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more certain, than hath been yet in practice. Brief2 I shall endeavor to be; for that which I have to say, assuredly this nation hath extreme need should be done sooner than spoken. To tell you, therefore, what I have benefited herein among old renowned authors I shall spare; and to search what many modern Januas3 and Didactics, more than ever I shall read, have projected, my inclination leads me not. But if you can accept of these few observations which have flowered off, and are, as it were, the burnishing of many studious and contemplative years altogether spent in the search of religious and civil knowledge, and such as pleased you so well in the relating, I here give you them to dispose of.
The end then of learning is, to repair the ruins of our first parents by regaining to know God aright, and out of that knowledge to love him, to imitate him, to be like him, as we may the nearest by possessing our souls of true virtue, which being united to the heavenly grace of faith, makes up the highest perfection. But because our understanding cannot in this body found itself but on sensible things, nor arrive so clearly to the knowledge of God and things invisible, as by orderly coning over the visible and inferior creature, the same method is necessarily to be followed in all discreet teaching. And seeing every nation affords not experience and tradition enough for all kind of learning, therefore we are chiefly taught the languages of those people who have at any time been most industrious after wisdom; so that language is but the instrument conveying to us things useful to be known. And though a linguist should pride himself to have all the tongues that Babel cleft the world into, yet if he have not studied the solid things in them, as well as the words and lexicons, he were nothing so much to be esteemed a learned man, as any yeoman or tradesman competently wise in his mother-dialect only. Hence appear the many mistakes which have made learning generally so unpleasing and so unsuccessful. First, we do amiss to spend seven or eight years merely in scraping together so much miserable Latin and Greek as might be learned otherwise easily and delightfully in one year. And that which casts our proficiency therein so much behind, is our time lost partly in too oft idle vacancies given both to schools and universities; partly in a preposterous exaction, forcing the empty wits of children to compose themes, verses and orations, which are the acts of ripest judgment, and the final work of a head filled by long reading and observing with elegant maxims and copious invention. These are not matters to be wrung from poor striplings, like blood out of the nose, or the plucking of untimely fruit; besides all the ill habit which they get of wretched barbarizing
against the Latin and Greek idiom, with their untutored Anglicisms, odious to be read, yet not to be avoided without a well-continued and judicious conversing among pure authors, digested, which they scarce taste. Whereas, if after some preparatory grounds of speech by their certain forms got into memory, they were led to the praxis hereof in some chosen short book lessoned thoroughly to them, they might then forthwith proceed to learn the substance of good things and arts in due order, which would bring the whole langnage quickly into their power. This I take to be the most rational and most profitable way of learning languages, and whereby we may best hope to give account to God of our youth spent herein. And for the usual method of teaching arts, I deem it to be an old error of universities, not yet well recovered from the scholastic grossness of barbarous ages, that instead of beginning with arts most easy, (and those be such as are most obvious to the sense,) they present their young, unmatriculated novices, at first coming with the most intellective abstractions of logic and metaphysics; so that they having but newly left those grammatic flats and shallows, where they stuck unreasonably to learn a few words with lamentable construction, and now on the sudden transported under another climate, to be tossed and turmoiled with their unballasted wits in fathomless and unquiet deeps of controversy, do for the most part grow into hatred and contempt of learning, mocked and deluded all this while with ragged notions and babblements, while they expected worthy and delightful knowledge; till poverty or youthful years call them importunely their several ways, and hasten them, 10 with the sway of friends, either to an ambitious and mercenary, or ignorantly zealous divinity: some allured to the trade of law,11 grounding their purposes not on the prudent and heavenly contemplation of justice and equity, 12 which was never taught them, but on the promising and pleasing thoughts of litigous terms, fat contentions, and flowing fees: others betake them to state affairs with souls so unprincipled in virtue and true generous breeding, that flattery, and court-shifts, and tyrannous aphorisms, appear to them the highest points of wisdom;13 instilling their barren hearts with a conscientious slavery, if, as I rather think, it be not feigned: others, lastly, of a more delicious and airy spirit, retire themselves, knowing no better, to the enjoyments of ease and luxury," living out their days in feast and jollity, which indeed is the wisest and safest course of all these, unless they were with more integrity undertaken. And these are the errors, and these are the fruits of mis-spending our prime youth at the schools and universities, as we do, either in learning mere words, or such things chiefly as were better unlearnt.
I shall detain you no longer in the demonstration of what we should not do, but straight conduct you to a hillside, where I will point you out the right path of a virtuous and noble education; laborious indeed at the first ascent, but else so smooth, so green, so full of goodly prospect and melodious sounds on every side, that the harp of Orpheus was not more charming. 15 I doubt not but ye shall have more ado to drive our dullest and laziest youth, our stocks and stubs, from the infinite desire of such a happy nurture, than we have now to haul and drag our choicest and hopefullest wits to that asinine feast of sow-thistles and brambles which is commonly set before them as all the food and entertainment of their tenderest and most docible age. I call, therefore, a complete and generous education, that which fits a man to perform justly, skilfully, and magnanimously, all the offices both private and public, of peace and war.' 16 And how all this may be done between twelve and one-and-twenty, less time than is now bestowed in pure trifling at grammar and sophistry, is to be thus ordered.
First, to find out a spacious house and ground about it fit for an ACADEMY, and big enough to lodge one hundred and fifty persons, whereof twenty or thereabout may be attendants, all under the government of one who shall be thought of desert sufficient, and ability either to do all, or wisely to direct and oversee it done. This place should be at once both school and university, 18 not needing a remove to any other house of scholarship, except it be some peculiar college of law or physic where they mean to be practitioners; but as for those general studies which take up all our time from Lilly19 to the commencing,20 as they term it, master of art, it should be absolute. After this pattern as many edifices may be converted to this use as shall be needful in every city21 throughout this land, which would tend much to the increase of learning and civility everywhere. This number, less or more, thus collected, to the convenience of a foot-company or interchangeably two troops of cavalry, should divide their day's work into three parts as it lies orderly, their studies, their exercise, and their diet.
I. For their studies: first, they should begin with the chief and necessary rules of some good grammar, either that now used or any better;22 and while this is doing, their speech is to be fashioned to a distinct and clear pronunciation,23 as near as may be to the Italian, especially in the vowels. For we Englishmen being far northerly, do not open our mouths in the cold air wide enough to grace a southern tongue, but are observed by all other nations to speak exceeding close and inward; so that to smatter Latin with an English mouth, is as ill a
hearing as law French. Next, to make them expert in the usefullest points of grammar, and withal to season them and win them early to the love of virtue and true labor, ere any flattering seducement or vain principle seize them wandering, some easy and delightful book24 of education should be read to them, whereof the Greeks have store, as Cebes, Plutarch, and other Socratic discourses;25 but in Latin we have none of classic authority extant, except the two or three first books of Quintilian,26 and some select pieces elsewhere. But here the main skill and groundwork will be, to temper them such lectures and explanations, upon every opportunity, as may lead and draw them in willing obedience, inflamed with the study of learning and the admiration of virtue, stirred up with high hopes of living to be brave men and worthy patriots, dear to God and famous to all ages. That they may despise and scorn all their childish and ill-taught qualities, to delight in manly and liberal exercises; which he who hath the art and proper eloquence to catch them with, what with mild and effectual persuasions, and what with the intimation of some fear, if need be, but chiefly by his own example, might in a short space gain them to an incredible diligence and courage, infusing into their young breasts such an ingenuous and noble ardor as would not fail to make many of them renowned and matchless men. At the same time, some other hour of the day, might be taught them the rules of arithmetic, and, soon after, the elements of geometry, even playing, as the old manner was. After evening repast, till bed-time, their thoughts would be best taken up in the easy grounds of religion, and the story of scripture.27 The next step would be to the authors of agriculture, Cato, Varro, and Columella, for the matter is most easy; and if the language be difficult, so much the better; it is not a difficulty above their years. And here will be an occasion of inciting and enabling them hereafter to improve the tillage of their country, to recover the bad soil, and to remedy the waste that is made of good; for this was one of Hercules' praises. 28 Ere half these authors be read, (which will soon be with plying hard and daily,) they can not choose but be masters of any ordinary prose: so that it will be then seasonable for them to learn in any modern author the use of the globes and all the maps, first with the old names, and then with the new 29 or they might then be capable to read any compendious method of natural philosophy. And at the same time might be entering into the Greek tongue, after the same manner as was before prescribed for the Latin; whereby the difficulties of grammar being soon overcome, all the historical physiology 30 of Aristotle and Theophrastus, are open before them, and as I may say, under contribution.
The like access will be to Vitruvius, to Seneca's Natural Questions, to Mela, Celsus, Pliny, or Solinus. 31 And having thus past the principles of arithmetic, geometry, astronomy, and geography, with a general compact of physics, they may descend in mathematics to the instrumental science of trigonometry, and from thence to fortification, architecture, enginery, or navigation.32 And in natural philosophy they may proceed leisurely from the history of meteors, minerals, plants, and living creatures, as far as anatomy.3 Then also in course might
be read to them out of some not tedious writer the institution of physic; that they may know the tempers, the humors, the seasons and how to manage a crudity; which he who can wisely and timely do is not only a great physician to himself and to his friends, but also may at some time or other save an army by this frugal and expenseless means only, and not let the healthy and stout bodies of young men rot away under him for want of this discipline, which is a great pity, and no less a shame to the commander.34 To set forward all these proceedings in nature and mathematics, what hinders but that they may procure, as oft as shall be needful, the helpful experiences of hunters, fowlers, fishermen, shepherds, gardeners, apothecaries; and in other sciences, architects, engineers, mariners, anatomists, who doubtless would be ready, some for reward, and some to favor such a hopeful seminary.35 And this will give them such a real tincture of natural knowledge as they shall never forget, but daily argument with delight. Then also those poets which are now counted most hard, will be both facile and pleasant, Orpheus, Hesoid, Theocritus, Aratus, Nicander, Oppian, Dionysius; and, in Latin, Lucretius, Manilius, and the rural part of Virgil.36
By this time years and good general precepts will have furnished them more distinctly with that act of reason which in ethics is called proairesis, that they may with some judgment contemplate upon moral good and evil. 37 Then will be required a special reinforcement of constant and sound endoctrinating, to set them right and firm, instructing them more amply in the knowledge of virtue and hatred of vice; while their young and pliant affections are led through all the moral works of Plato, Xenophon, Cicero, Plutarch, Laertius, and those Locrian remnants; but still to be reduced in their nightward studies wherewith they close the day's work under the determinate sentence of David or Solomon, or the evangelist and apostolic Scriptures. 38 Being perfect in the knowledge of personal duty, they may then begin the study of economics. 39 And either now or before this, they may have easily learned at any odd hour the Italian tongue.* And soon after, but with wariness and good antidote, it would bo No. 5.-VOL. II, No. 1.-6.