§1.12.1quaeri solet, an, etiamsi discenda sint haec, eodem tempore tamen tradi omnia et percipi possint.
It is commonly asked whether, even if these things must be learned, they can nevertheless all be taught and acquired at the same time.
negant enim quidam, quia confundatur animus ac fatigetur tot disciplinis in diversum tendentibus, ad quas nec mens nec corpus nec dies ipse sufficiat, et si maxime patiatur hoc aetas robustior, pueriles annos onerari non oporteat.
For some say no, because the mind would be confused and fatigued by so many studies tending in different directions, for which neither the intellect, nor the body, nor the day itself would suffice, and even if a more robust age could bear this to the utmost, boyhood years ought not to be burdened.
§1.12.2sed non satis perspiciunt, quantum natura humani ingenii valeat; quae ita est agilis ac velox, sic in omnem partem, ut ita dixerim, spectat, ut ne possit quidem aliquid agere tantum unum, in plura vero non eodem die modo, sed eodem temporis momento vim suam intendat.
But they do not sufficiently perceive how great the power of the human mind's nature is; which is so active and swift, and looks, if I may say so, in every direction, that it cannot even do only one thing, but directs its force into several things, not only on the same day, but at the same moment of time.
§1.12.3an vero citharoedi non simul et memoriae et sono vocis et plurimis flexibus serviunt, cum interim alios nervos dextra percurrunt, alios laeva trahunt, continent, praebent, ne pes quidem otiosus certam legem temporum servat, et haec pariter omnia?
Or indeed, do not lyre-players at the same time serve memory, the sound of the voice, and very many modulations, while in the meantime they run over some strings with the right hand, and pull, hold back, and release others with the left, and not even their foot is idle but keeps a certain rule of the measures, and all these things together?
§1.12.4quid? nos agendi subita necessitate deprehensi nonne alia dicimus, alia providemus, cum pariter inventio rerum, electio verborum, compositio, gestus, pronuntiatio, vultus, motus desiderentur? quae si velut sub uno conatu tam diversa parent simul, cur non pluribus curis horas partiamur? cum praesertim reficiat animos ac reparet varietas ipsa, contraque sit aliquanto difficilius in labore uno perseverare.
What? When we are caught by a sudden necessity of speaking, do we not say some things and foresee others, while at the same time the invention of topics, choice of words, arrangement, gesture, delivery, facial expression, and movement are required? If these so diverse things are prepared at the same time, as if under a single effort, why should we not divide our hours among several studies? Especially since variety itself refreshes and restores our minds, and, on the contrary, it is considerably more difficult to persevere in a single labor.
ideo et stilus lectione requiescit, et ipsius lectionis taedium vicibus levatur.
Therefore, both the pen finds rest in reading, and the weariness of reading itself is relieved by alternation.
§1.12.5quamlibet multa egerimus, quodam tamen modo recentes sumus ad id quod incipimus.
However many things we have done, we are nevertheless in some way fresh for that which we begin.
quis non obtundi potest, si per totum diem cuiuscunque artis unum magistrum ferat? mutatione recreabitur sicut in cibis, quorum diversitate reficitur stomachus et pluribus minore fastidio alitur.
Who cannot be blunted if he should endure a single teacher of any art whatsoever through the whole day? He will be recreated by change, just as in the case of foods, by whose diversity the stomach is refreshed and is nourished by more variety with less aversion.
§1.12.6aut dicant isti mihi, quae sit alia ratio discendi.
Or let those men tell me what other method of learning there is.
grammatico soli deserviamus, deinde geometrae tantum, omittamus interim quod didicimus? mox transeamus ad musicum, excidant priora? et cum Latinis studebimus litteris, non respiciamus ad Graecas, et, ut semel finiam, nihil faciamus nisi novissimum?
Should we devote ourselves to the grammarian alone, then to the geometrician only, omitting in the meantime what we have learned? Next, should we pass to the musician, and let what came before fall from our minds? And when we study Latin literature, should we not look back to Greek, and, to conclude once and for all, should we do nothing except the latest thing?
§1.12.7cur non idem suademus agricolis, ne arva simul et vineta et oleas et arbustum colant, ne pratis et pecoribus et hortis et alvearibus avibusque accommodent curam? cur ipsi aliquid forensibus negotiis, aliquid desideriis amicorum, aliquid rationibus domesticis, aliquid curae corporis, nonnihil voluptatibus cotidie damus? quarum nos una res quaelibet nihil intermittentes fatigaret.
Why do we not advise the same to farmers, that they should not cultivate fields, vineyards, olive groves, and orchards at the same time, nor bestow care on meadows, cattle, gardens, beehives, and birds? Why do we ourselves daily give some time to public business, some to the wishes of friends, some to domestic accounts, some to the care of the body, and some to pleasures? Any single one of which, if we did not interrupt it, would fatigue us.
adeo facilius est multa facere quam diu.
So much easier is it to do many things than to do one thing for a long time.
§1.12.8illud quidem minime verendum est, ne laborem studiorum pueri difficilius tolerent, neque enim ulla aetas minus fatigatur.
That indeed is least of all to be feared, that boys should bear the labor of studies with greater difficulty; for no age is less fatigued.
mirum sit forsitan, sed experimentis deprehendas.
It may perhaps be wonderful, but you would find it by experience.
§1.12.9nam et dociliora sunt ingenia, priusquam obduruerunt.
For minds are also more teachable before they have hardened.
id vel hoc argumento patet, quod intra biennium, quam verba recte formare potuerunt, quamvis nullo instante, omnia fere loquuntur; at noviciis nostris per quot annos sermo Latinus repugnat.
This is clear even from this argument, that within two years after they have been able to form words correctly, although no one is pressing them, they speak almost everything; but to our newly imported slaves, for how many years does the Latin language offer resistance?
magis scias, si quem iam robustum instituere litteris coeperis, non sine causa dici παιδομαθεῖς eos, qui in sua quidque arte optime faciant.
You would know this more, if you should begin to instruct in letters someone who is already grown up, that it is not without reason that those who do best, each in his own art, are called paidomatheis, those who are taught in childhood.