Gentlemen.
There are a few of you (I think) but have seen, and with great
willingness made use of (or at least perused,) many of the Books of this
well-deserving Author Mr. John Comenius, which for their profitableness
to the speedy attainment of a language, have been translated in several
countries, out of Latin into their own native tongue.
Now the general verdict (after trial made) that hath passed, touching
those formerly extant, is this, that they are indeed of singular use,
and very advantageous to those of more discretion, (especially to such
as already have a smattering of Latin) to help their memories to retain
what they have scatteringly gotten here and there, to furnish them with
many words, which (perhaps) they had not formerly read, or so well
observed; but to young children (whom we have chiefly to instruct) as
those that are ignorant altogether of things and words, and prove rather
a meer toil and burthen, than a delight and furtherance.
For to pack up many words in memory, of things not conceived in the
mind, is to fill the head with empty imaginations, and to make the
learner more to admire the multitude and variety (and thereby, to become
discouraged,) than to care to treasure them up, in hopes to gain more
knowledge of what they mean.
He hath therefore in some of his latter works seemed to move retrograde,
and striven to come nearer the reach of tender wits: and in this present
Book, he hath, according to my judgment, descended to the very bottom of
what is to be taught, and proceeded (as nature it self doth) in an
orderly way; first to exercise the senses well, by representing their
objects to them, and then to fasten upon the intellect by impressing the
first notions of things upon it, and linking them on to another by a
rational discourse. Whereas indeed, we, generally missing this way, do
teach children as we do parrots, to speak they know not what, nay which
is worse, we, taking the way of teaching little ones by Grammar only at
the first, do puzzle their imaginations with abstractive terms and
secondary intentions, which till they be somewhat acquainted with
things, and the words belonging to them, in the language which they
learn, they cannot apprehend what they mean. And this I guess to be the
reason, why many great persons do resolve sometimes not to put a child
to school till he be at least eleven or twelve years of age, presuming
that he having then taken notice of most things, will sooner get the
knowledge of the words which are applyed to them in any language. But
the gross misdemeanor of such children for the most part, have taught
many parents to be hasty enough to send their own to school, if not that
they may learn, yet (at least) that they might be kept out of harm’s
way; and yet if they do not profit for the time they have been at
school, (no respect at all being had for their years) the Master shall
be sure enough to bear the blame.
So that a School-master had need to bend his wits to come within the
compass of a child’s capacity of six or seven years of age (seeing we
have now such commonly brought to our Grammar-schools to learn the Latin
Tongue) and to make that they may learn with as much delight and
willingness, as himself would teach with dexterity and ease. And at
present I know no better help to forward his young scholars than this
little Book, which was for this purpose contrived by the Author in the
German and Latin Tongues.
What profitable use may be had thereof, respecting chiefly that his own
country and language, he himself hath told you in his preface; but what
use we may here make of it in our Grammar-schools, as it is now
translated into English, I shall partly declare; leaving all other men,
according to my wont, to their own discretion and liberty, to use or
refuse it, as they please. So soon then as a child can read English
perfectly, and is brought to us to school to learn Latin, I would have
him together with his Accidence, to be provided of this Book, in which
he may at least once a day (beside his Accidence) be thus exercised.
I. Let him look over the pictures with their general titles and
inscriptions, till he be able to turn readily to any one of them, and to
tell its name either in English or Latin. By this means he shall have
the method of the Book in his head; and be easily furnished with the
knowledge of most things; and instructed how to call them, when at any
time he meeteth with them elsewhere, in their real forms.
II. Let him read the description at large: First in English, and
afterward in Latin, till he can readily read, and distinctly pronounce
the words in both Languages, ever minding how they are spelled. And
withal, let him take notice of the figures inserted, and to what part of
the picture they direct by their like till he be well able to find out
every particular thing of himself, and to name it on a sudden, either in
English or Latin. Thus he shall not only gain the most primitive words,
but be understandingly grounded in Orthography, which is a thing too
generally neglected by us; partly because our English schools think that
children should learn it at the Latin, and our Latin schools suppose
they have already learn’d it at the English; partly, because our common
Grammar is too much defective in this part, and scholars so little
exercised therein, that they pass from schools to the Universities and
return from thence (some of them) more unable to write true English,
than either Latin or Greek. Not to speak of our ordinary Tradesmen, many
of whom write such false English, that none but themselves can interpret
what they scribble in their bills and shop-books.
III. Then let him get the Titles and Descriptions by heart, which he
will more easily do, by reason of these impressions which the viewing of
the pictures hath already made in his memory. And now let him also
learn, 1. To construe, or give the words one by one, as they answer one
another in Latin and English. 2. To Parse, according to the rules,
(which I presume by this time) he hath learn’d in the first part of his
Accidence; where I would have him tell what part of Speech any word is,
and then what accidents belong to it; but especially to decline the
nouns and conjugate the verbs according to the Examples in his
Rudiments; and this doing will enable him to know the end and use of his
Accidence. As for the Rules of Genders of Nouns, and the
Præter-perfect-tenses and Supines of Verbs, and those of Concordance and
Construction in the latter part of the Accidence, I would not have a
child much troubled with them, till by the help of this Book he can
perfectly practise so much of Etymology, as concerns the first part of
his Accidence only. For that, and this book together, being thoroughly
learn’d by at least thrice going them over, will much prepare children
to go chearfully forward in their Grammar and School-Authors,
especially, if whilst they are employed herein, they be taught also to
write a fair and legible hand.
There is one thing to be given notice of, which I wish could have been
remedied in this Translation; that the Book being writ in high-Dutch
doth express many things in reference to that Country and Speech, which
cannot without alteration of some Pictures as well as words be expressed
in ours: for the Symbolical Alphabet is fitted for German children
rather than for ours. And whereas the words of that Language go orderly
one for one with the Latin, our English propriety of Speech will not
admit the like. Therefore it will behove those Masters that intend to
make use of this Book, to construe it verbatim to their young Scholars,
who will quickly learn to do it of themselves, after they be once
acquainted with the first words of Nouns, and Verbs, and their manner of
variation.
Such a work as this, I observe to have been formerly much desired by
some experienced Teachers, and I my self had some years since (whilst my
own Child lived) begun the like, having found it most agreeable to the
best witted Children, who are most taken up with Pictures from their
Infancy, because by them the knowledge of things which they seem to
represent (and whereof Children are as yet ignorant) are most easily
conveyed to the Understanding. But for as much as the work is now done,
though in some things not so completely as it were to be wished, I
rejoyce in the use of it, and desist in my own undertakings for the
present. And because any good thing is the better, being the more
communicated; I have herein imitated a Child who is forward to impart to
others what himself has well liked. You then that have the care of
little Children, do not much trouble their thoughts and clog their
memories with bare Grammar Rudiments, which to them are harsh in
getting, and fluid in retaining; because indeed to them they signifie
nothing, but a mere swimming notion of a general term, which they know
not what it meaneth, till they comprehend particulars, but by this or
the like subsidiary, inform them, first with some knowledge of things
and words wherewith to express them, and then their Rules of speaking
will be better understood and more firmly kept in mind. Else how should
a Child conceive what a Rule meaneth, when he neither knoweth what the
Latin word importeth, nor what manner of thing it is which is signified
to him in his own native Language, which is given him thereby to
understand the Rule? For Rules consisting of generalities, are delivered
(as I may say) at a third hand, presuming first the things, and then the
words to be already apprehended touching which they are made. I might
indeed enlarge upon this Subject, it being the very Basis of our
Profession, to search into the way of Childrens taking hold by little
and little of what we teach them, that so we may apply ourselves to
their reach: But I leave the observation thereof to your own daily
exercise, and experience got thereby.
And I pray God, the fountain and giver of all wisdom, that hath bestowed
upon us this gift of Teaching, so to inspire and direct us by his Grace,
that we may train up Children in his Fear and in the knowledge of his
Son Jesus Christ our Lord; and then no doubt our teaching and their
learning of other things subordinate to these, will by the assistance of
his blessed Spirit make them able and willing to do him faithful Service
both in Church and Commonwealth, as long as they live here, that so they
may be eternally blessed with him hereafter. This, I beseech you, beg
for me and mine, as I shall daily do for you and yours, at the throne of
God’s heavenly grace; and remain while I live
Ready to serve you, as I truly love and honour you, and labour willingly
in the same Profession with you,