should by no means practice it, till they write perfectly well, and have thoroughly fixed the habit of doing so.

FRENCH.

156. As soon as he can speak English, it is time for him to learn some other language; this nobody doubts of, when French is proposed. And the reason is, because people are accustomed to the right way of teaching that language, which is by talking it into children in constant conversation, and not by grammatical rules. The Latin tongue would easily be taught the same way, if his tutor, being constantly with him, would talk nothing else to him, and make him answer still in the same language. But because French is a living language, and to be used more in speaking, that should be first learned, that the yet pliant organs of speech might be accustomed to a due formation of those sounds, and he get the habit of pronouncing French well, which is the harder to be done, the longer it is delayed.

LATIN.

157. When he can speak and read French well, which in this method is usually in a year or two, he should proceed to Latin, which it is a wonder parents, when they have had the experiment in French, should not think ought to be learned the same way, by talking and reading. Only care is to be taken, whilst he is learning these foreign languages, by speaking and reading nothing else with his tutor, that he do not forget to read English, which may be preserved by his mother, or somebody else, hearing him read some chosen parts of the Scripture or other English book, every day.

158. Latin I look upon as absolutely necessary to a gentleman; and indeed custom, which prevails over every thing, has made it so much a part of education, that even those children are whipped to it, and made to spend many hours of their precious time uneasily in Latin, who, after they are once gone from school, are never to have more to do with it, as long as they live. Can there be any thing more ridiculous, than that a father should waste his own money, and his son's time, in setting him to learn the Roman language, when, at the same time, he designs him for a trade, wherein he having no use of Latin, fails not to forget that little which he brought from school, and which it is ten to one he abhors for the ill usage it procured him? Could it be believed, unless we had every where amongst us examples of it, that a child should be forced to learn the rudiments of a language, which he is never to use in the course of life that he is designed to, and neglect all the while the writing a good hand, and casting accounts, which are of great advantage in all conditions of life, and to most trades indispensably necessary? But though these qualifications, requisite to trade and commerce, and the business of the world, are seldom or never to be had at grammar-schools; yet thither not only gentlemen send their younger sons intended for trades, but even tradesmen and farmers fail not to send their children, though they have neither intention nor ability to make them scholars. If you ask them, why they do this? they think it as strange a question as if you should ask them why they go to church? Custom serves for reason, and has, to those who take it for reason, so consecrated this method, that it is almost religiously observed by them; and they stick to it, as if their children had scarce an orthodox education, unless they learned Lilly's grammar.

159. But how necessary soever Latin be to some, and is thought to be to

others, to whom it is of no manner of use or service, yet the ordinary way of learning it in a grammar-school, is that, which having had thoughts about, I can not be forward to encourage. The reasons against it are so evident and cogent, that they have prevailed with some intelligent persons to quit the ordinary road, not without success, though the method made use of was not exactly that which I imagine the easiest, and in short is this: to trouble the child with no grammar at all, but to have Latin, as English has been, without the perplexity of rules, talked into him; for, if you will consider it, Latin is no more unknown to a child, when he comes into the world, than English; and yet he learns English without master, rule, or grammar; and so might he Latin too, as Tully did, if he had somebody always to talk to him in this language. And when we so often see a French woman teach an English girl to speak and read French perfectly, in a year or two, without any rule of grammar, or any thing else, but prattling to her; I can not but wonder, how gentlemen have been overseen this way for their sons, and thought them more dull or incapable than their daughters.

160. If therefore a man could be got, who, himself speaking good Latin, could always be about your son, talk constantly to him, and suffer him to speak or read nothing else, this will be the true and genuine way, and that which I would propose, not only as the easiest and best, wherein a child might, without pains or chiding, get a language, which others are wont to be whipped for at school, six or seven years together; but also as that, wherein at the same time he might have his mind and manners formed, and he be instructed to boot in several sciences, such as are a good part of geography, astronomy, chronology, anatomy, besides some parts of history, and all other parts of knowledge of things, that fall under the senses, and require little more than memory. For there, if we would take the true way, our knowledge should begin, and in those things be laid the foundation; and not in the abstract notions of logic and metaphysics, which are fitter to amuse, than inform the understanding, in its first setting out towards knowledge. When young men have had their heads employed a while in those abstract speculations, without finding the success and improvement, or that use of them which they expected, they are apt to have mean thoughts, either of learning, or themselves; they are tempted to quit their studies, and throw away their books, as containing nothing but hard words, and empty sounds: or else to conclude that if there be any real knowledge in them, they themselves have not understandings capable of it. That this is so, perhaps I could assure you upon my own experience. Amongst other things to be learned by a young gentleman in this method, whilst others of his age are wholly taken up with Latin and languages, may also set down geometry for one, having known a young gentleman, bred something after this way, able to demonstrate several propositions in Euclid, before he was thirteen.

161. But if such a man can not be got, who speaks good Latin, and, being able to instruct your son in all these parts of knowledge, will undertake it by this method; the next best is to have him taught as near this way as may be, which is by taking some easy and pleasant book, such as Æsop's Fables, and writing the English translation, (made as literal as it can be,) in one line, and the Latin words, which answer each of them, just over it in another. These let him read every day over and over again, till he perfectly understands tho

Latin; and then go on to another fable, till he be also perfect in that, not omitting what he is already perfect in, but sometimes reviewing that, to keep it in his memory. And when he comes to write, let these be set him for copies; which, with the exercise of his hand, will also advance him in Latin. This being a more imperfect way than by talking Latin unto him, the formation of the verbs first, and afterwards the declensions of the nouns and pronouns perfectly learnt by heart, may facilitate his acquaintance with the genius and manner of the Latin tongue, which varies the signification of verbs and nouns, not as the modern languages do, by particles prefixed, but by changing the last syllables. More than this of grammar I think he need not have, till he can read himself "Sanctii Minerva," with Scioppius and Perizonius's notes.

In teaching of children this too, I think, it is to be observed, that in most cases, where they stick, they are not to be farther puzzled, by putting them upon finding it out themselves; as by asking such questions as these, viz.: Which is the nominative case in the sentence they are to construe? or demanding what "aufero" signifies, to lead them to the knowledge what "abstulere" signifies, &c., when they can not readily tell. This wastes time only in disturbing them; for whilst they are learning, and applying themselves with attention, they are to be kept in good humor, and every thing made easy to them, and as pleasant as possible. Therefore, wherever they are at a stand, and are willing to go forwards, help them presently over the difficulty without any rebuke or chiding: remembering that, where harsher ways are taken, they are the effect only of pride and peevishness in the teacher, who expects children should instantly be masters of as much as he knows: whereas he should rather consider, that his business is to settle in them habits, not angrily to inculcate rules, which serve for little in the conduct of our lives; at least are of no use to children, who forget them as soon as given. In sciences where their reason is to be exercised, I will not deny, but this method may sometimes be varied, and difficulties proposed on purpose to excite industry, and accustom the mind to employ its whole strength and sagacity in reasoning. But yet, I guess, this is not to be done to children whilst very young; nor at their entrance upon any sort of knowledge: then every thing of itself is difficult, and the great use and skill of a teacher is to make all as easy as he can. But particularly in learning of languages there is least occasion for posing of children. For languages being to be learned by rote, custom, and memory, are then spoken in greatest perfection, when all rules of grammar are utterly forgotten. I grant the grammar of a language is sometimes very carefully to be studied: but it is only to be studied by a grown man, when he applies himself to the understanding of any language critically, which is seldom the business of any but professed scholars. This, I think, will be agreed to, that, if a gentleman be to study any language, it ought to be that of his own country, that he may understand the language, which he has constant use of, with the utmost accuracy.

There is yet a farther reason, why masters and teachers should raise no difficulties to their scholars; but, on the contrary, should smooth their way, and readily help them forwards, where they find them stop. Children's minds are narrow and weak, and usually susceptible but of one thought at once. Whatever is in a child's head, fills it for the time, especially if set on with any passion. It should therefore be the skill and art of the teacher, to clear their heads of all other thoughts, whilst they are learning of any thing, the better

to make room for what he would instill into them, that it may be received with attention and application, without which it leaves no impression. The natural temper of children disposes their minds to wander. Novelty alone takes them; whatever that presents, they are presently eager to have a taste of, and are as soon satiated with it. They quickly grow weary of the same thing, and so have almost their whole delight in change and variety. It is a contradiction to the natural state of childhood, for them to fix their fleeting thoughts. Whether this be owing to the temper of their brains, or the quickness or instability of their animal spirits, over which the mind has not yet got a full command; this is visible, that it is a pain to children to keep their thoughts steady to any thing. A lasting continued attention is one of the hardest tasks can be imposed on them: and therefore, he that requires their application, should endeavor to make what he proposes as grateful and agreeable as possible; at least, he ought to take care not to join any displeasing or frightful idea with it. If they come not to their books with some kind of liking and relish, it is no wonder their thoughts should be perpetually shifting from what disgusts them, and seek better entertainment in more pleasing objects, after which they will unavoidably be gadding.

It is, I know, the usual method of tutors, to endeavor to procure attention in their scholars, and to fix their minds to the business in hand, by rebukes and corrections, if they find them ever so little wandering. But such treatment is sure to produce the quite contrary effect. Passionate words or blows from the tutor fill the child's mind with terror and affrightment, which immediately takes it wholly up, and leaves no room for other impressions. I believe there is nobody, that reads this, but may recollect, what disorder hasty or imperious words from his parents or teachers have caused in his thoughts; how for the time it has turned his brains, so that he scarce knew what was said by, or to him: he presently lost the sight of what he was upon; his mind was filled with disorder and confusion, and in that state was no longer capable of attention to any thing else.

It is true, parents and governors ought to settle and establish their authority, by an awe over the minds of those under their tuition; and to rule them by that: but when they have got an ascendant over them, they should use it with great moderation, and not make themselves such scarecrows, that their scholars should always tremble in their sight. Such an austerity may make their government easy to themselves, but of very little use to their pupils. It is impossible children should learn any thing, whilst their thoughts are possessed and disturbed with any passion, especially fear, which makes the strongest impression on their yet tender and weak spirits. Keep the mind in an easy calm temper, when you would have it receive your instructions, or any increase of knowledge. It is as impossible to draw fair and regular characters on a trembling mind, as on a shaking paper.

The great skill of a teacher is to get and keep the attention of his scholar: whilst he has that, he is sure to advance as fast as the learner's abilities will carry him; and without that, all his bustle and pother will be to little or no purpose. To attain this, he should make the child comprehend, (as much as may be,) the usefulness of what he teaches him; and let him see, by what he has learned, that he can do something which he could not do before; something which gives him some power and real advantage above others, who are

ignorant of it. To this he should add sweetness in all his instructions; and by a certain tenderness in his whole carriage, make the child sensible that he loves him, and designs nothing but his good; the only way to beget love in the child, which will make him hearken to his lessons, and relish what he teaches him. Nothing but obstinacy should meet with any imperiousness or rough usage. All other faults should be corrected with a gentle hand; and kind encouraging words will work better and more effectually upon a willing mind and even prevent a good deal of that perverseness, which rough and imperious usage often produces in well-disposed and generous minds. It is true, obstinacy and willful neglects must be mastered, even though it cost blows to do it: but I am apt to think perverseness in the pupils is often the effect of forwardness in the tutor: and that most children would seldom have deserved blows, if needless and misapplied roughness had not taught them ill-nature, and given them an aversion to their teacher and all that comes from him.

Inadvertency, forgetfulness, unsteadiness, and wandering of thought, are the natural faults of childhood; and therefore, when they are not observed to be willful, are to be mentioned softly, and gained upon by time. If every slip of this kind produces anger and rating, the occasions of rebuke and corrections will return so often that the tutor will be a constant terror and uneasiness to his pupils; which one thing is enough to hinder their profiting by his lessons, and to defeat all his methods of instruction.

Let the awe he has got upon their minds be so tempered with the constant marks of tenderness and good will, that affection may spur them to their duty, and make them find a pleasure in complying with his dictates. This will bring them with satisfaction to their tutor; make them hearken to him, as to one who is their friend, that cherishes them, and takes pains for their good; this will keep their thoughts easy and free, whilst they are with him, the only temper wherein the mind is capable of receiving new informations, and of admitting into itself those impressions, which if not taken and retained, all that they and their teacher do together is lost labor; there is much uneasiness, and little learning.

one.

162. When, by this way of interlining Latin and English one with another, he has got a moderate knowledge of the Latin tongue, he may then be advanced a little farther to the reading of some other easy Latin book, such as Justin, or Eutropius; and to make the reading and understanding of it the less tedious and difficult to him, let him help himself, if the please, with the English translation. Nor let the objection, that he will then know it only by rote, fright any This, when well considered, is not of any moment against, but plainly for, this way of learning a language; for languages are only to be learned by rote; and a man, who does not speak English or Latin perfectly by rote, so that having thought of the thing he would speak of, his tongue of course, without thought of rule or grammar, falls into the proper expression and idiom of that language, does not speak it well, nor is master of it. And I would fain have any one name to me that tongue, that any one can learn or speak as he should do, by the rules of grammar. Languages were made not by rules or art, but by accident, and the common use of the people. And he that will speak them well, has no other rule but that; nor any thing to trust to but his memory, and the habit of speaking after the fashion learned from those that are allowed to speak properly, which, in other words, is only to speak by rote.