The Reformed School, Part 18 – Part 19
Concerning the Parts of Learning.
The Parts of Humane Learning wherin Children are to be exerciſed are firſt the grounds and precepts of profitable Arts and Sciences. Secondly, the Tongues which are moſt uſefull to enlarge the knowledge thereof.
By profitable Arts and Sciences, we meane all matters of knowledge which direct man to the right uſe of all Creatures, and the ordering of his owne Faculties about them.
The Tongues which are ordinarily moſt uſefull to enlarge the knowledge of theſe Arts and Sciences, are Latin and Greek; and that which in an extraordinary way will in due time be uſefull heerunto, is Hebrew, and the other Orientall Tongues which are a kinne unto it.
Concerning theſe parts of Learning, we lay down theſe Maximes as grounds of teaching the ſame.
1. Arts and Sciences are immediatly uſefull by themſelves to reſtore the defects of our nature by the Creatures.
2. Tongues are no further finally uſefull then to enlarge Traditionall Learning; and without their ſubordination unto Arts and Sciences, they are worth nothing towards the advancement of our Happineſs.
3. The Immediat Uſe of Tongues is only to Underſtand what others ſay to us, according to their cuſtome of ſpeaking; and to expreſſe our mind unto them ſignificantly according to our cuſtome.
From theſe Maximes we gather theſe following Rules of Teaching.
1. The teaching of Arts and Sciences ought not to be ſuſpended upon the teaching of unknown Tongues, but made familiar unto the childrens capacity in their Mother-Tongue firſt; and afterward enlarged by the Uſe of other Tongues.
2. The Arts and Sciences which lead us moſt directly unto the Uſe of the creatures without any reflexion upon our own Faculties are firſt to be taught; becauſe they may be taken up by the ſimple Acts of Senſe, Imagination and Memory, without much Reaſoning.
3. The Arts and Sciences which lead us to reflect upon the uſe of our owne Faculties, are not to be taught, till we are fully acquainted with their proper Objects, and the direct …cts of the Faculties about them.
4. The knowledge of Tongues is the proper effect of Memory, and not of any Reaſoning abilitie, becauſe they depend upon the Obſervation only of that which is the conſtant cuſtome of people; and not upon any rationall inducement why they do ſo. whence followeth. 1. That thoſe things which are moſt helpfull and ſubſervient unto memory, are to be ſet a work in teaching Languages; rather then thoſe that employ the Judgement. 2. That the wayes which fix and order the Imagination moſt effectually towards the ſound of the words and the thing ſignified therby, are moſt advantageous to this way of teaching. 3. That the teaching of words, is no further Uſefull then the things ſignified therby are familiar to the Imaginatiō, and that the teaching of Rules before the Materiall ſenſe of the words is known, or before the formall coherence of things which their conſtruction is to repreſent in a Sentence, can be apprehended; is wholly prepoſterous and unprofitable to the Memory.
5. So farre as children are capable of Traditionall knowledge: ſo farre in every degree of Science they may be taught the Tongues which ſerve for that Uſe; but till they be fitted for the one, the other is Uſeleſs to them.
6. Whatſoever in the teaching of Tongues doth not tend to make them a help unto Traditionall knowledge, by the manifeſtation of Reall Truths in Sciences, is ſuperfluous, and not to be inſiſted upon, eſpecially towards Children. whence followeth that the Curious ſtudy of Criticiſmes, and obſervation of Styles …n Authors, and of ſtraines of wit, which ſpeak …othing of Reality in Sciences, are to be left …o ſuch as delight in vanityes more then in Truths.
From theſe Maximes and Rules the Ra…ionality of the enſuing Method may be made …ut to the full, if time did permit; but we ſhall …ot inſiſt upon that now: only we ſhall ſhew …hat by them we are led to teach and conſider …atters of Learning in this Order.
Firſt, to conſider the Children that are to …e taught; Secondly, the Things which are to …e taught unto them; Thirdly, the Manner …nd way of teaching the ſame.
Concerning the Children; we muſt reflect …pon their ordinary Capacities, and diſtin…uiſh the ſame into their naturall degrees.
Concerning the Things which are to be …aught; we muſt reflect upon a twofold pro…ortion therin▪ firſt, we muſt find out that which is proportionat to the degree of every ones Capacity. Secondly, we muſt order every thing which is ſutable to each Capacity, proportionally to the end for which it is to be taught, as in its proper place it is ſubordinat… unto other things, which muſt follow in the Courſe of Education.
Concerning the way and manner of teaching and propoſing the ſame; we muſt ſtudie by the properties of Things to be taught, to find all manner of advantages; and according to circumſtances determine the way which will bring no loſſe of time, nor be weariſom… and tedious to the Children, and which wil… make the matters taught moſt eaſie for the… apprehenſion, and delightfull to their affections in apprehending the ſame. For, I ſuppoſe that this Concluſion in this matter is a… firme, as any Mathematicall Demonſtratio… in other matters. viz: If all degrees of Childrens Capacities be fitted with proper Objects, if none of the Things, which any … their Faculties can receive, be left untaugh… if no time be loſt in teaching, nor any thi… offered before it be ſeaſonable, if that whic… is taught in the firſt place be not diſiointe… from that which followeth after, but made … ſteppe therunto.
If all matters offered, by their conjunctio… make him that receiveth them a perfect ma… …eading him without diſtraction to his true end: and if no ſervile conſtraint be laid upon …he inclination of him that is taught, by forcible meanes to break his Spirits: but his af…ections raiſed to a delightfull willingneſs, to …eceive that which is offered; by allurements …nd generous inſinuations readily.
If (I ſay) all theſe things be obſerved, in …he Courſe of Teaching; then little or no…hing will be wanting, which can be wiſhed …or towards the advancement of learning in …his way, or can be proſecuted by rationall …ndevours and humane Induſtry.
Of the Ordinary degrees of Childrens naturall Capacities.
Till a Childs tongue be untyed and confirmed in ſome meaſure to ſpeak and imitate …he ordinary Sounds of ſpeech; he is to be …ounted an infant. and this ordinarily is not …ll Children be four or five yeeres old: …et, before this time their Senſes are awake, …heir Imagination is not idle; and therefore …ught to be exerciſed with ſome Objects fitt …r the framing of their Memory towards …ture preparatives of Learning.
From the time of Infancy, till the age of …entie; there are three different degrees of …apacities, which ordinarily ſhew themſelves in three periods of yeeres; from foure or five, till eight or nine, is the firſt, from eight or nine, till thirteen or fourteen, is the ſecond▪ and from thirteen or fourteen, till ninetee… or twenty, is the third period of Capacity.
In the firſt of theſe periods, the Capacity of Children is none other but Senſe and Imagination, with the beginnings of Memory.
In the ſecond, it is Imagination and Me…mory with the beginnings of Reaſoning, an… now we count him paſt Childhood, and becomes a youth.
In the third, he is Capable of all the Acts … Reaſoning, and of the Principles of Judge…ment and Prudencie; wherby he ought t… order himſelf in all things aright toward God and Man. And when a Schollar … brought thus farre, he is not to be under Tutors any longer: and till he be brought th… farre, he is not ſafe, without ſome Tutori… and Diſcipline.