§1.3.1tradito sibi puero docendi peritus ingenium eius in primis naturamque perspiciet.
When a boy has been handed over to him, the skilled teacher will first of all discern his talent and nature.
ingenii signum in parvis praecipuum memoria est.
The principal sign of talent in young children is memory.
eius duplex virtus, facile percipere et fideliter continere.
Its virtue is twofold: to grasp easily and to retain faithfully.
proximum imitatio; nam id quoque est docilis naturae, sic tamen, ut ea quae discit effingat, non habitum forte et ingressum et si quid in peius notabile est.
The next is imitation; for this also belongs to a teachable nature, provided, however, that he reproduces what he learns, and not perchance a gesture or gait, or whatever is notable for the worse.
§1.3.2non dabit mihi spem bonae indolis, qui hoc imitandi studio petet, ut rideatur.
He will not give me hope of a good disposition, who seeks by this zeal for imitating to raise a laugh.
nam probus quoque in primis erit ille vere ingeniosus; alioqui non peius duxerim tardi esse ingenii quam mali.
For he who is truly talented will also be honest first of all; otherwise, I should deem it no worse to be of slow talent than of a bad one.
probus autem ab illo segni et iacente plurimum aberit.
But the honest boy will be very far removed from that sluggish and inactive one.
§1.3.3hic meus quae tradentur non difficulter accipiet, quaedam etiam interrogabit, sequetur tamen magis quam praecurret.
This pupil of mine will receive without difficulty what is taught, and will even ask some questions, yet he will follow rather than run ahead.
illud ingeniorum velut praecox genus non temere unquam pervenit ad frugem.
That premature kind of talent, as it were, never easily reaches maturity.
§1.3.4hi sunt, qui parva facile faciunt et audacia provecti, quidquid illud possunt, statim ostendunt.
These are they who perform small tasks easily, and, led on by boldness, show immediately whatever they are capable of.
possunt autem id demum, quod in proximo est; verba continuant, haec vultu interrito, nulla tardati verecundia proferunt.
But they are capable only of that which is near at hand; they run words together, and utter them with an intrepid countenance, retarded by no bashfulness.
non multum praestant sed cito.
They perform not much, but quickly.
§1.3.5non subest vera vis nec penitus immissis radicibus nititur; ut, quae summo solo sparsa sunt semina, celerius se effundunt, et imitatae spicas herbulae inanibus aristis ante messem flavescunt.
There is no real strength beneath, nor does it rest upon deeply sent roots; just as seeds scattered on the surface of the soil spring up more quickly, and little herbs imitating ears of corn turn yellow before harvest with empty awns.
placent haec annis comparata; deinde stat profectus, admiratio decrescit.
These please when compared with their years; then progress stands still, and admiration decreases.
§1.3.6haec cum animadverterit, perspiciat deinceps, quonam modo tractandus sit discentis animus.
When he has observed these things, let him next discern in what manner the mind of the learner is to be treated.
sunt quidam, nisi institeris, remissi, quidam imperia indignantur.
There are some who, unless you urge them, are remiss; some indignant at commands.
quosdam continet metus, quosdam debilitat, alios continuatio extundit, in aliis plus impetus facit.
Fear restrains some, while it debilitates others; continuous application wears down some, while in others a sudden impulse does more.
§1.3.7mihi ille detur puer, quem laus excitet, quem gloria iuvet, qui victus fleat.
Let that boy be given to me whom praise excites, whom glory delights, and who weeps when vanquished.
hic erit alendus ambitu, hunc mordebit obiurgatio, hunc honor excitabit, in hoc desidiam nunquam verebor.
This boy must be nourished by ambition, him rebuke will sting, him honor will rouse; in him I shall never fear laziness.
§1.3.8danda est tamen omnibus aliqua remissio; non solum quia nulla res est, quae perferre possit continuum laborem, atque ea quoque, quae sensu et anima carent, ut servare vim suam possint, velut quiete alterna retenduntur; sed quod studium discendi voluntate, quae cogi non potest, constat.
Yet some relaxation must be given to all; not only because there is nothing that can endure continuous labor, and even those things which lack sense and soul, in order to preserve their strength, are unbent, as it were, by alternate rest; but because the zeal for learning consists in the will, which cannot be forced.
§1.3.9itaque et virium plus adferunt ad discendum renovati ac recentes et acriorem animum, qui fere necessitatibus repugnat.
Therefore, refreshed and restored, they bring more strength to learning and a sharper mind, which generally rebels against compulsions.
§1.3.10nec me offenderit lusus in pueris; est et hoc signum alacritatis; neque illum tristem semperque demissum sperare possim erectae circa studia mentis fore, cum in hoc quoque maxime naturali aetatibus illis impetu iaceat.
Nor would play in boys offend me; this also is a sign of alacrity; nor could I expect that one who is sad and always cast down will be of an erect mind about his studies, when he lies inactive even in this impulse, which is most natural to those ages.
§1.3.11modus tamen sit remissionibus, ne aut odium studiorum faciant negatae aut otii consuetudinem nimiae.
Yet let there be a limit to relaxations, lest either denied they produce a hatred of studies, or excessive they produce a habit of idleness.
sunt etiam nonnulli acuendis puerorum ingeniis non inutiles lusus, cum positis invicem cuiusque generis quaestiunculis aemulantur.
There are also some games not useless for sharpening the minds of boys, when they compete by turns with short questions of every kind proposed.
§1.3.12mores quoque se inter ludendum simplicius detegunt; modo nulla videatur aetas tam infirma, quae non protinus quid rectum pravumque sit discat, tum vel maxime formanda, cum simulandi nescia est et praecipientibus facillime cedit.
Characters also reveal themselves more simply during play; provided that no age is deemed so weak that it cannot immediately learn what is right and wrong, then especially to be formed when it is ignorant of simulation and yields most easily to preceptors.
frangas enim citius quam corrigas, quae in pravum induruerunt.
For you would break more quickly than correct those things which have hardened into evil.
§1.3.13protinus ergo, ne quid cupide, ne quid improbe, ne quid impotenter faciat, monendus est puer; habendumque in animo semper illud Vergilianum:
"
adeo in teneris consuescere multum est.
Straightway, therefore, a boy must be warned lest he do anything covetously, dishonestly, or intemperately; and that famous saying of Virgil must always be kept in mind: "Of such great power is habit in tender years.
"
Caedi vero discentes, quamlibet et receptum sit et Chrysippus non improbet, minime velim.
"But that learners should be beaten, although it is a received custom and Chrysippus does not disapprove, I would by no means wish.
primum, quia deforme atque servile est et certe, §1.3.14(quod convenit, si aetatem mutes), iniuria est; deinde, quod, si cui tam est mens illiberalis, ut obiurgatione non corrigatur, is etiam ad plagas ut pessima quaeque mancipia durabitur: postremo, quod ne opus erit quidem hac castigatione, si assiduus studiorum exactor astiterit.
First, because it is shameful and servile, and certainly, (which is applicable, if you change the age) it is an injury; secondly, because if anyone has a mind so ungenerous that he is not corrected by rebuke, he will also be hardened to blows like the worst slaves; lastly, because there will not even be any need for this chastisement, if a diligent exactor of studies is present.
§1.3.15nunc fere negligentia paedagogorum sic emendari videtur, ut pueri non facere, quae recta sunt, cogantur sed cur non fecerint puniantur.
Now, for the most part, by the negligence of pedagogues, emendation seems to be carried out in such a way that boys are not compelled to do what is right, but are punished for not having done it.
denique cum parvulum verberibus coegeris, quid iuveni facias, cui nec adhiberi potest hic metus et maiora discenda sunt?
Finally, when you have compelled a little child with stripes, what would you do to a young man, to whom this fear cannot be applied, and who must learn greater things?
§1.3.16adde, quod multa vapulantibus dictu deformia et mox verecundiae futura saepe dolore vel metu acciderunt, qui pudor frangit animum et abiicit atque ipsius lucis fugam et taedium dictat.
Add to this, that many things shameful to relate, and soon to be a cause of shame, often happen to those being beaten through pain or fear; which shame breaks the spirit and dejects it, and dictates a flight from and loathing of the very light of day.
§1.3.17iam si minor in eligendis custodum vel praeceptorum moribus fuit cura, pudet dicere, in quae probra nefandi homines isto caedendi iure abutantur, quam det allis quoque nonnunquam occasionem hic miserorum metus.
Now if there was too little care in choosing the characters of guardians or teachers, I am ashamed to say to what disgraceful acts infamous men abuse this right of beating, and what opportunity this fear of the miserable children sometimes gives to others also.
non morabor in parte hac; nimium est quod intelligitur.
I will not dwell on this part; it is too well understood.
quare hoc dixisse satis est; in aetatem infirmam et iniuriae obnoxiam nemini debet nimium licere.
Wherefore it is enough to have said this: that no one ought to have too much license over an age that is weak and exposed to injury.
§1.3.18nunc quibus instituendus sit artibus, qui sic formabitur, ut fieri possit orator, et quae in quaque aetate inchoanda, dicere ingrediar.
Now I shall proceed to declare by what liberal arts he, who is to be so formed that he can become an orator, must be instructed, and what things are to be commenced at each age.