The First Stage.
New Instructions to the Guardian.

1. THE Two things to be pra­ctised upon in the Breed­ing up a Gentleman, are, Good Manners, and Knowledge: It is not my design in this small Tract to meddle with Morality, and the Dutiful or Adviseable Practices of the Respective Behaviour of Child­hood, Youth, and Riper Years, ei­ther at Home, or in the Universi­ty or Country, and that in Private or Publick Conditions; for this was the business of The Guardian's Instructions, the Method, Manage­ment and Parts of which may be known by the Preface before the Book, or the Index at the end of it.

2. My concern therefore at pre­sent is, with the Knowledge of a [Page 51]Child, and to reduce my own Ob­servation (with just Deference to others) into some Rules to help at first, and afterward to improve the Natural desire of Knowledge, which discovers it self with the first ex­ercise of Reason.

The Rules are Few and Easie, because the eager Appetite after Novelty is heightened by the Plea­sure which attends it; so that if it be burdened with the Number, or stifled with the Difficulty of Instru­ctions, Distrust will make the De­fire more indifferent, and the Pro­gress more moderate.

3. For Method sake I have mea­sured out One and Twenty Years, by such distinct Stages as I thought convenient, with Directions agree­able to each Interval.

How to treat a Child from his beginning to Read 'till Six Years old, from Six to Fourteen, from Fourteen to One and Twenty: These Distances are calculated for [Page 52]the common Capacity of Human Nature, not for the Gigantick rea­ches of some singular Prodigies of Parts, who do Wonders from the Cradle, and early stride over one of these Stages in a Breath; and if they did not hasten as fast to Die, would want Matter to know be­fore they come of Age. He who will undertake to prescribe just Rules for such Abilities as these, were best first to take good care to be somewhat like them himself.

The First Stage.
For English.

AS soon as ever the Child is a­ble to speak several Words plain, let him be taught his Letters.

1. By this means he will grow able much sooner, and with much more ease, to Apprehend and Pro­nounce all manner of Words, than [Page 53]he would otherwise doe, from the confusion of a bare Family-Noise: Wherein the frequent difference of Tones, and the hasty Abbrevia­tions of Words, in the common rambling Talk, make the Child apt to mistake one Word or Sylla­ble for another, and so make it much longer before he come to speak perfectly well, than it will be after he be thus somewhat prepa­red, to observe, apprehend, and catch at the Pronunciation of the Syllables he hears.

2. This will be a means to put some stop to the perpetual Motion and Hurry a Child is in all the Day long, which is good for no­thing but to make the Nurse sleep well. For tho' it looks somewhat diverting to see a Child brisk, yet if his Motion be too Violent, or too Frequent, it will keep his Brains in an everlasting Tumult, and put him so many degrees back from thinking. Whereas if he did but breath now and then on the Horn [Page 54]Book, this would help to fix the Mercury of his Idle Soul, give the Spirits time to settle, and insensi­bly make preparation for as much resemblance of some kind of Seri­ousness as every degree of Tame­ness in Childhood can promise. And the Pauses at first between e­very Letter, and afterwards the di­stinctive Points in Sentences, which the Child ought to be carefully taught to observe, will bridle the Infant-Eartlestness, make him look as if he did consider, and in time make him really do so; and I can­not but blame the common Pra­ctice. It is thought a kind of Per­fection in Reading, if the Child read loud and fast; beside the in­decency of each, one begets an ill­becoming Tone, and the other hin­ders the minding the Sense and Truth of what is read.

3. When you begin with a Child, do not clog him with too much; let him come to his Book as to his Re­creation: That the frequent exer­cise [Page 55]of Memory in Persons of Dis­cretion helps it, cannot be denied; but burdening a tender memory doth not so: the delight which is taken in Performances will strengthen the Faculty; but tireing of it weakens the same. The Mind of a Child is to be dieted like his Stomach, little and often; for ful­ness creates heaviness, and that is but another name for dulness; nay sometimes a Surfeit follows it; now a Surfeit in the beginning of Learning is fatal. If he dread and loath his Book, if ever you intend to make him a great Man, you must be sure to provide him a good Clark.

4. Forasmuch as the unexperi­enced Apprehension of a Child is weak and tardy, the Elements of Instruction ought to be very simple and easie: For Difficulty and Dis­couragement begin with the same Letter. And therefore tho' I were sure to have my Eyes scratcht out the next Moment, I cannot forbear [Page 56]speaking irreverently of the Grave Horn-Book in use, which brings in the Country School-Dames so many Groats a Week: For the mixing the Great and Small Letters at first teaching, and putting down the same Letter in different Figures, as R. S. and Ʋ, &c. must needs di­stract an Infant, and make him keep the Straw much longer in his Fingers than he need to do.

One Caution I cannot fail of putting in here: There are certain Letters which some Children can­not so soon learn to pronounce as they do the others, especially R. and L. if you find that this is not out of heedlesness only, but some kind of unusual Difficulty, go on at present without them (they will come in time) and do not stop the Child's progress, 'till he get the Pronunciation of these two Letters also, for you know not how much time you may hin­der him of.

[Page 57]After he is perfect in his Letters, let him Spell as follows:

The Church Catechism after this.

This is a method, the easiest I could think of, for a Child at first to be taught in. And here I leave him to be farther perfected in this Language, by useful Books to this purpose.

If any Man complain that I might have spent my time on bigger and louder Subjects; let him read the Catalogues of Famous Men, col­lected by Elzevir, Crenius, Morhofus and others: And then he will pardon a Man of my Size.

The second Stage.
From Six to Fourteen.

AFter the Child can read the Bible, (which may be pre­sumed about six Years of Age) let him immediately fall to Latin: And because Latin cannot go down so easily as English, which is the fa­miliar Language of the whole Fa­mily, and which the Childs Neces­sities make him earnest to under­stand; I therefore think it conve­nient that this dry and tough Diet be larded now and then with some English Exercises, which may be diverting and useful also; which I thought fit to prefix before the Rules for learning Latin and Greek.

1. It will be fit now to fix his Memory by some such like Method as this which follows, repeating the things over once every day.

[Page 64]From the Creation of the World, to the great Flood of Noah. The First Chapter of Genesis to the Seventh.

From Noah's Flood, to Abra­ham's going into the promised Land. Genesis the seventh Chapter to the twelfth.

From Abraham's going into the promised Land, to Jacob's going into Aegypt, to Joseph his Son. Genesis the Twelfth Chapter, to the Forty sixth.

From Jacob's going down into Aegypt, to the deliverance of the Israelites from Aegypt by Moses. Genesis the forty sixth Chapter, to the thirteenth Chapter of Exodus.

From Moses carrying the Israelites out of Aegypt, to Joshua's bringing them into the promised Land, over the River Jordan. The thirteenth Chapter of Exodus, to the fourth Chapter of the Book of Joshua.

From Joshua's carrying the Isra­clites into the promised Land, to Saul the first King of the Israelites anointed by Samuel. The fourth [Page 65]Chapter of the Book of Joshua, to the first Book of Samuel and the tenth Chapter.

From Saul's being annointed King of Isnael, to the Dividing of the King­dom by the Ten Tribes running a­way to Jeroboam: the first Book of Samuel and the tenth Chapter, to the first Book of Kings and the twelfth Chapter.

From the Division of the King­dom under Jeroboam, to the Destru­ction of the Israelites and Samaria by the King of Assyria. The first Book of Kings, the twelfth Chap­ter, to the second Book of Kings, and the eighteenth Chapter.

From the Destruction of the Israelites, to the the Destruction of Jerusalem and the Jews. The se­cond Book of Kings, the eight­teenth Chapter, to the second of Kings, the twenty fifth Chapter.

From the Destruction of Jerusa­lem and the Jews, to Cyrus delivering the Jews from Captivity. The second Book of the Kings, the [Page 66]twenty fifth Chapter, to the first Chapter of the Book of Ezra.

From the Deliverance of the Jews from Captivity by Cyrus King of the Persians, to the Destruction of the Persian Empire by Alexander the Great. The first Chapter of the Book of Ezra, to the first Chapter of the first Book of Maccabes.

From the Destruction of the Persian Empire by Alexander the Great, to Judas Maccabaeus. The first Chapter of the first Book of Maccabes, to the first Book of Mac­cabes and the third Chapter.

From Judas Maccabaeus to Jesus Christ. The first of Maccabees the third, to the first Chapter of St. Mattew.

As the Child grows up, and Me­mory ripens, you may add the Years from time to time, and fill up these distances with more or fewer Par­ticulars; according to the Method of the Apparatus ad Theologiam, pag. 102. And practice him in the Years after Christ by Centuries on­ly, from one Emperor to another.

[Page 67]2. Because nothing more con­tributes to the enlarging of a Childs Capacity than variety of Matter, though in things at first not fully understood, it may be useful be­tween whiles to pratle with him at such a rate as this.

Take the Figures from 1, 2, 3, &c. to 12. and place under each Fi­gure such things promiscuously, as fall under every Number. As for Example

I.

One World.

One God.

One Mediator, &c.

II.

Two Testaments.

Two Tables in the Command­ments.

Two Sacraments in the New Testament.

III.

Three Persons in the Blessed Tri­nity.

[Page 68]Three Creeds or Summs of Faith in the Trinity.

Three Offices of Christ; King, Priest, Prophet.

IV.

Four Parts of the World.

Four Great Monarchies of the World.

Four Elements.

V.

Five Books of Moses

Five Senses.

Five Declensions of Nouns.

VI.

Six Days for the Creation.

Six Days in the Week for Labour.

VII.

Seven Churches of Asia.

Seven Wise Men of Greece.

Seven Kings of Rome.

VIII.

Eight Persons saved in Noah's Ark.

[Page 69]Eight Days for Circumcision.

Eight Parts of Speech in Latin.

IX.

Nine Muses.

X.

Ten Commandments.

XI.

XII

Twelve Patriarchs.

Twelve Tribes of Israel.

Twelve Apostles.

More under each Figure you may add, and occasionally explain the Par­ticulars: As for instance, under the Figure (1) One World; because some pleaded for infinite Worlds. One God because the Heathen wor­shipped many false Gods. One Me­diator because the Papists have many.

[Page 70]3. Because of all instruction, there is nothing so much to be con­sidered as the Morals of a Child both for true Happiness here, and hereafter; besides the Directions every where in the Guardians In­structions. As soon as ever the Child seems to stare about, that is, as soon as ever he is capable of Ob­servation and Reflection, I would have the Tutor take Solomon's Proverbs, especially such as respect God, Religion, Good Manners, Civil Breeding and Duty in all Relations, and Enlarge on, and explain them (according to the Lord Bacon's method in his Ad­vancement) on the Sundays and Holydays: Perhaps it may be won­dered at, why I distinguish this Exercise by the particular time of performing it: Truly it is to beget an early veneration for the Sabbath and holy Festivals

For when a Child is accustomed to a more Solemn and Religious Instruction upon some days than [Page 71]others, he will in time begin to consider why so; and being taught the Occasion and the Reason, per­haps may love and observe such times the better for it as long as he lives.

4. Another diverting exercise for a Child is that of Writing, which will profitably fill up some idle Hours; a Muscular Motion, the sooner the better it is begun.

Though it be allmost Proverbi­al, That Scholars Write ill, yet three Parts of the Kingdom take a good Hand to be some degree of Lear­ning; and it is no disparagement to good Sence to be written in a fair Character, and read with plea­sure; especially if he prove an Au­thor, and write Books, it will save many a curse from the Composi­tor.

These and the following Dire­ctions may serve private Schools as well as Families; especially if true care be taken to place Chil­dren of near the same Age, and [Page 72]the same Capacities in one Class, wherein the Instructions being e­qually intelligible may beget a laudable Aemulation, and brisk the Spirits, which by carelesness would stagnat, and lie unactive. And on the other side, when a Youth of less Age (though perhaps as good Natural Parts) shall be forced eve­ry Hour to do the pennance of Admiring the great Performances and Commendations of the Scho­lar who sits next him: The first effect of this is, he often wishes he could do the same, but afterward sighs because he cannot; this be­gets a kind of shame and discon­tent, which makes his little Soul retire and hide it self; he acts what he could do with less of Spirit, and quarrels the Stars for not be­ing born as wise as he who is Five Years older.

I would have the Immoralities and Negligence of Youth punished severely; but as to their Meer Parts and Natural Abilities, all the kind­ness [Page 73]and encouragement in the World is but enough.

There are many more particu­lars very proper to have been Added here, but I referr the Tu­tor to the general directions for the better breeding a Child of great Quality in the Guardian's Instruction, pag. 65.

One Advice I must conclude the Child's English Exercises with. Af­ter he hath paid his Devotion in the Morning, and before he doth it at Night, let him constantly read a Chapter: Great is the Influence of such a Practice. I have been told of Persons noted for extravagance of Atheism and Immorality, who have yielded to the Impressions of such a Custom, retired to say their Prayers and read a Chapter, when­as before and after this, they would dispute God's Being and Provi­dence, and return with the Dog to their Vomit, and with the Sow to their wallowing in the Mire.

[Page 74]It is expedient that those Chap­ters be frequently read, which may fix in the Memory such great Ex­amples as make God's Providence illustrious, either for miraculous De­liverances of good Men, such as are Joseph, Moses, Hezechiah, Daniel; or for Punishing notorious Sins, as the Rebellion of Corah, Oppres­sion of Ahab, Pride of Nebuchad­nezzar, Sacrilege of Belshazzar, Cruelty of Haman, Lying of Ana­nias and Saphira, &c. The Plea­sure of such kind of Readings will make a Child mind the Sense, and perhaps may render the Remem­brance very instructive.

Directions for Learning Latin and Greek.

THE Rules of Grammar for learning Latin, and the Ex­plication of those Rules have been performed well already, and it is [Page 75]not for me to pretend to that Art; I shall Master my Design if I can but suggest any thing that may be useful to make the Practice of those Rules easier for the Gentry.

For I have often heard from Gentlemen who have travailed, that Children in the Schools abroad come sooner much to understand Latin than here in England: I know bet­ter than to question the truth of what comes well attested; I only wish to be able to prevent some of those Impediments which make the difference.

1. Some alleage for an occasion of it the Foggyness of our Air, and foul Feeding, as if (forsooth) the Soul of an English Child were mired, and so stuck (as it were) in a Muddy Carcase as to move more heavily. But this I will ne­ver endure for a reason of the thing, because our Youths would then never be able to overtake these hasty Sparks, which 'tis certain they do when they grow; and if [Page 76]I were not an Englishman, I would assert that they out-go them gene­rally in that Language. And what Nation in Europe need we envy the Professors in all Arts and Sciences, Divinity, Mathematicks, Civil Law, Physick, Critical and Philological Learning: So that let not our good Beef and Mutton be thought ill of, or the Air impregnated with our Ignorance and Dulness: Unless in favour of Musick an Italian should put in a Cavent against all Tramon­tanes, and with a keener Judgment split our gross Sounds, and seem to want the delicate touch upon the Drum which beats in his Cli­mate.

2. Others therefore ascribe it to the differing Method in teaching, (as is said in the Apparatus de Grant­maticâ, pag. 28.) which if true, (us there seems more sense in it) then it were to be wish'd, that whosoe­ver is hereafter so Piously and Pub­lickly enclin'd, as to Build and En­dow a School, before he tye up [Page 77]the School and Schoolmaster by strict and unalterable Statutes of Method, he would scan the courses that are taken beyond Sea, and fashion his own Institution to the Advantage and Honour of our Nation: For the common Rules of Teaching here, either by Custom or particu­lar Injunction of Benefactors, are so established, that an attempt of change is extravagant.

There is a great out-cry against the customary usage of the common Accidence and Grammar; and tho' I could wish that every one who rails at them understood them, yet I must own that the Objections which the Learned in the Art of Gram­mar have made, are very conside­rable, but will hardly be able to prevail with publick Authori­ty to establish a new Method up­on the Ruin of Lilly, 'till manifest Experience of much greater and speedier Effects shall prepare the whole Nation to embrace it. But it must be confess'd that they de­serve [Page 78]a great many thanks who by their Objections endeavour to pro­mote a more beneficial use of the common Grammar. For tho' the Laws permit not private Persons to shorten Journeys by making a new High-way, yet it is something like an equivalent to pick out the Stones, and remove the Rubbs which lengthen the old one. And every man is a Benefactor to the Publick who sets up a Mercurial Statue, which tho' it be fixt, and cannot turn and point to every By-Path, yet it saves many a Travel­lor from being lost in the common Road.

I come now to such directions as Year after Year may forward the Understanding the Latin Tongue: They are not the largest or the most learned that I have read, but they are most easie, and most likely to be practised of any I have met with: And hereby will be avoided the great Inconveni­ence which both Master and Scho­lar [Page 79]would find by changing the Accidence and Grammar: Extra­ordinary success must not be ex­pected without extraordinary pains: But because it will seem tedious to dwell long upon little things, there is great danger that the Master may make too much hast with the Child, especially since Parents are impati­ent for the taking out New Lessons: This, I conceive, is one great rea­son why Children afterwards prove imperfect, because they leave things behind them not well understood.

Therefore in what follows, I will set down the easiest Method I could extract out of the Rules which Lil­ly, Ascham, and later Schoolmasters give compared with foreign Advices of the same kind.

First Year.

IET the Child be made per­fect in Declining Nouns thro' all Cases, and forming Verbs thro' all Tenses and Persons when re­quired, and the flower it is in do­ing, the effect will be the more sure, and Progress greater. Foreign Writers allot but few Months for this; but I should be glad if the first whole Year could do it. When he comes to the Declension of Nouns, and Conjugation of Verbs, let him have many several Exam­ples of each; First the easiest Ex­amples, and by general Rules, (without the Exceptions, which will puzzle at the beginning) after­wards such Examples as are har­der, and with the Exceptions also.

Daily Declining a Noun, and Forming a Verb, and turning it in­to all Fashions, will fit him for [Page 81]Concords, and framing Sentences, by showing him how single Nouns and Verbs are joined. Take some easie Sentence wherein all the Eight Parts of Speech are contained, and let every single Word be declined and formed and afterwards constru­ed, as they depend upon each other.

When the Cases of Nouns, and Persons of Verbs and Concords are well known, then let not the Child drudge to learn the Rules order­ly by roat, as they lie in the Syntax, but rather learn some easie Book, containing good plain Latin; and as there falls out any necessary Rule of Syntax to be known, shew it, and let him learn it, as the Sen­tence giveth occasion; thus th Grammar will be taught by the by.

And I could wish that the Form­ing Verbs were made more easie by lengthening all the Abbrevia­tions which baffle a tender Under­standing: For Instance, Amabam, as, at; it were better to write it at length, Amabam, Amabas, Amabat: [Page 82]And let the Persons be also set down; Ego Amabam, Tu Amabas, Ille Amabat; for it disturbs the Child's Memory to be made add them of himself.

Second Year.

WHen he comes to make La­tin, the easiest Method, I think, is what Mr. Lewis sets down in his Vestibulum Technicum, where­by the Child is eased of the dif­ficulty of finding out proper La­rin Words, and hath nothing to do but to alter Tense and Case, as the Sense requires, and be careful that he never go upon a new Sen­tence 'till he be perfectly Master of what he did last. Turning English into Latin will fix the Rules in his Head, and help him sooner to speak Latin, than turning Latin in­to English: For many Persons can more easily Construe Latin than [Page 83]Speak it. If between while you show him the use of Brinly's Posing the Accidence, and Hooll's Accidence examined, it will add to his know­ledge of the Rules; with Mr. Wal­ker's Works of Grantham.

Third Year.

NOW he must be very frequent in Construing and Transla­ting some easie Author, wherein he may learn both Morals and La­tin together; Castalio's Dialogues, and some of the most easie of Ci­cero's Epistles, especially I except those which touch upon State Af­fairs, because the Matter makes the Latin difficult. Let him for varie­ty be taught to Construe some ea­sie Poet, according to the Method for the Dauphin, resolving the Ver­ses into natural Order, because Poetical Latin at first will be more difficult, as being more Concise. [Page 84]Some Speeches in Ovid's Matamor­phosis being Construed, and per­fectly well understood, will be worth his learning without-Book, and repeated to exercise his Memo­ry, which must be exercised in something or other once every day. The Nature and differing kinds of Verses are too difficult yet to be explained: And Composition or I­mitation, I think, may yet be let alone. How much I preferr Tran­slation before Composition in order to Institution I have shewn in the Apparatus ad Theologiam de Gram­matica, with a Method to learn the Latin Tongue.

Fourth Year.

IF the former Course be duly ta­ken, the Child's Judgment will begin to appear fit for some solid Instructions; so that together with progress in the Latin Tongue, a [Page 85]Foundation may be laid for more useful Knowledge than of bare Words and Sentences: Justin I think the fittest Author to begin this Year with; because he is less crabbed than the Style of Histori­ans commonly is, especially wherein much Matter is crowded into lit­tle compass; but in reading of him regard must be had to the Chrono­logy as well as History, and the Youth directed to measure the time and distances of Men and Actions recorded in him, by some such as­sistance as you have in the Appa­ratus ad Theologiam de Munere Hi­storico; for otherwise the Histori­cal Narrations will be found loose, uncertain and false.

Between whiles some Speech in Cicero, famous for the Art and Re­thorick; sometimes a Speech in Li­vy to be so perfectly construed and understood, that the Child may comprehend the Strength and Nerves of the Orator.

[Page 86]And because by this time Wit and Sharpness may deserve to be encouraged, some of the most no­torious, chast Epigrams in Martial will very usefully exercise his Translating Faculty. The Nature also, Scanning and Pronouncing Verses may now begin to be taught, and some Rules in order to Com­posing, that he may not be alto­gether ignorant of the Mechanical part of Poetry, and may perceive the different make of Latin in Verse from Latin in Prose. He also may be assisted how to invent Sense upon some plain and obvi­ous Subject, which will be the way to stir up Fancy. But because in­venting Sense for Verse is much more difficult than in Prose, exer­cise him for a while to learn the Rules concerning the Feet in long and short Verses in making Non­sence Verses without any regard to Concordance, and only for Metre's sake.

Fifth Year.

I Presume at this time Know­ledge will begin to thicken, and Composition will ripen apace, by showing the Parts and Method of Speeches, and also of common Themes. He will now be able to read Authors himself, and there­fore must be guided what to Re­mark as observable in Authors, ac­cording to the Method prescribed in the Apparatus de Grammaticâ.

A Play in Terence now and then will divert by the Matter, and give a new kind of Relish by the finery of the Phrase. In Florus the Wit, and Juvenile Elegancy will af­fect a Youthful Fancy, which Mar­tial and Ovid's Works will heigh­ten: The variety of Subjects in Va­lerius Maximus will please.

Sixth Year.

IT is odds but some Persons will wonder why not a Word of Greek all this while; and because Wonderers must sometimes be an­swered in their folly, I will tell the reason: I am afraid it is one great hinderance to progress in those Schools, wherein before a Boy can turn his Pater Noster into true La­tin, he must play at Blind-Man's-Buff with [...], and make his Mother quite stun the next Com­pany she meets, with the Gossiping News what an horrible Grecian her Son is: When all this while the Boy is but going to unlearn his little Latin, and acts like a crippled Turn-Spit in a Wheel, he takes great pains to get up for­wards, and all he gets is to come down back again the faster.

[Page 89]But now at such an Age as this, it is to be presum'd that he may be so far gone in Latin, as that some leisure Hours may be spared for the Rudiments of Greek: For the more Pains is taken, and the more Skill he gets in the Latin Tongue, will enlarge his Capacity, and make the Greek Language more easie to be learned than La­tin was, when Memory, and Fan­cy were weak.

Let him spend this Year to be made fully understand the Greek-Grammer; getting without Book Declinations of Nouns, and Conju­gations of Verbs, and the use of Pronouns, Conjunctions, Prepositi­ons, and Adverbs.

But Care must be taken, that Pretension to Greek, may not make the young Man think that Latin is not the more useful Language: Now Quintus Curtius, and Lucan will be worth his Study; and com­posing Verses, and Speeches may be taught him; though Versifying [Page 90](beyond the bare forme) how un­sit it is for a Gentleman: See the Apparatus de Grammaticâ.

Seventh Year.

WHen he is well instructed in the Greek Grammar, for Nouns, Verbs, and the Syntax of both; the next thing is to furnish him with the Knowledge of the Greek Themes. I have seen a Book (the Name I cannot remember) wherein all the Original Greek Words were comprized in so ma­ny Sentences (with Latin annexed) so that they might be learned in little Time, and by being often read over, fixed in the Memory; for want of such an help, let him take Leusden's Compendium Novi Testamenti, and practise upon that Book, first, for single Words; and Stobaeus his Fragmenta, Epictetus, with some of the minor Poets: [Page 91]For Latin, Cicero, Virgil, and Livy. This Year and the next, must be mightily employed with all manner of Exercises, not one Hour to be lost, unless for Health's sake.

And lest that Health should be made use of, to make the Child Idle to no purpose, in seasonable Weather, and at leisure Times, let him learn to Dance; because these Exercises will divert from worse, or more tedious loss of Time: They will also prevent antick and misbecoming Gestures, which Chil­dren are apt to get, and which prove afterwards difficult to be Cured; for at this tender Age, thsee Mascular Motions, are easily shaped to decency of Address, and Carriages, which looks Delicately in Children, and which by degrees will grow up into so easie an Habit, as that the Art, and Stiffness of it, being with his Age quite lost, his Gentility shall seem Natural, and so Infinitely more Delighting: This is an odd Digression, hut per­haps [Page 92]useful. Now some skill in the Globes.

Now the Epochas in the Appara­tus de Munere Historico, are to be fill'd up, and distances determin­ed; and a Method of Cronologi­cal History after Christ by Centu­ries contrived

Eighth Year.

THis Year being the last at School, is to be very Labo­rious, especially for Greek; it is like the distance Post at a Race, here they are to whip and spur; Homer and Xenophon's Cyrus, for Greek; Horace, Caeshr's Commentaries, and Tacitus for Latin.

Here I must make all the hast I can to tell the Tutor, that when I name respective Books, for each single Year, I do not mean that the Child should read them all over in that Year, but go so far in each [Page 93]Book, as to tast the relish of the singular Latin in one and the other, and hereafter to study the Maste­ry of each.

Neither do I take my self to be so wife, as to make what I have said a Standard unalterable; but, sincerely, my only Design is to prescribe a Scheam for a young Tu­tour, or School-Master to build up­on; exchanging Method or Books at his own Discretion.

The Third Stage.
From Fourteen to Twenty One.

AFter a just Practice of the fore­going Methods, it may be rea­sonably presum'd that the young Gentleman is very well furnished with skill in the Latin Tongue, and no Stranger to Grock; and then I conceive him fit for the Us niverllty, because publique Assairs, [Page 94]and his own Family Concerns will hastily require him into the World.

And here I will lay down the Resolutions which (after some Ex­perience) I would take; were I now chosen Tutor to a Person of great Quality and good Capa­city.

(1.) Conscientious Care must be taken of his Moral Behaviour in the University.

(2.) Care must be taken the Child understand, that though he be come to Oxford, and expects the Taylor should put on him Philoso­phy with his Gown, yet that Phi­lology is still improveable, and that Speeches and Theams will still deserve a good share of his Thoughts, though Logick, and Philosophy must make the greatest Noise in his Head.

(3.) That Seriousness may not be thought a foreign Qualification to an Oxford Scholar, the Tutor will do well to explain (and advise the fre­quent [Page 95]reading over) the Directi­ons for a more easie, quiet and less disturbed Life; Guardian's Instruct. p. 7. which if he be made fully and warmly to comprehend, he will know the value of his own Thoughts and Soul, and reckon the Prospect of Two Thousand a Year, but as Paper and Pack-thread to the Fruit.

(4.) At his first coming to Ox­ford, it is fit he should be made ac­quainted with some general know­ledge of Philosophy, of the Origi­nal Design, and several parts of it; because this will abate that confu­sion and surprize of Thoughts, which cannot but attend the first entrance on this new fort of Learn­ing.

(5.) Great Industry must be em­ployed to explain the Terms in all the Parts of Philosophy: Because though this may be thought dry Diet for a Gentleman, yet here­after it will have this use, that if the Person prove bookish, and thinks [Page 96]it worth his while to read a con­troversial piece of Divinity or Phi­losophy, it will trouble a Man of good Comprehension, not to un­derstand an Argument, for want of knowling some od Term on which perhaps the Stress lies.

(6.) Next to the Terms, the Rules of Reasoning, and foundati­ons of Moods and Figures, and Con­sequences, being frequently insisted on and throughly known, would be more beneficial (to such a Per­son) (not being of a Foundation, or intending to stay long) than to dispute Logical Questions, for ei­ther he will be vexed to find an Argument, or will have nothing else to do but to read one of his Tutors making, which is all lost Time.

(7.) After a short System of Phi­sick, in the old way, a taste of the new Philosophy would relish well, to understand the differing Princi­ples upon which it proceeds.

[Page 97](8.) It will be very accomplish­ing, to have some time set apart for the Mathematicks, but for this there ought to be a Tutor particu­lar, whose singular conversation in that Study, shall teach him much in little time.

(9.) Ethicks, Politicks, History, and the Practice of Rhetorick, will be of everlasting use to a compleat Gentleman, and therefore will best become the most designing part of the Institution,

Here it may be expected that I should be more particular in the Concerns of an Academical Insti­tution, both as to the Morals and Knowledge of the young Gentle­man; But that being already per­formed, partly in the Guardian's Instructions, and partly in the Ap­paratus, I shall referr the Tutor without swelling these Papers with a Transcript.

1. As for that Behaviour, which good Manners, the Statutes of the [Page 98]University, and a design of success and Proficiency oblige him to; it is at large set down in the Guardian's Instruction, beginning page 50. and occasionally in many other Places, with Advices to Parents, Tutor, and Scholar.

2. As for a general Scheme of Philosophy, both Speculative and Practical, from the Original, De­sign and Division of it: See Appa­tus Chap. 9.

3. For a short and plain view of the Nature, Use, and Method of Logick: See Apparatus Chap. 12.

The special Parts of Philosophy follow only I think Institution in Ethicks, and Civil-Law, may usefully be mixed

4. A Method for the Study of History is at large set down in the special Part of the Apparatus de Mu­nere Historico.

What Preparatory Directions are to be given for undertaking any one of the eminent Professions, either of Physick, Civil-Law, Com­mon-Law, [Page 99]or Divinity, (each of which are capable to reward as much Industry, as any Gentleman shall think sit to bestow) are here to follow, and compleat the design of an Academical Education, which I take to be absolutely necessary, to sit any Person of Quality, to serve God and his Country in any pub­lick and useful Employment, or Calling: And therefore I wish I were able to remove those Preju­dices against the Universities, which hinder many Persons from sending their Sons thither; whence those Prejudices arise, and (in order to remove them) what conceros the Governours, Tutors, and Discipline of the University, as also what con­cerns the Parents, and young Gen­tlemen to be bred up there, hath been suggested in the Guardian In­struction, to which I referr such Gentlemen as are sollicitous for the disposal of their Children into the World: what some put in Practice at this time I cannot approve of.

[Page 100]1. To send a young Gentleman to the Academy at Ten or Eleven Years of Age, to be accomplished in those Exercises first, and after­wards to be made a Scholar, at the very first sight looks preposterous: For after he hath been Mounted, made look big, and his Head runs round with the Prancings of the Great Horse, he will think himself sitter to lead an Army, than to sit down with the lazy. Arts of Wis­dom and Learning.

2. To take him from School and place him with a prudent exempla­ry Minister, is a way probable e­nough to keep him Virtuous, and improve his Knowledge (provided he will endure Confinement.) But that Conversation is somewhat of the narrowest for a Gentleman born to spread when he comes of Age, and mix with Persons of his own Quality, who have had a more Liberal knowledge of the World.

3. If he be sent from School to some Protestant University beyond [Page 101]Sea, the strangeness of New Faces, Language, Manners and Studies may prove perhaps uneasie: And then their great want of Discipline to confine him to Prayers, Exercises, and Meals, is dangerous; all he will have to do is to keep touch with a Lecturer, and what is learn­ed from him, most young Gentle­men are so civil as to leave behind them when they return.

If for cheapness or curiosity, in­stead of an English Governour he be committed to a Foreigner, there are some in the World who with­out a Fee will tell you what that is like to come to.

This Caution I thought necessa­ry, and now shall proceed.

I cannot better compare a Per­son who by his honest Industry hath qualified himself to serve his Generation in some special Course of Life, than to a Man who hath laboured a great while with many a Sigh and weary Step to climb up an high Hill, and at length reach­ing [Page 102]the Top, rests and pants, and with delight looks back down on the tedious exercise of his Limbs and Patience; then turns about and views a mighty Plain, which of­fers to the curiosity of his Choice variety of Paths to walk in, ac­cording as his Ability and Condi­tion shall direct him to take.

1. Some are for following their greedy Eyes, and taking the long­est Path, to borrow the Wisdom of foreign Countries for the use of their own: And no doubt it would be a great Advantage to the Na­tion, did every Person study to make the usefulness of his Travels equal the pleasure he takes in see­ing things abroad, and reporting them at home.

To this purpose 'tis convenient to enquire after those Authors who have bestowed their Experience on the World very particularly on this Subject.

[Page 103]And because my Hand is in, and Instruction is the Word in all this Book, I am bound to set down such general Advises for Travail­ing as at this time come into my Thoughts.

I. The knowledge of your own Country is necessary, not only for your own Pleasure and Satisfaction, but also to beget a curiosity of look­ing and enquiring.

II. I would take the young Gen­tleman along with me round all the Circuits with the Judges: The diversion of the Company, and the security on the Road will ballance any Inconvenience I can foresee: And by this means in few Weeks time you will view all Counties and Cities most eminent in the Nation.

III. The History and Geographi­cal Description of the Country you travail to should be first stu­died; How it Borders, and how it is Divided, by tracing the famous Rivers and Branches of them.

[Page 104]IV. Some Grammatical Instructi­on in the Language would prepare you more easily to learn to Speak it.

V. A Catalogue ought to be col­lected and always with you of such Curiosities Ancient and Modern in Provinces and Cities as are most observable, and the old and new Names of Places compared; by this you will readily know what to enquire for.

VI. As for Cloaths, take only a Travailing Suit, and dress your self a-la-mode when you arrive there. Good Skill in the Prices of things is absolutely necessary for his Tutor.

VII. Besides Bills of Return, it will be convenient to have some Letters of Credit to Merchants in case your Bill should fail; and some advise, to take with you a Jewel, or any precious thing which may easily be carried and concealed a­bout your Cloathes.

[Page 105]VIII. You must resolve upon a great inoffensiveness of Conversa­tion, Patience of disagreeable oc­currences, and avoidance of Ear­nestness in Dispute, especially about Matters of Religions, or Honour of Kingdoms.

IX. You must not be too open, as if every one you met were an English-man; neither yet so reserv'd as to beget a suspicion of your Jealousie.

X. When you receive Money keep it private, least it be borrow­ed one of the two ways.

XI. When you remove from one Province to another, keep the time of your departure secret, laest other Foreigners, or your own Country-men (who sometimes prove the most impertinent of Acquain­tance) pin themselves upon you.

XII. You must study your own Constitution, and carefully observe how it relishes the great change of Air and Diet; and remember to eat Fruit wisely.

[Page 106]XIII. You must not expect that all you see others practise, and do your self abroad, must be equally practised here when you return. For Example.

If you see a French Nobleman run a poor Peasant through, for not taking notice of him a Mile off, you must not do that here, for fear of a Knock in the Poll, with a Club or an Ax.

If you see a Venetian Lady stand­ing at a Window and looking, as who should say, you must not Comple­ment her with a Billet Douce, lest you receive a dry'd Peare for your Kindness.

If you see a Fopp ambling in the Street, his Toes awayward, as if the had fallen-out, simpering as Formally, and cringing as stiffly as the two Beaux do on the Sign of the Salutation, and you practise that here, you will be as much Laugh'd at in England, when you come back, as you were in France when first you went over to learn it.

[Page 107]If you see a poor Animal run a Mile for one Farthing to open a Gate for a Passenger, and wear out his Wooden Shoes to the Bar­gain by scraping Thanks, you must beware of expecting that here, lest the same Fellow shut the Gate a­gainst you when you come that way again.

Because you care not Three-pence for any Man you meet in the Streets of Paris, Rome, Venice, or Amster­dam, you must not bring hither such a Selfishness, as to despise Re­lations, old Acquaintance, Friends and Neighbours; for if you do so, they will all wish you gone again.

Above all things, if you see o­thers Atheistical and careless, do you double your own private De­votions; for Fear, keep your Soul diligently, and secure the Blessing of Him whom Wind and Sea obey.

XIV. Now, lastly, you must make me one Promise, That you will tell no more when you return than you saw: And so I wish [Page 108]you a good Journey; and if you can send me News of any Nation the King of France hath not made Fools of, 'tis odds but I and my Friend may follow.

2. If his Temper rather inclines him to settle and spend his Talents in the Country, how he may pay his Duty to God in being useful there, I referr him to the Directi­ons given in the Guardian's Instru­ction, pag. 13. in the Honourable Offices he may be called to; and if he merit a Promotion into the Parliament-House, he may sind some thoughts spent upon a young Gentleman's Carriage there, Guar­dian's Instruction, pag. 85. See more on this Head in the Gentle­man's Calling.

3. If the delight of the Study, or gainfulness of the Practice make him fancy the Profession of Phy­sick, then good and more than or­dinary skill in the Greek Tongue is necessary for understanding Terms [Page 109]of Art and Authors to be met withal: As also considerable under­standing both in old and new Na­tural Philosophy. As for a Method of entring on the Study, Advices being various, he must consult with his Friends knowing in it.

I have heard a Person learned in the Science, and skilful in the Pra­ctice, recommend Chymistry first, as most agreeable to the order of Knowledge: For since we can have but little or no Notion of the Sa­liva, ferment of the Stomach, Chy­lisication, and all other Ferments and Juices upon which the Oeco­nomy of all Human and Animal Bodies depends; as likewise but an imperfect Knowledge of the Medi­cinal qualities of Simples, without a previous and general insight in­to the nature of Salts, and the va­rious Effects their mixture with Li­quors may produce: It seems but resonable to give Chymistry the first place in a Study of this Na­ture. Now though Anatomy hath [Page 110]not that Relation to Botany as Chymistry hath to both, yet because the use of the latter, as far as it makes a part of the Mate­ria Medica, depends wholly upon a nice acquaintance with the for­mer, it would look like a prepo­sterous Method to consider that first.

4. If the noble Study of the Civil-Law makes his Mouth water after good Latin, Reason, and Hi­story, these following Books are thought adviseable by the Learned.

I. Duc de Authoritate Juris Civi­lis. This shews of what Authori­ty it is now in the several Nations of the World.

II. Ridley's View of the Civil-Law.

III. Justinian's Institutions, to be read with an easie Comment; the most easie is Mynsinger in Institut.

IV. Bronchurstius de Regulis Ju­ris.

V. The first and last Books of the Digests.

[Page 111]The first and Three last Books of the Codex.

These H. Grotius doth particu­larly recommend to a Person of Quality, and may best be read with the Assistance of Calvin's Lexi­con, and Wesenbeehii Paratitla.

VI. Vulteii Juris prudentia Roma­mana; which gives a full view of the Roman Law, under most exact Divisions.

Lastly should be read several use­ful Questions exactly stated, (viz.) in

VII. Zouch Questiones Juris Civi­lis.

VIII. Hotomanni Questiones Illu­stres.

5. No Study can make a Gen­tleman more considerable and use­ful to his Country than good skill in the Common-Law of England, to which purpose some advise,

I. Fortescue de Laudibus Legum Angliae.

II. Terms of the Law.

[Page 112]III. Smith de Republicà Anglo­rum.

IV. Doctor and Student.

V. Sir Francis Bacon's Introducti­on to the Laws of England, at the end of his Maxims.

VI. Wingat's Abridgement.

VII. Coke upon Littleton: His In­stitutes, and some of his Reports, occasionally read.

VIII. Bracton.

IX. Fleta with Selden's Notes; consult the Learned.

Directions for the beginning a com­pleat Course in the Study of Divinity, by the help of the Apparatus ad Theologiam, Written for that purpose, and sold by Walter Kettilby, and Sam. Smith in St. Paul 's-Church-yard; and the Booksel­lers in Oxford.

1. SInce the different Perswasi­ons in Religion and Con­troversies shelter themselves main­ly under the Authority of Scrip­ture, the first Step, and I am cer­tain the surest Footing, for a young Divine must be on a sound Know­ledge of the Language and Text, Sence and Context of Scripture, and a sincere search after Truth must exclude all prejudice in the Application.

[Page 114]2. The Hebrew Language being narrow, and therefore obscure, I advise that the close Study of that Tongue be deferred for the first Two or Three Years, because it may discourage and stop the be­ginnings of the Study.

3. For perfecting his Knowledge in the Greek, it will be requisite to buy the Septuagint, and a Greek Testament, the larger the better, and get them Interleaved, to write down the explication of such Words he knows not, with their va­rious Significations, and Authors who use them.

3. He must also have an English Bible Interleaved of a large Size; and if bound up in two Volumes no matter, wherein he may put down the Interpretations of all difficult places, which he either Casually or Industriously finds, to he constantly in his Study, differ­ing from the Bible he is afterwards to use in the Pulpit.

[Page 115]4. He must get the Art of Wri­ting down his Observations and Explications very briefly, other­wise his Transcriptions will be in­finite and tedious: A Method of Marking difficult places. See Ap­parat. pag. 120.

5. Several Observations to be made in reading the Scriptures, concerning,

I. The Chronology, so far as till the Heathen Computation of time begins to have certain­ty.

II. The History of the illustrious Examples of Good and Bad Men; of Deliverances and Judgments, &c.

III. The Geography, especially as far as concorns the Holy Land, and bordering places mentioned.

IV. Weights, Measures, and Di­stances, and what Proportion they bear to ours now.

V. The English Phrase and Rhe­torick, which will be of great use hereafter in the Pulpit.

[Page 116]VI. Such Texts as are a kind of Common-place Texts, either of good Life and Manners, or to Preach on upon occasion.

VII. Next to the Study of Scri­pture, he must acquaint himself with the Doctrine of his own Church, out of the Articles, Homi­lies, and especially the Collects, as also to be well vers'd in Canons and Rubricks.

VIII. The various opinions dis­senting from the Doctrine, and Practices dissenting from the Ca­nons of his own Church: — Arch-Hereticks, Scismaticks Anci­ent and Modern, &c.

IX. Then to read the Lives of the Apostles, Apostolical Men, Fa­thers; Heads and Founders of dif­fering Opinions, the Eives of the Emperors; with a Chronological Series to be learned without-Book, and frequently repeated; this will help the knowledge of Church-History.

[Page 117]X. Two great Paper-Books for Heads and Common places; the first for things Theological: See Apparatus, pag. 45. The second for some other promiscuous mat­ters: See pag. 13. cap. 6. this will be useful all his life-time, to set down, or referr to what he reads; but with brief and contract wri­ting, mentioned before.

XI. A short Catalogue of the best Books for his purpose, which for the first Two or Three Years are absolutely necessary, he must be directed to; and then what pri­vate Tracts are most Orthodox and Learned, on any part in his Divinity Head-Book.

XII. He must seriously consider to which part in the Study of Di­vinity his Nature inclines him, for the main bent of his Indistry, ac­cording to that Division: Appara­tus, pag. 1.

As for Preaching, both Method, Materials, and Delivery, it is not convenient to be published; it is [Page 118]best taught by Discourse and Ex­ample, when the Person's Capacity, Knowledge, and Temper is known.

This I think is a safer Course for a young Divine than to begin with Systems, and suck in Opini­ons before he understands them: If the Divine be a Person of Con­dition and Quality, I would ad­vise him the Assistance and Tuto­rage of some experienced Person, it would turn to great Account, by easing Difficulty, shortening the Course, and effectually obtaining the Design. Something like this Pro­ject I approve of very well, which a very worthy Gentleman of good Sence and Fortune is now putting in Practise: He hath one only Child, Heir to a very considera­ble Condition in the World, and who for Personals might make as fair pretensions to the Vanity and Courtship of it, as Men of less Di­scretion do; but his Parents are resolved that the World shall not have him, for they will give him [Page 119]back again to God; and which is something more strange, the young Gentleman himself is as willing as they can be, to be lent unto the Lord, so Hannah called her Son Sa­muel's Ministry: And I perswade my self that a dutiful Compliance with so pious a design, at the rate of God's Mercifulness, can hardly fail of the desired Blessing.

The Method the Father intends to go by is this: After the Advice of Tutors in a round Course of U­niversity-Studies, he intends to pro­vide his Son a Tutor for Divini­ty, which, by the the way, is as necessary as for Logick and Philo­sophy, and so I might say for Phy­sick and Civil Law too: His great aim is to find a Man knowing in the Studies, and experienced in the Practice of a Divine: And the ad­vantage may prove very great: For what is written in Books is dead and stiff in comparison of what is delivered Viva Voce. When Friendship and Familiarity (beside [Page 120]solid and fundamental Instruction) shall draw out a Thousand little Advices of great moment, though not fit to be Printed, neither doth any Man care to publish to all the World what himself knows, and hath practised in his Function: Two Years of such an Institution, right­ly managed, and intelligently re­ceived, would give so great a lift into the Pulpit, and to Pre­ferment also (if that were wanted or aimed at) as is not to be va­lued.