very pleasing and useful divertisements: And 'tis not easy to conceive, what great knowledge may be drawn from thence, without which one cannot well enter into the Study of Natural Philosophy. Nothing were easier, than to show the Uses thereof in particulars, and to dispose those divertisements in their natural order; but that this is not a place fit to treat thereof.   

CHAP. XII. The Consequences of that advantage. I. For the Choice of a Profession.  
I. IT is therefore very advantageous in itself to have time to enter into all that knowledge: But that advantage will doubtless appear incomparably greater, if we consider the Consequences thereof. For 1. by that means we should be able to try the natural Capacity of Children and their Inclination, by successively presenting to them all those different Principles, and all those Arts; among which we might choose that, to which they should be found to be most disposed: Which is of great importance for the settling of men in Civil Society's.  
And the Sight thereof ought not to offend those, who are resolved not to engage their Children but in high Professions. How worthy and honourable soever a Profession be, the person, that is invested with it, may be but little worth and of small esteem, if he have no natural disposition to it; and on the contrary, he that excels in a mediocre condition, may render himself very considerable. The Arts of Painting and Architecture are Civil and Ingenious Professions, but perhaps less honourable than that of a Lawyer, yet there is no rational man, that would not much rather be Monsieur le Brun, or Monsieur Mansard, than a weak Advocate.  
It would therefore be a great advantage to youth, to be able to try themselves, and to be tried by wise men, upon the general view, that should be allowed them of so many different Arts. But then, this would also be a great advantage to Arts. For 'tis beyond doubt, that, if those, whose Understandings have been opened by Letters and Learning, did take them in hand, whether it were to practise them, or only to take good notice of them, they would in a short time improve them, and add to them many things, which else nothing but Chance would introduce, and which ordinarily is not introduced, but in a long tract of years.   

CHAP. XIII. II. For Manners.  
II. THat General View of Arts would not only serve to render men Able, but also to make them more Honest and more Virtuous. It would be a means to keep them from all Idleness; for it would prove a delightful occupation, and a prevention of spending precious time in trifles or doing ill. And who doubts, but that men are often out of humour, for want of good or innocently divertising employment? Which happens. because they are destitute of knowledge, and have not been made sensible of many things, the understanding of which is very delightful and very harmless. Who can doubt, that the Ignorance and insensibility, which is among men concerning such things, is the source of so much trifling Conversation, and of so many ridiculous plays and divertisements, which are not tolerable but when men are tired of serious business, and which yet so many make their only business, being tedious to themselves all their life time, and yet not understanding, that there are other things, that may be delighted in? In short, who can believe, that a Man, having the use of his senses, can without a Miracle forbear vicious pleasures, if his Eyes and Ears have not been enured to find a sensible pleasure in such objects, as of themselves do not lead to vice, and if his Mind have not been disposed to find pleasure in things abstracted from Matter, (as are the Pure Mathematics,) or in the other Sciences, that are more Material, but such as have less relation to the Objects of the Senses, which commonly are the ruin of all men.  
'Tis true, that all those things will never breed Christian Virtue, nor yet Moral virtue, because there lurks a snare in them all, and they may be turned to ill use; but I cannot but believe, that 'tis easier to be morally honest with, than without them. And besides it seems, that Moral virtue is a disposition to Christian virtue; since that, when at length we are become, for example, Temperate and Just, upon what motive soever, we need no more but to change the Object, to render that Temperance and that justice Christian, and that this change of Object, how impossible soever it may seem to the sole strength of Nature, seems less difficult, than the change of Life.  
But 'tis not only in that, where this Way of instructing Children may serve to form their Manners; but also herein, that it puts Children into a condition to return early to be under the Conduct of their Fathers and Mothers, who do love and practice Christian integrity. As there are but very few of such, we must avow, that, how great soever that advantage be, it regards but few persons.  
This we would not have understood stood, as if we derogated from the Virtue of those, who employ themselves in a public way to instruct Children; All we would say, is this, that 'tis very hard, to take particular care of Children, that are educated in Common; and that, unless it should be thought fit to alter the ordinary and received Method of Studies (which perhaps would meet with great difficulties from interest, incapacity, and humersomness) that cannot be done for them in Common, what may be done in private; and do you what you can, you shall never give them in those places the Air of the World, I mean, that understanding and deportment, which depends from a free and uninterrupted manly converse, without which it will be very hard to mould their Spirit and their Manners.  
But yet we will grant, to the comfort of those that are not qualified not able to educate their Children in private, that they may be bred in Common after a manner, which approaches very much to this way, we are giving the Model of; provided that the persons, with whom you entrust them, have good Principles of Religion, constancy, gentleness and discretion; that they undertake not too many; and have those whom they receive, constantly in their Eye; receiving none that are ill natured, or, if they chance to do, presently dismissing them: Besides, that they be able, if not each in particular, at least all together, to instill into them by conversation the General Principles of those Arts and Sciences, that are of any importance.  
This therefore would be one of the means, which Parents should use themselves to form their Children to honesty and good knowledge, or to make those, whom they shall employ about them, to use it. This would indeed prove a Course of Philosophy, diffused through all the actions of their life, and resulting from the Entertainments and Examples, that should be given them by Speaking and Acting before them, as we would have they should speak and act.  
This would not hinder them from going to hear Orators and Philosophers, in due time; but 'tis likely they would not need it, and that this domestic Course of Philosophy, which they should make without being ware of it, would be no less regular nor less beneficial, nor less complete, than that, which they should make in a College. I could dispense with myself for giving a more particular and precise Idea, and perhaps should do better to forbear, in the judgement of some persons, that are not convinced, that the method, wherein Philosophy is taught, serves little to the forming of Discourse, Reasoning and Manners, and to the knowledge of Nature; But if this Idea is of no use to such persons, it will perhaps not be useless to those, who are already convinced of that truth, or are willing to be informed therein.  
I wish therefore, that the Rhetoric of Children might be made to consist in seasonable Speaking and Silence; in expressing themselves manly, briefly, significantly, and suitably to the motions or passions, which every thing is to raise in the Spirit of Sober men; in relating and examining the reasons of things, and valuing them according to their precise worth; and in forming, from their infancy, their Gesture and Elocution.  
I would have their Logic to consist in accustoming them, with a few Rules, with many Corrections, and with a constant Use of reasoning aright upon the most frequent occurrences of life, to determine seldom, to esteem it an honour to yield to reason, to judge equitably, to speak their opinion modestly, to distinguish doubtful things from certainties, and the different degrees of probability and evidence from inevidence.  
I would teach them no other Ethics or Morals, than to exercise them to suffer others, and to endure themselves; to do nothing in passion, or at least to hid their passions till they shall have mastered them; not to lift themselves above any man how poor or wicked soever; to believe, that all is ill done, what is not done for a good end.  
I would have the New Testament read unto them, after they have been thus prepared: and it might be made out to them (as 'tis not difficult) that whatsoever is taught and prescribed there, is consonant to right Reason. I am not only persuaded, that those Maxims, used in all their Converse and in the whole Conduct of their Life, would stand them instead of Morals, but that all other Morals are useless, and can serve for nothing, but to fill the head with vain speculations.  
After these things I know not, whether I should speak of Natural Philosophy; at least, this I know, that Children should not be troubled but diverted therewith; and I am persuaded, that, having been taught to esteem nothing greater in the world than Serving God, and Doing good to Men, they need employ no other time for that knowledge, than what is requisite to study the History of Nature, Mathematics, and such Arts, as I have been speaking of, especially Mechanics, Chemistry, and Anatomy.  
This great Art of Life, which Aristotle himself calls Useful Philosophy would do the whole business. Upon this Principle one might proceed with them; and it would be so much the more easy to form them by this means to virtue, that they having been bred up in the Latin tongue until the 7th year of their Age, they would have been sheltered from all the idle and sottish converse of mean and servile people, whose manners they are else so apt to take up: And thus they would not enter into the world, but at a time, when they had already acquired some habit in good; nor be discomposed or put out in the conversation with reasonable men, as other Children are, by the ill habit they have taken at that age of being idle, or employed in nothing but trifles.   

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

ERRATA.  
PAg. 17. l. 16. r. be so. p. 23. l. ult. r. 6, or 7. years. p. 49. l. ult. r. arts. p. 66. l: 14 r. for this reason.  
FINIS.