Examen de ingenios. = The examination of mens vvits In whicch [sic], by discouering the varietie of natures, is shewed for what profession each one is apt, and how far he shall profit therein. By Iohn Huarte. Translated out of the Spanish tongue by M. Camillo Camili. Englished out of his Italian, by R.C. Esquire.

The Examination or Triall of mens wits and dispositions. (Book 1)

CHAP. I. (Book 1)

He prooueth by an example, that if a Child haue not the disposition and abilitie, which is requisit for that science wher∣vnto he will addict himselfe, it is a superfluous labour to be in∣structed therein by good schoolemaisters, to haue store of bookes, and continually to studie it.

THe opinion of Cicero was good, who, * 1.1 that his sonne Marke might proue such a one in that kind of learning, which himselfe had made choise of, as he de∣sired; iudged, that it sufficed to send him to a place of studie, so renowmed and famous in the world, as that of A∣thens, and to giue him Cratippus for his schoolemaister, who was the greatest Philosopher of those daies, bringing him vp in a citie so populous, where, through the great concourse of people which thither assembled, he should of necessitie haue many examples and profitings of stran∣gers, fit to teach him by experience those things which appertained to the knowledge that himselfe was to learne. But, notwithstanding all this diligence, and much more

besides, which (as a good father) he vsed, prouiding him bookes, and writing some vnto him of his own head; the Historians report, that he prooued but a Cods-head, with little eloquence, and lesse philosophie, (a matter vsuall a∣mongst men, that the sonne abies the much wisedome of the father.) Verely Cicero greatly beguiled himselfe, ima∣gining that albeit his sonne were not issued out of natures hands, with that wit and habilitie which is requisit for elo∣quence and philosophie, yet by means of the good indu∣strie of such a teacher, and the many books, and examples of Athens, togither with the yoong mans continuall en∣deuour, and processe of time, the defects of his vnderstan∣ding would be amended: but we see, that finally he de∣ceiued himselfe, neither do I maruell thereat, for he had many examples to this purpose, which encouraged him to beleeue, that the same might also befall in the person of his sonne.

For the same Cicero reports in his booke of Destinie, that Zenocrates had a wit very vntoward for the studie of * 1.2 Naturall and Morall philosophie, of whome Plato sayd, That he had a scholer, who stood in need of a spurre; and yet notwithstanding, through the good industrie of such a maister, and the continuall trauell of Zenocrates himselfe, he became a very great Philosophèr. And he writes the like also of Cleantes, who was so doltish and void of vnder∣standing, that no teacher would receiue him into his schoole; whereat the yoong man agreeued and ashamed, endured so great toile in studying, that he came after∣wards to be called a second Hercules for wisedome. No lesse vntoward for matters of eloquēce, seemed the wit of Demosthenes, of whome it is sayd, that when he was now growne big, he could not yet speake plaine, but labouring and applying the art, by hearing of good teachers, he pro∣ued

the best Oratour of the world: and specially (as Ci∣cero recounts) he could not pronounce the letter, R, for that he did somwhat stāmer, and yet by practise he grew to articulat it so well, as if he had neuer had that way any de∣fect. Hence tooke that prouerbe his originall, which saith, That mans wit in matters of science, is like a plaier at dice, for if any one prooue vnluckie in throwing his chaunce, by artificiall practise he comes to amend his euill fortune. But none of these examples produced by Cicero, remains without a conuenient answer in my doctrine: for (as we will hereafter proue) there is in yongmen a certaine dul∣nes, which argues a greater wit in another age, than if the same had bene sharpe from their childhood: nay it is a iudgement that they will prooue lowtish men, when they begin very soone to discourse and be quicke of conceipt. Wherefore, if Cicero had known the true tokens by which wits are in their first age to be discouered, he would haue held it a good signe, that Demosthenes was rude and slow of speech, and that Zenocrates had need of a spurre whilest he learned. I take not from a good instructor art, and industrie, their vertue and force, to manure wits, as well rude as pliant: but that which I will say, is, that if a yoong man haue not of himselfe an vnderstanding capa∣ble of precepts and rules, which properly belong to the art he would learne, and to none other, that the diligence * 1.3 vsed by Cicero with his sonne, was as vaine as that which any other parent shal vse with his sonne, will be in the like. Those who haue read Plato shall easily know, that this do∣ctrine is true, who reports that Socrates was the sonne (as he also reported himselfe) of a midwife, & that as his mo∣ther (albeit she were much praised in the art) could not make a woman to be deliuered, that before her comming to her was not with child; so he (performing the like of∣fice

as his mother) could not make his scholers bring foorth any science, if of themselues they had not their vn∣derstanding conceiued therwith. He was of opinion, that sciences were (as it were) naturall to those men only, who had their wits appliable therevnto; and that in such it be∣fell, as we see by experience in those who haue forgotten somewhat which they first knew, who if we put them in mind but of one word, gather from that all the residue.

Maisters (for ought that I can gather) haue none other office with their schollers, than to bring learning to their remembrance, for if they haue a fruitfull wit, they make them with this only to bring forth woonderful conceipts, otherwise they do but afflict themselues, and those whom they instruct, nor euer obtaine their desires. And (at least if I were a teacher) before I receiued any scholer into my * 1.4 schoole, I would grow to many trials and experiments with him, vntill I might discouer the qualitie of his wit, and if I found it by nature directed to that science where∣of I made profession, I would willingly receiue him, for it breeds a great contentment in the teacher, to instruct one of good to wardlinesse: and if not, I would counsaile him to studie that science, which were most agreeable with his wit. But if I saw, that he had no disposition or capacitie for any sort of learning, I would friendly and with gentle words tell him; Brother, you haue no means to proue a man of that profession which you haue vndertaken, take care not to loose your time and your labour, and prouide you some other trade of liuing, which requires not so great an habilitie as appertaineth to learning. Hereof is seene very plaine experience, for we behold a great num∣ber of schollers enter the course of whatsoeuer science, and (be the teacher very good or very bad) finally euery day some prooue of great skill, some of meane, and some in

their whole course, haue done nought else than leese their time, spend their goods, and beat their brains without any maner of profit.

I wot nere whence this effect may spring, they all hea∣ring one selfe teacher, and with equall diligence and care, and perhaps the dull take more paine than the wittie, and this difficultie growes the greater, by seeing that those who are vntoward for one science, are very apt to another, and the toward in one sort of learning, passing to another sort, can vnderstand nothing. But my selfe am at least a good witnesse in this truth; for there were three compa∣nions of vs, who entered together to studie the Latine toong, and one of vs learned the same with great facilitie, the rest could neuer make any commendable compositi∣on; but all passing on to Logicke, one of those who could not learne Grammer, proued in that art a principall Aegle, and the other two, in the whole, neuer learned one ready point; then all three comming to heare Astrologie, it was a matter worthie of consideration, that he who could no skill of Latine or Logicke, in few daies knew more in A∣strologie than his maister that taught them, and the rest could neuer learne it. I then maruelling hereat, began forth with to make discourses, and play the Philosopher hereon, and so I found that euery science required a speci∣all and particular wit, which reaued from that, was little worth in other sorts of learning. And if this be true (as verely it is, and we will so proue it hereafter) he that at this day should enter into the schooles of our times, making proofe and assay of the scholers wits, how many would he change from one science to another, & how many would he send into the fields for dolts and vnable to learne? and how many would he call backe of those, who for want of abilitie are occupied in base exercises, and yet their wits

were by nature created only for learning? but sithens this cannot be brought about nor remedied, it behooues to stay no longer hereon, but to passe forward.

It cannot be denied, but that (as I haue sayd) there are wits found capable of one science, which are vntoward for another: and therefore it behooues, before the child be set to studie, to discouer the manner of his wit, and to see what science agreeth with his capacitie, and then to prouide that he may applie the same. But it is necessarie also to consider, that this which hath bene sayd, sufficeth not to make a man prooue sufficiently learned, but we must haue regard of other conditions no lesse requisit than is this of towardlinesse. For Hippocrates sayth, that mans wit holds the like proportion with knowledge, as the earth doth with seed, which though of her selfe she be fruitfull and fat, yet it behooues to mannure her, and vse aduisement to what sort of seed her naturall disposition enclineth; for euery sort of earth cannot without distin∣ction, produce euery sort of seed. Some better brings foorth Wheat than Barley, and some Barley better than Wheat; and of Wheats some bring a plentifull increase of good Lammas Wheat, and cannot away with the Ba∣sest sort.

Neither doth the good husbandman content himselfe to make this only distinction, but after he hath manured the earth in due season, he lookes for conuenient time to sow it, for it cannot be done at all times of the yeare, and after that the graine is sprung vp, he clenseth and weedeth it, that it may encrease and grow, giuing the fruit which of the seed is expected. After this sort, it is necessarie that the science being knowne, which best fitteth with the person, he begin to studie from his first age, for this (sayth Ari∣stotle) is the most pliant of all others to learning. Moreo∣uer,

mans life is very short, and the arts long and toilsome, for which it behooues that there be time sufficient to know them, and space to exercise them, and therewith to profit the common wealth. Childrens memorie (sayth A∣ristotle) is a table without any picture, because it was but a little while since they were borne, and so they receiue any thing whatsoeuer with facilitie; and not as the me∣morie of old men, which full of those many things they haue seene in the long course of their life, is not capable of more: and therefore Plato sayth, that in the presence of youth, we should recount honest tales and actions, which may incite them to vertuous doings, for what they learne * 1.5 in that age, abides still in their minds, and not (as Galen sayth) that then it behooues to learne the arts, when our nature hath accrued al the forces that she can haue; which point is void of reason if you admit no distinction. He that is to learne the Latine tongue or any other language, ought to do it in his childhood, for if he tarrie till the bo∣die be hardened, and take the perfection that it ought to haue, he shall neuer reape auaileable profit. In his second age, namely boyes state, it is requisit that he trauaile in the art of Syllogismes, for then the vnderstanding begins to display his forces, which hath the same proportion with Logicke, as shackles haue with the feet of mules not yet trayned, who going some daies therewith, take afterward a certaine grace in their pace: so our vnderstanding shack∣led with the rules & precepts of Logicke, takes afterwards a gracefull kind of discoursing and arguing in sciences and disputations. Then followes youth, in which all the scien∣ces appertaining to the vnderstanding may be learned, for that hath a ripened knowledge.

True it is, that Aristotle excepteth naturall Philosophie, saying, a yoong man is not of fit disposition for this kind

of doctrine, wherein it seemeth he hath reason, for that it is a science of deeper consideration and wisedome than a∣ny other.

Now the age thus knowne, in which sciences are to be learned, it behooues to search out a commodious place for the same, where nothing else saue learning may be handled, and such are the Vniuersities: but the youth must forgo his fathers house, for the dandling of the mo∣ther, brethren, kindred, and friends which are not of his profession, do greatly hinder his profiting. This is plainly seene in the scholers who are natiue of the cities and pla∣ces where Vniuersities are seated, none of which (saue by great miracle) euer become learned. And this may easily be remedied, by changing of Vniuersities, and the na∣tiue of one citie going to studie in another. This faring, that a man takes from his owne countrie to make himselfe of woorth and discretion, is of so great importaunce, that there is no maister in the world who can teach him more, and especially, when a man sees himselfe (sometimes) a∣bandoned of the fauour and delights of his countrie. De∣part out of thy land (sayd God to Abraham) and seuer thy selfe from amidst thy kindred and thy fathers house, and come to the place where I will shew thee, in which thou shalt make thy name great, & I will giue thee my blessing. The like sayes God to all men, who desire to prooue of value and wisedome: for albeit he can blesse them in their natiue countrie, yet he will, that men dispose themselues by this meane which he hath ordained, and that wisdome be not attained by them with idlenesse. All this is meant with a foregoing presupposall, that a man haue a good wit and be apt, for otherwise, He that goes a beast to Rome, returns a beast againe. Little auailes it, that a dullard go to learne in the famous places of studie, where there is no chaire of

vnderstanding, nor wisedome, nor a man to teach it.

The third point of diligence is, to seeke out a mai∣ster who hath a direction and method in teaching, whose doctrine is sound and firme, not sophisticall nor of vaine considerations: for all that the scholler doth, whilest he is a learning, is to credit all that which his maister propounds vnto him, for he hath no sound iudgement or discretion to discerne or separat falshood from truth, albeit this is a chauncefull case, and not placed in the choise of such as learne, that the scholers come in due time to studie, and that the Vniuersities haue good or vnfit instructers; as it befell certaine Phi∣sitions, of whome Galen reports, that hauing conuinced them by many reasons and experiments, and shewed them, that the practise which they vsed was false and preiudiciall to mens health; the tears fell from their eyes, and in his presence they began to curse their hard hap, in lighting on such bad maisters as bare sway du∣ring the time that they were learners. True it is, that there are found some schollers of so ripe wit, as they straightwaies looke into the condition of the teachers, and the learning which he teacheth, and if it be vitious, they know how to confute the same, and to giue allow∣ance to such as deliuer soundly; these at the yeares end teach their maister much more than their maister taught them; for doubting & demaunding wittily, they make him to vnderstand and answer things so exquisit, as he himselfe neuer knew nor should haue knowne, if the scholler with the felicitie of his wit, had not brought them to his mind: but those who can do this, are one or two at the most, and the dullards are infinit, through which, it would do well (seeing this choise and Exami∣nation of Wits for euery science is not had) that the

Vniuersities alwaies made prouision of good teachers, endued with sound learning, and a cleere discerning wit, to the end they may not instruct the ignorant in er∣rours and false propositions.

The fourth diligence requisit to be vsed, is to studie euerie science with order, beginning at his principles, and passing through the midst to the end, without ha∣uing matter that may presuppose another thing before. For which cause, I haue alwaies held it an errour, to heare many lessons of diuers matters, and to carrie them all home fardled vp together. By this means there is made a masse of things in the vnderstanding, which af∣terwards, when they come to practise, a man knowes not how to turne to vse the precepts of his art, nor to assigne them a place conuenient: and it is much better to bestow labour in euery matter by it selfe, and with that naturall order which it holds in his composition, for in the selfe manner as it is learned, so is it also preser∣ued in the memorie. And more in particular, it is neces∣sarie that they do this, who of their owne nature haue a confused wit: and this may easily be remedied by hea∣ring one matter by it selfe, and that being ended, to en∣ter into the next following, till the whole art be atchie∣ued. Galen well vnderstanding of how great importance it was to studie matters with order and conceit, wrot a booke to teach the manner that was to be held in rea∣ding his works, to the end that the Phisition might not be tangled in confusion. Others adde herevnto, that the scholler, whilest he learneth, haue but one booke which may plainly containe the points of his learning, and that he attend to studie that only and no more, least he grow into a garboile and confusion, and herein they are warranted by great reason.

The last thing which makes a man proue of rare lear∣ning, is to consume much time at his booke, and to ex∣pect, that knowledge haue his due digestion, and take deepe root; for as the bodie is not maintained by the much which we eat and drinke in one day, but by that which the stomacke digesteth and turneth: so our vn∣derstanding is not filled by the much which we read in little time, but by that which by little and little it pro∣ceeds to conceiue and chew vpon. Our wit day by day disposeth it selfe better and better, and comes (by pro∣cesse of time) to light on things which before it could neither vnderstand nor conceiue. Vnderstanding hath his beginning, his increase, his standing, and his decli∣ning, as hath a man, and other creatures and plants; it begins in boies age, hath his increase in youth, his stan∣ding in middle or mans age, and in old age it begins to decline. Who so therefore would know at what time his vnderstanding enioieth all the forces which it may partake, let him weet, that it is frō the age of thirtie and three vntill fiftie, little more or lesse, within which com∣passe we may best giue credit to graue authors, if in the discourse of their life, they haue held contrarie opini∣ons; and he that will write bookes, let him do it about this age, and not before nor after, if he meane not to vn∣say againe, or change opinion.

But mans age hath not in all people a like measure and reason; for in some, childhood ends in twelue yeares, in some at fourteene, some haue sixteene, and some eighteen; such liues very long, because their youth arriues to little lesse than fortie yeares, and their ripe or firme age to three-score, and they haue afterward twen∣tie yeares of old age, wherethrough their life amounts to fourescore, and this is the terme of those who are ve∣rie

strong. The first sort, who finish their childhood at twelue yeares, are very short liued, and begin speedily to discourse, their beard soone sprowteth out, and their wit lasteth but a small time, these at thirtie fiue yeares begin to decline, and at fortie and eight, finish their life.

Of all the conditions aboue specified, there is not a∣ny * 1.6 one which is not very necessary, profitable, and help∣full in practise for a yoong man to receiue notice of, but to haue a good and answerable nature to the science which he pretendeth to study, is the matter which most makes for the purpose: for with this, we haue seene, that diuers men haue begun to studie, after their youth was expired, and were instructed by bad teachers, with euill order, and in their owne birth-places, and yet for all that haue prooued great clearks. But if the wit faile (sayth Hippocrates) all other diligences are lost. But there is no man who hath better verefied this, than the good Mar∣cus Cicero, who through greefe of seeing his sonne such a doo-nought, with whome none of the means could preuaile, that he had procured to breed him wisedome, sayd in the end after this sort: What else is it, after the man∣ner of the Giants, to fight with the gods, than to resist against na∣ture? as if he should haue sayd. What thing is there, which better resembles the battaile, which the giants vndertooke against the gods, than that a man who wan∣teth capacitie, should set himselfe to studie? for as the giants neuer ouercame the gods, but were still vanqui∣shed by them: so whatsoeuer scholler will labour to o∣uercome his owne vntoward nature, shall rest vanqui∣shed by her. For which cause, the same Cicero counsel∣leth vs, that we should not vse force against our nature, nor endeuour to become Orators, if she assent not, for we shall vndergo labour in vaine.

Notes

• * 1.1

  1. Booke of Offices.
• * 1.2

  Booke of Destinie.
• * 1.3

  *Dialoge of knowledge. By the only vn∣derstanding of Socrates, may this comparison be verefied, for he taught by de∣maunds, and handled the mat∣ter so, that the scholler himselfe attained to know∣ledge, without his telling him the same.
• * 1.4

  Mans Wise∣dome, is not Remēbrance: wherefore we haue here a∣boue spoken against Plato, for that he held this opi∣nion.
• * 1.5

  In the second age called youth, a man makes an vnion of all the differences of wit, in such as they may be vni∣ted, for that this age is more tem∣perat than all the rest: wherfore it is vnfitting to let it passe with∣out learning of knowledge, whereby a man may liue.
• * 1.6

  The principall of all these, is Na∣ture, for if she be in them who ap∣plie their mind to Art, they may pierce thorow all the other things aboue specified. So Baldus be∣tooke himselfe to the studie of the Lawes, when he was wel-aged, wherethrough some sayd vnto him in a scoffe: Thou commest too late, O Bal∣dus, and wilt prooue a good aduocate in the other world: but because he had a capacitie confor∣mable for the lawes, he proued learned in a short season.