As there are some considerable Alterations in the present Edition of
this Book from the former, it may be expected an Account should be given
of the Reasons for them. ’Tis certain from the Author’s Words, that when
it was first published, which was in Latin and Hungary, or in Latin and
High-Dutch; every where one word answer’d to another over-against it:
This might have been observ’d in our English Translation, which wou’d
have fully answer’d the design of COMENIUS, and have made the Book much
more useful: But Mr. Hoole, (whether out of too much scrupulousness to
disturb the Words in some places from the order they were in, or not
sufficiently considering the Inconveniences of having the Latin and
English so far asunder) has made them so much disagree, that a Boy has
sometimes to seek 7 or 8 lines off for the corresponding Word; which is
no small trouble to Young Learners who are at first equally unacquainted
with all Words, in a Language they are strangers to, except it be such
as have Figures of Reference, or are very like in sound; and thus may
perhaps, innocently enough join an Adverb in one Tongue, to a Noun in
the other; whence may appear the Necessity of the Translation’s being
exactly literal, and the two Languages fairly answering one another,
Line for Line.
If it be objected, such a thing cou’d not be done (considering the
difference of the Idioms) without transplacing Words here and there, and
putting them into an order which may not perhaps be exactly classical;
it ought to be observed, this is design’d for Boys chiefly, or those who
are just entering upon the Latin Tongue, to whom every thing ought to be
made as plain and familiar as possible, who are not, at their first
beginning, to be taught the elegant placing of Latin, nor from such
short Sentences as these, but from Discourses where the Periods have a
fuller Close. Besides, this way has already taken (according to the
Advice of very good Judges,) in some other School-Books of Mr. Hoole’s
translating, and found to succeed abundantly well.
Such Condescensions as these, to the capacities of young Learners are
certainly very reasonable, and wou’d be most agreeable to the Intentions
of the Ingenious and worthy Author, and his design to suit whatever he
taught, to their manner of apprehending it. Whose Excellency in the art
of Education made him so famous all over Europe, as to be solicited by
several States and Princes to go and reform the Method of their Schools;
and whose works carried that Esteem, that in his own Life-time some part
of them were not only translated into 12 of the usual Languages of
Europe, but also into the _Arabic_, _Turkish_, _Persian_, and _Mogolic_
(the common Tongue of all that part of the _East-Indies_) and since his
death, into the _Hebrew_, and some others. Nor did they want their due
Encouragement here in _England_, some Years ago; ’till by an indiscreet
use of them, and want of a thorow acquaintance with his Method, or
unwillingness to part from their old road, they began to be almost quite
left off: Yet it were heartily to be wish’d, some Persons of Judgment
and Interest, whose Example might have an influence upon others, and
bring them into Reputation again, wou’d revive the COMENIAN METHOD,
which is no other, than to make our Scholars learn with Delight and
chearfulness, and to convey a solid and useful Knowledge of Things, with
that of Languages, in an easy, natural and familiar way. _Didactic
Works_ (as they are now collected into one volume) for a speedy
attaining the Knowledge of Things and Words, join’d with the Discourses
of Mr. Lock[A] and 2 or 3 more out of our own Nation, for forming the
Mind and settling good Habits, may doubtless be look’d upon to contain
the most reasonable, orderly, and completed System of the Art of
Education, that can be met with.
[Footnote A: Mr. Lock’s Essay upon Education.
Dr. Tabor’s Christian Schoolmaster.
Dr. Ob. Walker of Education.
Mr. Monro’s Essay on Education.
--His just Measures of the pious Institutions of Youth, &c.]
Yet, alas! how few are there, who follow the way they have pointed out?
tho’ every one who seriously considers it, must be convinc’d of the
Advantage; and the generality of Schools go on in the same old dull
road, wherein a great part of Children’s time is lost in a tiresome
heaping up a Pack of dry and unprofitable, or pernicious Notions (for
surely little better can be said of a great part of that Heathenish
stuff they are tormented with; like the feeding them with hard Nuts,
which when they have almost broke their teeth with cracking, they find
either deaf or to contain but very rotten and unwholesome Kernels)
whilst Things really perfected of the understanding, and useful in every
state of Life, are left unregarded, to the Reproach of our Nation, where
all other Arts are improved and flourish well, only this of Education of
Youth is at a stand; as if that, the good or ill management of which is
of the utmost consequence to all, were a thing not worth any Endeavors
to improve it, or was already so perfect and well executed that it
needed none, when many of the greatest Wisdom and Judgment in several
Nations, have with a just indignation endeavor’d to expose it, and to
establish a more easy and useful way in its room.
’Tis not easy to say little on so important a subject, but thus much may
suffice for the present purpose. The Book has merit enough to recommend
it self to those who know how to make a right use of it. It was reckon’d
one of the Author’s best performances; and besides the many Impressions
and Translations it has had in parts beyond Sea, has been several times
reprinted here. It was endeavor’d no needless Alterations shou’d be
admitted in this Edition, and as little of any as cou’d consist with the
design of making it plain and useful; to shun the offence it might give
to some; and only the Roman and Italic Character alternately made use
of, where transplacing of Words cou’d be avoided.