REason differences a man from a Beast , Learning makes one man differ from another ; therefore timely care ought to be taken in the Education of Gentlemen , that they may have some general Improvement in all kind of Knowledge before they begin to tast of Pleasure and will not bear the Yoak .

Learning may be divided into two parts , First , the toylsome part , consisting in Reading , Writing , getting the Grammer , and the Copia Verborum ; Secondly , the pleasant part , which may be divided into two Branches ; First the Solid part , by which I mean the Knowledge of things , especially such things as are obvious to sense , as Herbs , Druggs , Seeds , Mineral-Juices , Metals , Pretious Stones , Birds , Beasts , Fishes , Anatomy , Astronomy , Geography , Geometry , Arithmetick , Gardning , Planting , &c.

Secondly the Mechanick or Complemental part , As Dancing , Singing , Instrumental Musick , Fencing , Wrestling , Vaulting , Riding the manag'd Ho●se , Military Discipline , Painting , Turning , &c. My Intention is to Demonstrate how Gentlemen may attain at least some general Knowledge in most of these things in the time they spend at School , were Schools order'd as they might be .

To this end , First Grammer must be made Short and Plain , especially the Rudiments of it . Secondly , the way to gain the Copia Verborum , must be made Easie ; Thirdly , things obvious to Sense , must be learn't with words . Fourthly , one Master must not be charged with too many Schollars , suppose ten , or at most fifteen , and they must be all in one form . Fiftly , Professors must be always upon the place to teach the delightful part of Learning in the times of Intermission .

I have perused all Models which have come to my hands , and have made the best Observation I could upon them , and I find none that offers fairer than M. Lewis of Tottenham High-cross : I have carefully examined his Notions , upon which he builds his whole Grammatical Hypothesis ; They are mainly two . First , that the Rules of Grammer ought to be plain , that they ay be easily Understood ; especially because they are to be learn't by Children , to the meaness of whose capacities we ought to condescend ; Now plainness in regard of the thing signifying , therefore the Rules ought not to be in Latine , much less in Verse : and plainness is in respect of the thing signified , Therefore it is not reasonable to use Logical Definitions in the Etymologia , nor second Notions in the Syntax of the introductory Grammar . He shews how most things in Grammer may be brought down to the sense of Seeing , in regard of the thing signified : For the better effecting of which , he proposes a Technical Author , in which the several parts of Speech shall be Printed in a different Character , so that what he cannot describe by Rule , may be made sensible by Example .

2. Secondly , he saith the Rules of the Latine ought to be accommodated particularly to the English Tongue , and the Rules of the Greek to the Latine ; because all improvement of Knowledg is by comparing what we are to learn , with something we know already , we tack on the New Notion to some old Idea we have before in our minds ; It is a Law of Nature to proceed , a noto ad ignotum ; by this means the Rules of Grammar become more short and easie to Understand , get , and keep .

These things are more largly discussed in his Essay and Preface to his Grammar for the English , Latine and Greek Tongues , consisting of about three sheets , Founded upon these two principles ; From which principles he makes these Deductions .

1. The Grammer of the Latine may be accommodated to the English in the Etymologia , to know the parts of Speech thus . Substantives have a plural number , as Song , Songs No other part of Speech is distinguished in number in the English , besides Substantives , Adjectives have the same termination in both Numbers , as Good Song , Good songs , &c So likewise the Rules for Government in the Syntax ought to be by the English signs , which are , a , the , of , to , for , in , with , from , by .

2. The Declensions of Nouns and Conjugations of Verbs , are better known by the Theme , then by the Genitive Case , or Insinitive Mood , as Musa is of the fi●st D●clension because it ends in A. Amo is of the first Conjugation because it ends in O. impure &c. the Old way is a Circle .

3 He saith the G nders of Nouns ought to be concluded from the Declension , which may be done by five Rule● , and not by the increasing of the Genitive case ; As all Nouns of the first and fifth Declension are of the Feminine Gender , &c.

4. Three Rules state the whole , As in praesenti , if we add the Supine to the preter perfect tense : The Exceptions are the same with Lilly , and ought to be Learn'● at the fi●st Vocabulary .

5. The Syntax may be comprehended in three Rules according to the number of words declined , which are Substantives , Adjectives , and Verbs . ( 1 ) a Verb hath Number and Person by the Substantive before it , of which it is the Motion ; as , I did love , we did love . ( 2 ) The Adjective hath Number , Case , and G●nder , by the Substantive after it , of which it is the manner ; as , a good man , a good woman . ( 3 ) Every Substantive ( which is not the Nominative case to the Verb ) shall be governed of the word before it , on which it depends according to the sign . As , I do give the garment of my Father , to thee for a pl●dg with my hand from my Brother . All these Substantives have Case by the sign . Three Exceptions from th●s last Rule , do make the Syntax Tolerable for a beginner . Which are , ( 1 ) Apposition . ( 2 ) The Ablative case absolute , ( 3 ) a few Verbs put acquisitively where To is understood , all the other Exceptions concern but a few particular Words , which may be observed as they occur .

6 He shews how the Greek Tongue may be accommodated to the Latine in the Etymol●gia , by comparing the Greek Nouns to the Latine , and the Greek Verbe to the Latine ; only there is but one Conjugation in the Greek , the Contracted Verbs out of Contraction , are of the sixth Conjugation , and the Verbs in ●mi , may be reduced to the Aoristus secundus passive : also in the Syntax most of the Irregularities of the Latine , where there is not an Elypsis are Grecisms . These things are discussed more la gely in his Grammar .

7. He shews the great Design ought to be to teach Children things , especially such as are obvious to Sense .

8 That Words m●y be learnt together with things , he believs , Comenius hic Janua Linguarum to be the most compendious way , where the whole Copia of wo●ds in their propriety are contained in a little compass , and may be quickly learnt . Further , that Book is a System of Things as well as a repository of Words , it is digested into eight Comedies by the Author , and turned into Greek by D● Litleton , and was it dressed in French , Italian , and Spanish , the advantage would be very great . When it is learnt in Latine , the learning in Greek would confi m the Latine , both these would dispose to learn French , Italian , or Spanish , in a few mon●ths ; wh●n it is thus learnt , it would be like ●opicks in the A●t o Memory . it concerns the assertors of the old Method , to answer his Allegations , or not to reproach a Man behind his back , they are willing to look in the face .

The Method he proposes is so Natural that I cannot but own it . From hence Education may be improved thus ,

1. A convenient house must be provided , where all the Schollars may be kept within bounds , to prevent Debauchery .

2. Secondly , Children should learn to Write betimes ; this will dispose them to all things to be learnt afterward .

3. Thirdly , That they should be instructed early in Geometry : for they will as soon handle a pair of Compasses , as use a Pen , and draw a perpendicular or paralel Line , as make a Letter .

4. Fourthly , Arithmetick is not to be neglected , seeing they will as easily understand the nine Figures , as so many Letters , and may learn Arithmetick as soon as Spelling .

5. Fifthly , That they be shewn something of Astronomy and Geography by Globs and Maps , which will be as much a Recreation to them , as to know the streets in London .

6. Sixthly , If Repositories for Visibles were prepared for them , they would take content to see Hearbs , Plants , Druggs , mineral Juices , Metals and pretious stones , the pictures of Birds , Beasts , and Fishes ; and by beholding the things would be better enabled to remember the names .

7. Seventhly , It would lay a foundation for future Knowledge in Children , if they were shewd the outward and inward parts of the Body , viz. the Muscles , Veins , Bones , Arteries and Intrals .

8. Eightly , It would be convenient , Children in the season of the year , should be shewd something of Gardening , Planting , Inoculating , &c. They are capable of unde●standing all these things , and would be delighted in them , because in the practise of them , they are obvious to Sense .

9. Ninthly , As they are growing up , it would much improve them to Travel under some prudent Guide , and to see the most remarkable things in their own Country , before they travel abroad : and to make Observations of Improvement of all Husbandry .

10. Tenthly , To this solid Learning may be added , Dancing , Singing , Instrumental Musick , &c.

11. Eleventhly , and Last of all , frequent acting of Interludes would much improve Children in Audacity and Carriage , Particularly Comenius his Praxis Comica , containing the whole Janua Linguarum in eight Comedies , which are very innocent , and they may be performed without much trouble for P operties ; beside these would improve the Children in their Janua when they have once learnt it .

Obj. If G ammar be made so short , and Words g●t thus easily , that a Child of middle parts may be a Competent Master of five or six Languages , in three or four years , what shall he do afterwards , before he is old enough to be sent to the University .

An. The Child may further habituate himself in the things before menti●ned , and if he had seven years to spare , he may imploy all his gained time in History .

Obj. Here are so many things to be done , that one thing will hinder another , and so nothing be effectually Performed at all .

An. To this I answer , Store is no sore ; And every Parent shall be left to his liberty to choose what his Child shall learn , as best suiting his Quality and natural Inclination ; It is not to be supposed that all these things shall be taught at one time ; Perhaps all of them shall never be taught to many at any time , they may , learn two things at a time , in regard they shall be instructed in these things four times in one day , and may easily keep what they have gotten ; Doubtless in seven or eight years ( the time usually spent at School , from eight till fifteen ) all that are not naturally Fools , may get some tolerable insight into many of the things before mentioned ; or at least every one may light upon some one thing suiting his Genius , in which he may prove Excellent . Surely this is better , then to spend so many years meerly in learning Words and a little History , it is better to be a general Schollar , then to understand more profoundly , one or some few particular things .