The Reformed School, Part 17
Concerning the Means of Learning.
The true Means by which all Humane …ciences are attainable, are three, and no …ore: The Firſt, is Senſe; the ſecond, Tradi…on; the third, Reaſon.
Senſe is the firſt, becauſe it conveighs unto …ur Imagination the ſhapes and images of all …ings, which memory doth keep in ſtore, that …eaſon may make uſe thereof. nor can any Tradition be entertained with profit, but …at, whereof the Imagination hath received …om Senſe the originall repreſentations.
Tradition is the ſecond, becauſe it is no…ing elſe, but a Communication of thoſe …bſervations which others have made of the …reatures, wherby our want of knowledge … them is ſupplyed. For we ought, To En…ire of the former Age, and be willing to …ake ſearch of their Fathers; becauſe we are …ut of yeſterday and know nothing, and our …yes upon Earth are a ſhadow. Job. 8.8, 9.
Reaſon is the third and laſt Means of …umane Learning, becauſe it makes uſe of … the reports of our Senſes, and of other …ens Tradition; and without theſe it can …ake no inferences to enlarge knowledge, or teach us the right uſe of Creatures for neceſſary occaſions.
From the ſubordination of theſe Means to one another, and their properties to advance us unto Learning; we ſhall gather theſe following Rules of teaching Arts and Sciences.
1. The Arts or Sciences which may be received by meer Senſe ſhould not be taught any other way: for it is no wiſdome to make work to our ſelves: Fruſtra fit per plura quod fieri poteſt per pauciora.
2. Whatſoever in any Art or Science can be made obvious unto Senſe, is firſt to be made Uſe of, as a Precognition unto that which is to be delivered by way of Traditionall o… Rationall precept.
3 As in Nature Senſe is the ſervant of Imagination; Imagination of Memory; Memory of Reaſon: ſo in teaching Arts and Sciences we muſt ſet theſe Faculties a work in this Order towards their proper Objects in every thing, which is to be taught: whence this will follow, that as the Faculties of Mans ſoul naturally perfect each other by their mutuall ſubordination: ſo the Arts which perfect thoſe Faculties ſhould bee gradually ſuggeſted, and the Objects wherewith the Faculties are to be converſant according to the Rules of Art ſhould be offered in that Order, which is anſwerable to their proper ends and uſes and not otherwiſe: for the proportion of every thing to its owne end, doth determine the order and place wherin we are to make uſe of it: for nothing is truly Uſefull, but as it is, in its naturall place.
4. As Childrens Faculties break forth in them, by degrees to be vigorous with their years and the grouth of their Bodyes; ſo they are to be filled with Objects whereof they are capable, and plyed with Arts: whence followeth that while Children are not capable of the Acts of Reaſoning; the Method of filling their Senſes and Imaginations with outward Objects ſhould be plyed: Nor is their Memory at this time to be charged further with any Objects then their Imagination rightly ordered and fixed, doth of it ſelf impreſſe the ſame upon them. Moreover hence followeth, that no Generall Rules are to be given unto any, concerning any thing either to be known or practiſed according to the Rule of any Art or Science; till Senſe Imagination and Memory have received their Impreſſions concerning that wherunto the Rule is to be applyed; and ſo farre as thoſe faculties are ſtored with matters of Obſervation, ſo farre Rules may be given to direct the mind in the uſe of the ſame and no further. Laſtly hence followeth, That the Arts or Sciences which flow not immediatly from particular and ſenſuall objects, but tend immediatly to direct the univerſall Acts of Reaſoning, muſt be taught after all the reſt: becauſe their Uſe is to Regulat that, which is to make Uſe of all the reſt, viz. the Rational faculty; therefore it is a very abſurd and prepoſterous Courſe to teach Logick and Metaphiſicks before or with other Humane Sciences, which depend more upon Senſe and Imagination then Reaſoning.