THE TRANSLATOR, TO ALL JUDICIOUS AND INDUSTRIOUS SCHOOL-MASTERS. 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.