OF EDUCATION Especially of Young Gentlemen IN TWO PARTS The Second impression with additions OXON At the THEATER Ann. 1673. THE PREFACE IT is not the design of this Discourse to intrench upon any knowledg already disposed and appropriated into Arts and Sciences as they are at this time delivered but only to propose such things to consideration and use as lying scattered and in common are less cultivated and regarded For this reason 't is in vain to expect accurateness of method or stile but the first part is almost wholly writ in manner of Essaies the second of Aphorismes the stiles most free loose and unscientifical The most useful knowledg is that of a mans self and this depends upon that more universal consideration of Quid homo potest naturally and artificially i. e. what abilities are in us originally by the gift of God and what attainable by our own industry And both these in order to Knowledg or Action To advance this discovery it is hoped that these papers may contribute some hints and steps whereby others may proceed to perfect the whole building Which who shall effect or but considerably promote shall perform a service as acceptable as beneficial to Mankind The perfecting of a young Man in Sciences and speculative Learning is the business of so many Books and Persons that it seems superfluous to engage in that part of Instruction It was therefore thought more useful to furnish some rules and principles of Active life as being that whereto Gentlemen seem more disposed both by their births and general inclinations and whereto also little assistance could be expected from our ordinary speculations I have therefore rather chused to gather up disorderly and bind together such scattered counsels and notions as have occurred either in observation or in some Italian Writers not ordinary amongst us If any person shall hereby be any whit forwarded toward the attaining the great end of his Creation 't is all that is here aimed at Almighty God give success according to the riches of his goodness Amen A TABLE OF THE CHAPTERS IN THE FIRST PART CHAP. I. Necessary to Learning 1. Capacity 2. Instruction 3. Practise The two last of which are comprehended in Education Pag. 1. CHAP. II. Of the Duty of Parents in educating their Children p. 13. CHAP. III. Of the Educator p. 25. CHAP. IV. Of the Educated p. 29. CHAP. V. General directions to the Educator p. 35. CHAP. VI. Of ordering the dispositions and manners of the Educated p. 47. CHAP. VII Of frugality or ordering his mony and expences p. 61. CHAP. VIII Of the preservation of his health p. 66. CHAP. IX Of the divers passions inclinations and dispositions of Man and the waies to rectifie and order them p. 71. CHAP. X. Of parts or capacities in general and of their diversity and how to be ordered and rectified p. 98. CHAP. XI Of Invention Memory and Judgment and how to help better and direct them p. 124. CHAP. XII Breif Directions for Elocution p. 163. CHAP. XIII Of bettering the Judgment p. 174. CHAP. XIV Of travelling into forreign Countries p. 193. CHAP. XV. Of prudent chusing a calling or state of life 200. PART II. CHAP. I. Of Civility Pag. 210. CHAP. II. Of Prudence p. 232. CHAP. III. Of Prudence in conversation and discourse p. 244. CHAP. IV. Concerning Business p. 259. CHAP. V. Of Servants p. 273. CHAP. VI. Of giving receiving and promising p. 277. CHAP. VII Of Prudence in acquiring emploiment and preferment p. 281. OF EDUCATION CHAP. I. Necessary to Learning 1. Capacity 2. Instruction 3. Practice The two last of which are comprehended in Education 1. THAT a man may attain perfection in any Art Science or Virtue three things are requisite 1. A natural ability power or capacity 2. Art or instruction 3. Exercise and practise Capacity consists 1. in Fancy or Invention 2. Memory And 3. Judgment of which we shall speak at large hereafter And these in several persons are very different For granting what some Philosophers say that they are originally equal in all men as being the soul it self yet in reality because every soul comes into a body endued with various dispositions and the Organs which the soul employeth and are as necessary to the producing its operations as the soul it self are not in all equally well-disposed there ariseth great variety of capacities and abilities God Almighty distributing these his Gifts of Nature to every one in what measure himself thinks fittest 2. I know there are who accuse the divine Providence as more niggardly or sparing towards men then other Animals which without teaching know not onely what is sufficient for their subsistence but some things also which men learn by long imitation As to go to swim to express their passions and thoughts Yea and some manual arts which are in us the effects of Education are in beasts the actions of sense or instinct But truely this complaint is without reason For if we think Impotency to be an advantage and those creatures to be in the best condition who have least to do it is true that beasts are happier than men and vegetables than Animals But if every thing be made for action and the more able it is to work the more noble if plus posse follows argues nobilius perfectius esse then is our condition infinitely the better as not only having more but more various more sublime and more difficult Operations It is necessary for beasts to be born with haire feathers scales or shels because they had not the ingeny to make themselves garments which to their very great convenience they might alter according to the seasons nor had they the knowledge of creating fire building houses and the like Nature furnished them with beaks claws and horns because they could never arrive to find out a stone to be melted and framed into all sorts of instruments and utensils Their knowledge ariseth no higher then of what is pleasant or painful they apprehend not convenient or inconvenient just or unjust happy or miserable God as a Master of a family gives the servants their set salary and employs them but his Children he educates and instructs to command and dispose not their own onely but even the faculties of all the other therefore were beasts to live by Nature but man by Art Beasts were to be perfect at first that they might be presently employed man by habits of his own acquiring For beasts besides their sustentation in this present life were to expect no other recompense but man by his labour was to merit and by wel-employing his abilities to inherit a reward and that eternal He made indeed no creature which he endowed not with sufficient abilities for the uses of their Creation and most also with a power to better and advance them by assiduous practice but the end of all inferior Creatures was comprehended in their actions of life for the conserving and propagating that But man he created
old men fools is because we see so many young men unlearned Those who are employed in Missions for converting Nations to Christianity find little fruit in treating with ancient men It is also necessary to get an habitude of virtue and knowledg in Youth that in that Age when our understanding fails us wee may do nothing unbeseeming us But the force of Education is seen in nothing more then that whole Nations from age to age continue in the very same customes and manners and to change these especially to the better is a difficulty even beyond imagination Those who are brought up in Wars are active restles violent ungovernable but by force brought up in peace lazy unexperienced in trade subtil interessed covetous amongst poor men mean-spirited amongst idle persons good for nothing Again were there a City consisting of Subjects without Education what a confusion would it be without obedience without breaking their own humors and passions every one following his own lusts without regarding any other without discretion civility even without humanity it self T is good Education of Youth that makes virtuous men and obedient Subjects that fills the Court with wise Councellers and the Common-wealth with good Patriots Even Trees if not cultivated when young change their nature into wildnes and Beasts grow fierce and resty if not tamed and broken in youth Nature is bettered and made useful by Education and what our industry produceth in us contrary to Nature is stronger and converts Nature into it self To neglect instructions is to want other mens experience and to begin again at the very foundation of every Art or Science which being by little and little advanced and not yet perfected he much hinders himself that takes not advantage of the height they are already arrived to And not to exercise parts is to loose them and not to use them to the best is to debase and vilify them For they whose spirit suffers them not to be idle and yet are not instructed to the best advantage fall upon trifles turning watchmaking hunting or worse One I have read of brought to Alexander who by many years practise had obtained the dexterity of throwing a small seed through a needles eye The King for a just reward gave him a sack full of those Seeds But Math. Huniades the Warlike King of Hungary was more severe with him that brought him a wooden Coat of male wherein was not one ring wanting a work of fifteen years for he commanded him to prison for fifteen yeares more to expiate for so much time and parts spent in so fruitles an employment CHAP. II. Of the Duty of Parents in educating their Children 1 I desire Parents would seriously consider that Education of their Children is not left to their pleasure but a duty imposed on them God the great Father of us all deposited the Children in the Fathers charge and provided by his Laws and threatnings they should be reverenced and obeyed by them They are part of your selves and what you do for them is indeed for your selves You expect honour by them at all times may sometime also stand in need of their help 'T is what you either have enjoyed from your Parents or lament your loss by their neglect You have brought forth Children into this World of misery and trouble and will you so leave them Will you not assist them in passing through it as well as they can It is but reasonable they should by a speedy death be taken away from the future evil if you refuse to fortify them against it You provide them estates to what purpose if you also procure them not parts to use them By that you appear to be their provident Parents but by this you are paralleled to their good Angels in taking care and watching over them BUT I will speak no more of this for though there be some inhuman and irrational Parents that desire their Children should be like themselves that think their own honour and respect eclipsed if their Sons be wiser or worthier then they and are contented their Children be wicked least their own actions be shamed some also who for covetuousnes neglect or ignorance will not bestow good Education upon them yet there are so few of this sort and their error so manifest that it needs no further discovery ANOTHER and not inferior error of Parents there is that out of I know not what tendernes they are unwilling their Children should undergo such hardships and severities as a good Education doth require Which is as if the mother should not suffer her new-born Infant to be molested with the pain of swathing and binding till it grows better able to endure that torment Many Parents are afraid their Childrens spirits i. e. their obstinacy and pride should be broken with due correction and harsher chiding BUT the greatest and most general error of Parents is that they desire their Children to be more plausible then knowing and to have a good mine rather then a good understanding or at least to have both together to employ the same time to acquire serious studies and à -lamodeness to study gravity and levity gallantry and Philosophy together But besides what I said before if these come in competition pleasure will certainly carry the cause both more time bestowed and greater proficiency shall be made in that then the other it seems to me little less then impossible that two things so unlike if not contrary should be together attended one hour of pleasure obliterating more then three of study will imprint that two so differently commanding Masters should be obeyed If the Soul can apply it self to such dissonant studies why may not the eye also at once aime at two opposite marks The Gallants chiefest study is to spend his time the other 's to save it the one is for living in pleasure and mirth the other in labour and seriousnes The one for adorning and trimming himself to visit game play c. the other for watchfulnes industry devotion In sum the one placeth his design to be conformable and acceptable to those who understand least to some such silly Women and Ladies from whom if you take vanity nothing remains the other strives to approve himself to God his holy Angels the example of all worthy and wise men of the past and present age Why are rich clothes but to be shown shown to them who best understand them They best understand them who mind nothing else who can judg of every punctilio of the mode and can read a lecture upon a knot of ruban Besides gallantry is ridiculous except accompanied with formality of conversation punctuality in dancing visiting courting which inevitably engage them in loss of time folly and averting the understanding from serious and useful thoughts And this is as consentaneous to reason as experience for the Soul is fortified by introversion upon it self continual meditation and reflecting upon its operations faculties and the objects therein reserved whereas all
sensual pleasures call forth the forces of the Soul to the outward parts and members of the body whence proceeds that continual combat so much spoken of both by Philosophers and Divines between sense and reason the body and the soul wisdome and pleasure METHINKS therefore Children should be educated to all severity of labour and virtue and to this outward politure by the bye only to make those their study and employment and to regard these so much as not to be offensive to those they converse withal Pleasure and recreation indeed is so far necessary as to keep up the strength and alacrity of the bodily forces without which the Soul cannot work But I speak not of these at this time but of that which is esteemed a part of busines and employment Cyrus and Darius great Captains and wise men ruin'd their families and Monarchy because they educated their Children after the Median fashion i. e. amongst their Wives and Women who never suffering them to want any thing nor to be contradicted their delicacy made them slothful and languid the slavery and flattery of those about them rendred them haughty and imperious so that they could neither labour wirh cheerfulnes nor command without arrogancy that made them contemptible as effeminate this odious as insolent I wish the Persians were the onely faulty in this matter Whoever would educate a child to folly and ruine must give him his own will not suffer his humor to be contradicted be careful that he never come in danger or hardship that he be above labour and industry and every days experience shews us that Fortuna quem fovet fatuum facit BUT it is very considerable contrary to the Persians that many great Princes have brought up their Children to industry and hardship Eginâ—artus saith of Charles the Great Liberos suos it a censuit instituendos ut tam filii quem nepotes primo liberalibus studiis quibus ipse operam dabat erudirentur Tum filios quamprimum aetas patiebatur more Francorum equitare armis ac venationibus exerceri fecit Filias lanificio assuescere coloque ac fuso ne per otium torperent operam impendere atque ad omnem honestatem erudiri fecit Augustus wore the clothes spun and made by his Wife Daughter and Grand-children as Suet. informs us Monsieur de Rhodez thus describes the Education of Henry the Great of France His Grand-father would not permit him to be brought up with that delicatnes ordinarily used to persons of his quality well knowing that seldome lodgeth other then a mean and feeble spirit in an effeminate and tender body Neither would he allow him rich habilements and Childrens usual trifles nor to be flattered or treated like a Prince Because all these things are causers only of vanity and rather raise pride in the hearts of Infants then any sentiments of true generosity But he commanded he should be habited and educated like the other Children of that country that he should be accustomed to run to leap to climb the rocks and mountains that by such means he might be inured to labour c. His ordinary food also was course Bread Beef Cheese and Garlick and he often went bare-foot and bare-headed The same care was taken by whole Nations especially such as were of a military constitution The Lacedemonian and other antient Nations Customs are to every one known Olaus Magnus describes the manner of the Education of the Nobility of the Warlike Nation of the Goths l. 8. c. 4. They were accustomed to endure beating and wounds to change of heat into sudden cold to suffering of fire and frost to lying upon boards course and uneasy clothing strong but ordinary food violent and wearisome exercises according to every age such as riding darting shooting wearing heavy arms especially helmets sheilds spears boots and spurs swimming on horseback and in armor I shall not instance in any more for fear of seeming to much to upbraid the present delicacy 2. THE Duty of the Parents therefore is first to begin betimes for very frequently the blandishments of Nurses and the foolish vain or evil conversation of those about them leave such impressions even upon their Infancy as are difficultly defaced even when the child arrives to discretion and maturity Besides the Nurses form the speech the garbe and much of the sentiments of the child The ancient Romans saith Quintilian when a child was born put him not out to an hired Nurse but brought him up in his Mothers chamber under the eye of some grave and virtuous Matron chosen out of the Neighbourhood who was to have him continually in her presence Coram quâ neque dicere fas erat quod turpe dictu neque facere quod inhonestum factu videretur Ac non studia modo sed remissiones etiam lususque puerorum sanctâ quâdam gravitate ac verecundiâ temperabat c. And so considerable was the Education of Children thought to be that as he saith Cornelia the mother of the Gracchi Aurelia the mother of Augustus Caesar were Governesses to great mens Children 3. SECONDLY though a discreet and careful Nurse be provided yet let not the Father remit his diligence to wean him betimes nor permit tenderness to overcome his judgment or his present false the durable and perfect love but hinder as much as is possible the sowing of evil seeds and prevent the very first beginnings and sprowtings of bad actions There is indeed no man that seeth not the vast difference in Childrens inclinations to virtue or vice how easy some are advised how difficultly others restrained even by correction There remaining in every one somewhat of that pravity derived to us from our first Parents inclining us as much if not more to evil then to good yet some more violently then others which inclinations though they render us not guilty the sin being washed away by Baptisme yet our consenting to them is sin as our resisting them is virtue and our fighting against and overcoming them is the great employment of our life And truely were it not for evil examples and councells or at least for want of good ones the victory would not be so difficult as we commonly suppose and find it nor the difference of inclinations so manifest For thus much must be acknowledged to the glory of our Maker first that as every constitution hath a disposition to evil so that very disposition is contrary to another evil to which the indifferent would be more obnoxious and Secondly inclineth also to the neighbouring good every defect by the wise ordering of providence being ballanced with another advantage as proneness to anger prompts also to activenes and hardiness to attempt difficulties the slow and phlegmatick are also perseverant and constant in their resolutions that which disposeth to lust suggests also persuasivenes plausibility and cheerfulnes desire produceth Industry fear breeds quiet and cautiousnes And by the way let this be remembred that it is much easier
bodily sicknesses the patient is the first who desireth the cure but the distempers of the mind are to be discovered and perswaded to the Patient by reason and good admonition Neither must the Father destine his Child to such an employment as himself thinks fittest to serve his other occasions Though most mens parts are capable of many employments yet are many less disposed to one then another and so much as it is not worth the time and labour many times as is said before to endeavour the change of such inclinations Consider therefore both his disposition and the nature of the calling i. e. what faculties it chiefly employs and whether those faculties be most eminent in the subject and so fit them together and you shall not need to fear their corresponding to your care However if after all your endeavours they prove not to your desire as many times it happens murmur not against God who permits them to miscarry either that men may take notice that all wel-doing is from his grace not our wisedome or that your faith and patience may be tried and your self purged from all human and secular affections and interests or that some faults in your self may be punished in them CHAP. III. Of the Educator 1. THE Fathers greatest diligence is seen in chusing a good Governor or Director of his Son A good Educator therefore whether one be to be chosen or any one desires to render himself such being instead of a Father to his charge ought to be First religious virtuous and grave both himself and family that he may give good example and not need to fear that his Scholar resemble him He must therefore be sure to live with greater severity then he exacts of his charge Then also may he hope by his prayers to obtain a blessing upon his endeavours and performing his duty as in the sight of God to give up his accounts cheerfully and receive his reward from him 2. PRUDENT and discreet as in all other things so especially in observing the Childs disposition and to know what it will produce For many times the medicine is to be applied to the disease not to the symptome Not too severe nor too indulgent not too austere least he affright nor too familiar least he become contemptible to his charge For young men understand not much the reason of his demeanor He must praise without flattery chide without contumely and correct without passion be cheerful without levity affable without fawning grave without morosity and merry without folly 3. PATIENT humble and meek to pass-by dissemble and bear with many impertinencies dulnesses forgetfulnesses to endure many affronts contempts passions and sometimes very evil words Not to despond though success answer not his Industry for Almighty God gives grace when he pleaseth nor doth all seed immediatly sprout however he shall be rewarded not according to the others proficiency but his own industry and sincerity 4. MASTER of his tongue for that is his great and universal instrument Besides the speech of the Master authoriseth the Childs imitation He must therefore religiously avoid not only all wicked profane and obscene but also all undecent all passionate all hyperbolical superfluous customary vain speeches knowing that the greatest reverence is due to Children 5. DILIGENT making it his busines to assist and better his charge to observe all his motions and speeches for tho all cannot be amended at once yet no default is to pass unregarded least that connivance authorize the committing it and the frequent committing produce an habit Yet let him not so trust to his own Industry as not by continual prayer to recommend his employment to the giver of success 6. NOT covetous Especially let him not fancy to himself the making advantage by insinuating into the interest of his charge for that breeds jealousies at least nor into his affections for their gratitude is writ in sand and their passions change with new objects Besides after a while he will be look'd upon as impertinent and exercising ridiculously an obsolete power If besides these qualifications he have experience of forreign parts if he understand learning and sciences if wel-born of a good presence and address and wear his clothes hansomely it will admit him into the respect of his charge and facilitate the performance of his Duty 7. IN all times great care was taken for providing good Educators for they said it was better to prevent vices then punish them And in most States the Magistrates appointed them nor was it lawful amongst many Nations for Parents to employ any others or educate their Children but in public The Canons of most Churches since Christianity have charged that election upon the Bishops and that with so much reason and prudence that the contrary practice hath once and is even now ready to endanger the ruin of this Government The Ancient Persians despairing to find all requisite accomplishments in one had usually four distinct persons to educate their Princes one supreme who had the general inspection over both Masters and Scholar another eminent for sanctity and virtue to teach him Religion Honor and Justice a third for learning to principle him in knowledg and wisdome and a fourth to perfect him in his carriage valour exercise of Armes and Chivalry And tho this be above the capacity and reach of most subjects yet by this every one may see what is perfectest toward which he may advance as his estate will bear And let them be sure of this that if they will have the best Educators they must liberally encourage them for worthy persons will not labour without considerable rewards both of means and respect Besides the gratitude of Princes and great Persons to their Educators invites others to fit themselvs and to undergo that laborious and hazardous employment Alexander the Great built up Stagyra for Aristotles sake and spared Lampsacus for Anaximenes's Augustus bestowed great honours upon the person and Country of Apollodorus and forgave the Alexandrians to gratify Areus his Master in Philosophy Trajan dignified his Master Plutark with the Consulship Memorable is the piety of M. Aurelius who made Proculus Proconsul and took Junius Rusticus with him in all his expeditions advised with him of all his both publick and private businesses saluted him before the Praefecti-Praetorio designed him to be second time Consul and after his death obtained from the Senate publicly to erect a statue to his memory Tantum autem honoris Magistris suis detulit ut imagines eorum aureas in larario haberet ac sepulchra eorum aditu hostiis floribus semper honoraret saith Capitolinus See the gratitude of Gratianus to his Educator Ausonius in his Epistle to him Carolus Magnus exceedingly honoured Alcuinus as did also Theodorick Cassiodorus making him his Counceller and Confident So did Otho III. Gerbertus for whose sake ut habeat Magister quid Principi nostro Petro à parte sui Discipuli offerat Otho gave to the Church to be