A25542	----	An Answer to a paper set forth by the coffee-men directed to the Honourable, the Commons in Parliament assembled being reflections upon some propositions that were exhibited to the Parliament for the changing the excise of coffee, tea, and chocolate into a custom upon the commodities. 1680 Approx. 6 KB of XML-encoded text transcribed from 1 1-bit group-IV TIFF page image. Text Creation Partnership, Ann Arbor, MI ; Oxford (UK) : 2004-03 (EEBO-TCP Phase 1). A25542 Wing A3334 ESTC R18391 11938555 ocm 11938555 51227 This keyboarded and encoded edition of the work described above is co-owned by the institutions providing financial support to the Early English Books Online Text Creation Partnership. This Phase I text is available for reuse, according to the terms of Creative Commons 0 1.0 Universal . The text can be copied, modified, distributed and performed, even for commercial purposes, all without asking permission. Early English books online. (EEBO-TCP ; phase 1, no. A25542) Transcribed from: (Early English Books Online ; image set 51227) Images scanned from microfilm: (Early English books, 1641-1700 ; 48:20) An Answer to a paper set forth by the coffee-men directed to the Honourable, the Commons in Parliament assembled being reflections upon some propositions that were exhibited to the Parliament for the changing the excise of coffee, tea, and chocolate into a custom upon the commodities. England and Wales. Parliament. House of Commons. 1 sheet ([1] p.) s.n., [London : 168-?] Created by converting TCP files to TEI P5 using tcp2tei.xsl, TEI @ Oxford. Re-processed by University of Nebraska-Lincoln and Northwestern, with changes to facilitate morpho-syntactic tagging. Gap elements of known extent have been transformed into placeholder characters or elements to simplify the filling in of gaps by user contributors. 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Quality assurance was then carried out by editorial teams in Oxford and Michigan. 5% (or 5 pages, whichever is the greater) of each text was proofread for accuracy and those which did not meet QA standards were returned to the keyers to be redone. After proofreading, the encoding was enhanced and/or corrected and characters marked as illegible were corrected where possible up to a limit of 100 instances per text. Any remaining illegibles were encoded as <gap>s. Understanding these processes should make clear that, while the overall quality of TCP data is very good, some errors will remain and some readable characters will be marked as illegible. Users should bear in mind that in all likelihood such instances will never have been looked at by a TCP editor. The texts were encoded and linked to page images in accordance with level 4 of the TEI in Libraries guidelines. Copies of the texts have been issued variously as SGML (TCP schema; ASCII text with mnemonic sdata character entities); displayable XML (TCP schema; characters represented either as UTF-8 Unicode or text strings within braces); or lossless XML (TEI P5, characters represented either as UTF-8 Unicode or TEI g elements). Keying and markup guidelines are available at the Text Creation Partnership web site . eng Tax protests and appeals -- England. Coffee -- Taxation -- England. Tea -- Taxation -- England. Chocolate -- Taxation -- England. Broadsides -- England -- 17th century. 2003-10 TCP Assigned for keying and markup 2003-10 Aptara Keyed and coded from ProQuest page images 2003-12 Jonathan Blaney Sampled and proofread 2003-12 Jonathan Blaney Text and markup reviewed and edited 2004-02 pfs Batch review (QC) and XML conversion An Answer to a Paper Set forth by the COFFEE-MEN ; Directed to the HONOURABLE , The Commons in Parliament Assembled . BEING Reflections upon some Propositions that were Exhibited to the Parliament , for the Changing the Excise of Coffee , Tea , and Chocolate , into a Custom , upon the Commodities . THey acknowledge the said Paper seems to be in Favour of the ●etailers of Coffee , &c. And in Reality it is so : Because , as the Tax before was up●n the Liquor , many paid more than they Ought , and many Less : And therefore , they themselves Petitioned the Parliament , that there mig●t be an Impost laid after this manner : And do not complain of the manner of the Tax , but tha● the Rates are too high ; when in truth , the Tax is not half so high , as it is by the Statute , if eve●y man paid his just due : And therefore , unjustly Complain of the Paper , as going about to ruine th●m , and their Families . They accuse the Paper of great Falsities in the Proportions of the Co●●e , Tea , and Chocolate , to make the several Quantities of Liquors , though the Proportions are the same as are used in most Coffee-Houses in and about London . And have set out a Calculation of their own , which is much further from Truth . But suppose their own Calculation about the Proportions of the Quantities to be true . By the Act , every Coffee-Seller is to pay Eight Pence per Gallon for Coffee ; Sixteen Pence per Gallon for Tea ; and Sixteen Pence per Gallon for Chocolate . Now , by their own Calculation , a Pound of Coffee makes ●wo Gallons and an half of Coffee Liquor , which is to pay Twenty Pence . But by the Paper , a Pound of Coffe● is to pay but Ten Pence . A Pound of Tea , by their Calculation , makes Nine Galons of Liquor , which by the Act , at Sixteen Pence per Gallon , amounts to Twelv● Shillings per Pound . But by the Paper , a Pound of Tea is proposed 〈◊〉 at Five Shillings per Pound . Chocolate , by the Act , is t● pay Sixteen Pence per Galon , and One Pound makes but One Gallon by their Calculation . But this must be a False Calculation : For if a ●ound of Chocolate , which commonly is sold for Four Shillings pe● Pound , will make but One Gallon , and the Gallon containeth , by their Estimation , but Twenty Dishes ▪ which at Three Pence per Dish , comes to but Five Shillings per Gallon : Now the Duty being Sixteen Pence ▪ and the Chocolate Four Shillings , amounts to Five Shillings and Four Pence per Gallon ; So ●at they lose in every Gallon Four Pence by the Retailing of it , if their Calculation were true . But if the Calculation of the proportions in the Paper , which was for Milk-chocolate , and to be sold at Two Pence the Dish ; or if one third part of Chocolate be allow'd more to the same proportion of Liquor to make it with Water , and sold at Three Pence the Dish , there would appear some Profit to the Retailer , which ought to be more believ'd than their Calculation , which produceth Loss . For Cocao-Nut , they make no Objections ; so it 's taken for Granted , that may pay One Shilling per Pound . So it plainly appears , by their own acknowledgment , that the Rules set down in the Paper , are not half so great as those already appointed by the Act , if every man paid his full due . And it is not to be supposed , that the Coffee-men designed , by their Petition , to lessen the Duty of the Excise ; but to make it more Equal , by changing it into an Impost . And if they pay no more than they ought to do by the Act , they have no reason to complain : And therefore they must acknowledge , that the Paper was Written with a design of Ease and Friendship to them , as well as out of Service to the Crown ; to Improve the Revenue to the KING , and render the Tax more Easy to the Subject . The Consumption of Coffee as appears by the Coffee-mens Calculation delivered with their Petition , amounts to 100 Tuns a year , which by the Statute Pays 20d . per Pound , is — 16666. 13. 4. Tea , 27000 Pounds a year , at 12 s. per Pound , is — 16200. 00. 00. Chocolate , 6000 Pounds at 16 d. per Pound , is — 400. 00. 00. Cocao-Nut , 300 Hundreds at 1 s. per Pound , is — 1500. 00. 00. in all 34766. 13. 4. Whereas the Rates proposed in the proposition for changing the Excise into an Impost , amounts to but — 17033. 6 8. There is frequently Sold in Coffee-Houses , these following Liquors , which pay the Duties , either of Excise or Customs , viz. Coffee , Tea , Chocolate , Mum , Mead , Metheglin , Sider , Perry , Usquebaugh , Brandy , Aqua-vitae , Strong-Waters , Beer , and Ale. Now , if all other Invented Liquors ( which pay no Duty ) be Prohibited under such a Penalty as this Honourable House shall think Fit , it would cause a far greater Consumption of those Liquors that 〈◊〉 Duties . FINIS . 
A30641	----	The humble petitions of Mr. Burton and Dr. Bastwicke presented to the honovrable the knights, citizens, and burgesses of the Commons House of Parliament. Burton, Henry, 1578-1648. This text is an enriched version of the TCP digital transcription A30641 of text R29166 in the English Short Title Catalog (Wing B6164). Textual changes and metadata enrichments aim at making the text more computationally tractable, easier to read, and suitable for network-based collaborative curation by amateur and professional end users from many walks of life. The text has been tokenized and linguistically annotated with MorphAdorner. The annotation includes standard spellings that support the display of a text in a standardized format that preserves archaic forms ('loveth', 'seekest'). Textual changes aim at restoring the text the author or stationer meant to publish. This text has not been fully proofread Approx. 14 KB of XML-encoded text transcribed from 7 1-bit group-IV TIFF page images. EarlyPrint Project Evanston,IL, Notre Dame, IN, St. Louis, MO 2017 A30641 Wing B6164 ESTC R29166 10840141 ocm 10840141 46087 This keyboarded and encoded edition of the work described above is co-owned by the institutions providing financial support to the Early English Books Online Text Creation Partnership. This Phase I text is available for reuse, according to the terms of Creative Commons 0 1.0 Universal . The text can be copied, modified, distributed and performed, even for commercial purposes, all without asking permission. Early English books online. (EEBO-TCP ; phase 1, no. A30641) Transcribed from: (Early English Books Online ; image set 46087) Images scanned from microfilm: (Early English books, 1641-1700 ; 1418:17) The humble petitions of Mr. Burton and Dr. Bastwicke presented to the honovrable the knights, citizens, and burgesses of the Commons House of Parliament. Burton, Henry, 1578-1648. Bastwick, John, 1593-1654. 10 p. s.n.], [S.l. : 1641. Imperfect: Print show through with some loss of print. Reproduction of original in the Harvard University. eng Freedom of the press -- Great Britain. Academic freedom. Censorship. Freedom of information. Freedom of speech. Teaching, Freedom of. A30641 R29166 (Wing B6164). civilwar no The humble petitions of Mr. Burton, & Dr. Bastwicke. Presented to the honourable the knights, citizens, and burgesses, of the Commons house Burton, Henry 1641 2448 0 0 0 0 0 0 0 A This text has no known defects that were recorded as gap elements at the time of transcription. 2004-06 TCP Assigned for keying and markup 2004-06 Aptara Keyed and coded from ProQuest page images 2004-07 Jonathan Blaney Sampled and proofread 2004-07 Jonathan Blaney Text and markup reviewed and edited 2004-10 pfs Batch review (QC) and XML conversion THE HVMBLE PETITIONS OF Mr. Burton , & Dr. Bastwicke . PRESENTED TO THE HONOVRABLE The KNIGHTS , CITIZENS , and Burgesses , of the Commons house of PARLIAMENT . Printed in the yeare . 1641. TO THE HONOVRABLE The Knights , Citizens , and Burgesses , of the Commons house of Parliament . The humble Petition of Henry Burton , late exile , and close Prisoner in Castle Cornet , in the I le of Garnesey . In all humblenesse sheweth , THat whereas your Petitioner , on the 5 of Novemb. 1636 , did preach two Sermons in his own Parish Church , in St. Matthew Friday-street , London , for the which hee was in December then next following , summoned to appeare before D. Ducke , one of the Commissioners for causes Ecclesiasticall , at Cheswicke , in the County of Middlesex : where ( with the Register of the High Commission Court ) the said D. Ducke tendred to the Petitioner , the Oath Ex Officio , to answer to certaine Articles there presented : which Oath the Petitioner refusing to take , did then and there appeale from the said Court , unto the Kings Majesty : which appeale the said D. Ducke did admit , and the said Register by D. Ducks direction , did then , and there enter in writing . Notwithstanding which said appeale , a speciall High Commission Court was shortly after called at London , consisting of foure or five Doctors , where the said Commissioners proceeded illegally , to suspend the Petitioner in his absence , by meanes whereof , as of the threatnings of the said Commissioners , hee was enforced to keepe his house , untill a Sergeant at Armes , with divers Pursevants and other armed Officers , assiisted by Alderman Abel , then Sheriffe of London beset the Petitioners House , at 11 of the Clock at night , and violently broke open his dores with Iron crowes , and the like , and surprised him in his house , he making no resistance at all : where having first searched his study , and taking away such Bookes as they pleased , they carried your Petitioner to prison , whence , the next day being the second of Feb. by a pretended Order from the Lords of the Counsell , he was conveyed to the Fleet , and there kept close prisoner . During which imprisonment , an information was exhibited against the Petitioner , and others in his Majesties Court of Star-Chamber , whereby he was charged ( inter alia ) with publishing of a certaine Booke , containing an Apology for an Appeale , with his said two Sermons , Intituled , For God and the King , wherein hee taught Subjects to yeeld all manner of due obedience to their lawfull King , and reproved all lawlesse Innovations in Religion , &c. Which Information , the Petitioner upon his Oath under the hand of M. Holt , being then of his counsell , assigned by speciall order from the said Court , did put in his answer , wherein hee alledged such things onely , as his said Counsell conceived to be materiall , and pertinent for his just defence in publishing the said booke , but denyed all other matters in the said Information conteined , which said Answer , being admitted and received in Court , the petitioner ( being then a close prisoner ) not onely attended the exhibiting of Interrogatories , according to the custome of that Court , but withall , after some universall delay , did write unto the Kings Attourney to hasten them : but before the examiner came , the petitioner heard that his said Answer was referred to S. Ioh Bramston , Knight , Lord chiefe Justice of the Kings Bench : Sir Iohn Finch , then chiefe Justice of the Common-pleas , and was by them wholy expunged as impertinent and Scandalous ( save onely the not-guilty ) And the petitioner understanding the answer he was to make to the Interrogatories was to be reckned as a part of his answer , admitted in court , but afterward expunged as impertinent & scandalous ( as aforesaid ) : so as if he should then have answer'd the Interogatories , he shold thereby have assented to the said act of the said Iudges , and so to the condemnation of his cause before the hearing , wherby he should have contracted his former Oath , that his said Answer was a true Answer , and so should justly have brought himselfe under the guilt of wilful perjury , and his cause under just censure . For that very reason he held himselfe not bound , ( as hee conceived ) to answer the Interrogatories , for that his said answere was so expunged , and the ( Not-Guilty ) as the foot so tied to the head without the maine body , ( and that in the Judges owne words ) as the Petitioner could not in any sort take or acknowledge it now for other then the Judges owne answere , as may appeare upon Record in the same Court . Neverthelesse , the Court taking the same information Pro-confesso , and refusing to admit a copie of the Petitioners own true answer , as also of his reasons of not answering the Interrogatories , both which at his Censure , he tendred to the Court , desiring they might bee then and there publikely read the 14. of June , 13. Caroli Regis , proceeded to censure , wherby your Petitioner was censured in a Fine of 5000. li. to his Majesty , To be deprived of his ecclesiastical benefice , degraded from his Ministeriall function and degrees in the Vniversity , and ordered to be set on the Pillory , where both his ears were to be cut off , confined to perpetual close imprisonment in Lancaster Castle , debarred the accesse of his wife or any other , to come to him , but onely his Keeper , and denied the use of penne , inke , and paper . All which ( except the Fine ) was executed accordingly . And after his close imprisonment for twelve weekes in the common Gaole in the said Castle , hee was ( by what extrajudicial order he knows not ) transported by the conduct of one Brian Burton appointed by the High Sheriffe of Lancaster , ( who used your Petitioner very basely and deceitfully , ( in that his transportation ) which was in the Winter season through dangerous seas ; to the apparant hazzard both of his health and life ) to the said Castle of Garnsey , where hee hath remained a close prisoner and exile almost three whole yeares , his wife utterly prohibited upon paine of imprisonement to set her foote upon any part of the Iland , where shee might but enquire how her husband did , contrary to the Lawes of God , and the liberties of this Kingdome . May it therefore please this Honourable House , to take the Petitioners sad cause into consideration , and for the better manifestation of his grievance in this cause , to assign him for Counsel Master Serjeant Atkins , Master Tomlins , and Master Gurdon , to assist him in his cause , and to command that hee may take out such copies Gratis out of the said severall Courts , as doe or may concerne his said cause . And your Petitioner as in duty bound , shall daily pray for your prosperities . HENRY BURTON . TO THE HONOVRABLE The Knights , Citizens , and Burgesses , of the Commons House of Parliament . The humble Petition of John Bastwicke , Doctor in Physicke , lately retained close Prisoner and Exile in the Island of SYLLY . Most humbly sheweth ; THat your Petitioner having about sixe yeares since set out a Booke in Latine called Elenchus Religionis Papisticae , with an Addition thereunto called Flagellum Pontificis , & Episcoporum Latialium ; being thereunto provoked by one Richard Short , a Papist that maintained the Popes Supremacie , the Masse , and Papall Religion ; In which Booke your Petitioner ( for preventing all misinterpretations , of his pious , and good intentions therein ) in his Epistle to the Reader , fully declared himselfe , that your Petitioner meant nothing against such Bishops as acknowledged their Authority from Kings and Emperours , yet because your Petitioner ( the better ever to shew the Papall usurpation of other Princes ) therein , onely maintained by way of Argument ( as other Orthodox writers of that Subject usually have done ) a parity of the said Bishop of Rome , or all other Bishops or Presbyters , by the word of God , denying his and their Supremacie over other Ministers to be by the Divine institution . Therupon a Pursevant by Authority from the High Commission Court came into your Petitioners house at Colchester in Essex , in his absence ; and the said Pursevant assisted with the then Bayliffes and Constables of Colchester aforesaid , ransacked his said house , together with his Chests and Trunks , and with great violence broke open your Petitioners Study , which was in his Apothecaries house , and took and carried away divers of your Petitioners Bookes , Writings , Letters , and what else the Pursevant pleased , without making of restitution of them to your Petitioner . And then your Petitioner was prosecuted in the said high Commission Court , principally for his said Booke ; where after a long and charitable prosecution , he was the 12. of Feb. 1634 , fined 1000 . li . to the King , excommunicated , debarred to practice Physicke , the chiefest means of his liveli-hood , his said Booke ordered to be burnt ; That he should pay cost of suit , and be imprisoned till he should make a recantation : the which heavy censure was only for the said Book , wherin your Petitioner maintained the Prerogative of a King against the Papacy . Whereas one Thomas Chawney of Essex , lately wrote a Booke in maintenance of the Papall Religion , and in defence of the Church of Rome , and averres it to bee a true Church , the which Booke is dedicated to the Archbishop of Canterbury , and was and is patronized and defended by the said Archbishop , and the said Chawney never troubled for it . After which censure declared as aforesaid ; all the Bishops that were then present denyed openly that they held their jurisdiction from his Majesty , and affirmed that they had it from God only ; and the Archbishop of Canterbury amongst many other erroneous sayings uttered by him , maintained the said Chawneys Booke , and maintained that the Church of Rome was a true Church , and that it erred not in fundamentals : and he , and other the said Bishops , there defamed the holy Scriptures , and abused reverend Mr. Calvin . In regard whereof , and for the vindicating of your Petitioners innocency in the matters for which he was most unjustly censured , as aforesaid , your Petitioner published in print another Book in Latine Intituled , Apologeticus ad Praesules Anglicanos , expressing the truth of his proceedings , and speeches of his said censure . For which last mentioned Booke , and his Booke called the Let any ( not then in print ) an information was exhibited against him and others in the Star-Chamber , to which your Petitioners answer being drawn and engrossed , was only subscribed by himselfe , because he could get no counsell to set their hands to it : your Petitioner tendred the said Answer first at the Starre-chamber Office , and after in open Court at the Star-chamber Bar , but it would not be accepted for want of Counsellors hands to it , contrary to former Presidents . But the Court of Star-chamber tooke the said information Pro confesso , and censured your Petitioner 5000 . li . fine to the King , to stand in the Pillory , and to loose both his eares , and to be close prisoner in Lancaster Castle in Cornewall : all which hath been executed upon him with great extremity , to the perill of his life . After all which extremitie , your Petitioner ( by what order he knoweth it not , it being no part of his Censure in Starre-chamber ) was transported from the said Castle , to the Iland of SYLLY , a place so barren , that it affords not ordinary necessaries , where he hath been inclose duration for three years or more , and not suffered to have any of his friends come at him , ( his very Wife being prohibited by the Lords of the Counsels order ) under paine of imprisonment , not to set her foot upon any part of the said Iland to enquire of his welfare . So that your , Petitioner hath beene exiled from his wife and divers small children 3. yeares and more , besides the great straits and miseries which hee hath sustained during the said time . All which is contrary to the law of God and man , and the Liberties of a free Subject , and to the utter undoing of your Petitioner , his Wife and children . May it therfore please this Honourable Assembly to take these pressing grievances of your Petitioner into your considerations , and to afford him such reliefe the rein , as in your grave wisedomes shall seeme consonant to Justice and equity , and to assigne him for Counsell , Mr. Atkins , Mr. Ludbore , Mr. Tomlins , Mr. Gurdon , and Mr. Randall , to assist him in this his complaint , and to order that your Petitioner may take out Gratis such Copies of the said Censures , Warrants and Orders , and other the proceedings in the said severall Courts as shall or may any way concerne this his sad , yet most just complaint , with warrant from this Honourable house , to bring in his witnesse . And your Petitioner as in duty bound , shall ever pray for your prosperities ; IOHN BASTWICKE . 
A96607	----	To all whom it may concern. When Herennius was discarded by Augustus, out of his armie, for his gross midemeanors and dissolute and debaucht carriage: ... Williams, Richard, b. 1606 or 7. This text is an enriched version of the TCP digital transcription A96607 of text R211505 in the English Short Title Catalog (Thomason 669.f.16[58]). Textual changes and metadata enrichments aim at making the text more computationally tractable, easier to read, and suitable for network-based collaborative curation by amateur and professional end users from many walks of life. The text has been tokenized and linguistically annotated with MorphAdorner. The annotation includes standard spellings that support the display of a text in a standardized format that preserves archaic forms ('loveth', 'seekest'). Textual changes aim at restoring the text the author or stationer meant to publish. This text has not been fully proofread Approx. 4 KB of XML-encoded text transcribed from 1 1-bit group-IV TIFF page image. EarlyPrint Project Evanston,IL, Notre Dame, IN, St. Louis, MO 2017 A96607 Wing W2755 Thomason 669.f.16[58] ESTC R211505 99870226 99870226 163211 This keyboarded and encoded edition of the work described above is co-owned by the institutions providing financial support to the Early English Books Online Text Creation Partnership. This Phase I text is available for reuse, according to the terms of Creative Commons 0 1.0 Universal . The text can be copied, modified, distributed and performed, even for commercial purposes, all without asking permission. Early English books online. (EEBO-TCP ; phase 1, no. A96607) Transcribed from: (Early English Books Online ; image set 163211) Images scanned from microfilm: (Thomason Tracts ; 246:669f16[58]) To all whom it may concern. When Herennius was discarded by Augustus, out of his armie, for his gross midemeanors and dissolute and debaucht carriage: ... Williams, Richard, b. 1606 or 7. 1 sheet ([1] p.) s.n., [London : 1652] Signed at end: Richardus Guilielmi. Title from caption and opening words of text. Imprint from Wing. Argues that a "Mr. Sheepheard (late usher of Merchant-Taylors School)" is incompetent. Annotation on Thomason copy: "July. 6. 1652". Reproduction of the original in the British Library. eng Sheepheard, -- Mr. -- Early works to 1800. Teachers -- Rating of -- England -- Early works to 1800. A96607 R211505 (Thomason 669.f.16[58]). civilwar no To all whom it may concern. When Herennius was discarded by Augustus, out of his armie, for his gross midemeanors and dissolute and debaucht Williams, Richard 1652 571 0 0 0 0 0 0 0 A This text has no known defects that were recorded as gap elements at the time of transcription. 2007-06 TCP Assigned for keying and markup 2007-06 Apex CoVantage Keyed and coded from ProQuest page images 2007-08 Mona Logarbo Sampled and proofread 2007-08 Mona Logarbo Text and markup reviewed and edited 2008-02 pfs Batch review (QC) and XML conversion To all whom it may concern . When Herennius was discarded by Augustus , out of his Armie , for his gross misdemeanors and dissolute and debaucht carriage : begging still Augustus's favor to stay , if it might bee , hee used this deprecation : with what face shall I return home ? what shall I say to my father ? Augustus answered , Tell thy father , that I could not pleas thee . WHereas Mr Sheepheard ( late Usher of Merchant-Taylors School ) hath caused a scurrilous paper to bee printed and scattered abroad , whereby hee would insinuate to the world , that hee ( with his companion ) had suffered much wrong , as domineer'd over , and insufferably abused both by words and actions of Mr D. and Mr C. These are therefore to undeceiv those that desire not to bee wilfully abused by giving them to understand , that Mr Sheepheard complaine's of the wrong , when it is apparent to all that have heard both parties , that hee is the man that hath onely been abusive , and don the wrong : And this was manifestly proved before the Companie , before Mr Cranford , and others . Two things were objected against him , and cleerly proved , for which hee was judged not a fit man to have youth under his tuition . I. His exorbitancie , in point of manners : viz. Excessive following the pot , haunting Taverns and Ale-houses ; and that in School-time . II. His insufficiencie , in point of learning : Which appear's in two instances under his own hand 1. This , Prima Class is reddenda est rationem : Where , in five words , are no less then two solecisins or fals latines : And this was written by his own hand , upon deliberate thoughts ; and publickly , beyond the bounds of modestie or shame , defended by him against Mr Cranford , at a publick examination of the School , before the Companie , without the least color of reason , or rule of Grammar . 2. In a task given to the lower form against Easter last ; where , in nine and twentie lines , the very School-boyes observ'd fortie faults : One whereof was , that hee gave them to form for a Verb Active , cono , conas , conat , &c. And for a Verb Passive , conor , conaris , &c. — But the whole , if any desire , may bee seen under his own hand . 3. In this sentence , facile est inventis addere , hee taught his boyes that facile was an Adverb ; and that before the Examiners of the School , at a publick examination . 4. Before Mr Cranford and others hee refused to give an account of this vers in Virgil . — Nulla salus bello ; pacem , te poscimus omnes . Now how fit such a man may bee either to govern children , in point of manners ; or to teach them , in point of learning ( notwithstanding all his mountebanck-like quacking , and fals suggestions ) a slender judgment may easily determine . Si populus vult decipi , decipiatur . Nec mendacii utilitas est diuturna , nec veritatis damnum diu nocet . RICHARDUS GUILIELMI . 
A53648	----	An essay upon the nature and qualities of tea ... by J. Ovington ... Ovington, J. (John), 1653-1731. 1699 Approx. 37 KB of XML-encoded text transcribed from 23 1-bit group-IV TIFF page images. Text Creation Partnership, Ann Arbor, MI ; Oxford (UK) : 2004-11 (EEBO-TCP Phase 1). A53648 Wing O700 ESTC R17897 13164842 ocm 13164842 98217 This keyboarded and encoded edition of the work described above is co-owned by the institutions providing financial support to the Early English Books Online Text Creation Partnership. This Phase I text is available for reuse, according to the terms of Creative Commons 0 1.0 Universal . The text can be copied, modified, distributed and performed, even for commercial purposes, all without asking permission. Early English books online. (EEBO-TCP ; phase 1, no. A53648) Transcribed from: (Early English Books Online ; image set 98217) Images scanned from microfilm: (Early English books, 1641-1700 ; 431:15) An essay upon the nature and qualities of tea ... by J. Ovington ... Ovington, J. (John), 1653-1731. [6], 39 p. : ill. Printed by and for R. Roberts, London : 1699. Reproduction of original in Cambridge University Library. (from t.p.) I. The soil and climate where it grows -- II. The various kinds of it -- III. The rules for chusing what is best -- IV. The means of preserving it -- V. The several virtues for which it is fam'd. Created by converting TCP files to TEI P5 using tcp2tei.xsl, TEI @ Oxford. Re-processed by University of Nebraska-Lincoln and Northwestern, with changes to facilitate morpho-syntactic tagging. Gap elements of known extent have been transformed into placeholder characters or elements to simplify the filling in of gaps by user contributors. 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Copies of the texts have been issued variously as SGML (TCP schema; ASCII text with mnemonic sdata character entities); displayable XML (TCP schema; characters represented either as UTF-8 Unicode or text strings within braces); or lossless XML (TEI P5, characters represented either as UTF-8 Unicode or TEI g elements). Keying and markup guidelines are available at the Text Creation Partnership web site . eng Tea -- Early works to 1800. 2003-11 TCP Assigned for keying and markup 2003-12 SPi Global Keyed and coded from ProQuest page images 2004-09 Andrew Kuster Sampled and proofread 2004-09 Andrew Kuster Text and markup reviewed and edited 2004-10 pfs Batch review (QC) and XML conversion Fig : 1. The Plant in Leaf , Flower & Fruit of Tea AN ESSAY UPON THE NATURE and QUALITIES OF TEA . Wherein are shown , I. The Soil and Climate where it grows . II. The various Kinds of it . III. The Rules for Chusing what is best . IV. The Means of Preserving it . V. The several Virtues for which it is fam'd . By J. OVINGTON , M. A. Chaplain to His Majesty . THEA est de coelo missa terrae progenies , Divini nominis aemula herba . Peclin . de usu Theae . LONDON : Printed by and for R. Roberts , 1699. TO The Right Honourable THE Countess of GRANTHAM . MADAM , 'T IS from Your innate Goodness only , and that condescending Temper which is so remarkable in You , that this Foreign Leaf dares presume to court Your Favour , and hope for a welcom Entertainment . For where can a Stranger , that was always bred among a People the most polite of any in the World , expect a kind Reception with more Assurance , than from a Person , whose Conversation is adorn'd with all that Civility that even China it self can boast of ? And therefore while it gains Your Countenance , 't will find it self as happy here , as if it still had stay'd at home ; nay , rather with Advantage to have chang'd its delightful native Soil , while 't is under the more pleasant Influences of Your Protection . But though the Name of a Person , Madam , so Eminent as You are , both upon the Account of Your Illustrious ORMOND Family , and those particular Accomplishments which give You so distinguishing a Character , were enough to recommend this healthful Herb to any that were in the least acquainted with either of them ; yet is it not it self destitute of some peculiar Virtues , which may justly claim a very favourable Encouragement from us . For it is generally acknowledg'd to be both Pleasant and Medicinal , at once to delight the Palate and correct the Disease , and to heal the Distemper without giving any Disturbance to the Stomach . And certainly were the Custom of Drinking it as Universal here , as it is in the Eastern Countries , we should quickly find that Men might be chearful with Sobriety , and witty without the Danger of losing their Senses ; and that they might even double the Days of their natural Life , by converting it all into Enjoyment , exempt from several painful and acute Diseases , occasion'd very often by a pernicious Excess of inflaming Liquors , which render it rather a Burthen , than a Blessing to us . But in pity , Madam , to this tender Leaf , I must cease from Panegyrick , lest it should create a Satyr , and the innocent Praises of it be eccho'd back in sharp Invectives . For since its Constitution is so nice and delicate , as to be injur'd even by common Air , it will never be able to withstand the Malignity of an envious Breath , unless Your Honour and Goodness interpose , which are so conspicuous , that Malice it self would blush to fix an Imputation upon them . And from these Excellencies of Yours , which are the Crown and Ornament of Nobility , the Author hopes to find Your Pardon in the present Dedication ; and that the Greatness of Your Mind will at this time show it self in Your Indulgence to , Madam , Your most Humble , and most Obedient Servant , I. Ovington . AN ESSAY UPON THE Nature and Qualities OF TEA . THough the Use of Tea has for many Years past been highly approv'd of in the Empires of China and Japan , which are at present the chief Kingdoms that cherish this celebrated Leaf ; yet since the Europeans by their frequent Navigations have open'd a freer Trade and Commerce to those Parts , and have thereby been better acquainted with the Genius of those People , and their Manner of Life , they have thereby taken occasion to inform us , among other things , with the singular Esteem which those Eastern Nations harbour for it , and of what daily Use it is among them . Whereupon this Western World has been induc'd of late to encourage the Importation of it , and make some Experiments of its admirable Effects , either out of Curiosity , because of its Novelty ; or out of Pleasure of gratifying the Palate ; or because of some Medicinal Vertues , with which it is pregnant . And since the Drinking of it has of late obtain'd here so universally , as to be affected both by the Scholar and the Tradesman , to become both a private Regale at Court , and to be made use of in places of publick Entertainment , which has greatly rais'd the Character , and gain'd it a singular Repute ; it might not be amiss therefore to draw up a short Account of its Nature and Qualities , to satisfy such as are its curious Admirers with the Knowledge of its Use. I will here discourse therefore of the Climate and Soil this Herb grows in , and its various Kinds ; of the Method of chusing what is best , and the means of preserving it ; and the several Virtues for which it is fam'd : With an Answer to one Objection or two which are sometimes urg'd against it . That which in England is called Tea , is in some other places pronounc'd Thee , especially in the Province of Fokien , which lies in China between 25 and 30 deg . of Latitude . But there , they say , the word is corrupted ; for such as pretend to the genuine and primitive Pronunciation of it , will have it term'd , according to the Mandarin Language , Tcha , and some Tsia . But how different soever the Name of it may be , the thing it self is universally agreed in . This Tea is a Leaf which grows upon a Shrub in China and Japan , not exceeding either in Height or Breadth our Rose or Goosberry-Bushes in Europe . The Branches of which , from the Root to the Top , are cloath'd with abundance of tender Leaves of different Magnitude , though of the same Form and Shape . For Coronius , who liv'd several years in the Empire of Japan , assures us , That upon the same Tree are Leaves of five different Proportions , the largest of which resemble our Garden Balm , and grow towards the Root ; and as they rise in Height , their Size decreases ; but the smallest bear the largest Price . The Seed of it is round and black , which in three years time after it is sown , produces new Plants . But the Flowers of it , which are all white , are of no Esteem ; the main Virtue is lodged in the Leaves . When the Flowers however are new and fresh , they yield a very pleasant Smell ; but in time , as I have seen them , they grow yellow ; and being put into Water , turn it brown . They consist of five whitish or palish Leaves , with many Chives in the middle of the Flower . The Shrub it self is of a strong and hardy Constitution , is proof against Storms , and receives no Damage by Snow or Hail , and lives and thrives in those very Climates , the sharpness of whose Air might seem pernicious , if not fatal to its tender Leaf ; for the Winter in England , in some places where it grows , is not more cold . The stony Soils are apt in China to produce the choicest Tea , though for the most part it is planted there in the Valleys , and in light ground . And might it therefore be convenient to have it brought hither , there is nothing in the Nature either of our Ground or Air that seem to contradict its Increase among us ; Especially if sufficient Care were taken for the safe and cautious Transportation of the Seed or Branches , and in their Growth they were expos'd , with the best Advantage , to the Sun. Though the Art here used for raising of it has not yet answer'd Expectation . But whether this proceeds from the Envy of the Chinese , who are said to boil the Seed , lest it should be planted any-where else ; or from the Age of it , or untimely Collection of it , or the immoderate Heat of the Sun , and variety of Weathers in a long Voyage , it 's uncertain . The Spring is reputed the most proper Season for gathering the Leaves , because 't is this time only of the year that renders them most soft and delicate , juicy and tender ; which gives the Water wherein they are infus'd both a more pleasant Flavor to gratify the Smell , and a Taste more agreeable to the Palate . And certainly 't is none of the meanest Signs of the remarkable Ingenuity of the Chinese , to prepare the Leaves with so much Art to make them still continue green , notwithstanding all the Length of Time they have been dried . Which , I think , is not very usual with our dried Herbs in Europe . In China are several sorts of Tea , which are unknown to us in Europe , some of which are very cheap ; but others are so highly valuable and much esteem'd , that a single Catte is look'd upon as a Present fit for a Mandarin . For so vastly different is the Price , that one single Pound of that Tea which is cultivated for the Emperor , for the Nobility , and Lords of the Court , is sold for more than One hundred times as much of another sort . And in Japan , that which is prepar'd for the Grandees there , is both planted in the most refin'd Earth , and carefully defended from all Injuries of the Air , from all excessive Colds and Heats , and every thing that may be apt to offend the tender Leaf . And as at home they commonly affect the Entertainment of a numerous Multitude of Servants , and a stately Furniture of Instruments for the Preparation of their Tea in the greatest Magnificence and Splendor ; so they want not abroad such as are purposely imploy'd to husband it with the utmost Care and Diligence , as well as with a peculiar Art. But that which is generally brought into Europe , is known only by these three distinct Names . The first Sort is Bohe , or , as the Chinese have it , Voüi , which is a little Leaf inclining to black , and generally tinges the Water brown , or of a reddish Colour . Those in China that are sick , or are very careful of preserving their Health , if they are weak , confine themselves only to this kind of Tea , to which they are willing to ascribe a peculiar Virtue both for healing and preventing a Disease , and extol it as a mighty Friend to Nature when it is grown faint and languishing . The Taste of it , when it is very true and genuine , is delicious and pleasant , and the weakest Stomach is able to bear it . This kind of Tea therefore is both in Colour and in Nature different from the other two , and very useful to such as are wasting and consumptive , and excels the others in its healing balsamick Quality , and particularly in improving by Length of Time , which is very pernicious to the rest , for it generally grows better the longer it is kept . The second Sort is Singlo , or Soumlo with the Chinese ; of which there are several kinds , according to the place of Growth , the manner of preparing it , and the Nature of the Tea . But that which is imported hither is of two sorts , both equally good . One of them is a narrow and long Leaf . The other smaller , and of a blewish green Colour , which tastes very crisp when it is chaw'd , and afterwards looks green upon the Hand , and infuses a pale Greenness into the Water . The Flavor of it is fresh and fine , lively and pleasant . 'T is strong , and will endure the Change of Water three or four times . This Tea is brought over in round Totaneg Canisters pasted over with Paper , and inclos'd in a wooden Tub , containing the Quantity of half a Pecul . And that you may more plainly discern whether all of it be new or no , these two things may be observ'd . First , Examine the Leaves to see whether all or most of them are green ; if not , but that some of them are turn'd brown , or look decay'd , then may you guess that the Tea is not the finest , but is growing old , and will impair in Virtue daily . Secondly , Let the Liquor , into which the Tea has been infus'd , stand in a Cup for the space of a whole Night ; if after this you perceive that it still continues green , the Goodness of it seems unquestionable ; but as it abates of this Colour , so , you may conclude , it has abated of its Perfection , and wants something of its Excellence and Strength . For the fragrant Smell , the green Colour , and the bitterish sweet Taste , are the distinguishing Characters of the Goodness of this kind of Tea . The third Sort is Bing , or Imperial Tea , according to the Epithet given it by the English , and by the Dutch , Keisar . This is a large loose Leaf , and therefore takes up more Room , proportionable to the weight of it , than any other Tea , because it is more open and spungy . The finest Sort of it looks both green to the Eye , and is crisp in the Mouth , and the Smell of it is very pleasant , which inhances the Price of it here in England ; and 't is highly esteem'd likewise in China , being sold there at three times the Price of the other two . But it generally is of divers Colours , as yellow , green , &c. and is reputed weak , spending it self quickly in the Infusion , and only tinctures the Water with any Spirit twice , because it is not put in weight for weight with other Tea . This likewise , as the others , is Imported in large thick Totaneg Canisters included in wooden Tubs , or in Baskets made of small Bamboe Canes . These are those several sorts of Tea , to some one of which all that is transported hither is commonly reduc'd ; and in describing this Variety , and the different Properties of each of them , some Directions have been given for distinguishing what is choice and good , from what is mean and refuse ; which Instruction I shall pursue , with one Remark more , a little further . 'T is necessary for all such as travel to China , nicely to understand the Nature of the Goods there , if they intend to escape the Cheats and Frauds , and to trade therein with Advantage . For such is the Subtilty of the Chinese in their Trade , and so artificial are they in their Traffick , and so mightily intent upon their Gain , that they falsify every thing they sell , if 't is capable of Sophistication ; and he must be very quick and expert indeed , that has wit enough to escape in all things their Impositions . This they formerly practic'd even in their Sale of Tea , though the Advantage of it was inconsiderable . For with it they sometimes mixt some other Herbs of less value , to swell the Parcel , and increase the Gain , and with this artificial Mixture they cunningly dispos'd of it . But the Prudence and Caution of the Europeans prevent at present all the fraudulent Attempts of this Nature . And yet such is the peculiar Talent of the Chinese in the Management of this Art , that the Discovery of them in one Trick , is only the quickening their Invention of another ; and he that has thought himself wise in timely preventing of a small Cheat , has found afterwards how weak he was , when by this means he only tempted them to over-wit him in a greater . And though 't is possible to fix their Honesty for some time in that particular wherein the fraud has been found out , yet will their inherent Pravity soon exert it self in something else , and make them knavish by Transmutation . Which occasions the wary English and Dutch Merchants in their Trading for Tea to open many times both the Top , the Middle , and the Bottom of the Canisters , to prevent the Cheat of courser Tea which has been sometimes privately put into one place , sometimes into another . The Method the Chinese use in preparing of Tea , to make it dry and crisp , is , as some affirm , to put it in Ovens , or in Kilns , or to expose it to the Sun ; or as others say , by frying it twice or oftner in a Pan ; and as often as it is taken off the Fire , it is roll'd with the Hand upon a Table till it curls . By this means the Leaves contract such a Dryness and Hardness , as inables them to retain their Virtue for many years . Though the Tree of Tea is fortified by Nature against rigid Colds , against Storms and bad Weather , and is able to subsist and flourish even upon stony Ground ; yet the Leaf of it , when once it is prepar'd for Use , is of a Temper quite different ; 't is delicate and tender , injur'd by the Breath , and damag'd by the very common Air. And therefore the Chinese knowing how subject it is to Decay , and how easily 't is tainted , carefully provide against these Dangers , by keeping of it very close , and at a Distance from all strong Smells , whether they be pleasant Flavors , or foetid Scents : for both of these are equally pernicious , and destructive of the natural Smell . And those that would secure it from such Disasters , must see that it be guarded from those Enemies , must look that it be kept from any strong Odor that would affect it , and shut it up securely from the ambient Air. For which End the great Canisters are necessary for a large Quantity , and the Totaneg , or Pewter , or Tin Pots for a small , whether it be sent into the Country , or design'd to be kept at home ; and none of it should be left expos'd , as little as may be , from such a Cover : But yet 't is observ'd , that those that endeavour to preserve the Spirit and Verdure of it longest , and with least Damage , dispose of it commonly in large Tubs , which contain many Pounds , by the Bulk of which the Strength of it is increas'd against all harmful Impressions from without , and the Virtue of it is maintain'd more intirely within . And hence it is , that as in Wine , so in Tea , the choicest commonly is in the Middle . And that Canister , whose outside Tea may prove but ordinary , as being nearest the Air and Danger , may yet upon a deeper search be found to contain what is far more valuable : For Age , Air , and Damp , inevitably destroy these Sorts of Tea , which is quite out of its Element either in a moist or an open place . Having thus far discours'd of the various Kinds of this foreign Leaf , and the Season wherein it should be gather'd , of the Method of making choice of the best , and the Means whereby it is preserv'd ; the Reader now will expect to hear something of its Qualifications , and what the Virtues of it are , that have rais'd it to this general eminent Esteem . And if we may believe those persons who have been most conversant with this healthful Liquor , and receiv'd it so long in the Nature of their common Drink , we must needs entertain some Esteem for its Excellence , and harbour a valuable Opinion of it . For the Gout and Stone , those painful Diseases which so frequently torment the Europeans , are scarce known in China , and among those most Eastern Asiaticks , the Happiness of which they commonly ascribe to the constant Use of this Liquor among them . The Privilege of which they reckon upon as a special Blessing to those Nations , especially when attended with such remarkable Effects . And if the intolerable Pains of these Distempers are caus'd by an acrimonious Juice , and some ferment that is saline , this Liquor is said to mitigate the Salt , disturb the Tartar , and dissolve its gravelly Particles , when 't is much and often drunk . For since it is an Acid that coagulates the Blood , and afterwards precipitates the grosser Parts of it into Gravel ; this Liquor , as some imagin , mightily corrects the Acid , and prevents the Precipitation . And though the Seeds of these Diseases , if they are Hereditary or Chronical , cannot easily be remov'd , yet may they in some measure , by a daily Use of this excellent Drink , be much diminish'd , or at least be kept from an Increase ; Especially if it be drunk in such a Quantity , and at such convenient Times , when the Stomach is rather empty than over-charg'd . For then is a Passage easily made , and with greater Freedom both to the Veins , and to the Reins . For a Medicine so very weak and light as this , cannot readily conquer those Obstructions that oppose it , nor make its way through them with Facility . And several Examples might be produc'd , I question not , among our selves , to confirm the Subserviency of this Leaf to these great and noble Ends. Nor are the Tartars , who are now Masters of this large and flourishing Empire of China , insensible of the Benefit of this Infusion , or Strangers to the Virtue and Vsefulness of it . For whereas these persons are by Nature very hardy , and have so far improv'd this Hardiness by Custom , that raw Horse flesh is their ordinary Food ; and this they eat , and digest with the same Facility , as we do Beef that 's boil'd or roasted . Now hereupon however it sometimes happens that their Stomachs are oppress'd with Crudities , and mightily weaken'd through Indigestion ; to cure which , they readily apply themselves to Tea , without consulting any other Physick ; and in this they find so much Relief , and their Appetites are so effectually strengthen'd , that they soon recover their Digestive Faculty again , and remove the languid Indisposition . But the Leaf which is most powerful upon this occasion is very harsh , course and unpleasant , and only grows in the Northern Province of Xensi , most of which lies between 35 and 40 deg . of Latitude . Which Courseness renders it far more agreable to the strong Constitution of the stout and robust Tartar , than to that of the delicate and soft Chinese . And that this is a Virtue very remarkable in Tea , it seems from hence very probable , in that the Liquor impregnated with its Particles will soften Flesh , Le Compte , p. 221. and renders hard Meats tender , whereby we may judge that it hastens Dissolution , and thereupon facilitates Digestion . Besides , the soft pointed Volatile Salt wherewith it abounds , and the hot Water wherein it is infus'd , do mightily repair the natural Fluidity of the Juices of the Body , and by a gentle Astriction agreeably fortify the Tone of the Bowels , and of a weak Stomach ; vide Peclini de Potu Theae Dialogum , p. 41. And if this therefore be a Quality inherent in this Liquor , to strengthen a faint Appetite , and correct the nauseous Humors that offend the Stomach , it must needs in some measure happily contribute to the Health of some weak and feeble Constitutions , and likewise throw off abundance of those Crudities created in the Body through Excess . And by this means , that the Vigor of the Appetite is regain'd , the Sweetness of the Blood may be preserv'd , and the Sharpness that is in it be abated ; whereby this China Drink may prove a friendly Remedy against the Scurvy , that Northern popular Disease , and become as valuable a Blessing to us , as it is unto the Tartars , who fall into the same Distemper with us , upon the very same Account , of a gross and high Feeding . The last Remark which I shall make of this innocent lovely Liquor , is the Advantage which it has over Wine , and the Ascendant which it gains over the powerful Juice of the Grape , which so frequently betrays Men into so much Mischief , and so many Follies . For this admirable Tea endeavours to reconcile Men to Sobriety , when their Brains are overcast with the Fumes of Intemperance , and disorder'd with Excess of Drinking ; by driving away the superfluous Humors that cloud the Rational Faculty , and disturb the Powers of the Mind . And therefore all those persons who have by this means lost their Senses , and have pass'd the Bounds of Moderation , ought presently to water their Veins with this Liquor , and refresh themselves with its sober Draughts , if they are willing to recollect their roving Thoughts , and be Masters of their Faculties again . For this is none of its meanest Triumphs , that 't is able to subdue this conquering Liquor , that has foil'd so many wise and powerful ; that it is an Anti Circe , can countercharm the inchanted Cup , and change the Beast into a Man. Vertiginem capitisque dolorem ( praesertim à crapula ortum ) mitigatten Rhyne . p. 15. And that it is not altogether destitute of this remarkable Faculty of suppressing Vapors in the Brain , seems not improbable from what is observ'd of it in China . For when any one there is unfortunately seiz'd by a Vertigo , through a Redundance of Humors towards the Head ; the Use of this Liquor is often a kind Relief to this Distemper , by obstructing the Passage of the Steam from the Stomach and lower Parts . Because the thick Vapors that continually ascend , being the Cause of this Disturbance , whenever they are check'd and controll'd in their Passage by the lively Spirit of Tea , the Megrim sensibly abates . For Tea has none of that fiery Spirit that inflames the Blood , and disorders the Phantisms of the Brain , and is the proper Vice of Wine ; 't is quick indeed , and active as that Liquor , but happily destitute of all the intoxicating Quality . It nimbly ascends into the Brain , but then 't is with a candid Design of purifying and of quickening it , not immediately to render it muddy , sluggish and confus'd . And upon this score it justly claims an Interest and Share in the Affections of all Men of fanciful and sprightly Thoughts , of all that would animate their Faculties without Disturbance , and maintain their Idea lively and bright , in that it actuates and quickens the drowsy Thoughts , adds a kind of new Soul to the Fancy , and gives fresh Vigor and Force to the wearied Invention . As some ingenious Persons in this Kingdom by frequent Experience can testify . And if Ingenuity may be allow'd to have a Vote here , I can produce that which is unquestionable in the Testimony of Mr. Waller , whose Character of this Herb may be seen in these Verses . Of TEA , commended by Her Majesty . VEnus her Myrtle , Phoebus hat his Bays ; TEA both excels , which she vouchsafes to praise . The best of Queens , and best of Herbs we owe , To that bold Nation , which the way did show To the fair Region , where the Sun does rise ; Whose rich Productions we so justly prize . The Muses friend , TEA , does our Fancy aid ; Repress those Vapors which the Head invade : And keeps that Palace of the Soul serene , Fit on her Birth-day to salute the Queen . And from this eminent Property which it has of animating the Faculties , and keeping up the Vigor of the Spirits , arises that other remarkable Power which it gains over Sleep and Drowziness , and the natural Inclination of the Body to Rest. So that a few Cups of this excellent Liquor will soon rowze the cloudy Vapors that be night the Brain , and drive away all Mists from the Eyes . 'T is a kind of another Phoebus to the Soul , both for inspiring and inlightning it ; and in spight of all the Darkness of the Night , and all the Heaviness of the Mind , 't will brighten and animate the Thoughts , and expel those Mists of Humors that dull and darken Meditation . Acbording to Dr. Chamberlayn's Account in his Treatise of Tea ; When I have been , says he , compell'd to sit up all Night about some extraordinary Business , I needed to do no more than to take some of this Tea , when I perceiv'd my self beginning to sleep , and I could easily watch all Night without winking ; and in the Morning I was as fresh as if I had slept my ordinary time ; this I could do once a week without any trouble . And this certainly must gain it a mighty Veneration from all those Sons of the Muses , who labour in the Night , and are desirous to keep their Memories fresh , and their Senses waking ; and endeavour to prolong those Hours that are devoted to studious Thoughts , in Strength and Clearness of Understanding ; Because at such times in the Use of this sprightly Liquor , they perceive a speedy Remedy against their natural Weariness and Stupidity . And that the several Virtues which are here ascrib'd to this delicate Leaf are not meerly Notional , or of bare Conjecture , the Testimonies of several eminent Authors might be produc'd , such as Ray's Histor. Plant. Olaus Wormius in Musaeo , p. 165. Tulpius Observat. 1. 4. cap. ult . &c. But the account of one of them only shall be at present sufficient . The Learned Michael Etmuller , Professor of Physick at Lipsick , in the third Edition of his Notes on Schroder's Pharmacy , publish'd by his Scholar Dr. John Caspar of Westphalia , gives an account of the Herb Tcha , or Tea , to this purpose ; It powerfully corrects Indigestions and Crudities , so as that the very Chinese use this Drink to strengthen the first Digestion , and to purify the Mass of Blood by a Flux of Vrine . Whence it is that they rarely labour under the Hypocondriack Passion , descended from a deprav'd Stomach : for Tcha ' s Aromatick Virtue takes away all acid Crudities . Besides , it is a very famous Cephalick , adds a wonderful Strength to the Animal Spirits , and by that means opposes the Megrim , and admirably comforts the Memory , and other Faculties of the Soul. Moreover , it drives away Drowziness , and keeps a man awake without Weariness . It is a most noble Antinephritick and Antipodagrick ; whereupon they that take this Drink , are not subject to the Stone and Gravel , while it partly throws it out , and partly destroys the preternatural Acid in the Stomach and Guts , and likewise in the Blood , ( volatilizing it , if coagulated by an Acid ) in which Respect it preserves both from the Stone and Gout , whereby the Chinese and Japanese are rarely , if ever , infested with them . All which admirable Effects , and much more , are confirm'd by the most famous Wilhelmus ten Rhyne , Physician , Botanist , and Chymist to the Emperor of Japan , in his Discourse De Frutice Thee ; Who there affirms too , that it both prevails against the Dropsy , and is an Antidote extraordinary against the Weakness of the Sight . But notwithstanding all this Authority , this Leaf has formerly been subject to Reproach and Cavil . And it were a happy Leaf indeed were it altogether Objection free , and out of the Reach of Enmity and Contradiction . But however , this Happiness it has , That herein it shares Fate with all things that are excellent , which are often aspers'd even for their Innocence , and in that respect owe all their Misery to their Perfection . That which was wont to be argued in Disparagement of that general Credit which this Drink by its Merits has obtain'd , was , That it was a Parent to the Cholick and Diabetes , though it was very useful upon other accounts ; and that it unhappily caus'd these Diseases among us . But notwithstanding that 't is very well known , that these are no upstart Distempers here , but challenge a Standing of ancient Date ; yet were they the necessary Consequence of the Use of this modern Liquor in England , all the Eastern Nations , especially China , India , and Japan , must needs be sorely afflicted with them ; and therefore instead of encouraging as they do , must rather renounce their beloved Drink , unless they are more inamour'd with it , than with their Health . And yet we never hear that these Diseases are complain'd of there , though this Liquor is as familiarly us'd by them , as Small Beer is with us ; and that not only by the Natives , but by several Europeans , who are nevertheless altogether Strangers to the Painfulness of those Maladies . If the Diabetes derives it self from this Fountain , how comes it to pass then , that among all the numerous Admirers of Tea , so very few labour under that Distemper ? And as to the Cholick , many skilful Practitioners in Physick do observe , that several Persons of inferior Note in England , whose Fortunes never rais'd them to the Character of being Tea-drinkers , are more disturb'd with that Distemper , than such as plentifully drink it daily . Yet some will urge , That although these Virtues which I have mention'd may be fairly attributed to this China Liquor , yet are they sometimes obstructed by the Use of that Sugar which is commonly mix'd with it . And this indeed , I must confess , may somewhat abate the Efficacy of it in some Operations ; yet this Advantage it produces , in benefiting of the Lungs and Reins ; to which it is a mighty Friend . And yet after all , though these rare and excellent Qualities have long been observable in Tea , yet must we not imagine that they always meet with the same Effect indifferently in all Persons , or that they universally prevail . For either the Height of a Distemper , or the long Continuance of it ; either the Constitution of the Person , or some certain occult Indisposition may avert the Efficacy , and obstruct or delay the desir'd Success . It may either be drunk without Advice , or at unseasonable Times ; either the Water , or the Tea , may be bad ; and if the Physick it self be sickly , we cannot easily expect much Health by it . FINIS . Notes, typically marginal, from the original text Notes for div A53648-e400 The Reasons of the Importation . The Name of it . The Mandarins are the great Men in China . The Tree of Tea describ'd . The Season for gathering it . The several sorts of it . A Catte is about 20 Ounces . A Mandarin is a great Man in China . Bohe. This kind of Tea is of a healing Quality . Singlo . Totaneg is a sort of Metal brought from China . A Canister contains between 50 and 70 l. A Pecul is 132 l. Means to know the best Tea . Bing . The Method of preparing Tea . Rules for pre●rving it . Totaneg is a sort of Metal brought from China . The Qualities of Tea . Medicinal against the Gout and Stone . A Help to Digestion . A Remedy for the Scurvy . It prevails over the Fumes of Wine . It Cures the Vertigo . It comforts the Brain . And keeps Men waking . Two Objections answer'd . 
A63046	----	Panacea, a poem upon tea in two canto's [sic] / by N. Tate ... Tate, Nahum, 1652-1715. 1700 Approx. 53 KB of XML-encoded text transcribed from 30 1-bit group-IV TIFF page images. Text Creation Partnership, Ann Arbor, MI ; Oxford (UK) : 2003-01 (EEBO-TCP Phase 1). A63046 Wing T202 ESTC R14677 11845454 ocm 11845454 49829 This keyboarded and encoded edition of the work described above is co-owned by the institutions providing financial support to the Early English Books Online Text Creation Partnership. This Phase I text is available for reuse, according to the terms of Creative Commons 0 1.0 Universal . The text can be copied, modified, distributed and performed, even for commercial purposes, all without asking permission. Early English books online. (EEBO-TCP ; phase 1, no. A63046) Transcribed from: (Early English Books Online ; image set 49829) Images scanned from microfilm: (Early English books, 1641-1700 ; 551:8) Panacea, a poem upon tea in two canto's [sic] / by N. Tate ... Tate, Nahum, 1652-1715. [16], 34, [5] p. Printed by and for J. Roberts, London : 1700. Published in 1702 with title : A poem upon tea. Reproduction of original in Bodleian Library. Created by converting TCP files to TEI P5 using tcp2tei.xsl, TEI @ Oxford. Re-processed by University of Nebraska-Lincoln and Northwestern, with changes to facilitate morpho-syntactic tagging. Gap elements of known extent have been transformed into placeholder characters or elements to simplify the filling in of gaps by user contributors. EEBO-TCP is a partnership between the Universities of Michigan and Oxford and the publisher ProQuest to create accurately transcribed and encoded texts based on the image sets published by ProQuest via their Early English Books Online (EEBO) database (http://eebo.chadwyck.com). The general aim of EEBO-TCP is to encode one copy (usually the first edition) of every monographic English-language title published between 1473 and 1700 available in EEBO. 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Keying and markup guidelines are available at the Text Creation Partnership web site . eng Tea -- Poetry. 2002-02 TCP Assigned for keying and markup 2002-03 Aptara Keyed and coded from ProQuest page images 2002-04 TCP Staff (Michigan) Sampled and proofread 2002-04 John Latta Text and markup reviewed and edited 2002-05 pfs Batch review (QC) and XML conversion PANACEA : A POEM UPON TEA : In Two CANTO'S . By N. TATE , Servant to His MAJESTY . Innocuos Calices , & amicam Vatibus Herbam , Vimque datam Folio — Thor. de Poet. Planta Beata , Decus Terrarum , Munus Olympi ! Idem . LONDON : Printed by and for J. ROBERTS . 1700. TO THE RIGHT HONOURABLE Charles Montague , Esq One of His MAJESTY's most Honourable Privy Council , &c. SIR , YOU can't be surpriz'd at the Addresses and Acknowledgments of the Muses , whom YOU have Honour'd , not Only in their own Province , but likewise by convincing the World , That the greatest Genius for Poetry , can be as Eminent in Business of State , and Affairs of the Publick . 'T was but lately that the Fortune of Europe depended upon the Welfare of England ; when England her Self was under the most perplexing Exigencies , by the ill Condition of our Coin , Deficiency of Funds , Loss of Publick Credit ( when our Forces by Sea and Land , Domestick and Foreign Commerce were to be provided for ) with other Afflicting Circumstances that threatned our very Constitution , and made our Affairs seem Desperate . The Redressing of all which Grievances , ( through Unparallel'd Difficulties ) was , by our SENATE ( then Sitting ) Undertaken with more than Roman Greatness of Spirit ; and Effected , to the Preservation of Quiet amongst our Selves , Astonishment of our Enemies , and Benefit of all Europe . And , SIR , how Instrumental YOU were in those Transactions for the general Safety and Welfare , Common Justice must Acknowledge , and History informs us of Statues Erected for less Services to the Publick . I pretend not to Enumerate Particulars , wherein ( as Promoter , or Principal ) YOU have Merited the Thanks of the Age , and demonstrated indefatigable Industry , as well as most extraordinary Sagacity and Iudgment . Yet I cannot forbear mentioning One Consideration , That so Refin'd a Spirit , so Delicate a Genius , as could be Delighted ( to the Sublimest Degree ) in the Retreats of the Muses , and Gardens of Philosophy , could Sacrifice it self to the Fatigues of Publick Business ! but — Vincit Amor Patriae . SIR , I know the Value of YOUR Time , and the Freedom that I take in Presenting YOU with a Piece of Poetry ; which yet , if it be not lessen'd by the Performance , it will not be so , in YOUR Esteem , by the Slenderness of the Subject , since In tenui Labor , at tenuis non Gloria ; si Quem Numina laeva sinant , auditque Vocatus Apollo . However , I shall not repeat a Trespass in Detaining YOU with an Apology — Only , That Zeal and Duty will be doing their Office , and Respect pay its Attendance , though neither Wanted nor Desir'd . Besides , I have the same Right of Addressing to YOU , as other Sons of the Muses , and true Subjects of their King and Country : For whose United Interest and Service , YOUR Health and Prosperity is most heartily wish'd , by SIR , Your most Obedient Humble Servant , N. TATE . THE PREFACE . THE Tale in the First Canto of this Poem , was taken ( as Romantick as it may seem ) from the Chinese History , and , with very modest Fiction , accommodated to my Subject ; to make the Discovery and Production of the TEA-TREE more wonderful and surprizing . Which , being in it self of most admirable Virtues , and certainly One of the greatest Blessings of Nature , I may as well suppose it to have been Miraculously Produc'd , as Fracastorius his West-Indian Tree , which his Poem tells us was Deûm manibus Sata , Semine Sacro . And for my introducing the Deities in the Second Canto , 't is according to Petr. Arbiter's per Ambages & Deorum Ministeria praecipitandus liber Spiritus — I had as much Right for Interesting Them in this Sovereign Plant , as the Foremention'd Fracastorius and Thorius for Those They Celebrated . The Delicacy of the Subject oblig'd me to treat it with some Gayety and Embellishment of Fancy , but especially with Decency , to make the Poem ( like the Nepenthe on which 't is writ ) an Entertainment for the Ladies . If there be any Art or Beauty in the Piece , they will be found by Persons of Judgment ; and if I have not the Fortune to please Them , I am not solicitous for pleasing any Others . On our English Poetry , and this Poem upon TEA . SEE Spanish Carderon in Strength outdone : And see the Prize of Wit from Tasso won : See Corneil's Skill and Decency Refin'd ; See Rapin's Art , and Molier's Fire , Outshin'd ; See Dryden's Lamp , to our admiring View , Brought from the Tomb to shine and Blaze anew ! The British Lawrel by Old Chaucer worn , Still Fresh and Gay , did Dryden's Brow Adorn : And that its Lustre may not fade on Thine , Wit , Fancy , Judgment , Tate , in thee combine . Thy pow'rful Genius thus , from Censure 's Frown And Envy's Blast , in Flourishing Renown , Supports our British Muses Verdant Crown . Nor only takes a Trusty Laureat's Care , Lest Thou the Muses Garland might'st impair ; But , more Enrich'd , the Chaplet to Bequeath , With Eastern TEA join'd to the Lawrel-Wreath . R. B. To the AUTHOR on his Poem upon TEA . LET Rustick Satyr , now , no more Abuse , In rude Unskilful Strains , thy Tuneful Muse ; No more let Envy lash thy true-bred Steed , Nor cross thy easy , just , and prudent Speed : Who dext'rously dost bear , or loose the Rein , To climb each lofty Hill , or scour the Plain : With proper Weight and Force thy Courses run ; Where still thy Pegasus has Wonders done , Come home with Strength , and thus the Prize has Won . But now takes Wing , and to the * Skies aspires ; While Vanquish'd Envy the bold Flight admires , And baffled Satyr to his Den retires . T. W. THE INTRODUCTION . FAME Sound thy Trump , all Ranks of Mortals call , To share a Prize that will enrich 'em All. You that with Sacred Oracles converse , And clearly wou'd Mysterious Truths rehearse ; On soaring Wings of Contemplation rise , And fetch Discov'ries from above the Skies ; Etherial TEA your Notions will resine , Till you your selves become almost Divine . You Statesmen , who in Storms the Publick Helm Wou'd Guide with Skill , and Save a sinking Realm , TEA , your Minerva , shall suggest such Sense , Such safe and sudden Turns of Thought dispense , That you , like her Ulysses , may Advise , And start Designs that shall the World surprise . You Pleaders , who for Conquest at the Bar Contend as Fierce and Loud as Chiefs in War ; Would you Amaze and Charm the list'ning Court ? First to this Spring of Eloquence resort : Then boldly launch on Tully's flowing Seas , And grasp the Thunder of Demosthenes . You Artists of the Aesculapian Tribe , Wou'd you , like Aesculapius's Self , Prescribe , Cure Maladies , and Maladies prevent ? — Receive this Plant from your own Phoebus sent ; Whence Life 's nice Lamp in Temper is maintain'd , When Dim , Recruited ; when too fierce , restrain'd . You Curious Souls , who all your Thoughts apply , The hidden Works of Nature to descry ; Why veering Winds with vari'd Motion blow , Why Seas in settled Courses Ebb and Flow ; Wou'd you these Secrets of her Empire know ? Treat the Coy Nymph with this Celestial Dew , Like Ariadne she 'll impart the Clue ; Shall through her Winding Labyrinths convey , And Causes , sculking in their Cells , display . You that to Isis's Bank , or Cam retreat , Wou'd you prove worthy Sons of either Seat , And All in Learning's Commonwealth be Great ? Infuse this Leaf , and your Own Streams shall bring More Science than the fam'd Castalian Spring . Wou'd you , O Musicks Sons , your Art compleat , And all its ancient Miracles repeat , Rouze Rev'ling Monarchs into Martial Rage , And , when Inflam'd , with Softer Notes asswage ; The tedious Hours of absent Love beguile , Charm Care asleep , and make Affliction Smile ? Carouse in TEA , that will your Souls inspire ; Drink Phoebus's Liquor , and command his Lyre . Sons of Apelles , wou'd you draw the Face And Shape of Venus , and with equal Grace In some Elysian Field the Figure place ? Your Fancy , warm'd by TEA , with wish'd Success , Shall Beauty's Queen in all her Charms express : With Nature's Rural Pride your Landschape fill The Shady Grotto , and the Sunny Hill , The Laughing Meadow , and the Talking Rill . Sons of the Muses , would you Charm the Plains With chearful Lays , or sweet Condoling Strains ; Or with a Sonnet make the Vallies ring , To Welcome home the Goddess of the Spring : Or wou'd you in sublimer Themes engage , And sing of Worthies who Adorn the Age ? Or , with Promethean Boldness , wou'd aspire To catch a Spark of that Celestial Fire That Crown'd the † Royal Conquest , and could raise Juverne's Boyn above * Scamander's Praise ? Drink , drink Inspiring TEA , and boldly draw , A Hercules , a Mars , or a NASSAU . A POEM UPON TEA . In Two CANTOS . CANTO I. BY Avon's Stream ( the Muses calm Retreat ) Palaemon liv'd in his un-envy'd Seat , None better knew , or practis'd , in his Cell The chast Delights that with Retirement dwell . And thus confin'd to Safety 's humble Sphear , Desiring Little , had not Much to fear ; Was neither Fortune's Envy , nor her Sport ; Free from the servile Arts of Town or Court , The nauseous Task , that gen'rous Souls contemn , Of Knaves Caresses , and Caressing them . Yet ( whether Novelty his Fancy fir'd , Or some Diviner Pow'r the Thought inspir'd , ) Through Foreign Climates he resolv'd to roam , And view those Wonders which he read at home . Most strict Survey in every Realm he made Of Men and Manners , Policy and Trade ; But none he found , his gentle Soul to please , Like the Refin'd and Civiliz'd Chinese . Rich in Improvements of his well-spent Time , The Bard returns to his own Native Clime : The Neighb'ring Shepherds , who his Absence mourn'd , Visit with Joy their wandring Friend return'd . Short Salutation past , he feasts their Eyes With pleasing View of Eastern Rarities . Nature and Art's choice Gift , the Goa-stone , With Plants and Herbs to Western Swains unknown . Yet , more surpriz'd , they found their Senses chear'd , Soon as the Verdant fragrant TEA appear'd ; It 's Nature , Use , confus'dly they demand , What Name it bore ? The Product of what Land ? 'T will Time require to have at full exprest ( The Bard reply'd ) what you in hast request . Come to my Bow'r , and I 'll inform you there , What curious Souls must needs be pleas'd to hear . He said , and with his willing Guests withdrew , Where a new Scene of Wonders charm'd their View ; On burning Lamps a Silver Vessel plac'd , A Table with surprising Figures grac'd , And China-Bowls to feast their Sight and Tast : The Genial Liquor , decently pour'd out , To the admiring Guests is dealt about . Scarce had they drank a first and second Round , When the warm Nectar 's pleasing Force they found , About their Heart enliven'd Spirits danc'd , Then to the Brains sublimer Seat advanc'd . ( Such Transport feel young Prophets when they Dream . Or Poets slumb'ring by Pirene's Stream . ) With silent Wonder mutually they Trace Bright Joys reflected on each other's Face . Then thus the Bard — Fear no Circaean Bowls , This is the Drink of Health , the Drink of Souls ! The Virtues This , and This the Graces quaff , Like Nectar chearful , like Nepenthe safe . Not such the Plant which Bacchus first did nurse , Heav'ns Blessing chang'd by Mortals to their Curse Ah Syren-Pleasure , to Destruction turn'd ! Ah woful Mirth to be for ever Mourn'd ! How much more blest — You Swains who drink , with Birds , the running Spring , And Innocent , like them , like them can sing . Another Round — Then , if your Patience hold , I shall the Charming History unfold , How this rare Plant at first Divinely sprung , Nor shall its Sov'raign Virtues rest unsung , For which our Phoebus oft his Harp has strung . While the Chinese remain'd a Virtuous Breed , From Western Vices and Distempers freed ; Or but with common Maladies were griev'd , Which common Plants of Nature's Field reliev'd ; TEA was not sprung — reserv'd by friendly Fate , For last Distress of China's suff'ring State. Whose Griefs and wondrous Cure I shall recite , A Tale that may your Patience well requite . When KI , a Name through Eastern Climes accurst , ( Last of his Race , of wicked Kings the First ) Prophan'd the Throne , ill-boding Signs foreran , And dreadful Prodigies his Reign began ; His monstrous Reign , which justly you may call The most amazing Prodigy of All. Discarding all the Sages of the Realm , Rash unexperienc'd Youth he sets at Helm : Till now , from all its ancient Frame estrang'd , The Government into a Farce was chang'd . Buffoons the Empire 's Grand Affairs debate , And Jesters are the Councellors of State. Pert , smatt'ring Youngsters Judges of the Land , And dressing Fops the Martial Troops command , Those for Companion-Fav'rites he admits . Who had for Pleasure most inventive Wits : These Prodigals ingross the Monarch's Hours , In rev'ling Grotto's , and voluptuous Bow'rs : A Province must be Tax'd when e'er they Dine , In Essences they rowl , and Bathe in Pools of Wine . This soft Contagion , in the Palace bred , From Court to Town , from Town to Country spred . Old Discipline through China's Empire fails , And upstart Riot like a Plague prevails ; Expensive Idleness , for frugal Pains , In ev'ry City , ev'ry Village reigns : Whence Poverty , Fraud , Rapine did ensue , And these attended with a swarming Crew Of dire Diseases , like their Vices , New. But China's Nobles , the discarded Race Who still did injur'd Virtue 's Cause embrace ; With conscious silence could no longer view At once their Country's Shame and Ruin too . An ancient Mandarine , wise , pious , just , Who long had foremost serv'd in Publick Trust , First Minister in prosp'rous Days of State , Advances first against the Publick Fate : With rev'rend Aspect , and with solemn Grace , He represents the Empire 's wretched Case , And reprimands the Tyrant to his Face . The fiery Monarch ( with a Jav'lin snatcht And through his kind Adviser's Throat dispatcht ) Crys , — — Formal grave Buffoon your Counsel's wrong , And like your senseless Life spun out too long , I cut 'em short — harranguing Dotard go — The Ghosts have leisure — talk the rest below . Now Swains receive a Story strange and true , And with Amazement let Fame listen too , Of Graecian Worthies her stale Names give o'er , And boast of Roman Gallantry no more : Hear greater Miracles of Honour , done Beneath the Influence of the Rising Sun. But ah ! this Eastern Glory to allay , The changing Scene must frantick Vice display ; Such Pomp of Luxury as ne'er was seen 'Twixt rev'ling Anthony and Egypt's Queen . While weltring in his Gore one Patriot lies , Another Chief the Tragick Part supplies , And in the Prologue of his Story dies , A Third , scarce enter'd on the bloody Stage , A Victim falls to Arbitrary Rage ; Yet boldly to the desp'rate Charge succeed A Fourth and Fifth , who , like the former , Bleed . The Sixth , as if to triumph o'er his Fate , Placing his Hearse before the Palace-Gate , Rushes into the Slaughter-Room of State , Then thus the Tyrant , — Dull aspiring Fool , Who like a Pedant com'st thy Prince to School , Thou would'st be Chronicled , and have thy Name Distinguisht from thy Brother-Fools of Fame , Recorded to have brav'd thy Monarch's Doom , And then retire , with State , into thy Tomb. But know , thy Plot for Glorious Death is vain , Nor shall that Hearse a Traytor 's Corps contain ; A Feast for savage Beasts thou shalt be made — And who dare next their Soveraign's Peace invade , In wretched Torture shall their Treason rue ; And from the lingring Rack and Gaunches , view Their Sons to speedier Execution led ; To vilest Slaves their Wives and Daughters wed . This Sentence past , like an Infernal Charm , Honour and Courage did at once disarm ; Stunn'd with the Sound , and Thunder-struck , they yield To lawless Vice the execrable Field . Now Banquets , Musick , Masques and Mimick Sport Are all the Business of th' Imperial Court ; From which the Monarch never did remove , But to the dearer Solaces of Love. In ev'ry Passion of his roving Mind A Libertine , but in Amour confin'd : Amira was the first who found the Art At once to conquer and enslave his Heart . One Evening when the wanton Zephyrs Play'd , Repos'd beneath the Myrtle's am'rous shade , All ravisht in his lov'd Amira's Arms ( Brighter than Venus in her new-born Charms . ) The Monarch sigh'd and said , Ah fading Ioy ! Why should the Transports cease that never cloy ? Why are those Eyes , than Stars more heav'nly bright , Condemn'd to shine with Temporary Light ? Ah! might their lovely Lustre ever blaze , As on their Glories I cou'd ever gaze ! Must all this Bloom be nipt with Death's cold shade ! Why should these Lillies , why these Roses fade ? Why should th' Elysian Spring for ever last , And Thine be doom'd to Fate 's untimely Blast ? These pensive Thoughts , like Furies , haunt my Rest ; These Harpy-Guests my Feast of Love molest . The Queen , her weening Lover to beguile ; ( A Trickling Tear dissembling with a Smile ) Replies , Tho' envious Fates your Wish deny , We may forget that we shall ever Die ; Our Life to unmolested Pleasure give , And , while the Scene lasts , like Immortals live . Erect a Palace ( than the Sun 's more bright ) Immur'd from Day , but with more radiant Light Of ever-blazing Lamps and Tapers deckt , And sparkling Gems the Lustre to reflect . Where Change of Seasons we shall never see , To read us Lectures of Mortality . Grief be excluded from that happy Sphere , And Pleasures only have Admittance there ; Which trusty Fav'rites , ( to secure their sway Abroad ) shall Thither in full Tides convey . Of Empire you shall thus enjoy the Spoil , The Fruit , for which your Royal Vassals toil . The Pride of Nature there shall charm your Sight , Her richest Luxury your Taste invite . Earth's scatter'd Blessings shall together meet , And lye in smiling Heaps before your Feet . There Fountain-springs thro' artful Pipes shall move With all the Musick of the Spheres above , To charm our Slumbers in the Bow'r of Love. Thus from the Cares of lower Empire free , Blest , like the First , shall our new Eden be , Where I to You , You all the World to Me. The Monarch , to indulge the pleasing Cheat , With vast Expence builds this Inchanted Seat ; Where the fond Pair , from Vulgar Mortal's sight With chosen Minions , hide themselves in Light. The Provinces to Villains Hands assign'd , Now , for one Tyrant lost , a thousand find ; While he absconds , his lewd Trustees of Pow'r , The bleeding Vitals of the State devour , What Riot wastes with Rapine they supply , And Rapine drein'd , to Sacriledge they fly . The Country's Tillage , and the City's Trade Exhausted , they the Temples Rights invade ; Whose injur'd Pow'rs , with just Resentment fir'd , Discarded Chiefs with equal Rage inspir'd , Who , follow'd by a small but zealous Train , In thin Batallion muster on the Plain . To head their num'rous Troops the Vice-roys Arm , But quit the Field on Danger 's first Alarm ; With their Beau-Captains — All more Courtly Bred Than to Desert their Gen'rals when they Fled . Mean while their Troops in Marshal'd Order stand , But know not how to Charge without Command ; 'Twixt Shame and Rage , Disdaining and Amaz'd , With silent Looks they on each other gaz'd . The Adverse Party stand in like Suspence , To shew they took not Arms but for Defence . Till now both Hosts , for Publick Good combine , And , tho' they met as Foes , as Friends they join . This Revolution , on the Wings of Fame , To the Fantastick Lovers Palace came ; Whose Fairy-Joys transform'd to dismal Fright , They quit their Mansion of perpetual Light , To sculk in Caves and thickest shades of Night . The conscious Prince from Empire thus retir'd , And all besides of Royal Race expir'd , The Mandarins assemble , to create A Monarch , to Reform and Rule the State. On Others Merits freely they enlarge , But for Himself each Chief declines the Charge ; O Piety of unexampled strain , All , for their Country's good , prepar'd to drein Their Vital Blood , yet none consent to Reign ! The Lot decides ; and strait the gen'ral Voice With loud Applause approves of Fortune's choice , The worthy Heir of him who did engage , And fell first Victim to the Tyrant's Rage . Thus China's Realms their Ancient Form regain'd ; Their Vices cur'd ; but their Diseases reign'd ; Their Minds restor'd , but still their Bodies pin'd , Where dying Luxury left Stings behind ; Whose Smart , enflam'd by Vengeance from above , Too obstinate for Human Help did prove . Consumption , Dropsie , Racking Gout and Stone , ( Till then to happy Eastern Climes unknown ) All Maladies that could on Nature fall , With Spleen that feels , or thinks it feels 'em All. They Sigh all Day , and Nightly Vigils keep , To shun the Terrors of distracted Sleep . In Cities dear Society and Trade , In Field the Tillage and the Vintage fade ; The Shepherd's Pipe forlorn beside him laid . In vain the Sick to Art or Nature fly , While Sick as they , both Art and Nature lye . The Wretches now to ev'ry Temple press In sighing Crowds , not to implore Redress , But own the Justice of their Doom , and crave The Favour only of a speedy Grave . Which modest Penitence that Mercy drew , For which the poor Delinquents durst not sue . The Solemn Day approacht , when China's Court Must to the Great Confucius Cell resort ; The Cave in which the Hermit ( long retir'd ) Compil'd those Laws which Sacred Pow'rs inspir'd With Angel-Visits only entertain'd ; And in his Desart wond'rously Sustain'd , Where no Relief of Plant or Herb was found , Nor Spire of Grass through all the barren Ground . In Solemn Progress , by Devotion drawn , The Pious King prevents the early Dawn ; Leads the Procession , and advancing near , Beholds the Sun and Cell at once appear . But how Surpriz'd to find the Desart Ground , With new-sprung Plants of lovely Verdure Crown'd ; There bloom'd the SOUMBLO , there Imperial TEA , ( Names then unknown ) and Sanative BOHE ; All deem'd , in Honour to the Prophet's Shrine , Produc'd , with Virtues , like their Birth , Divine , And sent a timely Cure of Publick Grief ; Experience soon Confirming that Belief . Thus far Tradition , which I oft have heard By Eastern Priests , as Oracles , Averr'd . Next , how their Poets sing ( in bolder Verse ) The VIRTUES of this Plant — I shall rehearse How happily their Art they have Express'd , With useful Truth in pleasing Fable drest ; That sickly Mortals , by the Tempting Lure Of Fiction , may be drawn to certain CURE . The End of the First Canto CANTO II. WHen first Apollo , in Celestial Bow'rs , Treated with fragrant Tea , th' immortal Pow'rs , ( That more than Nectar and Nepenthe pleas'd ) The Goddesses with such Delight were seiz'd ; They fell to Strife about the foreign Tree , Who should its Patroness and Guardian be : At last the Competition was referr'd To be before the Gods in Council heard ; Who Summon'd , at Iove's Palace now were met , And high above the rest the Thund'rer set . First IUNO thus , with haughty State , addrest , And Looks that angry Majesty exprest , Which , e'er she spake , the Queen of Heav'n confest ; " Let such impose upon their Judges sense , " Sue Favour , who to Right have no Pretence ; " With soothing Arts of Language strive to please : " I come not here to Plead , but Claim and Seize : " Right I demand ; and Deities , I know , " Will do me Right — for , Gods I 'll have it so . " Shall Subject Goddesses with me contend ? " When once Imperial Iuno shall descend " To Competition , Empire 's at an End. " Shall Royal Iuno's Claim be disallow'd " To Tea ? with Sov'reign Properties endow'd , " And Queen of Plants by Native Right allow'd . " Let that aspiring Goddess , who shall dare " Here to Usurp my Patronage and Care , " Pretend with me the Thund'rer's Bed to share . " The Rival of my Bed , and what I prize " More Dear , my Throne , and Empire of the Skies . " Speak Iove , decide , e'er it begins , this Strife ; " Respect the Empress , tho' you Slight the Wise. " Assert , in Mine , your Own Celestial State : " Iove , let us Reign , or let us Abdicate . " Once to Immortals this Example show , " What will your Stubborn Mortals do Below ? " Already grown Impatient of our Yoke , " For seldom now we see our Altars Smoke ; " With sparing Hands They offer from the Store " Our Bounty lends , and grudgingly Adore : " But from our Shrines intirely will Remove , " Till Government is better fix'd Above , " And till convinc'd — " That I am Iuno still , and you are Iove . " O Iupiter , a Monarch's Sway maintain ; " And shew the doubting World that you deserve to Reign . Saturnia Thus — whose Eyes , as she withdrew Disdainful Fire back on th' Assembly threw ; Which through the Presence awful Terrour strook ; And on his Throne the very Thund'rer shook . MINERVA next , with stately Mien , advanc'd ; Her crested Plume in waving Lustre danc'd , And Lightning from her burnish'd Helmet glanc'd . Delightful Terrour in her Aspect play'd , While Thus , with awful Grace , the Goddess said . " If Merit must to Majesty give place , " Immortals are in Mortals wretched Case , " And Vassals we , tho' of Celestial Race : " Let Nature in this Claim your Council Guide ; " Since she for publick Use this Plant suppli'd , " Let Publick Use , ye Gods , the Cause decide . " If by that President you shall Decree , " The Prize must fall to my Learn'd Sons and Me. " Why should I our known Services repeat ? " In Athens Name your Justice I entreat . " Or if my Plea of Athens you disclaim , " Regard my Off-Spring more endear'd to Fame , " My greater Sons of Isis and of Cam. " Think how of Life the Pleasures they resign , " To delve , for Publick good , in Learning's Mine . " O Gods , is 't thus you treat industrious Wit ? " That does whole Years in brooding Study Sit , " From early Dawn till Day forsakes the Sky , " And Mid-night Lamps the absent Sun supply . " O why should they , with Chymick Patience , wait " Their Work 's Perfection , to enrich the State ? " Of Antient Arts the craggy Ruins climb , " And backward tread the painful Steps of Time , " Their Senses with long Contemplation wrought " To Element , their Bodies pin'd to Thought , " If you this cheap Relief to Souls deny " Who with Promethean Fire Mankind supply , " To make those Sons of Clay the Gods Allies , " And justifie their Kindred to the Skies . She paus'd , and frown'd , with such a dreadful Grace , As when she charges on the Plains of Thrace . Then thus renews her Plea — " Nature for Students this Regale design'd , " Invention's Fountain to repay in Kind , " The vast expences of their gen'rous Mind . " Till the spent Soil shall fresh Idea's yield , " And new Plantations stock wide Fancy's Field . " From this Pirene , this Castalian Spring , " Exclude the Muses , And what Muse will sing ? " And when no Poet will vouchsafe to write , " What hardy Hero will vouchsafe to fight . " 'T is Tea sustains , Tea only can inspire " The Poet's Flame , that feeds the Hero's Fire . Her Voice and Mien such deep impression strook , The Goddess read Consent in ev'ry Look . Till VENUS , ( from her Chariot drawn by Doves , Surrounded by a Troop of smiling Loves ) Unveil'd the milder Glories of her Face , With Native Charms , and ev'ry study'd Grace : Which , from her haughty Rivals , heretofore , On Ida's Mount , the Prize of Beauty bore . Nor doubts she , with the same resistless Smile , The Gods , as then the Shepherd to beguile . With lovely Pride She cast her Eyes around , And gave with every pointed Glance a Wound . Which made the sternest in the Presence melt , And sullen Saturn feel what Paris felt . Thus she advanc'd ; and , while she urg'd her Plea , She look'd and breath'd the fragrant Soul of Tea , " In Beauty's Cause I sue — can Gods despise " A Blessing Mortals have the Sense to Prize ? " Tho' in your Looks I read a Senate's Awe , " ( How else should you the Publick Rev'rence draw ? ) " Yet doubt I not the stubborn'st Breast to win , " Having so strong a Party lodg'd within . " Tho' none in open Court appears my friend , " I safely on your private Votes depend . " So shall your Goddesses and Nymphs be kind , " As Love and Beauty your Protection find . " For Beauty's sake , and her resistless Charms , " The desp'rate Soldier rushes to Alarms , " And for a Night of Love serves whole Campaigns in Arms. " To Stars the wakeful Shepherd sings his Lays , " Which he by day compos'd in Phillis Praise , " Hoping the Nymph he does Immortal make , " Will Pity on her dying Lover take . " Look down ye Pow'rs , the British Ladies View , " See there the Effects of this Celestial Dew ! " See there how grateful Tea , their choice Delight , " It's gen'rous Patronesses does requite ! " Sublimes their Native Charms ; and makes 'em shine " As bright , almost , as lasting too as mine . " Who then but Beauty's Goddess , can pretend " A Title to the Plant that 's Beauty's Friend ? " To me , ye Pow'rs , this Prize you must assign , " For that which thus can Beauty's Charms refine , " And keep them ever young , for ever should be mine . She said — and reassum'd her Flying Chair ; While Cupid's fan , with glossy wings , the Air , And Venus seem'd ey'n more than Venus Fair. Bright CINTHIA next appear'd with solemn Grace , ( A rosie Blush adorns her Virgin-Face ) As from the Chase return'd , her Vestments hung With careless Decency , her Bow unstrung , Her Quiver loose behind her Shoulder slung . High on her Front the silver Crescent blaz'd : The hush'd Assembly on her Figure gaz'd , Surpriz'd and pleas'd , Transported and amaz'd . Her Aspect , Stature , Movement , Shape , and Dress Did such Majestick Modesty express , As when , supported by her Forest Launce , Before her thousand Nymphs she does advance On Cynthus Top , and leads the Solemn Dance . Through ev'ry Breast a thrilling Pleasure ran , While thus the Goddess of the Groves began . " Love 's Queen , despairing this chast Prize to win , " Discreetly call'd the British Ladies in ; " And if for Beauty only they excell'd , " The Queen of Beauty's Title must have held ; " But since they are no less for Vertue fam'd " Their Votes by me , with nobler right , are claim'd . " If Vertue then ( which British Ladies Prize " Above the brightest Glances of their Eyes ) " Not quite has lost her Int'rest in the Skies , " To me you must assign the sacred Tree , " To me the sacred Drink of Chastity ; " In which the Graces safely may rejoyce , " Of Virgin Innocence the blameless Choice : " Then , Deities , join yours with Nature's Voice . " Who , with this Chast Nepenthe , would requite " Her Woods kind Patroness , and Queen of Night . " When faint with Toil , through Phoebus scorching Beams , " My Nymphs and I retreat to shady Sreams , " Can the cold Spring a fit Refreshment be ? " Which idle Naids drink as well as we ; " And Dryads , who in Solitary Bow'rs , " With Sleep or Revels pass their useless Hours . " Let then the Forest-Tyrants safely Reign , " And Mountain-Savages lay waste the Plain : " Till Earth afford your Altars no Supplies " Of hallow'd Fruits ; no Flames of Incense rise , " And Moonless Nights affright your guilty Skies . She ceas'd ; and Terror through the Presence strook , Resuming now the same resenting Look , As in her Bathing-Fountain when surpriz'd , Luckless Actaeon's Error she chastisd . Then with a smile ( as when she does unshroud Her Lustre , starting from a sullen Cloud ) In milder Accents thus — " No! Sacred Pow'rs , for Cynthia to mistrust " Her Merit or your Honour , were unjust ! " It must not , cannot be ! ( hence idle Fears ! ) " I still shall Guard your Earth , and Gild your Spheres . " My Cause no Competition can admit , " Where Virtue pleads , and Gods in Council sit . Diana thus — and , with her Sylvan Train Of Nymphs attended , mounts her Starry Wain . Scarce had the Court recover'd this Surprize , When a new Scene of Glory charm'd their Eyes ; While THETIS and her Nereids they descry'd , Adorn'd in all the Ocean's glitt'ring Pride ; Bright Shells and Gems , that with reflected Fire Startled the Skies , and made the Stars retire . Delightful Wonder all th' Assembly seiz'd ; But Neptune ev'n to Extasie seem'd pleas'd , Who now display'd the same Pacifick Face That hush'd the Storm , and sav'd the Trojan Race . In gentle Symphony the Nereids sung To twisted Shells , on which the Tritons rung Loud Peals , that to th' Olympian Confines ran , While thus the Goddess of the Seas began . " 'T is I that rule your watry World below ; " To Mortals I the Arts of Commerce show , " To me your Albion does her Glory owe. " By Me her Fleets to Eastern Climates run , " And spread their Wings beneath the rising Sun. " Thus your Augusta's floating Grandeur's shown " On Seas and Shores to Ancient Fame unknown ; " While Rome , the World 's fam'd Mistress she excels , " As far as Thames above the Tyber swells . " Both Her 's and Nature's Empire I sustain , " By Correspondence 'twixt her Earth and Main : " Her Tributary Streams , to me convey'd , " In just recruits are carefully repay'd : " Those Pastures where her Flocks and Herds are Bred , " Themselves are from my Bounty cloath'd and fed . " The Plant and Nymph , whose happy Nuptials give " This New-found Nectar , by my Bounty live ; " From my fresh Stores the Nymph her cooling Dew , " And from my Salts the Plant his * Vigour drew . " When , deep in Briny Cells , my Nymphs and I " The Business of your Ocean-Empire ply , " Gods ! Can you then this fresh Regale deny ? " Is 't thus you treat the Goddess of the Sea , " With Oozy Brine ? — " When happy Nymphs at Land rejoyce in Tea ? " Of all the Rarities our Waves convey , " Give us but This , our Service you repay : " Else from their dens your prison'd Winds release , " Let Seas and Skies no longer be at Peace , " Destructive Tempests reign , and useful Traffick cease . Thus Thetis , and resumes her Crystal Wain , As when , surrounded by her Ocean-Train , She rides in Triumph o'er the wond'ring Main . To Crown the Scene HEALTH's Goddess last appears , Who chearfully her Sanguine Aspect rears ; Fresh as the Spring , when by Celestial show'rs To Earth invited , from Elysian Bow'rs : Her sprightly looks the pleas'd Assembly drew ; While Spicy Zephyrs hov'ring round her flew , And Odours , sweeter than Ambrosia , threw . Attended by a Troop of Nymphs and Swains , The Pride of Nature , Glory of the Plains ; The Youths , like Oaken Plants , all sternly Gay , The Nymphs all Fair , and Mild as blooming May , Then with an Air , that vital warmth display'd , And healthful Fragrancy , the Goddess said — " Celestial Pow'rs , this Rural Tribe survey ; " You have no Vot'ries so sincere as They ! " When Earth of your Astraea was berest , " 'Mongst these the Goddess her last Footsteps left . " If Venus's Plea this awful Court can move , " Her Cupids are not better vers'd in Love : " Or if Diana's Title may be pass'd , " They plead her Merit , for their Loves are Chast " But 't is not for their sakes I chiefly sue , " Who Health enjoy without your healing Dew ; " For they from Nature's Cup , the Crystal Spring , " With Birds contentedly can Drink and Sing . " But far , O far unlike to these , a Throng " Of wretched Mortals to my Charge belong ; " Who with tormenting restless Sickness griev'd , " About my Altar languish , Unreliev'd : " O , for their Suff'ring sakes , in pity grant " This Panacea , this Reviving Plant ; " Relieve their Mis'ry , or revoke their Breath ; " Give 'em the Drink of Health , or give 'em Death ! Thus Salus urg'd her Charitable Plea , That soon had Crown'd her Patroness of Tea : But Fiend Alecto , in a Nymph's Disguise , ( Grudging the Sickly Earth so Rich a Prize ) Amongst the Goddesses fresh Discord threw , Which into Parties the Convention drew ; Mars swagger'd , Aeol bluster'd , Neptune rag'd , Whom Iove with louder Thunder scarce asswag'd . SOMNUS , whom Tea's delicious Fume had charm'd With golden Visions , by the Dinn alarm'd , Starts up ; and , with a Look surprizing Gay , To sudden Pleasure turn'd the sudden Fray. Pleas'd , as a Prophet , from his Dream he woke , And , like a Prophet , Thus , in Rapture spoke — " O Glorious Prospect ! such delightful Fields " Elysium nor our own Olympus yields . " O Sacred Streams and Bow'rs ! O Fragrant Seats , " Of Elemental Joys the calm Retreats ! " Come wretched Mortals , in this Nectar steep " Your weary Souls , and charm your Cares to Sleep . " That , while the pleasing slumber lasts , shall drown " Your Griefs ; and with success your Wishes crown . " That every dismal Object shall remove , " And your Desires to Extasy improve . " What e'er you want or wish , in Dreams is brought , " ( By Tea inspir'd ) before your ravish'd Thought ; " Visions of Wealth the poor Man's Wants beguile ; " The hopeless Lover sees his Mistress smile : " The Voyager , for some rich Coast design'd , " Spreads all his Sail , and runs afore the Wind , " The Pleader , Soldier , Poet , fierce and warm , " Set boldly in , and wond'rously perform : " Thus Human Life , in cruel Fate 's despight , " May have its Sorrows checquer'd with delight , " And if such Bliss can Mortal Sense employ , " What Transport , Deities , must you enjoy ! " For sure , when sprightly Tea and Fancy join " Their Wond'rous Pow'rs , the Work must be Divine . " How rich the Figures ! how surprising bright ! " Wrought on the sable Curtains of the Night . This strange Discov'ry both surpris'd the Gods , And set the Goddesses again at Odds ; Whilst , to secure the Quiet of the Skies , The Thunderer once more was forc'd to rise . A Plant that can so many Virtues boast , He judg'd too rich a Prize to be Ingross'd ; And to no single Goddess Lot should fall , That merited the Patronage of All : Therefore , at once to silence all their Pleas , And yet Oblige his Female Deities ; In Common grants what they did singly claim ; And strait gives Orders for the Trump of Fame To sound aloud , That * GODDESS was its Name . FINIS . THE TEA-TABLE . HAil Queen of Plants , Pride of Elysian Bow'rs ! How shall we speak thy complicated Pow'rs ? Thou Wond'rous Panacea , to asswage The Calentures of Youth's fermenting Rage , And Animate the freezing Veins of Age. To Bacchus when our Griefs repair for Ease , The Remedy proves worse than the Disease : Where Reason we must lose to keep the Round , And drinking Others Healths , our Own confound : Whilst TEA , our Sorrows safely to beguile , Sobriety and Mirth does reconcile : For to this Nectar we the Blessing owe , To grow more Wise , as we more chearful grow . Whilst Fancy does her brightest Beams dispense , And decent Wit diverts without Offence . Then in Discourse of Nature's mystick Pow'rs And Noblest Themes , we pass the well-spent Hours . Whilst all around the Virtues Sacred Band , And list'ning Graces pleas'd Attendants stand . Thus our Tea-Conversation we employ , Where , with Delight , Instruction we enjoy ; Quaffing , without the waste of Time or Wealth , The Sov'reign Drink of Pleasure and of Health . POSTSCRIPT . MY Copy falling short , and the Printer asking , What shou'd be done with the following Pages ? I bethought me of some Civilities for which I stood indebted to our Critick-Poets , without any Recognizance , from me , of their Favours . Therefore ( without questioning their Authority , or who made them Judges in Parnassus ) I shall here say something , not for Defence , but , least my Silence be taken for Contempt of the Court. Some have Censur'd me for a Cold Writer ; but * One of 'em with the favourable Allowance , That I have in Justness what I want in Fire . Another ( in his Poetical Circuit some Years since ) Doom'd me , without Mercy , for † A Slave to Sense , and Cautious to a Fault . Now I must ingenuously confess , That I pretend to no more Fire than consists with Justness : That I am a Slave to Sense ( without any thoughts of changing my Master ) and Caution is a Fault I shall never mend . So that I must humbly content my self with Admiring those Gentlemen who set up for Bold Writers , and deserve the Character , by venturing so hard for it , even beyond the Regions of Sense . Happy Season , when Wit and Criticism are come to their Meridian ! Quintilian was a musty old Pedant , and would have been pos'd with our new Figures of Speech — Iustness without Fire — Slavery to Sense , &c. † His was a dull Age of Correctness , unacquainted with our Elevation , Sublime Conceits and Expression , beyond the reach of common Capacity . 'T is part of a Modern Character , ( no less famous for his Wit than Chivalry ) that he scorn'd to say any thing in a Vulgar way , and — Ne'er did ope His Mouth , but out there flew a Trope . Hudib . The Reader must pardon me this Trifling , 't is paying Nonsense in its Own Coin ; and if you would have better from me , you must stay till Wit comes in — as then you may depend on me , sufficient * Authors ( City Security ) having vouch'd for my Honesty . In good Earnest , 't is high time for the Fraternity to return to their Senses ; they have so long Ridicul'd One Another , till the Men , that had some Wit , are become Diversion for them that have None . 'T is Pity but their Quarrels were over , if only for leisure to think what they Quarrell'd about , that is , Poetry — which , however worthy of Great and Wise Men , as a Recreation , yet 't is Business and Employment only for the Unfortunate . Such as are too far engag'd , must take their Chance ; but Others would do well to consider the present State of the Muses in our Nation ; where Zoilus's swarm , and Mecaenas's are so Few , that 't is even shame and pity to see their Generosity so over-charg'd . I would not be thought to Disparage a Faculty , to which I have done so little Credit : 'T is noble Service — but , fit for Volunteers , who can be upon their own Subsistence ; and long to shew their Parts . FINIS . Notes, typically marginal, from the original text Notes for div A63046-e1220 * Canto II. Notes for div A63046-e1540 † Mr. Montague's incomparable Poem on His Majesty's Victory at the Boyn . * Where Homer's Trojans and Grecians Fought . Notes for div A63046-e2740 * Sal Volatile . * 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 . Notes for div A63046-e11850 * Epistle concerning Poetry . † Mourning Muse. † But what if this was designed for Compliment ? The Complainants having had my Slavish sense and Caution at their Service , when very much Wanted . * ●a●r against 〈◊〉 . 
A36763	----	The manner of making of coffee, tea, and chocolate as it is used in most parts of Europe, Asia, Africa, and America, with their vertues / newly done out of French and Spanish. De l'usage du caphé, du thé, et du chocolate. English Dufour, Philippe Sylvestre, 1622-1687. 1685 Approx. 118 KB of XML-encoded text transcribed from 62 1-bit group-IV TIFF page images. Text Creation Partnership, Ann Arbor, MI ; Oxford (UK) : 2004-03 (EEBO-TCP Phase 1). A36763 Wing D2455 ESTC R4072 12246570 ocm 12246570 56959 This keyboarded and encoded edition of the work described above is co-owned by the institutions providing financial support to the Early English Books Online Text Creation Partnership. This Phase I text is available for reuse, according to the terms of Creative Commons 0 1.0 Universal . The text can be copied, modified, distributed and performed, even for commercial purposes, all without asking permission. Early English books online. (EEBO-TCP ; phase 1, no. A36763) Transcribed from: (Early English Books Online ; image set 56959) Images scanned from microfilm: (Early English books, 1641-1700 ; 141:8) The manner of making of coffee, tea, and chocolate as it is used in most parts of Europe, Asia, Africa, and America, with their vertues / newly done out of French and Spanish. De l'usage du caphé, du thé, et du chocolate. English Dufour, Philippe Sylvestre, 1622-1687. Colmenero de Ledesma, Antonio. Curioso tratado de la naturaleza y calidad del chocolate. English. Chamberlayne, John, 1666-1723. [10], 116 p. : ill. Printed for William Crook ..., London : 1685. The tracts on tea and on chocolate have special title pages. Those on tea and coffee are translated by John Chamberlayne from the French of Philippe Sylvestre Dufour; that on chocolate from the Spanish of A. Colmenero de Ledesma. Cf. BM. Reproduction of original in British Library. Created by converting TCP files to TEI P5 using tcp2tei.xsl, TEI @ Oxford. 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Understanding these processes should make clear that, while the overall quality of TCP data is very good, some errors will remain and some readable characters will be marked as illegible. Users should bear in mind that in all likelihood such instances will never have been looked at by a TCP editor. The texts were encoded and linked to page images in accordance with level 4 of the TEI in Libraries guidelines. Copies of the texts have been issued variously as SGML (TCP schema; ASCII text with mnemonic sdata character entities); displayable XML (TCP schema; characters represented either as UTF-8 Unicode or text strings within braces); or lossless XML (TEI P5, characters represented either as UTF-8 Unicode or TEI g elements). Keying and markup guidelines are available at the Text Creation Partnership web site . eng Coffee -- Early works to 1800. Tea -- Early works to 1800. Chocolate -- Early works to 1800. 2003-10 TCP Assigned for keying and markup 2003-10 Aptara Keyed and coded from ProQuest page images 2003-11 Emma (Leeson) Huber Sampled and proofread 2003-11 Emma (Leeson) Huber Text and markup reviewed and edited 2003-12 pfs Batch review (QC) and XML conversion THE Manner of Making OF COFFEE , TEA , AND CHOCOLATE . As it is used In most parts of Europe , Asia , Africa , and America . With their Vertues . Newly done out of French and Spanish . LONDON : Printed for William Crook at the Green Dragon without Temple Bar near Devereux Court , 1685. TO THE Right Worshipful Sr. THOMAS CLAYTON , Kt. WARDEN OF MERTON COLLEDGE IN OXFORD . THIS TREATISE IS Humbly Dedicated BY THE RANSLATOR IOHN CHAMBERLAYN . THE PREFACE . NATVRE desiring , that Man should go forth of her hands as a perfect Master-peice , and as a Microcosm full of wonders , has made him a present of a considerable apanage , to wit , a sound and vigorous health , that he may live the longer , and exercise all his functions with the less trouble . But as this health may be easily alter'd and destroyed by an infinite number both of external and internal causes , the Divine Providence knowing that nothing can be more profita●le , more agreeable , or more precious 〈◊〉 this her Creature , than this incomparable benefit of health , without which all the honours , all the riches , and all the delights of the world do perpetually incommode , vex , and t●rment a Man , T is therefore very wise advice , to draw out of the bosom of the Earth many sorts of Medicines , as well for the conservations of those Persons that are in perfect health , as for the ease and cure of those that are infirm and crazy . In the mean time , as Climates are very different th' one from th' other , and as several Countries produce different species , so Nature has distributed certain Plants and Drugs to some Countries , which she has denied to others ; to the end that hereby she might the better favour the mutual commerce of all People , and for the better cementing humane Society , at which she alwaies seems particularly to aim , since she has implanted the love and desire thereof in the minds of all , except such as are ill natur'd and Men-haters , who seem to be abhortives and monsters in Nature . They therefore do seem to clash with Reason , who in contempt of the sacred Rules of Divine Providence , do hold , that every Country ought to be content with the sole use of its own Drugs , without seeking after those things wherewith Strangers and Foreigners may furnish us . For is it not the meer effect of a capricious and peevish humour , to desire without any reason to deprive Mankind of the use of those healthful productions wherewith Nature from all parts presents him , and to hinder him from all advantages , which he may thence expect ? Now amongst all the Drugs whereof Heaven has shewed it self liberal to Men , there be three chiefly which in our time have required so great a vogue or credit , and so particular an esteem through all Europe by the signal effects which they are daily found to produce in an infinite number of People , who make use thereof with good success that I have thought it a thing of great importance to communicate to the publique some Discourses and Treatises made on this Subject , compiled and gathered together in one Body , that our Nation , alwayes curious and greedy of no velty , may understand the very depth and bottom of these abovesaid Drugs , as well as others ; the use whereof has been but lately known amongst us , yet they become more famousevery day than other , by the frequent and dayly use we make of them , and with a success which is no less wonderful than profitable ; those three Drugs which I mean , and whereof I intend to treat here , are COFFEE , TEA , and CHOCOLATE : The two first are simple Drugs , the latter is a mixt composition of several Drugs . COFFEE grows in Arabia , but the other two come from the Indies , viz. the Tea from the East-Indies , and the Chocolate ( or Cacao nut , whereof it is chiefly made ) from the West-Indies . The first peice I present you with in this Book is a curious Discourse of COFFEE , done into French out of an Original Copy in Latine , not long since composed by a very learned Physitian of Germany , who would be nameless , to the which I have added some draughts gathered out of the works of some learned Travellers on this same subject . The Second Treatise consists of some particular Remarks extracted from the Dutch East-India Companies Embassy to the Emperour of China . From a relation of the Voyage of the Bishop of Beryte to Cochinchina . From the Voyage of Father Alexander of Rhodes : And from the Medicinal Observations of Nicholas Tulpius a a Physician of Amsterdam . The last peice is a Discourse of Chocolate , made by a Spanish Physician , named Antonio Colmenere of Ledesma . I am perswaded that this little Collection will be well accepted by all good men , who shall thereby be enabled to understand what excellent Vertues the Creator has distributed to these three foreign Drugs : Which shall so much the more oblige them to admire and bless the Sovereign Author of all these Creatures , and shall render them the more desirous to make good use thereof , with continual Thanksgiving , in all the Distempers wherewith they shall find themselves either threatned , or really afflicted . OF THE USE OF COFFEE . ALthough the use and the eating of Beans , were heretofore forbidden by Pythagoras , because that their Flowers being spotted with a black Colour , did represent a melancholly shape , and the Souls of the dead that did dwell therein : And though there be others that reject them , affirming that the use of them dulls the senses , and causes troublesome Dreams : Yet because they serve us in the Nature of Victuals and Physick , I shall not think my time and labour mis imployed , if I communicate to the publick , something on this Subject of Beans . Nevertheless I don't mean to speak of our European Beans ; neither of the wilde , nor those they sow , whether they be Lupine , or Kidney Beans , or whatsoever sort ; of all which we were ever wont to make use , either in the Kitchin or in the Drugsters Trade , since that the most famous Physicians and Chyrurgions have employed them in the Cure of Maladies internal as well as external ; viz. In the Dropsie , the Stone , the Stoppage of the Urine , the bloudy Flux , Loosness , Bruises , and other Diseases . Neither will I mention the Bean of Egypt ; which Dioscorides speaks of , which the Crocodiles avoid as being destructive to their Eyes , witness Pliny . Neither of the Kidney Beans of Paludan Garet , like the Cacao Nut ( whereof they make Chocolate ) named otherwise Coles by Clusius : Nor will I treat of the purging Beans of Carthage ; or those of Ferdinand de Lopez of Castagneda ; which come from the Isle of St. Thomas . I will speak for the present of a certain Bean of Arabia called Bon , whereof they make a Drink termed Coffee , which was heretofore in use amongst Arabians , and Egyptians ; and which is now a dayes in very great request amongst the English , French , and Germanes . The first that makes mention of the Property of this Bean , under the name of Bunchum in the 9th . Century after the Birth of our Saviour , was Zachary Mahomet Rases , commonly called Rhasio , a very famous Arabian Physician , who has composed a great many excellent Books , to wit , Ten dedicated to King Almansor , and Fifteen other learned Works . He was the first , that did explain what was the meaning of Bunchum , assuring us that it is hot and dry , very good for the Stomach , it hinders the unpleasant smell of Sweat , and of depilatory Oyntments . After Rases divers other Physicians , and particularly Avicenne , explains Bon under the name of Bunchum . As to the choice thereof , he says that of a Lemmon colour , light , and of a good smell is the best ; that the white and the heavy is naught , that it is hot and dry in the first degree , and according to others cold in the first degree . As to its operations and effects , it fortifies the members , it cleans the skin , and dries up the humidities that are under it , and it gives an excellent smell to all the Body . Prosper Alpinus in his Book of the Medicines and Plants of Egypt , throughly describes the Bean Bon , and the Drink they make thereof . For he sayes the Grain Bon is in great use among the Egyptians , of which they prepare a decoction , whereof they drink in their Country just the same as we do the wine in our Taverns : And tho they drink it all day long , yet their manner is alwayes to take a large quantity thereof in the morning fasting , as hot as they can well indure it , it being the general opinion amongst them , that it warms and corroborates the Stomach , and that it is a powerful remedy to cure all the obstructions of the Bowels . It is an excellent Remedy against the stoppage of Womens Courses , and they make often use thereof , when they don't flow so fast as they desire , they sip a great deal of it , as hot as they can drink it ; alwayes taking care to drink it by little and little : for it is the Custome of every one to drink it after that manner . He proceeds further in it , saying , that the drink called Coffee is much esteem'd of in those Countries , the which they prepare with certain black Grains , which come very near to Beans . This decoction they make two ways : the one with the skin or the outside of the aforesaid Grain , and the other with the very substance of the Bean. That which is made of the skin is of more force , then the other that 's made with the Bean it self : I have seen the Tree whereon it grows in the Orchard of a Turkish Commander , who had caused it to be transplanted out of Arabia , it very much resembles the Plant , called Priests Bonnet . The quality of this Drink is cold and dry , or rather temperate in respect of cold , by reason of some heat , which is found mingled therewith : For this grain is composed of two different substances ; to wit , the one gross and terren , whereby it strengthens and corroborates , and the other is thought to be made up of warm parts , by which it heats , cleanses , and opens . This decoction has a taste not much different from that of Succory , tho it has a greater power to remove all obstructions . Having then took notice ; that the Women in the beginning of their courses , to help evacuations , drink of it by little and little , a great quantity very hot , and in that time make great use of this Drink . Assisted and with this experience I begun to employ it for all women whatsoever , who by some cause or other have their purgations ceas'd or diminished , the which I have seen experimented by very many with good success ; and thence I have learned , that this sort of Medicine was excellent for the stopping of Womens courses , which proceeds from the obstructions of the veins in the Matrice , having before hand provided for the purging of the body . This Drink took in the morning fasting , mightily provokes the Courses , and it is a quick and certain remedy for those Women , who not having their courses are troubled with violent pains . They prepare this decoction taking a pound and a half of the Kernels of this Grain , peeling off the skin they roast it before the fire , and having roasted or parched it , they boyl it in twenty pintes of water . Others take the Grain roasted or parched , and beat to powder , and let it lie steept in water a whole day : and without any other infusion they boyl it half a way , and having strain'd it , they keep it in earthen pots stopt close , to make use thereof when they shall want it . They prepare this drink after the same fashion , with the Bark of the aforesaid Grain : which nevertheless they take in a less quantity , viz. some only six ounces , others nine , with twenty pintes of Fountain water , which they boyl half away . This Drink the Arabians call Caova : the Berries ( as I said before ) grow on a Tree much like our Priests Bonnet , tho the leaves are thicker , harder , and greener , and besides they are green all the year round . They use this decoction to fortifie the stomach , when it is too cold , and to help digestion , as also to remove the obstructions of the entrails : they make use of it several days with good success , in the cold swellings of the Liver and the Spleen . Avieenne mentions these Grains , and attributes the same use to them ; esteeming them to be hot in the third degree , and dry in the second ; which does not seem likely ; since it has a sweet with a kind of bitterness , without any sharpness or acrimony . We must now particularize the preparation of this Drink made with Coffee ; t is true , I have spoken something hereof before , but in general now I will proceed to the particulars . The Coffee Tree . The Instrument . I have here explained in general the Virtues of that wholesome drink called Coffee ; tho it will not be altogether unnecessary , to relate what an eminent Arabian Physician speaks thereof , who more particularly declares these things that follow . The fruit Bon ( says he ) is gathered in the Month Ab , which being took out of its shell is divided into two parts , its Flowers are whitish , this Bean is hot in the first degree , and dry in the second , that is to say its Skin , as to the kirnel , it is altogether temperate , nevertheless it dries , but moderately and plesantly : Its drink is good against Catharrs and Rheums , which trouble the Breast : In the stoppage of Womens courses , and Urine , against the boyling of the blood , and the decaying of the strength 't is very necessary . This drink has got the same esteem in Denmark and Sweden : In which Countries the great Lords make use of it frequently . And especially at Paris there are a great many Shops that sell Coffee publickly with this following commendation . The most excellent Virtues of the Berry called Coffee . COffee is a Berry which only grows in the desert of Arabia , from whence it is transported into all the Dominions of the Grand Seigniour , which being drunk dries up all the cold and moist humours , disperses the wind fortifies the Liver , eases the dropsie by its purifying quality , 't is a Sovereign medicine against the itch , and corruptions of the blood , refreshes the heart , and the vital beating thereof , it relieves those that have pains in their Stomach , and cannot eat : It is good also against the indispositions of the brain , cold , moist , and heavy , the steam which rises out of it is good against the Rheums of the eyes , and drumming in the ears : 'T is excellent also against the shortness of the breath , against Rheums which trouble the Liver , and the pains of the Spleen : It is an extraordinary ease against the Worms : After having eat or drunk too much : Nothing is better for those that eat much Fruit. The daily use hereof in a little while will manifest the aforesaid effect to those , that being indisposed shall use it from time to time . 'T is related that the Turks amongst other drinks , make use of one which they greatly esteem , and which they call Chaube , the same with our Coffee as black as Ink , and which is excellent , especially in the illness of the Stomack : They are wont to drink thereof in the Morning , in publick places without any difficulty , they take it in earthen or Porcelain Porringers , their manner is seting themselves down on the ground in a Ring , every one drinks in his turn : They set the Porringer oftentimes to their mouth , but they drink but a very little at a time , by reason of its extream heat . The ingredients they use in the making of this Liquor , are certain fruits which are call'd Buncho , by the Inhabitants of the Country ; being like ( as to the out side ) in greatness , and Colour to the Laurel Berries , having two skins very thin , they say they are brought from the Indies , 't is athing of small price amongst them . There is observed to be two yellow Grains within , which have each of them their little several partition ▪ and resembles in Colour , Name , and quality , the Bancha of Avicenne or the Buncha of Rases . And for my part I shall think it to be the same thing till the Learned shall better inform me , this drink is very frequent amongst them , for which cause there be very many of them that sell it in publick Shops , and a great many trade abroad with this Fruit in houses of entertainment . They count it as wholsome as we do our wormwood Wine or other Physical drinks At Amsterdam this drink is sold with great commendation of the publick , for it preserves the radical moistness , strengthens the Stomach , cures sore eyes , pain in the Head , Catharrs , Palsie , Gout , the Dropsie , 't is good against the Scurvy , breaks the Stone , and eases women with Child . Monsieur Simon Pauli an eminent Physician does altogether condemn the use of Coffee , in a Treatise concerning the abuse of Tobacco and Tea , for as much as it effeminates both the body and understanding , which yet it does not by cooling it too much , but because it insensibly dries by reason of its natural Sulphure wherewith it abounds as well as Tobacco , and the Agnus Castus , or Park-leaves , but we ought to interpret what this Learned man says of the abuse , and not of the right usage of Coffee , otherwise one may as well forbid the use of Rhubard , China , Sassafras , and other Drugs which grow out of Europe . For my part I do no less blame the abuse of Coffee , than that of Wine : But I defend the lawful use thereof , since it is evident that many find this drink to be very profitable , taken in the Morning fasting , with a little Sugar , in a moderate quantity , and to very good purpose , and daily experience shews that it is very proper to cure the indispositions of the Stomach , stop Fluxes , and fortifies the whole body . If all those that make use of Coffee , did it through a principal of daintiness and nicety , the aforesaid discourse would be sufficient to satisfie their curiosities , but the most part of those that use it are reduc't thereto by necessity , and take it rather as a Medicine and not as a dainty dish : I thought I should do them a pleasure to add hereto these following remarks on the same Subject , which I have gathered from the reading of some particular Voyages , by which one may see that all the Authors , who have treated of the properties of this sort of Bean , are agreed in the same opinion , that it is most excellent in the curing of several indispositions , and most especially for those which trouble the head or Stomach . Fietro Del Lavallè an Italian Gentleman Sirnamed the illustrious Traveller , speaks in two several places of his Book concerning Coffee , but as that which he says of it in the first place is not very considerable , I 'le pass it over , and only insist upon his second remark of Coffee , wherein speaking of the Turkish Liquors , he utters his mind in these Terms . The Turks have a Drink of a black Colour , which during the Summer is very cooling , whereas in the Winter it mightily heats and warms the Body , yet without changing the substance , and always continuing the same drink , that they swallow hot as it comes from the Fire , and they drink it at long draughts , not at dinner time , but as a kind of dainty , and as it were to please their palate , and to entertain themselves at their case in the Company of their friends , and one cannot find any meetings amongst them where they drink it not . For which end they keep a great fire on purpose , near which they keep always ready little Porringers of Porcelain filled with this mixture ; and when that is hot enough , there be Servants appoint●d for this end , who do nothing els● but carry these Porringers to each man in the Company , as hot as they can , giving them also some Melon seed to chew , for the better passing away the time ; and with this Seed and this Drink , which they call Cahue , they divert themselves in their Conversations , in publick Feasts or particular Recreations , sometimes the space of seven or eight hours . I drank of it last Summer , as a refreshment , with Melon Seed , and satisfaction enough ; I remember I have read somewhere that the Antients did likewise use such sorts of Liqours , and if that be true , there is a great deal of likely-hood that it is was the same thing : Because that in many other fashions , as well of this Country as abroad amongst Forreigners , I find every day some foot-steps and remainders of Antiquity . This Drink , as I remember , is made with the grain or Fruit of a certain Tree , which grows in Arabia towards Mecca , and the fruit it produces is called Cahue , whence this Drink derives its Name , 't is of ●n oval shape , of the same bigness as a middle-sized Olive , and to make this composition they take sometimes no more than the skin , which is tender , sometimes only the Kernel which is like to beans ; and they are of an opinion , that of these two juices , the one heats the to'ther cools , but I cannot well call to mind whether the refreshing is that of the skin or the other . The way to make the Drink thereof , is thus : They burn the skin or Kernel of this fruit as it best pleases their fancy or palate , and they beat it to a powder very fine , of a blackish Colour , which is not very pleasant to the eye-sight ; this Powder will keep a long time , and is always to be found in the Drugsters Shops . When they would drink thereof they boyl it in Water in certain pots made on purpose , having a long and slender pipe to pour it readily into the little Porringers , and when the Water has boiled enough , they put therein such a quantity of this powder , according to the number of people that are to drink of it : they let this powder boyl with the Water sometime until it sha● have lost its bitter taste , which it wou●● always keep without a perfect boyling . Afterwards they pour out this Liqour to be drunk as hot as the Moath and Throat can endure it , not suffering themselves to swallow it but by little and little , and at several times , because of its actual heat : and after it has taken the taste and colour of this powder , whereof the thick sinks down and remains at the bottom of the Pot , to make use of it more deliciously , they mingle with this powder of Cahue , much Sugar , Cinnamon , and Cloves well beaten , which gives it an exquisite taste , and makes it much more nourishing . But yet without these dainties this drink it agreeable enough to the taste with the powder of Cahue alone ; and if you will believe them it contributes notably to the health , helping digestion , fortifying the Stomach , stopping Rheums and Catharrs : These are very good qualities if they be effectual . They also say that after Supper it hinders drowsiness , and for that reason those that would study by Night do then drink thereof . There is sold here by retail so great a quantity of it , that they say the● impost upon Cahue , amounts to a considerable sum to the Grand Seignours profit : When I return I will bring some of it with me , and I will impart the Knowledge of this simple to the Italians , which perhaps at present is altogether unknown to them . If they should drink it with Wine as they do with Water , I durst say it would be the Nepenthe that Homer mentions , which Helen drunk there , it being for certain that Cahue is brought hither from that Country : And as this Nepenthe was a charm against cares and vexations , the same Cahue to this day is used amongst the Turks as an entertainment and past-time , making the hours to slip away merrily in conversation , intermingling with their drink several pleasant and recreative discourses , which unawares brings upon their mind this forgetfulness of sorrows which the Poet attributes to his Nepenthe . Thevenot in a Relation which he has published of a Voyage into the Levant set a particular Chapter apart which he imployes in describing the Victuals , Drink , and Lodging of the Turks , and after having mentioned their other Liqours , speaks thus ; The Turks have another drink very common amongst them which they call Cahue ; whereof they make use every hour in the day . This drink is made of a grain whereof we will speak by and by . They roast it in a pan , or any other utensil upon the fire , afterward they peel it , and beat it into powder very fine , and when they would drink thereof , they take a brazen pot made purposely which they call Ibrik , and having fill'd it with water , thy boyl it , and when it boyls they put of this powder therein , for about two cups of water one spoonfull , and when that is boyled they take it quickly from the fire , or remove it , otherwise it would boyl over , for it rises quickly , when it has thus had ten or twelve boylings , they pour it into little dishes of Porcelain , set in rank on a Trencher of painted wood , they bring it you boyling hot , and it must be so drunk , but at several times , otherwise it is not good . This Liqour is black and bitter ; and smells a little of the burnt too , every one drinks it by little and little , for fear of scalding their mouths , so that being in a Cavehane ( for so they name the places where 't is sold ready made ) one may receive a kind of musick and divertisement by hearing the noise that every one makes in sipping . This drink is good to hinder the fumes which rise from the stomach into the head , and by consequence to cure the indisposition thereof , and for the same reason 't is good against sleeping . When our French Merchants have a great many Letters to write , and intend to labour all night , they take in the evening a dish or two of this Cahue , it is good also to comfort the stomach and help disgestion ; in a word if you will beleive the Turks 't is good against all indispositions whatever , and assuredly it has at the least as much virtue in it , as is appropriated to Tea . For the taste , in drinking thereof once or twice , one may easily accustom ones self to it , and it will no longer seem unpleasant ; there be some that mix therewith Cloves and a few grains of Cardamome , called in Latin Cardamomum minus , which they name Cacoule ; others put thereto Sugar , but this mixture which makes it more pleasant renders it less wholesom and profitable : they drink a vast quantity thereof in the Turkish Country ; there is neither rich nor poor that drinks less than two or three cups a day , and 't is one of the things wherewith the husband is obliged to furnish his Wife . There be many publick Taverns of Cahue where they boyl it in great Kettles ; in these places all sort of people may come , without distinction of Religion or quality , and 't is no shame to frequent these places , since many go only to recreate themselves ; there be also without the house , Walls with Mats on them , where those that will may sit and see all that pass by , and take the air , and there are some that play on the Violin , Flute and other Musick , who are hired by the Master of the Cavehane to play and sing the best part of the day , to bring company together . When anyone that has any breeding sees another of his acquaintance come into the Cavehane he will order the Master not to take their mony , and that by one only word , for when the Cahue is given them he Cries Giaba , that is , Gratis . Monsieur de Bourges in the account he gives of the Voyage of the Bishop of Beryte to Cochinchina , reckoning up the incommodities they underwent , in the march of the Caravan through the Desert , sets down , as one of the most insupportable , the want of water , which they were put to much trouble to find , and oftentimes they were forc'd to use corrupted water . Whereupon he sayes , As the water which they meet with is commonly naught , putryfied , to correct the indisposition which it causes in the stomach , the Turks take a drink , called Coffee , which begins to be used by the Europeans . This drink is made of a little Bean which grows in Arabia near Mecca in such abundance , that it is transported into all Asia , and almost all the places where there be Mahometans ▪ who make use of this drink instead of Wine , whereas it sufficiently imitates the effects , having the property to fortifie the stomach , and to make easie the digestion , and to purifie the vapours of the Head. They roast this Bean in a pan afterward they pound it in a Mortas , after having separated the bran by a fine Sieve , they boyl this black and burnt powder in water a little while , then they drink it as hot as they can , though this Liqour has not an agreable taste , but rather bitter , yet it is much esteem'd of by these people for the good effects they find therein ; which manifests the care God has to furnish all Countryes with the necessary things for the advantage of men , and there is no doubt but that there be other plants in other Countries which have the like virtues . The end of Coffee . A NEW RELATION OF THE USE AND VERTUE OF TEA . LONDON , Printed for W. Crook at the Sign of the Green Dragon without Temple-Bar . 1685. OF THE USE OF TEA . AS I never yet met with any particular Discourse of Tea , I am not able to afford to the Curious any other than these following remarks , which though they are very concise , yet are large enough to discover the miraculous qualities , which the Divine Providence has imparted to this leaf , in the cure of several indispositions , which become but too often the subject of our griefs . The Author of the Book intituled , the Embassy of the Vnited Provinces to the Emperour of China , Printed at Leyden in the year 1655. in the Description which he makes of the Empire , Speaks thus of Tea ; The most excellent leaves of Cha or Tea , are found in the Provinces of Kiangnon , and specially near the City Hoeicheu ; this leaf is little , and the Tree thereof is very like the shrub call'd by Pliny , Rhus Coriarius , or Curriers Sumack : I do almost beleive that this is a kind of the same , however it is not a wild shrub , but a garden Plant ; and further 't is no tree but a shrub , which spreads it self into divers little branches and pleasant boughs : Its flowers come very near to that of Sumack , only this of Cha inclines more to a yellow , it puts forth its first flower in Summer , which does not give much scent , and its green berry becomes blackish , its branches are cover'd with white and yellow flowers jagg'd and pick'd from top to bottom . To make this drink of Cha so much esteem'd by the Indians , they only look for the first leaf which comes forth in Spring , which also is the most soft and delicate , they gather it with great care the one after to'ther , and separately , afterwards they presently heat it a little while , and softly , on a gentle fire , and wrap it in a very fine , thin , and smooth piece of Calico , often stirring and rubbing it with the hands , then they set it on the fire again , being also wrapt up , and turn'd , and rub it the second time till it curls up together and becomes quite dry , after which they pour it into tin boxes , sealing and stopping it very close , for fear the Spirits and the too subtil quallity , should evaporate , for after you have kept it a long while , if you put it into boyling water it will retake its former verdure extending and spreading forth it self ; if it be good it leaves behind it in the Water a smell and taste very agreeable to the palate , and withal a greenish colour . The Chinese praise it wonderfully , and set a great value on the vertues and qualities of this drink , for they use it Night and day , and present it as a great rarity to those they would regal . Now there be so many several sorts , and 't is so different both of price and goodness , that there is some , a pound whereof is worth an hundred Franks and more , another sort you may have for ten or a dozen Crowns , others for two , nay some so cheap , that will cost but two farthings a pound . It has at the least this good quality to hinder the Gout , and the Gravel in the kidneys , if you drink of it after meals it takes away all indigestions and crudities of the Stomach , above all it helps and facilitates digestion , more especially it disintoxicates those that are fuddl'd , giving them new forces , and enabling them to go to it again ; because it eases the burden of those inconveniences which this brutal excess brings along with it , by reason that it dries and cleanses all the superfluous and peccant humours , and that 〈◊〉 disperses the vapours which cause sleep and overcome a man when he desires to be waking . The Chineses have given it divers names , according to the diversity of the places where it grew , and from its innate virtues , as that of Hoeicheu is the best , so they have named it SLUNGOCHA , and sell it some times for 150 Franks the pound . It has a blackish seed , which falling to the ground takes root , and at the end of three years produces pritty little shrubs about the height of our goosberry bushes or Rose-trees , whereof they gather every year a very considerable crop , the snow and the hail not being able though never so rigorous to do them any hurt , so that I am perswaded one might easily improve this plant in the Soil of Europe , if its grain were sowed in some shady and fertill place . The Iapeneses prepare this drink quite after an other sort than the Chineses do , for of its leaves they make a powder which they drink with hot water , but the Chineses drink the boyling water in the which th●se leaves have been strayned , and whereto they have contributed all their goodness . Monsieur de Bourges , in the Relation ( which I have allready instanced , ) of the Voyage of the Bishop of Beryte to Cochinchina , speaks thus . During our abode at Siam , after our dinner , which was usually of fish , we drank some Tea , which they take very hot with a little sugar , we found it very wholsom ; and comparing the effects of this Tea with those of wine , especially as they use it in this Country , where the Stomach is weakned by the extream heat , and its force is oppressed by the quality of the nourishment , it is doubtfull which of these two may obtain the pre-eminence , if not this leaf ; the use whereof is grown so common in those Countries , it having many excellent properties , the chief of which is to make one that is drunk become sober . Wherein 't is very different from all other liqours whereof men make use , which being drunk with excess , either weaken or quite deprive them of their understanding , whereas Tea fortifies , and frees them from the vapours which hinder its effects . In the several Voyages of Father Alexander of Rhodes , the thirteenth Chapter is wholly taken up , in treating of Tea , and reflecting on the advantages of the People of China . He says , One of the things which in my opinion do very much contribute to the great health of this people , which oftentimes appears to the very last , in their old age , is Tea , whose use is exceeding common through all the East , and begins to be known in some Countrys of Europe , by the means of the Hollanders , who bring it from China , and sell it at Paris for thirty Franks the pound which they buy in this Country for eight pence or ten pence , and yet I perceive that it is commonly very old and naughty . 'T is thus that the French and English suffer strangers to enrich themselves in the East-India trade , whence they might draw all the best commodities of the world , if they had but the courage to undertake it as well as their neighbours , who have less means to prosper therein then our own Country-men . Tea is a leaf , as big , as that of our Pomegranate tree , it grows on little shrubs very much resembling the Myrtle Tree , it is not to be purchased in any Country of the World , but only in two Provinces of China where it grows , one whereof is called Nanquin , whence comes the best Tea , which they name Cha , the other is the Province of Chincheau , in these two Provinces , there is as much care taken in the Crop of this leaf as there is in our Vintages . It grows here in so great abundance , that they have enough thereof to furnish the rest of China , Iapan , Tunquin , Cochinchina , and several other Kingdoms , where they so ordinarily make use of Tea , that those who drink it but three times a day , are the most moderate , others take of it ten or twelve times a day , or to say better , every hour . When this leaf is cropt , they dry it well in an Oven , then they put it into tin boxes , which must be well shut , for if it takes wind , 't is spoiled , and has no more strength then dead leven . I leave to you to judge if the Hollanders take great care of that they sell into France . To know if the Tea be good , you must see that it be very Green , bitter , and so dry as to be easily broken with the Finger , if it is all thus , 't is good , otherwise assure your self it is not worth much . The fashion of the Chineses when they make use of this Tea is to boyl some Water in a little pot very clean , when it boyls well , they take it from the fire , and put therein , so many leaves according to the proportion of Water , that is to say into a good large glass of Water , they put about an Ounce of Tea , they Cover the pot well , and when the leaf sinks to the bottom of the Water , then is the time to drink it , for 't is then that the Tea Communicates its vertue to the Water , giving it a reddish dye , they drink it as hot as they can , for if it should cool it would be good for nothing , the same leaf which tarries at the Bottom of the pot will serve a second or third time , but then they boyl it with the water . The Iapeneses take it another way , for they first beat the Tea to powder , then they put it into boyling water and swallow it all together : I know not whether this way of taking it be more wholsom then the former . I have made use of , and always found that way of the Chineses to be exceeding good : both of them mingle a little sugar therewith to correct the bitterness of the Tea , which nevertheless methinks is not so very unpleasant . There be three principal vertues in Tea ; the first of which is to cure and to hinder the pains of the head ; for my part , when I had the Megrime , in taking of this Tea , I found my self so very much eased and comforted that it drew out all the pain of my head : for the principal force of Tea is to abate and expell those gross vapours which ascending from the Stomach into the head do very much incommode us . If you take it after supper , it commonly hinders sleep , yet there be some who by drinking of Tea sleeps the better , because allaying none but the most foggy vapours , it leaves behind it those that do cheifly cause sleep . For my part I have experimented it often enough , when I have been compelled to sit up all night about some extraordinary business , I needed to do no more but to take some of this Tea when I perceived my self beginning to sleep , and I could easily watch all night without winking , and the next morning I was as fresh as if I had slept my ordinary time ; this I could do once a week without any trouble . I tried one time to continue waking six nights together . But the last night I found my self quite spent . Tea is not only good for the head , but it has a marvellous force in easing the Stomach , and helping digestion , they drink it also ordinarily after dinner ; after supper not at all , especially those that would sleep . The third thing for which Tea is good , is to purge the reins of the Gout and Gravell , and 't is perhaps the true reason why these diseases are unknown in those Countries . I have the more enlarged my self on this discourse of Tea , for since my abode in France I have had the honour to see some persons of great quality and of an illustrious merit , ( and upon whose lifes and healths the safety of France does almost depend , ) who make use thereof with good success , and who have had the goodness to command me to teach them the nature and quality of this Drug , the knowledge whereof I have gained by a thirty years experience . Nicholas Tulpius Physitian of Amsterdam , in his Book of medicinal observations speaks thus . There is nothing more ordinary in the East Indies than the drink , which is made of the decoction of a certain Plant , called by the Chineses , Tea , by the Iapaneses , Tchia , whereof I shall make no difficulty to communicate to Posterity , all the knowledge that has been imparted to me by those who hold the Soveraign authority in these Countries . As therefore the abovesaid Plant has leaves long picked , and jagged round about , so on the other side its root is full of strings , and divided into two little partitions , and does not grow only in China and Iapan , but also in Chiam or Siam : moreover there is this difference , the leaves of China are of a dark green something inclining to a black , but those of Iapan , are of a more pale and whitish green , and of a more pleasant taste , which is the very reason why the Tchia of Iapan is much more esteemed than the Tea of China , so that it often happens , that one only ●ound of Tchia is sold for 100. French Livres . And indeed 't is the common vogue and opinion of this Country , that there is nothing more Soveraign then this plant , as well for the prolonging of our days even to an extream old age , as for dissipating all that may be an hindrance or obstacle to our health , and that it not only renders the body more vigorous , and preserves it from the pains of the Stone ( to which there be none in these Countrys that are found subject ) but which is more , it cures all pains of the head , Rheums , and soreness of the eyes , of the breast , shortness of breath , weakness of the Stomach , Griping of the Guts , weariness , and it so evidently hinders sleep , that those persons who drink of the said decoction pass sometimes whole nights without sleeping , and overcome without any trouble , or tediousness the necessity of sleep , which otherwise were insupportable : for it heats moderately , and contracts the upper orifice of the Stomach , it retains and suppresses so well the vapours necessary in the creating sleep which rise from below , that those who have a desire to spend th● whole night in writing , or studying ▪ do thereby find no manner of trouble or distrubance . Noreover it is very likely that thi● plant has not been long known to the Chineses themselves , and that it has been in use amongst them but 〈◊〉 small time , since they cannot find in their language any ancient word whereby to explain it , and have not any hieroglyphick characters ( such as are almost all the Letters of the Chineses ) by the means whereof they might express its nature . As to the manner of using this Plant , we must take notice that these nations are very different one from t'other in that matter . For the Iapaneses beat the same Plant to powder , pounding it upon a marble stone , and afterwards mingling it well with hot water : but the Chineses only boyl it in some liquor , adding thereto a few grains either of Salt , or Sugar , which decoction , as yet hot , they present afterwards very courteously , as well to those that being invited to dinner they treat at home , as to them that come to render them a visit : This drink they make with so great care and so nice an application of their mind thereto ; even persons of the highest quality are not ashamed , but on the contrary they take great pride to make with their own hands the decoction of this herb for their friends , or at the least assist in the mingling thereof , and preparing it as it ought to be , having expresly for that purpose in the middle of their Palaces Rooms set apart , wherein there are little Ovens made of the most precious stones , and of most exquisite wood , reserved particularly for the aforesaid preparation , keeping , also curiously in these Rooms the pots , trivets , funells , bowls , porringers , and other vessells belonging to this sort of kitchin , perfectly well wrought , and on which they freely bestow some thousands of Crowns , keeping them handsomly wrapt up and folded in peices of silk , and not shewing them to any but their most intimate friends . They do also make as great account thereof as we do of our Diamonds , pretious Stones , Necklaces of pearls of the highest Price . As one may see more especially in several Authours that have written of the East Indies , and more particulary of China and Iapan . The end of Tea . A Curious TREATISE OF THE NATURE and QUALITY OF CHOCOLATE . Divided into Four Parts . In the First whereof is declared , what CHOCOLATE is ; and more particularly of the quality of CACAO , and all the other Ingredients . In the Second is shewn the quality that results from that Composition . In the Third is taught how to make it , and how many waies the West Indians use it , and which of them is the most wholesome . The last part treats of the quantity thereof , and how it must be taken , and in what time , and by what persons . By Antonio Colmenero de Ledesma , a Spaniard , Physician and Chyrurgion of the City of Ecija in Andaluzia . Done into English from the Original Spanish By J. CHAMBERLAINE . London , Printed for W. Crook at the Green Dragon without Temple Bar , 1685. The Preface to the Reader . SO great is the number of those persons , who at present do drink of Chocolate , that not only in the West Indies , whence this Drink has its Original and beginning ▪ but also in Spain , Italy , Flanders , &c. it is very much used , and especially in the Court of the King of Spain ; where the great Ladies drink it in a morning before they rise out of their beds , and lately much used in England , as Diet and Phisick with the Gentry . Yet there are several persons that stand in doubt both of the hurt and of the benefit , which proceeds from the use thereof ; some saying , that it obstructs and causes opilations , others and those the most part , that it fattens , several assure us that it fortifies the Stomach : Some again that it heats and inflames the body : But very many stedfastly affirm , that tho they shou'd drink it at all hours , and that even in the Dog-days , they find themselves very well after it : And therefore it does not seem needless to me to have undertaken this labour , for the profit and content of the publick , endeavouring to accommodate this Drink to every Mans liking , according to the variety of things , which may be mixt therewith , to the end , that every one may choose that which he shall find most agreeable towards the cure of his infirmities . I have not seen any thing of the like nature in Print afore , unless that which a Physician of Merchend ( a Town in Andaluzia ) speaks thereof , who judges the Chocolate to be obstructive , because the Cacao is cold and dry , and because this reason may not sufficiently avail with some persons ( that are troubled with obstructions ) to make them forbear the use thereof , I think it fit to defend this mixture and composition by Philosophical Reasons against all those that would condemn so good and wholesom a Liquor . THE USE OF CHOCOLATE . The First Part. IN this first Division I affirm that Chocolate is a word of the Indians which vulgarly signifies no more than a cerain confection , in the which besides the other simples and ingredients the Cacao Nut comes in as the princpal basis and foundation ; the Nature whereof first of all we must necessarily mention . Chocolate therefore , or Chocolatl , is an Indian word by which ( as I said before ) is meant a certain paste or mixture composed of very many drugs , of which they take a certain portion to dissolve it in ordinary Water , or any other Liquor that may serve instead of drink . This Drink is not common to all the Indians , but only to those that inhabit the Northern America ; and namely to those that dwell in New Spain , where grows the Cacao in great abundance , which is the chiefest thing in this composition , it is particularly used in Mexico , whence it is transported into Europe , to those places which hold great Commerce and correspondence with the Mexicans . I hold therefore , with the common opinion of all the world , that the Cacao is cold and dry , according to the excess of its quality . Our Authour not speaking any thing concerning the Tree which bears the Cacao , we are obliged to supply his over-sight , by giving you a description thereof extracted from the works of Francis Ximenes , in in his book intituled Of the Nature of the Plants and Animals of New-Spain , a Work very curious and very scarce , which was printed not long since at Mexico . The Tree of the Cacao call'd Cucahuaguabuith ( says he ) is of the same bigness , and has the same leaves tho something larger , with the Orange Tree . Herrera compares them to those of the Chesnut Tree , or for the better understanding it , like our plumb trees ; its fruit is long , and like a , Melon or Pumpion , but it is streakt , chanelled , and ruddy , the which is named Cacahuaeinsh full of small Nuts call'd Cacao , somthing less than an Almond , but better cimented , and of a good taste , its Nuts are divided into two equal parts , well compacted and close together . It is of a fine nourishment , being of a middling taste between sweet and bitter , its temperament something cold and moist , There be four sorts of this Tree , the first is called Cacahuaguahuitl , which is the biggest of all , and bears a great quantity of fruit . The second is called by the same name , but of a middle size , the leaves and fruit whereof is a great deal less . The third is named Xuchicacahuaguahuith , less than t'other , of which the fruit is redder on the outside , within 't is altogether like the others . The fourth sort is the least of all , so it is term'd Tlalcacahuaguahuitl , that is to say , a little low Tree of Cacao , the which bears a fruit less than all the rest , although there is no difference between them as to the colour : Now all these fruits are of the same quality , and of the same use , although they make use of the last principally in drink , the others serve rather for money and change . Moreover they were wont to Plant near the Tree which bears the Cacoa another Tree which they call Atlynam , to the end that it may shade it and defend it from the heat and rays of the Sun , besides which it is not good for any other use . He that will may see what is further spoken thereof in the Chronicles of America Printed at Francfort 1602. In Ioseph Acosta in his general History of the Indies : In Iean Eusebe de Nuremberg ; and in Clusius of strange things . It is convenient to know for the intelligence of this thing , that although it may be true that every Medicine , as simple as 't is , possesses and keeps in it self the four qualities of the elements . Nevertheless from the acting and re-acting , which they have one upon another , there proceeds and results another quality distinct and different from these four former called Complexion or Temperement . This quality or Complexion which results from this mixture is not always the same , neither is it of the same sort in all the mixt bodies : but it has nine kinds and differences , to wit , four simples , which have one only Superiour quality ; four compound which have two predominant qualities , but however which agree very well together , and for that reason are called symbolizant , and a ninth which the Philosophers call ad pondus , as if one should say a temperament exactly equal , when as all the aforesaid qualities are evenly poised , that is equal in weight and in degree . The complexion and temperament of the Cacao is compounded of all these , for it has two qualities to wit , cold , and dry , which are Superiour , and predominant , the which render the body wherein they are found adstringent , opilative , and making obstructions , from the terrestrial quality thereof , but furthermore the Cacao being a mixt Body , composed of the four Elements , it ought necessarily to have some parts correspond , and proportionable to all the elements ; and it has some particular parts , and those not a few , which correspondant with the element of the air , which are the heat and moistness , which qualities are found joyned with the buttery parts , so that they draw from the Cacao a great quantity of butter , which they use in making their faces shine , which I have seen practic'd in the Indies by the Spanish Women born there , who are call'd by the Spaniards Croillas . Against which one may make this Philosophical Objection : two contrary and disagreeing qualities , cannot be found in the highest degree in the same Body ; as for Example , the Cacao is cold and dry in the highest degree , consequently therefore the Cacao cannot be hot and dry in the same degree , which are contrary to cold and moisture . The first proposition is most certain , and received in good Philosophy . The second is also agreed to by all the World , therefore the conclusion is most true and certain . One cannot deny but this is a very strong argument , and 't is likely that these reasons being considered by that same Physitian of Merchena , might induce him to affirm , that Chocolate was obstructive , for he thought it contrary to all Philosophy , to say that the Cacao is hot and moist in the highest degree , which is certainly believed to be cold and dry . But to this I answer two things , the one is the small experience and knowledge this Physician had thereof , having never seen them extract the great quantity of Butter from thence ; and that , when they prepare the Chocolate , without doing any thing to the powder of the Cacao , but beating and pounding it sufficiently , it becomes a part firm and well compacted , which is a certain sign that it has within an oyly and viscuous matter , which necessarily corresponds with the element of the air : The other Argument we shall draw from the very fountain of Philosophy , wherein I shall demonstrate , that in the Cacao are included different Substances , in some of which , to wit , in those that are not so thick and gross , there is a greater quantity of oyly and buttery than of earthy parts , and in the condense and heavy parts there is a more earthy than oyly substance ; in the former heat and moisture are predominate , the latter are accounted cold and dry . Yet it is hard to believe , that one and the same substance , and that so small as the Cacao is , can contain two different qualities . Yet that this may appear more easie , clear , and evident , we see it more especially in Rhubarb , the which has some hot and purgative parts ; others cold , dry , and astringent , which have the power to fortifie , shorten , and to stop the flux of the belly . Whosoever also shall see and consider the nature of Steel , which is of an earthy quality , heavy , thick , cold , and dry , will ( methinks ) hardly be induced to believe that it is good against obstructions , but rather more fit to increase them , and yet for all that the best Physitians do prescribe it as the chiefest remedy against them . This difficulty is resolved ; for supposing that Steel has several gross and earthy parts , there be some Sulphureous , and Mercurial ; whereby it is opening , and takes away Obstructions . T is true , that this does not appear , but by means of the way and preparation thereof , which is that in pounding , grinding , and beating it into a very fine powder , its Sulphureous and Mercurial parts , as being active subtil , and incisive , mingle themselves so perfectly and exactly with the terrestrial and astringent , that being thus mingled the one with the other , one cannot affirm that the Steel is astringent , but rather that it is incisive , attenuates , and removes obstructions . We will prove this opinion by several Doctrines , and first that of Galen , who in the Third Book Of the Faculties of simple Drugs , in the 14. chapter , at the beginning thereof ; saith , That all Drugs , that are simple to the outward appearance , are altogether mixt , and by this means have contrary qualities , that is to expel , and to retain ; to thicken , and subtillize ; to condense , and rarifie ; of which there is no wonder , since that the same Drugs hath the power to heat , and make cold , to moisten or dry , and that in every Drug or Medicament there are found parts subtil and gross , thick and thin , soft and hard , and in the following Chapter of the same Book ; he asserts the example of an old Cock , the broth whereof loosened the belly , but its flesh was binding ; and also of Aloes , the which being washed , immediately loses its purgative vertue , or that which remains thereof is very feeble . Then that this difference of the vertues and qualities is found in different parts or substances of Medicaments , Galen shews in his 1. Book Of the Power of Medicaments , c. 17. Where he particularly instances of Milk , wherein is found , and from which is separated three distinct substances , to wit , the Cheese , which hinders and stops the flux of the Belly , the serosity or Cream which is purgative , and the Butter which nourishes , as he himself has explained it in the Third Book Of Aliments , and in the fifteenth Chapter . This is manifestly experimented in the Must or new Wine , which likewise has three different Substances , the Terrestrial , which are the Lees ; the Subtlety , which is the Flower or the Scum thereof ; and a third which is properly the Wine ; and each of these Substances has its different faculties and vertues , in colour , taste , and in other Accidents . Aristotle in his fourth Book of Meteors , Chap. 1. treating of Putrefaction or Rottenness , acknowledgeth these different Substances ; as the more curious , if they will take the pains , may see at large in the following Chapter of the same Author , and so according to the opinion of Galen and Aristotle , different Substances are assigned to each mixt part , under the same form , and quantity , which is very agreeable to reason , if we consider that of each Aliment , how simple soever it be , there is produced , and ingendered in the Liver four humours , not only different in temperament , but also in substance , and there is ingender'd more or less of such a humour , according as such an aliment has more or less parts conformable to the substance of the humour , which will be produced in a greater quantity : And so to cold diseases we order hot food , and to hot we prescribe cool . From these so evident examples , and from divers others , one may gather , that when the Cacao is pounded and beaten , the substances which it has naturally different , in it divers parts are so artificially , and exactly mingled and joyned , the one with the other , the fat and buttery , hot and moist , with the terrestrial , cold , and dry , ( as is aforesaid of the Steel ) that these last are quelled and corrected , so that they are no longer so astringent as before , but with a mediocrity or moderation more inclining to a hot and moist temperament of the Air , then to the cold and dry of the Earth , as is manifest , when we reduce this Cacao to a Drink : [ Maradon in his Dialogue sayes it is made like a Spindle wherewith they spin the thred in Spain ] for scarce can one give two turns with the Mill , which is an instrument of Wood they imploy for that purpose , but you may see a thick scum , which is a clear proof , that there are a great many buttery parts in the Cacao . By this abovesaid we manifest , that those Physicians are very much deceived , touching the Chocolate , who affirm , that it causes Obstructions because the Cacao is astringent , as if the costiveness where not enough corrected by the exact mixture of the parts , one with the other ; besides , as has been said , the grinding , and there being with the Cacao , so many other ingredients hot of their own Nature , it must necessarily happen , that they work their effects , which is to cut and attenuate , and not at all to stop or obstruct , and certainly there is no need of other examples or doctrines , as a proof to confirm this truth , then that which we see in the very Cacao ; the which if it be not pounded , and prepared as we have shewn in the making of the Chocolate , [ as also the eating thereof , as it is in the fruit , by the Spanish women born in the Indies ] causes stoppages and notable obstructions by no other reason , but that the divers substances and parts are not so exactly and perfectly mingled together , by the chewing alone , as they are by the artificial grinding which they use therein : Furthermore our adverse part ought to consider , and call to mind the first Rudiments and Principles of Philosophy , which say , that from a particular proposition , & a dicto secundum quid , we must not draw from thence a general & ad dictum simpliciter , so that it serves for nothing , to say this man has white teeth , by consequence this man is white ; for it may happen , that a man that has white teeth may be black ; in like manner 't is a foolish thing to say the Cacao is astringent , that by consequence therefore the confection which is made thereof and of other ingredients is astringent . The Tree which bears this fruit is so delicate , and the ground where it grows so excessively hot , that for fear the Sun should burn and dry it up , they plant there the Plantane or Bonona tree to be a shade , and defence to them , to secure them from the parching beams of the too near Sun , and when these are great , and grown up they plant under them the Cacao Tree , ( those Trees the Indian call Athlynam , vulgarly the Mothers of the Cacao ) to the end , that when the young and tender Tree shall spring up out of the earth , the others may serve as a Canopy to them . It s fruit also is not naked , or uncovered , but ten or twelve Cacao Nuts are as it were wedged , and inclosed in the same shell , just like a litle gourd , as big as an early fig , and sometimes bigger , of the same colour and form with the said fig. There be two sorts of the Cacao , the one is ordinarily of a Brown colour inclining to a reddish , and the other bigger and larger , called Patlaxte , the which is great and very drying , and which by that means keeps persons awake , and hinders sleeping , and therefore that 's the reason , that this is not so proper as the ordinary Cacao , and this is all that can be said , touching this Fruit. As for the other ingredients which go to the making of your Confection of Chocolate , I find many different sorts , some put therein black Pepper or Tavases , the which as being very hot and dry does not agree but with those whose Liver is very cold . An eminent Doctor of Physick of the University of Mexico is of the same opinion , who , as likewise a certain Religious man , worthy to be credited has assured me , that it seeming to him , that black pepper was not very proper in Chocolate , to prove his opinion , and to make manifest that the pepper of Mexico , called Chile , is far the better , tryed this experiment in the Liver of a Sheep , in half of which having put black pepper , and in the other half pepper of Mexico , in four and twenty hours he found that part , wherein the black pepper was , quite dryed up , but the other , that had the Mexico pepper , moist and juicy as if nothing had been put therein . The Receipt of our Physician of Merchena to make Chocolate is thus : Take seven hundred Cacao Nuts , a pound and a half of white Sugar , two ounces ef Cinnamon , fourteen grains of Mexico Pepper , call'd Chile or Pimiento , half an ounce of Cloves , three little Straws or Vanilla's de Campeche , or for want thereof , as much Annis-seed a● will equal the weight of a shilling , o● Achiot a smal quantity as big as a Filbeard , which may be sufficient only to giv● it a colour ; some add thereto Almonds● Filbeards , and the Water of Orang● Flowers . Touching this Receipt ; I affirm ●●ist of all , that by following this form ●ne cannot fit the infirmities of every ●an that is indisposed , but we must 〈◊〉 thereto or take away according to the necessities and temperament of each one . As for the Sugar , though they put thereof when they drink the Chocolate , I do not judge it inconve●●ent to mingle therewith the quantity which I shall name . The Ladies also , and Gentlewomen of Mexico , ●ake little delicate Cakes of Chocolate 〈◊〉 daintiness , which are sold likewise in the Shops , to be eaten just as Sweet-Meats . The Cloves which the same Author uses in this composition are not allowed by those that well understand the manner of making this Drink ; grounded perhaps on this reason , that they bind the belly , though they have the property to correct the stinking breath , and ill smell of the mouth , as is shewn by a learned person in these Verses , Faetorem emendant oris Carisophila faedum Constringunt ventrem primaque membra juvant . that is to say , that Cloves make a swee● breath , stop the loosness of the Belly● and eases the stomack , when it is troubled with a hard digestion . And so these Cloves being astringent , one ought not to make use of them , altho' they be hot and dry in the third degree , and though it aids the parts of Concoction , as is shewed in those Verses . Every body uses in this confection and puts therein certain little straws , or as the Spaniards call them Vanillas de Campeche . The Description of which I have not seen in any Author , nor of the Plant which produces them , they seem to have deduced their Name from a certain Town call'd Campeche , which is in the Province of Yu●atan in New-Spain , as likewise a kind of Brasil wood , which they call the Wood of Campeche , which the Dyers employ very much in their trade , and of which there is great abundance brought into Europe . They fetch it from the West Indies , and are of an opinion that it is gathered from a litle shrub called Cucuraqua , by the Tarasquains , and Quammochetl Xuitzquahuitl by the Mexicans ; but this Wood has nothing of affinity with our Vanilla's which are used in making the Chocolate , the which are very pleasant to the sight ; they have the smell as it were of Fennel , and perhaps not much different in quality , for all hold that they do not heat too much , and do not hinder the adding Annis-seed , as the Authour of Merchena seems to intimate in his Receit : It being certain that they never make Chocolate without Annis-seed , for being hot in the third degree it is very proper in many cold distempers , and allays the coldness of the Cacao Nut , and to the end that you may know for what cold Members it may be useful and necessary I will here repeat the Verses of a curious person ; Morbosos renes , Vesicam , guttura , Vulvam Intestina , jecur , cumque liene caput Confortat , variisque anisum subdita morbis Membra , istud tantum vim leve semen habet . Which in English is , the Annis-seed through its soveraign Vertue cures , the diseased and infected Kidneys , the Throat , the Bladder , the Matrice , the Members brought under and weakned with divers diseases , so great is the force and power of that little inconsiderable Seed : The Achiote is a certain dye or tincture drawn from a fruit-Tree which some call Achiotl others Changuarica , and others Pamaqua , take it as it is described by Francis Ximenes in the fifth book at the third Chapter , it is says he a Tree , in greatness , body , and shape very like the Orange Tree , its Leaves are like those of the Elm in Colour and roughness , its Bark , Body , and Branches are reddish drawing to a Green , its flowers are large , distinguished or divided into five Leaves in the shape of a Star , of a whitish Purple Colour , its fruit is like the outward Shell of a Chesnut , of the form and bigness of a little green Almond , Quadrangular or four Square , which being ripe opens it self containing certain grains or Stone● like those of the Raisins , but much more round . The Savages and Natives of the Country have it in great Esteem ; and Plant it near their houses , 't is green all the year round , and bears its Fruit in Spring time , at which time they have a custome to lop it , for out of its wood they Strike Fire as with a Flint-stone , its bark is very proper to make Ropes , which shall be stronger than that which is made of Hemp it self , of its seed they make a Crimson red tincture , which the Painters imploy in their Colours , they make use of it also in Physick , for being of a cold quality , and being drunk with some Water of the same Nature , or applyed to the outward parts , allays the ardour and burning of the Feaver , hinders the Dysenterie or griping of the Guts , lastly they mix it with great profit and success in all the cooling potions , whence it happens that they mix it with the drink of Chocolate to cool , and to give it a taste and fine colour , sed haec obiter . Now this Achiote in the quantity of a Nut is not sufficient to Colour so great a quantity of ingredients contained in the receit , that must be left to the Judgement of him that composes this confection , who shall use as much as he shall think sufficient to give it a good Colour . It is no small good to add thereto Almonds , ( Here our Author speaking of Almonds , means those of the Indies and not our European ones , the description of which we will give you as Ioseph Acosta has it in his Natural History , Book 39. Chap. 26. Of Indian Almonds . There is another kind of Cacao's which have in their Shell a number of small nuts like Almonds , of the shape of the Pomegranate grains 〈◊〉 these Almonds are three times as big as those of Castile , and resemble them in taste , altho they are a little more rough , and are also humide , moist , and oyly ; 't is a reasonable good food , they do also use it in Sweet meats for want of Almonds to make March-panes , and other such like things , they call them ▪ Almonds of the Andes , because these Cacao's grow abundant on the high Mountains call'd the Andes in Peru , and they are so hard and strong , that to open them they are wont to strike them with a huge Stone with all their force ; when they fall from the Tree if they meet with the head of any one they will hinder his journey from going further . And it seems to be a thing incredible , that in the crevises or hollow of these Cacao's , which are not bigger , or but little more than the others there should be such a vast number and quantity of those Almonds ; but concerning these Almonds , both these and all the other Fruits in like manner , must give place to the Almonds de Chachapoyas , the which I know not how otherwise to name : This Fruit is the most wholsome delicate and dainty of all that I ever saw in the Indies : Even a Learned Physitian assured me that amongst all the fruits which are found either in the Indies or in Spain none came near the excellence of these Almonds . There be some of these that be bigger , others less then those of the Andes , yet all of them are bigger than them of Castil●e . They are very tender , have very much substance and juyce , very oyly , and very agreeable to the taste ; they grow upon high tall Trees , very thick of leaves , and as it is a precious thing , Nature has bestowed on it a coverture and defence almost impregnable , it has a Skin or Shell something bigger and more pointed then that of a Chesnut , nevertheless , when this is dry they get the Kernel out very easily . They report that the Apes which are very greedy and desirous of this fruit , of which Creature the Country of Chachapoyas in Peru does greatly abound , ( which is the only Country I know of , that has this sort of Tree ) who to break the Shell and to get the Almond from thence , they strongly throw it from the tops of the boughs upon the stones , and so having broken it , they make an end of eating it at their pleasure . The Filbeards also are far better than the Maiz or Panis which some are wont to put therein to give a better body , and strength to the Composition , and therefore I would use them in all sorts of Chocolate , for besides all the commodities , and advantages , which I have here before counted , they are moderately hot and have a delicate juice , especially the dry ones , the green and the new being in no wise proper , but rather hurtful according as a Learned man has expressed in these Verses Dat modicum calidum dulcisque amygdala succum . Et tenuem inducant plurima damna novae . Then the Filberts are not unnecessary , Christopher Acosta in his book Of Spices Chap. 18. describes the Indian Filberts after this manner : The Tree is a very great Tree , strait , smooth , round , and of a spungy matter or substance , its leaves are longer and larger then that of the Palm Tree which bears the Cacao's , and which bud out of the very top of the Tree , amongst which there spring out little smooth branches , full of small white flowers , and almost without any smell , whence proceeds the fruit called Areca , as big as Wallnuts , yet not altogether round , but Oval in the form or shape of a little Pullets egg , the outward Skin is wonderfully green before it becomes ripe , being ripe it becomes very yellow , like Dates that are fully ripe ; this Skin ▪ or Shell is of a soft and Shaggy substance , which contains a Kernel as big as a large Chesnut , white , hard , and full of little red Veins , which the inhabitants eat ; being yet green they put it under the Sand , to render it better and more agreeable to the taste , sometimes they eat it mixt with the leaves of Bethel , other times they break it , and dry it in the Sun , and afterwards make great use thereof in their eating , and in their astringent potions , with the Skin they clean their Teeth . There is another kind of Filbert which grows in the Isle of St. Dominico , which is purgative , but this is not that they mix with the Chocolate . These Filherts therefore I say , are not altogether unuseful , since that they have the same temperament or Nature with the Almonds though being dryer , they come more near to a Chollerick temperament , but they have also this good , they corroborate the Stomach , and Belly being well dryed before the fire , and as it were broyled , as they Prepare it for this composition : moreover they hinder the fumes of the Stomach from rising up into the Brains as the same Author writes . Bilis Avellanam sequitur , sed roborat alvum Ventris & a f●mis liberat assa caput . That is to say , the Filbert engenders melancholly humours , but it strenghens the weak Stomach , and being well rosted , allays and depresses those fumes which would otherwise disturb the brains , and it is therefore very necessary for those that are troubled with Windiness , and Fumes , which from the Spleen rise up into the brain , and fill the head with turbulent dreams , and frightful imaginations . Those that mix Maiz or Panich in the Ch●colate do very ill for they beget bilious and melancholy humours as is evident from the said Author , Crassa Melancholicum praestant tibi panica succum . Siccant si ponas membra gelantque foris . It is very certain that both the one and the other begets Choler and Windyness , and that they do not make use of this ingredient but for their own profit and to augment the quantity of the Chocolate , each bushel of Maiz costing them but eight Shillings , bringing each pound to four Shillings which is the true price of the Chocolate . This which the Indians call Maiz we call Indian or Turky-Wheat , which being so common amongst us there is no need to treat thereof any further , yet I cannot forbear to mention that of Francis Ximenes in his third Book Chap. 7. who seems to contradict our Author speaking of it very advantagiously in these terms . The difference of the Maiz is in the Colour of its ears , ( which the Vulgar call Mazercas ) of which there is a greet difference , for some are of a white Colour , others red , there be some that are almost black , others purple , blew , and diversified or sprinkled with divers Colours , which is to be understood of the upper skin , for the flower of each is white ; as to the rest if there be any Corn that God has made of a temperate quality and great nourishment without doubt it is the Maiz ( which the Mexicans call Theolli ) for it is neither hot , nor cold , but a mean betwixt both , as also neither moist , nor dry , but equally participating of both temperaments , far from being of a gross and Viscuous nourishment , as some have imagined : They also are very much deceiv'd that affirm it begets obstructions , but one may clearly see the contrary in the Savages , who live upon it and are altogether unacquainted with opilations , and obstructions , and are never troubled with a pale and sickly complexion ; but they assure us that it is of an easie digestion , and sharpens the Appetite : That even before the coming of the Spaniards they never knew what were the pain of the Stone or Gravel in the Kidneys , in fine the Savages have not a better and more expedient remedy than this to resist the sharp diseases , the which experience does sufficiently testifie , for Maiz boyled in Water does abundantly nourish the body , and is digested without any trouble or difficulty , it qualifies and softens the breast , mitigates the heat or burning of Feavers ; chiefly the powder of its Root , steept in Water , and exposed to the cold of the Evening and afterwards drunk . Then this Maiz boyled is not only a laudable and wholesom food , but it may also be given without fear as well to those that are sick , as to those that are in good health ; to young as well as to Old ; to Men and to Women of what condition soever they be , and lastly it may be used in all Distempers without any hurt , or trouble , they say moreover that it provokes Urine , and cleanses the Pipes . Then since that the Maiz , used as it ought to be , brings along with it a thousand Commodities , and no dammages ( unless as some affirm it breeds too much Blood and choler ) one ought not to hearken to those who affirm that it is hotter than our ordinary wheat , that it is difficultly digested , and that it begets Obstructions , let us rather follow the Mexican Physitians , who having rejected the Ptisana or Barly broth , as troublesom , to the distempered persons have constituted in its place , the Atolle of which we will speak hereafter , I 'le pass over in silence the manner of making the bread of Maiz as being nothing to our purpose , and too much a digression ; the other thing is the Panick or Indian Oatmeal , which is a small grain like unto millet with a knob full of Corn , though the vulgar European Panick is not here meant , but that which grows in the Indies , which if the Reader has a mind to satisfie his curiosity he shall find more at large described by Dodonné in the fourth part of his History Of Plants book the 7. Chap. 26. and by Dalechart in the great Herbalest book 4. Chap. 20. The next ingredient is the Cinnamon , but it seems our Author means the Cinnamon of the West-Indies , and not that of the East-Indies , which was unknown in New-Spain before the Spaniards had discovered it . This Cinnamon is described by Monardes in his History Of Plants Chap. 25. Laet in his tenth Book Chap. 26. says that the Cinnamon Tree is as big as the Olive Tree , producing certain little purses with their Flowers , which being pounded , come near in some sort to the East-Indian Cinnamon . Monardes takes notice that they do rather make use of their Fruit than of their bark , and that being beaten to a powder they fortifie the Stomach , disperse the Wind , make good breath , take away the pains of the belly , comforts the heart gives a good Colour to the food being mixt therewith just like the true Cinnamon . This Cinnamon therefore is hot and dry in the third degree , it is good for the Urine and the reins , expels cold distempers , 't is also useful for the eyes , and in effect it is a Cordial as a certain Author says . Commoda & urinae Cinnamomum & renebus affe●t . Lumina clarificat , dira venena fugat . The Achiote [ the Virtue which our Author attributes to the Achiote is different from what Ximenes reports thereof , for the one holds it to be refreshing , the other that it heats , yet it is not of great importance whatsoever is the quality thereof considering the small quantity that is made use of in the Chocolate ] has a cutting and attenuating heat , as is evident by the ordinary practice of the Indian Physicians , who having proved its effects do judge it to be cutting , and rarifiing the gross humours , causing shortness of breath , which they call Asthma and the stoppage of the Urine and therefore 't is profitable and useful against all sorts of Opilations , which we endeavour to overcome , whither they be in the breast or in the region of the belly , or in whatsoever part they be . As for the Chiles some hold there are b●t two sorts of Chiles or Chilli , the one the Eastern which is Ginger , and the other Western , which is the Pepper of Mexico , the same they call pepper of Tobasco , because it grows in great abundance in that Province of New-Spain , from whence it takes its Name . Our Author makes thereof four kinds , but others make more , of which number is the Father Iohn Eusebius in the 15 Book of his History Chap. 80. to which I refer the curious . Laet in the last Chapter of his 5th . Book says , that this fruit grows on a Domestick or Garden Tree called Xocoxochitl , the which is very big , whose leaves are like those of the Orange tree , and yield a very odoriferous smell ; its flowers are red like those of the Pomegranate tree , the same Smell as the Orange , very sweet and agreeable , its fruit is round , and hanging like Grapes , which at first are green , a while after red , and at last black , of a sharp and biting taste , and of a good smell , hot and dry in the third degree , so that it may be used instead of Pepper , the Apothecaries may imploy it to the same use as Carpobalsamum , the Spaniards call it pepper of Tavasco . I affirm that there be thereof four Sorts : The first are called Chilcotes , the second , which are very little , Chiltecpin , which two sorts are very sharp and mordicant ; the third are called Tonachiles , which are moderately hot , so that they eat them with bread just as they do other fruit , although they have a bitterish taste ; and they grow no where but in the Marshes of Mexico , the fourth sort is called Chilpatlagua , which was a kind of Chiles or Pimientoes very large , they are not so biting as the two former , nor so mild as the third , and they are those which are used in Chocolate . There be other ingredients that they put into this composition , the cheif of which they call Mecasuchil . This Plant is described by Laet in his fifth Book , Chap. 4. There is an Herb ( he says ) by name Mecaxuchitl creeping upon the earth , whose leaves are great , thick , and almost round , sweet-smelling , and of a sharp taste , it bears a fruit like long pepper , the which they mix with the drink of the Cacao , call'd Chocolate , to which it gives an agreeable savour , it corroborates the heart and the Stomach , attenuates the thick and slow humours , and is an excellent Medicine , and Antidote against poison , it s other vertues , as likewise the figure of its fruit , are more fully set out by Iean Eusebe , Book 14. chap. 62. Another ingredient is the Vinacaxtli , but here I fear mine Author may be deceived , or that there has been a mistake in the Printing , and instead of Vinacaxtli , he should have put Huclimacutzli , which is a Tree the flower whereof is called by the Spaniards , Flor de la Oreja , or Flower of the ear , because of its near resemblance with the ear : It is composed , sayes Laet lib. 5. cap. 4. of purple Flowers within , and green without , it is of a very sweet and pleasant smell , the name Xuchinacutzli in our Language signifies little ears , which are flowers odoriferous , aromatick and hot . The Mecasuchil is purgative , and the Indians make thereof a purging Syrup . Those that live in Europe for went of Mecasuchil may put therein powder of Roses of Alexandria , for those that have a mind to loosen their belly . There be two other ingredients of which our Author being silent we are forc'd to supply his defect , the one is the flower of a certain pitchy or rosi'ny tree , which yeilds a gum like that of the Storax , but of a finer colour , its flower is like that of the Orange tree , of a good smell , which they mix with the Chocolate , and repute it good for the stomack ; the other ingredient is the shale or cod of the Tlixochitl , which is a creeping herb having leaves like the Plantane , but longer , and thick , it climbs up to the top of the trees , and intwines it self with them , and bears a shale long , strait , and as it were round , which smells of the balm of new Spain , they mix this shale with their famous drink of Cacao : their pith is black full of little seeds , like that of the poppy , they say that two of these steept in water provoke urine wonderfully . See Laet Book 5. ch . 7. I have reported all these ingredients to the end that those that have need may choose those which they shall think most useful for the Distempers wherewith they are molested . THE SECOND PART . IN this Second Part , we must observe that though they mix with the Cacao , all these hot ingredients , yet for all that the quantity of the Cacao is greater than all the rest , so that the others serve only to allay , and temperate the coldness of the Cacao , so that of two medicaments of contrary qualities , we artificially compose one , which is temperate , and moderate , just so by the action and reaction of the cold parts of the Cacao , the Chocolate receives a temperate and moderate quality , very little different from a mediocrity or mean between both , and when we shall venter to say that ( in leaving out of the Chocolate , both pepper and cloves , and only putting therein a little annis-feed , as we will shew hereafter ) it is purely temperate , we are able to prove it both by experience and reason : First by experience ; ( supposing that which Galen says , That every temperate Medicament heats that which is cold , and cools that which is hot , giving for example the Oyl of Roses ) with experience I say , grounded on the practice and custom which they have amongst them , in the Indies , for ( I coming very much heated to visit one of my Patients , when I desired some water of them to cool my self ) they advised me to take a Dish of Chocolate , with which I quenched my thirst , but taking it the next morning fasting it heated me and fortified my Stomack . Now let us prove this opinion by reason , we have before demonstrated that all the parts of the Cacao were not cold ; for we have shew'd , that the buttery and oyly parts , which are in great number are hot , or at least temperate . Then although it be true , that the quantity of the Cacao put into the Chocolate is greater and stronger than all the other ingredients together , the cold parts which correspond therewith do not amount at furthest but to the moyety , and so that altho all together come to surpass it , seeing that it remains somthing allayed , by the grinding , or rubbing together , by the means of the hot and buttery parts of the Cacao , and again on the otherside by the other ingredients that are hot in the second and third degree , it must needs be reduced to a mediocrity . Just as we see in two persons , that joyn their hands together , whereof the hands of the one are cold , and the others hot , those that are hot grow cold , and the cold hot , and finally both the one and the other , remain without that excess of heat , or cold which they had before , and at last become temperate . Like this does it happen to those that wrastle , at first they have their Forces strong and entire , but at last , by the action and reaction of the two adversaries striving together , they enfeeble and weaken themselves , so that the wrastling being ended , they remain weakned both the one and the other . 'T is the opinion of Aristotle , in the fourth Book Of the generation of Animals , Chap. 3. He says , that every Agent suffers as the Patient , so that we see , that which cuts is blunted by the thing that is cut , that that which heats is cooled , and that which pusheth or thrusteth is in some manner thrust back and repulsed . Hence I gather , that it is better to make use of the Chocolate sometime after it has been made than to take of it whilst new and fresh , but you must let it stand at the least a whole month together , for I judge so long time to be necessary , and very expedient , to the end that the contrary qualities may weaken and spend themselves , and be reduced to a convenient temperament and mediocrity ; for it might happen that in the beginning each contrary would impress and work its effect , and nature cannot endure to be heated and cooled at the same time . That is therefore the Reason that Galen in his Twelfth Book of the Method , advises us to tarry a whole year , or at least six months , before we make use of the Philonium ▪ because in its composition there is put the juyce of Poppies called Opium , which is cold in the fourth degree , and Pepper with other ingredients , that are hot in the third degree . And this doctrine is confirmed by the practice of several learned Physicians , whom I have desired to inform me which was the best Chocolate , they presently answered me , that which has been kept several months , and the fresh and newly made Chocolate , did do them a great deal of hurt , and did very much loosen and relax their Stomach , which in my opinion is very probable ; for the fat and buttery parts , are not altogether corrected by the earthy parts of the Cacao , which I will prove by the reason I shall bring hereafter , that if you should take a dish of Chocolate to drink , that which is thick and buttery thereof separates it self from the rest , and relaxes the Stomach , ( although it be old ) as if it were but just made . Therefore to conclude this Second Part , we must acknowledge that the Chocolate is not so cold as the Cacao , nor is it so hot as the other ingredients , but from the action and reaction thereof , there proceeds a moderate complexion , or temper which may agree with , and serve as well for the stomachs that be cold , as those that are hot , provided it be took in an indifferent quantity , as I will shew you by and by , and that it has been made a whole month , as is said before , so that I know not any one , who having experimented this confection ( made as it is convenient for every individual ) can speak ill thereof , or in any wise discommend it : besides that all the world generally using it , there is scarce any one , that does not highly approve of it , through all Europe , as well as in the Indies . I know not therefore what reason any one has to say that Chocolate causes obstructions , for if it should be so , and the Liver become obstructed , it would bring a leanness on all the Body , but experience teaches us the contrary , for we see nothing fattens more than Chocolate , whereof I will give the reason hereafter , and so much for this Second Part. Proceed we now to the Third . THE THIRD PART . IN the First Part having treated of Chocolate , and given you the definition thereof , as likewise the quality of the Cacao , and the other ingredients : And in the Second of the temperament or complexion , which results from the mixture of the said ingredient . In this third Part it remains to shew you how they mix it : But first I judge it not unnecessary to give you the best receipt thereof , and the most convenient I could find , and tho I have said before , that it is impossible to give a Receipt , that may be proper and agreeable to all sort of Persons , but that is meant for those that are distempered , and not well in health ; for to those that are in good health , this here is most fit and convenient ; but for the others ( as I have shewed at the end of the First part ) each one may choose the ingredients according as they shall be most needful to one or other distempered part of his body . This therefore is the Receipt , With each hundred of Cacao's you must mingle two grains of Chile , or Pepper of Mexico , of those great Grains which we have elsewhere told you are called Chilpatlagua , and for want of them they use to take two Indian Pepper corns , the largest and the least hot that you can find , or if you can get them the Pimiento's of Spain , an handful of Annis-seed , two of those Flowers called Xuchinachutzli or little ears , and two others named Mecasuchil , if there be need to loosen the Belly : In Spain instead of these last they are wont to use the powder of six Roses of Alexandria , vulgarly called pale Roses , a little Bean Cod or Vanilla de Campeche , two drams of Cinnamon , a dozen of Almonds , and as many Filberts , half a pound of Sugar , such a quantity of Achiote as shall be sufficieut to colour the whole composition . The way of making Chocolate . The Cacao and the other ingredients are pounded and beaten on a Stone , which the Indians call Metatl , made for that purpose . The first thing they begin to do is to broyl well , and carefully to dry before the fire all the ingredients ( except the Achiote ) to the end that they may be easily pounded and broken , but in the broyling of them before the fire , there must be great heed taken , that they be often turned and stirr'd about , for fear of burning or becoming black ; besides which , they being too much done , lose their vertue and receive a bitter taste . The Cinnamon and the Pepper of Mexico ought to be first pounded , and the latter of them should be beaten together with the Annis-seed : The Cacao is that which is to be last of all beaten , but by little and little , till you think there is so much as may be sufficient for your purpose , and every time you must give it three or four turns in the Mortar . You must also take care that every one is beaten severally , and by it self , having beaten all these ingredients to a fine powder , you put them altogether in a Vessel , where the Cacao is , and these powders they stir and mix with a spoon , and presently they take of this past , which they begin again to pound in Mortar ( or rather if they have it the forementioned Stone ) under which they make a gentle fire , taking special heed , that they do not make it too gr●at and too quick , nor that you heat it too much , for fear of scattering and d●ssipating the buttery parts . You must also take notice , that in pounding the Cacao you mix the Achiote therewith , to the end that you may give it a better colour , and the tincture may remain , and be the better implanted therein . The Powder of each ingredient , except that only of the Cacao must be well sifted , and if you peel the Cacao , and take it out of its little shell , the drink thereof will be more dainty and delicious . Then when all shall seem to be well mixed and incorporated ( the which you may easily know if you find it without the least straw or lump ) you shall take with a spoon of this mass , which will be almost all melted and dissolved ( whereof they make little Cakes ) and and put into boxes , which by that time it is cold will become hard and firm . You must observe nevertheless , that to make these Cakes they throw a spoonful of the Liquor on some paper , or as in the Indies on some great leaves , like those of the Plane-Tree , our Author means here the Indian plane-tree and not that of Europe , for the Platanus of the Indies was so named by the Spaniards for reasons that are unknown to us , for it has no resemblance with our Plane-tree , but it is rather like the Palm tree , as well in shape as in the bigness of the leaves , which are so large , that they cover a man from head to foot . T is also observable , that these leaves serve for the same use as paper with us : But to the purpose ; two or three spoonfuls being thus put on one of these leaves , and set in the shade , do soon grow hard , and afterwards folding or doubling the paper , those Cakes , as being very fat , are easily separated from the paper : But if you should pour it into some earthen Vessel , or on some board it is not easie to unfasten those Cakes , or get them off whole . They drink this li●uor in the Indies two wayes , of which the first and most ordinary is to take it hot with Atholle , an ancient Drink of the Indians , who call by this name , a Drink made of the flower of Maiz , well steept in Water , and boyl'd to a clear Liquor , or rather like starch ; but there be other different sorts thereof which are excellently well described by Laet in his 7th . Book Chap. 3. which the curious may consult at their leasure : That discourse being too great a digression to be here inserted . With this Liquor the Indians mix their Chocolate , and to make it more wholsom they clear the Maiz , by taking away the upper skin , which is Windy , and begets melancholick humours , and so there remains the best and most substantial thereof : Return we now to the second manner , of taking it , which is the modern and has been introduced since the Spaniards have made use of this Chocolate , the which is also two fold . The first is to steep or dissolve the Chocolate in cold Water , and to take off the scum which they put into another dish , then to set the remainder over the fire , putting therein as much Sugar as you shall judge convenient to sweeten it , and lastly it being hot and having mixed the Scum therewith , which you had set apart , you may drink it . Before I give you the other way of making this Liquor 't will not be amiss to describe the Cup or Goblet wherein they drink the Chocolate , made of Xicara , or Coco , which the Mexicans call Tecomates . They also make them of the fruit of a certain Tree call'd by the Spaniards Higuero , the Tree is very big ▪ which bears leaves in shape and largeness like to our Mulberry Tree , and has a fruit like the gourd , whereof the Savages make Cups to drink their Chocolate , as to the Palms which bear these Coco's I have nothing to say to them , which yet are one of the stupendious Miracles of Nature , I shall only take notice with the Learned Doctor Paludanus , in his remark on the Voyage of Linschot , that the Coco is covered with two barks , the first whereof is rough , and hairy , of which they make the Cables and Cordage of a Ship , of the next Shell they make these Cups ; the common opinion being that these Cups have an innate vertue ( of which the Chocolate being put therein participates ) against the Apoplexy . Sed haec o biter . To the purpose therefore . The Second way of preparing this liquor is to heat the water , puting into this forementioned Cup , as much Chocolate as is thereto necessary , and withal a little water , then working the Chocolate and incorporating it till it be well mixt , and dissolv'd all in the Cup , put the rest of your hot water with some Sugar therein , and so drink it : Thus in Spain . But we in England usually boyl the Chocolate with the water , and some to make it more dainty , though less wholesome , use therein Eggs and Milk. There is yet another way , something different from this former , for they boyl both the Chocolate and water together till there swims at top a fat buttery substance , taking care , that there is not too great a fire to make it boyl over : But this way I do in no wise approve of , for the fat separating it self from the earthy parts , this sinks to the bottom , and the other keeps at top , so that being thus drunk , the first loosens the stomack , and takes away the appetite , and the latter causes melancholy , &c. There is another way of making this drink of Chocolate , which is cold , which takes its name from its principal ingredient , and is therefore called Chocolate , whereof they take to refresh themselves , and is made after this manner . They steep the Chocolate powder'd into a little water , working it well with the little Mill , whence they abstract a very large scum , which is so much the more augmented by how much the Cacao is more old , and rotten , this scum they put into a dish a part , mixing therewith a sufficient quantity of Sugar , which done they set it up for their use , and drink it cold , when they find they have need thereof , but it is to be understood , that they do not take this sort in Winter , but in the greatest heat of Summer , yet thus prepared it is so extraordinary cooling , that it does not agree with all stomachs , for experience shews the ill thereof , it causing distempers in the stomach , and cheifly to Women . I would here give you the cause and reason thereof , but I shall omit it , that I may not seem too prolix , and to trespass on the Readers patience . There is also another way of drinking it cold , which so prepared is call'd Cacao Pinoli , it is made in adding to the same Chocolate ( after having made the confection as we have shewed ) an equal quantity of Maiz parcht and pounded , but first well cleared of its skin , the which being beaten in the Mortar with the Chocolate becomes a powder and mingles it self with the other , and of the powders managed as we shewed just before arises a Scum which they also take and use as the precedent drink . There is yet another shorter then the former ( 'T is the same with ours ) and therefore more fit for men of business , who have not the leasure to attend a longer preparation , the which is very wholesom , and 't is that I make use of my self ; whilst you set on the water to boyl ▪ you must take a Cake of Chocolate , which you may either pound in the Mortar , or rather grate it to a fine powder , mixing it with some Sugar , in a little pot , the water being hot you must pour the Chocolate therein , then taking it from the fire , work it well with your little Mill , and for want of that , brew it a score times , out of one pot into another , which yet does not so well incorporate it as the Mill ; this being done , let it be drunk without separating from it the scum , as is usual in the aforesaid preparations . THE FOURTH PART . IN this last part it remains to shew you in what quantity the Chocolate is to be drunk , in what time we must make use thereof , and to what persons 'tis most proper , and agreeable , for some using it too excessively , I do not mean only Chocolate , but also all sorts of food and Liquors , how good and excellent soever the things are in thier own Nature , do thence receive great incommodities , and mischiefs , and if some persons do complain , that it causes obstructions , 't is by reason of the excessive use thereof ; just so we see Wine , which if excessively drunk instead of heating , breeds oftentimes cold Distempers , Nature not being able to surmount nor turn in its substance so great a quantity thereof ; so likewise those that drink too much Chocolate , since that it has several fat parts , which cannot disperse themselves in the same quantity through all the body , it must necessarily follow that obstructions are caused by those which remain in the little Veins of the Liver , which may be remedied , if a Man will content himself with five or six ounces only of Chocolate in the Winter time , and if he that takes thereof is bilious and subject to melancholly , instead of drinking it with common Water let him use therewith Endive water , the same thing is to be done in the Summer , by those that would take it as a Medicine against the obstructions and hot Distempers of the Liver ; but he that is troubled with the coldness of Liver , and full of obstructions shall take the same Chocolate with Water of Rhubard . In fine it may be safely ( if regularly ) used as long as till the month of May , especially if the air be temperate , but I do not at all approve the use thereof during the Dog-days , unless by those to whom it will do no hurt by reason of an habitual custom and continual use thereof . Then if any one stands in need thereof , even in the Dog-days , and if he be of an hot constitution , he shall take it mixt with Endive Water , from four days to four days , especially if in the morning he finds his Stomach to be weak , and feeble . And although it be very true , that in the Indies , which is a very hot Country they take it at all times , and that by consequence one might do the same in Spain and in our other European Countries , which are far less hot , nevertheless I answer thereto , that first we must attribute that to Custom . In the second place that the excessive heat of those Countries being joyntly annexed to an excessive moistness , which helps to open the pores of the Body it happens oftentimes that there follows so great a dissipation or spending of the proper substance of the Body , that one might not only make use of Chocolate in the morning , but also all day long , without any injury or detriment . And it is also as true , that by the excessive heat of the Country the Natural heat is wasted , and exhaled , and that the heat of the Stomach and other interiour parts of the body so extend , and spread themselves to the exterior , that notwithstanding this excess of heat the stomach remains cold , so that they receive great profit and advantage not only from Chocolate ( the which as we have proved is moderately hot ) but also from pure Wine , the which , though it be very hot does no hurt , but on the contrary , rather fortifies , and cherishes the Stomach ; but if amongst these excessive heats , the Indians should drink Water , they would receive notable detriments by the coolness , which it would cause in the Stomach , whereby the concoction would be corrupted , and produce several other bad Distempers . You must take notice also , that the terrestrial parts , which we have said are in Cacao , sink to the bottom of the Cup , when you boyl your Chocolate , yet there be some who think that which falls to the bottom is the best and most substantial of all , and therefore those that drink thereof do undergo great danger ; but besides that this substance is earthy , thick , obstructive , it breeds melancholy humours , so that we must avoid it as much as we can , contenting our selves with the best which is the most substantial . Lastly it remains to resolve one difficulty which I have lively touched here before , that is to say , what is the Cause that Chocolate does so much fatten those that drink thereof ? For if we consider all the ingredients except the Cacao , we shall find that their quality is rather to extenuate ; and make lean the body , than to fatten , as being all hot and dry , in the third degree . The qualities likewise of the Cacao , as we have shewed you in the beginning , being cold and dry are altogether unfit to cause fatness . I affirm however that the great quantity of buttery parts , which I have proved to be in the Cacao , are those which fatten , and that the hot ingredients of this composition , serve instead of a Pipe or Conduit to derive it , and make it pass by the Liver , and the other parts till they arrive at the fleshy parts : Where finding a substance which is like and conformable to them , to wit hot and moist , such as are these buttery parts , converting themselves into the substance of the subject they augment , and fatten it . One might say several others things drawn from the fountain of Philosophy and Physick , but as being more fit for the Schools than for our discourse we shall omit them . I shall only take notice that to my Receipt one might add the Seeds of a Melon , Gourd or Valenzia ( I could never find out what sort of drug this Valenzia is , however one may venter to say it is of the same Nature with the Seeds of a Cucumber , ) the which beat to a powder will be extraordinary good for those that have the Liver , or the reins excessive hot , and if there happen any obstructions in the Liver or Spleen , with a cold intemperature , ●ou may mix amongst the rest the powder of Harts tongue , or Ceterach , and with all these compositions to give thereto a good odour , you may put a little Amber-greece or Musk. I shall receive no small satisfaction if this little Treatise and Discourse may be acceptable and agreeable to all the World. FINIS . 
A44390	----	A new discovery of the old art of teaching schoole in four small treatises ... : shewing how children in their playing years may grammatically attain to a firm groundedness in and exercise of the Latine, Greek, and Hebrew tongues : written about twenty three yeares ago, for the benefit of the Rotherham School where it was first used, and after 14 years trial by diligent practise in London in many particulars enlarged, and now at last published for the general profit, especially of young schoole-masters / by Charles Hoole ... Hoole, Charles, 1610-1667. 1661 Approx. 468 KB of XML-encoded text transcribed from 191 1-bit group-IV TIFF page images. Text Creation Partnership, Ann Arbor, MI ; Oxford (UK) : 2006-02 (EEBO-TCP Phase 1). A44390 Wing H2688 ESTC R16111 12431508 ocm 12431508 61977 This keyboarded and encoded edition of the work described above is co-owned by the institutions providing financial support to the Early English Books Online Text Creation Partnership. This Phase I text is available for reuse, according to the terms of Creative Commons 0 1.0 Universal . The text can be copied, modified, distributed and performed, even for commercial purposes, all without asking permission. Early English books online. (EEBO-TCP ; phase 1, no. A44390) Transcribed from: (Early English Books Online ; image set 61977) Images scanned from microfilm: (Early English books, 1641-1700 ; 279:3) A new discovery of the old art of teaching schoole in four small treatises ... : shewing how children in their playing years may grammatically attain to a firm groundedness in and exercise of the Latine, Greek, and Hebrew tongues : written about twenty three yeares ago, for the benefit of the Rotherham School where it was first used, and after 14 years trial by diligent practise in London in many particulars enlarged, and now at last published for the general profit, especially of young schoole-masters / by Charles Hoole ... Hoole, Charles, 1610-1667. [26], 41, [2], 309 p. Printed by J.T. for Andrew Crook ..., London : 1661. Each treatise has special t.p. dated 1659, and the first is also paged separately. Reproduction of original in Harvard University Libraries. (from t.p.) 1. The petty-schoole -- 2. The ushers duty -- 3. The masters method -- 4. Scholastick discipline. Created by converting TCP files to TEI P5 using tcp2tei.xsl, TEI @ Oxford. Re-processed by University of Nebraska-Lincoln and Northwestern, with changes to facilitate morpho-syntactic tagging. Gap elements of known extent have been transformed into placeholder characters or elements to simplify the filling in of gaps by user contributors. EEBO-TCP is a partnership between the Universities of Michigan and Oxford and the publisher ProQuest to create accurately transcribed and encoded texts based on the image sets published by ProQuest via their Early English Books Online (EEBO) database (http://eebo.chadwyck.com). 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Keying and markup guidelines are available at the Text Creation Partnership web site . eng Teaching -- Early works to 1800. 2005-11 TCP Assigned for keying and markup 2005-11 Aptara Keyed and coded from ProQuest page images 2005-12 Emma (Leeson) Huber Sampled and proofread 2005-12 Emma (Leeson) Huber Text and markup reviewed and edited 2006-01 pfs Batch review (QC) and XML conversion A NEW DISCOVERY Of the old Art of TEACHING SCHOOLE , In four small TREATISES . 1. concerning A Petty-Schoole . 2. concerning The Ushers Duty In a Grammar Schoole . 3. concerning The Masters Method In a Grammar Schoole . 4. concerning Scholastick Discipline In a Grammar Schoole . Shewing how Children in their playing years may Grammatically attain to a firm groundedness in and exercise of the Latine , Greek and Hebrew Tongues . Written about Twenty three yeares ago , for the Benefit of Rotherham School , where it was first used ; and after 14. years trial by diligent practise in London in many particulars enlarged , and now at last published for the general profit , especially of young Schoole-Masters . By Charles Hoole Master of Arts , and Teacher of a Private Grammar School in Lothbury Garden , London . London , Printed by J. T. for Andrew Crook at the Green Dragon in Pauls Church-yard , 1660 To the Right Worshipfull , his most Reverend , constant , & truly loving Friend Robert Saunderson D. D. and Rector of Boothby-Pagnell . C. H. wisheth increase of Grace , and perfection of GLORY . SIR , NOw I have by Gods blessing obtained ( that which you can witnesse I have seriously laboured after ) a thrice seven yeares experience in this despicable , but comfortable employment of teaching Schoole ; I think it not amisse to discover to the world , what method I have hitherto used , and which I resolve to continue , so long as God shall enable me to undergoe this profession of a Schoole-Master , which at first I undertook , and have ever since persisted in , by your encouragement . How far this New Discovery is improved , since I made it at Rotherham , and afterwards writ it out at little Humbie , whilest I lived more retiredly in the house of that Noble Knight , Sir William Brownelwoe , ( whom I think my self ever bound to honour for for his singular and undeserved favours to me in many particulars ) I refer it to you to consider . For as you sometimes then perused it in Manuscript , so I hope you will ( at your leisure ) look upon it now in print , and not like it much worse , then formerly . For I may truly say , that besides what I have observed by reading sundry Authours treating of this subjest , or gained by frequent and familiar converse with men of known abilities , both in City and Country . I have profited most in this Art of teaching , by my Scholars ; who have been my daily instructers , how to suit my method to their several capacities . And of all that ever I have taught either in publick Schoole , or in my own , or others houses , in more private manner , I have been beholding most to my London Scholars , who as they are generally quick-spirited , and forward to learn , where the way is easy to them ; so are they soon apt to flag and be discouraged , when any difficulties appeare in their way . For their sakes therefore , ( who by reason of many Schooles were sometimes occasioned to remove from one to another ) I was enforced to facilitate the most common way of teaching , according to what you see , I have here endeavoured in these small Treatises . In the publishing whereof I beseech you , that I may not offend in making use of your name , as well as my Masters ; for as I was instructed by him at the School , so I was by your means sent , and provided for in the Vniversity ; and though I can never be able to requite your care and pains on my behalf , yet I have long desired , even whilest you are both living , to testify to the world , that I am not forgetful altogether of your great benefits . If what I have here done be liking to your selfe , I shall lesse need to care how others censure me , or it ; Forasmuch as you have known me since my first studies , and are sufficiently able to judge of a way to come by learning , as having been your self well methodized in your youth , and attained to that perfection in all kinde of knowledge , which many do much admire , but few can hope to exceed . But I know to whom I write , and therefore I will not adventure into an Ocean of what may be said of your demerits , especially to mee wards , onely I commend this little work to your acceptance , as a Testimony of that unfeigned respect , which I think my self ever bound to shew towards you and yours ; And I beseech God ( that hath been pleased to exercise me in School-teaching , whilst you have been put upon exercises in School-Divinity , and so ordered that something of what we have each done , is now labouring at the presse ; to continue our earnest endeavours to serve him whilst we live , that when we dye , we may partake of that blessed reward , which is reserved in heaven for all those that attend the coming of our Lord and Saviour Jesus Christ ; to whose Grace I commend you and all yours , and rest Your humbly observant Kinsman , CHARLES HOOLE . London , Dec. 24. 1659. To his most Experienced , and truly Honoured Master , Mr. ROBERT DOVGHTY , Head Schoole-Master at Wakefield , C. H. wisheth all health and happiness . SIR , IT is yet a question amongst Schoole-boyes , and not likely to be hastily by them decided , whether K. Alexander was more bound to Philip his Father , that begat him , or his Master Aristotle that instructed him ? for of both he had received unrequitable Benefits . Should I therefore not acknowledge that lasting good , which with many co-partners I obtained by your care and industry , I should indeed be worse then ungatefull . And what token of thankfulnesse can I tender , more welcome to your self , then this small Manual , which most nearly concernes the profession of a Schoole-Master ; a calling which hath all kinde of good attending it , to make it commendable , as well as others . For 1. If we look at the benefitting of Church and Common-wealth ; wherein can we better imploy our time and study , then in traing up of children to become serviceable instruments of much good in both ? Nay , should a man but barely respect himself , he may finde it very profitable to augment his learning , and not a little advantagious to the increase of his yearely Revenues . 2. What more pleasing variety can there be , then that of childrens dispositions and fansies ? what better Recreation , then to read and discourse of so many sundry subjects , as we meet with in ordinary Authours ? Besides , the delight which is to be taken by our Scholars ready progresse in a constant even way , will far exceed all care and toyle that can be bestowed in helping them to profit . 3. Should I goe about by those millions of Arguments that concurre ( as Voluntiers ) to maintain the lawfulnesse of this calling , as commanded by God , continued in all ages , practised by the well-learned and truly vertuous , commended by all good men , maintained and encouraged by most noble Princes , and religiously disposed people ; opposed onely by the enemies of Gods truth , and most disesteemed by persons that are altogether ( for want of breeding ) either debauched , or ignorant . I might write a larger Volume , and to lesser purpose . Ob. But alas , we that wholly undergoe the burden of School-teaching , can tell by our own experience , how laborious it is both to minde and body , to be continually intent upon the work , and how irksome it is ( especially to a man of a quiet temper ) to have so many unwilling provocations unto passion ; what good parts for learning , and right qualification in all points of behavour is required of us ; how small our yearly stipend is , and how uncertain all our other incomes are . Again , we call to minde the too much indulgency of some Parents , who neither love to blame their childrens untowardnesse , nor suffer the Master to correct it ; we remember their generall ingratitude for the Masters well-doing , and their open clamour for his least doing amisse ; we observe their common indiscretion in wholly imputing the Scholars lesse profitting to the Masters more neglect , and their happy thriving to their own onely towardlinesse ; not to mention their fond Ambition , in hastening them too fast . Besides , the small account which the vulgar have , the too censorious eye which the more judicious cast , and the slight regard which our young Academians ( for the most part ) carry towards a poor Schoole-Master , make us sometimes judge our calling ( as many do ) too mean for a Scholar to undertake , or desire to stick too many yeares . We let passe childrens imperfections and untowardnesse , which are indeed our daily torture ; so that we could rather wish , our selves might leave our charge , then advise any friends we have to undertake it . Answ . These we must acknowledge are very great discouragements , yet such as attend a most necessary calling , and therefore must with Fortitude be conquered , or resolutely undergone . Should the Mariner , because of danger , the Husband-man because of toyle , the Souldier because of hardship , the Magistrate because of interruption , the Minister , because of many mens disordered conversations , abandon their professions ; it would then fare with a State , as ( the Tale saith ) it did once with the body , when the whole pin'd away , because no member would discharge its proper function . Neither can I say to whom I should more properly dedicate this Subject , then to your selfe , who have now ( as I suppose ) for at least fifty yeares together , and with general applause , performed the Taske of a Schoole-Master , notwithstanding much opposition , and many discouragements of every kinde ; who have had continually in your charge many scores of Scholars , and have yearly sent abroad , both to Trades , and Universities , great store of such as have been thorowly accomplished in their places . Nay , ( give me leave to speak it ) to commend your knowne Dexterity in this excellent calling , there have been ( I think ) as many , and those , as well-approved Schoole-Masters your quondam Scholars , as have been trained up by any one man in England . Amongst others I help onely to fill up the number , who have sometimes in publick , and sometimes in private , for nigh thirty years together , been exercised in teaching Scholars , and have at last for mine own ease , and the satisfaction of some friends , printed what Method and Order you once saw I had writ out , and which upon your approbation , and my own further experiment , I have thought meet to observe constantly , reserving ever the liberty of varying in matters of of circumstance , as occasion shall require . And for some things ( it may be ) you may rightly say ( as I am ever bound most thankfully to acknowledge , that I was your Scholar , seeing in them I have so nearly seemed to track that method , according to which I was instructed by your self . Daigne ( I beseech you ) to accept this small offer of a willing minde , and if you finde it helpful to you or yours , in any kinde , to use it freely ; where you shall espie the least defect , I hope you will please to censure it with impartial mildenesse ▪ This Petition also I prefer to them of better judgement , as it happeneth to come into their hands . The Lord continue you long in your eminent place , to doe the Church and Common-wealth most acceptable service , and to reap to your self much comfort thereby , that when at last you shall have finished your course , you may receive at Gods hands an immortal Crown , through Jesus Christ our Saviour , in whom I rest Yours , in all observancy , Charles Hoole . Dec. 24. 1659. To all favourers of good learning , but more especially , to the Teachers of GRAMMAR . THere is no calling more serviceable to Church and Common-wealth , then this of a Schoole-Master ; none then it more perplexingly toylesome , where Art and Discretion , the two essentials of a Schoole-Master , are wanting . Seeing we have especially to deale with childrens imperfections , which are warily to be observed and helped , not strictly to be censured . That Constancy in a good Method is the mean to make a Scholar is by all affirmed ; but which Method , of many that are used , is the best , is not easily determined . Sure we are , that the nearest , easiest , and plainest is most grateful , and the rather if it lye along with the common-rode , which men are generally loth to foregoe , though it be not alwayes the readiest way . It hath therefore been mine endevour to set on and proceed in such a course o● teaching Grammar , and most useful and usually received Authours , with continued Exercises ; so as children might from the beginning understand their present Taske , and that also further to the succeeding work . I labour so ( ever as they learne ) to acquaint them with the main matters , that in case of changeing Masters , they may not sustain such discouragement and loss of time , as usually betides , when children are not grounded in what they learn. This I submit to more gentle censures , requesting where I mistake to receive some better directions , not enjoyning any man to tread in my steps , though possibly some may like to follow me in this way , which I am resolved to keep ( whether in more publick , or my private course of teaching ) till I know a readier ; which who so hath gone it , may do well to describe . Now the Lord of heaven give a blessing to these weak endevours , which if any man profit by , let him give God the Glory , whose alone power it is , that hath thus far enabled me to perform , ( what from a child ) I have seriously desired . Et v●niam per laude peto ▪ &c. A note of Schoole-Authours , most proper for every Form of Scholars in a Grammar-Schoole , wch are mentioned in this Book . 1. Authours useful for the first Form. Classicall . AN English Bible , or Testament . The Accidents . Sententiae Pueriles . The principles of Christianity . Subsidiary . ORbis Pictus . The common Rudiments of Latine Grammar . A little Vocabulary English and Latine by C. H. 2. Authours for the second Form. 1. Classical . Lilies Grammar . Cato . Pueriles Confabulatiunculae . Corderii Colloquia . The Assemblies Catechisme . Subsidiary , A Construing-book . Propria quae maribus , &c. Englished and explained . An easie entrance to the Latine Tongue , commonly called the Grounds of Grammar , by C. H. Englishes to be translated . A little Paper-book . 8o. 3. Authours useful for the third Form. Classical . Lilies Grammar . The Latine Testament . Aesopi Fabulae . Janua Linguarum . Castalionis Dialogi . Mantuanus . Helvici Colloquia . The Assemblies Catechism in Latine . Perkins six principles . Subsidiary . A construing-book . A Paper-book in quarto . A praxis of the Grammar Rules . Gerards Meditations . Thomas de Kempis . Sancti Augustini Soliloquia . Stockwoods Figura construed . Hamptons Prosodia construed . 4. Authours useful for the fourth Form. Classicall . The Latine Testament . Lilies Grammar . Elementa Rhetorices . Camdeni Grammatica . Graecum Testamentum . Nomenclatura . Seidelius . Posselii Dialogi . Shirley's Introductorium : Terentius . Janua Latinae Linguae . Sturmii Textoris Epistolae . Ovidius de Tristius . Ovidii Metamorphosis . Buchanani Psalmi . The Assemblies Catechisme , Latine and Greek . Subsidiary . The Latine Grammar by C. H. The posing of the Accidents . Animadversions upon Lilies Grammar . Stockwoods Disputations . Mr. Pooles English Accidents . Hermes Anglo-Latinus . Supplementa ad Grammaticam Mr. Birds Mr. Shirleys Mr. Burleys Mr. Hawkins Mr. Gregories Mr. Danes Mr. Farnabies Grammar . A Paper-book in quarto . An English Rhetorick . Index Rhetoricus . Susenbrotus . Compendium Rhetorices . Passoris Lexicon . Rudimenta Grammaticae Graecae . Busbaei Grammatica Graeca . Clavis , & fundamentum Graecae Linguae . Fabritii elegantiae Pueriles . Dux Oratorius . Erasmus de copia verborū A little Dictionary English and Latine in 80. Walkers Particles . Willis Anglicismes . Phraseologia Puerilis . Epistolographia by Mr. Clerk. Erasmus de conscribendis Epistolis . Buchlori Thesaurus conscribendarū Epistolarū . Verepaeus de conscribendis Epistolis . Hardwicks Mantuan . Sandys Ovid. Herberts Poems . Quarles's Poems . Oweni Epigrammata . Farnabii Epigrammata . Alciati Emblemata . Pools English Parnassus . Clarks Dux Poeticus . Wits Common-wealth . Rosses English Mythologist . Lord Bacon de Sapientia veterum . Natales Comes . Verderii imagines Deorū . Lexicon Geographicū , &c. Holy-oakes Dictionary . Thomas Thomasius . 5. Authours useful for the fifth Form. Classical . Lilii Grammatica . Camdeni Grammatica . Elementa Rhetorices . Aphthonius . Livii Orationes . Isocrates . Theognis . Justinus . Caesaris Commentarii . Lucius Florus . Erasmi Colloquia . Janua Linguarum Graeca . Virgilius . Aeliani Historiae variae . Epictetus . Farnabii Epigrammata . Nowelli Catechismus . Subsidiary . Franklin de Orthotonia . Scapula . Screvelii Lexicon . Vechneri Hellonexia . Busbaei Cleonardi Scoti Chrysolorae Ceporini Gazae Vrbanii Caninii Gretseri Grammatica . Posselii Syntaxis . Demosthenis Sententiae . Posselii Apothegmata . Garthii Lexicon . Rulandi Synonymia . Morelii Dictionarium . Billii locutiones . Devarius de Graecis particulis . Posselii calligraphia . Plutarchus . Valerius Maximus . Plinii Historiae . Medulla Historiae . Phoedri Fabulae . N●tales Comes . Adagia Selecta . Erasmi Adagia . Bibliotheca Scholastica . Pierus . Causinus . Alciati Emblemata . Reusneri Symbola . Diodorus Siculus . Tullii Sententiae . Ethica Ciceroniana . Gruteri Florilegium . Orator extemporaneus . Vossii partitiones oratoriae Textoris Officina . Lycosthenes . Erasmi Apophthegmata . Polyanthea . Sylva Synonymorum . Calliepia . Huisse's Winchester 's Lloyd's Farnabie's Manutii Phrases . Encheiridion Oratorium . Clarks Phraseologia . English Adagies . Willis Anglicismes . Barrets Dictionary . Parei calligraphia . Walker's particles . Cooperi Dictionarium . Flores Poetarum . Phrases Poeticae . Aerarium Poeticum . Encheiridion Poeticum . Res Virgiliana . Artis Poeticae compendiū . Thesaurus Poeticus . Authours useful for the sixth Form. Classicall . Lilii Grammatica . Camdeni Grammatica . Elementa Rhetorices . Graecum Testamentū . Buxtorfii Epitome . Psalterium Hebraicum . Homerus . Pindarus . Lycophron . Xenophon . Euripides . Sophocles . Aristophanes , Ant. de Laubegeois breviarium Graecae Linguae . Horatius . Juvenalis . Persius . Lucanus . Senecae Tragoediae . Martialis . Plautus . Luciani selecti Dialogi . Tullii Orationes . Plinii Panegyrica , Quintiliani Declamationes . Birketi Catechismus . Catechismus parvus Hebraicus . Subsidiary . Authores Grammaticae antiqui . Despauterius . Linacer . Melancthon . Valerius . Alvarez . Rhenius . Sulpitius . Vossius . Tresmari exercitationes Rhetoricae . Nie. Causinus . Paiot de Eloquentia . Turselinus . Hawkins particulae Latinae Linguae . Tullii Plinii Senecae Erasmi Lipsii Manutii Aschami Politiani Turneri . Epistolae . Goclenii Analecta , & Problemata . Ausonius Popma . Becman de Originibus . Tossani Syllabus geminus . Buxtorfii Lexicon . Schindleri Pentaglotton . Buxtorfii Thesaurus . Pagnini Crinesii Torstii Lexicon . Clavis Homerica . Lexicon Homericum . Eustathius . Pontani Progymnasmata . Goodwin's Antiquities . Symmachi Epistolae . Libanius Sophista . Turneri . Baudii . Mureti . Heinsii . Puteani . Rainoldi . Lipsii . Barclaii . Salmatii . ORATIONES . THE Petty-Schoole . SHEWING A way to teach little Children to read English with delight and profit , ( especially ) according to the New Primar . By C. H. LONDON , Printed by J. T. for Andrew Crook , at the Green Dragon in Pauls Church Yard , 1659. THE Petty-Schoole . CHAP. I. How a childe may be helped in the first pronounciation of his Letters . MY aim being to discover the old Art of teaching Schoole , and how it may be improved in every part suteable to the years and capacities of such children as are now commonly taught ; I shall first begin my discourse concerning a petty-Schoole , & here or else where I shall not busie my self or Reader about what a childe of an extraordinary towardliness , and having a teacher at home , may attain unto , and in how short a space , but onely shew how a multitude of various wits may be taught all together with abundance of profit and delight to every one , which is the proper and main work of our ordinary Schooles . Whereas then , it is usual in Cities and greater Towns to put children to Schoole about four or five years of age , and in Country villages , because of further distance , not till about six or seven ; I conceive , The sooner a child is put to School , the better it is , both to prevent ill habits , which are got by play and idleness , and to enure him betimes to affect learning and well doing . Not to say , how the great uncertainty of parents lives , should make them careful of their Childrens early education , which is like to be the best part of their patrimony , what ever good thing else they may leave them in this World. I observe that betwixt three and four years of age a childe hath great propensity to peep into a book , and then is the most seasonable time ( if conveniences may be had otherwise ) for him to begin to learn ; and though perhaps then he cannot speak so very distinctly , yet the often pronounciation of his letters , will be a means to help his speech , especially if one take notice in what organ or instrument he is most defective , and exercise him chiefly in those letters which belong unto it . Now there are five organs or instruments of speech , in the right hitting of which , as the breath moveth from within , through the mouth , a true pronunciation of every letter is made , viz. the lips , the teeth , the tongue , the roof of the mouth , and the throat ; According to which if one rank the twenty four letters of our English Alphabet , he shall find that A , E , I , O , V , proceed by degrees from the throat , along betwixt the tongue and the roof of the mouth to the lips contracted , and that Y is somewhat like I , being pronounced with other letters , but if it be named by it self , it requireth some motion of the lips . B , F , M , P , W , and V consonant , belong to the lips . C , S , X , Z , to the teeth . D , L , N , T , R , to the tongue . B , H , K , Q , to the roof of the mouth . But the sweet and natural pronunciation of them is gotten rather by imitation then precept , and therefore the teacher must be careful to give every letter its distinct and clear sound , that the childe may get it from his voice , and be sure to make the child open his mouth well as he uttereth a letter , lest otherwise he drown or hinder the sound of it . For I have heard some foreiners to blame us English-men for neglecting this mean to a plain and audible speaking , saying , that the cause , why we generally do not speak so fully as they , proceeded from an ill habit of mumbling , which children got at their first learning to read ; which it was their care ; therfore to prevent or remedy betimes , and so it should be ours , seeing Pronounciation is that that sets out a man , and is sufficient of it self to make one an Oratour . Chap. II. How a childe may be taught with delight to know all his letters in a very little time . THe usual way to begin with a child , when he is first brought to Schoole , is to teach him to know his letters in the Horn-book , where he is made to run over all the letters in the Alphabet or Christ cross-row both forwards & backwards , until he can tel any one of them , which is pointed at , and that in the English character . This course we see hath been very effectual in a short time , with some more ripe witted children , but others of a slower apprehension ( as the most and best commonly are ) have been thus learning a whole year together , ( and though they have been much chid and beaten too for want of heed ) could scarce tell six of their letters at twelve moneths end , who , if they had been taught in a way more agreeable to their meane apprehensions ( which might have wrought more readily upon the senses , and affected their mindes with what they did ) would doubtlesse have learned as cheerfully , if not as fast as the quickest I shall therefore mention sundry ways that have been taken to make a childe know his letters readily , out of which the discreet Teacher may chuse what is most likely to suit with his Learner . I have known some that ( according to Mr. Brinsl●y's direction ) have taught little ones to pronounce all the letters ; and to spell pretty well , before they knew one letter in a book ; and this they did , by making the childe to sound the five vowels a , e , i , o , u , like so many bells upon his fingers ends , and to say which finger was such or such a vowel , by changes . 2 Then putting single consonants before the vowels , [ leaving the hardest of them till the last ] and teaching him how to utter them both at once , as va , ve , vi , ve , vu , da , de , di , do , du . 3. and again , by putting the vowels before a consonant to make him say , as , es , is , os , us , ad , ed , id , od , ud . Thus ; they have proceeded from syllables of two or three , or more letters , till a child hath been pretty nimble in the most . But this is rather to be done in a private house , then a publick Schoole ; how ever this manner of exercise now and then amongst little Scholars will make their lessons more familiar to them . The greatest trouble at the first entrance of children is to teach them how to know their letters one from another , when they see them in the book altogether ; for the greatnesse of their number and variety of shape do puzle young wits to difference them , and the sence can but be intent upon one single object at once , so as to take its impression , and commit it to the imagination and memory . Some have therefore begun but with one single letter , and after they have shewed it to the childe in the Alphabet , have made him to finde the same any where else in the book , till he knew that perfectly ; and then they have proceeded to another in like manner , and so gone through the rest . Some have contrived a piece of ivory with twenty four flats or squares , in every one of which was engraven a several letter , and by playing with a childe in throwing this upon a table , and shewing him the letter onely which lay uppermost , have in few dayes taught him the whole Alphabet . Some have got twenty four pieces of ivory cut in the shape of dice , with a letter engraven upon each of them , and with these they have played at vacant hours with a childe , till he hath known them all distinctly . They begin first with one , then with two , afterwards with more letters at once , as the childe got knowledge of them . To teach him likewise to spell , they would place consonants before or after a vowel , and then joyn more letters together so as to make a word , and sometimes divide it into syllables , to be parted or put together ; now this kind of letter sport may be profitably permitted among you beginers in a School & in stead of ivory , they may have white bits of wood , or small shreads of paper or past-board , or parchment with a letter writ upon each to play withall amongst themselves . Some have made pictures in a little book or upon a scroll of paper wrapt upon two sticks within a box of iceing-glass , and by each picture have made three sorts of that letter , with which its name beginneth ; but those being too many at once for a childe to take notice on , have proved not so useful as was intended . Some likewise have had pictures and letters printed in this manner on the back side of a pack of cards , to entice children , that naturally love that sport , to the love of learning their books . Some have writ a letter in a great character upon a card , or chalked it out upon a trencher , and by telling a child what it was , and letting him strive to make the like , have imprinted it quickly in his memory , and so the rest one after another One having a Son of two years and a half old , that could but even go about the house , and utter some few gibberish words in a broken manner ; observing him one day above the rest to be busied about shells and sticks , and such like toys , which himself had laid together in a chair , and to misse any one that was taken from him , he saw not how , and to seek for it about the house ; became very desireous to make experiment what that childe might presently attain to in point of learning ; Thereupon he devised a little wheel , with all the Capital Romane letters made upon a paper to wrap round about it , and fitted it to turn in little a round box , which had a hole so made in the side of it , that onely one letter might be seen to peep out at once ; This he brought to the childe , & showed him onely the letter O , and told him what it was ; The childe being overjoyed with his new gamball , catcheth the box out of his Fathers hand , and run's with it to his play fellow a year younger then himself , and in his broken language tell 's him there was an O , an O ; And when the other asked him where , he said , in a hole , in a hole , and shewed it him ; which the lesser childe then took such notice of , as to know it againe ever after from all the other letters . And thus by playing with the box , and enquiring concerning any letter that appeared strange to him , what it was , the childe learnt all the letters of the Alphabet in eleven dayes , being in this Character A B C , and would take pleasure to shew them in any book to any of his acquaintance that came next . By this instance you may see what a propensity there is in nature betimes to learning , could but the Teachers apply themselves to their young Scholars tenuity ; and how by proceeding in a cleare & facil method , that all may apprehend , every one may benefit more or less by degrees . According to these contrivances to forward children , I have published a New Primar ; in the first leafe , whereof I have set the Roman Capitalls ( because that Character is now most in use , & those letters the most easie to be learn't and have joyned therewith the pictures or images of some things whose names begins with that letter , by which a childs memory may be helped to remember how to call his letters , as A , for an Ape , B. for a Bear , &c. This Hieroglyphicall devise doth so affect Children who are generally forward to communicate what they know ) that I have observed them to teach others , that could not so readily learn , to know all the letters in a few houres space , by asking them , what stands A. for ? and so concerning other letters backwards and forwards , or as they best liked . Thus when a childe hath got the names of his letters , & their several shapes withall in a playing manner , he may be easily taught to distinguish them in the following leaf , which containeth first the greater , and then the smaller Roman Characters , to be learned by five at once or more , as the childe is able to remember them ; other Characters I would have forborn , till one be well acquainted with these , because so much variety at the first doth but amaze young wits , and our English characters , ( for the most part ) are very obscure , & more hard to be imprinted in the memory . And thus much for the learning to know letters ; we shall next ( and according to Order in Teaching ) proceed to an easie way of distinct spelling . Chap III. How to teach a childe to spell distinctly . THe common way of teaching a childe to spell , is , after he know's the letters in his Alphabet , to initiate him in those few syllables , which consist of one vowell before a consonant , as , ab , eb , ib , ob ub , &c. or of one vowel after a consonant , as , ba , be , bi , bo , bu , &c. in the Horn-book , & thence to proceed with him by little and little to the bottom of the book , hereing him twice or thrice over till he can say his lesson , and then putting him to a new one . In which course I have known some more apt children to have profited prety well , but scarce one often , when they have gone thorow the book , to be able to spell a word that is not in it ; And some have been certaine years daily exercised in saying lessons therein , who after much endeavour spent , have been accounted meer block-heads , and rejected all together as uncapable to learn any thing ; whereas some Teachers that have assayed a more familiar way , have professed , that they have not met with any such thing as a Dunse amid a great multitude of little Schollars . Indeed it is Tullies observation of old , and Erasmus his assertion of latter years , that it is as natural for a childe to learn , as it is for a beast to go , a bird to fly , or a fish to swim , and I verily beleeve it , for the nature of man is restlessely desirous to know things , and were discouragements taken out of the way , and meet helps afforded young learners , they would doubtless go on with a great deal more cherefulness , and make more proficiency at their books then usually they do ; And could the Maior have the discretion to make their lessions familiar to them , children would as much delight in being b●sied about them , as in any other sport , if too long continuance at them might not make them tedious . Amongst those that have gone a readier way to reading , I shall onely mention Mr. Roe , and Mr. Robinson , the latter of whom I have known to have taught little children not much above four years old to read distinctly in the Bible , in six weekes time , or under ; their books are to be had in print , but every one hath not the art to use them . And Mr. Cootes English-School-Master seem's rather to be fitted for one that is a Master indeed , then for a Scholar . Besides the way then which is usuall , you may ( if you think good ) make use of that which I have set down in the new Primar to help little ones to spell readily , and it is this . 1. Let a childe be well acquainted with his vowells , and made to pronounce them fully by themselves , because they are able to make a perfect sound alone . 2. Teach him to give the true valour or force of the consonants , and to take notice how imperfectly they sound , except a vowel be joyned with them . Both these are set apart by themselves . ( p. 2. ) 3. Proceed to syllables made of one consonant set before a vowel ( Sect , 5. ) and let him joyne the true force of the consonant with the perfect sound of the vowel , as to say , ba , be , bi , bo , bu , &c. Yet it were good to leave ca , ce , ci , co , cu , and ga , ge , gi , go , gu , to the last because the valor of the consonant in the second and third sylables doth differ from that in the rest . 4. Then exercise him in syllables made of one vowel set before one consonant , ( Sect. 6. ) as to say , ab , eb , ib , ob , ub , &c. till he can spell any syllable of two letters , backwards or forwards , as , ba , be ; bi , bo , bu ; ab , eb , ib , ob , ub ; ba , ab ; be , eb ; bi , ib ; bo , ob ; bu , ub ; and so in all the rest comparing one with another . 5. And if to any one of these syllables you adde a letter , and teach him how to joyne it in sound with the rest , you will make him more ready in spelling ; as , if before a b you put b , and teach him to say bab ; if after ba , you put d , and let him pronounce it bad , he will quickly be able to joyne a letter with any of the rest , as , nip , pin , but , tub , &c. To enure your young-Scholar to any , even the hardest syllable , in an easie way . 1. Practise him in the ioyning of consonants that begin syllables ( Sect. 7. ) so as that he may give their joynt forces at once ; thus , Having shewed him to sound ●l or br together , make him to pronounce them , and a vowel with them , bla , bra , ble , bre , and so in any of the rest . 2. Then practise him likewise in consonants that end syllables , ( Sect. 8 ) make him first to give the force of the joyned consonants , and then to put the vowels before them ; as , ble with the vowels before them sound able , eble , ible , oble , uble , to all which you may prefix other consonants and change them into words of one syllable , as , fable , peble , bible , noble , bubble : ( with a b inserted or the like . Where observe that e in the end of many words , being silent , doth qualifie the sound of the foregoing vowel , so as to make words different from those that have not e ; as , you may see made , differeth quite from mad , bete from bet , pipe from pip , sope from sop , and cube from cub . Whereby I think them in an error , that leave out e in the end of words , and them that in pronouncing it make two syllables of one , in stable , bible , people , &c. which judicious Mr. Mulcaster will not allow . In this exercise of spelling you may do well sometimes to make all the young beginners stand together , and pose them one by one in all sorts of syllables , till they be perfect in any ; and , to make them delight herein , 1. Let them spell many syllables together which differ onely in one letter ; as , and , band , hand , land , sand . 2. Teach them to frame any word of one syllable , by joyning any of the consonants which go before vowels , with those that use to follow vowels , and putting in vowels betwixt them ; as , black , bl●ck ; clack , clock . And this they may do afterwards amongst themselves , having severall loose letters made and given them , to compose or divide in a sporting manner , which I may rightly terme the Letter-sport . When a childe is become expert in joyning Consonants with the vowels , then take him to the Diphthongs ( Sect. 9. ) and there , 1. Teach him the naturall force of a Diphthong ( which consists of two vowels joyned together ) and make him to sound it distinctly by it self ; as , ai , ei , &c. 2. Let him see how it is joyned with other letters , and learne to give its pronountiation together with them , minding him how the same Diphthong differs from its self sometimes in its sound , and which of the two vowels in it hath the greatest power in pronouncation , as , in people e seemeth to drown the o. And besides those words in the Book , you may adde others of your own , till by many examples the childe do well apprehend your meaning , and so , as that he can boldly adventure to imitate you , and practise of himself Thus after a childe is throughly exercised in the true sounding of the vowels and consonants together , let him proceed to the spelling of words , first of one syllable ( Sect. 10. ) then of two ( Sect. 11. ) then of three ( Sect. 12. ) then of four ( Sect. 13. ) in all which let him be taught how to utter every syllable by it self truly and fully , and be sure to speak out the last . But in words of more syllables , let him learn to joyne and part them according to these profitable rules . 1. An English syllable may sometimes consist of eight letters , but never of more , as , strength . 2 In words that have many syllables , the consonant between two vowels belongeth to the latter of them ; as , Hu-mi-li-tie . 3. Consonants which are joyned in the beginning of words , are not to be parted in the middle of them ; as , My-ste-ry . 4. Consonants which are not joyned in the beginning of words , are to be parted in the middle of them ; as , for-get-ful-ness . 5. If a consonant be doubled in the middle of a word , the first belong's to the syllable foregoing , and the latter to the following ; as , pos-ses-si-on . 6. In compound words , every part which belongeth to the single words , must be set by it self ; as , In-a-bi-li-ty . And these rules have I here set down rather to informe the less skilful teacher , how he is to guide his learner , then to puzle a childe about them , who is not yet so well able to comprehend them . I have also divided those words in the Book , to let Children see how they ought to divide other polysyllable words , in which they must alwayes he very carefull ( as I said ) to sound out the last syllable very fully . To enable a child the better to pronounce any word he meets withall in reading , I have set down some more hard for pronuntiation ; ( Sect. 14 ) in often reading over which he may be exercised to help his utterance ; and the Master may adde more at his own discretion , till he see that his willing Scholar doth not stick in spelling any , be it never so hard . And that the child may not be amused with any thing in his book , when he cometh to read , I would have him made acquainted with the pauses , ( Sect. 15. ) with the figures , ( Sect. 16. ) numerall letters , ( Sect. 17. ) Quotations ( Sect. 18. ) and Abbreviations ( Sect. 19 ) which being but a work of few houres space , may easily be performed after he can readily spell , which when he can do , he may profitably be put to reading , but not before ; for I observed it a great defect in some of Mr. R. Scholars , ( whose way was to teach to read presently without any spelling at all ) that when they were at a losse about a word , they made an imperfect confused sound , in giving the force of the consonants , which if they once missed they knew not which way to help themselves , to find what the word was , whereas if after a childe know his letters , he be taught to gather them into just syllables , and by the joyning of syllables together to frame a word , ( which as it is the most antient , so certainely it is the most naturall method of teaching ) he will soon be able , if he stick at any word in reading , by the naming of its letters , and pronouncing of its syllables to say what it is , and then he may boldly venture to read without spelling at all , touching the gaining of a habit whereof , I shall proceed to say somewhat in the next chapter . Chap. IIII. How a child may be taught to read any English Book perfectly . THe ordinary way to teach children to read is , after they have got some knowledge of their letters , & a smattering of some syllables and words in the horn-book , to turn them into the A B C. or Primar , and therein to make them name the letters , and spell the words , till by often use they can pronounce ( at least ) the shortest words at the first sight . This method take's with those of prompter wits , but many of more slow capacities , not finding any thing to affect them , and so make them heed what they learne , go on remissely from lesson to lesson , and are not much more able to read , when they have ended their book , then when they begun it . Besides ▪ the A B C. being now ( I may say ) generally thrown aside , and the ordinary Primar not printed , and the very fundamentalls of christian Religion ( which were wont to be contained in those books , and were commonly taught children at home by heart before they went to Schoole ) with sundry people ( almost in all places ) slighted , the matter which is taught in most books now in use , is not so familiar to them , and therefore not so easie for Children to learn. But to hold still to the sure foundation , I have caused the Lords Prayer ( Sect. 20. ) the Creed ( Sect. 21. ) and the ten Commandements ( Sect. 23. ) to be printed in the Roman character , that a childe having learned already to know his letters and how to spell , may also be initiated to read by them , which he will do the more cheerfully , if he be also instructed at home to say them by heart . As he read's these , I would have a childe name what words he can at the first sight , and what he cannot , to spell them , and to take notice what pauses and numbers are in his lesson . And to go them often over , till he can tell any tittle in them , either in or without the book . When he is thus well entered in the Roman character , I would have him made acquainted with the rest of the characters now in use ( Sect. 23. ) which will be easily done , by comparing one with another , and reading over those sentences , Psalms , Thankesgivings , and Prayers ( which are printed in greater and lesse characters of sundry sorts ) till he have them pretty well by heart . Thus having all things which concerne reading English made familar to him , he may attaine to a perfect habit of it . 1. By reading the single Psalter . 2. The Psalmes in meeter . 3. The Schoole of good manners , or such like easie books , which may both profit and delight him . All which I would wish he may read over at lest thrice , to make the matter , as well as the words , leave an impression upon his mind . If any where he stick at any word ( as seeming too hard ) let him marke it with a pin , or the dint of his nayle , and by looking upon it againe , he will remember it . When he can read any whit readily , let him begin the Bible , and read over the book of Genesis , ( and other remarkable Histories in other places of Scripture , which are most likely to delight him ) by a chapter at a time ; But acquaint him a little with the matter beforehand , for that will intice him to read it , and make him more observant of what he read's . After he hath read , aske him such generall Questions out of the Story , as are most easie for him to answer , and he will the better remember it . I have known some , that by hiring a child to read two or three chapters a day , and to get so many verses of it by heart , have made them admirable proficients , and that betimes , in the Scriptures ; which was Timothies excellency , and his Grandmothers great commendation . Let him now take liberty to exercise himself in any English book ( so the matter of it be but honest ) till he can perfectly read in any place of a book that is offered him ; and when he can do this , I adjudge him fit to enter into a Grammar Schoole , but not before . For thus learning to read English perfectly , I allow two or three years time , so that at seven or eight years of age , a child may begin Latine . CHAP. V. Wherein children , for whom the Latine tongue is thought to be unnecessary , are to be employed after they can read English well . IT is a fond conceit of many , that have either not attained , or by their own negligence have utterly lost the use of the Latine Tongue , to think it altogether unnecessary for such children to learn it , as are intended for Trades , or to be kept as drudges at home , or employed about husbandry . For first there are few children , but ( in their playing-years , and before they can be capable of any serious employment in the meanest calling that is ) may be so far grounded in the Latine , as to finde that little smattering they have of it , to be of singular use to them , both for the understanding of the English Authors ( which abound now a dayes with borrowed words ) and the holding discourse with a sort of men that delight to flant it in Latine . Secondly , Besides I have heard it spoken to the great commendation of some Countries , where care is had for the well education of children , that every Peasant ( almost ) is able to discourse with a stranger in the Latine tongue ; and why may not we here in England obtain the like praise , if we did but as they , continue our children at the Latine Schoole , till they be well acquainted with that language , and thereby better fitted for any calling . Thirdly , And I am sorry to adde , that the non-improvement of childrens time after they can read English any whit well , throweth open a gap to all loose kinde of behaviour ; for being then ( as it is too commonly to be seen , especially with the poorer sort ) taken from the Schoole , and permitted to run wildeing up and down without any control , they adventure to commit all manner of lewdnesse , and so become a shame and dishonour to their Friends and Countrey . If these or the like reasons therefore might prevail to perswade them that have a prejudice against Latine , I would advise that all children might be put to the Grammar-Schoole , so soon as they can read English well ; and suffered to continue at it , till some honest calling invite them thence ; but if not , I would wish them rather to forbear it , then to become there an hinderance to others , whose work it is to learn that profitable Language . And that they may not squander away their time in idleness , it were good if they were put to a Writing-Schoole , where they might be , First helped to keep their English , by reading of a chapter ( at least ) once a day ; and second . taught to write a fair hand ; and thirdly afterwards exercised in Arithmatique , and such preparative Arts , as may make them compleatly fit to undergoe any ordinary calling . And being thus trained up in a way of discipline , they will afterwards prove more easily plyable to their Masters commands . Now , forasmuch as few Grammar-Schooles of note will admit children into them , till they have learn't their Accidents ; the teaching of that book , also becometh for the most part a work for a Petty-Schoole , where many that undertake to teach it , being altogether ignorant of the Latine Tongue , do sorrily performe that taske , and spend a great deal of time about it to little or no purpose . I would have that book , therefore by such let alone , and left to the Grammar-School , as most sitting to be taught there onely , because it is intended as an introduction of Grammar , to guide children in a way of reading , writing , and speaking Latine , and the Teachers of the Grammar-Art are most deeply concerned to make use of it for that end . And in stead of the Accidents , which they do neither understand nor profit by , they may be benefitted in reading Orthodoxal Catechismes and other Books , that may instruct them in the Duties of a Christian , such as are The Practise of Piety , The Practise of Quietnesse , The whole duty of Man ; and afterwards in other delightful books of English History ; as , The History of Queen Elizabeth ; or Poetry , as Herberts Poems , Quarl's Emblems ; and by this means they will gain such a habit and delight in reading , as to make it their chief recreation , when liberty is afforded them . And their acquaintance with good books will ( by Gods blessing ) be a means so to sweeten their ( otherwise sowr ) natures , that they may live comfortably towards themselves , and amiably converse with other persons . Yet if the Teacher of a Petty-Schoole have a pretty understanding of the Latine Tongue , he may the better adventure to teach the Accidents , and proceed in so doing with far more ease and profit to himself and learner , if he observe a sure method of grounding his children in the Rudiments of Grammar , and preparing them to speak and write familiar Latine , which I shall hereafter discover , having first set down somewhat how to remedy that defect in reading English , with which the Grammar-Schooles are very much troubled , especially , where there is not a good Petty-Schoole to discharge that work afore-hand . And before I proceed further , I will expresse my minde in the two next chapters touching the erecting of a Petty-Schoole , and how it may probably flourish by good Order and Discipline . CHAP. VI. Of the founding of a Petty-Schoole . THe Petty-Schoole is the place where indeed the first Principles of all Religion and learning ought to be taught , and therefore rather deserveth that more encouragement should be given to the Teachers of it , then that it should be left as a work for poor women , or others , whose necessities compel them to undertake it , as a meer shelter from beggery . Out of this consideration it is ( perhaps ) that some nobler spirits , whom God hath enriched with an over-plus of outward means , have in some places whereunto they have been by birth ( or otherwise ) related , erected Petty-Schoole-houses , and endowed them with yearly salaries ; but those are so inconsiderate towards the maintenance of a Master and his familie , or so over-cloyed with a number of Free-Scholars , to be taught for nothing , that few men of parts will daigne to accept of them , or continue at them for any while ; and for this cause I have observed such weak foundations to fall to nothing . Yet if any one be desireous to contribute towards such an eminent work of charity , my advice is , that he erect a Schoole and dwelling house together , about the middle of a Market-Town , or some populous Country-Village , and acomodate it with a safe yard adjoyning to it , if not with an Orchard or Garden , and that he endow , with a salary of ( at least twenty pounds , per annum , in consideration whereof all such poor boyes as can conveniently frequent it , may be taught gratis , but the more able sort of neighbours may pay for childrens teaching , as if the Schoole was not free ; for they will find it no small advantage to have such a Schoole amongst them . Such a yearly stipend and convenient dwelling , with a liberty to take young children to board , and to make what advantage he can best by other Scholars , will invite a man of good parts to undertake the charge , and excite him to the diligent and constant performance of his duty ; especially , if he be chosen into the place by three or four honest and discreet Trustees , that may have power also to remove him thence , if by his uncivil behaviour , or grose neglect he render himself uncapable to perform so necessary a service to the Church and Common-Wealth . As for the Qualifications of one that is to be the Teacher of a Petty-Schoole , I would have him to be a Person of a pious , sober , comely and discreet behaviour , and tenderly affectionate towards children , haveing some knowledge of the Latine Tongue , and abilitie to write a fair hand , and good skil in Arithmetick , and then let him move within the compasse of his own orb , so as to teach all his Scholars ( as they become capable ) to read English very well , and afterwards to write and cast accouts . And let him not meddle at all with teaching the Accidents , except onely to some more pregnant wits , which are intended to be set forwards to learn Latine , and for such be sure that he ground them well , or else dismisse them as soon as they can read distinctly , and write legibly , to the Grammar School . I should here have closed my discourse ; and shut up this Petty-Schoole , were it not that I received a model for the maintaining of Students from a worthy friends hands ( & one that is most zealously and charitably addicted to advance Learning , and to help it in its very beginnings to come forwards to its full Rise ) by which I am encouraged to addresse my remaining words to the Godly-minded Trustees and Subscribers for so good a work , ( especially to those amongst them that know me , and my School-endeavours ) and this I humbly request of them , that as they have happily contrived a Model for the education of Students , and brought it on a suddain to a great degree of perfection , so they would also put to their hands for the improvement of Schoole-learning , without which such choise abilities as they aim at in order to the Ministry cannot possibly be obtained . And for the first foundation of such a work ; I presume to offer my advise , that in some convenient places , within and about the City , there may be Petty-Schooles erected , according to the number of wards , unto which certain poor children out of every Parish may be sent , and taught gratis , and all others that please to send their children thither may have them taught at a reasonable rate , and be sure to have them improved to the utmost of what they are capable . And I am the rather induced to propound such a thing , because that late eminent , Dr. Bathurst lately deceased , Mr. Gouge and some others yet living did out of their own good affection to learning , endeavour at their own charge to promote the like . CHAP. VII . Of the discipline of a Petty-Schoole . THe sweet and orderly behaviour of Children addeth more credit to a Schoole then due and constant Teaching , because this speaketh to every one that the Childe is well taught , though ( perhaps ) he learn but little ; and good manners indeed are a main part of good education . I shall here therefore take occasion to speak somewhat concerning the Discipline of a Petty-Schoole , leaving the further Discourse of Childrens Manners to Books that treat purposely of that subject : as , Erasmus de moribus , Youths Behaviour , &c. 1. Let every Scholar repair to Schoole before eight a clock in a morning , or in case of weaknesse before nine ; and let him come fairly washed , neatly combed , and hansomly clad , and by commending his cleannesse , and shewing it to his fellowes , make him to take pleasure betimes of himself to go neat and comely in his clothes . 2. Let such as come before Schoole-time take liberty to recreate themselves about the Schoole , yet so as not to be suffered to do any thing , whereby to harm themselves , or Schoole-fellowes , or to give offence , or make disturbance to any neighbour . 3. When Schoole-time calleth , let them all go orderly to their own places , and there apply themselves diligently to their books , without noyse , or running about . 4. When the Master cometh into the Schoole , let them all stand up , and make obeysance ▪ so likewise when any st●anger cometh in ) and after notice taken who are absent ; let one that is most able read a chapter , and the rest attend , and give some little account of what they heard read ; Then let him that read , say a short prayer fitted for the Schoole , and afterwards let every one settle to his present taske . 5. The whole Schoole may not unfitly be divided into four formes ; whereof the first and lowest should be of those that learn to know their letters , whose lessons may be in the Primar . The second of those that learn to spell , whose lessons may be in the Single-Psalter . The third of these that learn to read , whose lessons may be in the Bible . The fourth of those that are exercised in reading , writeing , and casting accounts , whose lessons may be in such profitable English-Books as the Parents can best provide , and the Master think fittest to be taught . 6. Let their lessons be the same to each boy in every form , and let the Master proportion them to the meanest capacities , thus those that are abler may profit themselves by helping their weaker fellowes , and those that are weaker be encouraged to see that they can keep company with the stronger . And let the two highest in every forme give notice to the Master when they come to say , of those that were most negligent in geting the lesson . 7. When they come to say , let them all stand orderly in one or 2 rowes , & whilst one sayeth his lesson , be sure that all the rest look upon their books , and give liberty to him that 's next to correct him that is saying if he mistake , and in case he can say better , let him take his place , and keep it till the same boy or another win it from him . The striveing for places ( especially ) amongst little ones , will whet them all on to more diligence , then any encouragement that can be given them ; and the Master should be very sparing to whip any one for his book , except he be sullenly negligent , and then also I would chuse rather to shame him out of his untowardnesse by commending some of his fellowes , and asking him why he cannot do as well as they , then by falling upon him with rating words , or injurious blowes . A great care also must be had that those children that are slow witted and of a tender spirit , be not any way discouraged , though they cannot make so good performance of their task as the rest of their fellowes . 8 On Mundayes , Wednesdayes and Fridayes they may say two lessons in a forenoon and two in an afternoon ; and on Tuesdayes and Thursdayes in the forenoons they may also say two lessons ; but on Tuesdayes and Thursdayes in the afternoons , and on Saturday mornings I would have the time spent in examineing , and directing how to spell and read a right , and hearing them say the Graces , Prayers , and Psalms , and especially the Lords Prayer , the Creed , and the Ten Commandements ( which are for that purpose set down in the New-Primar ) very perfectly by heart . And those that can these well may proceed to get other Catechisms , but be sure they be such as agree with the Principles of Christian Religion . 9. Their lessons being all said , they should be dismissed about eleven a clock , and then care must be taken that they go every one orderly out of the Schoole , and passe quietly home without any stay by the way . And to prevent that too too common clamour , and crouding out of the Schoole door , let them rise out of their places one by one with their hat , and book in their hand , and make their honours to their Master as they passe before his face , one following another at a distance out of the Schoole . It were fittest and safest that the least went out the foremost , that the bigger boyes following may give notice of any misdemeanour upon the way . 10 Their return to Schoole in the after-noon should be by one of the clock , and those that come before that hour , should be permitted to play within their bounds till the clock strike one , and then let them all take their places in due order , and say their lessons as they did in the fore-noon . After lessons ended , let one read a chapter , and say a Prayer , and so let them again go orderly and quietly home , about five a clock in the summer , and four in the winter season . 11. If necessity require any one to go out in the School time , let him not interrupt the Master by asking him leave , but let him leave his book with his next fellow above him , for fear he should else spoile it , or loose it , and in case he tarry too long forth , let notice be given to the Monitor . 12. Those children in the upper form may be monitors , every one a day in his turn , and let them every evening after all lessons said , give a bill to the Master of their names that are absent and theirs that have committed any disorder ; and let him be very moderate in correcting , and be sure to make a difference betwixt those faults that are vitiously enormous , and those that are but childish transgressons ; Where admonitions readily take place , it is a needlesse trouble to use a rod , and as for a ferula I wish it were utterly banished out of all Schooles . If one , before I conclude , should ask me , how many children I think may be well and profitably taught ( according to the method already proposed ) in a Petty-School ; I return him answer , that I conceive fourty boyes will be enough throughly to employ one man , to hear every one so often as is required , and so many he may hear and benefit of himself , without making use of any of his Scholars to teach the rest , which however it may be permitted , and is practised in some Schooles , yet it occasioneth too much noyse and disorder , and is no whit so acceptable to Parents , or pleasing to the children , be the work never so well done . And therefore I advise , that in a place where a great concours of children may be had , there be more Masters then one employed according to the spatiousnesse of the room , and the number of boyes to be taught ; so that every fourty Scholars may have one to teach them ; and in case there be boyes enough to be taught , I would appoint one single Master , to attend one single forme , and have as many Masters as there are forms , and then the work of teaching little ones to the height of their best improvement may be throwly done , esecially if there were a writeing-master employed at certain houres in the Schoole , and an experienced Teacher encouraged as a supervisor , or inspector , to see that the whole Schoole be well and orderly taught , and disciplined . What I have here writ concerning the Teaching and ordering of a Petty-Schoole , was in many particulars experienced by my self with a few little boyes , that I taught amongst my Grammar-Scholars in London , and I know those of eminent worth , and great learning that upon tryal made upon their own children at home , and others at Schoole are ready to attest the ease and benefit of this method . Insomuch as I was resolved to have adjoyned a Petty-Schoole to my Grammar-Schoole at the Token-house in Lothbury London , and there to have proceeded in this familiar and pleasing way of Teaching , had I not been unhansomly dealt with by those whom it concerned , for their own profit sake to have given me lesse discouragement . Neverthelesse , I think it my duty to promote Learning what I can , and to lay a sure foundation for such a goodly structure as learning is ; And though ( perhaps ) I may never be able to effect what I desire for its advancement , yet it will be my comfort , to have imparted somwhat to others that may help thereunto . I have here begun at the very ground work , intending ( by Gods blessing ) forthwith to publish The New Discovery of the Old Art of Teaching , which doth properly belong to a Grammar-Schoole . In the mean time I intreat those into whose hands this little work may come , to look upon it with a single eye , and whether they like or dislike it , to think that it is not unnecessary for men of greatest parts to bestow a sheet or two at leasure time upon so mean a subject as this seem's to bee . And that God which causeth immense rivers to flow from small spring-heads , vouchsafe to blesse these weak beginings in tender age , that good learning may proceed hence to its full perfection in riper years . FINIS . THE Usher's Duty , OR A PLAT-FORME of Teaching LILIES Grammar . By C. H. LONDON , Printed by J. T. for Andrew Crook at the Green Dragon in Pauls Church Yard , 1659. THE Usher's Duty , OR A Plat-forme of Teaching Lilies Grammar . CHAP. I. How to help Children that are imperfect in reading English , when they are brought to the Grammar-Schoole ; and how to prepare them for more easie entrance upon Latine . THE want of good Teachers of English in most places where Grammar-Schooles are erected , causeth that many Children are brought thither to learn the Latine Tongue , before they can read well . And this chiefly , to prevent their losse of time with those that can teach them no further . Now such Scholars for the most part become the greatest disgrace to the Master of all the rest , partly because indiscreet and illiterate parents ( I wil not say servants ) that can scarcely read English themselves , become too severe judges of his work , and partly because he seem's to some to undervalue himself by admiting Petties into his Schoole . But for the toyl and trouble that he hath in teaching such , I rather seek how to remedie it , then go about in words to expresse it . To help therefore that defect of reading English aright , you may take this , as the most useful course . 1. Let them read a Chapter every morning , and every noon in the New-Testament , and at ten and four a clock , a piece of the Accidents , which will require ( at least ) a quarter of a year to be read over , in case the children be very imperfect , but in case they be any whit ready , it may be gone over in six weeks time . 2. To exercise their slender memories at their first coming to Schoole , and to find them some little task over-night ( to which they should be inured at the first , that they may not take it more hardly afterwards ) let them commit to memory some few staves of such Psalms in Meeter , as you in your discretion shall think best to sute with their shallow apprehensions : Psalm . 1. 4. 12. 15. 19. 25. 34. 67. 100. 103 , 104 119. are excellent for this purpose . That they may be more perfect in their lessons before they come to say ; 1. It were good , if you did now and then read a piece for their imitation , observing the just and full pronounciation of each syllable , and making pauses as they come . 2. But especially as they sit in their form , see that every one after another read the Lesson twice or thrice over ( the highest , because the most able beginning to read first ) and cause that every one attend diligently to what is read , looking constantly upon his book , and let them have liberty ( who can soonest ) to correct him that readeth any word amisse , and to note it as his mistake . But in this a care must be had that they make no noise nor disturbance to the rest of the Schoole . 3. When they come to say , let every one in that order you shall appoint ( beginning either with the highest or lowest , or otherwise ) read the whole Lesson , or a piece of it , as the time will best permit you to hear them , and when the lesson is gone often enough over , you may propound a familiar and short question or two out of it , thereby to make somewhat of its meaning stick in their memories , and dismisse them to their places to ask one another the like . But because the Accidents as it is now Printed ( especially that part of it which concerneth the conjugateing of verbs ) is too full of difficult Abbreviations for the most Children to read , or some Masters ( that undertake it ) to teach ; I have found a great advantage and ease by making use of the examination of the Accidents , before I put them to read the Accidents it self , especially with some more dull-witted boyes , that I could not otherwise fasten upon ; and the way I used , it was this : I caused , 1. That Children should read over onely the first part of it , which concerneth the Introduction of the eight parts of Speech , by taking so much at a time , as they could well be able to read , and belonged to one or more particular heads of Grammar . Thus in the first going it over , I made them acquainted with the usual terms of Grammar-Art , so as to be able ( at least ) to turn to a Noun , Pronoune , Verb , &c. and to what belong to them , as , to the Numbers , Cases , Persons , Moods , &c. and to tell how many there are of each . And in the second reading it over , I ta●ght them to take notice what every part of speech is , and how it differs from others , and what things belong to every one of them . And this I did by English examples , which best help to instruct their understandings in the meaning of what they read , and confirm their memories to keep it . Ex. gr . having shewed them in their Book , that a Noun is the name of a thing , and that it is substantive , or Adjective , and hath Numbers , Cases , Genders , Declensions , and Degrees of Comparison ; I instance several words , as , a horse , of men , sweet honey , with sweeter words , and let the Children who can readiliest , tell me what belong to them . This is ( as Mr. Woodward very well expresseth it in his Light to Grammar , chap. 2. To Teach a Child to carry a Torch or Lanthorn in his hand , that thereby the understanding may do its office , and put to memory to do hers ; to slip into a Childes understanding before he be aware , so as he shall have done his task , before he shall suspect that any was imposed ; he shall do his work playing , and play working ; he shall seem idle and think he is in sport , when he is indeed seriously and well employed . This is done ( saith he ) by Praecognition , for it convey's a light into the understanding , which the childe hath lighted at his own candle . Now forasmuch as the way of working hereby is , when the inward senses of the Childe are instructed by the outward , and the more help one hath of the outward , the surer and firmer the instruction is within ; I cannot but here give notice of Mr. Comm●nius's Orbis Pictus , as a most rare devise for Teaching of a Childe at once to know things and words by pictures , which may also serve for the more perfect and pleasant reading of the English and Latine Tongues , and entering , a childe upon his Accidents ; if the dearnesse of the book ( by reason of the brasse cuts in it ) did not make it too hard to come by . But where the book may be readily had ( as who would not bestow four or five shillings more then ordinary to profit and please a Son ? ) I would advise that a child should bring it with him at his first coming to a Grammar-Schoole , and be employed in it together with his Accidents , till he can write a good legible hand , and then a Master may adventure to ground him well in Orthography , and Etymologie , by using that Book according to the directions already given in the Preface before it , and causing him every day to write a Chapter of it in English and Latine . He that would be further instructed how by teaching English more Grammatically , to prepare his Scholars for Latine , let him consult Mr. Pool's English Accidents , and Mr. Wharton's English Grammar , as the best books that I know at present , for that purpose . CHAP. II. How to teach Children in the first Forme , the Grounds or Rudiments of Grammar contained in the Accidents , and to prepare them for the Latine tongue with ease and delight . BEing here to deliver my mind concerning entering little ones , by way of Grammar , to the Latine Tongue , ( a matter which I may truly say hath ( ever since ▪ I began to teach ) cost me more studie and observation , then any one point of my profession , and the more because I see few able Schoole-Masters vouchsafe so far to unman themselves as to minde it . I desire three things may be considered by all that goe about to enter children to Grammar-Learning , viz. that 1. There is a great difference betwixt a man that teacheth , and a Childe that is to be taught . For though I do not altogether hold with him that sayeth a man in his Childe-hood is no better then a bruit-beast , and useth no power but anger and concupiscence ; nor take upon me here to dispute whether a Childe learneth more by rote then by reason , yet this I dare aver , that the more condescention is made to a Childes capacity , by proceeding orderly and plainly from what he knoweth already , to what doth naturally and necessarily follow thereupon , the more easily he will learn. A man therefore that hath the strength and full use of reason , must conduct his young learner , to follow him in a rational way , though he must not expect him to goe aequis possibus , as fast as himself . And forasmuch as a childe is tender , a man must abate of his roughnesse ; seeing a childe is slow of apprehension , he must not be too quick in his delivery ; and seeing a childe is naturally aukward to his work , he must not be too passionate , if he do amisse . Tullies observation is that , Quo quis doctior est , eo iracundius docet ; and Mr. Mulcaster gives notice that there is a number of discoursers that can say pretty well to a general Position , but shew themselves altogether lame in the particular applying it , which is a thing that attendeth onely upon experience and years . He would therefore ( and that rightly ) have a ●rainer of youth reclaimed unto discretion , whose commendation Aristotle placeth in the skil of specialities . And I would advise him that hath to deal with a childe , to imitate the nurse in helping him how to go forward , or the Gardiner in furthering the growth of his young plant . Est & hac summi ingenii maxima infirmitas non posse descendere , saith a Teacher of eloquence ; Tall wits , like long backs , cannot abide to stoop , but whosoever is a Schoole-Master , and would do his duty as he ought , must account it a point of wisdom to condescend to a childes capacitie , be it never so mean. How have I delighted to see an Artist ( I mean a watch-maker or the like ) spend an hour or two sometimes in findeing a defect in a piece of work , which he hath afterwards remedied in the turning of a hand ; whereas a more hasty work-man hath been ready to throw the thing aside , and to neglect it as good for no use . Let the Master ever mind where a childe sticks , and remove the impediments out of his way , and his Scholar will take pleasure , that he can go on in learning . 2. There is a great disproportion betwixt a Childes capacitie , and the Accidents it self . Children are lead most by sense , and the Grammar-rules , consisting in general Doctrines are too subtile for them ; Childrens wits are weak , active , and lively , whereas Grammar notions are abstractive , dull , and livelesse ; boyes finde no sap , nor sweetnesse in them , because they know not what they mean ; and tell them the meaning of the same rule never so often over , their memories are so waterish , that the impression ( if any were made in the brain ) is quickly gone out again . Roat runneth on apace and mindeth nothing so much as play ; and it is very hard to teach a childe in doing of a thing to heed , much lesse to judge what he doth , till he feel some use of reason , in the mean time , he will profit more by continual practice and being kept still ( as he loves to be ) doing , then by knowing why , and being called upon to consider the causes wherefore he doth this or that . Besides , it wil clearly appear to any that shall but minde the confused order ( especially of the verbs ) and the perplexity of some Rules and Examples , that , that book was rather made to informe those of riper years , who knew something of Latine before , with the reasons of what they knew , then to direct little ones ( as we do now ) to use it as a rule about that , whereof they are ignorant altogether . 3. It is one thing to learn the Latine Tongue , or any other Language , & another to learn the Grammar , as a guide to it , or a means to attain the reason of it ; we see how readily children learn to speak true and proper English ( and they may also do the same in Latine by daily use and imitation of others , long before they are able to apprehend a definition of what Grammar is , or any thing else concerning it . And the reason hereof is , because the first is a work of the imagination and memory , which are apt to take and keep impressions , having the senses to help them , but the other belongs to the understanding , which for want of the strength of reason to assist it , is hard to be wrought upon in a childe , and till the memory and understanding go hand in hand , a child learns nothing to any purpose . Hence it cometh to passe , that Grammar-learning ( as it is generally now used ) becometh a a work of more difficulty and discouragement both to Master and Scholar , then any studie or employment they undertake , and that many have striven to contrive more facill Grammars for their Scholars , whereas indeed the right and constant use of any one that is compleat , so as to handle the s●bctjectum totale of the Art , doth easily reduce all others to its-selfe , especially after the Language is somewhat gained . These things thus premised , I conceive it very necessary for all such as undertake to teach Grammar to little children , to cherish and exercise those endowments which they see do shew themselves most vigorous and prompt in them , be they memorie , phansie , &c. and to proceed orderly and by degrees ( for so nature it self doth ) that they may be able to hold pace with their Teachers , and to perceive how themselves mount higher and higher , and at every asscent to know where they are , and how to adventure boldly to go forward of themselves . And forasmuch as the Accidents is generally made use of as an introduction to Latine Grammar , ( which of it selfe is but a bare rule , and a very naked thing , as Mr. M●lchaster hath well observed ) and it is one thing to speak like a Grammarian , and another thing to speake like a Latinist , as Quintilian hath noted ) it is fit that both the Accidents and the Latine tongue together should be brought within Childrens reach , and made more familiar unto them then formerly . And how this may be done even with those of seven years of age , or under , I shall now go on to discover according to what I have tryed , and do every day still put in practise . But this I require aforehand ( which Mr. M●lchaster also wisht for ) that a childe may have his reading perfect , and ready in both the English and Latine tongue , and that he can write a fair hand before ever he dream of his Grammar . For these will make him he shall never complain of after difficulties , but cheerefully make a wonderful riddance in the rest of his learning . The commonly received way to teach children the first Rudiments of Latine-Speech is , to put them to read the Accidents once or twice over , and then to let them get it without book by several parts , not respecting at all whether they understand it , or not . Thus they spend two or three years ( for the most part ) in a wearisome toile to no purpose , not knowing all the while what use they are to make of their book , nor what the learning of such a multitude of Rules may tend to , and in the interim of getting the Accidents by heart ( if great care be not taken ) they loose that ability of Reading English , which they brought from the Petty-Schoole ; and this makes the Parents cry out against Learning Latine , and complain of their Childrens not profiting at the Grammar-Schooles , whence they are therefore sometimes taken and sent back again to a Mistresse of Dame to learn English better . The conscientious Master all the while striveing to the uttermost of his strength and skil to preserve his credit , and not knowing well how to remedie this mischief otherwise , then by hastning on the Children in this common road , doth over-toyl ( if not destroy ) himself , and discourage ( if not drive away ) his Scholars , by his too much diligence . Having therefore made sure that the little Scholars can read very well , and write plainly before-hand , put so many of them as are well able to hold pace together into one form , and begin to teach them their Accidents in an understanding manner , thus , 1. Give them a glymps or insight into the introduction or first part of it , by dividing it into twelve parts , and making them to take notice of the chief heads in every one ; whereof , The first may be , concerning the eight parts of speech , of a Noun and its kindes , of Numbers , Cases , and Genders . The second of the Declensions of Nounes substantives . The third , of the declining of Adjectives , and their comparison . The fourth , of a Pronoune . The fifth , of a Verb and its Kindes , Moodes , Gerunds , Supines , Tenses , Persons and conjugations . The sixth , of the Conjugateing of Verbs in O. The seventh , Of the Verb Sum. The eighth , Of Verbs in OR . The ninth , Of Verbs irregular , as Poss●m , &c. The tenth , Of a Participle . The eleventh , Of an Adverb . The twelfth , Of a Conjunction , a Praeposition , and an Interjection . By this means they shall know the general terms of Grammar , and where to turn to any Part of Speech , and to what belongs to it in the Book . As they get their Parts , make them one to hear another read it over in their seat as they sit orderly ; as they say , let every one read a greater or lesser share , as you please to appoint , and make the rest attend to him that readeth ; after they have said , one may take the examination of the Accidents , and out of it ask the questions belonging to their present Part , to which the others may make answer out of the words of their Accidents , which if they cannot readily do , he may tell them out of his Book ; and if your selfe sometime examine them in the most familiar and general questions , it will help them to understand , and sharpen their memories very much for the getting of that by heart , whereof they already know somewhat . 2. When they get the Introduction memoriter , let them take but a very little at once , that they may get it more perfectly in a little time , and this will be a means still to hearten them on to a new lesson , but be sure that every lesson end at a full Period ; and that none may seem to be overcharged or hindred , let alwayes the weakest childe appoint the task , and cause the stronger to help him to perform it as he ought . Forasmuch as your Scholars memories are yet very weak and slipperie , it is not amisse to help them by more frequent Repetitions , especially at the end of every part of speech , which they should examine so often over , till they can answer to any thing , that is in their book concerning it . Then let them proceed to the next in like manner , not forgetting to recall the more general and necessary points to memory from the very beginning , and this will be a meanes to make them keep all fresh in minde , and to be able to tell you what Part of Speech any word is which you shall name , either in English or Latine , and what belongs to it , which is one main end for which the introduction was made ; you may now and then exercise them in distinguishing the eight Parts of Speech , by giving them a Period , and after they have writ it out , making them to mark every word what part of Speech it by these figures , 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8. 3. But as they get the introduction by heart , and learn to answer to the questions raised out of it , an especial care and paines must be taken ever and anon , to make them very perfect in declining Nounes , and formeing Verbs . Let them therefore as it were by by-tasks , get the examples of the Nounes , and Verbs very perfectly , which are set down in their Accidents . Then , First let them decline the Articles severally or joyntly , for by these they may know the Gender , Case , and Number of a Noun , though many learned Grammarians of late do leave them off as uselesse . Harum Musarum was formerly , as much as to say that Musarum is of the Feminine Gender , Genitive Case , and Plural Number ; And whereas the Rule beginneth with the Genitive Case , do you supply the Nominative thus , 2. Cause them with every example to joyn the Rule of the Declension , and thereby to know the due Termination of every case in both Numbers , saying the English sometimes before , and sometimes after the Latine , the Nom. case singular of the first declension endeth in a , as Nominative Hac Musa a song ; the Genitive in ae , as Hujus Musae of a song , the Dative in ae , as Huic Musae , to a song , &c. 3. Let them give you the bare Terminations of every declension in each case in both numbers , as to say , The Terminations of the first declension throughout all cases in both Numbers are , Singulariter , Nom. a , Gen. ae . Dat. ae , Accuam , &c. The Terminations of the Nominative case singular of the five Declensions are , of the first , a. of the second r , us , um - of the third a , c , e , i , l , n , o , r , s , t , x. of the fourth us . of the fifth es . The Terminations of the Genitive case singular of the five Declensions are , Of the first ae , the second i , the third is , the fourth us , the fifth ei , &c. And let them take especial notice of the endings of the Genitive case singular , because thereby they may know of what declension a Noun is , when they find it in a Vocabulary , or Dictionary . 4. Furnish them out of their Vocabularie or otherwise , with store of examples for every several Declension , till they can readily decline any regular Noune ; but then especially mind them of the Voca . singular of those Nounes that end in us of the second Declension , and of those that are of the neuter Gender , of the second , third , or 4th declension , and what cases they make all alike in both numbers . 5. Exercise them in declining Nounes so often , till they can tell you at once the termination of any case in either number in one or all the declensions , and say on a suddain what any Noune you name to them doth make in any one case of each Number in English or Latine . As , if you ask them of what declension , case and number this termination os is , they can presently answer , that os is of the second declension , Accu . case and plural number ; or , if you ask them of what Declension , Case and Number virtute is , they can answer , that virtute is of the third declension , the Ablative case and singular number . So in English , if you should say with a pen , they can tell you it is the Ablative case and singular number , and therefore must be said in Latine Penna . Or if in Latine you should say pennas , they can tell you it is of the accusative case plural number , and must be said in English pennes or the pennes . 6. In declining Adjectives cause them to minde to what declension their several genders belong , and after they can parse every Gender alone by it self , teach them joyn it to a substantive of the same or a different declension , with the English either before or after the Latine , thus ; Singulariter Nominativo Pura charta , fair paper , Gen. purae chartae , of fair paper , &c. Sing . nom . novus Liber a new Book , Gen. novi Libri of a new Book , &c. Sing . Nom. Dulcis conjux . a sweet wife , Gen Dulcis Conjugis , of a sweet wife , &c Edentula anus a toothless old-woman , Gen. edentulae anus , of a toothless old-woman , &c. Frigida glacies , cold ice , Genitivo , frigidae glaciei of cold ice , &c. Gravis Turba , a troublesome rout , Gen. Gravis Turbae of a troublesome , rout , &c. Magnum Onus , a great burthen , Gen. magni oneris , of a great burthen , &c. 7. Accquaint them well with the manner of forming the three degrees of comparison , by shewing them how the comparative and superlative are made of the positive , according to the rules , and then let them decline an adjective in all the degrees together throughout all cases and Genders in both Numbers , as well English as Latine , thus ; Sing Nom. durus hard , durior harder , durissimus very hard ; dura hard , durior harder , durissima very hard ; durum hard , durius harder , durissimum very hard ; Gen. duri of hard , durioris of harder , durissimi of very hard , &c. Sing . Nom. felix happy , felicior more happy , felicissimus , most happy ; felix happy , felicion more happy , felicissima most happy ; felix happy , felicius more happy , felicissimum most happy . Gen. felicis of happy , felicioris of more happy , felicissimi of most happy , &c. then teach them to joyn a Substantive with any one or all of the Degrees , thus , Injustus pater , a harsh father , iujusta mater , an unjust mother , injustum animal , an unjust creature . Indoctus puer , an unlearned boy . Indoctior puella a more unlearned girle . Indoctissimum vulgus the most unlearned common people . 8. To help them the better to perform this profitable exercise of themselves , let them sometimes write a Noun , which you appoint them , at large , and distinguish betwixt that part of it which is moveable , and that which is immoveable ; I mean betwixt the fore-part of the word , and its termination , thus : Sing . Nom. Mens-a a Table , Gen. Mens-ae to a Table . Dat. Mens-ae , to a Table , &c. to the end . Thus likewise they may be exercised in writing out Substantives , and Adjectives , and forming the degrees of comparison , with which work they will be exceedingly much delighted , when once they can write , and by once writing , they will better discern what they do , then by ten times telling over ; which makes me again presse hard , that either a child may be able to write before he be put to the Grammar Schoole , or else be put to learn to write so soon as he comes thither . For besides the confused disorder it will make in a Schoole , when some children are fitted to undergoe their taskes , and others are not , they that can write , shall be sure to profit in Grammar learning , whereas they that cannot , will do little but disturb the Schoole , and hinder their fellowes , and bring a shame upon their Master , and a blame upon themselves , because they do not learn faster . And , alas poor child , how should he be made to go that wants his legges ? if he go upon crutches , it is but lamely . And how should he be taught Grammar , which is the Art of right writing , as well as speaking , that cannot write at all ? I wish they that take upon them to teach boyes Grammar before they can write , would but take upon them the trouble to teach one to speak well , that cannot speak at all . But I say no more of this subject , for though what I say have seemed to some a meer Paradox , yet upon triall , they have found it a plain reall Truth ; and such as nay man in reason will assent to . As for that which is generally objected , that whilst children are young , their hands are unsteady , and therefore they should go on at their books , till they grow more firm ; it will quickly be found a meer idle phansie , when such objecters shall see lesse children then their own every day practise fair writing , and make more speedy progresse at their books by so doing . Now touching verbs . 1. Be sure that children be well acquainted with the different kinds of them , distinguished , both by signification and termination ; as also with their Moods , Tenses , and Signes of them , and with the characteristical letters of the four conjugations ( which are a long , and e long , and e short , and i long . ) And as they con●ugate a verb , let them take more particular notice of its Present tense , Preterperfect tense , and first Supine , because of these , all other tenses are formed ; and these therefore are specified in every Dictionary . 2. Let them first repeat over the verb Sum , according to four Moods onely , ( the Optative , Potential , and Subjunctive being the same in all verbs ) because it hath a proper manner of declincing , and is most frequently used , and will be helpful to form the Pretertenses in the Passive voyce , which consist of a Participle joyned with it . 3. Let them get the Active voyce ve●y perfectly by heart , and afterwards the Passive , ( though they do it more leasurely , taking but one Mood at a lesson ) and let them not now repeat the paradigmes as they stand confusedly together in their book , but sever them one from another , and go on with one at once , viz. Amo , by it self , Doceo , by it self , Lego by it self , and Audio by it self , thorow all Moods , Tenses , Numbers , and Persons , giving the English with the Latine , sometimes putting the one before , and sometimes the other . And be sure to make them mind all the signes in English , and the terminations answering to them in Latine . 4. Then teach them to form only the first person singular of every conjugation severally , both with Latine before English , and English before Latine ; as , Amo I love , Amabam I did love , &c. or I love Amo , I did love Amabam , &c. 5. Cause them again to form onely the Present tense , with the tenses that depend more immediately upon it , and then the Preter tense , with those that are formed of it . And give them here to observe the Rule in their Accidents touching the Formation of the Tenses , which is more easie to be delivered and remembred , thus ; All tenses that end in ram , rim , ssem , ro , sse , are formed of the Preter tense , and all the rest of the Present tense , according to the Latine verse . Ram , rim , ssem , ro , sse ; formabit caetera Praesens . 6. Make them to give you the terminations of the first person singular throughout all Moods and Tenses , of each severall Conjugation , as to say , The terminations of the first persons singular in the first Conjugation are o , abam , avi , averam , abo , &c. Then let them run over the Terminations of all the Persons in both Numbers of every Mood and Tense in the severall Conjugations , as to say ; The Terminations of the Indicative Mood Present tense of the first Conjugation are , o , as , at , amus , atis , ant . Of the Preterimperfect-tense , abam , abas , abat , &c. 7. Let them joyn the Terminations of the first person , with the signes of every Tense in both voyces , thus , o do , bam , did , i have ram had bo shall or will , &c. or am , bar , was , us sum vel tui , have been , us eram vel fueram , had been , bor , shall be , &c. throughout all the Conjugations . And let them withall take notice how the three persons in both numbers differ both in signification and ending , as I o and r , thou s and ris , he t and tur , we mus and mur , ye tis and ni , they nt or ntur . 8. Let them repeat the Active and the Passive voyce together , and compare them one with another , as they form them in all persons throughtout each Mood and Tense of every Conjugation , thus ; Amo I love , Amor I am loved . Amabam I did love , Amabar I was loved , &c. 9. Exercise them well in so many severall examples of the four Conjugations , as that on a suddain they can render you any Verb out of Latine into English , or out of English into Latine , with its right Mood , Tense , Number , and person , you telling them the first word of it , or they knowing it before-hand , as if you say we have run , they can answer cucurrimus ; or if you say , I shall blot , they can answer maculabo , having learnt that Curro is Latine for to run ; and that maculo signifieth to blot . To make them more fully acquainted with the variation of a verb , it were good sometimes for them to write one out at full length , both in English and Latine , making a line betwixt the alterable part of it , and the termination ( which remaineth alike to all , thus , Voc-o I call , voc-as thou callest , voc-at he calleth , &c. N. B. The Nouns and Verbs being thus perfectly gotten at the first , ( till which be done , the Preface before the Grammar counteth not the Scholar ready to go any further , and saith it may be done with a quarter of a years diligence , or very little more ) the difficulty of the Latine tongue will be quite over-past , and a childe will more surely and heedfully learn them thus singly by themselves , then by long practice in parsing and making Latine , because then he is to attend many other things together with them , for the better observation whereof , these will abundantly prepare him . And because all children are not so quick-witted , as fully to apprehend the various alteration of the Nouns and Verbs , till after long and continued practice , it were good if a time were set apart once a week , wherein all the Scholars ( especially of the three lower forms , and those in the upper that are less expert , as having perhaps come from a Schoole wherein they were never thus exercised ) may be constantly employed in this most profitable exercise . And for more ready dispatch , amongst a multitude , it is not amiss if they repeat them thorow in a round word by word , saying every one in order after another , thus : 1. Sing . Nom Musa , a Song , 2. Gen. Musae of a Song . 3. Dat. Musae to a Song , 4. Accus . Musam the song , &c. till they have gone thorow all the Declensions , and Conjugations , and the forementioned variety of practice upon them , according as we may observe Corderius in his Colloquies , to have given us a hint . And to stirre them all up to more attentiveness , the Master may ( unexpectedly sometimes ) aske the case of a Noun , or the Mood and Tense of a Verb , of one that he espieth more negligent in minding , then the rest . As an Help to the better performance of this necessary task , I provided a little book of one sheet , containing the Terminations and Examples of the Declensions , and Conjugations , which the less experienced may make use of , till they can exercise themselves without it ; by the frequent impression , and ready sale whereof , I guess it hath not been unacceptable to those of my profession , for the purpose whereto I intended it : and I have sometimes in one afternoon made a thorow practice of all that hath here been mentioned touching Nouns and Verbs , without any wearisomness at all to my self , or irksomness to my Scholars , who are generally impatient of any long work , if it be not full of variety , and easy to be performed . Some little paines would also be taken with the Pronounes , so as to shew their number , distinction , manner , of declining both in English and Latine , and their persons : and then with the Participles to mind how their four tenses are distinguished both by their signification and ending , and how they are declined , like Adjectives . Touching Adverbs , Conjunctions , and Interjections , they need only to tell of what signification they are ; and touching Prepositions , let them observe which serve to an Accusative case , which to an Ablative , and which to both . Now for the more orderly dispatch of this first part of the Accidents and the better learning of every part of it , not by rote , but by reason ; and to make children more cunning in the understanding of the things , then in rehearsing of the words , and to fasten it well in their memories ; I have found it very profitable to set apart two afternoons in a week ( commonly Tuesdayes and Thursdayes ) for the examination of it all quite thorow , causing one side of a Form to ask the questions out of the examination of the Accidents , and the other to answer according to the words of their book , and whether they do this exactly memoriter , or sometimes looking upon the book , it makes no matter ; for the often practise hereof , will be sure to fix it after a little while in their understanding and memories so fast , that they will have it ready for use , against they come to the second part of the Accidents , which concerneth Concordance and Construction . N. B. When children first begin their Introduction , they may provide a little vocabulary ( if the Orbis Pictus be too dear , out of which they should be made to read over a Chapter every day , at one or four a clock , and when it is read over you may see who can give you the most names of things under one head , both English and Latine , and let him that tells you the most , have some little reward for encouragement , to draw on others in hope of the like , to do as well as he . This profitable exercise was often used by Corderius , and is an excellent mean to help children to store of words , which are indeed the subject about which Grammar is conversant , so that to teach one Grammar without giving him some knowledge of words , is to teach him to tye a knot , that hath not a string to tye it upon . They may say the Introduction for parts , and the Vocabulary for lessons , ( as you please ) and when ever they go out about necessitous business , be sure they say ( at least ) four words of those which they have learnt , and let them alwayes carry their Vocabulary about with them , to be looking into it for words . Thus then I allow one half year for boyes in the lowest form , that can read and write before hand , to learn the first part of the Accidents , and how to call things by their Latine names , making use of a Vocabulary . And then I would have them divide the whole Introduction into twelve parts , ( as they did at the first reading of it over ) and repeat constantly every morning one by heart , to fix it well in the memory : and for fore-noon lessons ( to be said about ten of clock ) they may proceed to the second part of the Accidents , commonly called the English Rules , for the perfect knowledge and exercise whereof , they may profitably spend the succeeding halfe year . In getting whereof , because custome hath every where carried it ( contrary to those excellent directions given in the Preface to the Reader , of which Mr. Hayne mentioneth Cardinal W●lsey to have been the Authour ) for children first to read them over , and afterwards to con them by heart as they stand in the book , ( making it a work meerly for the memory , which some children are good at , though they understand nothing at all ; and therefore many unskilful Masters , not knowing how to do otherwise , especially with boyes that cannot write , let them run on by rote , presuming that when they have got the Rules thus , they may be afterwards made to understand them by practise in parsing ) I will go along with the stream , and allow my Scholars to get them by heart , saying two or three Rules at a time , as they do in most schooles ; and as they do this , I would have them chiefly to take notice of the Titles , or Heads , and which are the general Rules , and which are the Observations , and Exceptions made concerning it , that by this meanes they may learn to turn readily to any one of them that shall be called for . But that children may best understand , and soonest conceive the reason of the Rules , and thereby be made acquainted with the f●shion of the Latine Tongue , ( which is the main scope that this part of the Accidents aimeth at ) I would have them daily exercised in the practice of Concordance and Construction ( which will also confirm and ready them in the Introduction ) after this manner . 1. Let them mark out the more generall and necessary Rules ( as they go along ) with their examples , and after they have got them perfectly by heart , let them construe and parse the words in the Example , and apply the Rule to the words to which it belongeth , and wherein its force lyeth . 2. Let them have so many other examples besides those that are in their book , as may clearly illustrate and evidence the meaning of the Rule , and let them make it wholly their own by practising upon it , either in imitating their present examples , or propounding others as plain . Thus that examples to the Rule of the first Concord may be first imitated ; Praeceptor legit , vos vero negligitis . The Master readeth ; and ye regard not . The Pastors preach , and people regard not . I speak , and ye hear not . We have read , and thou mindest not . And the like may be propounded , as , whilest the Cat sleepeth , the Mice dance . When the Master is away , the boyes will play . Thou neglectest , when I write . And these the children should make out of English into Latine , unto which you should still adde more , till they be able by themselves to practise according to the Rule . 3. After they have thus gone over the general Rules , Let them together with one Rule get its exceptions , and observations , as they lie in order , and learn how they differ from the Rule , and be sure that they construe and parse every example , and imitate , and make another agreeable to the Rule , observation or exception , as is shewed before . N. B. Now forasmuch as little ones are too too apt to forget any thing that hath been told them concerning the meaning of a rule and the like , and some indeed are of more leasurely apprehensions then others , that require a little consideration of a thing before they can conceive it rightly , they may be helped by making use of the second part of the Accidents examined ; wherein , 1. The Rules are delivered by easie and short questions and answers , and all the examples are Englished , and the words wherein the force of the example lyeth are applyed to the rule . 2. The examples are Grammatically construed , and all the first words in them set down in the margent , and referred to an Index , which sheweth what part of Speech they are , and how to be declined or conjugated . This I contrived at the first as a means to prevent Childrens gadding out of their places , under a pretence of asking abler boyes to help them in construing and parsing these examples , but upon tryal I found it a great ease to my self for telling the same things often over , and a notable encouragement to my Scholars to go about their lessons , who alwayes go merrilier about their task , when they know how to resolve themselves in any thing they doubt . 4. When they have got the second Part of the Accidents well by heart , and understand it ( at least ) so far as to be able to give you any rule you call for , you may divide it also into eight parts , according to the heads set down in the book , whereof , the First , May be concerning the first , second , and third Concord . The second , concerning the case of the relative , and the Construction of Substantives . The third , concerning the Construction of Adjectives , and of a Pronoune . The fourth , concerning the construction of Verbs with a Nominative , and Genitive Case . The fifth , concerning the construction of Verbs with a Dative , Accusative and Ablative Case . The sixth , concerning the construction of Passives , Gerunds and Supines . The seventh , concerning time , space , place and impersonals . The eighth , concerning the Participle , the Adverb , the Conjunction , the Praeposition , and the Interjection ; which being added to the foregoing twelve , the whole Accidents may be easily passed over at twenty Parts , and kept surely in mind by repeating it once a moneth for morning Parts , and examining it every Tuesday and Thursday in the afternoon . As they made use of the Vocabulary , together with the first part of the Accidents , so may they joyn Sententiae Puerilis , with the second ; which book I would have them to provide both in English and Latine . 1. Because it renders the Book more grateful to Children , who by reading their Lessons in their Mothers tongue , know better what to make of them . 2. Because they are apt to mistake what they have been construed , especially in words that have various significations . 3. Their memories being short , they must be told the same word as oft as they ask it ere they come to say , and when they come ( perhaps ) they cannot construe one Sentence to any purpose . As they learn this book , let them but take three or four lines at once , which they should , 1. Construe out of Latine into Egnlish , and then out of English into Latine . 2. Decline the Nounes and form the Verbs in it throughout , and give the rules for the concordance and construction of the Words . 3. Bring their lessons fair writ out both in English and Latine in a little paper book , which will exceedingly further them in spelling and writing truly . 4. To fix their Lessons the better in their memorie , you may ask them such plain questions , as they can easily answer by the words in the Sentence . 5. Let them also imitate a Sentence sometimes by changing some of the words , and sometimes altering their Accidents . 6. Give them sometimes the English of a Sentence to make into Latine of themselves , and then let them compare it with the Latine in the book , and see wherein they come short of it , or in what Rule they faile . For though the main end of this Book , which is full of plain lessons , both of honesty , and godliness , be to instill those grave sayings into childrens minds ▪ ( some of which notwithstanding are too much beyond their reach ) and it be not perhaps so useful as some others are for the speedy gaining of Latine , yet by being thus made use of , it may be very much improved to both purposes . Here I think it no digression to tell , how I and some School-fellowes ( yet living , and eminent in their Scholar-like professions ) were nusled two or three years together in learning this book of Sentences . After we had gone over our Accidents several times by heart , and had learned part of Propria quae maribus , we were put into this Book , and there made to construe and parse two or three Sentences at once out of meer Latine , and if in any thing we missed , we were sure to be whipt . It was well , if of 16. or 20. boyes two at any time could say , and that they did say right , was more by hap-hazard , then any thing that they knew ; For we knew not how to apply one rule of Grammar to any word , nor could we tell what part of Speech it was , or what belonged to it ; but if the Master told us it was a Noun , to be sure we said it was of the Nominative case , and singular number , and if a Verb , we presently guessed it to be of the Indicative Mood , Present tense , singular number , and third person ; because those coming so frequent , we erred the lesse in them . And an ignorant presumption that we could easily say , made us spend our time in idle chat , or worse employment ; and we thought it in vain for us to labour about getting a lesson , because we had no help at all provided to further us in so doing . Yet here and there a Sentence , that I better understood then the rest , and with which I was more affected , took such imimpression , as that I still remember it , as Gallus in suo stirquilinio plurimum potest . Vbi dolor , ibi digitus , &c. This I have related by the by , to manifest by mine own sense and experience what severity children for the most part undergo , and what loss of time befalls them in their best age for learning , when they are meerly driven on in the common rode , and are not ( rather ) guided by a dexterous , diligent , and discreet Teacher , to understand what they learn in any book they are put into . Now because all our teaching is but meer trifling , unlesse withall we be carefull to instruct children in the grounds of true Religion , let them be sure to get the Lords Prayer , the Creed , and the ten Commandements ; First in English , and then in Latine , every Saturday morning for Lessons , from their first entrace to the Grammar Schoole ; and for their better understanding of these Fundamentals of Christianity , you may ( according to Mr. Bernards little Catechisme ) resolve them into such easy questions , as they may be able to answer of themselves , and give them the Quotations , or Texts of Scriptures , which confirm or explain the doctrinal points contained in them , to write out the following Lords day , and to show on Monday mornings , when they come to Schoole . In short then , I would have this lowest Form employed one quarter or half a year in getting the Introduction for Parts and Lessons , and as long in repeating the Introduction at Morning Parts , and reading the Vocabulary , for After-noons Parts ; saying the English Rules for Fore-noon Lessons . The little Vocabulary for After-noon Parts ; and Sententiae Pueriles for Afternoon Lessons , and the Principles of Christianity for Saturday Lessons . So that in one years time this work may be fully compleat , of preparing them for the Latine tongue , by teaching them the perfect use of the Accidents , and helping them to words , and how to vary them . CHAP. III. How to make children of the second Form perfect in the Rules of the Genders of Nouns , and of the Preterperfect tenses , and Supines of Verbs , contained in Propria quae maribus , Quae genus , and As in P●aesenti ; and how to enter them in writing , and speaking familiar and congruous Latine . THe general course taken in teaching the Rules of the Genders and Nouns , and Conjugating Verbs , is , to make children to patter them over by heart , and sometimes also to construe and parse them ; but seldom or never are they taught the meaning of a Rule , or how to apply it readily to the words they meet with elsewhere . The volubility of the Verse doth indeed help some quicker wits for more ready repeating of them ; but others of more slow pace , ( that learn better by understanding what they say ) are apt to miscall every word in their Lesson , because they cannot tell what it meaneth ; and let them , take never so much pains about it , very little of what they are to learn , will stick in their memories . Some therefore have decryed this patching of Rules into a cobling verse ; others have thought it better to denote the Genders of Nouns , and the Preterperfect tenses of Verbs by the Terminations of the first words , and some have quite altered these Rules by expunging some words , and inserting others , which they thought might better agree with them ; But for my part , I like his judgement well , that said it was impossible for any Grammarian to make better Rules then these in Propria quae maribus , and As in praesenti ; for though in some things they may be faulty , as Quae genus is in very many , yet ( as Mr. Brinsley saith of the Accidents ) a wise Master is not to stand with his children about mending of it , but only to make them understand the Rules , as they are set down in the Book , which that they may well do , I propound this expedient . 1. Let them for Fore-noon Lessons begin with Propria quae maribus , and then proceed to As in praesenti , leaving Quae genus to the last , because it is of lesse use , and harder for children to understand . 2. In getting these Rules at first , let them read them all distinctly over , and take notice of the Titles or Heads , and mark out the most general Rules , which they may learn before any of the rest ; And to make them the better to understand themselves , you may allow them an English Propria quae maribus , &c. which they may compare all along with that in their Grammar , and if at any time you perceive they do not well apprehend the meaning of a Rule , do you illustrate it by instancing some words , that they have had in their Vocabulary , or elsewhere . This will make them somewhat ready to turn to any Rule . 3. At the next going them over , they will be able to say four or six lines at a time , memoriter . And then you may let them get all before them , and make them after they have said a Lesson by heart , to construe it by the help of a Construing-book , and to decline every Noun , and Conjugate every verb , by the help of the Indexes annexed to the Propria quae maribus , &c. Englished , and explained . 4. You may exercise them in this manner , by repeating more and more at a time , till they can decline Nouns , and conjugate Verbs , and apply the Rules readily to them ; & having thus gained them , you may keep them , by dividing the whole into ten parts , according to the Common-place Heads ; thus , the First may be at Propria quae maribus , &c. De Regulis generalibus Propriorum , De Regulis generalibus Appellativorum , De prima speciali Regula , & ejus exceptionibus Masculinis , Neutris , Dubiis , & Communibus . The Second at Momen ●rescentis penultima , &c. Syllaba acuta sonat , &c. De secunda speciali Regula , & ejus exceptionibus Masculinis , Neutris , Dubiis , & Communibus . The third at Nomen crescentis — Sit gravis , &c. De tertia speciali Regula & ejus exceptionibus Faemininis , Neutris , Dubiis , Communibus , & de Regulis Adjectivorum generalibus . The Fourth at Quae genus , de variantibus genus , de defectivis casu , Aptotis , Diptotis , Triptotis , & Vocativo carentibus . The Fifth , at Propria cuncta notes , &c. de defectivis numero , plurali , & singulari . The Sixth , at Haec quasi luxuriant , &c. de Redundantibus . The seventh at As in praesenti , De Simplicium verborum praeterito primae , secundae tertiae , & quartae Conjugationis . The eighth , at Praeteritum dat idem , & de Compositorum verborum praeteritis . The ninth , at Nunc ex praeterito , &c. De Simplicium verborum , & Compositorum Supinis . The tenth , De Praeteritis verborum in OR . De geminum praeterium habentibus , De neutro passivi , De verbis praeteritum mutuantibus , de praeterito carentibus , & de Supinum raro admittentibus . If you adde these ten to the twenty parts in the Accidents , they may run over the whole thirty in six weeks ; saying every morning one , except on Saturdays , which are reserved for other occasions . Their Noon-parts may be in the larger Vocabulary ( which is commonly printed with the grounds of Grammar , in an easie entrance to the Latine Tongue , in which they may peruse a whole Chapter at once , and afterwards strive who can tell you Latine for the most things mentioned in it . And if at any time the words be not so obvious to their understanding , because ( perhaps ) they know not the things which they signify ; do you tell them what the thing is , and explain the word by another that is more familiar to them . Their After-noons Lessons on Mondayes and Wednesdayes , may be in Qui mihi , which containeth pretty Precepts of good manners , much befitting children to observe , and which are so common in every mean Scholars mouth , that a childe would blush to seem ignorant of them . In getting this , 1. Let them repeat two distichs at once memoriter , and if withall , you let them get the English verses answerable to the Latine , and printed with the Grounds of Grammar , they will fix the Latine better in their memories . 2. Let them construe the Lesson Grammatically , and to help themselves in that more difficult work , let them make use of the construction made them at the end of their Construing-Book . 3. Let them read the Latine in the Grammatical order , and sometimes into meer English , and then let them parse every word according to that order , giving the Rules for the Genders of Nouns , and the Preterperfect tenses , and Supines of verbs ; and applying those of Concordance and Construction , as they come in their way . 4. To exercise them in true writing , it were good if they had a little paper-book , wherein to write first the Latine , and then the English distichs at full length , which they may shew , when they say their Lesson . 5. To finde them some employment after the Lesson , you may give them some easie dictate out of it to turn into Latine ; sometimes by way of Question and Answer , and sometimes more positively ; thus , What shall that Scholar do that desireth to be taught ? He shall conceive the Masters sayings in his minde . Quid faciet ille discipulus , qui cupit doceri ? dicta praeceptoris animo suo concipiet , or thus ; A boy that is a Scholar , and desireth to be taught , ought to conceive the Masters sayings in his minde , and so as to understand them well-Puer qui discipulus est & cupit doceri , dictae praeceptoris animo suo concipere debet , atque ita ut eadem recte intelligat . And this you may cause any one of them to read , and let the rest correct him in any word he hath made amisse , and be sure they can all give a rule for what they do . After they have repeated these verses of Mr. Lilies so often over , that they can say them all at once pretty well by heart , they may continue their Afternoons Lessons in Cato , saying two or three Distichs at once , according to the directions already given in the Preface to that Book in English and Latine verse ; and when they have gone thorow a book of it , let them try amongst themselves who can repeat the most of it by heart , as we see Corderius did sometimes exercise his Scholars , as it appeareth by his Colloquies . Now forasmuch as speaking Latine is the main end of Grammar , and there is no better expedient to help children in the ready exercise thereof , then frequent perusal of Vocabularies for common words , and Colloquies for familiar phrases , and such as are to be used in ordinary discourse ; I think it very convenient to make use of Pueriles Confabi latiunculae , both in English and Latine , on Tuesdayes and Thursdayes in the Afternoons instead of Lessons , thus , 1. Let them read a whole Colloquie ( if it be not too long ) at once both in English and Latine , not minding to construe it verbatim at the first going it over , but to render the expressions wholly as they stand , and are answerable one to another , and this will acquaint them with the matter in the book , and enable them to read both the Languages more readily . 2. At a second going over , let them construe it Grammatically , and then take any phrase or sentence in the present Lesson , and make such another by it , changeing either the words , or some of their Accidents , as the present occasion requireth ; ex gr . As they say in the singular Number : God save you , Salve , Sis salvus , jubeo te salvere , or ave ; so make them say in the plural number , God save you , Salvete , sitis salvi , jubemus vos salvere , or avete . So likewise when they can say , I thank you , Habeo tibi gratiam , or habetur tibi a me gratia , let them imitate , and alter it by saying , We thank your Father . Habemus Patri tuo gratiam . My Mother thanks you , Sir. Mater habet tibi gratiam , Domine ; or Habetur tibi , Domine , a matre mea gratia . When they have gone this book so often over , as to be well acquainted with its phrases , Let them proceed to Corderius Colloquies , which they have also in English and Latine , and which they may construe Grammatically , and cull the phrases out of it , to make use of them , in common speaking Latine . Let them have a little paper-book , wherein to gather the more familiar phrases , which they finde in every Lesson printed in a different character , and let them by often perusal at spare times , and bearing them alwayes about them , get them so readily by heart , as to be able to expresse themselves in Latine by them upon any meet occasion . And this way of exercising them to speak according to their Authours expressions from their first entrance upon Latine , is the best expedient that can be taken to avoyd Anglicismes , which otherwise they are very prone to , so long as they are directed only by Grammar-Rules , and enforced to seek words in the Dictionary , where commonly they light upon that which is most improper . And that they may now do something of themselves by way of night exercise , let them every evening translate a verse at home out of the 119. Psalm , which I conceive is the most easie for the purpose of making the three Concords , and some of the more necessary Rules of construction familiar to them . In making their Translations , 1. Let them be sure to write the English very fair and true , observing its just pauses , and let them also make the like notes of distinction in their Latine . 2. When they come to shew their Latines , 1. Let one read and construe a verse . 2. Let another tell you what part of speech every word is , as well English as Latine , and what the English Signes do note . 3. Let the rest in order give you the right Analysis of every word one by one , and the Rules of Nouns and Verbs , and of Concordance , and Construction . And because these little boyes are too apt to blur and spoyle their Bibles , and to make a wrong choyce of words out of a Dictionary , which is a great maime and hinderance to them in making Latine ( and caused Mr. Ascham to affirm , that making of Latines marreth children ) I think it not amisse to get that Psalm , and some other Englishes printed by themselves , with an Alphabeticall Index of every word which is proper for its place . Right choyce of words being indeed the foundation of all eloquence . On Saturdayes , after they can say the Lords Prayer , the Creed , and the ten Commandements in English and Latine , they may proceed to the Assemblies Catechisme , first in English , and then in Latine , or the like . This second form then is to be exercised , 1. In repeating the Accidents for morning parts . 2. In saying Propria quae maribus , Quae genus , As in praesenti , for Fore-noon Lessons . 3. In reading the larger Vocabulary for Noon parts . 4. In learning Qui mihi , and afterwards Cato , for Afternoons Lessons on Mondayes and Wednesdayes , and Pueriles Confabulatiunculae , and afterwards Corderii Colloquia on Tuesdayes , and Thursdayes . And 5. Translating a verse out of English into Latine every evening at home , which they may bring to be corrected on Fridayes , after all the weeks Repetitions ended , and return written as fair as possibly they can write , on Satturday mornings , after examinations ended . And thus they may be made to know the Genders of Nouns , and Preter-perfect tenses , and Supines of Verbs , and initiated to speak and write true Latine in the compasse of a second yeare . So that to children of betwixt seven and nine years of age , in regard of their remedilesse inanimadvertency , I allow two whole years to practise them well in the Rudiments or Grounds of Grammar , in which I would have the variation of Nouns and Verbs to be specially minded , for till they be very ready in those , their progress in other things will be full of uncertainties , and troublesomely tedious , but if those be once well got , all other rules which have not ( perhaps ) been so well understood , will more easily ( as age increaseth ) be better apprehended and put in use . CHAP. IIII. How to make Children of the third Forme perfect in the Latine Syntaxis commonly called Verbum Personale ; as also to acquaint them with Prosodia ; and how to help them to construe and parse , and to write , and speak true and elegant Latine . CHildren are commonly taught the Latine Syntaxis before they be put to make use of any Latine book besides it ; and so they but can say it readily by heart , construe it , and give the force of its rules out of the examples , they are thought to learn it well enough . But the very doing thus much , is found to be a work too tedious with many , and therefore some have thought good to lessen the number of the Rules , & others to dash out many examples , as if more then one or two were needlesse ; so that when a Childe hath with them run over this part of the Grammar , it is well if he have learnt the half of it , or know at all what to do with any of it . I think it not amisse therefore to shew , how it may be all gotten understandingly by heart , and settled in the memory by continual practise , which is the life of all learning ; 1. Let those then of this third forme divide their Accidents and Rules of Nounes and Verbs into ten parts , whereof they may repeat one every Thursday morning , and make way for the getting of the Syntaxe on Mundaies , Tuesdaies & Wednes . for morning parts . 2. Let them repeat as many Rules memoriter , as they are well able , together with all their examples ; and to help their understanding therein , you may do well to shew the meaning of every rule & exception beforehand , and to make them compare them with those in the English rules under the same head , & to see which are contained in the Latine which are not in the English , and which are set down in the English , which are left out in the Latine . 3. To help them to construe well before they come to say , let them make use of their Construeng books , and that they may better mind what they construe , you may cause them sometimes , when they come to say , to read the part out of Latine into English . 4. In parsing , let them give you the word governing , and apply the word governed according to the rule , and tell-you wherein the exceptions and observations differ from the General rule . 5. Let them have a Paper-book in Quarto , in the margent whereof they may write the first words of every rule , and exception ; and let them have as many familiar examples ( some in English onely , and some in Latine onely ) as may suffice to illustrate the rule more clearly to them , and do you help them extempore , to turn their English ones into Latine , and their Latine ones into English ; and having a space left under every head , let them fill it up with praegnant Examples , which they meet with as they read their Latine Authors , or as they Translate English Sentences into Latine . I observe Melancthon and Whittington of old , and Mr. Clarke , Mr. Comenius and others of late , to have made subsidiaries of this nuture , which because they seem some what to overshoot the capacities of children , who ( as Mr. Ascham observes ) are ignorant what to say properly and fitly to the matter , ( as some Masters are also many times ) I have taken the paines to make a praxis of all the English and Latine Rules of Construction and Syntaxis , as they lie in order , and to adde two Indexes ▪ The first of English words , and the Latine for them ; The second , Of Latine words and the English for them , with figures directing to the examples wherein they are to be used . And for more perspicuity sake , I take care that no example may touch upon any rule , that is not already learned , for fear of pussing young beginners in this necessary and easie way of translating with the rule in their eye , which doth best direct the weakest understandings . Now forasmuch as the daily reading of Latine into English is an especiall means to increase the knowledge of the Tongues , and to cause more heed to be taken to the Grammar Rules , as they are gotten by heart ; I would have those in this form to read every morning after prayers , four or six verses out of the Latine Testament , which they will easily do , having beforehand learned to construe them word by word , with the help of their English Bible . In this exercise , let them be all well provided , and do you pick out onely one boy to construe , and then ask any of the others the Analysis of a Noune , or Verb here or there , or some rule of construction , which you think they have not so well taken notice of as to understand it fully . Hereby you may also acquaint them with the rule and way of construing , as it is more largely touched in the following part of this chapter . N. B. Those Children that are more industriously willing to thrive , may advantage themselves very much by perusal of Gerards Meditations , Thomas de Kempis , St. Augustins Soliloquies , or his Meditations , or the like pious and profiting Books , which they may buy both in English and Latine , and continually bear about in their pockets , to read on at spare times . Their forenoone lessons may be in Aesopes Fables , which is indeed a book of great antiquity and of more solid learning then most men think . For in it many good lectures of morality , which would not ( perhaps ) have been listened to , if they had been delivered in a plain and naked manner , being handsomly made up and vented in an Apologue , do insinuate themselves into every mans minde . And for this reason perhaps it is that I finde it , and Gesta Romanorum which is so generally pleasing to our Countrey people ) to have been printed and bound up both together in Latine , even when the Latine was yet in its drosse . And to let you see what Latine Aesop was there translated into out of Greek by one Romulus , I will give you the first Fable , in his words ; De Gallo & Jaspide . IN sterquilinio quidam pullus gallinatius , dum quaereret escam , invenit margaritam in loco indigno jacentem , quam cum videret jacentem , sic ait ; O bona res , in stercore hic jaces . Si te cupidus invenisset , cum quo gaudio rap●isset , ac in pristinum decoris tui fratum redisses ? Ego frustra te in hoc loco invenio jacentem . Vbi potius mihi escam quaero ; & nec ego tibi prosum , nec tu mihi . Haec Aesopus illis narrat , qui ipsum legunt & non intelligunt . No sooner did the Latine Tongue endeavour to recover its pristine purity , by the help of Erasmus and other eminent men of learning in his time , but the Greek Coppy of Aesop is translated by him and his Contemporaries , every one striving to outstrip another in rendering it into good Latine ; and it is observable , that the Stationers Coppy ( which is generally used in Schooles ) is a meere Rapsodie of some fragments of these several mens Translations ; whence it is that one and the same Fable is sometimes repeated thrice over in several words , and that the stile of the Book is generally too lofty in it self for Children to apprehend on a suddain ; I have for their sakes therefore turned the whole Book , such as I found it , into proper English , answerable to the Latine , and divided both into just periods , marked with figures , that they may more distinctly appear , and be more easily found out for use or imitation ; and though I observed some words and phrases scarce allowable in many places of the book , yet I was loath to make any alteration , except in a few grosse errors , and especially one that quite perverted the sense of the Fable , and appeareth to be a mistake in the Translator from the Greek Coppy , which is thus ; 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 which is well latinized by one thus , Aper & Vulpes . Aper quum cuidam adstaret arbori , dentes accuebat . But the unknown Translator of this Fable ( and the rest that yet passe sub incerto interprete ) reading perhaps 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 in stead of 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 or finding that 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 doth sometimes signifie like an adjective , solitarius , solitudines captans , &c. renders it into pure non-sence , and in other words also differing from the Greek , thus ; Singularis animal , & vulpes . Singularis agrestis , super quadam sedens arbore , dentes acuebat . Which one having lately translated into English verse , with the Picture before it , hath prettily devised a Rhinocerate to stand by a tree , and to whet his teeth against it ; whereas the Latine hath it , super quadam sedens arbore , which is impossible for such an huge beast to do . I have therefore put out the word Singularis , and made it Aper agrestis , according to an ancient Greek Coppy which I have , and I English the clause thus ; Lib 2. Fab. ●3 . A wilde Boar standing by a tree whetted his tushes . This I have noted obiter , to acquaint the more judicious with my reason of altering those words , and to save the lesse experienced , some labour in searching out the meaning of them , seeing they passe yet uncorrected in the Latine Booke . Let them procure Aesops Fables then in English and Latine , and the rather because they will take delight in reading the Tales , and the moral in a Language which they already understand , and will be helped thereby to construe the Latine of themselves . And herein I would have them to take a whole Fable and its moral at one Lesson ( so that it do not exceed six periods ) which they should first read distinctly ; secondly , construe Grammatically , and then render the proper phrases ; thirdly , parse according to the Grammatical order as they construed , and not as the words stand . And then be sure they can decline all the Nounes , and conjugate the Verbs , and give the Rules for the Genders of the one , and the Preterperfect tenses and Supines of the other ; as also for the concordance and construction , either out of the English Rules , or Latine Syntaxe , or both , as they come to have learned them . Let them sometimes write a Fable fair and truly over , according to the printed Book , both in English and Latine , and sometimes translate one , word by word in that order , in which they construed it ; and this will inure them to Orthography . That they may learn to observe and get the true Latine order of placing words , and the purity of expression either in English or Latine style , let them imitate a period or more in a lesson , turning it out of English into Latine , or out of Latine into English , thus ; whereas they read in English . A Cock , as he turned over a dung-hill found a pearl , saying ; why do I finde a thing so bright ? and in Latine , Gallus gallinaceus , dum vertit stercorarium offendit gemmam ; Quid , inquiens , rem sic nitidam reperio ? they may imitate it by this or the like expression ; As a beggar raked in a dunghill , he found a purse , saying ; why do I finde so much money here ? Mendicus , dum vertit stercorarium , offendit crumenam ; quid inquiens , tantum argenti hic reperio ? By thus doing , they may learn to joyne Examples out of their lessons to their Grammar Rules ( which is the most lively and perfect way of teaching them ) and to fetch a Rule out of their Grammar for every Example , using the Grammar to finde Rules , as they do the Dictionary for words , till they be very perfect in them . Their Afternoons Parts may be to construe a Chapter in Janua linguarum , which will instruct them in the Nature , as well as in the Names of things ; and after they have construed , let them try who can tell you the most words , especially of those , that they have not met with , or well observed in reading elsewhere . For Afternoon lessons on Mondayes , and Wednesdayes , let them make use of Mantuanus , which is a Poet both for style and matter , very familiar and gratefull to children , and therefore read in most Schooles . They may read over some of the Eclogues , that are less offensive then the rest , takeing six lines at a lesson , which they should first commit to memory , as they are able . Secondly , Construe . Thirdly , Parse . Then help them to pick out the Phrases and Sentences , which they may commit to a paper-book ; and afterwards resolve the matter of their lessons into an English period or two , which they may turn into proper and elegant Latine , observing the placing of words , according to prose . Thus out of the five first verses in the first Eclogue , Fauste , precor , gelida quando pecus omne sub umbra Ruminat , antiquos paulum recitemus amores . Ne si forte sopor nos occupet ●lla ferarum , Quae modo per segetes tacite insidiantur adultas . Saeviat in pecudes . Melior vigilantia somno . One may make such a period as this ; Shepherds are wont sometimes to talke of their old loves , whilest the cattel chew the cud under the shade ; for fear , if they should fall asleep , some Fox , or Wolf , or such like beast of prey , which either lurk in the thick woods , or lay wait in the grown corn , should fall upon the cattel . And indeed , watching is farre more commendable for a Prince , or Magistrate , then immoderate , or unseasonable sleep . Pastores aliquando , dum pecus sub umbra ruminat , antiquos suos amores recitare solent ; ne , si sopor ipsos occupet , vulpes , aut lupus , aut aliqua ejus generis fera praedabunda , quae vel in densis sylvis latitant , vel per adultas segetes insidiatur , in pecudes saeviat ; Imo enimvero , Principi vel Magistratui vigilantia somno immodico ac intempestivo multo laudabilior est . And this will help to prepare their invention for future exercises , by teaching them to suck the marrow both of words and matter out of all their Authours . The reason why I desire children ( especially those ) of more prompt wits , and better memories , may repeat what they read in Poets by heart ( as I would have them translate into English what they read in Prose ) is , partly because the memory thrives best by being often exercised , so it be not overcharged ; and partly because the roundnesse of the verses helpeth much to the remembrance of them , wherein boyes at once gain the quantity of syllables , and abundance of matter for phansie , and the best choyce of words and phrases , for expression of their minde . On Tuesdayes and Thursdayes in the after-noon ( after they have done with Corderius ) they may read Helvici Colloquia ( which are selected out of those of Erasmus , Ludovicus Vives , and Schottenius ) and after they have construed a Colloquie , and examined some of the hardest Grammar-passages in it , let them all lay aside their books , save one , and let him read the Colloquie out of Latine into English , clause by clause , and let the rest give it him again into Latine , every man saying round as it comes to his turn . And this will make them to mind the words and phrases before hand , and fasten many of them in their memories . Help them afterwards to pick out the phrases , and let them write them ( as they did others ) in a pocket paper-book . Cause them sometimes to imitate a whole Colloquie , or a piece of one ; and let them often strive to make Colloquies amongst themselves , talking two , three , or more together about things familiar to them , and inserting as many words and phrases as they can well remember to be proper for the present , out of any of their Authours ; and these they should shew you fair written , with a note of the page and line , where they borrowed any expression not used before , set down in the Margent of their exercise . And this will make them industriously to labour every day for variety of expressions , and encourage them much to discourse , when they know themselves to be certain in what they say , aud that they can so easily come by Latine , to speak their mindes upon any occasion . But if instead of Mantuan , you think good sometimes to make use of Castalions Dialogues , you may first make them read the history in the Bible by themselves apart , & then hear them construe it Dialogue-wise , pronouncing every sentence as pathetically as may be Afterwards . One may read it in English , and the rest answer him in Latine , clause by clause , as is already mentioned concerning the Colloquies . And to help them somewhat the better to construe of themselves , you may direct them ( according to the golden Rule of construing , commended , and set down at large by industrious Mr. Brinsley , in the 93. and 94. pages of his Grammar Schoole ) to take 1. The Vocative case , and that which dependeth upon it . 2. The Nominative case of the principal verb , and that which dependeth upon it . 3. The Principal verb , and that which serveth to explain it . 4. The Accusative case , and the rest of the cases after it . And herein , cause them to observe , that Interrogatives , Relatives , and Conjunctions , use to go before all other words in construing ; and that the Adjective , and the Substantive , the Adverb , and the Verb , the Preposition , and its casual word , go for the most part together . But be sure to teach them often , to cast the words of a period into their natural or Grammatical order ; according to which , they must construe ; and to know the signification of every word and phrase proper for its place ; and withall , let them have in mind the chief matter , drift , and circumstances of a place , according to the verse . Quis , cui , causa , locus , quo tempore , prima , sequela . Which biddeth one to heed , who speaks , what is spoken , to whom he speaks , upon what occasion , or to what end he speaks ; at what time a thing was done or spoken , what went immediately before , and what followeth next after . And if either the construing be against sense , or Grammar Rule , let them try again another way . To exercise them in something ( besides the getting of Grammar parts ) at home , let them every night turn two verses out of the Proverbs of Solomon into Latine , and write out two verses of the New Testament Grammatically construed ; and let them evermore take heed to spell every word aright , and to marke the Pauses , or notes of distinction in their due places , for by this meanes they will profit more in Orthography , then by all the Rules that can be given them ; and they will mind Etymologie , and Syntaxis , more by their own daily practice , then by ten times repetition without it . On Saturdayes , after they can say the Assemblies Catechisme in English & Latine , you may let them proceed with Perkins six Principles , and when they have repeated as much as they can well by heart , you may cause them to read it out of English into Latine , your self ever & anon suggesting to them the propriety of words and phrases , where they are at a losse , and directing them , after they have once made it Grammatically , to cast it into the artificiall order of Latine style . And then let them go to their places , and write it fair and truly in a little Paper book for the purpose . If out of every Lesson as they passe this little Catechisme , you extract the Doctrinall points , by way of Propositions , and annex the Proofs of Scriptures to them , which are quoted in the Margent , as you see Mr. Perkins hath done in the beginning of the book , and cause your Scholars to write them out all fair and at large , as they finde them in their Bibles ; it will be a profitable way of exercising them on the Lords day , and a good means to improve them in the reall knowledge of Christianity . Now forasmuch as I have observed , that children about nine years of age , and few till then , begin to relish Grammar , so as of themselves to seek into the meaning of Rules , thereby to conceive the reason of Speech ; I now judge it requisite for this form to be made throughly acquainted with the whole body of it . Therefore , after they have gone over the plain Syntaxis , two or three times by morning parts , as is shewed , and have got it pretty well by heart , ( for which I judge three quarters of a year will be time sufficient ) you may let them divide the whole Syntax into 12 parts ; reckoning them according to the severall Heads of it ; thus : The first , De Concordantia Nominativi & verbi , Substantivi & Adjectivi , Relativi , & Antecedentis . The second , de Constructione Substantivorum , & Adjectivorum cum Genitivo . The third , de constructione Adjectivorum cum Dativo , Accusativo , & Ablative . The fourth , de constructione Pronominum . The fifth , de constructione verborum cum Nominativo & Genitivo . The sixth de constructione verborum cum Dativo , & Accusativo . The seventh , de constructione verborum cum Ablativo . The eighth , de Gerundiis & Supinis , & de Tempore & Loco . The ninth , de constructione Impersonalium & Participiorum . The tenth , de constructione Adverbiorum . The eleventh , de constructione Conjunctionum . The twelfth , de constructione Praepositionum , & Interjectionum . All which twelve you may adde to the thirty parts in the Accidents , and Propria quae maribus , &c. and let your Scholars bestow a moneths time together in repeating , and examining the Accidents , and thus farre of the Grammar , ( both for Parts and Lessons ) till they have thorowly made it their own ; and that they may the better conceive how it hangeth together , and what use they are to make of its severall parts , you should often make them run over the Heads of it , and give them an Analysis of their dependency one upon another . After this , they may more understandingly proceed to the Figures of words and construction ; the definitions whereof , and their Examples they need onely get by heart ; and for that purpose do you note them out with a pen , and in explaining of them , give as many examples as may make them fully to apprehend their meaning . But when they have said the Definition of one or more Figures at a part by heart , you may cause them to construe all they finde concerning it ; and to help them in so doing , ( they that are otherwise lesse able ) may make use of Mr. Stockwoods little book of Figura construed . Then let them go on to Prosodia ; for their more easie understanding of which , as they proceed in it : you may tell them the meaning of it in brief , thus ; Prosodia , being the last part of Grammar , teacheth the right pronunciation of words , or the tuning of Syllables in words , as they are pronounced ; and therefore it is divided into a Tone , or Accent , a Spirit , and a Time , whereof a Tone ordereth the tune of the voyce , shewing in what syllables it is to be lifted up , and what to be let down , & in what both to be lifted up , and let down ; So that there are three Tones , a Grave , which is seldome or never made , but in the last syllable of such words as ought to have had an Acute in the last syllable , & that in the contexture of words in this manner ; Nè si forte sopor nos occupet . an Acute , which is often used to difference some words from others , as uná , together , seduló , diligently , remain acuted at the end of a Speech , and in continuation of speech have their acute accents turned into a Grave , to make them differ from una , one , and sedulo , diligent . A Circumflex which is often marked to denote a lost syllable , as amârunt , for amaverunt . A spirit ordereth the breath in uttering syllables , shewing where it is to be let out softly , and where sharply ; as , in ara an Altar , and hara a swine coate . The milde Spirit is not marked , but the weak letter n being used as a note of aspiration only , and not reckoned as a Consonant , serveth to expresse the sharp Spirit . There are three Rules of Accents , which are changed by Difference , Transposition , Attraction , Concision , and Idiome . Time sheweth the measure , how long while a syllable is to be in pronouncing , not at all regarding the Tone . A long syllable is to be a longer while , and a short , a shorter while in pronouncing . Of long and short syllables , put together orderly , feet are made , and of feet , verses . 4. Now to know when a syllable is long or short , there are Rules concerning the first , the middle and last syllables , so that if one minde in what part of a word the syllable stands , he may easily finde the Rule of its quantity . The summe of Prosodia being thus hinted to them , they may get it by heart at morning Parts ; & if they cannot construe it well by themselves , they may be helped by a little book made by Barnaby Hampton , called Prosodia construed . But be sure that they can read you every part into English , and tell you the true meaning of it . Your own frequent examination will be the best way to know whether they understand it or not . And to prepare them for the practice of it in making verses , I would first let them use it in learning to scan and prove Hexamiter verses onely , out of Cato , or Mantuan , or such Authours as they have read , thus ; 1. Let them write a verse out , and divide into its just feet , giving a dash or stroke betwixt every one ; and let them tell you what feet they are , and of what syllables they consist ; and why they stand in such or such a place ; as , Si Deus-est ani-mus no-bis ut-carmina-dicunt . Hic tibi-praecipu-è sit-pura-mente co-lendus . 2. Let them set the mark of the Time or Quantity over every syllable in every foot , and give you the reason ( according to the Rules ) why it is there noted long , or short ; as , Sī Dĕŭs ēst ănĭ-mūs nō bī , ūt-cārmĭnă-dī cūnt . Hīc tĭbĭ-praēcĭipŭ-ē sīt-pūi-mēntĕ cŏ-lēndŭs . Let them now divide Figura and Prosodia into six parts ; The first , de Figuris Dictionis , & Constructionis . The second , de Tonis & Spiritibus . The third , de Carm num ratioue ▪ & generibus . The fourth , de quantitate primarum syllabarum . The fifth , de mediis syllabis . And the sixth , de ultimis syllabis ; which they may adde to the forty two parts afore mentioned , and keep by constant repetition of one of them every day , till they can say them all very well by heart , and give a perfect account of any thing in them . Then let them begin the Accidents , and go thorow it , and the whole Latine Grammar at twelve parts , onely construing and giving an account of the by-Rules , but saying all the rest by heart ; so that the first part may be The Introduction . The second , The Construction of the eight parts of Speech . The third Orthographia . The fourth , Etymologia , so farre as concerns the Species , Figure , Number , Case , and Gender of Nounes . The fifth , concerning the Declensions ( including Quae genus ) and the comparison of Nounes . The sixth , concerning a Pronoun and a Verb. The seventh , concerning a Participle , an Adverb , a Conjunction , a Praeposition , and an Interjection . The eighth , Syntaxis , so far as concerns the Concords , and the Construction of Nounes . The ninth , concerning the construction of Verbs . The tenth , concerning the Construction of Participles , Adverbs , Conjunctions , Praepositions and Interjections . The eleventh concerning Figures , Tones , and Spirits . The twelfth , concerning the manner of Verses , and the quantity of Syllables . Now in repeating these parts , I do not enjoyn that onely one boy should say all , though I would have every one well prepared to do so ; but that one should say one piece , and another another , as you please to appoint either orderly throughout the Form , or picking out here and there a boy at your own discretion . According to this division , the whole Accidents and Grammar may be run over once in a moneths space , and continued in the upper Formes , by repeating one part onely , and constantly in a week , so as it may never be forgotten at the Schoole . This Form in short , is to be employed about three quarters of a year . 1. In reading four or six verses out of the Latine Testament every morning , immediately after Prayers . 2. In repeating Syntaxis on Mondayes , Tuesdayes , and Wednesdayes , and the Accidents , and Propria quae maribus , &c. on Thursdayes for morning parts . 3. In Aesops Fables for fore-noone Lessons . 4. In Janua Linguarum for After-noone Parts . 5. In Mantuan for Afternoons Lessons on Mondayes and Wednesdayes ; and in Helvicus's Colloquies on Tuesdayes , and Thursdayes . 6. In the Assemblies Latine Catechisme , on Saturdayes for Lessons . 7. In translating every night two verses out of the Proverbs into Latine , and two out of the Latine Testament into English , which ( with other dictated Exercises ) are to be corrected on Fridayes , after repetitions ended , and shewed fair written on Saturday mornings ; but , because their wits are now ripened for the better understanding of Grammar , and it is necessary for them to be made wholly acquainted with it , before they proceed to the exact reading of Authors , and making Schoole-exercises , I would have them spend one quarter of a yeare , chiefly in getting Figura , and Prosodia , and making daily repetition of the whole Accidents and Common-Grammar . So that this third year will be well bestowed in teaching children of betwixt nine and ten yeares of age the whole Grammar , and the right use of it in a method answerable to their capacities , and not much differing from the common rode of teaching . CHAP. V. How to try children to the utmost , whether they be well grounded in the Grammar ; and how to go more expeditiously to work in Teaching the Latine Tongue , to those that are at years of discretion . IT is an ordinary course in most of our Grammar-Schooles , for the Vsher to turn over his Scholars to the higher Master , after they have gone through the Grammar , and ( with some ) been exercised in construing and parsing here and there a piece of the forementioned lower Authours , and in turning English Sentences or dictates into Latine ; but oft-times it cometh to passe , that partly through the Ushers want of skill or care to insist upon those things chiefly , and most frequently , which are the most necessary to be kept in minde , and partly through childrens want of heed , who are apt to huddle over all Parts and Lessons alike , not observing what use they are to make of any one in particular , more then other ; there is no sure foundation laid for the Master to build safely upon , which causeth him ( if he be not very discreet ) to cast off many boyes as unfit by him to be further wrought upon , or continually to fret , and grieve himself to see his Scholars so often mistake themselves in any Taske or Exercise that he setteth them about . And the poor children , being all this while sensible of their own imperfectness in the first Grounds , are daunted to see their Master so often angry with them , and that they are no better able to perform their work to his better satisfaction , which they would gladly do , if they did but a little understand how to go about it . Some also preconceiting a greater difficulty to be in learning , then they have hitherto met withall , and not knowing how to encounter it , become utterly discouraged with the thoughts of a new change , and chuse rather to sorsake the School , then proceed to obtain the Crown of their by-past labours ; I mean the sweetness of learning , which they are now to gain under the Master ; For after children are once well grounded by the Vsher , they will go on with ease & cheerfulness under the Master , delighting to read pure Language , and variety of matter in choyce Authours , and to excercise their wits in curious phansies : and it will be an extraordinary comfort to the Master , to see his Scholars able to run on of themselves , if he but once show them the way to perform any Task that he propoundeth to them . It is necessary therefore for the Master , before he take Scholars to his onely charge , to see first , that they understand the Rudiments , or Grounds of Grammar , and then the whole Grammar it self , and that they can thorowly practise them ; but especially , to help those in the understanding and exercise thereof , that by reason of sickness , or the like accident have bin oftner absent , or that have not been so long at the School as their fellowes , or who by reason of their age or stature , will quickly think it a shame to be left under the Usher behinde the rest . Now to try whether a childe be well grounded or not , this course may be taken ; 1. Let him take some easie Fable in Aesop , or any other piece of familiar Latine , and let him construe it of himself according to the directions given in my Grounds of Grammar , l. 2. c. 13. 2. Then let him write down the English alone , leaving a large space betwixt every line , wherein he should afterwards write the Latine words answerable to the English ; ex gr . De sene vocante mortem . Of an old man calling Death . An old-man , carrying a bundle of sticks upon his shoulders , out of a Forest , when he was weary with the long way , called death , the bundle being laid down on the ground . Behold ! death cometh , and asketh the cause why he had called him ; Thē the old mā saith , that thou mightest lay this bundle of sticks upon my shoulders . 3. Let him next tell you what part of speech every word is as well English as Latine , and write them down ( as I have also shewed formerly ) under so many figures , joyning the English signes to the words to which they belong ; beginning to reckon , and pick up first all the Nouns , and then the rest orderly , after this manner . 1. Senex an old man. Fascem a bundle . Lignorum of sticks . Humeros shoulders . Nemore a forest . Longa long . Via a way . Mortem death : Fasce the bundle . Humi on the ground . Mors death . Causam the cause . 2. Quidam an or one : Se him Hunc this . 3. Defessus esset , was weary . Vocavit , called . Advenit cometh . Vocaverat , had called . Rogat , asketh . Imponeres thou mightest lay . Ait saith . 4. Portans carrying . Deposito being laid . 5. Cùm when . Ecce behold . Tunc then 6. Que and. Quamobrem wherefore . Vt that . 7. Super upon . Ex out of . 4. Let him decline any one or more Nounes , and Conjugate any one or all the Verbs throughout ; and then write them down at large , according to what I have formerly directed , and is practised in part in Merchant-Tailors Schoole , as is to be seen in the Probation Book lately printed by my noble friend , and most actively able Schoole-master , Mr. W. Dugard ; onely I would have him joyne the English together with the Latine . 5. Let him give the Analysis of any word first at large by way of question and answer , and then summe it up in short , as to say , or write it down thus ; The Analysis of a Noun Substantive . What part of Speech is Lignorum of sticks . Lignorum of sticks , is a Noun . Why is lignorum a Noun ? Because lignum a stick is the name of a thing that may be seen . Whether is lignorum a noun Substantive , or a noun Adjective ? Lignorum is a noun Substantive , because it can stand by it self in signification , and requireth not another word to be joyned with it , to shew its signification . Whether is lignorum a noun Substantive proper , or a noun Substantive common . Lignorum is a noun Substantive common , because it is common to more sticks then one . Of what number is lignorum ? Lignorum is of the plurall number , because it speaketh of more then one . Of what case is lignorum ? Lignorum of sticks , is of the Genitive case , because it hath the token of , and answereth to the question whereof , or of what ? Of what Gender is lignorum ? Lignorum is of the Neuter Gender , because it is declined with this Article Hoc . Why is lignorum declined with this Article Hoc ? Because all nounes in um , are Neuters , according to the Rule in Propria quae maribus , Omne quod exit in um , &c. or Et quod in on vel in um fiunt . &c. Of what Declension is lignorum ? Lignorum is of the second Declension , because its Genitive case singular endeth in i. How is lignorum declined ? Lignorum is declined like regnorum ; thus . Sing Nom. Hoc lignum , Gen. hujus ligni , &c. Lignorum is a noun Substantive common , of the Plurall number , Genitive case , Neuter Gender , and second Declension , like Regnorum . The Analysis of a Noun Adjective . What Part of Speech is Longâ long ? Longâ is a Noun . Why is longâ a Noun ? Because it is the name of a thing that may be understood . Whether is longâ a noun Substantive , or a noun Adjective ? Longâ is a noun Adjective , because it cannot stand by it self in signification , but requireth to be joyned with another word , as , longâ viâ , with the long way . Of what number is longâ ? Longâ is of the singular number , because its Substantive vià is of the singular number . Of what case is longâ ? Longâ is of the Ablative case , because its Substantive viâ is of the Ablative case . Of what Gender is longâ ? Longâ is of the Feminine Gender , because its Substantive viâ is of the Feminine Gender . Of what Declension is Longâ ? Longâ is of the first Declension . How is longâ declined ? Longâ is declined like Bonâ . Sing . Nom. Longus , a , um . By what Rule can you tell that longâ is of the Feminine Gender ? By the Rule of the Genders of Adjectives , At si tres variant voces , &c. Longâ is a noun Ajective , of the singular number , Ablative case , and Feminine Gender , declined like Bonâ . The Analysis of a Pronoun . What part of Speech is Se him . Se is a Pronoun , because it is like to a noun , or put insted of the noun mortem , death . What kinde of Pronoun is se ; ▪ Se is a Pronoun Primitive , because it is not derived of another . Of what number is se ? Se it of the singular number , because it speaketh but of one . Of what case is se . Se is of the Accusative case , because it followeth a verb , and answereth to the Question whom ? Of what Gender is se ? Se is of the Feminine Gender , because the noun mortem , that it is put for , is of the Feminine Gender . Of what Declension is se ? Se is of the first declension of Pronounces , and it is thus declined . Sing . & Plur. Nom caret . Gen. sui , &c. Of what person is se ? Se is of the third person , because it s spoken of : Se is a Pronoun Primitive , of the Singlur number , the Accusative case , Feminine Gender , first declension , and third person . The Analysts of a Verb. What part of Speech is imponeres , thou mightest lay upon ? Imponeres is a verb , because it signifyeth to do . What kinde of verb is imponeres ? Imponeres is a verb Personal , because it hath three persons . What kinde of verb Personal is imponeres ? Imponeres is a verb Personal Active , because it endeth in o , and betokeneth to do , and by putting to r it may be a Passive . Of what Mood is imponeres ? Imponeres is of the Subjunctive Mood , because it hath a Conjunction joyned with it , and dependeth upon another verb going before it . Of what tense is imponeres ? Imponeres , is of the Preterimperfect tense , because it speaketh of the time not perfectly past . Of what number ▪ is imponeres ? Imponeres , is of the singular number because its nominative case is of the singular number . Of what person is imponeres ? Impnoeres is of the second person , because its nominative case is of the second person . Of what Conjugation is imponeres ? Imponeres is of the third Conjugation , like legeres , because it hath e short before re and ris . How do you conjugate imponeres ? Impono , imponis , imposui , imponere ; imponendi , imponendo , imponendum ; impostum , impositu ; imponens , impositurus . Why doth impono make imposui ? Because Praeteritum dat idem , &c. Why doth imposui make impositum ? Because Compositum ut simplex formatur , &c. Imponeres is a verb Personal Active , of the Subjunctive Mood , Preterimperfect tense , Singular number , Second Person , and third Conjugation , like legeres . The Analysis of a Participle . What part of Speech is Deposito , being laid down ? Deposito is a Participle , derived of the verb Depono to lay down . Of what number is deposito ? Deposito , is of the Singular number , because its Substantive fasce is of the Singular number . Of what Gender is deposito ? Deposito is of the Masculine Gender , because its Substantive fasce is of the Mascuculine Gender . By what Rule can you tell that deposito is of the Masculine Gender ? At si tres variant voces , &c. Of what case is deposito ? Deposito is of the Ablative case , because its Substantive fasce is of the Ablative case . How is deposito declined ? Like Bonus a Noun Adjective , of three diverse endings ; Sing . Nom. Depositus , deposita , depositum . Of what Tense is Deposito ? Of the Preter tense , because it hath its English , ending in d , and its Latine in tus . How is depositus formed ? Of the latter Supine Depositu , by putting to s. Deposito is a Participle , of the Singular number , Masculine Gender , Ablative case , and is declined like Bonus , being of the Preter tense , and formed of the Later Supine , of the verb Depone . The Analysis of an Adverb . What part of Speech is Cùm when ? Cùm is an Adverb , because it is joyned to the verb defessus esset , to declare its signification . What siginification hath Cùm ? Cùm hath the signification of Time. But why is not Cùm a Preposition in this place ? Because it hath not a casuall word to serve unto . Cùm is an Adverb of time . The Analysis of a Conjunction . What part of Speech is que and ? Que is a Conjugation , because it joyneth words together . What kinde of Conjunction is que ? Que is a Conjunction Copulative , because it coupleth both the words and sense . Que is a Conjunction Copulative . The Analysis of a Praeposition . What Part of Speech is ex out of ? Ex is a Praeposition , because it is set before another part of Speech in Apposition , as ex nemore out of a Forest . What case doth ex serve to ? Ex serveth to the Ablative case . Ex is a Preposition serving to the Ablative case . 6. Having thus tried your young Scholar , how he understandeth the Introduction or first part of his Accidents , ( for whom , if you finde him expert therein , one example may serve , but if not , you may yet make use of more , untill he can perfectly and readily give you an account of any word ) you may further make triall , how he understandeth the Rules of Concordance , and construction in the second part of the Accidents , by causing him to apply the Rules to every word , as he meeteth with it in the Grammatical order , thus ; Quidam is of the Nominative case , Singular number , and Masculine Gender , and agreeth with its Substantive Senex , because the Adjective , whether it be a Noun , Pronoun , or Participle , agreeth with its Substantive , &c. Senex is the Nominative case coming before vocavit , ( which is the Principal verb ) because the word that answereth to the question who , or what ? shall be the Nominative case to the verb , and shall be set before the verb. Portans is of the Nominative case , Singular number , and Masculine Gender , and agreeth with its Substanlive senex , because the Adjective , whether it be a Noun , &c. Fascem is of the Accusative case governed of Portans , because Participles govern such cases , &c. Lignorum is of the Genitive case , governed of fascem , because when two Substantives come together , &c. Super is a Preposition , which serveth to both the Accusative and the Ablative case ; but here it serveth to the Accusative . Humeros is of the Accusative case , governed of the Preposition super . Ex is a Preposition , which serveth to an Ablative case . Nemore is of the Ablative case , governed of the Preposition ex . Cùm is an Adverb of Time. Defessus esset is of the Singular number , and third person , and agreeth with its Nominative case ill● understood , because , A verb Personal agreeth with , &c. Longâ is of the Ablative case , Singular number , and Feminine Gender , and agreeth with its Substantive viâ , because the Adjective whether it be , &c. Viâ is of the Ablative case governed of defessus esset , because All verbs require an Ablative case of the instrument , &c. Vocavit is of the singular number , and third person , and agreeth with its Nominative case senex , because A verb Personal , &c. Mortem is of the Accusative case , and followeth the verb vocavit , because verbs transitives are all such , &c. Fasce is of the Ablative case absolute , because a Noun or Pronoun Substantive joyned with a Participle , &c. Deposito is of the Ablative case , Singular number , and Masculine Gender , and agreeth with its Substantive fasce , because The Adjective whether it be , &c. Humi is of the Genitive case , because These Nouns Humi , domi , &c. Ecce is an Adverb of shewing . Mors is the Nominative case coming before the verb advent , because The word that answereth to the question who or what ? &c. Advenit is of the singular number and third person , and agreeth with its Nominative case mors , because A verb Personal , &c. Que is a Conjunction Copulative . Rogat is of the Indicative Mood , and Present tense , because Conjunctions Copulatives and Disjunctives most commonly , &c. Causam is of the Accusative case , and followeth the verb rogat , because verbs Transitives are all such , &c. Quamobrem is an Adverb of asking . Vocaverat is of the singular number , and third person , and agreeth with its Nominative case ille understood , because A verb Personal agreeth , &c. Se is of the Accusative case , and followeth the verb vocaverat , because verbs Transitives are all such , &c. Tunc is an Adverb of Time. Senex is the Nominative case coming before the verb ait , because the word that answereth to the question who or what ? &c Ait is of the singular number , and the third person , and agreeth with its Nominative case senex , because a Verb Personal , &c. Vt is a Conjunction causal Imponeres is of the Singular number , and second person , and agreeth with its Nominative case tu understood , because A verb Personal , &c. Hunc is of the Accusative case , Singular number , and Masculine Gender , and agreeth with its Substantive fascem , because the Adjective whether it be , &c. Fascem is of the Accusative case , and followeth the verb imponeres , because verbs Transitives , &c. Lignorum is of the Genitive case governed of fascem , because When two Substantives , &c. Super is a Preposition , which here serveth to an Accusative case . Humeros is of the Accusative case , because super is a Preposition serving to an Accusative case . 7. Try him yet a little further , by causing him to turn an English into Latin in imitation of this Fable , and to observe the Artificial order in placing all the words , ex . gr . A woman bearing a basket of plums upon her head out of a garden , when she was weary with the heavie burden , sate down , having set her basket upon a bulke . Behold ! a boy came to her , and asked her , if she would give him any plums . Then the woman said ; I will give thee a few , if thou wilt help me to set this basket upon my head . Quaedam mulier prunorum calathum super caput ex horto portans , cum gravi onere defessa esset , calatho super scamnum posito , desedit . Ecce ! Puer advenit , numque daret sibi pruna rogavit . Tunc mulier pauca tibi dabo , siquidem opem mihi feres , ut hunc calathum super caput meum imponam , ait . When you have found a childe sufficiently expert in the Rudiments , go on also to try how far he understandeth the whole Art of Grammar by this or the like Praxis . 1. Let him take a piece of one of Castalions Dialogues , or the like easie piece of Latine , and write it down according to his book , but as he writeth it , let him divide every word of more syllables , according to the Rules of right spelling , and give you an account of every letter , and syllable , and note of distinction , according to the Rules of Orthography , and of every Accent that he meeteth withall , as also of the Spirits and Quantities of Syllables , according to the Rules in Prosodia , ex . gr . Serpens . Eva. S. Cur ve-tu-it vos De-us ve-sci ex o-mni-bus ar-bo-ribus po-ma-ri-i ? E. Li-cet no-bis ve-sci fru-cti-bus ar-bo-rum po-ma-ri-i ; tan-tum De-us no-bis in-ter-di-xit e-a ar-bo-re , quae est in me-di-o po-ma-ri-o , ne ve-sce-re-mur fru-ctu e-jus , ne-ve e-ti-am at-tin-ge-re-mus , ni-si vel-le-mus mo-ri . S. Ne-qua-quam mo-ri-e-mi-ni pro-pte-re-a , sed scit De-us , si com-e-de-ri-tis de e-o , tum o-cu-los vo-bis a-per-tum i-ri , at-que i-ta vos fo-re tan-quam De-os , sci-en-tes boni , at-que ma-li . I-ta pla-ne vi-de-tur , & fru-ctus i-pse est pul-cer sa-nè vi-su : ne-sci-o an sit i-ta dul-cis gu-sta-tu ; ve-run-ta-men ex-pe-ri-ar . Now if you ask him , why he writeth Serpens , Eva , Cur , Deus Nequaquam , and Ita with great letters , and all the other words with little letters ; he can tell you ( if he ever learned or minded his Rules ) that Proper names , beginnings of Sentences , and words more eminent then others , are to begin with a great letter , and in other places small letters are to be used . If you ask him , why he spelleth ve-tu-it and not vet-u-it , he will say , because a consonant set betwixt two vowels , belongeth to the latter . If you ask him why he spelleth ve-sci , and not ▪ ves-ci ; he will answer you , because consonants which can be joyned in the beginning of a word must not be parted in the middle of it . If you ask him why he spelleth ar-bo-ri-bus , and not a-rbo-ri-bus , he will tell you , because consonants which cannot be joyned in the beginning of a word , must be parted in the middle of it . If you ask him why he spelleth vel-le-mus , and not ve-llemus , nor vell-emus , he will tell you , because if a consonant be doubled , the first belongeth to the fore-going , and the latter to the following syllable . If you ask him why he spelleth com-e-de-ri-tis , and not co-me-de-ri-tis , he will tell you because in words compounded , every part must be separated from another ; and if you again ask him concerning the same syllable , why it is com and not con , seeing the verb is compounded of con and edo ; he will answer you , because in words compounded with a Preposition , we must respect the ear , and good sound . Likewise if you proceed to examine him touching the notes of distinction , why one is made , and not another ; he will tell you , that a Comma ( , ) distinguisheth the shorter parts of a sentence , and stayeth the breath but a little while in reading ; that a Colon ( : ) divideth a Period in the middle , and holdeth the breath somewhat long ; that a Semicolon ( ; ) stayeth the breath longer then a comma , but not so long as a Colon ; that a Period ( . ) is made at the end of a perfect sentence , where one may give over reading , if he will ; and that an Interrogation ( ? ) denoteth that there is a question to be asked . If you examine him touching the Accents , why there is a grave Accent in tantùm , he will tell you , it is to make it being an adverb , to differ from a noun ; and that because of contexture of words , the accent which ought to have been an acute , is turned into a grave . If you ask him , why there is a circumflex accent in eâ , he will tell you , it is to denote that eâ , is of the Ablative case singular , which hath â long . And if you ask him why ne've hath an acute accent ; he will tell you that ne ' hath changed its grave accent into an accute , because the Participle ve hath inclined its own accent into it . If you ask him why omnibus arboribus are not sharply uttered ; he will tell you , because they do not begin with h , which is the note or letter of Asperation . He will quickly shew you whether he understandeth his Rules touching the Quantities of Syllables , or not , by writing out a sentence or two , and marking the syllables of every word , in this manner ; Cūr vĕŭuit vōs Dĕūus vēscī ēx ōmnĭbŭs ārbŏrĭbūs pōmāĭī ? lĭcēt nōbīs vēscī frūctĭbŭs ārbŏrūm pōmārĭī tāntūm Dĕūs nōbī , ĭintērdīxĭt ĕā ā bō●ĕ , qūae ēst īn mĕdĭō pōmārĭō , nē vescĕ ēmūr f●ūctu ēūs , nēvĕ ĕtĭam ātrīngĕ ēmūs , nĭ●ĭ vēllēmus mŏri . 2. Let him cast the words of his Authour into the Grammatical order , and analyse every one of them exactly according to Etymology , and Syntaxis which is the usuall way of parsing ) after this manner . Cur Deus vetuit vos vesci ex omnibus arboribus pomarii ? licet nobis vesci fructibus arborum pomarii ; tantùm Deus interdixit nobis eâ arbore , quae est in medio pomario , ne vesceremur fructu ejus , ne've etiam attingeremus , nisi vellemus mori . Cur is an Adverb of asking . Deus is a Noun Substantive Common , of the Singular number , Nominative case , Masculine Gender ( because Mascula in er , &c. ) of the second Declension , Sing . Nom. hic Deus , Gen. hujus Dei. &c. It maketh its Vocative case o Deus , and wa●teth the Plural number , because Deus verus caret plurali . It cometh before the verb vetuit . Vetuit is a verb personal neuter , of the Indicative mood , Preterperfect tense , singular number , and third person , because it agreeth with its Nominave case Deus , by the Rule Verbum Personale cohaeret , &c. It is of the first Conjugation , Veto , vetas , vetui ; ( veto quod vetui dat ) vetare ; vetandi , vetando , vetandum , vetitum , vetitu ; ( Quod dat ui dat itum ) vetans vetiturus . Vos is a Pronoun Primitive , of the Plurall number , the Accusative case , the Masculine Gender , and the first Declension . Sing . Nom Tu , Gen. tui , &c. It hath the Vocative case , Et Praenomina praeter &c. It is the Accusative case after vetuit , because verba Transitiva , &c. Vesci is a verb Deponent like legi . Vescor , vesceris , vel vescere , pastus sum vel fui , vesci pastus vescendus ; because Sic Poscunt vescor , medeor , &c. It is of the Infinitive mood , and Present Tense , without number and Person , and is governed of v●tuit , because Q●ibusdam tum verbis , &c. Ex is a Preposition serving to the Ablative case . Omnibus is a Noun Adjective of three Articles , like Tristibus Hic , & haec omnis , & hoc omne , because sub geminâ , &c. It is of the plural number , the Ablagive case , and Feminine Gender , and agreeth with its Substantive Arboribus , because Adjectivum cum Substantivo , &c. Arboribus is a Noun Substantive Common , like Lapidibus , Sing . Nom. haec Arbor , Gen. hujus arboris , &c. Grando , fides , &c. It is of the Ablative case , Singular number , Feminine Gender , and third Declension , governed of ex the Preposition , which requireth an Ablative case . Pomarii is a Noun Substantive Common , like Regni . Sing . Nom. hoc Pomarium , Gen. hujus pomarii , &c. Omne quod exit in um , &c. It is of the Singular number , the Genitive case , the Neuter Gender , and second Declension , and is governed of the Substantive Arboribus , because Quum duo Substantiva , &c. Licet is a verb Impersonal declined in the third person singular only , Licet , licebat , licuit & licitum est , &c. Et licet adde , Quod licuit , licitum . It is of the Indicative mood , Present tense , singular number , and third Person , and hath no Nominative case , because Impersonalia praecedentem , &c. Nobis is a Pronoun Primitive , of the Plural number , Dative case , Masculine Gender , and first Declension . Sing . Nom. Ego , Gen. mei , It wants the Vocative case , because Et Pronomina , &c. and is governed of licet , because In Dativum feruntur , &c. Vesci , ut supra . Fructibus is a Noun Substantive Common , like manibus . Sing . Nom. hic Fructus , Gen. hujus Fructus , &c. Mascul● in er , &c. It is of the Ablative case , Plural number , Masculine Gender , and fourth Declension , governed of vesci , because Fungor , fruor , utor , &c. Arborum ut supra in Arboribus , It is of the Genitive case plural , governed of fructibus , because Quum duo Substantiva , &c. Pomarii ut suprá . Tantùm is an Adverb of quantity , made of an Adjective of the Neuter Gender , because Aliquando neutra Adjectiva , &c ▪ Deus ut suprá , but here it cometh before the verb interdixit . Interdixit is a verb Personal Active , compounded of inter and dico , conjugated like legit , Interdico , is , xi , because Pr●teritum dat idem , &c. interdixi , interdictum , because Compositum ut simplex , &c. It is of the Indicative mood , Preterperfect tense , Singular number , and third person , and agreeth with its Nominative case , Deus , because Verbum Personale , &c. Nobis , ut suprá , but here it is the Dative case governed of interdixit , because Dativum postulant , &c. Eâ is a Pronoun Primitive of the second Declension , Sing . Nom is , ea , id . Gen , ejus , &c. It is of the Singular number , Ablative case , and Feminine Gender , and agreeth with its Substantive arbore , because Ad eundem modum , &c. Arbore ut suprá , but here it is the Ablative case singular governed of interdixit , which verb doth often govern a Dative case with an Ablative , though we have no expresse Rule for it in our Grammar . Quae is a Pronoun Relative , of the second Declension . Sing . Nom. Qui , quae , quod . Gen. cujus , &c. It is of the singular number , Femine Gender , and third Person , and agreeth therein with its Antecedent arbore , because Relativum cum Antecedente , &c. It is of the Nominative case , and cometh before the verb est , because Q●oties nullus Nominativus , &c. Est is a verb Personal neuter Substantive , having a proper manner of declining , Sum , es , fui , &c. because , Et à fuo sum fui . It is of the Indicative mood Present tense , singular number , and third person , and agreeth with its Nominative case Quae , because Verbum Personale , &c. In is a Praeposition serving to the Ablative case . Medio is a Noun Adjective of three terminations , like Bono ; Sing . Nom Medius , media , medium , &c. At si tres variant voces , &c. It is of the Ablative case , Neuter Gender , and Singular number , and agreeth with its Substantive , Pomario because Adjectivum cum Substantivo . Pomario ut suprá , but here it is of the Ablative case , because in is a Preposition serving to the Ablative case . Ne is an Adverb of forbidding , and governeth a Subjunctive mood . Ne prohibendi , &c ▪ Vesceremur , ●t suprá in vesci ; but here it is of the Subjunctive mood , preterimperfect tense , plural number , and first person , like legeremur , and agreeth with its nominative case nos , which is not expressed , because Nontinativus primae vel secundae personae , &c. Fructu , ut suprá ; but here it is of the Ablative case singular , governed of vesce rem●r , because Fungor , fruor , &c. Ejus , ut suprà in eâ ; but here it is of the Genitive case singular , and Feminine Gender , governed of fructu , because Quum duo Substantiva , &c. Here note that ejus is a Relative , and agreeeth with its Antecedent Arboris , understood . Ne've consisteth of two words , whereof ne is an Adverb of forbidding , and ve is an inclinative conjunction . Etiam is a Conjunction copulative . Attingeremus is a verb Personal Active , like legeremus It is compounded of Ad and tango , and maketh at for ad for better sound sake , and tingo for tango , because Haec habeo , lateo , &c. It maketh the Preterperfect tense attigi and not attetigi because Sed syllaba semper &c. and the Supines attactum , attactu , because Compopositum ut simplex , &c. It is of the Subjunctive mood , Preterimperfect tense , plural number , and first person , and agreeeth with its Nominative case nos , which is understood , because Nominativus primae vel secundae person●● , &c. Nisi is a Conjunction exceptive , and serveth to a Subjunctive mood , Ni , nisi , si , siquidem , &c. Vell●mus is a verb Personal neuter irregular , Volo , vis , volui , because lo fit , ui , &c. Supinis care● , because , Psallo , volo , nolo , &c. It is of the Subjunctive mood , Preterimperfect tense , plural number , and first person , and agreeth with its Nominative case nos , which is understood , because Nominativus primae , &c. Mori is a verb Personal Deponent of the third Conjugation , like legi . Morior , moreris vel morere , mortuus sum vel fui , ( moriórque mortuus ) mori , moriens , mortuus , moriturus . It is of the Infinitive mood , having neither number , nor person , nor nominative case , and is governed of Vellemus , because Quibusdam tum verbis , &c. Thus let every particular boy in a form , practise a while by himself upon a several piece of Latine , and it will shew you plainly what he is able to do , and make that the most negligent and heedlesse amongst them , shall know how to make perfect use of his whole Grammar , though ( perhaps ) for all you could do to him , he never heeded it before . What I have hitherto mentioned touching the well gounding of children , hath chiefly respect unto Lilies Grammar , which is yet constantly made use of in most Schools in England ; and from which I think it not good for any Master to decline , either in a private or publique course of Teaching , for these reasons following . 1 ▪ Because no man can be assured , that either his Scholars will stick to him , or that he shall continue with them , till he have perfectly trained them up by another Grammar . 2 Because , if children be made to change their Grammars , as often as they use to change their Masters ( especially in a place where many Schooles are ) they will be like those that runne from room to room in a Labyrinth , who know not whether they go backward or forward , nor which way to take towards the door ; I mean , they may be long conversant in Grammar books , and never understand the Art it self . 3. Because I have known many , and those men of excellent abilities for Grammar-learning , who having endeavored to proceed by an easier way , then Lilies is , have been quite decried by the generality of them that hold to the Common-Grammar , and have had much adoe to bear up the credit of their School , though their Scholars have been found to make very good Proficiency , and more then others . 4. Because , when a Master hath grounded a Scholar never so well , if he ( in hopes of an exhibition or Scholarship , or other preferment to be had ) be removed from him to one of our greater Schooles , he shall be made pro formâ , to get Lilies Grammar by heart , and to neglect what he hath formerly learned , as unnecessary and uselesse . 5. Because children in their tender age are generally like leaking vessels , and no sooner do they receive any instructions of Grammar , but they forget them as quickly , till by frequent repetitions and examinations , they be rev●ted into them , and by assiduity of long practice brought to an habit , which cannot be bred in them under two or three yeares time ; in which space they may be as well habituated and perfected by Lilies Grammar as any other , according to the Plat-form of teaching it , which I have already shewed , and by means of those helps which I have published for the better explication of some parts of it . Yet I do not deny , but a far easier way may be taken to teach children ; First the grounds and Rudiments , and afterwards the whole Systeme of Grammar , then that which is generally now in use according to Lilie , whom after I had observed many eminent School-masters ( who have published Grammars of their own ) to condemn of many Tautologies , defects , and errours ; and withall , to endevour to retain the substance of his Grammar , I essayed my self to see what might be done in that kinde , with an especiall eye upon the slender capacities of children , with whom I had to do . And after triall made , that such instruments would forward my work , I was bold to publish first An easie entrance to the Latine tongue , and then The Latine Grammar fitted for the use of Schooles , which , how I have for sundry yeares taught , together with Lilies Grammar , I shall now briefly declare . 1. As children are going over the Accidents , and that part of the Grammar , which concerneth the Genders of nouns , and the Preterperfect tense , and Supines of verbs , I make them one day to peruse that part of the Grounds of Grammar , which concerneth the eight parts of Speech severally handled , and another day to read that which concerneth their construction , and every Saturday morning to run over their examination , which being but a Task of about half an hour , doth exceedingly help their understanding and memory in getting their every dayes parts , and keeping them in minde ; especially if they be made sometimes to look upon their Synopsis's , and thereby to take notice how handsomely and orderly the Rules hang together . 2. Likewise , as children proceed in Lilies Grammar ( which commonly is but very slowly , because it being all in Latine is hard to be understood , and being somewhat long in learning , boyes are apt to forget one end of it , before they can come to another ) I cause them to make use of the Latine Grammar , which I fitted to the use of Schooles together with it . This I usually divide into twelve or sixteen parts , ( letting the Appendix alone till they understand all the rest ) in reading of which I cause them to spend half an hour for the most part every day , and by comparing what they read with that in Lilies Grammar , I make them to observe how what they learn in Lily , ought rightly to be placed , according to the true method of Grammar Art , which they see analysed in the Synopsis . They may first read it over in English only , and then in Latine and English together , and afterwards only in Latine . And because frequent examination is a main expedient to fasten what is taught , I cause them every Saturday morning , to make use of Examinatio Latinae Grammaticae , ( which is now lately printed ) and let one boy ask the questions out of the Book , and the rest answer him orderly out of the Grammars in their hands . And this I finde , that a natural and clear method of teaching Grammar , is the best means that can be devised to open the understanding for the receiving , or to strengthen the memory for the retaining of any instructions that can be given concerning it . And I judge that method to be most natural and easie , which doth at once lay open the subject that it treateth of , and enlighten a mean capacity to apprehend it on a suddain ; and which hath withall a power in it self , that whether the discourse upon the matter be more contracted or enlarged , it can bring all that can be said of it under a few certain and general Heads , by way of Common-place ; which being surely kept in minde , all other documents depending on them , as particulars , will easily be remembred . Thus have I freely imparted my thoughts touching the most familiar way that I have hitherto known ( either by my Masters , or my own practice , or any thing that I have observed by reading , or converse with experienced School-masters ) of teaching the Common Grammar , and making use of these ordinary School-books in every form , which are taught in most Schooles in England . And because it belongs chiefly to the Vsher in most of our Grammar-Schools , to teach children to understand and make use of their Grammar , and by degrees to furnish them with proper words or good phrase , that they may be able of themselves to write or speak true Latine , or translate either way pretty elegantly , before they come under the Master ; I call this part of my discovery The Vshers duty , wherein he may plainly see how he ought to respect the end , the means , and the manner how to use every help or mean for the better dispatch of that which he is continually imployed about ; viz. the well grounding of Children in Grammar learning : which may be done in three yeares , with the ordinary sort of boyes , even those of the meanest capacity , if Discretion in every particular be used , which is beyond any directions that can be given . So that under the Usher I admit of three forms ; The first of Enterers , The second of Practitioners , The third of Proficients in the knowledge of Grammar . Having done therefore with grounding children , ( whose inanimadvertency is the Teachers daily trouble ( and not to mention their other infirmities ) requireth , that they be held long in one and the same work , and be made ever and anone to repeat again what they formerly learned ) I shall next adde somewhat concerning teaching men at spare hours in private , with whom ( by reason of their stronger capacities , and more use of reason ) a far speedier course may be taken , and greater Proficiency may be made in half a year , then can be expected from children in three years space . And what I shall here deliver is confirmed by that experiment which I have made with many young Gentlemen , for these eleven or twelve years together last past , in London ; who being very sensible of their own want of the Latine tongue , and desirous ( if possibly ) to attain it , have thought no cost nor pains too little to be employed for gaining of it , and yet in few moneths , they have either been so grounded , as to be able to help themselves in a plain Authour , in case they knew nothing before ; or so perfected , as to grapple with the most difficult and exactest Authours , in case they had formerly but a smattering of the Language ; and this they have obtained at leisure time , and at far lesse expense , then they now prize the jewel at , which they hav . In teaching of a man then , I require none of those helps , which I have provided for childrens uses , ( though perhaps he may find benefit to himself by perusing them in private ) only I desire him at the first to get an easie entrance to the Latine tongue , and by it I shew him as briefly , orderly and plainly as I can , 1. How he ought to distinguish words , so as to know what part of Speech any word is . 2. To tell what belongeth to every several Part of Speech . 3. To get the Examples of the Declensions & Conjugations very exactly , so as to know what any Noun or Verb signifieth , according to its Termination : and to store him with words , I advise him to peruse a Chapter in the Vocabulary ( at least ) once every day , and to observe the Latine names of such things as are common in use , and better known to him . 4. Then I acquaint him with the most general Rules of Concordance and Construction , and help him to understand them by sundry short examples appliable thereunto . 5. Last of all , I cause him to take some of the Collectanea , and help him to construe , parse , imitate , and alter them , untill he be able to adventure upon some easy Authour . After he be thus made well acquainted with the Grounds of Grammar , I bid him to procure the Latine Grammar fitted for his use , as well as for Schooles ; and together with it a Latine Testament , or Bible , and then I cause him to read over his Grammar ( by as much at once as he can well peruse in halfe an houre ) and be sure that he thorowly understand it ; and after every one of the foure Parts of Grammar , I give him a Praxis of it ; by exercising whereof , he may easily know how to use his Rules , and where to find them . When by this meanes he can tell what to do with his Grammar , I turn him to the Latine Testament , ( beginning with the first Chapter of Saint Johns Gospel , because it is most easy ) and there I make him ( by giving him some few directions , which he hath , together with his Grounds of Grammar ) to learn to construe of himselfe six , eight , or ten verses , with the help of his English Bible ; and to parse them exactly according to his Grammar , and by going over three or four Chapters , he will be able to proceed understandingly in his Latine Bible without help . Which when he can do , I advise him to get Corderius English and Latine , where he is chiefly to take notice of the phrases , how they differ , in both languages , and to imitate here and there a Colloquie , to try what good Latine he can write or speak of himself . And now I commend to his own private reading , Dialogi Gallico Anglo-Latini , by D●gres , Dictionarium octo-lingue , or the Schoolmaster , Printed formerly by Michael Sparks , and Janua Linguarum , or rather Janua Latinae linguae , and the like ; by perusal of which , together with Corderius , he may be furnished with copy of words and phrases , for common discourse in Latine . Afterwards I help him in reading Aesop's Fables , to consture and parse , and imitate a Period , or more in 〈◊〉 of them , thereby to acquaint himself 〈◊〉 the artificial manner of placing words . And when I see he dare adventure upon the Latine alone , I make him read Terence over and over , and to observe all the difficulties of Grammar that he meets in him , and after he is once Master of his stile , he will be pretty well able for any Latine Book , of which I allow him to take his choice . VVhether he will read Tully , Pliny , Seneca , or Lipsius for Epistles . Justin , Salust , Lucius Florus , or Caesar for History . Virgil , Ovid , Lucan , or Horace for Poetry . And when I see he can read these understandingly , I judge him able to peruse any Latine Authour of himself , by the help of Coopers Dictionary , and good Commentators , or Scholiasts . These Authors which I have mentioned ▪ are most of them in English ; as also Livie Plinies natural History , Tacitus , and othe● excellent Books , which he may peruse together with the Latine , and by comparing both Languages together , he may become very expert in both . Yet I would advis● him to translate some little Books of himself ; First out of Latine into English , and then out of English into Latine , which will at once furnish him with all points o● Grammar , and the right use and orderi●● of words , and in a short time bring 〈◊〉 to the like eloquence . Mr. Ascham commendeth Tully de senctute , and his Epistles . Ad Quintum Fratrem , & ad Lentulum , for this purpose . If he would exercise himself in Oratory or Poetry , I suppose his best way is to imitate the most excellent pieces of either , that he findes in the best and purest Authors , ( especially Tully and Virgil ) till he can do well of himself Horace and Buchanan's Psalms will sufficiently store him with variety of Verses . And now if one should ask me before I conclude this Book , and begin with the next , whether it be not possible for men or children to learn Latine , as well as English , without Grammar-Rules . I answer . First , that it is hardly possible , because the Latine tongue is not so familiarly spoken , as English ; which is gotten only by hearing and imitation . 2. That it is not the better way , partly because they that are well acquainted with Grammar , know when they or others speak well , and when they speak ill ; whereas they that are ignorant of the Rules , take any Latine for good , be it never so barbarous , or full of Solaecismes , and partly , because they that are skilful in Grammar , are able to doe something in reading Authours , or translating , or writing Epistles , or the like , by themselves ; whereas they that learne Latine without any Rule , are able to do nothing surely if their Teacher be away . Besides , if the Latine be once well gotten by Rule , it is not so apt to be forgotten ; as if it be learned only by rote , because the learner is at any time able to recover what he hath lost by the help of his own intellect , having the habit of Grammar in his mind . Yet ( I conceive ) it is the readiest way to the gaining of this Language ; to joyn assiduity of speaking and reading , and writing , and especially double translating to the Rules ; for as the one affordeth us words and phrase , and the other directs us how to order them for a right speech ; so the exercise of both will at last beget such an Habit in us , that we may increase our ability to speak and understand pure Latine , though ( perhaps ) the Rules of Grammer , be forgotten by us . Having here done with the Vshers Duty , I shall ( God willing ) go on to discover the Masters Method in every particular , according to what I have either practised my self , or observed from others of my profession . And I hope this my slender discovery will excite some of greater practise and experience , to commit also to publick their own observations ; by whom if I may be convinced , that I have any where gone in an erroneous way , I shall willingly retract my course , and endevour to stere by any mans Chart , that I finde more caste and sure , to direct me . In the mean time , I commit my little vessel to the waters all alone , and desire God , that whatever Dangers attend it , he would so protect and prosper it , that it may safely arrive to the Port which I chiefly aim at ; viz. the honour and service of his divine Majesty , and the benefitting of both Church and Common wealth , in the good education of children . THE MASTERS METHOD , OR THE Exercising of Scholars In GRAMMARS , Authours , and Exercises ; GREEK , LATINE , and HEBREW . By C. H. LONDON , Printed by J. T. for Andrew Crook , at the Green Dragon in Pauls Church-yard ; 1659. CHAP. 1. How to make the Scholars of the fourth Form very perfect in the Art of Grammar , and Elements of Rhetorick ; & how to enter them upon Greek in an easy way . How to practise them ( as they read Terence , and Ovid de Tristibus , and his Metamorphosis , and Janua Latinae linguae , and Sturmius , and Textor's Epistles ) in getting Copy of words , and learning their Derivations and Differences , and in varying phrases . How to shew them the right way of double translating , and writing a most pure Latine style . How to acquaint them with all sorts of English and Latine verses , and to enable them to write faimiliar and elegant Epistles either in English or Latine , upon all occasions . THe Vsher having throughly performed his Duty , so as to lay a sure foundation by teaching Grammar , and lower Authours and using other helps for mentioned , to acquaint his Scholars with the words , and order of the Latine tongue , as well for speaking , as writing it : The Master may more cheerfully proceed to build further , and in so doing , he should be as carefull to keep what is well gotten , as diligent to adde thereunto . I would advise therefore , that the Scholars of this fourth form may , 1. Every morning read six or ten verses ( as formerly ) out of the Latine Testament into English , that thus they may be become well acquainted with the matter , and words of that most holy Book ; and after they are acquainted with the Greek Testament , they may proceed with it in like manner . 2. Every Thursday morning repeat a part out of the Latine Grammar , according as it is last divided , that by that meanes they may constantly say it over once every quarter . And because their wits are now ripe for understanding Grammar notions , where ever they meet with them , I would have them every one to provide a Paper-book of two quires in Quarto , in the beginning whereof , they should write the Heads of Grammar by way of common place , as they see it in my Latine Grammar , and having noted the pages , they should again write over the same Heads , ( leaving a larger or lesse distance betwixt them , as they conceive they may finde more or lesse matter to fill them withall ) in the leaves of their Book , and insert all niceties of Grammar that they finde , either in their daily lessons , or in perusing other Books at spare houres , especially such as either methodically , or critically treat of Grammar ; amongst which I commend Mr. Brinsley's posing of the Accidents . The Animadversions upon Lilies Grammar , Stockwoods disputations , Mr. Pooles English Accidents , Hermes Anglo-Latinus , Phalerii Supplementa ad Grammaticam , Mr. Birds , Mr. Shirleyes , Mr. Burleyes , Mr. Hawkins , Mr. Gregories , Mr. Haynes , Mr. Danes , Mr. Farnabies , and other late printed new Grammars , ( which they may read in private one after another ) will afford them several observations . As for Authores Grammaticae Antiqui , which are commonly printed together ; Dispauterius , Linacer , Melancthon , Valerius , Alvarez , Rhemus , Sulpitius , Vossius , and the like , either ancient or modern , they may take the opportunity to read them , after they come to higher Forms , and pick out of them such pretty notes , as they have not formerly met withall , and write them in their Common-place-booke . And because it may seem a needlesse labour for every Scholar to be thus imployed , and it is ( almost ) impossible for one alone to procure so many Grammars , it were to be wished , that in every Schoole of note , there might be a Library , wherein all the best Grammars that can be gotten , might be kept , and lent to those boyes , that are more industriously addicted to Grammar Art , and which intend to be Scholars , that they may read them over , and refer what they like in them to its proper Head. And to encourage them in so doing , the Master may do well at the first to direct them , and afterwards at leisure times to cast an eye upon their Books , and see what they have collected of themselves . But be sure that they keep their Paper-book fair , and that they write constantly in it , with a legible and even hand . 3. Thus they may have liberty to learn Rhetorick on Mondayes , Tuesdayes , and Wednesdayes , for morning Parts . And to enter them in that Art of fine speaking , they may make use of Elementa Rhetorices , lately printed by Mr. Dugard , and out of it learn the Tropes and Figures , according to the definitions given by Talaeus , and afterwards more illustrated by Mr. Butler . Out of either of which books , they may be helped with store of examples , to explain the Definitions , so as they may know any Trope or Figure that they meet with in their own Authours . When they have throughly learnt that little book , they may make a Synopsis of it , whereby to see its order , and how every thing hangs together , and then write the Common place heads in a Paper-book ( as I have mentioned before touching Grammar ) unto which they may referre ; whatever they like in the late English Rhetorick , Mr. Farnabies Index Rhetoricus , Susenbrotus , Mr. Hornes Compendium Rhetorices , or the like , till they be better able to peruse other Authours , that more fully treat of the Art ; as , Vossius's Partitiones Oratoriae . Orator extemporaneus , Tesmari exercitationes Rhetoricae , Nic. Caussinus . Paiot de elequentiâ , and many others ; with which a School-Library should be very well furnished for the Scholars to make use on , accordingly as they increase in ability of learning . These Elementa Rhetorices in their first going over , should be explained by the Master , and construed by the Scholars , and every example compared with its Definition . And the Scholars should now be diligent of themselves to observe every Trop and Figure , that occurre in their present Authours , and when they say , to render it with its full definition , and if any be more eminent and worthy observation then others , to write it down in their Common-place-book , and by this means they will come to the perfect understanding of them in a quarter of a yeares time , and with more ease commit it all to memory by constant parts , saying a whole Chapter together at once ; which afterwards they may keep by constant Repetitions , as they do their Grammar . 4. When they have passed their Rhetorick , you may let them bestow those hours , which they spent about it , in getting the Greek Grammar for morning parts . And because in learning this Language , as well as the Latine , we are to proceed by one Rule , which is most common and certain ; I preferre Camdens Greek Grammar before any that I have yet seen , ( though perhaps it be not so facill , or so compleat as some latelier printed , especially those that are set out by my worthy friends , Mr. Busbie of Westminster , and Mr. Dugard of Merchant Taylors Schoole ) in the first going over of which , I would have them to repeat onely the Greek letters , and their divisions , the Accents , and eight Parts of Speech , the Articles , Declensions , and Conjugations , the Adverbs , Conjunctions , and Prepositions by several parts , as they are best able to get them , and to write down so much as they say at once in a fair Paper-book , very exactly observing and marking every Accent , and note of distinction . And this will quickly enable them to write or read Greek very truly , especially if they minde the abbreviated characters , which are now lately printed at the end of most of these Grammars . This work will take up about a quarter of a years time . In the next half year , they may get over the whole Grammar in that order , as it is printed . And in the interim thereof , they may make use of their Greek Testament every morning after prayers , in like manner as they formerly used their Latine one . They may begin with the Gospel of S. John , which at the first you may help them to construe and parse verbatim , but after a while when they have gathered strength to do somewhat of themselves , you may let them make use of Pasors Lexicon , which they will better do , by help of the Themes , which I caused to be printed in the Margent of the Greek Testament , which will lead them to Pasor , to see the Analysis of any word in the Testament . Mr. Dugard hath lately compleated his Lexicon Graeci Testamenti Alphabeticum , unâ cum explicatione Grammaticâ vocum singularum in usum Tironum ; nec non concordantia singulis vocibus apposita , in usum Theologiae canditatorum ; which were it once committed to the presse , as it now lyeth ready in his hand , would be a most excellent help to young Scholars , to proceed in the Greek Testament of themselves , in an understanding and Grammatical way . And I hope it will not be long ere he publish it for common use . When they have gone over the Declensions and Conjugations , and are able to write Greek in a very fair and legible character , let them write out the Paradigmes of every Declension and Conjugation , and divide the moveable part of the words , from the Terminatious , as you may see it done in Mr. Dugards Rudimenta Grammaticae Graecae . After they are thus acquainted with every particular example , they may write out all the Declensions one by another , and the three voyces of the Verbs throughout all moods and tenses in all Conjugations , that so they may more readily compare them one by another , and see what Tenses are alike , or which are wanting in every voyce . If these things were drawn into Tables , to be hanged up in the Schoole , they would help the weaker boyes . And to supply them with store of Nouns & Verbs , you may let them repeat as many nouns as they can wel get at once , out of Mr. Gregories Nomenclatura ; and afterwards as many Sentences as they can wel say at once , out of Seidelius , or the latter end of Clavis Graecae linguae , by the repeating , construing and parsing , whereof they will learn all the Primitive words of the Greek Tongue , and be able to decline them . And thus they will be very well fitted to fall upon any approved Greek Authour , when they come into the next Form. But if you would have them learne to speak Greeke , let them make use of Posselius's Dialogues , or Mr. Shirleyes Introductorium , in English , Latine , and Greek . I commonly appointed Tuesdayes and Thursdayes afternoones for this employment , before or af-after my Scholars had performed their other Tasks . 5. Terence , of all the School-Authours that we read , doth deservedly challenge the first place , not onely because Tully himself hath seemed to derive his eloquence from him , and many noble Romans are reported to have assisted him in making his Comedies ; but also because that Book is the very quintessence of familiar Latine , and very apt to expresse the most of our Anglicismes withall . The matter of it is full of morality , and the several Actors therein , most lively seem to personate the behaviour and properties of sundry of the like sort of people , even in this age of ours . I would have the Scholars , therefore of this form to read him so thorowly , as to make him wholly their own . To help them in so doing , I have rendred a good part of it into English , answerable to the Latine line by line , in the adverse page , and I intend ( God willing ) ere long to compleat the whole , according to what I have formerly undertaken , and promised . This Authour I would have the Scholars to read constantly every Monday , Tuesday , Wednesday , and Thursday , for fore-noon Lessons , taking about half a page at once , till they begin to relish him , and then they will easily take more , and delight to be exercised in him in this manner . 1. Let them write out every Lesson very fair and exactly , as they see it printed before them both in English and Latine . And this will be a means to perfect them in Orthography , and to imprint what they learn in that Authour in their mindes . They should have a Quarto Paper-book for this purpose , wherein nothing else should be written . 2. Let them translate about four or six lines Grammatically in a loose paper , that by this means they may better take notice of the way of construing . 3. Let them construe the whole Lesson both Grammatically , and according to the phrase , and this will acquaint them with the proprieties of both Tongues . 4. Let them parse it according to the Grammatical order , examining every word to the utmost of what Grammar teacheth concerning it , and this will make them thorowly to understand Lilie , and sometimes to consult other Grammars , where he comes short in a Rule . 5. Let them cull out the most significant words , and phrases , and write them in a Pocket-book , with figures referring where to finde them in their Authour ; and set them ever and anon be conning these by heart , because these ( of all others ) will stand them in most stead for speaking Latine , or writing Colloquies and Epistles . In reading of this book , it is not amisse for the Master to minde his Scholars of the true decorum of both things and words , and how fitting they are for such persons to do or speak , as are there represented , and upon such occasions as they did , and spake them . As in Andria , they may observe not onely in generall , how apt young men are to be enticed , old men to chide , servants to deceive , &c. but more particularly they may see how some men are more apt to be carried away by passion then others are , and how different their natures are sometimes , though their age and breeding may be the same . Thus they shall finde Simo and Chremes , two old Citizens , the one pettish and apt to overshoot himself in many things , the other more cal me and circumspect , and therefore better able to pacify and advise others . Likewise , they shall meet with two young Gentlemen , Pamphilus and Charinus , the one whereof , being very towardly and hopefull , was drawn away by ill company , and thereby brought into much trouble of mind , betwixt a fear to offend his Father , and a care to make amends for his fault committed ; but the other being rash and childishly disposed , is set upon what he desireth with such eagernesse , that he will have it , though it be impossible for him to obtain it , and he be utterly ignorant of using any meanes to come by it . But above all , they will laugh at the knave Davus , to read how he presuming upon his own cunning wit , displeaseth Sim●● , & ensnareth Pamphilus , and at last brings himself within the compasse of the lash . And , in this and other comedies , they may observe many remarkable sayings and actions , which will hint much to abundant matter of invention for future exercises . As when they hear Davus cry Hem astutias ! Fie upon craft ! they may take an occasion to enlarge upon the matter , as to say ; One may quickly , perceive by Davus in Terence , what a mischievous wit will come to , that doth alwayes busie it self to circumvent and entrap others ; for this fellow , after he had cozened his old Master , and unhappily taught his Masters son to tell his father a lie , and intangle himself in a double marriage , and saw his knavery could not help him to escape his own danger , was ready at last to hang himself ; and though he came off pretty well with his young Master , by condemning himself , and asking forgivenesse , and promising to amend the matter he had utterly spoyled ; yet in the height of his jollity , the old man catcheth him at unawares , and without hearing him to speak a word for himself , calleth for Dromo , and makes him hoise him up , and carry him away to the house of correction , and there to tye him neck and heels together , and whip him smartly for the roguery he had done . Such Dictates as these , the Master may give his Scholars sometimes to turn into pure Latine , till they be able to make the like of themselves . And this is indeed to make a true use of this excellent Authour , according to what Erasmus directs in his golden little book , de Ratione instituendi Discipulos , which is worth ones perusal , that is exercised in teaching youth . When you meet with an Act or Scene that is full of affection , and action , you may cause some of your Scholars , after they have learned it to act it , first in private amongst themselves , and afterwards in the open Schoole before their fellowes ; and herein you must have a main care of their pronunciation , and acting every gesture to the very life . This acting of a piece of a Comedy , or a Colloquy sometimes , will be an excellent means to prepare them to pronounce Orations with a Grace , and I have found it an especiall remedy to expell that subrustick bashfulnesse , and unresistable timorousnesse , which some children are naturally possessed withall , and which is apt in riper yeares to drown many good parts in men of singular endowments . 6. Their after-noon parts , on Mondays and Wednesdays , may be in Janua Latinae linguae ; which book should be often read over , because it will at once furnish them with the knowledge of words and things , into the reasons of which , they will now be more industriously inquisitive , then furmerly ; because their present years do teach them to be more discursive in their understanding , as growing more towards men . And therefore in this book they should not onely first minde the signification , and Grammatical construction of words , but Secondly , endeavour to gain a Copy of good and proper words for expression of one and the same thing , as that they may not only tell you that domus but also aedes is Latine for a house , & that decor , and pulchritudo are Latine for beavty as well as forma ; and in finding such Synonyma's as these , they may be helped as well by Dictionaries , as by frequent reading . Thirdly , They may with every part bring a piece of the Index tran●●ated into English . Fourthly , Because ●hey must now begin to use their judgement in the right choyce of words , ( when they finde many heaped together ) it were not amisse to let them enquire the Original out of Rider's Latine Dictionary , or Beckman do Originibus Latinae linguae ; and to consider the differences that are betwixt words of the same signification ; which they may learn out of Ausonius Popma , Laurentius Valla , Cornelius Fronto , Varro de linguâ Latinâ , and the like books fit to be kept in the Schoole Library . 7. On Tuesdaies and Thursdaies in the after-noons , I would have this Form employed in some of Tullies Epistles , ( either those collected formerly by Sturmius , or those of late made use of in Westminster Schoole ) but Sturmius's I rather prefer as more easie to begin withall , the others may be used afterwards , together with Textors Epistles . And ▪ 1. I would have them be exercised in double translating these Epistles , so as to render many of them into good English , and after a while to turn the same again into Latine , and to try how near they can come to their Authour in the right choice , and orderly placing of words in every distinct Period . And because the Authours style and expression will in many particulars seem hard to those that have not formerly read some of his Epistles , I have thought good at first to give my Scholars a taste of an Epistolary style , by translating a Century of select Epistles , out of Tully and other choice Authours , making the English answer to the Latine , Period , by Period . And these I cause them to write over , and in so doing , to take notice of the placing of every word , and its manner of signification . By this means they both better themselves in Orthography , and easily become so acquainted with Tullies expressions , that they can adventure to construe any of his Epistles of themselves , and turn them into English , as they see I have done the like before them . 2. Then do I cause them ( as I said ) to make double translations of themselves ; one while writing down both the English and Latine together , as they construe it , ( which some call Metaphrasis , an example or two whereof you may see in Merchant Taylors School Probation ) and another while , and most frequently , writing the English out of the Latine by it self , which within ten dayes after , they try how to turn into the like good Latine again . And this is the way that Mr Brinsley so much commendeth , and Mr. Aseham was moved to think to be onely , or chiefly the fittest , for the speedy and perfect attaining of any Tongue . 3. After they are grown pretty quick in translating both wayes , you may write them down a little English Epistle of like matter & words to that in their book , directed to some of their own acquaintance , which they may turn into Latine , Period after Period , by themselves . To begin therefore with the first Epistle in Sturmius , which may be writ down translated thus . M. T. C. Terentiae , Salutem plurimam dicit . Mark Tully Cicero , sendeth hearty commendations to ( his wife ) Terentia . SI vales , bene est , ego val●o . If you be in good health , it is well : I am in good health . Nos quotidie tabellarios vestros expectamus , qui si venerint , fortasse erimus certiores , quid nobis faciendum sit , faciemusque te statim certiorem . We everyday expect your Letter-posts : who if they come , we shall be perhaps more certain , what we are to do , and we will certifie you forthwith . Valetudinem tuam cura diligenter , vale . Look diligently to your health , farewell . Calendis Septembris . The first day of September . And you may shew them how to imitate it , ( observing our English manner of writing Letters ) thus ; To his very loving Friend Mr. Stephen Primato at the Seven Stars neer Newgate , LONDON , these . Amantissimo suo amico Domino Stephano Primatae ad insigne Septentrionum juxta novam Portam Londinensem , hasce dabis . Most sweet Stephen , IF you be all in good health at London , it is very well ; we are all very well at Barnet : The Lord God be praised . Stephane mellitissime , Si vos omnes Londini valetis , optime est : nos quidem omnes Barnetae valemus : Laudetur Dominus Deus . I have every day expected a Letter from you , for this whole week together , which if it come , is like to be very welcome to me , I pray you therefore write to me , and let me know what you do , and I will write back again to you forthwith . Ego quotidie literas tuas , per hanc totam hebdomadem expectavi ; quae si venerint gratissimae mihi futurae sunt ; oro igitur ut ad me scribas , & certiorem me facias , quid agis , & ego statim ad te rescribam . Give your minde diligently to learning : Farewell heartily . Studio literarum diligenter incumbe . Vale feliciter . Your most loving friend Robert Burrows . Barnetae . Octob. 4. 1659. Amantissimus tuus amicus Robertus Burrowes . They may imitate the same Epistle again in framing an answer to the particulars of the foregoing letter after this manner ; observing the form of composition , rather then the words . To his very much respected friend Mr. Robert Burrows neere the Mitre at Barnet , these deliver . Observantissimo suo amico Roberto Burrows haud ita procul a Mitrâ Barnetae , hasce dabis . Deare Robert , I Am very glad , I am certified by your Letter , that you and all our friends are in good health . Lo , I have now at last sent you my letter , which I am sorry , that I have made you so long to look for , before it came to your hand . And forasmuch as you desire to know what I do , I thought good to certify you , that I am wholly busied at my book , insomuch as I could willingly finde in my heart to die at my studies : so true is that which we sometimes learned in our Accidents , To know much is the most pleasant and sweetest life of all . You need not therefore truly ( to speak plainly ) perswade me further to give my mind to learning , which I had much rather havee then all , even the most precious jewels in the world . Farewell , and write as often as you can to Your very loving friend Stephen Primate . Charissime Roberte , QVòd ex tuis literis certior fiam , te , & omnes nostros bene valere , magnopere gaudeo . Ecce , nostras , jam tandem ad te misi . Quas , quoniam in causâ fui , ut diutiùs expectes , priusquam ad vos venerint , vehementer doleo . Cùm autem quid ego agam , scire cupias ; certiorem te facere velim , me totum in libris esse occupatum ; usque adeò , ut vel emori studiis mihi dulce erit : Ita verum est , quod è Rudimentis Grammatices olim ebibimus ; Multum scire est vita jucundissima . Non igitur opus est , ut ulteriùs mihi suadeas , studio literarum & doctrinae incumbere , quae quidem ( ut planè loquar ) omnibus gemmis , vel pretiosissimis cupidissimè malim . Vale , & literas quam sepissime mitte ad Amantissimum tui Robertum Burrows . THus you may help them to take so much as is needfull and fit for their purpose out of any Epistle , and to alter and apply it fitly to their several occasions of writing to their friends ; and where Tully's expressions will not serve them , let them borrow words and phrases out of the books that they have learn't , ( but especially out of Terence ) and take care to place them so , that they may continually seem to imitate Tullie's form in writing Epistles , though they be not altogether tyed to his very words . And this I give as a Caution both in speaking and writing Latine , that they never utter or write any words or phrases , which they are not sure they have read or heard used in the same sense , that they there intend them . It were necessary for them , as they proceed in reading Epistles , to pick out all such familiar expressions , as are incident to be used in writing letters , and to note them in a paper book , kept for the purpose , digested into certain places , that they may help themselves with them as they have occasion , you may see a President hereof in Fabritius's Elegantiae Pueriles . And because the same phrase , is not often to be repeated in the same words , they should now strive to get more liberty of expressing their mindes by learning to vary one and the same phrase both in English and Latine , sometimes ex tempore , before the Master , and sometimes amongst themselves by writing them down , & then appealing to the Master to judge , who hath done the best . To enter them upon this work , you may first begin with Mr. Clarks Dux oratorius , and then make use of that excellent book of Erasmus de cop â verborum , which was purposely by him intended , and contrived for the benefit of Pauls Schoole , and I am sorry to see it so little made use of in most of our Grammar Schooles in England . To encourage them to begin to write of themselves , and to help their invention somewhat for inditing Epistles , you may take this course at once with a whole form together , which I have experienced to be very easie , and generally pleasing to young Scholars . 1. Ask one of your boyes , to whom , and for what , he is minded to write a letter ; and , according as he shall return you an answer , give him some general instructions how to do it . 2. Then bid him and all his fellows let you see which of them can best indite an English letter upon that occasion , and in how short a time . 3. Let them every one bring his own letter fairly written , that you may shew them how to amend the imperfections you finde in it 4. Take his , that hath done the best , and let every one give you an expression of his own gathering , for every word and phrase that is in it , and let it be different ( if it may be ) from that which another hath given already before him . 5. As they give in their expressions , do you , or an able Scholar for you , write them all down in a paper , making a note that directeth to the place to which they belong . 6. Then deliver them the paper , and let every one take such words or phrase , as is most agreeable to the composition of an Epistolary style ( so that he take not the same that another useth ) and bring the letter writ fair , and turned out of English into Latine . And thus you shall finde the same Epistle varied so many several wayes , that every boy will seem to have an Epistle of his own , and quite differing in words from all those of his fellowes , though the matter be one and the same . To help the young beginners to avoid Barbarismes , and Anglicismes , ( to which they will be very subject , if not timely prevented ) you may make use of a little Dictionary English and Latine in Octavo , which resolve's the difficulties of Translating either way and Mr. Walkers useful Book of Particles , which is lately printed ; As a so Mr. Willis Anglicismes Latinized , ●nd Mr. Clerks Phraseologia Puerilis ; not mention to Turselinus , or Doctor Hawkins particulae Latinae orationis , which may be afterwards made use of , when Scholars grow towards more perfection in the Latine Tongue , and can read them without your help . But for their further assistance in this most p●ofitable and commendable kinde of exercise ; I commend unto you Mr. Clerks Epistolographia , and Erasmus de conscribendis Epistolis ; to which you may adde Buchleri Thesaurus conscribendarum Epistolarum , Verepaeus de conscribendis Epistolis , and others , fitting to be reserved in the School-Library , for your Scholars to peruse , and collect notes out of , at their leasure hours . He that will be excellent in any Art , must not onely content himself with the best Presidents , which in many particulars may ( perhaps ) exceed a●l others ; but also now and then take notice what others have attempted in that kinde , and sometimes he shall finde the meanest to afford him matter of good use . And therefore I would advise that the Scholars in the upper Forms may often imploy themselves in perusal of all Tullies Epistles , and sometimes in those of Pliny , Seneca , Erasmus , Lipsius , Manutius , Ascham , Politianus , and whatever they finde in the Schoole Library , ( which should indeed be very well furnished with Epistolary books ) that out of them they may learn to expresse their mindes to the full , upon any subject or occasion , to whomsoever they write , and to use a style befitting both the mat●er and persons , be they never so lofty and mean. After this Form is once well entered to write Epistles of themselves , they may make two Epistles every week , ( one in answer to the other ) to be shewed fair on Saturdaies , so they do not exceed a quarter of a sheet on one side , because great heed should be taken in the composing of them . And let this Rule be observed in performing these and all manner of exercises ; that they never go about a new one , till they have finished that they began . It were better for Scholars sometimes to do one and the same exercise twice or thrice over again , that in it they may see and correct their own errours , and strive to outdoe themselves ; then by slipping from one work to another , and leaving that in their hands incompleat , to get an ill habit of posting over businesse to little or no purpose Non quàm multùm sed quàm bene , should be remembred in Scholars exercises . 8. Their afternoon Lessons on Mondayes and Wednesdayes , for the first halfe year ( at least ) may be in Ovids little book de tristibus , wherein they may proceed by six or eight verses at a Lesson ; which they should first repeat memoriter as perfectly as they can possibly , because the very repetition of the verses , and much more the having of them by heart , will imprint a lively pattern of Hexameters and Pentameters in their minds , and furnish them with many good Authorities . 2. Let them construe verbatim , and if their Lesson be harder then ordinary , let them write it down construed . 3. Let them parse every word most accurately , according to the Gramatical order . 4. Let them tell you what Tropes and figures they finde in it , and give you their Definitions . 5. Let them scan every verse , and after they have told you what feet it hath in it , and of what syllables they consist , let them give the Rule of the quantity of each syllable , why it is long or short ; the scanning and proving verses , being the main end of reading this Authour , should more then any thing be insisted upon , whilst they read it . And now it will be requisite to try what inclination your young Scholars have towards Poetry : you may therefore let them learn to compose English verses , and to inure them so to do , you should 1. Let them procure some pretty delightful and honest English Poems , by perusal whereof they may become acquainted with the Harmony of English Poesie . M. Hardwicks late Translation of Mantuan , Mr Sandys of Ovid , Mr. Ogleby's of Virgil , will abundantly supply them with Heroick Verses ; which after they can truly and readily make , they may converse with others , that take liberty to sport it in Lyrick verses . Amongst all which , Mr. Herberts Poems are most worthy to be mentioned in the first place , and next to them ( I conceive Mr. Quarles divine Poems , and his divine Fansies ; besides which , you may allow many others full of wit and elegancie ; but be sure you admit of none which are stuff't with drollary or ribauldry , which are fitter to be burnt , then to be sent abroad to corrupt good manners in youth 2. After they are thus become acquainted with variety of meeter , you may cause them to turn a Fable of Aesop into what kinde of verse you please to appoint them ; and sometimes you may let them translate some select . Epigrams out of Owen , or those collected by Mr. Farnaby or some Emblemes out of Alciat , or the like Flourishes of wit , which you think will more delight them and help their fansies . And when you see that they begin to exercise their own wits for enlargement , and invention , you may leave them to themselves , to make verses upon any occasion or subject ; yet to furnish them with Rhymes , Epithites , & varietie of elegant expressions , you may let them make use of the pleasant English Parnassus , composed by the true lover of the Muses , Mr. Josuah Poole , my quandam School-fellow at Wakefield , who like another Daphnis , may truly be said ( what I now sigh to write ) to have been at the Blew house in Hadley Parish , now daily in my sight , Formosi pecoris custos , formosior ipse . When you have taugt them truly to scan and prove any kinde of Latine verse , and made them to taste the sweetnesse of poetizing in English ; you may prepare them them further for making Latine verses out of their present Authours thus ; 1. Take a Distick or two , which they know not where to finde , and transpose the words , as different as may be from a verse , and when you have made one to construe them , dismisse them all to their seates , to try who can return them first into true verses , without one anothers suggesting . When they have all dispatched , cause him whom you conceive to be the weakest , to compare what he hath done with his Authour , and to prove his verses by the Rules of Prosodia . 2. You may sometimes set them to varie one and the same verse , by transposing the same words , as many several wayes as they can . Thus this verse may be turned 104. waies . Est mea spes Christus solus qui de cruce pendet . And sometimes you may cause them to keep the same sense , and alter the words . Thus this Distick is found in Mr. Stockwoods Progymnasma Scholasticum to be varied 450. waies . Linque cupido jecur , cordi quoque parcito , si via Figere , fige alio , tela cruenta loco . To direct and encourage your young Scholars in turning verses , you may make use of the book last mentioned , and for further instructions concerning making verses , I refer you to Mr. Clerks Dux Poeticus . 9. To enable your Scholars yet more to write good Latine in prose , and to prepare them further for verses by reading Poetical books , which abound with rich expressions of fansie , I would have them spend the next halfe year in Ovids Metamorphosis ; out of which Authour you may make choice of the most pleasing and profitable Arguments , which it is best for you your self to construe and explain unto them , that they may dispatch the more at a Lesson , and with more ease . When they come to say , 1. Let them repeat four or six verses , ( which you judge most worthy to be committed to memory ) by heart . 2. Let them construe the whole lesson venbatim , minding the proprietie of the words , and the elegancie of every phrase . 3. Let them parse every word Grammatically , as they have used to do in other Authours . 4. Let them give you the Tropes and Figures , the Derivations and Differences of some words , and relate such Histories as the proper names will hint at , which they may peruse before hand in their Dictionarie . And let them not forget to scan and prove every verse , and to note more difficult quantities of some syllables . 5. Let them strive ( who can best ) to turn the Fable into English prose , and to adoru and amplifie it with fit Epithetes , choice Phrases , acute Sentences , wittie Apophthegmes , livelie similitudes , pat examples , and Proverbial Speeches ; all agreeing to the matter of moralitie therein couched ; all which they should divide into several Periods , and return into proper Latine , rightlie placed according to the Rules of Rhetorical composition . 6. Let them exercise their wits a little in trying who can turn the same into most varietie of English verses . Mr. Sandy's Translation of this book , in Folio , and Mr. Rosse's English Mythologist , will be very delightfull helps to your Scholars for the better understanding thereof ; and if to these you adde Sir Francis Bacon's little book de Sapientiâ veterum , Natales comes , and Verderius's Imagines Deorum , Lexicon Geographicum , Poeticum , & Historicum ; and the like fitting to be reserved for your Scholars use in the Schoole-librarie ) it will invite them like so many bees to busie themselves sucking up matter and words to quicken their invention and expression ; And if you would have those in this form acquainted with variety of Latine verses , and how to change them one into another , you may sometimes exercise them in Buchan's Psalms , and partlie out of Vossius's , partlie out of Mr. I loyd's Grammar latelie printed , you shall find sufficient store , and several kinds of verses to delight and profit them withall . Whereas Wits Common-Wealth is generally imposed upon young Scholars to tranaslte out of English into Latine , and I observe it very difficult to be done by reason of the many uncouth words and meere Anglicismes that are in it , concerning which they cannot any way help themselves by common Dictionaries or phrase-books ; I have thought good to frame an Alphabetical Index of every English word and phrase therein contained , with figures pointing to the Chapter and verse where it is used , and shewing what Latine or Greek expression is most proper to be made in that place . And this I would have annexed to that useful book , that by help thereof the Scholars may of themselves be able to translate those pretty Sentences out of English into Latine orderly composed , and afterwards with the same ease out of Latine into Greek . If the Stationers do not accord , that they may be printed together , know , that the Index may be had single by it self , as well as the book , and he that buyeth one cannot well be without the other ; they are both so necessary and neerly related to one another . They in this Forme may learn the Assemblies lesser Catechisme in Latine and Greek , which is elegantly translated into those Languages , by Doctor Harmar . Thus then in short , I would have them employed . 1. In reading out of the Latine Testament every morning , till they be able to go on with the Greek which may then take place . 2. In repeating a Grammar part every Thursday morning . 3. In Learning the Rhetorick when they have done that . 4 Camdens Greek Grammer on Mondaies , Tuesdaies , and Wednesdaies for morning parts . 5. In using Terence on Mondaies , Tuesdaies , Wednesdaies and Thursdaies for fore-noon lessons . 6. In Janua Latinae Linguae for after-noon parts on Mondaies and Wednesdaies . 7. In some of Sturmius , or Textor's Epistles , on Tuesdaies and Thursdaies after-noons , and Shirley's Introductorium after taxes ended . 8. In Ovid de Tristibus on Mondaies and Wednesdaies in the after-noons for the first , and in Ovids Metamorphosis for the second half Year ; They may translate four Verses every night out of Wits Common-wealth , and say lessons on Saturdaies in the Assemblies Catechisme ; and by the diligent improvement of these books to their several uses , they may first become perfectly readie in the Latine and Greek Grammar , and the Elements of Rhetorick . 2. They may get Coppy of words and learn to know their derivations and differences , as also how to varie phrases . 3. They may gain the right way of double translating and writing a pure Latine stile . 4. They may be helped in their invention , and easily taught to make all sorts of English and Latine Verses , and to write familiar and elegant Epistles upon all occasions ; for the performance of all which works though more then ordinary care and pains may seem to be required in the Master , and a great deal of studie and diligence may be thought to be exacted of the Scholars , above what is usual in many Schools ; Yet a little experience will evidence that all things being orderly and seasonably done , will become easie and pleasing to both after a very little while . And if the master do but consider with himself , and inform his Scholars , that they shall all ere long reap the sweet of their present labours , by a delightful and profitable perusal of the choisest Authors both Greek and Latine , whom as they must strive to imitate , so they may hope to aequalize in the most noble stile and lofty strains of Oratorie , and Poesie ; it will encourage them to proceed so chearfully , that they will not be sensible of any toil or difficultie , whilest in a profiting way they pass , this form , and endeavour to come to the next , which we intend to treat of in the following Chapter . CHAP. II. How to teach Scholars in the fifth form to keep and improve the Latine and Greek Grammars , and Rhetorick . How to acquaint them with an Oratory , stile and pronunciation . How to help them to translate Latine into Greek , and to make Greek verses , as they read Isocrates and Theognis . How they may profit well in reading Virgil , and easily learn to make good Theams and elegant Verses with delight and certainty . And what Catechismes they may learn in Greek . THough it may seem a needlesse labour to prescribe directions for the Teaching of the two upper forms , partly , because I finde more written concerning them then the rest , and partly because many very eminent and able Schoole-masters ●mploy most of their pains in perfecting ●hem , every one making use of such Au●hors , and such a Method as in his own ●iscretion he judgeth meetest to make ●hem Scholars ; not to say , that the Scho●●rs themselves ( being now well acquainted with the Latine and Greek Grammar , and having gotten a good understanding ( at least ) of the Latine Tongue , by the frequent exercise of translating and speaking Latine , and writing Colloquies , Epistles , Historical and Fabulous narrations and the like , besides reading some Schoole Authors , and other helpful and profitable books , will be able in many things to proceed without a guide , addicting their mindes chiefly to those studies , which their natural Genius doth most prompt them to , either concerning Oratory or Poetry : Yet I think it requisite for me to go on as I have begun , and to shew what course I have constantly kept with these two forms , to make them exactly compleat in the Greek & Latine Tongues , and as perfect Orators , and Poets in both as their young years and capacities will suffer ; and to enter them so in the Hebrew , as that they may be able to proceed of themselves in that holy Language , whether they go to the University , or are otherwise disposed on to some necessary calling , which their Parents or Friends think fitting for them . And first , I most heartily intreat those ( especially that are my loving Friends and acquaintance ) of my profession , whose years and experience are far beyond mine , that they would candidly peruse and kindely interpret what I have written , seeing I desire not by any means to impose any thing too magisterially upon them or others , but freely to communicate to all men what I have for many years kept private to my self , and hath by some ( whose single judgement may sufficiently satisfie me ) been importunately thus haled to the Press ; and if in any particular I seem to them to deviate from , or fall short of what I aime at , viz. a facilitating the good old way of teaching by Grammar , Authors , and exercises ; I shall take it as a singular token of love , that they acquaint me with it , and if by this rush-candle of mine , they please to set up their own Tapers , I shall rejoyce to receive greater light by them , and be ready to walk in it more vigorously . In the interim , I go on with my discovery , touching the fifth Forme , which I would have employed in this manner ; 1. Let them and the forme above them read daily a dozen verses out of the Greek Testament before the saying of parts . 2. Let them reserve the Latine and Greek Grammars and Elementa Rhetorices for weekly parts , to be said only on Thursday mornings , and so divided that they may be sure to go over them all once every quarter . By this means they will keep them in constant memory , and have more time allotted them for perusing Authors and dispatch of exercises . You must not forget at every part to let them have your help of explication of the most obscure and difficult places before they say , and after they have said to make such diligent examination , as that you may be sure they understand what they learn. And to make them more fully acquainted with the Accents and Dialects of the Greek Tongue , you may ( besides those few Rules in their Grammar ) let them daily peruse a Chapter in Mr. Franklin's little book De 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 which is excellently helpful to young Graecians , and when they grow stronger , that Appendix de Dialectis at the end of Scapula , will be worth their reading and observing . It would be good sometimes to make them compare the Latine and Greek Grammar together , and to see wherein they agree , & wherein they differ , but especially in the Rules of Syntaxis , and for this purpose Vechneri Hellonexia wil be of excellent use . And as I have directed before , how Scholars should have a Common-place-book for the Latine Grammar , so I do here also for the Greek , desire , that after it is learnt , it may be drawne into a Synopsis , and that digested into Common-place heads , to which they may easily refer what ever they read worth noting , out of any Greek Grammar they peruse . And that they may more freely expatiate in such Books , it were good if they had Mr. Busbie's Grammar , Cleonard , Scotus , Chrysolora , Ceporinus , Gaza , Vrbanius , Caninius , Gretserus , Posselii Syntaxis , & as many as can be gotten both ancient and modern , laid up in the Schoole Librarie , to collect Annotations out of , as their leisure will best permits , & you will scarce imagine to what exactnesse a boy will attain , and what a treasure of good notes he will have heaped up in these two years time , if he be moderately industrious , and now and then imploy himself in collecting of his own accord ; and I may adde , that Scholars of any ordinarie ingenuitie , will delight more to be doing something at their book , which they well understand , then to be trifling and rambling up and down about idle occasions . 3. Forasmuch as it is usual & commendable to bring on children towards perfection in the Greek Tongue , as they proceed in Oratorie and Poetrie in the Latine , I think it not amisse to exercise these two Forms in such Authours as are commonly received , and may prove most advantagious to them in all these ; yet herein I may seem to differ from some others , that in stead of Grammar parts , ( which I reserve to be constantly repeated every Thursday ) I would have this Form to learn some lively patterns of Oratory , by the frequent and familiar use whereof , and the knowledge of the Histories themselves , to which they relate ; they may at last obtain the Artifice of gallant expression , & some skil to mannage future affairs , It being requisite for a Scholar , more then any man , 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 , to be expert in speaking , and doing . At first therefore for morning parts on Mondaies , Tuesdaies , and Wednesdaies , I would have them exercised in Apththonius ( if it can be gotten , as I desire it may be reprinted ) both in Greek and Latine . Out of which book , I would have them translate the Fables and Themes ( so as to finish at least every week one ) into pure English , and to repeat them ( being translated ) in both Languages , that by that means they may gain the Method of these kinde of exercises , and inure themselves to Pronunciation . When they have gone over them , they may next translate Tullies six Paradoxes , and pronounce them also in English and Latine , as if they were their own-And afterwards they may proceed in those pithy Orations which are purposely collected out of Salust , Livy , Tacitus , & Quintus Curtius , having the Histories of their occasions summarily set down before them . And of these I would have them constantly to translate one every day into English , beginning with those that are the shortest , and once a week to strive amongst themselves , who can best pronounce them both in English and Latine . I know not what others may think of this Task , but I have experienced it to be a most effectual mean to draw on my Scholars to emulate one-another , who could make the best exercises of their own in the most Rhetorical style , and have often seen the most bashfull , and least-promising boyes , to out-strip their fellowes in pronouncing with a courage , and comely gesture ; and for bringing up this use first in my School , I must here thank that modest and ingenious Gentleman Mr. Edward Perkins , who was then my Usher , for advising me to set upon it . For I found nothing that I did formerly to put such a spirit into my Scholars , and make them , like so many Nightingales , to contend , who could 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 most melodiously tune his voyce and frame style , to pronounce and imitate the forementioned Orations . 4. Their forenoon Lessons on Mondays and Wednesdays , may be in Isocrates , and to make them more attend the Greek , 1. Let them ( at first especially ) translate every Lesson by way of interlineary writing according to the Grammaticall order . 2. Let them parse the whole Lesson in that order , and give you the Variation and derivation of the most difficult Nouns and Verbs throughout , and the Rules of Syntaxe , and of the Accents . 3. Let them pick out the phrases , and more elegant words as they go along , and write them in a Paparbook ; and transcribe what Sentences they meet withall into their Common-place-book . After they are well entered , you may cause them to translate the Greek into elegant Latine , and on Fridayes , when they come to repeat , to render their own Latine into Greek , which they should endeavour to write down very true and fair without any help of their Authour , who is then to be thrown aside , but afterwards compared with what they have done . Three quarters of a year ( I conceive ) will be sufficient to exercise them in Isocrates , till they get a perfect knowledge of Etymologie and Syntaxe in Greek ; which they will more easily attain to , if out of this Authour ( especially ) you teach them to translate such examples most frequently , as may serve to explicate those Rules , which are not to be found in their Latine Grammar , and very seldom occurre in the Greek one , which they commonly read . And then you may let them translate a Psalme out of English into Latine , and out of Latine into Greek , and compare them with the Septuagint Psalter . Afterwards you may give them some of Demosthenes's Sentences or Similies ( collected by Loinus ) or of Posselius Apophthegmes in Latine only ; and let them turn them into Greek , which when they have done , you may let them see the Authours , that by them they may discover their own failings , and endeavour to amend them . Their Lessons then for the fourth quarter on Mondaies and Wednesdaies should be in Theognis , in which most pleasing Poet , they may be taught not onely to construe and parse , as formerly , but also to minde the Dialects , and to prove and scan , and to trie how to make Hex●meter , and Pentameter Greek verses , as they formerly did Latine ones , out of Ovid de Tristibus . And here I must not forget to give notice to all that are taken with this Authour , that Mr. Castilion's Praelectiones ( which he sometimes read at Oxford , in Magdalene Colledge ; and Mr. Langley late School-Master of Pauls transcribed , when he was Student there ) are desirous to see the light , were they but helped forward by some Stationer , or Printer , that would a little consider the Authours paines . I need give the work no more commendations then to say , that ( besides Mr. Langley that writ it long agoe ) Mr. Busbie , Mr. Dugard , Mr. Singleton , and some others of note , have seen the Book , and judged it a most excellent piece , not onely to help young Scholars in the understanding of Theognis , but also to furnish them with abundant matter of invention , and to be a President to Students in the Universities , whereby they may learne to compose such kind of Lectures upon other Poets , either for their own private recreation , or more publick reading . Screvelii Lexicon Manuale , will be very usefull to this Form for parsing their Lessones and Garthii Lexicon ( which is annexed to it ) Rulandi Synonymia , Morelii Dictionarium , Billii Locutiones , Devarius de Graecis particulis , Posselii Calligraphia , for translating Latine into Greek , but nothing is more availeable to gain a good style , then frequent imitation of select pieces out of Isocrates and Demostenes , and translating one while out of the Greek into Latine , and another while out of Latine into Greek . 5. For forenoon Lessons on Tuesdayes and Thursdayes , I make choyce of Justin as a plain History , and full of excellent examples , and morall observations , which for the easiness of the style the Scholars of this Form may now construe of themselves , and as you meet with an Historical Passage that is more observable then the rest , you may cause every one of them to write it down in English , as well as he can possibly relate it without his book , and to return it again into good Latine . By this meanes they will not onely well heed the matter , but also the words , and phrases of this smooth Historian . And after halfe , or three quarters of a yeare , you may make use of Caesars Commentaries , or Lucius Florus , in this manner ; intermixing some of Erasmus Colloquies now and then , for varieties sake . 6. Their afternoones Parts on Mondayes and Wednesday●s , may be in Janua Linguarum Graeca , translated out of Latine by Theodorus Simonius , which they may use as they formerly did the Janua Latinae Linguae ; viz. after they have construed a Chapter , and analysed some harder Nounes and Verbes , you may let them try who can recite the most Greek names of things , and tell you the most Greek words for one Latine word , and shew their Derivations and differences , and the Rules of their severall Accents . And to acquaint them the better with all the Greek and Latine words , comprized in that book , you may cause them at every part to write out some of the Latine Index into Greek , and some of the Greek Index into Latine , and to note the manner of declining Nouns and Verbes , as the Dictionaries , and Lexicons will shew them . 7. Virgil the Prince and purest of all Latine Poets doth justly challenge a place in Schoole-teaching , and therefore I would have him to be constantly and throughly read by this form on Mondaies and Tuesdaies for after-noon lessons . They may begin with ten or twelve verses at a lesson in the Eclogues , which they may first repeat memoriter , as well as they can possibly . 2. Construe and parse , and scan and prove exactly . 3. Give the Tropes and Figures with their definitions . 4. Note out of the Phrases and Epithites , and other Elegancies . 5. Give the Histories or descriptions belonging to the proper Names , and their Etymologies . But after they are well acquainted with this excellent Poet , let them take the quantity of an Eclogue at once , not minding so much to con their lessons by heart , as to understand and examine them well and often over , according to the directions which Erasmus gives de modo repetendae lectionis , which Mr. Langley caused to be Printed at the end of Lillies Grammar by him corrected , and Mr. Clark hath worthily inserted in his Dux Grammaticus . There are several Translations of Virgil into English verse , by the reading whereof young Scholars may be somewhat helped to understand the Latine better , but of all the rest Mr. Ogilby hath done it most compleatly , and if his larger book may be procured to the Schoole-Library , the lively pictures will imprint the Histories in Scholars Memories , and be a means to heighten their phansies with conceits answerable to the Authors gallant expressions . After they have passed the Georgicks by the Masters help , he may leave them to read the Aenead's by themselves , having Cerda , or Servius at hand to resolve them in places more difficult for them to construe ; though Mr. Farnabies notes upon Virgil will assist them ever and anon . As they read this Author , you may cause them sometimes to relate a pleasing story in good English prose , and to try who can soonest turn it into elegant Latine , or into some other kinde of verses which you please for the present to appoint them , either English or Latine , or both . 8. On Tuesdaies in the after-noones you may cause them sometimes to translate one of Aesops Fables , and sometimes one of Aelians Histories , or a Chapter in Epictetus out of Greek into English , and then to turn its English into Latine , and out of Latine into Greek . And on Thursdaies in the after-noons they may turn some of Mr. Farnabies Epigrammata selecta out of Greek into Latine and English verses , and some of Aesops Fables or Tullies Sentences into Latine and afterwards into Greek verses . You need not alway let your Scholars have these Greek Books , but sometimes dictate to them what you would have them write , and afterwards let them compare their own doings with their author , to espie their own failings , and this will be a means to help them to write Greek truly of themselves ; you may sometimes dictate a Colloquie , or Epistle , or a Sentence , or a short History in English , and let them write it in Latine or Greek as you spake it , and by this you may try their strength at any time , and ready them for extemporary exercises . 9. Now forasmuch as this form is to be employed weekly in making Theams and Verses , which they can never well do , except they be furnished with matter aforehand ; I would have them provide a large Commox-place book , in which they should write at least those heads which Mr. Farnabie hath set down in his Index Rhetoricus , and then busie themselves ( especially ) on Tuesdaies and Thursdaies in the after-noons , after other tasks ended , to collect , 1. Short Histories out of Plutarch . Valerius Maximus . Justin. Caesar Lucius Florus . Livie . Plinie . Paraeus Medulla Historiae , Aelianus , &c. 2. Apologues and Fabies out of Aesop . Phaedrus . Ovid. Natales Comes , &c. 3. Adagies out of Adagia Selecta . Erasmi Adagia , Drax's Bibliotheca Scholastica , &c. 4. Hieroglyphicks out of Pierius and Causinus , &c. 5. Emblems and Symbols out of Alciat . Beza . Quarles . Reusenerus . Chartarius , &c. 6. Ancient Laws and Customs out of Diodorus Siculus . Paulus Minutius , Plutarch , &c. 7. Witty Sentences out of Golden Grove . Moral Philosophie . Sphinx Philosophica . Wits Common Wealth . Flores Doctorum . Tullies Sentences . Demosthenis Sententiae . Enchiridion Morale . Stobaeus . Ethica Cireroniana . Gruteri Florilegium , &c. 8. Rhetorical exornations out of Vossius , Farnaby , Butler , &c. 9. Topical places , out of Caussinus . Tresmarus . Orator Extemporaneus . &c. 10. Descriptions of things natural and artificial , out of Orbis Pictus . Caussinus . Plinius , &c. that I may not forget Textors Officina . Lycosthenes . Erasmi Apophthegmata , Carolina Apophthegmata , and Polyanthea , which , together with all that can be got of this nature , should be laied up in the Schoole Library for Scholars to pick what they can out of ; besides what they read in their own Authours , Now the manner I would have them use them , is thus ; Having a Theme given then to treat of , as suppose , this ; Non aestas semper suerit , componite nidos . Let them first consult what they have read in their own Authours , concerning , Tempus , Aetas , occasio , or opportunitas , and then , 2. Let every one take one of those books forementioned , and see what he can finde in it for his purpose , and write it down under one of those heads in his Common-place book ; but first let the Master see whether it will suit with the Theme . 3. Let them all read what they have written , before the Master , and every one transcribe what others have collected , into his own book ; and thus they may alwayes have store of matter for invention ready at hand , which is far beyond what their own wit is able to conceive . Now to furnish themselves also with copy of good words and phrases , besides , what they have collected weekly , and what hath been already said of varying them , they should have these and the like Books reserved in the Schoole-Library ; viz. Sylva Synonymorum , Calliepia . Huisse's phrases , Winchesters phrases , Lloyds phrases , Farnabies phrases , Enchiridion Oratorium , Clarkes Phraseologia , and his English Adagies ; Willis Anglicismes , Barrets Dictionary , Hulaet , or rather Higgins Dictionary ; Drax Bibliotheca , Parei Calligraphia , Manutii phrases , A little English Dictionary , 160. and Walkers Particles : and if at any time they can wittily and pithily invent any thing of their own brain ; you may help them to express it in good Latine , by making use of Cooper's Dictionary , either as himselfe directeth in his preface , or Phalerius will more fully shew you , in his Supplementa ad Grammaticam And to draw their words and matter into the Form of a Theme with ease , let them have sound Patterns to imitate , because they in every thing prevaile to do it soonest , and sureliest . First therefore let them peruse that in Merchant Taylors School Probation book , and then those at the end of Winchesters phrases , and those in Mr. Clarks Formulae Oratoriae ; and afterwards they may proceed to those in Aphthonius , Rodulphus Agricola , Catineus , Lorichius , and the like ; and learne how to prosecute the severall parts of a Theme more at large , by intermixing som of those Formulae Oratoriae , which Mr. Clark and Mr. Farnaby have collected , which are proper to every part ; so as to bring their matter into handsome and plain order , and to flourish and adorne it neatly with Rhetorical Tropes and Figures , alwayes regarding the composure of words ; as to make them run in a pure and even style , according to the best of their Authours , which they must alwayes observe , as Presidents . But the best way ( as I conceive ) to encourage children at the first , against any seeming difficulty in this exercise of making Themes , is this ; After you have shewed them how to finde matter , and where to help themselves with words , and phrases , and in what order they are to dispose the Parts , and what Formula's they are to use in passing from one to another ; propound a Theme to them in English and Latine , and let them strive who can soonest return you the best Exordium in English , and then who can render it into the best Latine , and so you may proceed to the narration , and quite thorow every part of a Theme , not tying them to the words of any Authour , but giving them liberty to contract , or enlarge , or alter them as they please ; so that they still contend to go beyond them in purity of expression . This being done , you may dismisse them to adventure to make every one his own exercise in English and Latine , and to bring it fair written , and be able to pronounce it distinctly memoriter at a time appointed . And when once you see they have gained a perfect way of making Themes of themselves , you may let them go on to attain the habit by their own constant practice , ever and anon minding them what places in their Authours ( as they read ) are most worthy notice and imitation , and for what purposes they may serve them . 10. Touching learning to scan and prove , and make all sorts of verses , I have spoken in the former Chapter ; now for diligent practise in this kind of exercise , they may constantly comprise the sum of their Themes in a Distich , Tetrastich , Hexastich , or more verses , as they grow in strength . For invention of further matter upon any occasion or subject they are to treat upon , they may sometimes imitate places out of the purest Poets , ( which Mr. Farnabies Index Poeticus will point them to , besides what they finde in Flores Poetarum , & Sabinusde Carminibus ad veterum imitationem artificiose componendis , at the beginning of Textors Epistles , will further direct them ) and sometime paraphrase , or ( as some term it ) metaphrase upon a piece of an Historian or Oratour , endeavouring more lively to express in verse what the Authour hath written in prose , and for this Mr. Horne hath furnished you with two examples in his excellent 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 , de usu Authoris . For variety and copy of Poetical phrases , there are many very good helps ; viz : Phrases Poeticae , besides those of Mr. Farnabies . Aerarium Poeticum , Enchiridion Poeticum , Res Virgiliana , Artis Poeticae compendium , Thesaurus Poeticus , and others , worthy to be laid up in the Schoole-Library . Textor will sufficiently supply choyce Epithites , & Smetii Prosodia , will afford Authorities ; ( which is lately comprized , and printed at the end of Lilies Grammar ) But for gaining a smooth way of versifying , and to be able to expresse much matter in few words , and very fully to the life , I conceive it very necessary for Scholars to be very frequent in perusing and rehearsing Ovid and Virgil , and afterwards such kind of Poete , as they are themselves delighted with all , either for more variety of verse , or the wittinesse of conceit sake . And the Master indeed should cause his Scholars to recite a piece of Ovid or Virgil , in his hearing now and then , that the very tune of these pleasant verses may be imprinted in their mindes , so that when ever they are put to compose a verse , they make it glide as even as those in their Authours , Mr. Rosse his Virgilius Euangelizans will easily shew how a young Scholar may imitate Virgil to the life . From this little that hath been said , they that have a natural aptness & delight in Poetry , may proceed to more exquisite perfection in that Art , then any rules of teaching can reach unto : & there are very few so meanly witted , but by diligent use of the directions now given , may attain to so much skill , as to be able to judge of any verse , and upon a fit occasion or subject , to compose a handsome copy ; though not so fluently or neatly as they that have a natural sharpnesse and dexterity in the Art of Poetry . 11. When they in this Form have gone thrice over the Assemblies Catechisme in Greek and Latine , they may proceed in Nowels Catechisme , or the Palatinate Catechisme in Greek . And now to summe up all concerning the fifth Form. 1. Let them read constantly twelve verses at least in the Greek Testament , before parts . 2. Let them repeat the Latine and Greek Grammars , and Elementa Rhetorices , on Thursday Mornings . 3. Let them pronounce Orations on Mondayes , Tuesdayes , and Wednesdayes , in stead of parts , out of Livie , &c. 4. Let their fore-noons Lessons on Mondayes and Wednesdayes be in Isocrates , for three quarters of a years space , and for the fourth quarter in Theognis . 5. Let their fore-noon Lessons on Tuesdaies and Thursdaies be in Justin's History , and afterwards in Caesars Commentaries , Lucius Florus , or Erasmus Colloquies . 6. Let their after-noon parts on Mondayes and Tuesdaies be in Januâ linguarum Graecâ , and 7. Their after-noons Lessons in Virgil. 8. Let them on Tuesdaies in the afternoons translate out of Greek Aesops Fables , Aelian's Histories , Epictetus , or Farnabies Epigrammata . 9. Let them be imployed weekly in making a Theme , and 10. In a Copy of verses . 11. Let them say Nowels Catechisme , or ●he Palatinate Catechisme on Saturdaies . By this meanes they will become familiarly acquainted with the Latine and Greek Tongues , and be able to peruse ●ny Orator or Poet in either Language ; and to imitate their expressions , and apply what matter they finde in them to their own occasions . And then they may couragiously adventure to the sixth and highest Forme . CHAP. III. How to enter the Scholars of the sixth Forme into Hebrew ; How to employ them in reading the best and most difficult Authours in Latine and Greeke , and how to acquaint them with all manner of Schoole-Exercises , Latine , Greek , or Hebrew . THis sixth Form is looked upon as the main credit of a Schoole , & the Master commonly delighteth most in teaching it , because therein he seems to reap the fruit of those labours , which he hath bestowed formerly . His care therefore is to exercise them in every thing that may compleat a Scholar , that whether they be privately examined , or upon any publick solemnity required to shew their parts , they may satisfy them that desire an account , and gain to themselves applause . And whereas I observe more variety in teaching this Form then the rest , because every Master almost observes a several Method in reading such Authours as himselfe best liketh , I will not much trouble my self to declare what others do , but as plainly as I can discover what course I have hitherto taken to enable these highest Scholars to shift for themselves . 1. Make them read ( at least ) twelve verses out of the Greek Testament , into Latine or English ; or out of the English , or Latine Testament into Greek every morning , before they say parts . 2. Let them repeat Parts ( as they did before ) out of the Latine and Greeke Grammars , and Elementa Rhetorices , every Thursday morning , and give account what Grammatical or Rhetorical notes , they have collected and writ fair in their Common place Bookes for those Arts. Besides the Bookes which I formerly mentioned , I desire that Goclenii observationum ling●ae Latinae Analecta & Problemata Grammatica , may he made use of for this purpose . 3. Their parts on Mondaies , Tuesdayes , and Wednesdaies , may be to learn the Hebrew tongue , which is very necessary for all such as would be acquainted with the Original of the Bible , and is not very difficult to attain to , because it goeth word for word with our English , and is not so copious in words as the Greek and Latine . And whereas many defer the Hebrew to be learned at the University , I may say it is rarely attained there by any that have not gotten ( at least ) the Rudiments of it before hand , at a Grammar Schoole . Now for the entering of them upon this holy Language , I conceive Buxtorf's Epitome is the best Introduction of Hebrew Grammar ; partly because it is the most used in Schooles , and partly because most easie for young Scholars to apprehend . Though some prefer Martinius others Bellarmine , others Amoma , others Blebelius , and others Horologium Hebreae linguae , before it . Now in teaching Buxtorfe , you may read your Scholars a part of it , and cause them againe to read it over perfectly in your hearing , and then let them get it by heart , as they did other parts , and when they say , be sure to examine how well they understand it . As they go over this Grammar , they should write out the letters , and chiefest Rules ; but especially the declining of Nouns and Pronounes , and all the Paradigmes , of the Conjugations both in Hebrew and Latine Characters , with their proper significations ; and this will cause them to minde the different shape of the Consonants and Vowels , and Accents , and help to strengthen their memory in getting the Rules by heart . They may get every day a certain number of Hebrew roots , together with their Grammar Parts out of some Nomenclator or Lexicon . After they have learnt the Grammar , you may exercise them in those Texts of Scripture annexed as a Praxis at the end of it , which they must exactly construe and parse , and write faire , by way of interlineary . As they go over the Psalter , they may sometimes translate their lessons into Latine , and read them out of Latine into Hebrew in a Paper-book . Then they may with facility run along the Psalter , having Tossani syllabus geminus , to help them in every word . Afterwards they may proceed in the Proverbs , Ecclesiastes , Job , of themselves ; but be sure they be well acquainted with the Rules of finding a Radix in Buxtorfe , or Pagnine , or the like useful Lexicon , which are fit to be reserved in the Schoole-Library . Though it be found a thing very rare , and is by some adjudged to be of little use , for School-boyes to make Exercises in Hebrew ; yet it is no small ornament , and commendation to a Schoole , ( as Westminster-Schoole at ptesent can evidence ) that Scholars are able to make Orations and Verses in Hebrew , Arabick , or other Oriental Tongues , to the amazement of most of their hearers , who are angry at their own ignorance , because they know not well what is then said or written . As for Orations , they may be translated out of Latine into Hebrew by help of Schind leri Pentaglotton , Buxtorsius , Pagnine Crinesius , or Trostius's Lexicon ; and for Verses Buxtorf's Thesaurus will afford some Rules and Presidents , and Aviani Clavis Poeseos Sacrae , all sorts or Rithmes . They that are more industriously studious in the Hebrew , may profit themselves very much by translating Janua Linguarum , into that language . This that I have said may seem enough to be learnt at Schoole , but if one desire to learne those Oriental Tongues , in which the great Bible is now happily printed , ( by the great vigilancie and industrie of Doctor Walton , who hath carried on the Work to the honour of this Nation , the comfort of the poor Church of England , and the encouragement of good literature , in the midst of distracting times ) he may make use of Introductio ad lectionem Linguarum Orientalium , and of the Lexicon ( which I conceive ere this time is well-nigh finished ) made of purpose to explicate the words of the Bible according to their several Languages ; viz. Hebrew Chaldi , Samaritane , Syriack , Arabick , Persian , Aethiopick , Armenian , and Coptick , which is a kinde of Aegyptian Tongue . 4. Their forenoons Lessons on Mondaies and Wednesdaies , may be in Hesiods , 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 , which they may now construe and parse of themselves , by help of the Latine translation , and Pasor opon it ; or Screvelii Lexicon . Onely your self may now and then illustrate , some harder places out of Cerapine & Melanctthon's Commentarie published by Johannes Frisius Tigurinus . And cause them to paraphrase in Greek upon such Lessons as are full of excellent matter , and which are worth getting by heart . When they have gone this over , they may proceed in like manner to Homer , in which they may help themselves out of Clavis Homerica , or Lexicon Homericum , or those Quorundum verborum Themata , at the end of Scapulae Lexicon . You may illustrate the difficult places in him out of Eustathius's his Commentary , and let your Scholars write some of his narrations in good Latine and Greek phrase . Chapman's English translation of Homer will delight your Scholars to read in at leasure , and cause them better to apprehend the series of his Poetical discourses . When they are well acquainted with this Father of Poetry , ( which will be after they have read two Books , either of his Iliads , or Odisseus ) you may let them proceed to Pindar , and after they have tested some of his Odes , by the help of Benedictus his Commentary ; you may at last let them make use of Lycophron , which they will better do , having Canterus or Zetzius to unfold his dark meaning ; and Longolii Lexicon to interpret and analyse most of his uncouth words . 5. Their forenoone Lessons on Tuesdaies and Thursdaies , may be in Zenonophon 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 , for the first quarter , or somewhat longer , and afterwards in some of Euripides , and Sophocles Tragedies , which you please to pick out , to enable them for the rest ; and if to these you adde a few of Aristophanes Comedies which they may better understand by the help of Bisetus upon him , I suppose , you may turn them to any other Greek Authour , and they will give you a reasonable account thereof , having but a little time allowed them , to deliberate upon it , and necessary Subsidiaries at hand to help themselves withall , in case they be put to a stand . 6. Their afternoons parts on Mondayes and Wednesdayes , may be in Ant. de Laubegeois Breviarium Graecae Linguae , partly because the perusal of that book will help them to retain all the Greek Vocabula's in minde , and partly because those excellent Sentences being pickt out of many Authours , will acquaint them with most of the hard words , that they are like to find in them . 7. Their afternoons Lessons may be in Horace , wherein they should be emploied . 1. In commiting their Lessons to memory , as affording a rich mine of invention . 2. In construing and parsing , and giving the Tropes and Figures . 3. In scanning and proving verses . 4. Sometimes in turning an Ode , or Epistle , into other kind of verses , English , Latine , or Greek ; sometimes in paraphrasing or enlarging the words in an Oratorial style , as Mr. Horne doth give some Examples in his little golden book De usu Authoris . Mr. Farnabie or Mr. Bonds Notes upon this Poet will encourage your Scholars to proceed in him : And after they have read what you best approve ( for he that feeds cleanly , will pare his apple ) in this Authour , you may let them proceed to Juvenall , and read some select Satyres , by help of Farnabies notes , or Lubines Commentarie , and then let them read Persius quite through , which besides the notes upon him , Mr. Holydaies English Translation will help them well to understand . As for Lucan , Seneca's Tragedies , Martiall , and the rest of the finest Latine Poets , you may do well to give them a taste of each , and show them how and wherein they may imitate them , or borrow something out of them . Mr. Farnabies Notes upon them will be helpful to understand them , and Pareus , or Taubman upon Plautus , will make that some merry Comedies of his , may be easily read over . 8. They may read some of Luciani selecti mortuorum dialogi , on Tuesdaies in the afternoons , and if those printed at Paris by Sebastian and Gabriel Cramoisy , cum interpretatione Latinâ & Grammaticâ singularum vocum explanatione were to be had , they might easily run them over , but ( I suppose ) they will now be able to go on of themselves in perusal of those lately printed by Mr. Dugard . After Lessons ended , they may benefit themselves by reading Jacobi Pontani Progymnasmata Latinitatis , which will furnish them with good expressions for speaking Latine , and acquaint them with some patterns for exercises , which are not elsew here usually found . 9. On Thursdaies they may be imployed in reading some of Tullies Orations , especially those pro Archia contra Catalinam , and Philippicae ; and afterwards they may peruse Pliny Panegyrica , and Quintilian's Declamationes . After Lessons ended , they may busie themselves in perusing Goodwin's Antiquities , or the like . And here I do heartily wish , as Mr. Horne hath done formerly , that some of better leisure and abilities , would make an Index Oratorius , like that Index Poeticus of Mr. Farnabies , which may point at the marrow of matter & words , in all the putest Orators that are extant , either ancient or modern , & that those Authours might be reserved in the Schoole Librarie , whereunto Scholars may have recourse touching any subject , whereof they have occasion to treat in their Schoole Exercises . 10. In the meane time this Forme should continue to make Themes and Verses , one week in Greek , and another in Latine ; and ever and anon they may contend in making Orations & Declamaons , for which exercise the may find Helps and Patterns in Mr. Clerks Formule Oratoriae , and Mr. Horne de usu Authoris . Likewise to bring themselves to an habituated perfection of a good style , they should be frequent in perusing and excerpting passages that may serve for their occasions out of Tully , Quintilian , Livie , Salust , Tacitus , Quintus Curtius , or the like ancient Orations ; and acquaint themselves with those moderne Orators , whose eloquence we admire ; viz. Turnerus , Baudius , Muretus , Heinsius , Pureanus , Rainoldus , Lipsius , Barclaius , Salmatius , and others , to be laid up in the Schoole Library . Tesmarus , and Orator extemporaneus , will shew them how to dispose their matter so , as to make an Oration of any subject in Latine , ex tempore ; and Aphthonius , and Libanius Sophista , will furnish them with patterns in Greek . For learning to write Greek Epistles , they may consult Isocrate's Epistles , and Symmachus . They should often also vie wits amongst themselves , and strive who can make the best Anagrams , Epigrams , Epitaphes , Epithalamia , Eclogues , Acrosticks , and golden verses , English , Latine , Greek , and Hebrew ; which they will easily do , after a while , having good patterns before them to imitate , which they may collect out of Authours , as they fansie them , for their owne use and delight . 11. When they have done with Nowell , they may proceed to Birkets Catechisme in Greek , or our common Church-Catechisme in Hebrew , which was printed for the company of Stationers in four Languages , A. D. 1638. Thus have I at last done with my School-Discovery , in which I have proceeded so far as to make any Authour seem easie to young Scholars , in their future progresse at the Universities , where I would advise them ( that have purses especially ) to provide themselves of all the Latine and Greek Orators , and Poets , and what they cannot understand without a Commentary or Scholiast , to procure those whereby they may best help themselves , and to have Stephani Thesaurus , Greek and Latine ; Suidas , Hesychius , Budaeus Commentaries , and the like , ever at hand ; that they may be sure to improve themselves in the Latine and Greek Tongues , as well as to minde the daily study of Arts and Sciences , which are delivered in them . 1. And would some able Tutour take the paines to describe a Right method of study and in what Authours Students may best bestow their time for the first four years ; it would doubtlesse be a means to encourage them to go on to that height of perfection , which we see few attain to , and those not untill they he ready to drop into their graves ; and then they wish they could once run over again their former studies , and tell how easily they could cope-gaine that little measure of knowledge , which they have so industriously sought for all their life . The constant employment of this sixth Form is , 1. To read twelve verses out of the Greek Testament every morning before Parts . 2. To repeat Latine and Greek Grammar Parts , and Elementa Rhetorices every Thursday morning . 3. To learn the Hebrew Tongue on Mondaies , Tuesdaies , and Wednesdaies , for morning Parts . 4. To read Hesiod , Homer , Pindar , and Lycophron , for forenoon lessons on Mondaies , and Wednesdaies . 5. Zenophon , Sophocles , Euripides , and Aristophanes , on Tuesdaies , & Thursdaies . 6. Laubegeois's Breviarium Graecae linguae , for afternoons Parts on Mondaies , and Wednesdaies . 7. Seneca's Tragedies , Martial and Plautus , for afternoons lessons on Mondaies , and Wednesdaies . 8. Lucian's select Dialogues , and Pontani Progymnasmata Latinitatis , on Tuesday afternoons , and 9. Tullies Orations , Plinies Panegryicks , Quintisians Declamations on Thursday afternoons , and Goodwins Antiquities at leisure times . 10. Their exercises for Oratory , should be to make Themes Orations , and Declamations , Latine , Greek , and Hebrew ; and for Poetry , to make Verses upon such Themes , as are appointed them every week . 11. And to exercise themselves in Anagrauis , Epigrams , Epitaphs , Epithalamia's , Eclogues , and Acrosticks , English , Latine , Greek , and Hebrew . 12. Their Catechismes are Nowell , and Birket , in Greek , and the Church Catechisme in Hebrew . So that in six ( or at the most seven ) yeares time ( which children commonly squander away , if they be not continued at the Schoole , after they can read English , and write well ) they may easily attain to such knowledge in the Latine , Greek , and Hebrew Tongues , as is requisite to furnish them for future studies in the Universities , or to enable them for any ingenuous profession or employment , which their friends shall think fit to put them upon , in other places . But having somewhat to say further , touching the well-ordering of a Grammar Schoole , ( for I have here insisted chiefly concerning Teaching ) I shall endeavour to proceed in my next Treatise , with Schoole-Discipline . In the mean time you may observe , that the Method which I have here discovered , is for the most part contrived according to what is commonly practised in England and foreign countries ; and is in sundry particulars proportioned to the ordinary capacities of children under fifteen yeares of age . The subject matter which is taught , is the same with that which is generally used by Grammars , Authours , and Exercises : Touching Grammars , I prefer Lilies for Latine , Camdens for Greek , and Buxtorf's Epitome for Hebrew , not excluding any other that may conduce to the compleating of Grammar Art. The Authours which I prescribe to be used , are partly classical which every Scholar should provide for himselfe ; and because these are constantly learnt in most Grammar Schooles , I appoint them to be read at such times as are usually spent in Lessons . The Subsidiary Books are those which are helpful to children in performing their tasks with more ease and benefit ; and , because all the Scholars will not have like need of them , and they are more then any one will desire to buy : these should be laid up in the Schoole Library , for every Form to make use on , as they shall have occasion . Some of these serve chiefly to the explication of Grammar , and are applyed to it ; some are needful for the better understanding of classical Authours , and are appropriated to them ; and others are very requisite for the gaining of words , and phrases , and an ability for speaking or writing elegantly , and such times are set apart for perusing of them , as are commonly truanted away in idlenesse , or needlesse sport . Now by the joynt using of these together , I endevaour that a Scholar may have a pretty knowledge of the Language which he learneth , as well as of his bare Grammar Rules , which without it signifie nothing . And therefore to help children more easily to gain the Latine , I have translated such books as they learn whilest they get the Grammar , into their own mother-tongue , that by comparing , and using both together , they may be able after good acquaintance with the Latine , to waine themselves quite from English . He that desires further satisfaction concerning the Translations which I have already made , may peruse that Advertisement , that I caused to be printed before Cato's Distichs English and Latine . And if any man shall think to tell me , that I seem to trouble my Scholars with too many books at once , because a few , if well learned , will suffice to make a Grammarian ; I will give him here to consider ; 1. That I have to deale with children who are delighted and refreshed with variety of books , as well as of sports , and meats . 2. That a Schoolmasters aim being to teach them Languages , and Oratory , and Poetry , as well as Grammar , he must necessarily employ them in many Books which tend thereunto . 3. That the classical Authours are the same with other Schooles , and Subsidiaries may be provided at a common charge , as I shall afterwards shew . The Scholars in a Grammar Schole may be fitly divided into six formes , whereof the three lowest , which are commonly under an Usher , may be termed . 1. Rudimentaries , that learne the Grounds . 2. Practitioners , that exercise the Rules . 3. Proficients , that can speak and write true Latine . The three highest Formes , are employed by the Master to learne the Greek and Hebrew Tongues , together with the Latine , and to gaine some skill in Oratory and Poetry , and matters of humanity ; and of these I may name the lowest Tertiani , the middlemost Secundani , and the highest Primani , because they seem to differ one from another in ability of learning , as these Roman legionary souldiers did in strength and use of Armes . This division I have purposely made , that whether one Master alone be put to teach the whole , or have one , two , or more Ushers to assist him , he may constantly train up his Scholars by one and the same Way of teaching , ( altering now and then onely some circumstances , as his own Discretion shall better direct him , ) and , that every Scholar may from his first entrance to the Schoole , proceed with cheerfulnesse in learning when he seeth plainly what he is to do from year to year , and how others before him in a playing manner , overskip those seeming difficulties , which he imagineth in his minde . And conceive it will be no small satisfaction to Parents , and a mean to cease the indiscreet clamors of some against School-masters , to see what method they observe in teaching , and how their children profit by degrees , according to their present apprehensions , and growth in years . And now the God of heaven & earth , in whose alone power it is to give increase ; vouchsafe to bestow such a blessing upon our planting and watering , that our young plants may grow up in all godlinesse and good learning , and abound in the knowledge of our Lord Jesus Christ , whom onely to know , is eternal life . Amen . SCHOLASTICK DISCIPLINE : OR , The VVAY of ordering a Grammar-Schoole , Directing the not experienced , how he may profit every particular Scholar , and avoyd Confusion amongst a multitude . By C. H. LONDON , Printed by J. T. for Andrew Crook , at the Green Dragon , in Pauls Church-yard , 1659. CHAP. I. Of the Founding of a Grammar Schoole . THe most of the Grammar Schools which I have yet taken notice of in England , are of two sorts ; The first I may call mixt Schooles , where a structure is made , and an allowance given of ten , twenty , or thirty pounds per annum , onely to one man to teach children freely , that inhabit within the precincts of one Parish , or of three or four neighbouring Hamlets , adjoyning . And such Schooles as these very seldom or never improve Scholars further , then to teach them to read and write , and learne some little ( they know not what it meaneth ) in the common Grammar ; partly because the Master is overburdened with too many petty Scholars , and partly because many parents will not spare their children to learne , if they can but finde them any employment about their domestick or rureall affairs , whereby they may save a penny . In some places more populous , an allowance is made to a Master of about twenpounds per annum to attend Grammarians onely , and ten pounds to an Usher , whose work it is to teach the Petties : in such Schooles as these , I have knowne some boyes more pregnant witted then the rest , to have proved very good Grammarians , and to have profited so in the Latine and Greek Tongues , as to come to good maturity in University studies , by a Tutors guidance . But the Masters of such Schooles for the most part , either weaken their bodies by excessive toyle , and so shorten their dayes ; or as ( soon as they can fit themselves for a more easie profession , or obtain a more profitable place ) after a few years quit their Schoole , and leave their Scholars to anothers charge , that either hath his method to seek , or else traines them up in another , quite different from that which they had been used to . And thus thorow the change of Masters the Scholars are either dispersed , or hindered from going on with that alacrity and profit , which otherwise they might . The second sort of Schooles are those which are purely Grammatical , being especially conversant in teaching the Art of Grammar . Now some of these have yearely salaries for a Master and one Usher , where the Master is employed in perfecting those Scholars , which the Usher hath already grounded . And many of these Schooles , ( especially if they be situate in places where accommodation is to be had for Tabling ) do happily train up many Scholars , which about sixteen or seventeen years of age , are fit to besent to the University . But in regard there is no preferment attending these Schooles , the most pregnant witted children are commonly taken thence , after they are well grounded , and disposed on to other places , where they may gain it . So that of all others our collegiate Schooles or those that come nearest them , have the greatest advantage of making most Scholars . For these having commonly large revenues belonging to them , do not onely provide sufficiently for a Master and one Usher at lest , but also for a certaine number of Scholars , which being for the most part of the choycest wits , pickt out of other Schooles , and such as depend upon hopes of advancement , do industriously bestirre themselves to attain what learning they can , and submit themselves orderly to such Discipline as is there exercised . But forasmuch as these greater Schooles rather intend the forwarding of such children as are already grounded , then busie themselves about meere Rudiments ; it ca●seth many parents to disperse their little ones abroad to Tabling-Schooles , where ( for the most part ) there is but one man to teach a few promiscuously hand-over-head , without any setled Method , and these changing and removing ever and anon , as cause is offered , do seldome attain any stable proficiencie in Grammar-learning . Yet in some of these , where an able Schoole-Master is well seated , and provided with all fitting accommodations , so as to entertain many Gentlemens sonnes of good quality , and an able Usher to assist him in Teaching . I have observed children to make double profiting , in respect of other Schooles , because they have the advantage to spend much of that time at their bookes , which others trisle away , in running up and down about home ; not to say , that the constant eye of the Master is an especiall means to regulate them in point of behaviour . Now comparing all the Schooles which we have in England , with some that I read of in other countries , ( that I may speak freely , and without offence to any man , submitting my self herein also to the judgement of those of my Profession ) I do not know one that is so compleated , as ( perhaps ) many might easily be , with all necessary accommodations , and advantages to improve children to what they are capable of , in their playing years , and wherein we evidently see , how many places of education beyond the Seas , do quite outstrip us . And therefore from what I have heretofore read in Mr. M●leasters Positions concerning the training up of children , in ch . 40. ( which he writ when he had been twenty years Schoole-master at Merchant Tailors Schoole , which was erected 1561. being afterwards head Master of Pauls , in 1600. ) and what I have been informed touching Mr. Farnabies improvement of a private Grammar Schoole in Gold-Smiths Alley , now called New street , also Jew●n Street ; and what I my self have experienced for about fourteen years together , both in that place , and in Lothbury Garden , I am induced to think , that it is a matter very feaseable to raise many of our Grammar-Schooles to a far higher pitch of learning , then is ordinarily yet attained to in England . For whereas in most of our Grammar-Schooles ( as I have noted ) there is but one , two , or three Ushers besides a Master , imployed in teaching the Latine and Greek Tongues , and some smattering of the Hebrew , together in one room , to six or seven Forms of Scholars , who by reason of the noise of one another , ( not to mention the clamour of children ) and the multiplicity of their Work , with several boyes in each Form , do both over-tire themselves , and many times leave things to the halves ; I conceive a course may be taken ( especially ) in Cities , and Townes of greater concourse , to teach a great multitude of Scholars ( as Corderius professeth to have taught 500. and I have been informed , that in some places beyond Seas , 2500. are taught in one Schoole ) without any noise , in a pleasing & profiting manner , & in their playing years ; not onely the English , Latine , and Greek Tongues , ( together with the Duties of Piety , and civil behaviour ) but also the Easterne , and other needful forreign Languaguages , besides fair writing , Arithmetick , Musick , and other Preparatory Arts and Sciences , which are most obvious to the Senses ; and whereof their younger yeares are very capable ; that thereby they may be throughly fitted for ingenuous Trades , or to prosecute higher studies in the Universities , and so be able ( when they come to mans estate ) to undertake the due management of private or publick Affaires , either at home , or in other countries . He that shall but consider the low ebbo that learning was brought to ( by reason of the Danish barbarisme ) in England , in King Alfred's dayes , who could not finde a Master in all his dominions , to teach him the Latine Tongue , ( which he began to learn at thirty six years of age , having begun to read English at twelve , which his elder brethren , because less studious , could not attain to ) and the paucity of them that understood Greek , not much above threescore yeares agoe , when a Scholar yet living of thirteen years old from the Schoole , was owned as a better Grecian , then most of the Fellowes of the Colledge to which he went ; he that , I say , shall consider the former rareness of the Latine and Greek Tongues in England , and now see how common they are ( especially since Queen Elizabeths dayes , in whose time , more Schooles were built , then there were before in all her Realm ) and withall , take notice what an excellent improvement that noble-spirited Mr. Busbie hath of late made at Westminster Schoole , where the Easterne Languages are now become familiar to the highest sort of Scholars , will undoubtedly think ( as I do ) that our children may be brought on to far more knowledge of Language and things , then hitherto they have been , and that also in a more easie manner . And forasmuch as I observe it as a great Act of Gods mercy towards his Church , that , in this jangling age of ours , wherein too many decry learning , he hath raised up the Spirit of some , that know better what it is , to endeavour heartily to advance it , I shall here addresse my words to such whosoever they are , but more especially to the Honourable and Reverend Trustees for the maintenance of Students . And as before I have hinted somewhat touching the erecting of Petty-Schooles ( whereof there is great need , especially ) in London ; so I will here presume ( and I hope it will prove no offence ) to publish what I have often seriously thought , and sometimes spoken with some mens approbation , touching the most convenient founding of a Grammar-Schoole ; that if it shall please God to stirre up any mans spirit to perform so pious a Work , he may do it , to the best advantage for the improvement of Piety and learning . For when I see in many places of this land , what vast summes have been expended ( even of late ) in erecting stately houses , and fencing large parcels of ground for Orchards and Gardens , and the like ; and how destitute for the most part they stand , and remain without inhabitants ; I am too too apt to think , that those persons which have undergone so great a charge , to so little purpose , would willingly have disbursed as much money upon a publick good , did they but rightly know how to do it ; since thereby their name and memory will be more preserved ; especially , if they have no children or posterity of their own to provide for . But to return to the contrivance of a Schoole , which is to be in many things ( as I have mentioned ) above the ordinary way of Schooling , yet gradually distant from , and subordinate to University Colledges , which would thence also take a further rise towards perfection in all kinds of Study and Action , For the better grounded a Scholar is in the principles of useful matters , when he comes to the University , the greater progress he will make there in their superstructures , which require more search and meditation ; so that at last he will be able to discover many particulars , which have not yet been found out by others , who ( perhaps ) have not gone so rationally to work , as he may do , having obtained the whole Encyclopoedia of learning , to help him in all sorts of Books . Such a Schoole then as may be fit for the education of all sorts of children ( for we have seen the very poorest to have come to dignities of preferment by being learned ) should be situated in a City or Town of great concourse and trading , whose inhabitants are generally addicted , and sufficiently accommodated to entertain Tablers , and are unanimously well-affected towards Piety , Learning , and Vertue . The place should be healthfully and pleasantly seated in a plentifull country , where the wayes on all sides are most commonly faire , and convenient passage to be had from remoter parts , both by land and by water . The Schoole-house should be a large and stately building , placed by it selfe about the middle of the outside of a Town , as near as may be to the Church , and not far from the fields , where it may stand in a good aire , and be free from all annoyances . It should have a large piece of ground adjoyning to it , which should be divided into a paved Court to go round about the Schoole , a faire Orchard and Garden , with Walks and Arbors , and a spacious green close for Scholars recreations ; and to shelter the Scholars against rainy weather , and that they may not injure the Schoole in times of play , it were good if some part of the Court were sheded , or cloystered over . This Schoole-house should be built three stories high , whereof the middlemost , for more freedome of the aire , should be the highest above-head , and so spacious , that it may contain ( at least ) 500. Scholars together , without thronging one another . It should be so contrived with folding doors made betwixt every Form , as that upon occasion it may be all laid open into one roome , or parted into six , for more privacie of hearing every Form without noyse , or hinderance one of another . There should be seats made in the Schoole , with Deskes before them , whereon every Scholar may write , and lay his book , and these should be so placed , that a good space may be left in the middle of the Schoole , so as six men a breast may walk up and down from Form to Form. The Ushers Pues should be set at the head ends of every Form , so as they may best see and hear every particular boy . And the Masters Chaire should be so raised at the upper end of the Schoole , as that he may be able to have every Scholar in his eye , and to be heard of all , when he hath occasion to give any common charge , or instruction . There may be shelves made round about the Schoole , and boxes for every Scholar to put his books in , and pins whereon they may hang their hats , that they be not trodden ( as is usual ) under feet . Likewise every Form should have a Repository near unto it , wherein to lay such Subsidiary books as are most proper for its use . The lowest story may be divided into several rooms , proportioned according to the uses for which they are intended , whereof one should be for a writing-Schoole , another for such Languages as are to be taught at spare houres ; and a third as a Petty-Schoole for such children as cannot read English perfectly , and are intended for the Grammar-Schoole . A fourth room may be reserved for laying in wood and coales , aud the rest made use on for Ushers or Scholars to lodge in , or the like occasion , as the Master shall think best to dispose of them to the furtherance of his Schoole . In the uppermost story , there should be a faire pleasant Gallery wherein to hang Maps , and set Globes , and to lay up such rarities as can be gotten in presses , or drawers , that the Scholrs may know them . There should likewise be a place provided for a School-Library , and the rest may be made use of as Lodging roomes , for Ushers and Scholars . But the whole Fabrick should be so contrived , that there may be sufficient lights and chimneys to every Form and roome . As for an house of Office , it should be made a good distance : from the Schoole , in some corner of the close , where it may be most out of sight , and least offensive . The Masters dwelling-house should be high the Schoole , and should contain in it all sorts of roomes convenient for entertainment and lodging , and necessary offices that pertain to a great family . It should have a handsome Court before it , and a large yard behind it , with an Orchard and Garden , and some inclosure of pasture ground . And there should be two or three roomes made a little remote from the dwelling house , to which Scholars may be removed and kept apart , in case they be sick , and have some body there to look to them . Now that every Scholar may be improved to the utmost of what he is capable , the whole Grammar Schoole should be divided into six Forms , and those placed orderly in one roome , which ( as I have described ) may be so divided into six , that the noyse of one form may not at all disturb or hinder another . There should also be six able Ushers , for every particular form one , whose work should be to teach the Scholars according to the method appointed by the Master , and ( that every one may profit in what he learneth ) to be sure to have respect to the weakest , and afford them the most help . The Master should not be tyed ( as is ordinary ) to a double work , both to teach a main part of the Schoole himselfe , and to have the inspection and government over all ; but his chief care should be ( and it wil be businesse enough for one ) to prescribe Taskes , and to examine the Scholars in every form , how they profit , and to see that all exercises be duely performed , and good order constantly observed , and that every Usher be dexterous and diligent in his charge , and moderate in executing such correction , as is necessary at any time to be inflicted for vitious enormities , but seldome or never , for errours committed at their Books . As for the maintenance of such a School , it should be so liberal , that both Master and Ushers may think their places to be preferment sufficient , & not to be enforced to look for further elsewhere , or to direct their spare houres studies towards other Callings . It were to be wished therefore , that a constant Salary of ( at least ) 100. l. per annum might be allowed to the Master , and 30. l. 40. l. 50. l. 60. 70. l. 80. l. per annum to his six Ushers . The raising of which maintenance , ( to use Mr. Mulcasters words ) as it will require a good minde , and no meane purse ; so it needs neither the conference of a countrey , nor yet the Revenue of a Romane Emperour . Besides , the Master for his encouragement , should have liberty to make what benefit he can by tabling in strangers ; and every of the abler sort of inhabitants in the Town , should pay him ( at least ) 10. s. per quarter , for a sons teaching , but all the poorer children should be taught gratis , on condition they be sent constantly to the Schoole , and that their Parents do engage they shall keep good order , and be cleanly and neat in their apparel ; that they may not seem to disgrace their fellowes , or to be disdained by them for their poverty . It would withall be a great encouragement to these poorer sort of children to learn , if some whom God hath enriched with more then enough , would spend the supererrogation of their wealth , ( as Mr. Mulchaster terms it ) in affording exhibitions of 8. or 10. l. per annum towards keeping them at the Schoole , or sending them abroad as they are fit , to Trades , or Universities . They that go thither , should have larger exhibitions allowed them , upon condition that they employ more time then others in the study of Tongues , and critical learning ; for the promoting whereof I shall onely propound Mr. Mulcaster's question in his own words , which are these ; If there were one Colledge , where nothing should be professed but Languages onely , ( as there be some people which will proceed no further ) to serve the Realme abroad , and studies in the Vniversitie , in that point excellently & absolutely were it not convenient ? nay , were it not most profitable , &c. As for what he writes further , ( in Chap. 41. of his Positions ) touching the division of Colledges by professions and faculties ; And Mr. John Drury hath lately published ( in his reformed Schoole ) and his Supplement thereto , concerning the bringing together into one Society , such as are able to exercise themselves in any , or all kinde of Studies , that by their mutuall Association , Communication , and assistance in reading , meditating , and conferring about profitable matters , they may not onely profit their own abilities , but advance the superstructures of all learning to that perfection which by such meanes is attainable ; I refer the more judicious to their Books , and leave it to the consideration of those that endevour to promote Schoole-teaching , whether such a Schoole as I have now delineated , would not be of great concernment to the Church and Common-wealth , where-out to pick more able Schoole-masters , that by degrees have been exercised in teaching all sorts of Scholars , for ( at least ) seven years together , then many men that have scarce saluted , or are newly come from the Universities , can suddenly prove to be . For I think it one thing to be a good Schoole-master , and another thing to be a good Scholar , though the former cannot well do his duty as he ought , except he be also the latter . I might here bewayle the unhappy divertment of Jesus Colledge in Rotherham , in which Town , one Thomas Scot , alias Rotherham , ( a poor boy in Ecclesfield Parish ) having had his education , and being advanced to the Arch-bishoprick of York , in the time of Edward the fourth , did out of love to his country and gratitude to the Town , erect a Colledge as a Schoole , for a Provost who was to be a Divine , and to preach at Ecclesfield , Laxton , and other places ( where the Colledge demeanes lay ; ) and three Fellowes , whereof one was to teach Grammar , another Musick , and the third Writing ; besides a number of Scholars ; for some of whom he also provided Fellowships in Lincolne Colledge in Oxford . But in the time of Henry the eighth , the Earle of Shrowesbury ( who as I have heard , was the first Lord that gave his vote for demolishing of Abbies ) having obtained Roughford Abbey in Nottinghamshire , ( to the Prior whereof the Lordship of the Town of Rotherham belonged ) took advantage also to sweep away the Revnues of Rotherham Colledge , ( which according to a rentall that I have seen , amounted to about 2000. l. per annum ) and after a while ( having engratiated himself with some Townsmen , and Gentlemen thereabout by erecting a Cock-pit ) he removed the Schoole out of the Colledge into a sorry house before the gate , leaving it destitute of any allowance , till Mr. West ( that writ the Presidents ) in the time of Queen Elizabeth ( and when Mr. Snell was School-master ) obtained a yearely Salary of tenne pounds per annum , which is since Paid out of the Exchequer , by the Auditor of accounts . I remember how often , and earnestly Mr. Francis West , who had been Clerk to his Uncle , would declaime against the injury done to that Schoole , which indeed ( as he said ) ought still to have been kept in the Colledge , and how when I was a Schoole-master there , he gave me a Copy of the Foundation , and showed me some rentalls of Lands , and told me where many Deeds and Evidences belonging thereunto were then concealed , and other remarkable passages , which he was loth to have buried in silence . But I onely mention thus much touching that worthy Foundation , to shew how charitably some men have been addicted to cherish the roots of learning , and how covetously others have been bent to destroy the whole body of it , even in former ages ; And I hope none will be discouraged from Pious undertakings , for feare least his benevolences should in these , or after times be perverted , when he considereth that God looketh upon the sincerity of his ends , and will accordingly reward him , though what he religiously intended , may unhappily be abused by others , contrary to his minde . I shall now to end this Chapter , recite some remarkable passages of Mr. Mulcasters out of his Positions ( Ch. 40. ) which I leave to the consideration of others , to think how far they concurre with what I have said , as well concerning the foundation of a Petty , as a Grammar-Schoole . If any well-disposed wealthy man , for the honour that he beareth to the murthered infants ( as all our erections have some respect that way ) would begin some building , even for the little yong ones which were no increase to Schooles , but an help to the elementary degree , all they would pray for him , and he himself should be bound to the memory of the young infants , which put him in remembrance of so vertuous an act . The opportunity of the place , and the commodity of able Trainers , whereof a small time will bring forth a great many , will draw many on , and procure good Exhibitours , to have the thing go forward . I could wish we had fewer Schooles , so they were more sufficient , and that upon consideration of the most convenient seats for the Countries , and Shires , there were many put together , to make some few good . The use of under-teachers is not , as we now practise it in Schooles , where indeed Ushers be Masters of themselves , but to assist the Master in the easier points of his charge , which ought to have all under his own teaching , for the chief points , and the same under the Ushers , for the more usual , and easie . CHAP. II. How the Master should maintain his Authority amongst his Scholars . AVthority is the true mother of all due order , which the Master must be careful in every thing to maintain , otherwise he may command what he pleaseth , but withall , he must give the Scholars liberty to do what they list . Which what an horrible confusion in their places , what insufferable neglect of their tasks , what unrulinesse in point of behaviour , what perpetual torment to the painful Master , and his Ushers , and what unavoydable disgrace it bringeth upon a Schoole , let them that are Actors , or Spectators thereof , give testimony . 1. That therefore the Master may have all his lawful commands put in execution with due alacrity , and his decent orders deligently observed , I conceive it requisite , that , 1. He be sure in all things to behave as a Master over himself , not only by refraining those enormities and grosser faults , which may render him scandalous to every one , but checking his own Passions , especially that of Anger ; and if at any time he seem to have cause to be provoked to it , and feel it to come too violently upon him , let him rather walk aside a while out of the Schoole to divert it , then expresse it openly amongst his Scholars by unseemly words or gesturs . He should indeed endeavour to behave himself unblameably in all Christian-like conversation before all men , but so amongst his Scholars , that they may have much wherein to imitate him , but nothing whereby to disgrace him . And towards his neighbours , his affability should be such , as to win their love and respects , so that they may be ready at all times to countenance the Masters well-doing , and to vindicate the credit of him and his Schoole , when they hear it unjustly traduced . 2. When he commands , or forbids any thing to be done , he should acquaint his Scholars with the end intended , and the benefits or inconveniences which attend such , or such a course . For children have so much use of reason as to delight to heare perswasive arguments of reason , though the declivity of corrupt nature makes , that they do not much minde them , where there is no feare or a rod for doing amisse . Yet sometimes it may be best to say onely , Do this , or do it not , where you think it of no concernment to them to know the reason , and would make trial of their readinesse to obey , without asking why or wherefore . 3. One main way to bring Scholars to a loving and awfull respect of their Master , is for him to shew himselfe at all times pleasing and chearful towards them , and unwilling to punish them for every error ; but withall to carry so close an eye upon all their behaviour , that he can tell them privately , betwixt himself and them alone , of many faults they commit , when they think he knowes nothing , and let them see how he dare correct them for the like offences when they presume to commit them again , and especially if they behave themselves stubbornely before their fellowes . Yet to win a boy of a more stubborne spirit , it is better sometimes to forbeare blowes , when you have him submit to the rod , then to punish him so for a fault , as to make him to hate you , and out of a despight to you to do the like , or a worse mischiefe . And when any general misdemeanour is committed , the Master should shew himselfe impartial towards all , so as either to pardon or punish all . Bu in afflicting punishments , as he should let none escape , so he should let the most untoward feele the most smart ; but beware he deal not rigorously , much le●●e cruelly with any ; for that will cause an utter dislike in all the Scholars towards the Master , fearing he will deale so with them , in case they so offend , and thinking it to be no argument of love , where severity of correction is used . 4. But nothing works more upon good natured children , then frequent encouragements and commendations for well-doing ; and therefore , when any taske is performed , or order observed according to his minde , the Master should commend all his Scholars , but especially the most observant , and encourage the weak , and timerous , and admonish the perversest amongst them to go on in imitating their example , in hopes of finding as much favour at his hands , as they see them to have . 5. In some places a Master is apt to be molested with the reproachfull clamours of the meaner sort of people , that cannot ( for the most part ) endure to have their children corrected , be the fault never so heinous , but presently they must come to the Schoole to brave it out with him ; which if they do , the Master should there in a calme manner admonish them before all his Scholars , to cease their clamour , and to consider how rash they are to interrupt his businesse , and to blame him for doing that duty to which he is entrusted by themselves , and others , their betters : But if they go about to raise scandalous reports upon him , he may do well to get two or three judicious neighbours to examine the matter , and to rebuke the parties for making so much adoe upon little or no occasion . Thus we shall see Scholars abundantly more to respect the Master , when they know how grossely he is apt to be wronged by inconsiderate persons , and that wise men are ready to vindicate his cause . Whereas if they once see their Master liable to every bodies censure , and no man take his part whatever is said of him , they themselves will not care what tales they make to his utter disgrace , or ruine ; especially , if he have been any whit harsh towards them , and they be desirous to out-slip the reines of his Teaching and Government . CHAP. III. Of Schoole-times . Of Scholars going forth of the Schoole , and of Play dayes . THough in many Schooles I observe six a clock in the morning to be the hour for children to be fast at their Book , yet in most , seven is the constant time , both in Winter and Summer , against which houre , it is fit every Scholar should be ready at the Schoole . And all they that come before seven , should be permitted to play about the Schoole , till the clock strike , on condition they can say their parts at the Masters coming in ; else , they are not to play at all , but to settle to their books , as soon as they come . But here the Master is to take heed , that he be neither too rigorous with those of weaker age or constitution for coming somewhat tardy ; nor indulgent towards those , who through manifest sloth , and frequent loytering , neglect the houre . For in the one it will breed a daily timerousnesse , and in the other it will make way to licentiousnesse ; and on the one side Parents will clamour , on the other side the Schoole will receive disgrace . However the best is to be as strict as possibly may be , in seeing that every Scholar come at the just houre , and to note it as a punishable fault in him that cometh late ; except he bring a note of excuse from his Parents , or Host's hand , and a promise withall , that he shall not offend often in that kind . It is not amisse for every Scholar in every Form to put down his name in a book ( kept common for that purpose ) so soon as he comes to Schoole every day , that it may be upon record , whether he used to come with the foremost or the hindmost , and how often he was absent from the Schoole ; likewise every Scholars name should be called over according to the Bill every Schole hour , and they that are present should answer for themselves , by saying Adsum , and his next fellow should give notice of him that is absent , by saying Abest . The common time of dismissing Scholars from Schoole in the fore-noons , is eleven a clock every day , and in the after-noons , on Mondaies , Wednesdaies , and Fridaies , five a clock , but on Tuesday after-noons , foure ; and on Thursdayes , three . Touching which , a care would be taken that the taskes of every Form may be fully dispatched rather a little before those houres then after ; that then the Scholars which intend writing or cyphering , or the like , may go to the Writing-schoole , as they yet use to doe about London . Neither would I have the Scholars to be so precisely observant of the clock , as just upon the first stroke of it to rush out of the Schoole : but notice being given to the Master that it is stricken , and he having given the word for dismissing the Schoole , all the Scholars should come one by one orderly out of their seats according to their Forms ( the lowest beginning first , because they are commonly next the doore ) and salute him with their hats in their hands , and so quietly depart out of the Schoole without thrusting , or striving one to get out before another . It were good if there were hour-glasses in the School , to give notice how the time goes on . And for their ready going home , or to the writing Schoole , there should be private Monitors appointed to inform the Master , so soon as they return to the Schoole again , who they are that neglected their duty therein . That space of intermission about nine and three a clock , which is used at Westminster Schoole , and some others , and is so much commended by Mr. Brinsley ( Chap. 33. of his Grammar Schoole ) cannot so well be observed , nor is it so requisite in those Schooles , in which Scholars meet not till seven in the morning ; for the variety of their several tasks , will take away that tediousnesse that seems to accurre by the length of time , and those Subsidiary Books provided for the lower Formes , will prevent the over-toyling of themselves by their present work . And that those disorders which usually befall in Scholars running forth in Schoole-time , may be somewhat remedied , this or the like course may be taken . 1. Let it not be lawful for above one boy in twenty to go forth at once ; and at his going forth , let every one come to the Master , or that Usher to whose charge he belongs , and in his hearing repeat four or six Vocabula's or phrases , which he hath not said before , and then lay down his book , with his name writ in it in a place appointed within the Masters view , that so it may be knowne at once , both how many , and who are out of doores , and how long they tarry abroad . At their coming in , they should again repeat the like number of Vocabula's and Phrases , as they did at their going fo●th . The Master should do well now and then to send a privie spie , who may truly observe and certifie him , how every scholar spendeth his time abroad , and if any be found to go forth upon no occasion , or to truant it without doors , let him be censured or reproved , according to his demerits . 3. The granting of a Play-day , is to be referred wholly to the discretion of the Master , who must in this be as fearfull to work his Scholars hinderance , and the Schooles discredit , as willing by such a courtesie to gratify his deserving friends ; who if they be any whit reasonable , will be easily satisfied with a just excuse of denial ; but if they be unreasonably importunate , they ought to be served with as unreasonable a naysay ; so that Play-dayes should be rarely granted , except to such as may seem to claime more then ordinary interest in the Schoole , and to whom the Master is bound to shew his due respects , especially before his Scholars . In places of great resort , and where often sollicitation is used to be made for play ( especially by mothers that come to visit their children which are tabled at Schoole ) it were good that a piece of an afternoon were designed constantly afore-hand , on which ( in case any suit should be made ) the Scholars might have leave to play ; but if not , that ●hey be held to their Books . Yet if ●here have not a Play-day been granted , ●or a Holy day intervened for some weeks together , the Master may of him●elf propound to his Scholars , that in case they performe all their Tasks very well and orderly , so as to dispatch them by such an hour on such a day , they shall play the remainder thereof , & then ( as at other times also when a Play-day is intended ) ore of the upper Form ( at least ) should make a Petitory Oration to the Master , or them that come to crave play ; and another , a Gratulatory speech , after leave is obtained . Where both Thursdayes and Saturdayes in the afternoons are halfe Holy-dayes , I think Tuesdayes the fittest , on which to grant play ; in other places , Thursdayes may seem the best . But this I leave to the discretion of the Master , who knoweth what is most convenient for his own Schoole . Now in granting a Play-day , these directions may be useful . 1. That there be never more then one Play-day granted in one week , and that onely when there is no Holy-day in that week , and when the weather also is clear and open , and the ground somewhat dry . 2. That no Play be granted till one a clock ( at the soonest ) when all the Scholars are met , and Orations have been said . 3. That all the Scholars be dismissed orderly into some close ( or other place appointed for such a purpose ) near the Schoole , where they may play together , and use such honest and harmlesse recreations , as may moderately exercise their bodies , and not at all endanger their health . And because some boyes are apt to sneak home , or straggle from the rest of their fellowes out of their bounds , prescribed them to play in ; you may do well to give order to him that hath the Bill of all the names , to call it over at any time amid their sport , and to take notice of all such as have absented themselves , & to give you an account of them , when they return into the Schoole ; which should be upon Play-daies before five of the clock , that they may blesse God for his provident hand over them that day , and so go home . And that the Master may sometimes see into the various disposition of children , which doth freely discover it selfe by their company , and behaviour at play ; he may now and then take occasion to walk at a distance from them , or ( if he come nearer ) to stand out of their sight , so as he may behold them in the throng of their recreations , and observe their gesture and words , which if in any thing they be not as becometh them , he may afterwards admonish them in private to behave , or speak otherwise . But an especial care must be taken , and a charge accordingly often given , that your Scholars do at no time play with any but their own Schoole-fellowes , or other ingenuous children about home ; which their Parents or Friends know , and whom they are willing should be admitted into their company ; for besides the evil which may be contracted by learning corrupt discourse , and imitating them in many shrewd turns : boyes that are under little or no command , will be very subject to brabble and fight with Scholars , and the rather because they know the Master will not allow his Scholars at all to quarel , and if they can do them any maime , they will attempt it , that the Master may have occasion to call them to account for it . So perverse is our corrupt nature ( especially ) where education hath no sway . CHAP. IV. Of Admission of Scholars ; of Election of Forms and of Scholars orderly sitting , and demeanour in their seats , when they are at Schoole . 1. NO children should ( as I have formerly said ) be admitted into a Grammar Schoole , but such as can readily read English , and write a legible hand or at least be willing to learn to write , and to proceed in learning Latine . And it is therefore best to try , in the presence of their Parents or friends that bring them , what they can do , by causing them to read or write if they can ) before them , that themselves may be Judges of their present strength or weaknesse , expect proficiencie from them according as they see their capacity , not hastening them on too fast , and rating at them daily , because ( perhaps ) in their judgements they do not learn so well as their neigbours children The best is to admit of young beginners onely once every year , and then to take in all that can be gotten from the Petty-Schooles ; for company will encourage children to adventure upon an uncouth course of learning , seeing the more the merrier ; and any discreet Parent will be easily perswaded to forbear his son a while , when he considereth it will be more for his profiting to have company along with him , as he learneth , and he may be daily bettered in reading English , and forwarded by learning to write , before he come from the Petty-Schoole . The fittest season of the year for such a general admission of little ones into the Grammar-Schoole , doth seem to be about Easter ; partly because the higher boyes are usually then disposed of to Trades , or the Universities , and partly , because most children are then removed from one Schoole to another , as having the Summer coming on for their encounagement . When you have thus admitted a company of boyes together , you may let those that can read best , obtain the higher places , till they come to get the Rudiments of Latine without book , and then you may ranke them into a Form. Because , 2. It is a main help to the Master , and a furtherance to all the Scholars , that the whole Schoole be reduced into Formes , and those also as few as may be , respecting the different years , and capacity of each Scholar . And if there were six hundred Scholars or more in a Schoole , they might all sitly be ranked into six Forms , by putting those of equal age and abilities together , and the toyle in hearing Parts , or Lessons , and perusing Exercises , ( as I will shew anon ) would not be much more with an hundred orderly placed , and well behaved in a room to themselves apart , then with three or foure single boyes in several employments . Not onely because the Master or Ushers do thus at once impart themselves to all alike , and may bestow more time amongst them in examining any Task ; but also because by this means Aemulation ( as a main quickner of diligence ) will be wrought amongst them , insomuch as the weakest Scholar amongst them will be loth to lagge alway behinde the rest ; and there is none so stupidly blockish , but by help of company will learn that which he would not obtain being alone , and I have seen the very hindmost oftentimes to help all his fellowes at a dead lift . The Teachers constant care should be in every Form , as to direct and examine every particular boy , so to help forward the weakest , that in every thing he doth , he may understand himself , and it is not to be said , with what alacrity they will all strive to out-doe one another , so that sometimes he that cometh behinde all the rest , will be as fit to make a leader of the Forme , as those that are the foremost in it . To provoke them all therefore to emulation , and that none may complain , or think himself injured by being left behinde ; use constantly once at the end of a moneth , and when all your Scholars are together to ma●e a free new choyce in every Forme , after this manner . 1. Let every Scholar in the Forme give his own voyce , concerning which boy he thinketh to be the best proficient , and ablest for the present to lead the company ; and having set him aside , let them all passe their voyces again , concerning whom they judge fittest to stand the next to him . 2. Then set these two opposite one to another , so as the better Scholar may take the leading of the upper side , on your right hand , and the other , the leading of the lower side , on your left hand . 3. And that there may not be much inequality in the sides , let the lower leader have the first call , and liberty to take what boy he thinketh the strongest , out of all the rest , and then let the higher leader have the next call , and liberty to take whom he liketh ; and so let them proceed to call by course , till they have ( like ball players ) ranked all their fellowes to their sides , and so strongly and evenly set themselves in a posture one side against another , that it may be hard for any one to judge , whether is the stronger . By thus choosing amongst themselves , they will be all so well pleased , that the Master shall never be blamed for endeavouring to preferre one boy before another , or keeping of any back , that would seem to go faster then his fellowes at his Book . And indeed I have sometimes admired to observe the impartiality and judgement of children in placing one another according to their abilities and parts , waving all other by-respects by which men would be inclined to set one higher , and another lower . Yet if sometimes they seem to mistake in their judgement concerning a boy , that is but newly come amongst them ; or to be too partial against any other upon some general splene , which is but very rare ; The discreet Master may after the election , correct the error by giving such a one a place to his own liking , which he may keep till the next choyce , except some of his inferiours have a list to dispute with him for his place , and then he must put it to the hazard , having a lawful time given him to provide before-hand for the contest . 3. Let all the Scholars take their places in the Schoole , according to their several Formes , and let every one sit in his Form in that order in which he was elected . It were good that the seates were so equally set on both sides the Schoole , as that the higher side of each Form , might keep the higher side of the School , I mean , that on the Masters right hand ; and the lower side of the Form , the lower side of the Schoole , which is that on the Masters left hand . However , let the upper side take alwayes the upper , and the lower , the lower seats . This placing of Scholars in an opposite manner , side against side , is good in many respects , as , 1. To know on a suddain who is unruly in , or absent out of his place . 2. To have them ready paired at all times for Examinations , Disputations , or Orations , or the like . 3. To keep order in going in and out of their seats to say , or in going home from Schoole , or the like . 4. To increase courage in the Scholars , who are delighted to let their friends see , what place they keep amongst the rest , when they come to visit them . As they sit in their seats , be sure to keep them continually imployed , by proportionating every taske to the time and their strength , with respect to the capacity of the weakest ; for by this means , the strongest boyes will have more leisure to help , and see the weakest can do their work , for which purpose they should be appointed sometimes to sit in the middle amongst the rest , that they may more readily be consulted with , & heard of all . These should sometimes construe , and sometimes examine over their Lessons , having their Grammars , and Dictionaries , and other Subsidiary books to help them , out of which they should appoint others to find what they enquire after ; and this will be so far from hindering their own progresse , that it will-encourage them to go faster onward , when they see how readily they can lead the way , and incite their fellowes to follow after them . When in getting Lessons , the whole Form shall be at a Non-plus , let one of the leaders have recourse to the Master or Ushers , or to whom they shall appoint him to go for resolution . But I have found it a continual provoking of Scholars , to strive who should learn the fastest , to let both the sides of one Form , as they sit a part , so to look to provide their Lessons apart ; and when they come to say Parts or Lessons , or to perform Exercises , to bicker one with another , and propound those things to be resolved in by their opposites , which they observe the Master to have omitted , and they think they cannot tell . And let it be constantly noted which side hath the better all the week , that when afterwards ▪ they come to a general dispute at the weeks end , for places or sides , it may be considered . CHAP. V. Of saying Parts , and Lessons and of perusing Translations , and all other kind of Exercises . 1. THe best time for saying Grammar Parts , or the like , is the morning , partly because the memory is then the freshest ; and partly , because children may take the opportunity over night to get them perfectly at home . But forasmuch as Vocabula's are more easie to be impressed in the mind , and require lesse paines in getting , I conceive it not amisse , that children be continually exercised in saying them for afternoons parts at one a clock , before which hour they may prepare themselves afore-hand ( even ) amid their play . After parts said , the Master or his Ushers should immediately give Lessons to every Form , or appoint a boy out of an upper Form to give Lessons to that which is next below him , in his hearing ; which he should distinctly construe once or twice over , and note out all the Words , wherein the most difficulty of parsing seems to lye , and name the Tropes and Figures , the Phrases , and other elegancies that are to be found ( especially ) in higher Authours . The Lessons should be got ready to be said against ten a clock in the forenoon , and four in the after noon ; at which time the Scholars should come all orderly and quietly out of their Form , and taking their places where they ought to stand , ( so as one side may be opposite to another ) they should all make their salutes , and then say one after another , except they be appointed otherwise . For sometimes when you have occasion to make more hastie dispatch with a Form , you may cause any one or more to say the whole Lesson , or by pieces ; but be sure that they all come very well provided , and that every one be intent upon what another is saying , for which purpose you may note him that hath been most negligent in his seat , and ask him ever and anon , what it was that his fellow said last . To save your own lungs in asking many questions , and telling Rules , or the like , you may let every two boyes examine one another , and your self onely help them , when they are both at a mistake . You may easily amend that common and troublesome fault of indistinct and muttering speaking , by calling out a bold spirited little boy , that can speak with a grace , and encouraging him to give the other an higher note for the elevation of his voyce : for this will at last enforce the boy you are troubled with , to speak louder , and with a better grace ; and to strive to pronounce his words more distinctly , then the other did before him . After Lessons are ended , you may let every one propound what questions he pleaseth , for his opposite to answer , and this will be a means to whet them on to more diligence in getting them , before they come to say . In the three lowest Forms , or in others , where all have the same Translations , or Dictates , you may cause onely him whose performance you most doubt of , to read what he hath written both in English and Latine , and help him , as you finde his errour , to correct it , and see that all the rest amend their own faults accordingly . Afterwards , you may let one parse it both in English and Latine , and order them all to write it over again fair in a Paper-book for themselves , and to give you also a copy of it neatly written in a loose paper , every Saturday . And thus you shall have every one begin to leane to his own strength , a thing very necessary in all kinde of Exercises , though they doe the lesse . If you once take notice of any boyes strength , you may easily judge of what he bringeth , whether it be his own , or anothers doing . But in the upper Formes , and where they have all several Exercises , it is necessary that you peruse what every Scholar hath done . And for this work , you may set apart Saturday fore-noons , after Grammatical Examinations are ended , and before they say their Catechismes . And that they may write them fair , you should sometimes compare them with their Copy-Books , or such pieces as they writ last , at the Writing-Schoole . Before they bring them to you to read , let them peruse one anothers Exercise amongst themselves , and try what faults they can finde in it ; and as you read them over , where you see a grosse mistake , explode it ; where you espie any over-sight , note it with a dash , that they may amend it ; but where you see any fault , which is beyond their power to avoyd , or remedy , do you mildely correct it for them , and advise them to observe it for the future . However , forget not to commend him most that hath done the best , and for his encouragement to make him read over his exercise aloud , that others may heare it , and then to hang it up in an eminent place , that they may imitate it ; and if any one can afterwards out-doe it , let his exercise be hanged up in its stead . But if any one hath lazily performed his exercise , so that it be worse then all the rest , let it be cut in fashion of a leg , and be hanged up by the heel , till he make a better , and deserve that that may be taken down . It is not amisse also , to stirre them up to more diligence , to have a Common-paper-Book , wherein the names of all in every Form that have optimè and pessimè performed their weekly exercises may be written , and that the one may have the priviledge to beg a Play-day once a moneth , or to obtain pardon for some of his fellows ; and the other may be confined to some task , when a Play-day is granted . CHAP. VI. Of weekly Repetitions : Of Grammaticall Examinations , and Disputations . Of collecting phrases , and gathering into Common-place-Bookes . Of pro●ouncing Orations , and Declamations . I Have not in either of the foregoing Treatises made mention of any thing to be done on Fridaies , because that day is commonly spent in most Schooles , in repeating what hath been learned in the fore-going part of the week ; which custome , because it is a mean to confim childrens memories in what they learn , I willingly conform thereunto . After Chapter 's therefore read in a morning , let them repeat their wonted Parts , and afterwards their Lessons , all which they will be able to say together , out of their several Authours , so that some be made to repeat out of one book , and some out of another . For if due care be but had aforehand , that Scholars be very ready and perfect in their daily taskes , it will take away all coyle and timerousnesse , which usually attends these Repetitions , and make that this day will become the veryest play-day in all the week ; when boyes shall see that they have nothing to do , but what they can do already , ( at least ) with a little looking of it over on Thursdaies towards evening at home , what they have translated out of any Authour in Prose , should be read out of English into Latine , and what they learn in Poets , should be said ( as well as can be ) by heart , both for the verse and the matters sake , which will furnish them with Authorities , and sharpen their invention for versifying . After Repetitions ended , the Master should note all the Phrases and Sentences , and other things observable in their Lessons , which they should transcribe into Phrase-bookes , and Common-place-Bookes , for their constant use in writing or speaking , or making Exercises , as we have mentioned already before . And because the most leisure is gained on Friday afternoones , it will not be amisse about three a clock to let every Form to dispute side with side , one after another , after this manner . 1. Let every one propound to his opposite two or three questions , which he thinks most difficult out of his weeks work , which if the other cannot answer readily before he count six , or ten in Latine , let him be Captus , and the questions be propounded to his next fellow . The lowest in the Form may begin the dispute , and so go on to the highest on either side , who should keep reckoning of those that are capt , and how often . 2. Besides their weeks works they may try , who can most perfectly repeat memoriter , a part of the Grammar , or any Authour which they read , or who can recite the most Vocabula's under one head , or who can vary a phrase the best , or imitate any piece of an Oratour or Poet. 3. Some time would also be spent in Capping Latine verses amongst the lower Forms , and Greek verses amongst the highest ; for which they may provide themselves out of a Capping-book , which seems to be made on purpose by Bartholomaeus Schonborn or Gnomologicon Poeticum , made lately by Mr. Rosse , besides which , they may contrive a little Book of their own , wherein to write verses Alphabetically out of the best Poets . Let that side which appeareth to be the Victor have the upper seat in the Schoole , till a new choice be made , except the other can win it from them before , and bring them back with a hissing disgrace . Amid these disputes , the Master must have a great care to suppresse noise and tumultuous clamour , and see that no boy stirre out of his appointed place . For they are apt to heighten their spirits heyond moderation , if the Masters discretion doe not settle them . Let it be now lawful for any lower boy in a Form , to dispute with one above him for his place . Mr. Stockwoods Disputations will be helpfull to the upper Scholars . Now , that all your Scholars may be thorowly grounded in their Grammar , so as not to be apt to forget what they have learnt in it ; let them all be exercised in the examination of a part of it every Saturday morning thus ; 1. Let the fi●st and lowest Form examine the two next above them out of the examination of the Accidents , asking them the Questions as they are in the Book , and causing them to answer without book , and according to the Accidents . 2. Then let all those three Forms run over the Examples of the Declensions and Conjugations , as I formerly shewed , & try , who can pusle one another in declining any hard Noun , or Conjugating and Forming any Verb , and give the Rule of the Genders of the one , or Preterperfect tense , or Supin of the other ; when these have done , 3. Let the fourth Form examine the two highest Forms in Examinatio Latinae Grammaticae , and sometimes in Elementa Rhetorices , and then 4. Let all these three Forms run over the Paradigmes of the Greek Declensions and Conjugations . 5. Afterwards the two upper Forms may bicker with one another touching Grammar niceties , either Latine or Greek , which they have taken notice of , and collected into a Common-place-book , as I mentioned before . But a principal care must be had to bring all your Scholars to an habit of speaking Latine , and therefore a strict Law should be made and observed , that every Scholar ( especially after he hath been one quarter of a year at Schoole ) should either learn to speak in Latine , or be enforced to hold his tongue . And to help the little ones in so doing , besides those Phrasiuncula at the end of the Grounds of Grammar , they should have Formulae loquendi quotidianae , such expressions as are every day used ( especially about the Schoole ) writ down in a little book , that they may get them by heart at by-times . As for the other boyes , they will be better guided how to speak by the Rules of Grammar , and the constant use and imitation of approved Authours . I conceive , the penury of proper words and good phrase , with many Teachers , is a main reason why children are not as well trained up to speak Latine in England , as they are in many places beyond Seas , and the ready & frequent use of their Mother-tongue causeth , that they are hardly reclaimed from it to make use of another Language . Whereas , if whilest they are at the Schoole , they might hear little or no English spoken , nor be suffered to speak it , they would quickly conforme themselves to discourse in Latine . As I have known French boyes that understood not a word in English , to be able in two or three moneths to talk it as readily , as they that were English borne . Onely at the first , one must wink at their improprieties , and harshnesse in pronunciation of some words and phrases , and take their meaning by what they speak , and after a while by custome and imitation of others , they will speak in Latine , as properly as the best ; especially after they have gained the knowledge of Grammar , accustomed themselves to observe the style of Latine Authours . No day in the week should passe on which some Declamation , Oration , or Theme should not be pronounced , about a quarter of an hour before the Schoole be broken up , and after Lessons are all ended in the forenoon . That by assiduity in these exercises , the Scholars may be emboldened to perform them with a grace before whomsoever , and upon occasion of any solemnity , or coming of Friends into the Schoole . There should be two standing desks set opposite in the midst of the Schoole , for boyes to stand a● when they pronounce . CHAP. VII . Of exercising Scholars in the Scriptures . Of using daily prayers , and singing Psalms . Of taking notes at Sermons , and Examination after Sermons . 1. BEsides that course which we have prescribed afore to every Form , of reading part of a Latine or Greek Chapter before parts ; it is necessary for childrens more profiting in the Scriptures , to cause that an English Chapter he read every morning at the beginning , and every night at the giving over Teaching . And in this , every boy throughout the Schoole should take his turn , that it may be known how perfect he is in reading English readily , and distinctly . Let him that is to read , take his place at a desk in the middle of the Schoole , and be sure he speak aloud , and let every one reverently attend to what is read , the lower boyes looking upon their English , and the higher upon their Latine Bibles . Those also that are able to make use of the Septuagint in Greek , may doe well to procure them to look upon , especially seeing they are now to be had at a far cheaper rate then formerly , bring but lately printed . When the Chapter is ended , you may demand of one in each Form what he observed , and let any one that is disposed , take the liberty to ask his opposite a question or two concerning some passage in it . Mr. Pagets History of the Bible will assist them herein , so they look upon it , before the Chapter be read ; you your self may do well sometimes to tell them what things are most remarkable in that present Chapter . The Scholars of the upper Formes may do well to carry Memoriale Biblicum constantly in their pocket , by which they may be put in minde at all times , what passages they may finde in any Chapter . 2. After the Chapter is ended , they may sing the first , threescore and second , the hundred , or hundreth and thirteenth Psalm in Latine out of a little book formerly printed at Oxford , which one of the head Scholars should distinctly read unto them . 3. When the Psalm is done , the same Scholar should repeat those admonitions at the end of Nowels Catechisme , and then the whole Schoole should rehearse those Hymnes , which are there , the higher side of the Schoole saying one verse , and the lower the next alternatum & conjunctis vocibus ; and at last conclude with one of those prayers for a blessing upon your endeavours . These Prayers and Psalmes would be all writ together both in English and Latine in a little book , which would be necessary to be kept in the Schoole , for continuall , and daily use . Some course would be taken that the Master may have notice what Scholars omit the reading of a Chapter at home every night after supper ; but for this pious exercise ( I hope ) every Christian Parent will be ready to call upon and encourage their own Children , or others that are under their charge , as Tablers . Now that the good Schoolmaster may more fully discharge his duty towards God and his Church ( who have both entrusted him with the education of their children ) to nurture and bring them up in the fear of the Lord ; it were expedient , if a course could be taken , that he might meet them all at the Schoole every Lords day in the morning , about an hour afore Church-time , where he may take the opportunity , to instruct them in Catecheticall doctrines , according to what he may read in many excellent Books , that are as Expositions of the Lords prayer , the Creed , and the ten Commandements , and not wilde it in a tedious , unmethodized discourse , concerning things unnecessary to be taken notice of , and unmeet for children to be pusled with . And after a Psalme sung , and a Prayer said , he may see them go all before him orderly by two and two to the Church , where it is requisite that they should have a convenient place appointed to sit in together by themselves , and all within the Masters view . This would be an especiall means to prevent that unreverent behaviour in the Church , which is too usuall amongst Scholars , when they are glad to wander into by-corners to sit down to rest ( or rather chat ) in , or are ever and anon molested with quarrelsome lads , or unmannerly fellowes , that are apt to disquiet them , and thrust them out of their places . I have heretofore observed how the ninth Canon of our Church religiously enjoynes every Schoole-master to see his Scholars quietly and soberly behave themselves in the Church , and examine them at times convenient after their return , what they have borne away of any Sermon , which he cannot well doe , except he have them all confined to one place , where himself may sit near them . After Church-time ended in the afternoon , the Master may doe well to see all his Scholars go before him in like order to the Schoole , where he should examine them , what they have heard or writ at the Sermon . Now in repeating Sermons , this course may be taken ; 1. Let every one of the lower Scholars repeat the Te●t , or a Proof , or some little pious Sentence , which was then delivered . And these he should get either by his own attention at the Church , or by the help of his fellowes afterwards . For there should be no stirre made in the Church , upon pretence of getting notes there . 2. Those in the four middle most Forms should mind to write the Text , Doctrines , Reasons , Uses , Motives , and Directions , with the Quotations of Scripture places , as they are best able . 3. These in the highest Form should strive to write as much , and in as good order as possibly may be ; your self now and then hinting to them some direction , what method they should observe in writing Sermons , and that may disgest what they have written into that order , wherein they heard it deliver'd ; let them have a little time of respit amongst themselves , to compare their notes one with another , and to supply their defects , and amend what they have mistaken . Then 4. You may first cause one of your higher Scholars to read distinctly what he hath written , and afterwards two or three of other Forms , whom you please to pick out ; and last of all , let every one of the lowest Form tell you what he hath observed of the Sermon . These things being orderly done , you may enlarge a little upon what point you think most necessary for them to remember , and practise , and conclude this holy dayes exercise , with singing of a Psalm and devout prayers , and charging your Scholars to spend the rest of the time in reading the Scriptures , and such religious books as tend to their farther profiting in Christian piety , you may comfortably dismisse them to their several homes , and expect Gods blessing upon your endevours for the week following . CHAP. VIII . Of the Monitors Bill ; and of rewards and punishments in a Grammar-Schoole . THat no disorder or vice committed either at Schoole , Church , or elsewhere , may passe un-noted by the Master ; he may cause his Scholars in the two upper Forms , to play the Monitors in their weekly turns , from Friday to Friday . They may make one Bill to serve for all the week , proportionable to the number of Scholars of every Form , after this manner . Nov. 1659   F. S. S. M T. W. TH. 1. G. C.                 J. O.                 T. P.               2. R. B.                 T. S.                 R. M.                 S. M.               3. C. N.                 T. C.                 R. W.                 J. C.                 H. P.               4. R. B.                 L. S.                 N. R.                 B. F.               5. H. L.                 S. S.                 R. H.                 P. B.               6 ● . S.                 W. T.                 S. D.                 H. R.               Wherein you see the letters above denoting the dayes of the week , the letters on the side shew the place where every Scholars name should be written , and the pricks within the lines , how every default may easily be marked with a pin , or a pen. So that , 1. This Bill may serve as a Catalogue to be called over every day at Schoole-houres to know who are absent , and may save a deale of trouble in making little notes of Scholars frequent misdemeanours . 2. If you cause every Bill to be dated , and keep them by you , you may know at any time who is the shrewdest , or most orderly boy amongst the rest , and give publick notice accordingly , that the one may be admonished to amend his manners , and the other encouraged to go on in well-doing . 3. Besides , it will work the greater awe among all the Scholars , when they shall know every fault they commit whilst they are at the Schoole will be upon Record , though the Master doth never punish it . 4. You shall finde it a meanes of much ease to your selfe , when you shall need onely to bid the Monitor t●ke notice of a neglect , or fault committed and let it so remaine , till some fitter opportunity or just occasion invite or or ( rather ) enforce you to call to a reckoning . 5. For when you perceive any generall disorder , or some grosse thing is done , which ought not to escape correction . you may call for the Bill , and then censure those onely for example , whom you finde to be most often , and notoriously peccant , suffering the rest ( that you called forth ) to escape with an admonition to beware for the future . Thus you shall gain your Scholars affections , when they shall see you unwilling to punish any without great cause ; & avoid that common out-cry which is wont to be made against a Schoole-master , upon report of a multitude of boyes being whipt at once . 6. So many pricks as are found upon any boyes name , may be said to deserve so many jerks ; but herein much discretion is to be used , that you seem not too severe , nor prove too partial . You may sometimes tell your Scholars what faults deserve more or fewer pricks ; as idlenesse one , wandring forth one , fighting three ; swearing , four , or the like : which are to be noted in the Bill more or lesse , according to the nature of the faults themselves . He that is publick Monitor in one of the two highest Forms may appoint two private Monitors to himself in every other Form , which may give him secret information of every mismedeanour committed in any place ; and this will be an especial meanes to keep all in very good order , with seldome and moderate correction ; a thing to be desired by every Schoole-Master for his own ease , and his Scholars better encouragement . Those Scholars in every Form , which are indeed the most studious and diligent in their taskes , and constantly observant to keep good order , should often be commended to their fellowes , as patterns for them to imitat ; and when any one hath performed any task or exercise better then ordinary , he should receive some small gift at his Masters hand , as a new pen-knife , or a paper-book , or the like signal Testimony of the Masters appprobation of what he hath done . Those Parents which are of more ability , may do well to allow the Master a small sum of money to reward their sonnes diligence now and then , and to excite them to the better performances of their taskes and exercises , which will invite them to go faster on in learning , then a rod can drive them . As for inflicting punishments even upon the meanest & worst of children , it should ever be the most unwilling piece of work that a Master can take in hand ; and therefore he should not be hasty to punish any fault , whereof the Scholar hath not been praemonished , except it be such a notorious crime , as a boy cannot but know before-hand ; that he ought not to have done it . As for the Ferula , I wish ( & as I have already done ) for many reasons , which it is needless to commit to paper , that it might be utterly banished out of all Schooles . A good sharp birchen rod , and free from knot● ; ( for willow wands are unsufferable , and fitter for a Bedlam then a School ) as it will break no bones , nor endanger any limbs , so it will be sufficient wherewith to correct those that shall deserve it in the lower forms , and for the higher Scholars , that will not behave as they ought to do , without blowes ; a good switch about their shoulders would ( in Quintilian's judgement ) seem fitter then a rod elsewhere ; and his reason is so modestly agreeable to nature , that as I am loth to mention it , so I wonder that it hath not more prevailed with many discreet Schoole-Masters , who ( I perswade my selfe ) have often read it , & cannot but approve of it as most Christian , however it dropt from a Heathens pen , But Nobilis equus umbra virgae regitur . Ingenuous and towardly Scholars will not need so much as the shadow of a rod. And towards others that seem to extort a rod from the Master , whether he will or not , and ( as I may say ) will enforce him to fight , he should generally use such clemency in his hand , as not to exceed three lashes ; in the laying on of which , he may contribute more or less weight , with respect to the demerits of the fault . But of this he should alway make sure , that he never let the offender go from him with a stubborn look , or a stomachful gesture , much less with a squealing out-cry , or muttering to himselfe ; all which may be easily taken off with another smart jerk or or two : but you should rather let him stand aside a little , and see how his stomach will settle . That a boy may at once know you dare adventure to whip him , and withall , how little you delight in his skin ; you may at some time , when he hath cause to think that he hath well deserved a whipping , and when you have him ready for the rod , pass him over with an admonition to beware another time ; and if he again be peccant in the same kinde , you may give him more cause at present to remember both his faults together , and for the future to avoid them . This even and indifferent carriage in rewards and punishments , will make these Scholars that have any ingenuity in them , less willing to offend , and incline the rest to behave more dutifully , because they see their Master beare such a loving minde towards them all , and to be sharp in punishing none , but those that know they well deserved what blowes they had . As for those boyes that do slight good order , and are apt to stirre up others to reject them , ( which are usually those of bigger stature , ) that perhaps , have n●t been acquainted with your Teaching or Government , or know they shall shortly remove from under your command ) or those that without any cause love to truant it abroad , or by other licentious demeanor bring disgrace to your Schoole , or offer any affronts to your selfe ; I conceive your best way is ( at a fitting opportunity ) to send for their Parents , or friends , with 1 or 2 Judicious neighbours to be by ( where there are no Governours of the School ) & to let them justly know the fault , and adjudge what punishment such a boy deserveth ; but if the Parents be unwilling to have him corrected for his peremptory disorders , choose rather to send him home with them , then retain him any longer to the disturbance of the Schoole or your own unquiet . This you shall finde as an especial remedy to prevent such clamorous out-cries of supposed Tyranny , when every jerk that is given to a notorious unhappy boy for his insolent misbehaviour , shall chance to be multiplyed in the relating , ( like Scoggins Crowes ) from three to thirty . Which base obloquie and mis-report , what hinderance it bringeth to the flourishing of a Schoole , and what unseemly disgrace to a worthy Master , I need not mention . But , because such boyes as these sometimes are apt to take it as an argument of the Masters pusillanimity , thus to send for their Parents , who generally do not love to heare of their childrens faults ; the Master may take an occasion , where he sees adamonitions will not prevaile , to watch them more strictly at every turn , and having found them to have committed some grosse enormity , to chastise them more smartly then ordinarily , yet so as to shew no rigour . And if after that he perceive them wilfully to rush into the same acts of lewdnesse , let him fairly turne them out of his Schoole , and signify the cause to their friends : at whose entreaties he should never take them again , except they will engage to forfeit a sum of money to be bestowed in publick Books , in case they offend in that nature again . As for the lesser sort of children , that are apt to reiterate the same fault too often , for which they have sometimes been already corrected ; your surest way to reclaim them is , after you have once given them warning , to whip them for a fault , and if that will do no good , to double your strokes the second time ; but if a third time they come under the rod , and beg heartily for pardon , ( as commonly then they will do , fearing lest their punishment should be tripled ) you should not let them pass , except they can procure two of your more orderly boys , or one that is in your favour for his constant well-doing , to give their words for them , and to engage to be whipt for them , if ever they do the like . If you see they get sureties to your likeing , you may let them escape so ; but if they cannot , you may adventure to take their own single words ; and the care of their sureties , and fear to displease you again , will so work upon them , that they will seldom or never do the like afterwards . Such faults as are vitiously enormous , are to be duely punished with a rod , according as the obliquity of the will appeareth in them , more or less ; as for such as are committed for want of understanding , they are to be remedied by due instruction , but those that seem to offend through laziness , and careless neglect , should be abridged of desired liberty , when others have leave to play . The shutting of children up for a while into a dark room , and depriving them of a meals meat , or the like ( which are used in some Tabling Schools ) as they are not of good report , so they cannot be commendably or conveniently used in our greater Schooles . But these things I leave to the discretion of every prudent Master , who is able to judg of every particular action by its several circumstances , & to take such course as he sees best availeable for the orderly management of his own Schoole , especially where he is not tied to any Rules of Government . CHAP. VIII . Of Scholars writing their exercises fair , and of keeping their books handsome . And of erecting a Schoole-Library for the Masters Recreation therein , at vacant houres . THough the teaching of children to write a fair hand , doth properly belong to writing-Masters , as professors of that Art ; yet the care of seeing that all they write in Paper-books , and loose papers , by way of Exercises be neatly done , doth pertain to every Schoole-Masters and therefore we shall here touch a little concerning that , and also shew what heed is to be taken about keeping their Books . The usual way for Scholars learning to write at the Country Grammar-Schooles , is to entertain an honest and skilful Pen-man , that he may constantly come and continue with them about a moneth or six weeks together every year , in which time commonly every one may learn to write legibly . The best season for such a mans coming is about May-day , partly because the dayes are then pretty long , and partly because it will be requisite for such as are then getting their Grammar Rudiments , to learne to write before they come to Translations . The Parents of all other children would be advised to let them take that opportunity to improve their hands , forasmuch as the benefit thereof will far exceed the charge , & it will be a means of better order to have all employed together about a thing so necessary . The Master of the Schoole should often have an eye upon them , to see what they do , and how they profit , and that they may not slack in their other learning , he may hear them a part at morn , and a lesson at noon before their Copies be set , or their books can be provided for them ; and proportion their weekly exercises accordingly , And that the stock which they then get , may be better increased against the next year , the Pen-man should cause them to write a piece , a day or two before he leave them , as fair as they can , with the date above it , and their names subscribed underneath , which the Schoole-Master may safely keep by him as a Testimony of what they can perform , & take care to see that their writing for the future be not much worse , This Pattern or Copy I formerly received from that industrious pen-man Mr. Roger Evans , who had sometimes taught me to write ; being a Scholar at Wakefield , and afterwards yearly taught my Scholars , whilest I was School-Master at Rotherham . June 1. 1635. A man cannot any way enter into the canonized rule , to come to Gods holy will and kingdome , except he reform , and become acquainted with vertuous manners , in most prudent sort that may be , &c. Roger Evans . But in London , ( which of all places I know in England , is best for the full improvement of children in their education , because of the variety of objects which daily present themselves to them , or may easily be seen once a year , by walking to Mr. John Tradescants , or the like houses or gardens , where rarities are kept , a Book of all which might deserve to be printed , as that ingenuous Gentleman hath lately done his by the name of Musaeum Tradescantianum , a Collection of Rarities ; could Parents at home but halfe so well look to their behaviour , as the Masters do to their learning at Schoole ) it is ordinary for Scholars at eleven and five a clock to go to the Writing-Schooles , and there to benefit themselves in writing . In that City therefore , having the opportunity of the neighbourhood of my singular loving friend Mr. James Hodder , ( whose Coppy bookes of late printed , do sufficiently testify his ability for the profession he hath undertaken , and of whose care and pains I have had abundant triall by his profiting of my Scholars for ( at least ) twelve years together ; who had most of them learned of him to write a very fair hand ; not to speak of Arithmetick , or Merchants Accounts , which they gained also by his teaching at spare times ) In the Token-house garden in Lothbury , somewhat near the Old-Exchange ; I so ordered the business with him , that all my lower Scholars had their little Paper-books ruled , wherein they writ their lessons fair , and then their Translations , and other Exercises in loose papers in his sight , untill they were able to do every thing of themselves in a handsome manner . And afterwards it is not to be expressed , what pleasure they took in writing and flourishing their Exercises , all the while they continued with me at the Schoole . This or a better course ( perhaps ) may be taken at other Schooles , where they have a Writing-Master constant and ready to attend them every day throughout the year , as I have heard Mr. Farnaby made use of Mr. Taylor a famous Pen-man , for the teaching his Scholars to write . If at any time a Scholar doth not write his Exercises in the fairest manner that he is able , his punishment may be to write them over again , whilest others play . I have been told of a Porter , that could neither write nor read , who if at any time he had seen his son write his Exercises at home , in a worse hand then he thought he was able to do , would teare them to pieces , and thus at last enforced the young Scholar upon a very good hand of writing ; which rude kinde of dealing with a childe , though I would have no Parents to imitate , yet I would advise them sometimes to look upon their childrens writing at home , and to encourage them to do it in the neatest fashion . For as it will be an ornament to them in their learning , and an especiall furtherance of their Studies , or future employments elsewhere , so it will be a great ease to the Master in the perusal of what they have written ; I , with some others , have bin sorry to see some of that reverend and learned Mr. Hookers Sermons come in manuscript to the presse , and not to have been possible to be printed , because they were so scriblingly written , that no body could read three words together in them . It is commonly objected to the best Scholars in any of the three Professions , that they write the worst hands , and therefore I wish that care may be taken to prevent that objection at the Schoole , to a future generation . Now to train up Scholars as well in Calligraphy as Orthography , whilst they write their Translations in a Paper-book , they should often be admonished , 1. To keep a large Margent on both ●●des , & to leave the space of a long letters ●ength betwixt every line , and of a small ●●tters breadth , betwixt every word : ●nd to regard the Proportion of every particular letter , and the difference betwixt j and i , and v and u , and above ●●l to beware of blotting or soyling their ●ooks . 2. To make every Comma , Colon , Semicolon , Period , notes of Interrogation , Parenthesis , and notes of Admiration , &c. in their due places . 3. To write all their words in an even line with the tops , bellies , and bottomes of the letters of an even size , and when they have an occasion to divide any word , to part it by its just syllables , making this mark Hyphen ( - ) at the end of the line . And 4. In Latine to give an Adverb , or other word its note of difference , & the like , as the Grammar will further direct them . But for directions in fair writing , I refer him to that sheet which Mr. Hodder hath caused to be printed before his Copy-book , which will sufficiently commend its Authour . After they have once got an habit of these things , they wil more easily observe them in future Exercises , the neglect whereof will be harder to remedie afterwards , which I have seen too grosse in some mens letters that have come from the Universities . As for Books ; a care would be first had to procure those of a faire print in good paper , and strongly bound ; then the Master may more easily see that his Scholars keep them all fafe and cleanly , and free from scribling or rending , by causing them at a time unexepcted to bring all their books before him , and to shew their names , together with a note of the price , fairly writ in the middle of every one of them , as well as at the beginning or end . And that none may squander his own or pilfer away anothers book , or have it carelesly thrown about , or to seek , when he should use it , the Master may do well to make every Scholar once a quarter to deliver him a Catalogue of his Books , with the day of the moneth and his name subscribed , which he may lay by him , so as at any time to call him whom he suspecteth to be negligent of his books , to a private and particular account of them . That the Schoole may be furnished with all kind of Subsidiary books for the general use of all the Scholars ( to be laid up in Repositories or Presses , as so many little Libraries belonging to every Form , and to be safely kept under lock and key ) whereof the headst boy in each Form should take the charge to deliver them out , and see they be brought in every night without being abused ; it would not be amisse , that every Scholar which is admitted into the Schoole , should give 12. pence ( besides what is accustomed to be paid to the Master ) and every one at his removeal into a new Form should give 12. pence likwise , towards the procuring of common books . The Master also may do well to stir up his friends that come to visit the Schoole , or especially such as prevaile with him for a Play-day , to contribute somewhat towards the furtherance of childrens learning , as well as to be earnestly importunate for that which may hinder it . But where a Schoole is liberally endowed , it would be good that a considerable stock of mony were appointed to be laid out yearly in all kinde of Schoole-books , whereby the poorer sort of children may have whereon to learn , and they , & all other Scholars , wherewith to help themselves in their Lessons and Exercises . And might I become a Petitioner to the forementioned Trustees , for the maintenance of Students , or any that are both willing & able to promote the growth of good learning , I should desire , that towards the better compleating of a Grammar-Schoole , there might be a little Library well furnished with all sorts of Grammars , Phrase-books Lexicons , Dictionaries , Orators , Poets , Histories , Herbals , Commentators , Scholiasts , Antiquaries , Criticks , and some of the succinciest and choycest Authours for matters of Humanity , Divinity ▪ Medicine and Law ; besides those which treat of every Art and Science , whether Liberal , or Mechanical , that he that is employed as a professed School-Master may throughly stock himself with all kinde of learning , and be able to inform his Scholars in any thing that shall be necessary for them to know . For every new Master cannot at the first be provided of a good study of books , for his own private use , and his Scholars benefit , neither indeed at any time can he procure them , without great trouble and charge , especially , if he live at a place far distant from London . I have observed it therefore as a great point of discretion , as well as a matter of charity , in Mr. Calfe , that in founding his Grammar-Schoole at Lewinham , he provided a Library for the Masters use , as well as a house for him to dwell in . And I took notice of that charitably disposed Gentleman , and Citizen Deputy Adams ; that when he went about to erect a School in his native country of Shropshire ( if I mistake not ) he consulted with Mr. Langley , and brought him along with him to Sion Colledge , to see what books he judged most convenient to furnish a Library withall for the Schoole-Masters use , and I heard since he bestowed ( at le●● ) 100. l. in choice books for that purpose . I onely mention these two worthy persons ( the former whereof is dead , and the latter living in Lawrence Lane London ) to let others see , that in this present age of ours , we want not patterns of well doing , if any be desirous to imitate them in their pious actions ; and I hope God hath already inclined the hearts of many , as he hath given them store of riches , to endeavour to distribute and do good in this kind , even now whilest they live , in their generation . I will conclude this Chapter with that which I heard lately related , of a cheap , easy , profiting , and pious work of charity , which one did , in bestowing 40. 8. per annum , towards buying English Bibles , which were to be given to those children in the Parish , that were best able to read in them ; and I do verily believe , that were an annuall summe laid out in procuring a certain number of books , for such as should best deserve them in every Form at a Free Schoole , it would be a greater incitement to provoke children to learn , then any perswasions or enforcements which are commonly yet used . CHAP. IX . Of Exclusion , and breaking up Schoole , and of Potations . I Should here adde something touching those usual customes which are yet on foot in most places , of Scholars excluding , or shutting out the Master once a year , and capitulating with him about orders to be observed , or the like ; but forasmuch as I see they differ very much , and are of late discontinued in many Schooles , I will onely mention how they may be carried on , where they yet remain , without any contest , or disturbance , till at last they dye of themselves . 1. Therefore there should be no Exclusion , till after Saint Andews day , and that the Master know of it before-hand , that all things may be ordered handsomely to the credit of the Schoole . 2. That at the time of Exclusion , the Scholars behave themselves merrily and civilly about the Schoole , without injuring one another , or making use of any weapons , whereby to endanger themselves , or doe harm to any thing in the Schoole . 3. That the Heads of each Form consult with their fellowes , what things they would desire of the Master , and that they bring their suites to the highest Scholar in the Schoole , that he may prefer them to the Master writ fairly in Latine , to receive his approbation or dislike of them , in a milde way of arguing . 4. That the Master doe not molest , or come amongst his Scholars , all the while they are drawing up their Petition about Schoole-orders , nor trouble himself concerning them , more then to hear that they keep good rule . 5. That every Scholar prepare all his Exercises , according to his Form , to be ready to be hanged out before the Schoole doors , or windowes ( or rather to be hanged over his place within the Schoole , against the Masters coming . 6. That the Master upon notice that all things are prepared for his coming , goe quietly to the Schoole , being accompanied with some of the Scholars Parents , and after he have before witnesse subscribed to their Petition at the door , to enter into the School in a peaceable and loving manner , and receive from his Scholars , ( and also make to them ) a short congratulatory Oration , and so dismisse them to play . By thus doing , a Master shall both prevent his Scholars , behaving themselves against him , in such rude and tumultuous manner , as hath formerly been used ; and give them and their Parents no occasion to grudge at him , for seeming to take upon him too abruptly to break old use and custome ; which so long as it becometh an encouragement to their learning , may the better be indulged to young Scholars , whilest no evill consequences attend it . It is yet a custome retained in some Schooles in the Countrey , for Scholars to make a Potation or generall Feast once a yeare ; ( and that commonly before Shrovetide ) towards defraying the charge whereof , every one bringeth so much money , as his Parents think good to allow him , and giveth it to the Master to be expended in a dinner orderly provided for them , or in some kinde of banquetting manner , which children are commonly more delighted withall ; and for this there needeth no further direction then to say , that it concerneth the Master at such times to be cheerfull and free in entertainment of his Scholars ( whether at his own house or elsewhere ) and to see that they keep such order and moderation ( especially in drinking ) that it may rather be a refreshment and encouragement to them ( as it is indeed intended ) then any occasion of distemper or debauched behaviour amongst them . And after thanks given to God for his mercy towards them , in that particular expression of joy and rejoycing one with another , the Scholars should all goe together into the fields to take a little more liberty of Recreation , then ordinary ; yet with an especial regard had , that they catch no cold , or otherwise endanger their bodies . In London , and most other places , the usuall manner remaineth of Breaking up Schooles ( for a time of intermission of Studies , and visiting of friends ) about a week before Christmas , Easter , and Whitsuntide , till the week following those holy dayes begin , at which time every Scholar bringeth something to the Master as a token of his own , and his Parents gratitude , for his care and love towards him . Now that the Master may also then testify his forwardnesse to requite their courtesies , and encourage his Scholars , he should every Breaking up day , 1. Provide some fitting Collation to be imparted and distributed by himselfe to his Scholars , who will thankfully take a small gift , as a token of more singular favour at his hands , then anothers . 2. Invite his Scholars Parents , together with such Gentlemen and Ministers , as he is better acquainted withall , as well to take notice of what his Scholars in every Form are able to doe , as to grace him with their company . 3. Let the Scholars in each Form be furnished with such Exercises as belong to them , in loose papers , and have all their Translations writ fairly in their books , to be ready to shew to any one that shall desire to look upon them . The higher Forms should entertain the company with some elegant Latine Comedy out of Terence or Plautus , and part of a Greek one out of Aristophanes , as also with such Orations , and Declamations , and Coppies of several sorts of verses , as are most proper for celebrating the solemnity of the time at hand , and to give satisfaction to the present meeting . The lesser boyes should remain orderly in their formes , to be ready to give answer to any one that shall examine them in what they have learnt , or would know what they are able to perform . This , as it will be an encouragement to the Scholars to go on cheerfully at their books , so will it be an endearment of their friends to the Master , and a meanes to preserve the credit of the Schoole against all virulous aspersions , that are apt causelesly , and too often to be cast upon it , by unworthy and illiterate persons . It were necessary that such orders as you would have your Scholars duely to observe , and the mulct to be undergone for every particular default , were fairely written in a Table , and hanged up in some eminent place in the Schoole , that every one may at any time take notice of them , and learn more readily to conform to your Discipline . I had thought here to have added another sheet or two concerning Schoole-orders , and Scholars more decent Behaviour ; but considering the present haste of the press in finishing the work , and fearing lest this little Book should swell to too great a Bulke , I choose rather to deferre them till another opportunity . For , whilest I intended onely to give a few directions to the lesse experienced for the better ordering of Grammar Scholars ; I have run over most of the most considerable matters which concern the managing of a Schoole . Which , a man that is constant to his employment , loving towards children , discreet in his behaviour , a well grouuded Scholar , and an honest Christian , desirous to serve God cheerfully in the calling of a Schoole Master , may undoubtedly perform without any extraordinary toyle or disturbance , either of minde or body . God in mercy enable me , and all that labour in this necessary profession to persevere in our duty , whatever discouragements may seem to attend it . CHAP. X. Of the Method of Teaching , which was used in Rotherham Schoole by Mr. Bonner , an experienced Schoole-Master there , who was thence chosen to Chesterfield , where he died . THat none may censure this Discovery which I have made to be an uncouth way of Teaching , or contrary to what had been aforetime observed by my Predecessors at Rotherham Schoole ( which is the same that most Schoole-Masters yet use ) I have hereto annexed their method , just as I received it from the mouth of some Scholars , who had been trained up therein all their time at that Schoole , and thence sent to the University ; before I came thither to be Master , The custome was , 1. To enter boyes to the Schoole one by one , as they were fit for the Accidents , and to let them proceed therein severally , till so many others came to them , as were fit to be ranked with them in a form . These were first put to read the Accidents , and afterwards made to commit it to memory ; which when they had done , they were exercised in construing and parsing the examples in the English Rules , and this was called the first form : of which it was required to say four Lessons a day ; but of the other forms , a part and a Lesson in the fore-noons , and a Lesson onely in the after . 2. The second form was , 1. To repeat the Accidents for Parts . 2. To say fore-noons Lessons in Propria quae maribus , quae genus , and As in praesenti , which they repeated momoriter , construed and parsed . 3. To say an after-noons Lesson in Sententiae Pueriles , which they repeated by heart , and construed and parsed . 4. They repeated their tasks every Friday memoriter , and parsed their Sentences out of the English . 3. The third form was enjoyned first to repeat two parts together every morning , one out of the Accidents , and the other out of that forementioned part of the Grammar , and together with their parts , each one was made to form one person of a verb Active in any of the four Conjugations . 2. Their fore-noons Lessons were in Syntaxis , which they used to say memoriter , then to construe it , and parse onely the words which contain the force of the Rule . 3. Their fore-noons Lessons were two dayes in Aesops Fables , and other two dayes in Cato ; both which they construed and persed , and said Cato memoriter . 4. These Lessons they translated into English , and repeated all on Fridayes , construing out of their Translations into Latine . 4. The fourth forme having ended Syntaxis , first repeated it , and Propria quae maribus , &c. together for parts , and formed a person of a verb Passive , as they did the Active before . 2. For Lessons , they proceeded to the by-rules , and so to Figura and Prosodia . 3. For after-noon Lessons , they read Terence two dayes , and Mantuan two dayes , which they translated into English , and repeated on Fridayes , as before . 5. The fifth forme said one part in the Latine , and another in the Greek Grammar together . 2. Their fore-noones Lessons was in Butler's Rhetorick , which they said memoriter , an● then construed , and applyed the example to the definition . 3. Their after-noons Lessons were 2 days in Ovids Metamorphosis , & 2 days in Tullies Offices , both which they translated into English . 4. They learned to scan and prove verses in Flores Poetarum , and repeated their weeks works on Fridayes , as before . 6. The sixth forme continued their parts in the Greek Grammar , and formed a verb Active at every part . 2. They read the Greek Testament for fore-noones Lessons , beginning with Saint Johns Gospel . 3. Their after-noones Lessons were two dayes in Virgil , and two dayes in Tullies Orations . They construed the Greek Testament into Latine , and the rest into English . 7. The seventh forme went on with the Greek Grammar , forming at every part a verb Passive , or Medium . 2. They had their fore-noones Lessons in Isocrates , which they translated into Latin. 3. Their after-noon lessons were 2 dayes in Horace , and 2 days in Seneca's Tragedies ; both which they translated into English . 8. The eighth forme still cont●nued their parts in the Greek Grammar . 2. They said fore-noones Lessons in Hesiod ; which they translated into Latine , and afternoones Lessons in Juvenal , and afterwards in Persius , which they translated into English . 9. The ninth and highest forme said morning parts in the Hebrew Grammar , forenoons Lessons in Homer , and afternoons Lessons in some Comical Authour . Thus when I came to Rotherham , I found two or three sorts of boyes in the Accidents , and nine or ten several formes , whereof some had but two or three Scholars in it ; and one of these formes also was not very far from that which was below it . So that I being to teach all my self alone , was necessitated to reduce them to a lesser number , and to provide such helps for the weaker boyes , as might enable them to go on with the stronger . Besides , observing how barren the Scholars were of proper words and good phrases , with which their present Authours did not sufficiently furnish them for speaking or writing Latine , I was enforced to make use of such books amongst the rest , as were purposely made for that end , and having at last brought the whole Schoole into a good method and order , so as the Scholars learned with profit , and I taught them with much ease and delight ; I was perswaded to write over what I had done , that I might leave it as a pattern for him that succeeded me ; and this was the ground-work of my Discovery . The manner of giving Lectures before I came was , 1. For the two highest boyes in the eighth forme , to give Lectures to all the lower formes , each his week by turnes . 2. The highest Scholar in the Schoole , gave Lectures to the second form . 3. Those in the highest form were commonly left to shift for themselves . The manner of the Masters hearing Lessons was this ; 1. The highest boy in the form at their coming to say , construed his Lesson two or three times over , till he was perfect in it , that his fellowes might all learn by him , to construe as well as he ; then every one construed according to the order in which he stood . 2. They parsed their Lessons in that order , that they had construed it in . 3. They translated every day after the Lesson , and shewed it altogether fair written on Fridayes . Their Exercises were these ; 1. The four lowest formes translated at vacant times , out of some English book . 2. The higher formes , having a subject given them every Saturday , made Themes & Verses upon it , against that day seven night . The manner of collecting phrases was that every Friday in the afternoon , the boyes in the highest form collected phrases for the lowest formes , out of their severall Authours , which they writ , and commited to memory against Saturday morning . The set times for Disputations , were Fridayes , and Saturdayes at noon , and the manner thus ; one boy answered his day by course , and all his fellowes posed him out of any Authour , which he had read before . A part of Thursday in the afternoon , was spent in getting the Church Catechisme , and the six principles of Christianity made by Mr. Perkins . Finding this method ( which is used also in most Grammar Schooles ) to concurre in the main grounds with that which I had been taught at Wakefield , but not to be so plain and easie , as that was to children of meaner capacities : I began to seek ( not so much to alter any thing , as ) to supply what I saw defective in it ; having these and such like considerations often in my mind , 1. Though every man liketh his own method best , yet none ought so far to be conceited of his own , as not to search after a better for the profiting of his Scholars . 2. Though one constant method must diligently be observed , yet triall may be made of another at fit times , so it be done without any distraction to the Master , or hinderance to his Scholars . 3. A new course of teaching must not be brought in suddenly upon Scholars , that have been long trained in a worse , but by degrees . 4. Some modern Schoole-masters , seem to have gained a far more easie , and nearer way of teaching , then many of the more ancient seemed to have . 5. Mr. Brinsley seemeth to have made a Discovery of a more perfect method , then was in his time used , or is yet generally received . Mr. Farnaby , Mr. John Clerke and some others , have facilitated the way further ; but Mr. John Comenius hath lately contrived a shorter course of teaching , which many of late endeavour to follow ; and others have more contemplatively written what they have thought of learning the Latine tongue in the easiest manner . 6. That for me it would not be amisse , by imitating these and others , of whose learning and dexterity in teaching I had got some little experience , and observing the severall tempers and capacities of those I taught , to endeavour to finde out , and contrive such helps , as might make the most generally received method of teaching by Grammar , Authours , and Exercises , more briefe in it self , and more easie and delightfull to the Teacher and Scholar . And for what I have done in this kinde these Arguments were especiall inducements . That , 1. It is not only possible , but necessary to make children understand their tasks , from their very first entrance into learning ; seeing they must every one bear his own burden , and not rely upon their fellowes altogether in what they doe . 2. It is possible and meet for every teacher so to ground his Scholars , as that change of Masters may not much hinder their progress in learning . 3. Things most familiar and obvious to the senses are first to be learned , and such as may be an easie step towards those which are next to be attained . 4. The most vocabula's , and phrases of ordinary discourse , may and ought to be taught together with the Latine Grammar , and the lowest sort of Schoole-Authours . 5. Boyes ought to know the meaning , and how to make use of each Rule , as they learne , yet so as not they be forced upon understanding of it . 6. The most useful books ought to be read , and may be taught after one manner in every Grammar-Schoole . 7. Children must be furnished with store of matter , and able to write a good style , and shewed how to imitate their Authours , for making Exercises , before they be put to use their own invention . 8. It is tyranny in the Master to beat a Scholar for not doing that which he knoweth not how to goe about ; so that he must first know him to be well able , and then he may more justly punish his neglect . 9. Many young Schoole-masters are more pusled about frameing to themselves a good method , then toyled in the exercise of teaching Schoole . 10. No man ever had such an acute and direct method , but another able Scholar might observe and follow it . 11. Many Masters that are excellent in perfecting Scholars , have not the patience to ground them , and many that have the skill to ground a Scholar well in his Rudiments , are not of ability to bring him on to perfection in Grammatical Exercises . 12. In many Schooles , one Master alone beareth the whole burden of teaching , without any help of an Usher . 13. Every one that teacheth a Grammar Schoole , is not able to make a right choyce , nor knoweth he the true use of our best classical Authours . 14. It is a prime part of a Schoole-master , to instruct his Scholars well in the principles of Christian Religion , and to make them acquainted with the holy Scriptures . 15. It is an utter undoing to many Scholars , to be sent ungrounded to the Universities ; and Parents are generally unwilling to have their children tarry long at the Schoole , and therefore it is good for Masters to make use of the shortest and surest way of teaching . 16. It is very necessary , and hath been ever wished , that some of our most famous , and best Schoole-masters , would for the benefit of others set themselves on work , to finde out , and publish the exactest method of teaching , which might be generally received , till a better were knowne ; for by that meanes they should doe much good to the Church and Common-wealth , and somewhat herein advantage themselves , seeing every Parent will be willing to have his son taught , by one whom he knoweth to be constantly diligent in a good way of teaching . And the hopes that I conceived hereby to provoke my betters , hath especially encouraged me ( at last ) to yield to my friends importunity , in setting down this Method of Teaching , and writing down also this for me of Schoole-Government , which I heartily commend to Gods heavenly blessing , and the candid censure of the more judicious , hoping that as I intend chiefly the generall good , so none will requite me with malicious obtrectation , which if any shall doe , I charitably pray for them before hand , that God would for Christs sake forgive them , and grant that I may not heed what they write or say concerning me , or my labours , so as to be discouraged in my honest endeavours for the publick service . 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 . FINIS . Notes, typically marginal, from the original text Notes for div A44390-e14040 Quidam senex partans faescem lignorum super humoros ex nemore , cum defessus esset longa via , vocavit mortem , fasco deposito humi . Ecce ! mors advenit , & rogat causam quamobrem vocaverat se . Tunc senex ait , ut imponeres hunc fascem lignorum ▪ super humeros . 
A16865	----	Ludus literarius: or, the grammar schoole shewing how to proceede from the first entrance into learning, to the highest perfection required in the grammar schooles, with ease, certainty and delight both to masters and schollars; onely according to our common grammar, and ordinary classical authours: begun to be sought out at the desire of some worthy fauourers of learning, by searching the experiments of sundry most profitable schoolemasters and other learned, and confirmed by tryall: intended for the helping of the younger sort of teachers, and of all schollars ... Brinsley, John, fl. 1581-1624. 1612 Approx. 807 KB of XML-encoded text transcribed from 187 1-bit group-IV TIFF page images. Text Creation Partnership, Ann Arbor, MI ; Oxford (UK) : 2004-03 (EEBO-TCP Phase 1). A16865 STC 3768 ESTC S106596 99842309 99842309 6954 This keyboarded and encoded edition of the work described above is co-owned by the institutions providing financial support to the Early English Books Online Text Creation Partnership. This Phase I text is available for reuse, according to the terms of Creative Commons 0 1.0 Universal . The text can be copied, modified, distributed and performed, even for commercial purposes, all without asking permission. Early English books online. (EEBO-TCP ; phase 1, no. A16865) Transcribed from: (Early English Books Online ; image set 6954) Images scanned from microfilm: (Early English books, 1475-1640 ; 829:02) Ludus literarius: or, the grammar schoole shewing how to proceede from the first entrance into learning, to the highest perfection required in the grammar schooles, with ease, certainty and delight both to masters and schollars; onely according to our common grammar, and ordinary classical authours: begun to be sought out at the desire of some worthy fauourers of learning, by searching the experiments of sundry most profitable schoolemasters and other learned, and confirmed by tryall: intended for the helping of the younger sort of teachers, and of all schollars ... Brinsley, John, fl. 1581-1624. [28], 339, [1] p. Printed [by Humphrey Lownes] for Thomas Man, London : 1612. Dedication signed: Io. Brinsley. Printer's name from STC. Running title reads: The grammar schoole. Reproduction of the original in the Henry E. 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Teaching -- Early works to 1800. 2003-10 TCP Assigned for keying and markup 2003-10 Aptara Keyed and coded from ProQuest page images 2003-11 Olivia Bottum Sampled and proofread 2003-11 Olivia Bottum Text and markup reviewed and edited 2003-12 pfs Batch review (QC) and XML conversion LVDVS LITERARIVS : OR , THE GRAMMAR SCHOOLE ; SHEWING HOW TO PROceede from the first entrance into learning , to the highest perfection required in the GRAMMAR SCHOOLES , with ease , certainty and delight both to Masters and Schollars ; onely according to our common Grammar , and ordinary Classicall Authours : BEGVN TO BE SOVGHT OVT AT THE desire of some worthy fauourers of learning , by searching the experiments of sundry most profitable Schoolemasters and other learned , and confirmed by tryall : Intended for the helping of the younger sort of Teachers , and of all Schollars , with all other desirous of learning ; for the perpetuall benefit of Church and Common-wealth . It offereth it selfe to all to whom it may doe good , or of whom it may receiue good to bring it towards perfection . 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 , 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 . 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 . Theognis . Nullum munus Reipub. affere maius meliúsue possumus , quam sidoceamus atque erudimus iuuentutem . Cic. 3. de Diuin . Quaerendi defatigatio turpis est , cum id quod quaeritur sit pulcherrimum . 2. de Finibus . LONDON , Printed for THOMAS MAN. 1612. TO THE HIGH AND MIGHTY PRINCE , Henry , Prince of Wales ; and to the most Noble and excellent Duke , Charles , Duke of Yorke ; I. B. vnfainedly wisheth all grace and glory , and humbly commendeth the Patronage of his Labours . SEeing that all of vs of this Nation ( most Gratious and Excellent ) doe aboue all people , owe vnto the Highest , our liues and Religion , with all our blessings ; and next vnder him , to his Anoynted , your most royall Father , our drad Soueraigne ; to whom he hath giuen vs , by whose hand he hath so miraculously saued vs , and doth still preserue vs aliue in the midst of our enemies : we are therfore euery one alwaies bound ( in what thing soeuer he shall inable vs thereunto ) to testifie our acknowledgement . Pardon then the desire of your deuoted and most affectionate poore seruant , if he shall endeauour in all humility , to witness his thankefulnesse vnto the Lord of heauen , and to his Annoynted , by seeking to adde somewhat vnto the Honour , and deserts of his royall progenie : euen of you , who are the rich gifts of the heauenly bountie , and the flourishing branches , of that happy spreading Cedar . And what is it , which might still more aduance you in the eyes and hearts of all the people of your most noble Fathers Dominions ; then if now from your first yeares , you might beginne to be the blessed instruments of the Almighty , of an euerlasting benefite to the present and all succeeding generations ? whereby you might knit all hearts more surely vnto the holy God , and his supreame deputy here amongst vs ; as also to your selues his Regall issue , and vnto yours for euer . Accept therefore , to this purpose ( I beseech you ) this weake labour thus begun , of searching out , and inquiring of all the speediest , surest and most easie entrance and way to all good learning in our Grammar schooles . To the end , that those rare helpes of knowledge , which the Lord hath graunted to this last Age ( some of the principall wherof haue been scarce knowen , or very little practiced , so farre as I can find ; and most of the rest haue bin only knowen amongst some few ) might by your Princely fauours , be made common vnto all , for the publique good of the present Age , and of all times to come . The Lord God hath giuen vnto your Highnesse and Excellency , to be born , and to liue in the time of most glorious light , and knowledge ; in which , if the experiments of sundry of the learnedest , & most happily experienced Schoolemasters and others , were gathered into one short sum , all good learning ( which is the chiefest glory of a nation ) would daily flourish more & more , and be conueyed to all places & times ; that not only this age present , but also al posterity should haue iust cause euermore to magnifie the God of glory for you : for how must this needes oblige all sorts , if this heauenly gift of learning , might thorough you be attained with much more ease , delight , & certainty ; and also in shorter time , with lesse charges to Parents , without that extreame sharpnes vsed ordinarily in schools amongst the poore children ? How shall it increase your lasting comfort & honour , if by your Highnesses fauours , the work thus entred into , shall soone come to an happy end ! For as some very learned and of much experience , haue begun already to help herein ; so others of the chiefest gifts and imploiments in this kind , shall not disdaine to lay-to their hands to bring it in time to some perfection . Why should wee the liege subiects of IESVS CHRIST , and of this renowned kingdome , be ouergone herein , by the seruants of Antichrist ? many of whom bend all their wittes and ioine their studies , for the greatest aduantage of their learning , euen in the Grammar schooles , onely to the aduancement of Babylon , with the ouerthrow of this glorious nation , and of all parts of the Church of Christ ; to bring vs vnder that yoake againe , or else to vtter confusion . Or why should we omit any time or opportunity , which the Lord offereth hereunto ? The hope therfore of your poore seruant is , that your Highness and Excellency will not impute anie presumption to this indeuor , ( though thus vndertaken by me the vnablest of many thousands ) but that you will accept it , according to the desire that hath bin in me , to do good thereby to this Church and Nation . And the rather , for the vndoubted assurance of the exceeding benefit , which must needs come in time , by the best courses once found out and made publick : and for that though such a work haue bin long talked of and wished , yet it is still generally neglected . The experience also which the Lord hath shewed , in the readinesse of sundrie very learned , in a worke of not much lesse difficulty , to helpe most louingly , with their best aduices , to bring still to better perfection , dooth giue your seruant certain hope of the like cheerfull assistance herein . Howsoeuer ; yet it shall remaine for a further testimony of duety to the heauenly Majesty , of thankfulnesse and loyall affection towardes our Liege Soueraigne , and you his Royall Progenie . That as you are the worthy sons of a Father most renowned of all the Kings of the earth , for singular learning , and for holding vp , and aduauncing by all meanes the glorious light therof ; and as you are not inferior to anie of the Princes of the world in your education and first yeeres : so all sorts may thorough you receiue an increase of the same shining light , and all hearts may be still more firmly bound by your perpetual benefits . To you thrice happy Prince , I offer it most humbly , as the poore Widowes mite , amongst the great gifts presented vnto your Highnesse : And to you right noble Duke , the study of your seruant , if he might but in any one thing further you in that sweet and pleasant way of learning , wherin you are so graciously proceeding . Finally , I trust that it shal euer stand as a true witnesse of an vnfained desire towardes the perpetuall flourishing of this Nation , with all the Church of CHRIST . And in this humble desire , I commend your Highnesse and Excellency vnto him who aduaunceth and setteth vp Kings in their throne , and hath sayde that he will honor those who honor him . The whole successe I commit to that Supreame Grace , who looketh at the heart , and accepts the will : whom you desiring to follow shall reigne with him in that most blessed light eternally . Your Highnesse & Graces humbly deuoted in all loyall and faithfull obseruance , IO. BRINSL● . A COMMENDATORY Preface . ARts are the only helpes towards humane perfection . Those therfore which are the helps towards the easinesse , maturitie , perfection of Arts , deserue best of mankinde . Whence it is , that God would not suffer the first deuisers , so much as of shepheards tents , of musical instruments , of Iron-works , to be vnknown to the world : the last wherof euen heathen Antiquitie hath in common iudgement continued , without much difference of name , till this daie ; although I cannot beleeue that anie of the heathen gods were so ancient . Yea , hence it is , that the holy Ghost challengeth the faculty euen of manuary skill , to his owne gifte ; as beeing too good for Nature , and too meritorious of men . That Bezaleel and Aholiab can worke curiously in siluer and golde , for the materiall Tabernacle , is from Gods spirit , and not theirs : How much more is this true , in those sciences which are so essentiall to the spirituall house of God ? As Arts are to perfection of knowledge ; so is Grammar to all Artes. Man differs but in speech and reason ( that is , Grammar and Logicke ) from beasts : wherof reason is of Nature ; speech ( in respect of the present variation ) is of humane institution . Neither is it vnsafe to say , that this later is the more necessary of the two : For we both haue , and can vse our reason alone ; our speech we cannot , without a guide I subscribe therfore to the iudgement of them , that think God was the first Author of letters ( which are the simples of this Art ) whether by the hand of Moses ; as Clement of Alexandria reports from Eupolemus : or rather of the ancienter Progeny of Seth in the first wotld ; as Iosephus . Hee that gaue man the faculty of speech , gaue him this meanes , to teach his speech : And if he were so carefull to giue man this helpe , while all the world was of one lip ( as the Hebrews speak ) how much more , after that miserable confusion of tongues ? wherein euery man was a Grammar to himselfe ; & needed a new Grammar , to be vnderstood of others . It is not therfore vnworthy of obseruatiō , that God ( knowing languages to be the carryage of knowledge ) as in his iudgement he diuided the tongues of those presumptuous builders ; so contrarily hee sent his spirit in clouen tongues vpon the heads of those master-builders of his Church . What they were suddainly taught of God , we with much leasure and industry learne of men ; knowing the tongues so necessarie for all knowledge , that it is well , if but our younger yeeres be spent in this study . How seruiceable therfore is this labor , which is here vndertaken , and how beneficial , to make the way vnto all learning , both short , and faire ! Our Grandfathers were so long vnder the ferule , till their beards were growen as long as their pens : this age hath descried a neerer way ; yet not without much difficulty , both to the schollars , and teacher : Now , time , experience , and painfulnesse ( which are the meanes to bring all things to their height ) haue taught this author yet further , how to spare both time and paines this way vnto others ; and ( that which is most to bee approoued ) without any change of the receiued groūds . It is the cōmon enuy of men , by how much richer treasure they haue found , so much more carefully to cōceale it . How commendable is the ingenuity of those spirits , which cannot ingrosse good experiments to their priuate aduantage ? which had rather doe then haue good : who can be content to cast at once into the common Bank of the world , what the studious obseruation , inquisition , reading , practice of many yeeres haue inriched them withall : That , which this Author hath so freely done ; as one that feares not , least knowledge should be made too easie , or too vulgar . The Iesuites haue won much of their reputation , and stollen many hearts with their diligence in this kinde . How happie shall it be for the Chnrch and vs , if we excite our selues at least to imitate this their forwardness ? We may out-strip them , if wee want not to our selues : Behold here , not feete but wings , offered to vs. Neither are these directions of meere speculation , whose promises are commonly as large , as the performance defectiue ; but such as ( for the most part ) to the knowledge of my selfe , and manie abler Iudges , haue been , and are daily answered in his experience , and practice , with more then vsuall successe . What remaines therefore , but that the thankfull acceptation of men , and his effectuall labors should mutually reflect vpon each-other ? that he may be in couraged by the one , and they by the other benefited : that , what hath been vndertaken and furthered by the graue counsell of many , and wise ; and performed by the studious indeuours of one so well deseruing ; may be both vsed and perfected to the common good of all , and to the glorie of him which giueth , and blesseth all . IOS . HALL . Dr. of Diuin . THE CONTENTS IN GENERALL , OF the chiefe points aimed at , and hoped to be effected by this WORKE . 1 TO teach schollars how to be able to reade well , and write true Orthography , in a short space . 2 To make them ready , in all points of Accedence and Grammar , to answere any necessary question therein . 3 To say without book all the vsual and necessary rules , to construe the Grammar rules , to giue the meaning , vse , and order of the rules ; to shew the examples , and to apply them : which being wel perfomed , will make all other learning easie and pleasant . 4 In the seuerall fourmes and Authours to construe truely , and in propriety of wordes and sense , to parse of themselues , and to giue a right reason of euery word why it must be so , and not otherwise ; and to reade the English of the Lectures perfectly out of the Latine . 5 Out of an English Grammaticall translation of their Authours , to make and to construe any part of the Latine , which they haue learned ; to proue that it must be so : and so to reade the Latine out of the English , first in the plaine Grammaticall order ; after as the wordes are placed in the Authour , or in other good composition . Also to parse in Latine , looking only vpon the Translation . 6 To take their Lectures of themselues , except in the very lowest fourmes , and first enterers into construction ; or to do it with very little helpe , in some more difficult things . 7 To enter surely in making Latine , without danger of making false Latine , or vsing any barbarous phrase . 8 To make true Latine , and pure Tullies phrase , and to proue it to be true and pure . To doe this in ordinary morall matters , by that time that they haue bin but two yeares in construction . 9 To make Epistles imitating Tully , short and pithy , in Tullies Latine and familiar . 10 To translate into English , according to propriety both of wordes and sense : and out of the English to reade the Latine againe , to proue it , and giue a reason of euery thing . 11 To take a peece of Tully , or of any other familiar , easie Authour , Grammatically translated , and in propriety of wordes , and to turne the same out of the translation into good Latine , and very neere vnto the wordes of the Authour ; so as in most you shall hardly discerne , whether it be the Authours Latin , or the schollars . 12 To correct their faults of themselues , when they are but noted out vnto them , or a question is asked of them . 13 To be able in each fourme ( at any time whensoeuer they shall be apposed of a sudden , in any part of their Authors , which the haue learned ) to construe , parse , reade into English , and forth of the translation to construe and to reade into the Latine of their Authours ; first into the naturall order , then into the order of the Authour , or neere vnto it . 14 In Virgilor Horace to resolue any peece , for all these points of learning , and to doe it in good Latine ; In Construing to giue propriety of wordes and sense . Scanning the verses , and giuing a reason thereof . Shewing the difficulties of Grammar . Obseruing the elegancies in tropes and figures . Noting phrases and Epithets . 15 So to reade ouer most of the chiefe Latine Poets , as Virgil , Horace , Persius , &c. by that time that by reason of their yeares , they be in any measure thought fit for their discretion , to goe vnto the Vniuersity : yea to goe through the rest of themselues , by ordinary helpes . 16 In the Greeke Testament to construe perfectly , and parse as in the Latine ; to reade the Greeke backe againe out of a translation Latine or English : also to construe , parse , and to proue it out of the same . To doe the like in Isocrates , or any familiar pure Greeke Authour ; as also in Theognis , Hesiod , or Homer , and to resolue as in Virgil or Horace . 17 In the Hebrew to construe perfectly , and to resolue as in the Greeke Testament ; and to reade the Hebrew also out of the translation . Which practice of daily reading somewhat out of the translations into the Originals , must needes make them both very cunning in the tongues , and also perfect in the textes of the Originals themselues , if it be obserued constantly ; like as it is in daily reading Latine out of the translation . 18 To answere most of the difficulties in all Classicall schoole Authours ; as , in Terence , Virgil , Horace , Persius , &c. 19 To oppose schollarlike in Latine , of any Grammar question necessary , in a good forme of wordes ; both what may be obiected against Lillies rules , and how to defend them . 20 To write Theames full of good matter , in pure Latine , and with iudgement . 21 To enter to make a verse with delight , without any bodging at all ; and to furnish with copie of Poeticall phrase , out of Ouid , Virgil , and other the best Poets . 22 So to imitate and expresse Ouid or Virgil , as you shall hardly discerne , vnlesse you know the places , whether the verses be the Authours or the schollars : and to write verses ex tempore of any ordinary Theame . 23 To pronounce naturally and sweetly , without vaine affectation ; and to begin to doe it from the lowest fourmes . 24 To make right vse of the matter of their Authours , besides the Latine ; euen from the first beginners : as of Sententiae and Confabulatiunculae Pueriles , Cato , Esops fables , Tullies Epistles , Tullies Offices , Ouids Metamorphosis , & so on to the highest . To help to furnish them , with varietie of the best morall matter , and with vnderstanding , wisedome and precepts of vertue , as they growe ; and withall to imprint the Latine so in their minds thereby , as hardly to be forgotten . 25 To answere concerning the matter contained in their Lectures , in the Latine of their Authors , from the lowest fourmes and so vpward . 26 To construe any ordinary Author ex tempore . 27 To come to that facilitie and ripenesse , as not onely to translate leasurely , & with some meditation , both into English and Latine , as before in the Sect. or Article , 10. and 11 ; but more also , to reade any easie Author forth of Latine into English , and out of a translation of the same Grammatically translated , to reade it into Latine againe . As , Corderius , Terence , Tullies Offices , Tullie de natura Deorum , Apthonius . To doe this in Authors and places which they are not acquainted with , and almost as fast as they are able to reade the Author alone . 28 To write fayre in Secretary , Romane , Greeke , Hebrue ; as they grow in knowledge of the tongues . 29 To know all the principall and necessarie Radices , Greeke and Hebrue ; and to be able to preceede in all the learned tongues of themselues , thorow ordinarie helps , and much more by the worthy helps & meanes , to be had in the Vniuersities . 30 To be acquainted with the grounds of Religion , and the chiefe Histories of the Bible . To take all the substance of the Sermons , for Doctrines , proofes , vses , if they be plainely and orderly deliuered : and to set them downe afterwards in a good Latine stile , or to reade them ex tempore into Latine , out of the English : To conceiue and answere the seuerall points of the Sermons , and to make a briefe repetition of the whole Sermon without booke . 31 To be set in the high way , and to haue the rules and grounds , how to attaine to the puritie and perfection of the Latine tongue , by their further labour and practice in the Vniuersitie . 32 To grow in our owne English tongue , according to their ages and growthes in other learning : To vtter their minds in the same both in proprietie and puritie ; and so to be fitted for diuinitie , lawe , or what other calling or faculty soeuer they shall bee after imployed in . 33 Finally , thus to proceede togither with the tongues in the vnderstanding and knowledge of the learning , or matter contained in the same . To become alike expert , in all good learning meete for their yeares and studies ; that so proceeding still , after they are gone from the Grammar schooles , they may become most exquisite in all kinds of good learning to which they shall be applied . These things may be effected in good sort , thorough Gods blessing , in the seuerall formes , as the schollars proceede , by so many in each forme as are apt and industrious , onely by the directions following , if they be constantly obserued ; If the Maisters being of any competent sufficiencie , will take meet paines ; and if the schollars being set to schoole so soone as they shall be meete , may bee kept to learning ordinarily , hauing bookes and other necessary helps & encouragements . That so all schollars of any towardlnesse and diligence may be made absolute Grammarians , and euery way fit for the Vniuersitie , by fifteen yeares of age ; or by that time that they shall bee meete by discretion and gouernment . And all this to bee done with delight and certaintie , both to maisters and schollars , with strife and contention amongst the schollars themselues ; without that vsual terrour and cruelty , which hath beene practiced in many places , and without somuch as seueritie amongst good natures . How greatly all this vvould tend to the furtherance of the publique good , euery one may iudge ; which yet it will doe so much the more , as the Lord shal vouchsafe a further supply , to the seuerall meanes and courses that are thus begun , by adioining dayly the helps and experiments of many moe learned men , of whom wee conceiue good hope , that they will bee ready to lend their helping hands , to the perfiting of so good a Worke. To the louing Reader . CVrteous Reader , who tenderest the poore Countrey schooles , for which this labour hath beene vndertaken , or didst euer feele or know the wants in many of them , accept my vvilling minde for their good . And take this first impression as not set forth : but chiefely to the end , to haue store of copies , to goe to many learned wel-willers to the Worke , for their help : like as it hath heretofore , to sundry much reuerenced for their learning and wisedome . Of all whome , I humbly intreat their kinde assistance , for amending that which is amisse ; by adding what is vvanting , cutting off whatsoeuer is superfluous , changing what is vnbefitting , and reducing euery thing into the right order : That it may speedily come forth more plaine and perfect ; and thereby , if not themselues , yet their friends may reape some benefit of their labours . For the liberty and boldnesse vsed in it , consider that it is but a Dialogue to incite and encourage others ; as , I tooke it , farre more profitable and delightsom to reade , then a bare narration . All who are friendly and vnfained fauourers of good learning , will I hope thinke so of it . It shall wrong no man willingly : farre be that from mee . I will right them againe , so soon as I know it . Be the faults neuer so many , thorough my weaknesse and want of meete leasure ( as they must needs bee the moe , by my absence from the Presse ) yet time , I trust will reforme them . In the meane while , let my trauell and the good things weigh against the rest . For the length of it , remember for whome I write , euen the meanest teachers and learners : with whom though I sometime vse repetitions , I cannot bee ouer-plaine ; sith they commonly get so little of short Treatises , be they neuer so learned . Consider also that I would hide nothing , which GOD hath vouchsafed mee in my search : that out of all , the most profitable may be selected , and in the meane time the best onely vsed . And for the matter of the Dialogue , take it as that which is desired to be effected in time ; and which I hope all shall finde , when once the helpes belonging hereunto , shall bee supplied and perfected . Account this , but as a meere entrance into the worke : which if seuen yeares shall bring to perfection fully to accomplish that which is wished , I shall thinke my paines most happily bestowed , if GOD so farre forth prolong my daies . I seeke not my self : if I may do some little seruice to God and my Countrey , I haue enough . I oppose my selfe to none . Shew my ouersight in loue , and I will amend it . I prescribe to none : no , not the meanest ; but onely desire to learne of all the learned , to help the vnlearned . In the worke I take nothing to my selfe , but the wants . What I receiued of others , I receiued to this ende ; after full triall made of them to publish them for the common good . This I haue professed from the beginning of my trauell . I would also giue euery one his due particularly , what I haue had of him ; and will , if it shall bee thought meete . I haue promised nothing but my labour : that I haue and doe desire to performe to my abilitie and aboue . The vveaker I am , the fitter shall I bee to apply my selfe to the simplest : and the more honour God shall haue , if hee shall giue that blessing vnto it , which I doe humbly begge . If any man shall oppose , and detract from these my labours ; forasmuch , as hee shall therein ( as I take it ) shew himselfe an enemie to the common good of the present Age , and of all posteritie ( the benefite whereof , as God is my witnesse , I haue intended principally in these my endeauours ) I can but be sory , and pray for him . Thine in Christ , I. B. FOr the manner of proceeding vsed in this worke , it is prescribed in the Preface to the Reader , which is set before our common Grammar : where it , hauing shewed the inconuenience of the diuersitie of Grammars and teaching , doth direct thus ; Wherefore it is not amisse , if one seeing by triall an easier and readierway , then the common sort of Teachers doe , would say that he hath proued it , and for the commoditie allowed it ; that others not knowing the same , might by experience proue the like , and them by proofe reasonable iudge the like : not hereby excluding the better way when it is found ; but in the meane season forbidding the worse . OF GRAMMATICALL Translations . THere is a way ( saith Mr. Askame ) touched in the first booke of Cicero de Oratore , which wisely brought into Schooles , truely taught , & constantly vsed would not onely take wholly away that butcherly feare in making Latines , but would also with ease and pleasure , and in short time as I know by good experience , worke a true choise and placing of words , a right ordering of sentences , an easie vnderstanding of the tongues , a readinesse to speake , a facilitie to write , a true iudgement both of his owne , and other mens doings , what tongue so euer he doth vse . This way , as he sheweth , is by causing the Schollar first to vnderstand the matter which he learneth : secondly , to construe truely : thirdly , to parse exactly : fourthly , to translate into English plainely : fiftly , to translate out of the English into the Latine of the Author againe : and so after to compare with the Author how neere he came vnto it . Finally , by much translating both wayes , chiefely out of the English into Latine , as hee setteth downe in the beginning of his second booke ; and hereby hee saw those strange experiments of the increase of learning , which hee reporteth of Mr. Iohn Whitney , and others . Now , whereas these things are very hard to bee performed in the common schooles ; especially for lacke of time to trie and compare euery schollars translation , and euer giuing them new peeces to translate , and those such as are meete for euery forme ; by the meanes of these translations of our first schoole Authors , all these things may bee performed in euery Author and forme , most certainely and constantly , and with much ease and delight both to Maister and Schollars ; as I trust will be found . The manner hereof I haue set downe in the 8. Chapter , and others following . Therfore since the time that God made these knowne vnto mee ( which was about some foure yeares agoe or not much aboue , vpon the occasion of a late worthy experiment related vnto mee , confirming the testimonie of Mr. Askam ) I haue laboured in these translations aboue all other things , First , to finde out the Grammar rule of construing truely and perfectly , whereby to guide these translations , and wherevpon they chiefely depend : Secondly , to finde out the parricular vses and benefits of them : Thirdly , to finde out and set downe such directions , as whereby to frame the translations to serue for all the vses most plainely : Fourthly , to translate so many of our first Authors after the same manner , as since that time I haue had occasion for my schollars in each forme to reade : Fiftly , to haue certaine triall and experience of euery thing , so much as in this time I could ; and vpon triall to commend them to Schooles , to help hereby to bring into Schooles that excellent way of learning , which hee so highly commendeth , and whereof I haue very great hope ; and so by them a perpetuall benefit to all schooles and good learning : which I vnfainedly wish and pray for . ( ⸫ ) Aduertisement by the Printer . CVrteous Reader , whereas in the later end of this Booke it is signified in what forwardness the Authors translation of Sententiae Pueriles and Cato , are ; take notice also that his booke entituled , The Poasing of the Accedence , is since come to my hands , and likely to come forth at the same time with Cato . Ludus Literarius : OR The Grammar Schoole . CHAP. 1. A Discourse between two Schoolemasters , concerning their function . In the end , determining a conference about the best way of teaching , and the manner of their proceeding in the same . SPOVDEVS . PHILOPONVS . Spoud . GOd saue you , good Sir : I am glad to see you in health . Phil. What mine old acquaintance , M. Spoudaeus ? Spoud . The very same , sir. Phil. Now , I am as right glad to see you well : you are heartily welcome to this my poore house . Spoud . Sir , I giue you many thanks . Phil. But how haue you done these many yeares ? Spoud . I thank God I haue had good health , euer since wee liued in the Colledge together : but for my time , I haue spent it in a fruitlesse , wearisom , and an vnthankfull office ; in teaching a poore country schoole , as I haue heard , that your selfe haue also beene imployed in the same kinde of life ; and am therefore perswaded , that you haue had some experience of my griefe . Phil. Experience , say you ? yea indeed I haue had so much experience of that whereof you now complaine , that if all other things were according thereunto , I might bee able to teach very many . But I pray you sir , what good occasion hath brought you into these parts ? It is a wonder to see you in this countrey . I should hardly haue knowen you ( it is so long since we liued together , now aboue twentie yeeres , and also for that you seeme to me so aged ) but that I did better remember your voice then your fauour . Spoud . Sir , you see the Prouerbe verefied in me ; Cura facit canos . Cares and troubles haue made me aged long before my time . As for my iourney , a very great and necessary occasion hath driuen me into these quarters , to come euen vnto you , to seeke your helpe and direction , in matter wherein ( I hope ) you may exceedingly pleasure me , without hurt any way , or so much as the least preiudice vnto your selfe . Phil. You might thinke mee very vnkinde , and forgetfull of our auncient loue , if I should not be readie to shew you anie kindnesse ; especially sith you haue taken so long a iourney vnto me . But I pray what is the matter ? Spoud . The matter ( if you will giue mee leaue ) is this . I haue heard that you haue long taken great pains in teaching ; and that of late yeares ▪ you haue set your selfe wholly to this happy kinde of trauell ; to finde out the most plaine , easie , and sure waies of teaching , for the benefit both of your selfe and others : whereby you haue attained much happy knowledge in this behalfe . Now my long iourney hath bin for this same very purpose , to desire some conference with you , and to intreat your louing fauour and helpe . I should thinke my selfe for eu●r bound vnto you , if you would vouchsafe to impart vnto me some of those experiments , which I haue beene certainely informed , that by your trauels you haue obtained . For , I my selfe haue so long laboured in this moyling and drudging life , without any fruite to speake of , and with so many discouragements and vexations insteede of any true comfort , that I waxe vtterly wearie of my place , and my life is a continuall burden vnto me . Insomuch as that it causeth me to feare , that God neuer called me to this function , because I see his blessing so little vpon my labors ; neyther can I finde any delight therein : whereas , notwithstanding , I heare of some others , and euen of our old acquaintance , whom GOD blesseth greatly in this calling ; though such bee verie rare , some one or two spoken of almost in a whole countrey . Phil. Indeede I haue trauelled in this too vnthankefull a calling ( as you doe most iustly complaine ) and that in all this time , since we liued together ▪ In the greatest part whereof , I haue beene well acquainted with your griefes and vexations ; which are no other then doe ordinarily waite vpon this our function : yet this I thankefully acknowledge ( according to your former speech , and to giue you likewise some reuiuing ) that now of late , since I set my selfe more conscionably and earnestly to seeke out the best waies of teaching , by inquiring , conferring and practicing constantly all the most likely courses , which I could heare or deuise , God hath graunted vnto mee , to finde so great contentation and ioy of this same labour in my schoole , that it hath swallowed vp the remembrance of all my former grieuances . For I doe plainely see such a change , that now I doe not only labour in my place vsually without griefe , or any wearinesse at all , but that I can take ordinarilie more true delight and pleasure in following my children ( by obseruing the earnest strife and emulation which is amongst them , which of them shall doe the best , and in the sensible increase of their learning and towardnesse ) then anie one can take in following hawkes and hounds , or in any other the pleasantest recreation , as I verely perswade my selfe . And the rather because after my labour ended , my chiefest delight is in the remembrance thereof ; and in the consideration of the certaine good , that I knowe shall come thereby , both vnto Church and Common-wealth : and also that my labour and seruice is acceptable to the Lord , though all men should be vnthankfull . So that now I am neuer so well , as when I am most diligent in my place . Yea I do seeme to my selfe to finde withall so great a blessing vpon my labours , aboue all former times , that if I had knowen the same courses from the beginning , I doe assure my selfe that I had done ten times more good , and my whole life had beene full of much sweete contentment , in regard of that which it hath bin . Although my labours haue neuer been vtterly vnprofitable , but that I haue still sent forth for euery yeere , some vnto the Vniuersities , and they approoued amongst the better sort of those which haue come thither : yet this hath been nothing to that good which I might vndoubtedly haue done . Spoud . Sir , I am perswaded that you speake as you thinke : and therefore I doe grow into greater hope , that you hauing had so much experience of the griefe in the one , and ioy in the other , will be more compassionate of me , and more ready also to impart your experiments with me , to make me partaker of your comfort . Phil. For communicating vnto you , for your helpe and comfort , what God hath made knowne vnto me , I take it to be my dutie . We all of vs know the danger of hiding our talent , or keeping backe our debt , when the Lord hauing giuen vs abilitie , doth call vpon vs to paie it . Spoud . I thank God vnfainedly ( good sir ) for this harty affection , which I doe finde in you , and for this readinesse to communicate with mee the fruites of your trauells . You shall see . I hope , that I shall receiue them , with like alacritie and thankfulnesse , and bee as ready to employ them to the best , to doe my vttermost seruice in my place and calling hereafter . So that although my first beginnings haue been small , through ignorance of better courses , yet I trust my after fruits shall much increase . Hereby my last dayes shall prooue my best , and make some amends for that which is past : and also my newe comforts shall sweeten all the remainder of my life , and make mee likewise to forget the daies that are past . How true is that Prouerbe of wise Salomon , that heauinesse in the heart of man doth bring it down , but a good word doth reioice it ? You haue reuiued my heart , and put new spirits into mee , by that which you haue alreadie saide . Phil. The Lord will reuiue you , I hope , and all of vs also who labour in this toyling kinde ; by causing vs to finde more ●ound fruit , and pleasant content in our teaching , then euer yet we felt ; if wee will but set our selues to seeke of him , and readily impart our seuerall experiments for the good of all : if withall we will receiue thankfully , and cheerefully put in practice those gracious helpes of so many learned men , which he in this last age of the world hath afforded aboundently , aboue all former times , very many whereof lie vtterly hid and vnknowne to the greatest sort , vnto this day . And that partly thorow lacke of care and conscience , to doe that good which we might , and ought in our places ; partly thorow extreame vnthankfulnesse , neglecting the rich giftes of the Lord , so plentifully powred downe from heauen vpon vs , to leaue the world more without excuse . But as for mine own selfe , all that I can promise is , onely my studie and desire , to doe you and all other the greatest good that euer I shall be able ; and hereunto we haue all bound our selues . If I knowe anie thing wherein I haue , or you may receiue benefit , I acknowledge it wholly where it is due , euen to him who giueth liberally to all who seeke him aright , and casteth no man in the teeth . And resting vpon his rich bounty for a further supply , if you shall propound in order the particular points , wherein you would wish my aduise , I shall very willingly goe on with you ; and acquaint you with all things which hitherto I haue learned in all my search , and more hereafter as his wisdome shall adde vnto me . Spoud . I reioice in your confidence and wish that so it may bee . In the meane time I like well of your motion , of going through in order the principall matters of difficultie . If therfore you shall thinke meete , I shall reduce all to certaine heads , which a friend of mine shewed vnto me of late , set downe in a certaine Table , which it may bee that your selfe haue seene . Phil. Let mee heare what was contained in it , and then I shall soone answere you , vvhether I haue seene it or no. Spoud . There was contained , in it , a briefe summe of sundrie particular benefits , which may bee brought to Grammar Schooles , to make schollars very perfect in euerie part of good learning meet for their yeeres ; and that all both Masters and Schollars may proceede with ease , certaintie and delight , to fit all apt Schollars for the Vniuersitie euerie waie , by fifteene yeeres of age . Concerning which seuerall heads , although it were a most happie worke if they could be attained vnto ( all of them beeing in my minde verie excellent , and indeede the whole , such a worke as must needes bring a perpetuall benefit , both to Church , and Common-wealth , and that not onely to the present but to all succeeding ages ) yet that I may speake freely , what I conceiue of them , many of them seeme very strange vnto me . And , although I will not say that they are vtterly impossible : yet indeede I take them to be altogether vnlikely ; considering the continuall paines and vexation that my selfe haue vndergone , and yet could neuer come in many of them , neere vnto the least part thereof . Phil. By that little which you haue mentioned , I take it that I haue seene the very same : and for them I do not onely thinke it , but also do know assuredly , that by the Lords gracious assistance and blessing , through constant diligence they may be all effected ; for that I haue knowne so much trial of al of them , as is sufficient to induce any man therunto : besides that they do all stand vpon plain & sure grounds , as I trust I am able to make euident demōstration in each particular , so as any man of vnderstanding may perceiue cleerly , that they may be done . Neither doe I doubt but to satisfie you in euery point , and to cause you to yeelde vnto the euidence hereof , before wee part , if you will but onely aske and still shewe mee wherein you are not satisfied . Moreouer , I am so verie confident herein , not onely vpon mine owne reason and experience , but because I haue knowne the iudgements of sundrie verie learned and experienced both Schoolemasters and others , who haue beene acquainted with these selfe-same heads , which you haue mentioned : who , though at the first reading of them , they haue beene of your iudgement , and haue thought as you doe , yet within a quarter of an hower after that they haue taken a little triall , in some of the most vnlikely , and seene the reason of them , haue rested fully satisfied and assured of the whole , that all might bee done , as standing on the like grounds . And therefore I haue no cause to distrust the like successe with your selfe . Spoud . Sir , if you shall doe this for mee , I shall acknowledge my selfe to haue receiued a very great benefit , and be thankfull vnto the Lord , and to your selfe as his instrument ; and do my vttermost indeauour to put them all constantly in practice , that I may confirme them by mine owne experience , and finde the same happie comfort , that your selfe haue done . I will therefore begin in order according vnto those heads , & so propound the questions , how each thing may be done , and desire your answere vnto them seuerally . Phil. Nay rather , for the manner of proceeding , I take this to be far more easie and commodious to vs both , and whereby God may direct this conference so , as to profit manie others besides our selues : To go through all the whole course of learning , from the first step , beginning at the verie first Elements , euen at the A. B. C. & so to ascend to the highest top of learning , which can be required in Grammar schooles ; to make a schollar each way fit for the Vniuersity . Thus to run through all the necessarie points appertaining to the same , as neere as we can remember ; To make hereby the whole waie easie and readie to all good learning , and to ranke euery head in the right order and proper place , according to the due manner of proceeding in Schooles . So wee may insert these points which you haue spoken of ; diuiding the whole into s●uerall chapters , for the full distinguishing & plain setting down of euery matter . To the end therfore that I may be the better guided and occasioned to impart all things vnto you , I shall request you , first to propound all the seuerall points of learning in order , from point to point as we proceed . Secondly , in the propounding of them , to shewe me in euery one , what course you your selfe haue taken , wherein you haue found so little fruite or comfort , as you complaine , and which you thinke to be most ordinarie in the countrey schooles . Wherein you shall faile in omitting any necessary head or chapter , or in misplacing any , I shall afford you my best direction . Spoud . I will accomplish your desire so well as I can . I doubt not of your patience , seeing you take me thus of a suddaine ; and that you who haue better thought of these things , will guide me continually , vntill wee haue gone thorow the whole . Phil. I trust you are so perswaded of me . Therefore I pray you begin . CHAP. II. When the Schollar should first be set to the Schoole . Spoud . THat I may begin at the very first entrance of the Schoole : let me inquire this of you , how soon you would haue your childe set vnto the Schoole ; for I thinke that worthie to be first knowen , if so bee , that you purpose to haue your schollar fitted for the vniuersitie by fifteene yeeres of age . Phil. I like your reason well , to enter there . But to the intent that I may more fully make knowen vnto you , what I thinke and haue found in this behalfe , let mee heare first of you , as I wished in generall , at what age you vse in your countrey , to set your children to begin to learne . Spoud . For the time of their entrance with vs , in our countrey schooles , it is commonly about 7. or 8. yeeres olde : six is very soone . If any begin so early , they are rather sent to the schoole to keepe them from troubling the house at home , and from danger , and shrewd turnes , then for any great hope and desire their friends haue that they should learne anything in effect . Phil. I finde that therein first is a very great want generally ; for that the childe if hee be of any ordinary towardnesse and capacity , should begin at fiue yeere olde at the vttermost , or sooner rather . My reasons are these : 1 Because that then children will begin to conceiue of instruction , and to vnderstand ; and bee able not onely to knowe their letters , to spell and to reade , but also to take a delight therein , and to striue to goe before their fellowes . Experience heerein will quickely teach euery one , who shall make triall of it , if so be that they doe follow a right course . 2 Verie reason must needes perswade euery one of this . For , if they bee apt much before fiue yeeres of age , to learne shrewdnesse , and those things which are hurtfull , which they must ●ee taught to vnlearne againe ; why are they not as well fit to learne those things which are good and profitable for them , if they bee entred and drawen on in such a manner , as they may take a delight and finde a kinde of sport and plaie in the same . This delight may and ought to bee in all their progresse , and most of all in the first entrance , to make them the better to loue the Schoole , and learning , as wee shall see after . 3 Many of them , doe learne so much vntowardnesse and n●ughtinesse amongst other rude children , in that time before they come to schoole , that they are worse for it continually after : and also they feele such a sweetnesse in play and idlenesse , as they can hardly bee framed to leaue it , and to take a delight in their bookes without verie much adoe . 4 This first age , is that wherein they are most plant , and may bee bended and fashioned most easily to any good course . And being thus accustomed to good things from their infancie , and kept so much as may bee , from all practice and sight of euill , custome becomes vnto them another nature . So great a thing it is ( according to the old prouerbe ) to accustome children , euen from their render yeeres ; and so vndoubtedly true is that common verse , Quo s●mel est imbuta recens seruabit odorem testa diû 5 Aboue all these , this is a principall benefit , that by this meanes two or three yeeres may well be gained , to fit your Schollar so much sooner for the Vniuersity or for any honest trade or calling . So that a child thus entred rightly , shall doe much more at eight yeeres olde , then an other so neglected can doe at tenne , or it may bee at eleuen or twelue . Also many such shall bee meete for trades and like imployments , when they haue no learning to fit them thereunto . This must needes bee a great griefe to the Parents of such , whose children haue so lost their time , as it is a ioy to others whose children haue been so well brought vp , when they see their children compared together . 6 Lastly , our time being so short ▪ it much concerneth euery parent , to see their children to haue the best education and instruction , which is the chiefe patrimonie , and the greatest comfort & hope both of the Parents and children , and also of their houses and posteritie . And this so soone as euer may be , to fit them for some profitable imploiment for Church or Common-wealth . Spoud . But they will say with vs , that it will hinder the growth of their children to bee set to schoole so young . Phil. Let the schoole be made vnto them a place of play : and the children drawne on by that pleasant delight which ought to be , it can then no more hinder their growth then their play doth , but rather further it , when they sit at their ease ; besides that continuall experience doth confute this errour . Spoud . Bee it so as you say : yet this is a receiued opinion , that it will cause them to hate the schoole , when they should be set to it in good earnest . Phil. Nay rather it is clean contrarie : for being acquainted with the schoole so young , and with the sport and pleasure which they finde amongst other children there ; and also being kept from feeling the ouer much sweetnesse in play , it shall cause them to loue & to delight in the schoole continually , and to goe on without any repining , or so much as thinking of being away from the schoole : wheras they being nuzled vp in play abroad , are very hardly reclaimed and weaned from it , to sticke to their bookes indeede . Spoud . But yet it is thought that they can get but little learning then , being so very young , and therefore there is the smaller losse of a yeere or two , at that time . Phil. The losse will bee found in the end , although it be indeed in the beginning . For looke how many yeeres they lose in the beginning if they bee apt , so many in the end they will be shorter , of such of their fellowes , who are but of their owne age , and applied all alike being of like capacitie . Therefore , as wee will not let them lose a day , when they growe towards the Vniuersitie , so neither should wee when they are young ; but preuent this losse , and take the time in the beginning . Spoud . We see notwithstanding some very long ere euer they begin , who then goe forward with it the fastest of all . Phil. It is true in some pregant wits , and who are industrious : but you shall ●●●ue others as blockish and dull . Also , for those , if they goe so fas● in the rudiments and first grounds , how much more would they doe so at the same time in better studies ? Neither can they haue halfe that learning in all things , which others of like age and aptnesse haue , who haue been well applyed from their first yeeres . Spoud . I yeelde to all which you haue saide in this behalfe ; and I doe see plainely the exceeding benefites , that must needes come hereby , especially in gaining of time ; if they may bee entred in that playing manner , and go forwarde with alacritie and contention ; and moreouer so , that they be not any way ouerloaded or discouraged , nor yet in dangered , by the ouer charging of their wits and memories . Phil. For that take you no feare ; you shall ( God willing ) see the euidence of that , and a plaine direction in euerie Chapter how to proceede in that easie and playing kinde . Therefore , if you be satisfied in this , let vs come vnto the next point . Spoud . Very gladly sir : for I long to heare this , how you would teach your childe being so young to read so soone and readily . Phil. I like the point well : proceed according to your order . CHAP. III. How the Schollar may be taught to reade English speedily , to fit him the sooner and better for the Grammar schoole . Spoud . BEfore we enter into this question , yet let me put you in minde of one thing , which doth much trouble mee concerning this very matter . That it seemeth to mee an vnreasonable thing that the Grammar schooles should bee troubled with teaching A. B. C. seeing it is so great a hinderance , to those paines which wee should take with our Grammar schollars , for whom wee are appointed : Because it dooth take vp almost one halfe of our time , and thereby dooth depriue vs of a chiefe part of the fruite of our labours ; especially when our mindes are so distracted , and our thoughts carried so manie wayes , to doe good to all . The very little ones in a towne , in most countrey townes which are of any bignesse , would require a whole man , of themselues , to be alwaies hearing ▪ poasing and following them , so as they ought to bee applyed : for continuall applying in a right course , is in this and all other parts of learning , aboue all other meanes . And young ones , by a little slaking our hands , run faster backe , then euer they went forward ; as boates going vp the streame . Besides , it is an extreame vexation , that wee must bee toyled amongst such little pettyes , and in teaching such matters , whereof we can get no profit , nor take any delight in our labours . Phil. I am well inured with this grieuance , which you speake of , and doe knowe by long experience your complaint to bee too iust in this behalfe . I my selfe haue complained of it manie a time . For it were much to be wished , that none might be admitted to the Grammar schooles , vntill they were able to reade English : as namely that they could reade the new Testament perfectly , and that they were in their Accidences or meet to enter into them . There might bee some other schoole in the towne , for these little ones to enter them . It would help some poore man or woman , who knew not how to liue otherwise , and who might do that well , if they were rightly directed . Also it would be such an ease to all Grammar Schoolemasters , as they might doe much more good in their places . Wherefore , all such Schoolemasters who are incumbred with this inconuenience , are not onely to wish , but also to labour to haue it reformed in their seuerall schooles . Yet notwithstanding , where it cannot be redressed , it must be borne with wisdome and patience as an heauy burden . Patience shall make it much more light . And therefore euery one is to doe his best indeauour , to know how to make it most easie , if it do lie vpon him . Moreouer , seeing we purpose , God willing , to goe through all the whole course of learning , and also sith our labour is to finde out the meanes , whereby to make the way plaine , to traine vp euerie childe from the verie first entraunce into learning , ( as was sayde ) vntill wee haue brought him vnto the Vniuersitie , we cannot omit any point , which may tend vnto the same , much lesse the first steppe of all . For , a child well entred is halfe made : according to that Prouerbe , Principium , dimidium totius . The foundation well layd , the building must needs goe forward much more happily . This is specially true in learning ; wherein children feeling a sweetnesse in the beginning , are very much incouraged , as daily experience will manifest to euery one . Spoud . I see well the necessitie of vndergoing this burden , in those places where remedie cannot be had , without greater inconueniences . And therefore , sith that necessity hath no lawe , nor for my selfe I knowe no meanes h●w to be freed from it ; I pray you let vs returne againe vnto the point , and let mee still intreat of you your best direction , to make this burden so light as may bee . This is a thing worth the diligence of all , who must be imploied amongst little ones : to wit , to teach children how to read well , and to pronounce their letters truly ; as also to spell right , and to knowe how to write true Orthography in a short space . For ( that I may acknowledge the truth , and which hath bit no small discredit vnto me in this behalfe ) I haue had some who haue beene with me , two or three yeeres , before they could reade well . And that which hath yet bin much more grieuous to mee , I haue sometimes been so abashed and ashamed , that I haue not knowen what to say , when some being a little discontented , or taking occasion to quarrell about paying my stipend , haue cast this in my teeth , that their children haue been vnder me sixe or seauen yeere , and yet haue not learned to reade english well . I my selfe haue also knowen , that their complaints haue been true in part ; though I haue taken all the paines with them that euer I could deuise . Therefore good sir , set downe as plainly and shortly as you can , how this may be helped . Both my selfe & many others shall be much beholden for your direction in this first entrance . For my maner of en●●ing them , it is that which I take to be euery where : to teach & heare them so oft ouer vntill they can say a lesson , and so to a new . Phil. I likewise h●ue been well acquainted with this your trouble : and therfore I will indeuor , to afford you so much as I haue yet learned , how to auoide these clamors ; and how any poore man who will imploy his paines , may learn to teach children to read well in a short time , though this may seeme vnbefitting our profession . First the ch●●de is to be taught , how to call euery letter , pronouncing each of them plainely , fully and distinctly ; I mean in a distinct and differing sound , each from others , and also naturally , from the very first entrance to learning . More specially to bee carefull , for the right pronouncing the fiue vowels , in the first place , as a , e , i , o , u. Because these are first and most naturall , and doe make a perfect sound , so that they may bee pronounced fully of themselues ; and they being rightly vttered , all the rest are more plaine . After these vowels ▪ to teach them to pronounce euery other letter : which are therefore called Consonants , because they cannot make a perfect sound of themselues , without a vowell . This may be done , and also the teaching of children to spell any syllable , before the childe do knowe any letter on the booke ; and that , some wise and experienced do holde the surest and best course . But they are , at least , to be taught to pronounce their letters thus , as they doe learne them ; to preuent the griefe and wearisomnesse of teaching them to forget euill customes in pronouncing , which they took● vp in their first ill learning . And so euer in teaching to read , the teachers are to continue the like care of sweete and naturall pronun●ia●ion . Secondly , for the knowing of the letters ( besides that common manner practiced in Schooles , which is by oft reading ouer all the letters forwards and backwards vntill they can say them ) they may be much furthered thus ; That is , by causing the childe to finde out , and to shew you which is a , which b , which c , which f , and so any other letter . First to finde them in the Alphabet , then in any other place . Or if you will let them learne but one letter at once , vntill they can readily know or finde out that letter in any place , and after that an other in the same manner ; This is holden the surer and more easie waie : But this at your owne iudgement . 3 You may helpe them to spell thus , besides that course which is vsuall . Let so many as are beginners , or who cannot reade perfectly , stand together , and then poase them without booke , one by one . First in syllables of two letters , as they are set downe in their A. B. C. and where one misseth let his next fellow tell , if he cannot then som other . Then examine them in syllables of three letters , after in moe . And euer what syllable they misse , marke it with a dent with the nayle , or a pricke with a pen , or the like : and when you haue marked out those wherein they so misse , poase them oft ouer , not forgetting due praise to them who do best . One halfe howre would be spent daily in this kinde of examining , vntill they bee perfect in any syllable or worde . To make children to take a delight in spelling , let them spell many syllables together , which differ but onely in one letter , as hand , band , land , sand , &c. These syllables and words following , I haue obserued , to be of the hardest for children to spel : I will set you them downe together in this short briefe . They may serue for spelling , reading , or writing , and may soone be gotten by being often poased , read or written ouer . Ac , ec , ca , ce , ci , co , cu , ag , eg , ah , az , ae , ai , au , ga , ge , gi , go , gu , va , wa , we , wee , bac , bace , bag , bage , gage , badge , bau , baye , dawe , dewe , iawe , rac , race , rosse , rose , yell , you , gua , cha , cla , dwa , gla , pha , tha , sca , sha , swa , wra , chra , phra , spha , thra , twa , thwa , able , abs , ach , adge , afle , apt , ath , own , blowe , browe , chrou , dregg , dredge , dwarfe , frogg , gnash , gnaw , plowe , snowe , stewe , slugge , they , thom , throne , twaine , twigge , schoole , cockle , puddle , pegle , good , golde , gogle , balme , fallen , stolne , scalpe , false , thumbe , couple , pearce , charme , chapt , moth , mouth , nymphes , vnkle , tenth , strength , height , depth , breadth , weight , ioint , laude , beautie , deede , language , guide , feede , feude , vowe , braue , dou , dove , knife , kniues , yeoman , ynough , ayre , heyre , doubting , Island , yle , buye , league , hatchet , laugh , yeugh , bough ▪ publique , quishon . These are some of the hardest syllables , as I sayde : your selfe may adde moe as you meet with them . Also this is to be obserued in spelling ; that before ( on ) you spell or write commonly ( ti ) not ( ci ) as saluation not saluacion , though we pronounce it as ( ci . ) But this is to be knowen chieflie , by the latine words from whence they come . Right pronuntiation of words , & continuall practice in spelling , are the surest way to come to spell truely . If you pronounce the word false , which you would haue your childe to spell , hee spelleth it false : for hee spelleth according as it is pronounced to him , or as he vseth to pronounce . As for example ; aske the childe how he spelles a strea , ( as in many places the countrey manner is to pronounce it ) hee will spell strea or stre : but aske him how hee spels a strawe and so pronounce it , and he will spell strawe . To direct further how to come to perfection in spelling or writing right , I shall haue occasion to speake after . In ioining syllables together , they must bee taught , to vtter euerie syllable by it selfe , truly , plainly , fully , and distinctly , as we heard of the letters before ; and so also as that others who heare may vnderstand ; euer sounding out the last syllable : as sal-ua-ti-on . Thus they may goe through their Abcie , and Primer . And if they reade them twise ouer , that they may bee very perfect in them , it will bee the better for them . For , the second reading of any booke dooth much incourage children , because it seemeth to bee so easie then ; and also it doth imprint it the more . Besides that they will run it ouer so fast at the second time , as it will be no losse of time at all vnto them . After these they may reade ouer other English bookes . Amongst which , the Psalms in metre would be one , because children wil learne that booke with most readinesse and delight through the running of the metre , as it is found by experience . Then the Testament , in which the discreete Master may keepe his schollar lesse or more , vntil he think him meet to enter into the Accidence . If any require any other little booke meet to enter children ; the Schoole of Vertue is one of the principall , and easiest for the first enterers , being full of precepts of ciuilitie , and such as children will soone learne and take a delight in , thorow the roundnesse of the metre , as was sayde before of the singing Psalmes : And after it the Schoole of good manners , called , the new Schoole of Vertue , leading the childe as by the hand , in the way of all good manners . By these meanes , children if they be well applied , and continually kept vnto it , may be taught so to read within a yeere or little more , as they may be meet to enter into their Accidence , by that time that they bee six yeere olde at the vttermost ; especially if they bee in any measure apt , and much practiced in spelling the hardest syllables . For diuiding or distinguishing of syllables this one obseruation is to be remembred ; That what consonants are vsually ioined in the beginnings of words , those are not to be disioined and separate in the middest of words , except in Compound words . But of this wee shall speake more fitly after . And thus much may suffice for the present , for the speedy reading of English ; for heereof I haue had much certaine experience . Spoud . I cannot iustly dislike of any thing which you haue sayd herein , it standeth all with so great reason : chiefly , to make children so perfect in the hardest syllables . For , they being perfect in these must needs attaine all the rest in a short space . Except onely one thing which you vttered ; which indeede seemes a strange Paradox to me : Namely , that some wise & experienced , would haue children taught to call and pronounce all their letters , and to spell any syllable before they know a letter on the booke . Phil. This is very true which you say ; it may seeme a Paradox to them who haue not tryed it . I my selfe was of your minde when I heard it first . Yet setting my selfe to make some triall of it , for the reuerence I bare to him of whom I heard it , and for that he shewed me experience of it in a child not fowre yeeres olde ; I found it the easiest , pleasantest and shortest way of all , where one would begin in a priuate house with little ones playing . The manner is thus ▪ 1. You must teach them , as I sayde , to call their fiue vowels , and to pronounce them right : Which they will presently learne , if you do but only cause them to repeat them oft ouer , after you , distinctly together thus ; a , e , i , o , u. after the manner of fiue bels , or as we say ; one , two , three , fowre , fiue . 2 Then teach them to put the consonants in order before euery vowell , and to repeate them oft ouer together ; as thus : to begin with b , and to say ba , be , bi , bo , bu . So d. da , de , di , do , du . f. fa , fe , fi , fo , fu . Thus teach them to say all the rest , as it were singing them together , la , le , li , lo , lu ; The hardest to the last , as ca , ce , ci , co , cu. and ga , ge , gi , go , gu . In which the sound is a little changed in the second and third syllables . When they can do all these , then teach them to spell them in order , thus ; What spels b-a ? If the child cannot tell , teach him to say thus ; b-a , ba : so putting first b. before euery vowell ▪ to say b-a ba , b-e be , b-i bi , b-o bo , b-u bu . Then aske him againe what spels b-a , and he will tell you ; so all the rest in order . By oft repeating before him he will certainly do it . After this if you aske him , how he spels b-a , he will answere b-a ba. So in all others . Next these teach them to put the vowels first , as to say , ab , eb , ib , ob , ub . Then thus , a-b ab , e-b eb , i-b ib , o-b ob , u-b ub . After ; what spelles a-b , e-b , &c. Thus to goe with them backward and forward , crosse , in and out vntill they can spell any word of two letters . Then you may adioine those of three letters : Afterwards , all the hard syllables , to tell what any of them spels , til they be perfect in al , or as you shall thinke meete . By this meanes , and by a little repeating of the letters of the Alphabet ouer before them , by three or fowre letters together , as they stand in order , so as they may best sound in the childrens eares , they will soone learne to say all the letters of the A. B. C. if you will. As to repeat them thus . A. b. c. d. e. f. g. h. i. k. l. m. n. o. p. q. r. s. t. u. w. x. y. z. & . To say them thus by roat will nothing hinder but further them . Then they may presently be taught to know the letters vpon the booke , either one by one , finding first which is a , in the Alphabet ; and after in any other place . Then to finde which is b , and so through all the rest as you will. Then when they are cunning in their letters , and spelling , if you make them to vnderstand the matter which they learne , by questions , for a little at the first , they will goe on in reading , as fast as you will desire . The easier and more familiar the matter is to them , the faster they learne . Thus may any poore man or woman enter the little ones in a towne together ; and make an honest poore liuing of it , or get somwhat towards helping the same . Also the Parents who haue any learning , may enter their little ones playing with them , at dinners and suppers , or as they sit by the fire , and finde it very pleasant delight . So they may helpe to gaine their children a yeere or two in learning at the beginning , and also the Grammar Schooles of this labour and hinderance . Spoud . You haue perswaded me very much concerning this doubt also . Surely sir howsoeuer thus may seeme but a toye , yet all tender parents will much reioice in it , and acknowledge it an exceeding benefit , to haue their children so entered ; and this time beeing got●en in the beginning , will bee found in the end as you truely sayde . Yet there is another matter that comes vnto my remembraunce , about which I haue taken no small griefe and discouragement manie a time , concerning this point of reading English . I will mention it here , and desire your iudgement how to redresse it , although it might happely come-in-fitter afterwards . The trouble is this . That when as my children doe first enter into Latine , manie of them will forget to reade English , and some of them bee worse two or three yeeres after that they haue been in construction , then when they began it . Now if you could teach me how to helpe this likewise , that they might as well goe forward still in reading English as in Latine , I should account this a very great benefit . For , some of their Parents , who vse me the kindliest , will bee at mee that their children may euerie daie reade some Chapters of the Bible , to helpe their reading of English. Now this I cannot possibly doe , but they must needes bee hindred in their latine , in some lessons or necessarie exercises ; and eyther be behinde their fellowes , or else trouble all their fellowes very much , that they cannot goe so fast forward as they should , but stay for these readers . Others being more ignorant or malitious , vpon euery light occasion , are readie to rage and raile at me , for that their children as they say , doe get no good vnder mee , but are worse and worse . For , wheras they could haue read English perfectly ( it may be ) when they came to mee , now they haue forgotten to do it . Thus am I grieued on euery side , and vexed daily , let mee labour neuer so much , and spend my heart amongst them for to doe them good . Phil. Sir , herein I can say , as she in the Poet ; Haud ignara mali miseris succurrere disco . For I haue tasted deeply of the same griefe vntill verie lately , within this yeere or two . Yet now I seeme to my selfe , to find as sensible and continuall a growth amongst all my Schollars , in their English tongue as in the Latine . And not only for the reading of it , but also for vnderstanding it , and abilitie to vtter their minde● of any matter , wherewith they are acquainted , or which they learne in Latine ; and also how to express the meaning of the latine in prop●iety ▪ and puritie of our owne tongue : so that I am quite d●●uered from that clamor . But to tell you what I thinke , wherein there seemes vnto mee , to be a verie maine want in all our Grammar , schooles generally , or in the most of them ; whereof I haue heard som great learned men to complain ; That there is no care had in respect , to train vp schollars so , as they may be able to expresse their minds purely and readily in our owne tongue , and to increase in the practice of it , as well as in the Latine or Greeke ; whereas our chiefe indeuour should bee for it , and that for these reasons . 1. Because that language which all sorts and conditions of men amongst vs are to haue most vse of , both in speech & writing , is our owne natiue tongue . 2. The purity and elegancie of our owne language is to be esteemed a chiefe part of the honour of our nation : which we all ought to aduance as much as in vs lieth . As when Greece and Rome and other nations haue most florished , their languages also haue beene most pure : and from those times of Greece & Rome , wee fetch our chiefest patterns , for the learning of their tongues . 3. Because of those which are for a time trained vp in schooles , there are very fewe which proceede in learning , in comparison of them that follow other callings . Spoud . This complaint is notwithout iust cause : for I do not know any schoole ▪ wherein there is regard had hereof to anie purpose ; notwithstanding the generall necessitie and vse of it , and also the great cōmendation which it brings to them who haue attained it : but I thinke euery minute an howre , vntill I heare this of you , how my trouble & shame may be auoided , and how I may obtaine this facultie to direct my children , how they may goe thus forward , not onely in reading English perfitly , but also in the proprietie , puritie and copie of our English tongue , so as they may vtter their mindes commendably of any matter which may concerne them , according to their age and place . Phil. I will but name the meanes vnto you now : for I shal haue occasion to shew them all more particularly hereafter . Besides the daily vse of distinct reading ouer their English parts to get them perfectly , and of right reading all other things which they learn in latine , as your self do know ; these means following , by the blessing of God wil accōplish your desire . 1 The continuall vse of the bookes of construing of Lillies rules , by causing them to learne to construe , and to keepe their Grammar rules , onely by the helpe of those translations . This I find one very good vse of these books , besides some other which I shall mention after . 2 The daily vse , and practise of Grammaticall translation in English , of all the Schoole Authours , which the yonger sort doe learne ; causing them each day out of those to construe and repeate , whatsoeuer they learne . This I also haue proued by happy experience , to be a rare helpe to make young Schollars to grow very much , both in English and Latine . But of all these , for the manner , benefites , and vse of them , I shall haue occasion to speake at large . 3 Besides these , they would haue euery day some practice of writing English heedily , in true Orthography ; as also of translating into English ; or , of writing Epistles , or familiar Letters to their friends , as wel in English as in Latine . Amongst some of them , the reporting of a Fable in English , or the like matter , trying who can make the best report , doth much further them in this . And generally , amongst all those that can write , the taking of notes of Sermons , and deliuering them againe , or making repetitions , is a speciall meanes . Also striuing to expresse whatsoeuer they construe , not onely in propriety , but in variety of the finest phrase , who can giue the best . This chiefly in the higher fourmes : So reading forth of Latine into English ; first in propriety , then in puritie . By these , and some vse of the History of the Bible , and the like , which I shall be occasioned to mention after ; you may finde their growth , according to your desire , and much aboue your expectation . Spoud . Vndoubtedly sir , these must needs be very auaileable ; because schollars may haue hereby , so much vse of the English euery daie , aboue that which is practiced in anie Schoole which I haue knowne . But for anie such translations of the Schoole Authors , I haue not heard of them , Onely I haue seen the bookes of construing Lillies rules , and some of my children haue them , though I feared that it would rather make them idle , being but a truants booke . Indeed I neuer conceiued so much of them as you say : I shal better thinke of the vse thereof . Phil. There is not the best thing but it may bee abused . But for that booke as the others , I shall shewe and proue vnto you the cōmodities of them , aboue all that you would imagine . Experience makes me confident : Yet to returne vnto your selfe , concerning the complaint of the Parents , for their children going backward in reading English , when they first learne latine ; the chiefe fault in truth is in the Parents themselues ; although we poore schoolemasters must be sure to beare all . For if such murmuring Parents , would would but cause their children , euery day after dinner or supper , or both , to reade a Chapter of the Bible , or a peece of a Chapter , as leasure would permit , and to doe it constantly ; therby to shew their loue to the Lord , and his word , and their desire to haue the word dwell plentifully in their houses , to haue their children trained vp in it , as young Timothy was ; then I say , this complaint would soon be at an end : for they should either seethen , their children to increase in this , or else they should discerne the fault to be in their childrens dulnesse , and not in our neglect . Notwithstanding , sith that they are so very fewe of whome wee can hope , that they haue any care of this duetie in their houses , in respect of all the rest who omit it , and yet all the blame must surely rest on vs , it concerneth vs so much as we can to redresse it ; and therefore vse all good meanes , to cut off all occasions of clamours , and of discrediting our selues , and our schooles , and to contend for the greatest profiting of our children , aswell in this , as in any other part of learning ; the vse of this being , as we heard , most generall and perpetuall . Spoud . You haue directed mee very rightly how to aunswere such Parents : now I shall be able to shew them where the fault is , and bee calling vpon them to redresse this at home . I shall also indeuor to put all this in vre , and more as you make the particulars more fully known vnto me ; and as I shall finde by triall the fruit heereof . But now , that you haue thus satisfied me in all these my doubts ; I cannot but demand yet one other point , wherein I finde another great want , though not comparable to the former ; because there is not so much vse of it : which is about the ordinary numbers or numbring . For I am much troubled about this , that my readers and others aboue them , are much to seeke in all matters of numbers , whether in figures or in letters . Insomuch , as whē they heare the chapters named in the church , many of them cannot turn to them , much less to the verse . Phil. This likewise is a very ordinary defect , & yet might easily be helped by common means , in an howr or two . I call it ordinary , because you shall haue schollars , almost ready to goe to the Vniuersity , who yet can hardly tell you the number of pages , sections , chapters , or other diuisions in their books , to find what they should . And it is as you say , a great & a fowle want ; because , without the perfect knowledge of these numbers , schollars cannot help themselues by the Indices , or Tables of such books , as they should vse , for turning to any thing of a sodaine : although it be a matter wherof they should haue vse all their life long . And to conclude , it is a great neglect , because it is a thing so easie , as that it may be learned in so short a time , only by most vsuall meanes , as by these following . For numbers by letters , vse but only to appose them , according to the direction in the latine Grammar at Orthographia , & they will do them presently . As if you aske what I. stands for , what V. what X. what L. &c. And back againe , what letter stands for one , so what for fiue , or forten . But specially if you desire to haue them very ready herein , cause them to haue these written , & then to practice to read them ouer often , vntil that they can answer any of them perfectly . Warn them also to remember alwaies ▪ that any number set after a greater , or after the same nūber , doth add so many mo , as the value of that later nūber is . As , I. set after X. thus , XI . doth make eleuen . XV. fifteen ▪ XX. twentie . But being set before , they doe take away so ▪ many as they are : as I. before X. thus , IX . nine . If you wish an example more at large this may serue ; let each of them that should learne haue a briefe of these , after this maner , to shew them all the chiefe numbers . I. one , II. two , III. three , IIII. or IV. fowre , V. fiue , VI. six , VII . seauen , VIII . eight , IX . nine , X. tenne , XI . eleuen ▪ XII . twelue , XIII . thirteene , XIIII . fourteene , XV. fifteene , XVI . XVII . XVIII . XIX . XX. XXI . XXV . twenty fiue , XXX . thirtie , XL. fortie , L fifty , XC . ninetie , C. a hundreth , D. fiue hundreth , M. a thousand . And thus much shortly for numbring by letters . For the numbers by figures , this rule must also be obserued ; That the figures do signifie in the first place so much o●ly , as if they were alone , or one time so many . In the 2. place tennes , or tenne times so many . In the third place , hundreths , or a hundreth times so many . In the fourth place thousands , or a thousand times so many . In the fift place ten thousands . In the sixt place hundreth thousands ; the places being reconed from the right hand to the le●t . As for example , 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. twentie . 21. 22. 23. &c. 30. thirtie . 31. 32. 40. fortie , 41. &c. 50. fiftie 51. 60. sixtie , 70. seauentie . 80. eighty . 90. ninetie 100. a hundreth . 101. a hundreth & one , 102. 110. a hundreth and ten . 120. a hundreth & twenty . 130 , &c. 200. two hundreth , &c. 1000. a thousand . 10000. ten thousand . 100000. a hundreth thousand . These beeing learned backewards and forwards , so that your schollar be able to know each of them , to call them or name them right , & to find them out , as the child should finde any letter which he is to learne : in a word , to tell what any of these numbers stand for , or how to set downe any of them ; will performe fully so much as is needfull for your ordinarie Grammar schollar . If you do require more for any ; you must seeke Records Arithmetique , or other like Authors and set them to the Cyphering schoole . Spoud . This is a defect that I see is most easily supplyed by a very little paine and care in examining . I haue troubled you ouerlong in this , beeing in it selfe so very a trifle , though the want generally be to bee blamed . Now therefore let vs hasten vnto our profession for the Grammar Schoolemaster . For I desire earnestly to be in our owne element , as more befitting and beseeming our place . Phil. I am very willing to make all the haste that we can : for this I see , that though wee neither vse digressions , nor needlesse words ; yet this our conference will proue verie long , before that I can make my mind plain vnto you . Vnlesse I should be so short , as either to be obscure , or to omit many things which I take to be very necessarie : But yet before we come to make entrance into the Latine , if we doe keepe order , wee are to goe through the way of writing , as being more generall , and which chiefly appertaineth also to our English tongue ; in respect of our more frequent vse of it : I meane chiefely for the writing of our ordinarie hand called the Secretarie hand , which is almost wholly in vse amongst vs. CHAP. IIII. How the Master may direct his Schollars to write verie faire , though himselfe be no good Pen-man . Spoud . TO come therfore vnto writing , and the manner of teaching it ; That which you affirm may be done herein , cannot but bee a very great benefit , and a notable grace to schooles , and also to all learning , if it can be so effected . That all Schollars in generall , may be directed to write cōmendably , and a great part of them which are more apt to write very faire ; and that in the seuerall hands of the learned tongues , as they doe proceed in euery one of them . For many of the best Schollars , haue beene wont to write very ill ; in so much , as it hath beene a receiued opinion , as you know , amongst very many , That a good Schollar can hardly be a good pen-man . Moreouer you shall finde very fewe good writers in Grammar Schooles ; vnlesse eyther they haue been taught by Scriueners , or be themselues maruellous apt hereunto , and very rare , or where the Master doth apply himself chiefly to teach to write . The want of this , hath bin another part of my griefe : for besides the complaint and grudging of the Parents ; I haue also seen , after they haue bin a great while with me , that they haue not bin able to write so , as to be fit for any trade ; but they must after be set to learne of the Scriuener : much lesse haue they bin able to write a letter to their friends , or to perform any such business with their pen , in any commendable maner . You shall therefore do me no lesse a pleasure , then in the former , if you can direct me , how to help all these euils , and to attaine to that dexterity , whereof you speake . Phil. I hope to satisfie you herein also . But first relate vnto me , what courses yourselfe haue taken , to teach your Schollars to write ; whereof you haue found so little profit : and after I shall adde , as in the former , what I haue learned , to the better effecting hereof . Spoud . Surely I haue done this : I haue daily set them copies , so well as I could ; which hath bin no small toile vnto me : or else I haue caused some of my Schollars , or some others to doe it . Also I haue made them now & then to write some copies ; and it may be , I haue corrected them for writing so badly , or guided some of their hands , or shewed them how to amend their letters . This I take to be the most that is done in Schooles ordinarily ; vnlesse any doe procure Scriueners , to teach in their townes : whereof we finde no small inconueniences . Phil. I take it to be as you say , that this is all which is done in most Schooles : and hence so many of vs haue experience , of the like murmurings against vs. Now I will let you see plainly and as familiarly as I can , how to helpe this euill , and to attaine this so great a benefit . 1. The Schollar should be set to write , when he enters into his Accidence ; so euery day to spend an houre in writing , or very neere . 2. There must be speciall care , that euery one who is to write , haue all necessaries belonging thereunto ; as penne , inke , paper , rular , plummet , ruling-pen , pen-knife , &c. 3. The like care must be , that their inke be thin , blacke , cleere ; which wil not run abroad , nor blot : their paper good ; that is , such as is white , smooth , and which will beare inke , & also that it be made in a book . Their writing books would be kept faire strait ruled , & each to haue a blotting paper to keep their books for̄ soyling , or marring vnder their hands . 4. Cause euery one of them to make his own pen ; otherwise the making , and mending of pens , will be a very great hinderance , both to the Masters and to the Schollars . Besides that , when they are away from their Masters ( if they haue not a good pen made before ) they wil write naught ; because they know not how to make their pens themselues . The best manner of making the pen , is thus : 1. Choose the quil of the best and strongest of the wing , which is somewhat harder , and will cleaue . 2. Make it cleane with the backe of the pen-knife . 3. Cleaue it strait vp the backe ; first with a cleft , made with your pen-knife : after with another quill put into it , riue it further by little and little , till you see the cleft to be very cleane : so you may make your pen of the best of the quil , & where you see the cleft to be the cleanest , & without teeth . If it doe not cleaue without teeth , cleaue it with your pen-knife in another place , still neerer the backe : for if it be nor strait vp the backe , it will very seldome run right . After , make the nebbe and cleft both about one length , somewhat aboue a barley corne breadth , & small ; so as it may let downe the inke , and write cleane . Cut the nebbe first slant downewards to make it thinne , and after strait ouerthwart . Make both sides of equall bignesse , vnlesse you bee conning to cut that side , which lieth vpon the long finger , thinner and shorter ; yet so little , as the difference can hardly be discerned . But both of equall length is accounted the surest . The speediest and surest way to learne to make the pen , is this . When your Shollar shall naue a good pen fit for his hand , and well fashioned ; then to viewe and mark that well , and to trie to make one in all things like vnto it . It were good for the learner to procure such a penne made , and to keepe it for a patterne , to make others by vntill he be very perfect in it . A childe may soone learne to make his pen ; yet , fewe of age do know how to make their owne pennes well , although they haue written long and very much : neither can any attaine to write faire without that skill . Next vnto this , cause your schollar to holde his penne right , as neere vnto the nebbe as hee can , his thumbe and two fore-fingers , almost closed together , round about the neb , like vnto a cats foote , as some of the Scriueners doe terme it . Then let him learne to carry his pen as lightly as he can , to glide or swimme vpon the paper . So hee shall write the cleanest , fayrest , and fastest , and also his pen shall last the longe . Insteede of setting of copies and to saue that endlesse toyle , let euery one haue a little copie booke fastened to the top of his writing booke , with a strong thread of a spanne long , or thereabout ; that alwaies when he writeth , he may lay his copie booke close before him , and that the side of the copie , may almost touch the line where he writeth , that his eye may be vpon the copie , and vpon his letter both together . And also , to the end that euer when he hath done writing , he may put his copie booke into his writing booke againe ; so that the copie may neuer bee out of the waie , nor the Schollar write without it . The fittest volume for their writing a booke is , to haue them in quarto . Moreouer , the copie bookes would be made thus . Not aboue two inches in bredth ; fowre or six copies in a booke , halfe secretarie , halfe Roman . The copie bookes might be made thus most fitly as I take it . 1 One line of small letters , of each letter one , except in those which haue letters of diuers kinds , and therin both kinds to be set downe : as i. j. s. 8. u , v. Vnder the line of small letters , would be set a line of great letters , after the same manner ; and vnder them both a line or two of ioyning hand , containing all the letters in them . Examples of both sorts for the present vntill better can bee found may be these . I meane copies both of Secretary and Roman , containing all the letters in them . For Secretary thus : Exercise thy selfe much in Gods booke , with zealous and feruent prayers and requests . For Roman thus : Aequore cur gelido zephyrus fert xenia kymbis ? Respect not the verse , but the vse . Vnder all these , may be fitly set in very little room those characters or letters , out of which all the rest of the letters may be framed : as in the small letters in Secretarie , m. i. t. v. z. s. In the great letters , 〈◊〉 . So vnder the Roman copies after the same manner . In the end of the copie bookes , in a page or two , might be set down all the hard syllables mentioned before . That by oft writing them ouer they might be helped to spel , & to write true Orthographie . And after those , the numbers mentioned , to be able to write or totel any of them vpō the book without it . Then what schollar so euer were not able to tell any of them , after a little poasing , were well worthy to be corrected . If such copie books were finely printed , being grauen by som cunning workman , & those of the most perfect and plaine forms of letters , that could possibly be procured , in a strong and very white paper , one book or two of them would serue a schollar neere all his time , that hee should neuer need to change his hand . The often change & following of diuerse hands , doth asmuch hinder writing , as often change of schoolemasters doth hinder learning . Therfore , the best is to be chosen at the first , and euer to be stucke vnto without alteration , if it may be . In the meane time , vntill such copies can be had , some would be procured of the master , to be written by the best Scriuener who can be gotten , after the manner aforesayde , for each schollar to haue one to fasten to his booke , and to vse as before . Otherwise when for lacke heereof , the Master , or Vsher , or some other Schollar is compelled euery day , to write each schollar a new copy ; it is both an endlesse toile , and also an extreame losse of time : besides the inconuenience mentioned , of change of hands , and that few Masters or Vshers are fit pen men , to write such copies as were necessary . Lastly , because thorough want of such copies , schollars do write ordinarily without direction or pattern , in all their exercises ; whereby they either grow to very bad hands , or do profit in writing , little or not at all . This exercise of writing faire , would be practiced by all the Schollars thorow the Schoole , at least once everie day , for an howres space or neere ; and that about one of the clocke : for then commonly their hands are warmest and nimblest . Now those that write exercises , may take the opportunitie of that time , to write them so faire as they can . In al writing this general rule would be obserued streightly , to cause them to striue to make euerie letter , as like to the copie letter in all proportion , as the one hand is to the other . And that they neuer thinke a letter good , vntill no difference can bee found betweene it and the copie letter ; that it cannot be discerned whether is the better . Great care would bee had withall , to make euery writer to keepe euen compasse in the height , greatnesse , and breadth of his letters ; that no one letter stand either too high or too lowe , be ouer long , or ouer short , nor anie way too bigge , or too little , too wide , or too narrow . To the end , that they may write of euen height ; cause them to rule their bookes with a ruling pen , and then that they make the body of each letter , to touch their rules on both sides , I meane both at the tops and bottomes of the letters ; but not to go one hair bredth higher or lower . Thus by practice the schollar will in time attaine to write very faire of himselfe without any ruling pen. That euery one may rule their bookes thus , cause them to haue each his ruling pen , made of a quill , somwhat like vnto a pen ; but onely that it is to be made with a nocke in the neb or point of it , like the nocke of an arrow , the nebs of the nocke standing iust of the bredth of their copie letters asunder , that they may rule their rules meete of the same compasse with their copies . The points of the nebs of the ruling pennes , must not be made ouer sharpe , nor pressed downe ouer hard in ruling ; because they wil then race the paper , and make it that it will not beare inke . They are moreouer to rule but a few lines at once : because the lines being drawen but lightly , will soone go out , and not be seene before that the learners come to write in them . Also this care must be had in ruling , to cary the ruling pen so euen and straight forward , that both the lines which are drawen by it , may be seene together ; or els to drawe the lines so oft ouer with the same , vntil that both the lines may be well seene . This would be obserued carefully , vntill that time that they can begin to write euen & streight of themselues : for the euen compasse doth especially grace a hand , and the faire shew of it will cause children to take a delight in writing faire . Euery schollar who writeth Latine should haue two of these ruling pens : one for Secretarie , and an other for Roman ; or else to haue one made of iron or brass , the one end for the one , the other end for the other . Moreouer , the bookes of all the new beginners or enterers , whilst they write letters , would be ruled wel with crosse lines , with the ruling pens on this manner : It is found to direct them very much . Thus their bookes shall be kept faire . The compasse or the space within the crosse lines , serues to keep & guide the body of each letter to make it of a iust proportion . The straight lines direct and guide the childe to make euery stroke straight forward , or vp and downe , and also how to frame the head and taile of each letter . Thus much for the compasse of the letters ; chiefly in the tops and bottoms of the letters . Now that the letters may not be ouer bigge or ouer little , set too neere one another or far off , this may bee one good direction ; Cause your schollar to drawe his lines , on which hee wil write his copies , of the very same length with the length of the line of his copie : and then if he write iust so much in his line as is in the copie , it is very like that he makes his letters of a good proportion , not too bigge nor too little , and the compasse euen , not one ouer neere , or far off from an other . But if hee write more in a shorter space , then is in like space in the copie , he either makes his letters too little , or sets them too neere one another ; letters , or words , or both . And so on the other side , if he write lesse in a line , then is in his copie in the same space , and length , then hee makes his letters too bigge , or too wide asunder . The letters would bee ioined in euery word : yet so as no one be set ouer neere another , but iust as the copie , obseruing blacks and whites , as the Scriuener tearmeth them . And each word in a sentence , would be set about the bredth of an a , or an o , from one another . For writing straight without lines ( after that they haue practiced this a good while , to write with double lines , ruled with the ruling pen , and after with single lines ) this may helpe to guide them wel ; to cause them to hold their elbow so close to their side and so steadily , as they can conueniently : for the elbow so stayd , will guide the hand as a rule , especially in writing fast . Afterwards , looking at the end of the line , as we vse to trie the straightnes of an arrowe , they shal see easily where it is crooked . Practice wil bring facility These also may bee speciall furtherances for the first enterers : When the young schollar cannot frame his hand to fashion any letter ; besides the guiding of his hand , and also the shewing where to begin each letter and how to draw it , some do vse to drawe before them the proportion of their letters , with a peece of chawke vpon a board , or table , or with a peece of blacke lead vpon a paper ; and then let the childe trie how he himselfe can draw the like vpon it ; and after this to let him to do it with his pen , following the letter of his booke . Or thus ; Let him take a drie pen , that cannot blot his booke , and therewith cause him to follow that letter in his copie , which he cannot make , drawing vpon the copie letter very lightly , & a little turning the side of the pen , where the letter is smal ; but leaning harder vpon it where it is ful , and there also turning the broad part of the pen. Onely warne him to be carefull , that hee doe not hurt the letter in the copy , by his hard leaning vpon his pen , or by the ouermuch sharpness of it ▪ Thus let him follow his copie letter , drawing his pen so oft vpon it , vntill he think his hand will goe like vnto it . Then direct him , to trie with another pen with inke , whether he can make one like to that of his copie . If he cannot , let him goe to it with his drie pen again , vntill that he can fashion one like vnto it . This also is a speciall obseruation : That the more leasurely the childe draweth at the beginning , as the Painter doth , and the more lightly , the sooner a great deale he shall learne to frame his hand to write faire . This likewise some good Scriueners obserue ; to suffer the child to learne to make but one kind of letter at once , vntill they can make that in some good sort , then another : as first a , then b. But especially to beginne with those letters , out of which all the rest may be framed , to make them perfectly , as m , c , t , v , z. For so all the rest will bee the easier . To helpe to write cleane , fast and faire together , call oft on your schollars to exercise their hands in making of f strokes , that is , dashes of f , and s thus 〈◊〉 ; and the stroake of the great C , and B , thus , 〈◊〉 Also some vse to cause the learners , to practice their hands to run vpon the paper , either with inke or without , vntill they be very nimble and cunning to glide vpon the paper ; and namely , to make certaine rude florishes . Call on them in all exercises , to bee carefull to obserue the graces of letters : as the keeping of great letters , accents , points , as comma , colon , period , parenthesis , and whatsoeuer may serue for the adorning of writing ; and euermore to take a delight in writing faire : which delight is in each art the one halfe of the skill ; but to flie all long tailes of letters , and to make all their letters so plaine as they can : the plainer the better . Beware that you suffer no one to learne a bad hand , or to make any bad letter , so neere as you are able to preuent it . For it will be found much harder to teach such to forget their bad letters and hands , then to teach other which neuer learned , to write the good . So that if you teach such , a better hand , after that they haue learned and been long inured to the worse ; although they seeme to haue learned to write well , yet vnlesse they be holden continually to practice their good hand each day a little , they will fall vnto their bad hand againe : so great force hath any euill custome . This therefore must be our wisedome , to procure from the beginning the most excellent copies , for our schollars , whatsoeuer they cost ; and to keepe them constantly to them : they will soone quite the cost both to Master and Schollar . To the end that any Master may bee the better able to teach thus ; let him eyther trie to attaine this faculty of writing faire ( which much commends a Master ) or at least , let him labour to be well acquainted with these directions , or the like : and also let him cause his Schollars to obserue them constantly ; or so many of them , as neede shall require . And to this end , let him vse to walke amongst his Schollars as they write all together ; and see that they do practice these things duely : but chiefly that euery one haue his copie booke layed close before him ; and to marke well wherin any one of them misseth in any letter or stroke , that it is not like to the copie , there to point him to the copie , and to shew him where they differ , or to cause him to compare them himselfe : so to appoint them to bee mending their faults , vntill their letters be in all things like the copie letters . And what letters they make the worst , to make them so oft ouer , in some voyde place of their booke , or some waste paper , vntill those be as good as any of the rest , and like the copie , as was said . Amongst others , to look specially to these three letters together , f. g. h. and to m. which being well made , do grace all the rest , & yet are commonly made the worst of all . Thus any one of the schollars , chiefly one of them who write the best , may helpe the Master to direct the rest . By these meanes the Schoole-master may bring many of his Schollars to be very good pen-men , and all generally to some competent sufficiencie , to the credite of the Schoole , the good contentment of the parents , and the great benefit of the Schollars , though he cannot write well himselfe , if hee can but onely thus farre forth direct , as to cause his Schollars to follow these obseruations . Hereby the Schooles also may be freed from hauing any need of the Scriueners , which go about the country ; at least , which go vnder the names of Scriueners , and take vpon them to teach to write ; & do ofttimes very much hurt in the places where they come . For they draw away the mindes of many of the Schollars from their bookes ; euen of all such as cannot indure to take paines , nor haue any great loue of learning and cause many , of good hope to leaue the school vtterly . Besides that , very often , so soone as euer these Scriueners are gone , the Schollars whom they haue taught , doe forget what they seemed to haue gotten by them , vnlesse they be kept to practice their writing daily . So that all that cost and time is commonly lost ; besides the former inconueniences , that sundry by them lose all the learning which they had gotten . Also most of the younger sort , who seeme to write faire , and so leaue the Schoole in a conceit of that which they haue gotten by the Scriuener ; yet doe write so false Orthography , as is loathsome to see , and ridiculous to reade . For these properties should be ioyned together in euery pen-man , who would haue any approbation ; to be able as well to write a good stile ( I meane to indite , and to expresse his mind in some good forme of words , and true Orthographie ) as to write faire . As for the vse of Scriueners in the common schooles , it would be this ( if any ) ; eyther to make euery schollar his booke of copies , to vse after the manner prescribed , vntill such printed ones can be had : or else to set all the schollars in a good way of writing for right framing their letters , and the like . To do it onely at such times as the Master shall appoint ; that it may be without any great hinderance to the schollars for their learning , & warily preuenting al the former inconueniences . For schooles and good learning being such a singular benefit , and so great a gift of God to Church & Common-wealth , all hinderances would be wisely foreseene , and heedfully preuented . These are the speciall helps , which hitherto I haue learned , for the direction of schollars in writing : and by these I am assured vpon triall , that what is promised in this behalfe , may bee effected through Gods blessing . Spoud . Sir , these must needs be very profitable : yet my memory being weake , and they many , I shall hardly thinke of them to put them in practice . I pray you therfore repeat vnto me againe in a word or two , which of them you take to be the principall and of most continuall vse . Phil. These I take to be the principall , & almost the sum of all ; & which would euer be had in memory : that the schollars haue good pens , thin inke , faire & good copie books ; & those made fast to their bookes , to haue them euer laid close before thē when they are to write fair ; which wold be once euery day ; & then all of them together . That they haue their books ruled strait & lightly , & that with ruling pens amongst al the yonger sort : and that therein a care be had , that they euer touch both the lines of the ruling pen with the bodies of their letters . Also that they haue their faults shewed them , by pointing them to the copie letters ; and where their letters are vnlike to the copie , thereto cause them to be amending them continually , vntill they attain to write as faire as it . To call on them euer to haue an eye to the copie , & to haue the fashions of the letters in their minds . To take a delight in writing ; striuing who shall do the best : to this end , to let their hands glide lightly on the paper ; to striue to write very clean ; to make minimes , and such like letters sharp at tops & bottoms , or iust to the proportiō of their copies : to hold their pens very low : their elbow somthing neer their side : to keep their copies & books fair , vnblotted & vnscrauled : to haue void places or waste papers for assaies , &c. Most shortly , these three are almost all in all ; good copies , continual eying them wel , a delight in writing : although I thinke it very necessary , that you bee acquainted with all the former directions , as they are set downe at large , to vse them as neede shall require . You may soone attaine the knowledge of them , when you haue them written downe : the labour of learning them will be nothing to you in regard of the benefit ; and much lesse in regard of the long search and obseruation , which I haue vsed to finde them out . Spoud . It is true indeede ; and I am the more beholden vnto you : but giue me leaue this one word ; that which you said euen now , may seeme to make very much against the Scriueners . Phil. Not at all ; it onlely helpeth to redresse the great abuse by som shifters , who go vnder the name of Scriueners : for all good Scriueners haue their callings and imployments , wherein to serue to the profite and good of the Common-wealth , and not vnto the hurt thereof . This onely may teach vs to preuent and auoyde those intollerable abuses , & hurts to schooles mentioned ; whereof there hath beene , and is daily , so much experience . Spoud . Sir , I cannot but like of your answer ; I my selfe haue had some experience of the truth of the complaint : it is very necessary that such euils should be preuented . Now therefore that you haue thus shewed me how to make my schollars good pen-men , and that they may grow therein , as in their schoole learning ; and thus prepared the way to our Grammar schoole : let vs at length come to that which hath beene the speciall end of my iourney , and wherin our chiefe trauell and imployment lieth . A first let vs begin with the rudiments of the Grammar , I meane the Accedence ; wherein our first entrance is . Phil. Very willingly : but first let me acquaint you with certaine generall obseruations , which concerne our whole course of teaching , and whereof we shall haue almost continuall vse ; lest we be troubled with repeating them often after . Spoud . It is well aduised , that wee may doe all things the most shortly , and in the best and easiest order that wee can : I pray you therefore shew vnto me what those generall obseruations be . CHAP. V. Of certaine generall Obseruations to be knowen of Schoole masters , and practiced carefully in all Grammar learning chiefely . And first of causing all things to be done with vnderstanding . Phil. FOr the generall Obseruations the first may be this . 1. That Schollars be taught to do all things with vnderstanding ; and to be able to giue a reason of euery matter which they learne . And so in euery lecture which they learne in any tongue , first to vnderstand the matter of it , and the lesson will bee learned presently . But before I speake any more of this , I pray you let mee heare of you what course you haue taken in this point . Spoud . This first obseruation seemeth strange vnto me , at the very naming of it . I my selfe haue vsed onely this course , and I thinke it to bee all that is done in most of our countrey schooles ; To giue Lectures to the seuerall formes , or cause some schollar to doe it . And therin first to reade them ouer their Lecture , then to construe them , and in the lower formes to parse them . So when they come to say ; to heare them whether they can read , say without book , construe and parse . More as I take it , is not much vsed , for the vnderstanding and making vse of them . Phil. I know it to be as you say ; and do hold it to bee a verie great defect in schooles generally : yea a farre greater hinderance to learning , then that of letting them to lose so many yeeres , before they begin to learne . For this is a matter which of all other concerneth the credite of schooles , and furthereth learning wonderfully ; to teach schollars to vnderstand whatsoeuer they learn , & to be able to giue a reason of euery thing why it is so ; and to doe this from the lowest to the highest . My reasons are these : 1 Because if it were rightly knowen , & constantly practiced in schooles , it would bring forth very neere double so much good and sound learning , as is now gotten cōmonly . 2 It would bring withall , so much ease , pleasure and delight , both to all teachers & learners and also so much certainty , & cause them to go forward with such cheerfulness , boldness and contention , as will hardly be beleeued vntil it be tried by experience . In a word ; It would cause at things to be gotten much more speedily , layed vp more safely , and kept more surely in memory . Therefore , that olde rule is true ; Legere & non intelligere negligere est . To read and not to vnderstand what wee read , or not to know how to make vse of it , is nothing else but a neglect of all good learning ; and a meere abuse of the means & helps to attaine the same . It is no other thing but a very losse of our pretious time , and of all our labour and cost bestowed therin , in regard of that which is read with vnderstanding . We may see triall hereof sundry waies . 1 Let children be examined together ; I meane such as of whom one of them alone hath beene taught to do all things by reason & with vnderstanding ; so that he is able to giue you a plaine reason , and make the right vse of euerie thing , which he hath learned : the other haue learned only to say without booke , to construe and parse ; then mark the difference . Although all these learn one and the same Author ; yet when they come to the triall , you would thinke that one to haue all learning , when you heare him to giue a reason of euery thing , and that he can make vse of al things ; all the rest to haue almost nothing at all , or at least nothing in regard of that one so taught . 2 Proue it thus in getting learning : Teach your schollar one lesson which you cause him to vnderstand perfectly before ; another of the same matter , whereof hee vnderstandeth little or nothing : and then trie whether he will not doe that , whereof he vnderstandeth the meaning and reasons , almost in half the time , which the other will require . And this also so , as you may euidently discerne it , that hee will doe it with much more ease , certainty and boldnesse , then he can do the other . 3 Wee our selues may make triall of it by our owne experience , in construing any difficult peece of Latine , Greek , or Hebrewe , or committing any thing to memorie ; whether if so be that we doe but vnderstand the matter of it before perfectly , wee shall not do it in halfe the time and with one halfe of the labour , that otherwise it would require . Or if we would write or speake of any thing , let vs proue it but thus : If we first vnderstand the matter wel and haue it perfectly in our head , whether words to expresse our mindes will not follow as of themselues . To this very purpose , for confirming the truth hereof , and to keepe a continuall remembrance of this point ; these three verses of Horace were worthie to be written in letters of golde , and to be imprinted in the memorie of euery one who is desirous to get the best learning : for so they would indeed proue golden verses , and make vndoubtedly golden times ; Scribendirectè sapere est & principium & fons : Rem tibi Socraticae poterunt ostendere char●ae ; Verbaque prouisam rem non inuita sequentur . The meaning of the verses , I take it to be this : To attaine to this facultie , to bee able to write or speake of anie matter , and so to come to all excellent learning , the verie first and chiefe fountaine , and that which is all in all , is to vnderstand the matter wel in the first place . As for store of matter , the writings of learned men ( such as Socrates was ) will furnish you aboundantly therewith . And when you haue the matter throughly in your head , words will follow , as waters out of a fountaine , euen almost naturally , to expresse your mind in any tongue , which you studie in any right order . This will be found to be true in Latine , Greeke , Hebrew , and by a like reason in euery other tongue , and in euery facultie : whether wee would write , speake , learne , resolue , or remember and lay vp for euer . This was a principall cause that made Tully , Ouid , Virgil , and some others so to flowe in eloquence ; and especially Virgil , whom men worthily account the chiefe of all latine Poets , because they did vnderstand so fully whatsoeuer they writ of . I might instance this also in Preachers , by our daily experience ; of whom some are better able to preach powerfully in two daies warning , and hauing words at will , then other in two moneths ; and all because the one sort are so full of vnderstanding and matter , the other are so barren thereof . Thus in all these examples , euery man may see a plaine demōstration of the truth of these verses of Horace , which he no doubt did write vpon his owne experience , as euerie man shall find , who will set himself to make triall . Proue & confirme what tong soeuer your schollar learns , euen from the first reading of English , if he can repeat you the matter , or the sum of it , or haue it in his head , trie whether hee will not haue the words presently . The plentifull experience which I haue seene , of the sweete delight and fruite of this course , of causing children to doe all things with vnderstanding and reason , compared with the fruitlesse toiles and griefes of former times , do make me not only confident for the thing , but also desirous to make all other partakers of the benefit . Spoud . I do fully see the euidence of all that which you haue said , and therfore I must needs be perswaded of it . I do heartily thank God for it , and will indeuor my selfe to put it in practice continually . Only here is the difficulty , how a schoolemaster may do this , to teach his schollar so to proceed with vnderstanding , and how to giue a reason of euery matter which they learne , to make vse of all their learning . Aboue all , how hee may beginne to fraught young Schollars with all store of matter , as they goe on : this very much passeth my skill . I should thinke my selfe most happy , to obtaine this knowledge , if it possibly can be done . Phil. Attend to those things which I shall relate , and I haue no doubt , but I shall very much accomplish your desire in this : for our whole conference , doth tend chiefly to this end . As all learning is grounded on reason : so in euery Chapter , I shall endeaur my selfe to manifest the reasons of euery thing , and how you may teach others ; so farre forth , as hitherto the Lord hath made them knowne vnto me . And more hereafter , as I shall learne more . The principall meanes for their vnderstanding , is , by asking short questions of the matter : for so they will vnderstand and any thing , which they are to learne . But of that more hereafter in the particular examples ; and chiefly , Chapt. 24. Spoud . If you haue done then with this , let vs goe forward to your next generall obseruation ; and so through them all , as briefly as you can . Phil. My next obseruation is this : that as I would haue them to doe all things with vnderstanding ; so to learne only such bookes and matters , as whereof they may haue the best vse , and that perpetually in all their learning , or in their whole life . For this is well knowne to euery one ; that things well learned in youth , will bee kept most surely all the life long ; because in that age they are most easily imprinted , and sticke the longest in fresh memory . And for that cause , children should spend no time vnfruitfully , in such books , as whereof they cannot haue both very good and continuall vse . This cannot be but a great folly , to mis-spend our pretious time in such studies , whereof neither our selues nor others can haue benefite after ; or else in such , as the knowledge whereof will vanish for want of practice : and much more in those , which will corrupt and hurt in stead of doing good . And therefore all filthy places in the Poets would be wisely passed ouer , or warily expounded . It were well if there were an Index Expurgatorius , to purge out all the filth out of these , by leauing it out , or changing it . Third rule , and that generall for all Students , is this : that whatsoeuer difficult words , or matters of speciall obseruation , they doe reade in any Author , be marked out ; I meane all such words or things , as eyther are hard to them in the learning of them , or which are of some speciall excellency , or vse , worthy the noting : or which , after that they haue beene a certaine time in construction , they haue not eyther learned , or at least they knowe not where they haue learned them . For the marking of them , to doe it with little lines vnder them , or aboue them , or against such partes of the word wherein the difficulty lieth , or by some prickes , or whatsoeuer letter or marke may best helpe to cal the knowledge of the thing to remembrance ; yet so much as may be , without marring of their books . To doe this , to the end that they may oft-times reade ouer these , or examine and meditate of them more seriously , vntill that they be as perfect in them , as in any of the rest of their bookes : for hauing these then haue they all . This would be vniuersall , in getting all kind of learning ; after that children do grow to any discretion to marke such things rightly : you will maruel ( if you haue not made triall of it ) how much they will go through , & what sound knowledge they will come vnto in any kinde of study ; and how soone by this helpe , more then they can do without it . And when they haue once gotten it they may as easily keepe it , & as surely , by oft-times running ouer those things , which are so noted , aboue all the rest . This is the reason that you shall haue the choysest bookes of most great learned men , & the notablest students all marked through thus , in all matters eyther obscure , or of principall & most necessary vse . And this is one chiefe meanes , whereby Schollars may haue the difficultest things in their Authours so perfectly , as that whensoeuer they shall be examined of a sudden , they shall be very ready , to their great praise , and to the iust commendation of the Schoole . For the manner of noting , it is best to note all schoole books with inke ; & also all others , which you would haue gotten advnguem , as we vse to say , or wherof we would haue daily or long practice ; because inke will indure : neither wil such books be the worse for their noting , but the better , they be noted with iudgement . But for all other bookes , which you would haue faire againe at your pleasure ; note them with a pensil of black lead : for that you may rub out againe when you will , with the crums of new wheate bread . The very little ones , which reade but English , may make some secret markes thus at euery hard word ; though but with some little dint with their naile : so that they doe not marre their bookes . Of this I shall speake more particularly in the manner of parsing , Chapt. 9. A fourth obseruation , is this : That whatsoeuer books or matter Schollars doe learne , after they beginne to learne without booke ; that they learne them so perfectly , and holde them so surely , by daily repetition and examination , that they may haue in their mindes such an absolute knowledge of al the words , and matters which they haue learned ; as wheresoeuer they shall meete with the same againe , or shall haue occasion to vse them , they may not neede to bee driuen to learne them anew ; but that they may tell of a sudden where they haue learned them , or can repeat the place : and so make their vse and benefit of them . To teach the same things twise , or thrise , is a double labour and griefe : but to haue all things which they haue learned , euer in readinesse is a singular benefit , and a rare commendation . For besides the preuenting of all losse of labour and time , it shall be to the great delight of all who heare them tried , and the exceeding furtherance of their continuall growth in all good learning . And to effect this yet more fully ; acquaint them in all their Lectures and exercises , some one of them or other , who can tell first , to repeat where they haue learned euery hard word : and that chiefly in their Grammar , if they haue learned it there , to haue that exceeding perfect ; and to marke surely euery new word , according to the direction which I haue before giuen . A fift generall obseruation , and which is not inferiour to any of the former , for the good both of Masters and Schollars , and the very great benefite of Schooles , is this : that the whole Schoole be diuided into so few fourmes as may be , of so many as can any way bee fitted to goe together : though they be sixteene , or twenty , yea , forty in a fourme , it is not the worse . The reasons of it are most cleere . 1. In most things it is almost the same labour , to teach twenty , as to teach two : as in reading all Lectures and rules vnto them , in examining all partes and Lectures . Like as it is in Sermons , and Catechisings , where it is the same labour to teach one , that it is to teach a thousand , if all can heare alike . This is very generall , except in exercises of writing ; wherin also great aduantage may be gotten by this means , if right order be obserued , as we shall shew after . 2. Secondly , the fewer fourmes there are , the more time may be spent in each fourme ; and more labour may be bestowed in examining euery title necessary . Which worke of continuall examination , is a notable quickner and nourisher of all good learning ; helping maruellously vnderstanding , audacity , memory , and prouoking emulation of the Schollars : and therfore a principall part of the Masters labour , and of the time in the Schoole , would be imployed in this . 3. By this meanes , euery one of a fourme shall some way prouoke , or incourage the rest of their fellowes . If they be but dull , the rest will thinke to goe before them ; but if they be more pregnant and witty , or more painfull and diligent , they shall put spirits into all the rest , and be as a spurre vnto them . For there is in our nature an inbred desire to ayme at the best , and to wish to equalize them in each commendable quality ; if there be right meanes of direction and incouragement thereunto . Also euery one of a fourme may some way helpe the rest : for none are so dull , but they may happely remember some thing , which none of the rest did . This I haue seene by experience , to be the very best way ; euen for those who but reade the Accedence , to put so many of them into a fourm together , as may be : they wil both further one another very much , in reading it quickly ( each helping and teaching others ) and also they may sooner be heard , when euery one need but to reade his piece of the same lesson , the rest helping . Thus they will goe through very fast , and be all ready to enter without booke together . Trie , and finding the benefite , you will not alter . 6 A sixt generall obseruation , and of no lesse worth then any of the former , may be this : That there be most heedfull care , chiefly amongst all the youngest , that not one of them be any way discouraged , eyther by bitternesse of speech , or by taunting disgrace ; or else by seuerity of correction , to cause them to hate the Schoole before they knowe it , or to distast good learning before they haue felt the sweetnesse of it : but in stead heereof , that all things in Schooles be done by emulation , and honest contention , through a wise commending in them euery thing , which any way deserueth prayse , and by giuing preeminence in place , or such like rewards . For that adage is not so auncient as true ; Laus excitat ingenium . There is no such a Whet-stone , to set an edge vpon a good wit , or to incourage an ingenuous nature to learning as praise is , as our learned Master Askam doth most rightly affirme . To this purpose that sentence of Tully were worthy to be written in euery Schoole , and to be set vp in such places , where it might euer stand in the Masters eye , if it were possible ; that so euery teacher might at length be brought to the continuall practice , of the good policy contained in it : to wit , to bend all his endeauours to prouoke all his Schollars , to striue incessantly , which of them shall carry away the worthiest praise & commendation . The sentence is this ; Pueriefferuntur laetitiacum vicerint , & pudet victos : vt tamse accusari nolunt , quam cupiunt laudari : quos illi labores non perferunt vt aequaliumprincipes sint ? Besides this also , this same strift for these Masteries , and for rewards of learning , is the most commendable play , and the very high way to make the Schoole-house to bee Ludus literarius , indeed a Schoole of play and pleasure ( as was said ) and not of feare and bondage : although there must bee alwaies a meete and louing feare , furthered by wise seueritie , to maintaine authority , and to make it also Ludus à non ludēdo , a place voyd of al fruitless play & loytering , the better to be able to effect al this good which we desire . 7. To the end that euery thing in the Schoole may be thus done , by emulation and contention for praise ; there would be a carefull sorting , and matching euery one with him , who is next vnto him in learning : for this is also a most true prouerbe ; Marcet sine aduersario virtus : Vertue looseth the vigour and decayeth , where it hath no aduersarie . So they would be placed as aduersaries , that they may contend in all things , whether of them shall doe the better , and beare the bell away . Thus the whole fourmes through the Schoole , should be diuided also into two equall partes ; to striue alwaies , whether side of the fourme should get the victorie : like as it is in games , at shooting , or the like . Experience sheweth how this will prouoke them , to be preparing and fitting for the victory . Euen as Archers will prepare themselues by exercising , getting the best bowes & arrowes ; and then making first their choyse so equall as they can , afterwards directing their fellows ; thus striuing by all means , whether side shal beat : so will it be here . But of this I shall haue more fit occasion , to tell what I thinke , when we shall speake of the manner of diuiding of the fourmes . 8. That we vse euer to appose the worst and most negligent of each fourme aboue all the rest ; though euery one somthing , yet them principally . This wil make them more carefull , & cause all to come on together in some good sort . 9. That from the first entrance they be taught to pronounce euery thing audibly , leasurely , distinctly , & naturally ; sounding out specially the last syllable , that each word may be fully vnderstood . But of this wee haue spoken somwhat ; & shal speake more in the due place , what a grace sweete pronunciation giues vnto all learning , and how the want of it doth altogether mar , or much deforme the most excellent speech . 10. That they haue daily some speciall exercise of the memory ▪ by repearing somewhat without booke ; as a part in their rules the foure first daies in the weeke , the Lectures of the weeke , or some part of them on the Friday , al the rules of the weeke on the Saturday : besides matters of reports as Apologues or fables , theames , disputations , and the like . The reason is , because the daily practice hereof , is the only means to make excellent memoryes ; so that the memory be not ouerloaden . But for this matter of saying without booke , how farre it is to be vsed , and what helpe may be had to preuent the ouertoyling , & terrifying of Schollars with it , and to supply some things better otherwise ; I hope I shall take a fitter place to speake of it hereafter . 11. That for whatsoeuer exercises they are to learne , they haue the best patternes to follow , which can be procured : as in writing so for all kinde of learning , how to do euery thing ; because all learning is principally gotten by a kinde of imitation , and arte doth imitate the most excellent nature . The patternes being singular , so shall their work proue in time , eyther to expresse their patterne very liuely , or happely to go beyond it . Of this also we shall haue occasion after to speake . 12. The Masters to be alwayes vigilant , as good leaders ; to labour to a liuely cheerfulnes , to put life & spirit into the children ; & to incourage themselues in wel doing , by amending whatsoeuer is amisse , & supplying each thing , wherein they are defectiue ( obseruing the daily growth of their Schollars , remembring stil that worthy counsel , Tu ne cede malis , sed contra audentiorito ; and also euer calling to minde whom they serue , and how their reward is with the Lord. 13. Constancy in good orders , & exercises ought euer to be kept inuiolable ; with continual demonstration of loue in the Masters towards the Schollars , & a desire to do them the vttermost good . This shall ouercome the most froward in time ; and vsed with the rest , shal vndoubtedly bring forth the fruit of their desires . Though many moe directions might be added , yet we will content ourselues with these for the present ; as being most generall and belonging to all which follow . Others we shall adde , as we shall finde the fittest occasions . Spoud . Certainly Sir , these rules doe very much affect and delight me , at this hearing of them ; neyther can I easily discerne which of them is most to bee preferred . If you had giuen mee so many crownes , you could not haue gratified mee more : I purpose to put them in practice presently , that I may finde that sweete and pleasant fruite of them , which I fully conceiue may bee attained by them . Phil. If you take so much delight in the hearing of them , I trust you shall doe much more in the proofe : and therefore hauing finished these , we will now at length come vnto the Accedence . CHAP. VI. How to make children perfect in the ACCEDENCE . Spoud . FOR the Accidence then , I pray you acquaint mee what you haue learned , how children may get it most speedily ; and how they may be made so very perfect in it , as to answere so readily to any question thereof , as you did affirme that they may ; and to make the right vse of it . Phil. You must euer first let me heare of you , what course you haue taken , and what you thinke to bee ordinarie in Schooles , and then I will supply whatsoeuer I haue learned ; for that all shall be the better conceiued . Spoud . For reading ouer their Accedence , this is all that I haue vsed ; To let them reade it ouer euery one by himselfe by lessons , as in reading other English : and so to heare them one by one , as they can say . In the harder lessons to reade it ouer before them . Thus I make them to reade ouer their Accedence once or twise within the book , before they doe get it without booke . Secondly , for getting it without booke , I cause them to doe likewise , and to say as oft as they can . To keepe that which they haue learned , by weekely repetitions , and by saying parts . And for the meaning , to teach it after by practise . Now I pray you shew me your iudgement , and vouchsafe me your help . Phil. My iudgement is , according to my experience , that though this be the ordinary course , yet it may be done with farre greater ease , in lesse time and with much more profit , to effect your desire : yea , to teach ten or twelue as soon and readily as you shall teach one . Also to make them more full of vnderstanding , that they shall be able to make right vse of their rules , to enter into construction , and goe forward readily together in construing , parsing & making Latine . Whereas otherwise they must be taught the vnderstanding and vse of it after : which shall be another labour , and bee as if they had not learned it at all before . Now th● meanes how all this may be effected are these : 1 For reading the Accedence . So soone as they enter into the Accedence , put so many of them into a fourm as you can well , to enter together ; as was shewed before . And therein first , reade them ouer their lesson , telling them the meaning shortly , to make them a little to vnderstand it : and so they will learne it much sooner . Then let them one helpe another , as they will doe learning together , and euery one will draw on another ; one of them euer reading ouer the lesson , that all the rest may heare , and the rest telling where he misseth ; and so neuer idle till all can read it . When they come to say , cause euerie one of the fourm to read his peece in order , in like manner the rest to help where he sticks . By this meanes there will not bee much more labour with twelue , then with one alone . Experience also wil shew , that they will all goe forwarde more fast and surely then any other way . And although that they goe faster forward , and not so very perfectly as they thus read it first , yet they will soone reade most readily , when they come to get without booke . When they haue once gone through it within booke , let them begin to learne it without booke . Or else if they can reade well before , you may let them learne to reade thus , as they get without booke , and so doe both vnder one . But then some howre or two would bee spent daily in the afternoon in reading , or som day of the week separate therto : els they will somewhat forget to read , because they reade but so little on a day ; which must be carefully preuēted . Therfore it will not bee amisse to reade it ouer speedily once or twise before . When they learne without book ; let them vse this Caueat especially ; That they take but little at a time , so as they may be able to get it quickly and well , and so go on to a new lesson : for this will harten them exceedingly to take paines , in reioicing how many lessons they haue learned and how soone they haue learned each lesson ; Wheras giuing them ouermuch , it will put them out of heart , so that they will either doe nothing at all , or with no life . 2 Before they goe in hand with a lesson , doe what you can to make them to vnderstand the summe of the lesson first , and the meaning of it : thus . 1. Reade them ouer their lesson . 2. Then shewe them the plaine meaning of euerie thing so easily , shortly and familiarly , as possibly you can , and as you thinke that they can conceiue . After propound all vnto them in short questions , and ask the questions directly in order as they lie in the book answering them first your selfe . Then if you will you may aske them the same questions , and let them answere them as you did before , still looking vpon their bookes , when they aunswere . To require them to aunswere so , will much incourage them ; because they shal find themselues able to doe it . The moe the questions are , the shorter and plainer arising naturally out of the words of the book , the sooner a great deale will your children vnderstand them . And therefore any long question is to be diuided into as many short ones as you may , according to the parts of the question . Hereby the dullest capacities will come to conceiue the hardest questions in time , and proceed with more facility ; so that the masters doe enter them thus from the beginning , stil causing them to vnderstand as they learne . Here the masters must not be ashamed , nor weary , to do as the nurse with the child , as it were stammering and playing with them , to seeke by all meanes to breede in the little ones a loue of their masters , with delight in their bookes , and a ioy that they can vnderstand ; and also to the end to nourish in them that emulation mentioned , to striue who shall doe best . Neither is the wise master to stand with the children about amending the Accedence , if he thinke anie thing faulty or defectiue ; but only to make them to vnderstand the rules , as they are set downe in the booke : for this they wil keep . To make this plain by example . To begin at In Speech be , &c. First , read them over the words : Then tell them for the meaning after this manner , or the like as you please . The meaning is this ; That in Speech which men vtter , there is nothing but words to cal or know things by , and setting or ioyning of words together . Like as it is in our English tongue , so in the latine , & so in other tongues . And of these words which make this speech , are not manie parts or kindes , but onely eight parts of speech . For whatsoeuer can be spoken belongeth to one of these eight parts . They are either Nownes , or Pronowns , or Verbs , or one of the rest . More shortly thus ; There is not any word in any language whatsoeuer , but it is either a Nown or a Pronown , Verbe , &c. Also of these eight parts , the fowre first onely are such as may be declined . That is , such as each of them may bee turned or framed diuerse waies , and haue diuers endings : as Magister , magistri , magistro . Amo , amas , amat . The other fowre last are vndeclined ; that is , such as cannot bee so turned , and haue but onely one ending : as , Hodie , cras , &c. Then ask them questions according to the same , following the words of the book , in this manner of the like , as you thinke good . Q. How many parts of speech haue you ? Or how many parts are there in Speech ? A. Eight . Q. Of these how many are declined , how many vndeclined ? So , which are declined , which vndeclined ? Afterwards to aske the same questions backe againe , the last first . As , which parts of speech are vndeclined ? Or how many are vndeclined ? So in the next . Q. What is a Nowne ? A. A Nowne is the name of a thing . Q. Of what thing ? A. Of such a thing as may bee seene , selt , heard , or vnderstood . Q. Giue me some examples of some such things ? A. A hand , a house , goodnesse . Q. What is the name of a hand in Latine ? Or what is latine for a hand ? what is latine for a house ? and so forth . Then aske the questions as it were backward thus : Q. What part of speech is that which is the name of a thing , which may be seene , felt , heard , or vnderstood ? A. A Nowne , &c. Thus to goe forward in euery rule . 1. Reading it ouer to the children . 2. Shewing the plaine meaning in as fewe words as you can . 3. Propounding euery peece of it in a short question , following the words of the booke , and answering it your selfe out of the words of the booke . 4. Asking the same questions of them , and trying how themselues can aunswere them , still looking vpon their bookes . Then let them goe in hand with getting it amongst themselues , vntill they can say and answer the questions without booke readily ; the highest of the fourmes poasing the rest vntil they can say . By this means it wil seem so easie to them , that they will go to it most cheerfully , and get it much sooner then you would imagine , both the vnderstanding and the words : for the vnderstanding of the matter will presently bring the words , as we sayd . As they go forward , striue to make them most perfect in these things specially : 1 In knowing a Nowne , and how to discerne the Substantiue from the Adiectiue . After in the signes of the Cases . Then in declining the Articles , Hic , haec , hoc ; euerie Article by it selfe : as Nom , hic , Gen. huius . Dat , huic . Accus . hunc . Ablat . hoc . &c. So in the Feminines . Nom. haec . Accus . hanc . Abl. hac . &c. By beeing perfect in these Articles thus , they shall both bee able to decline any Nowne much sooner , and to know the right Gender for making Latine . Also let them learne to decline both Latine and English together ; I meane Latine before English , and English before Latine , both in the Articles , and other examples of Nownes , Pronownes and Verbes . As in the Articles thus : Hic this Masculine , haec this Feminine , hoc this Neuter . Gen. huius of this Masculine , Feminine , Neuter . Dat. hui● , to this Masculine , Feminine , Neuter . Accus . hunc this Masculine , hanc this Feminine , hoc this Neuter , Voc. caret . Ablat . ab hoc from this Masculine , ab hac from this Feminine , ab hoc from this Neuter . Or hic this Male , haec this Female , hoc this Neuter , &c. or hoc this thing . So the English before , if you will : Though in these Articles it may suffice to decline the Latine first ▪ so as before , and in ( is ) and ( qui ) or the like . This kinde of declining in all examples following , will be found such a helpe , as it will hardly be thought , vntill it be tryed , both to speedie construing , parsing , and making Latine , howsoeuer it may seem at first childish , or but a toy , and of no moment . The Latine before the English for construing . The English before the Latine , for making Latine true . Then make them as p●rfect in their Genders forwards and backwards . As what Gender is hic , and hic what Gender ? or what is the Article of the Masculine Gender ? so in the rest . After these , make them as ready in their Declensions , not onely to knowe what Declension euery word is of ; but also the seueral terminations of ●uery case in euery Declension , both as they learn thē one by one , according to the booke , and after to giue them together , when they haue learned them all , and that in this manner as followeth . The Genitiue case singular of the first in ae dipthong●as , musae , the second in i , as Magistri , the third in is , as lapidis &c. so thorough : and backward ; the Gen. of the fift in ëi , as meridiëi , of the fourth in us , as manus ; the third in is , as lapidis , &c. Then to decline perfectly euery example in each Declension , in manner as the Articles : as for example ; Musa a song , musae of a song , musae to a song , musam the song , ô musa ô song , ab hac musa from a song , or from this song . So in the Plurall number , musae songs , musarum of songs , &c. After , English first . A song musa , of a song musae , to a song musae . &c. To giue them these signes , because they signifie thus most commonly , though not alwaies . Then appose them vntill they can giue readily any case either English to Latine , or Latine to English : which they will soone doe . So in each Declension . After you may acquaint them to decline all the examples of the Declensions together , putting in Regnum also , because it differeth from Magister ; as Nominatiuo Musa , Magister , Regnum , Lapis , Manus , Meridies : Gen. musae , magistri , regni , lapidis , manus , meridi●● , &c. This will helpe them presently to ioine anie Substantiues as they fall in the same case , or the Substantiues and Adiectiues together . So if you please , you may cause them to decline them so with the English adioined , either before the latine or after . The moe waies they are thus declined , to make them each way perfect , the better they wil be learned , if time wil permit . Of all other this is the shortest , and wherby they may be most easily kept by them , who haue anie vnderstanding , to giue the bare terminations alone together , as thus . Terminations of the Genitiue singular . ae . i. is . us . ei . Datiue . ae . o. i. ui . ei . &c. And those vsuall signes of the cases , as a , of , to , the , ô , from . Thus to plie continual poasing , each day a little , vntill they can giue you any termination , or ●ase in these examples . English to Latine , or Latine to English. After to doe the like in bonus ; thus : Bonus a good Masculine , bona a good Feminine , bonum a good Neuter , &c. We may English it after this manner , for the better vnderstanding of the children : Or as wee can finde any more easie waie . After all these when they wex perfect in them ; the declining of Substantiues and Adiectiues , of all sorts together , is of very great profit , either Latine alone together , or Latine and English both together if you will. And first the examples of the booke . As musa bona a good muse , musae bonae of a good muse , musae bonae to a good muse , &c. So Magister bonus , Magistri boni , &c. So Regnum bonum . And lapis bonus , a good stone , lapidis boni , of a good stone ▪ or lapis durus , lapidis duri , &c. So manus foelix , manus foelicis , manui foelici● , manum foelicem . Or meridies tristis , meridiei tristis , meridiei tristi , meridiem tristem . &c. And in which you obserue them to miss most ply those vntill all be perfect . When they are very cunning in these , then they are to be acquainted with declining other words like their examples , still keeping them to those patterns , where they miss . And first the words set downe in the margents of their books against each example . Then other Substantiues and Adiectiues together . As sylua s●nans , syluae sonantis , syluae sonanti , &c. L●o magnus , a great lion , Leonis magni of a great Lion , Leoni magno , to a great lion , &c. Or English before . A great lion , Leo magnus , of a great Lion , Leonis magni , &c. Vnto these adioine the daily forming of comparisons : as Gratus , gratior , gratissimus . Bonus , melior , optimus . So , Foelix , foelicior , foelicissimus : first regular , then irregular or out of rule . Then do the like in the Pronownes , to make them to be able to decline and giue them readily , English to Latine , and Latine to English ; like as the Nownes . As Ego , I. mei of mee , &c. So backe againe . I , Ego . of mee , mei . to me , mihi . Tu thou , tui of thee , and thou tu , of thee tui , &c. Sui of himselfe or of themselues , sibi to himselfe , or to themselues , se himselfe or themselues . Is he , ea shee , id that thing , eius of that man , of that woman , of that thing , or that matter . Qui which man , quae which woman , quod which thing , cuius of which man , of which woman , of which thing ; like as you may say , hic this man , haec this woman , hoc this thing &c. or hic this Masculine , &c. In these two and ( hic ) it may suffice onely to decline Latine before , as was sayd . So to be very readie in the persons of the Pronouns , both to shewe what person euerie one is of : and to giue euerie one both English to Latine , and Latine to English. As when I say , giue your first person singular , Latine and English ; The child answereth Ego , I. or I , Ego . &c. so what person euerie one is . But in the Verbes aboue all , is your diligence to be shewed in making them not only perfect in declining euery example to be able to decline any Verb by thē ; but more specially in coniugating , and being readie to giue you the Latine to the English , and English to the Latine in any person , of any Moode , or Tense . To effect this most speedily , teach them to say first the first persons of one cōiugation alone , throgh the Actiue voyce , both Latine before English , & English before Latin , thus : Amo I loue amabam I loued or did loue , amaui I haue loued ; so through the Indicatiue mood . Then English first , thus : I loue , Amo : I loued or did loue , amabam &c. And after withall to be able to run the terminations in euery tense : as in amo , o , as , at , amus , atis , ant . In Amabam , bam , bas , bat , bamus , batis , bant . And likewise the persons in English , I , thou , he , we , yee , they , according to the terminations ; and then by apposing , they will presently answere any of them . As thus ; aske the childe , I loue : he answereth amo : then aske , they loue ; he cannot tell . Bid him to runne the terminations of Amo ; he answereth o , as , at , amus , atis , ant : then I say , giue now they loue : he answereth amant : so yee loue , or we loue , &c. So aske , I loued or did loue ; he answereth Amabam : then we loued or did loue : if he cannot tell , bid him to runne his terminations , and he will answere , bam , bas , bat , bamus , batis , bant . Then aske , How say you , we loued or did loue : he answereth Amabamus . Afterwards in Doceo : so in the rest . When they come at the Passiue , let them doe the like : and when they haue learned it through , then let them practice to repeate Actiue and Passiue together thus : I loue , Amo : I am loued , Amo● : I loued or did loue , Amabam : I was loued , Amabar : I haue loued , Amaui : I haue beene loued , amat us sum vel fui , &c. Then by posing the first persons , and running the terminations , they will very soone giue any of the verbes in any person . They will by this meanes goe through all the coniugations , and with this perfect readinesse , as soone as they will learne to say them without booke , without any vnderstanding at al if not sooner ; so that they be wel applied . Yet if this preuaile not as you desire , you may exercise them to repeat al the persons through euery moode , and person , by themselues , but chiefly the first persons : as , Amo , amabam , amaui , amaueram , amabo : Am●m , amarem , amauerim , amauissem , amauero : amare , amauisse , amaturum esse : amandi , amando , amandum , &c. So in the second persons , Amas , amabas , &c. Or thus to coniugate those tenses together , which doe come one of another : as Amo , amabam , amabo , amem , amarem , amare . So , Amaui , amaueram , amauerim , amauero , amauissem , amauisse . This is accounted the speediest way ; in examining here , to appose the same tenses , of the seuerall moodes together : as the present tenses , I loue , Amo : Graunt I loue , Vtt●am amem : I may or can loue , amem : when I loue , cum am●m . So in the Preterimperfect tenses . To make them most perfect in this , practice them that they can giue readily , the terminations of the first persons , first in the Indicatiue moode , in each tense ; then how the same tenses differ in the rest of the moodes , except the Imperatiue , together with the signes of the tenses in English. As for example : the termination o , in the Indicatiue mood present tense , is in the three other moodes turned into em or am ; as amo is made amem , doceo doceam lego legam , audio audiam . In the Preterimperfect tense , bam is turned into rem : Preterperfect tense , i into rim : Preterpluperfect tense , ram into sem : Future tense bo , or am , into ro . So in the Indicatiue moode , the terminations are these : o , bam , i , ram , bo or am . In the other three are these answerable ; em or am , rem , rim , sem , ro . Though these be not one formed of another ; yet comparing them thus together , wil make the children to learne them sooner by much . Generall signes of the fiue tenses actiue , are ; Doe , Did , Haue , Shall or will. Of the Passiue present tense , Am , Is , Are or Art. Imperfect tense , Was , Were , Wert . Preterperfect tense , Haue beene . Preterpluperfect tense , Had beene . Future tense , Shall or Will be . Signes of the moodes are set downe in the booke ; the Indicatiue hauing no signe : the other three hauing their seuerall signes in English. This little Table well thought on , makes all most easie . Actiue voyce . Passiue voyce .   Signes of the tēses in English . Terminations in latine without a signe . Terminations with a signe . Signes of the tenses in English . Terminatiōs in lat . wthout a sign . Terminations in latin with a sign . Present tense . Do. o. em or am . Am , is , are , art . or . er , ( or ) ar . Preterimperfect tense . Did. bam . rem . Was , were , wert . bar . rer . Preterperfect tense . Haue . i. rim . Haue beene . sū vel fui . sim vel fu●rim , Preterpluperfect tense . Had. ram . sem . Had been . rā vel fuerā . essem vel fuissem . Future tense . Shall or will. bo am . ro . Shall or will be . ber . ar . crov●i fuero . For to make the childe to vnderstand this Table , first shew him these things vpon his booke , by comparing the Actiue voyce with the Passiue , and the Indicatiue moode in both , with the other moodes . After pose thus : Q. Do , without a signe of the moode , how must it end in Latine ? A. In o. Q. Do , with a signe , how ? A. In em or am . For example : Q. I doe loue , or I loue ? A. Amo. Q. Graunt I loue . A. Vtinam amem . Q. I may or can loue ? A. Amem . Q. When I loue ? A. Cum amem . So in the Preterimperfect tense . Q. How say you Did , without a signe ? A. bam . Q. With a signe . A. rem , as Amabam , amarem : Docebam , docerem . Haue , without a singe . i. With a signe , rim ; as Amaui , amauerim : Docui , docuerim , &c. The shortest way of all , and most easie for all of vnderstanding , is , oft to repeat the bare signes and terminations ; specially at such times , as when the younger sort are to make Latine : and this daily then , vntill they be perfect , or as shal be requisite , thus : Actiue signes , Do , Did , Haue , Had , Shall or will. Passiue , Am , Is , Art , Was , Were , Wert , Haue bin , Had bin , Shall or will be . Terminations in Latine Indicat . or terminat . without a signe , o , bam , i , ram , bo and am . Termin . with a signe , em . am . rem , rim , sem , ro . So Actiue and Passiue together . o , or . bam , bar . i , sum vel fui . ram , eram vel fueram . bo , bor . am , ar . Em , er . Am , ar . rem , rer . rim . sim vel fuerim . sem , essem vel futissem . ro , crouel fuero . These gotten , all will be plaine ; if you vse withall to cause them to runne the tenses , as was said , with the signes of the persons , thus : I , thou , he , we , ye , they : o , as , at , amus , at is , ant . bam , bas , bat , bamus , batis , bant : so in any . And withall to remember in what letters , or syllables euery person ends , both in the Actiue and Passiue : as the first persons Actiue , signifying ( I ) doe end commonly in o , am , em ; im , or i. as amo , amabam , amem , amaui , amauerim . The second persons ( or thou ) in as , es , is , or sti : as amas , doces , legis , amauisti . ( hee ) in at , et , it . ( wee ) in mus . ( yee ) in t is . ( they ) in nt . So in the Passiue , ( I ) in or , ar , er , ( thou ) in ris , or like the Actiue . ( he ) in tur . ( we ) in mur. ( ye ) in mini . ( they ) in ntur . By these the learners may haue a great light : and though some of them be both in the Actiue and Passiue , and the Imperatiue moode doe differ so as no certaine rules can be giuen : yet they may be soone discerned and knowne . And the perfect knowledge of the Terminations beeing the speediest way to the getting the full vnderstanding , both of Nounes and Verbs in euery tongue ; these would be learned first , and euer kept most surely . The benefite also of this exquisite perfection in Nounes and Verbes , is so singular , for the speedy attayning of the Latine tongue , as no paines in them can be too great . First , the very difficulty of the Latine tongue , is in these . Secondly , these examples set downe in the booke , are such liuely patternes of all Nounes and Verbes ; that Schollars being perfect in these , will soone be perfect in any other . And for the other parts of speech , the very words are most of them set downe in the Accedence ; as Pronounes , Aduerbes , Coniunctions , Prepositions : Participles , like the Adiectiues . So that these being gotten perfectly , the Latine tongue may soone be attained in good maner ; euen by the meanes following : whereas without this perfection it is very difficult . So that the learners shall still goe incertainly and fearefully . Also by these meanes and helpes named , this readinesse in them may be very speedily obtained ; whereas onely to be able to say them without booke , without this vnderstanding , is to little purpose : and to learne them by practice in construction , and in writing exercises alone , is most long , hard and wearisome , both to Master and Schollar . My former toyle and griefe in these , aboue all other things in Grammar ( though I tried all wayes which I could heare or deuise ) with the ease and benefite in this way , maketh me confident . For I haue found more profite by this course in a moneth , then by all other in halfe a yeare . By this practice also , it is most soone recouered when it is lost , and most easily kept . Yet my meaning is not to haue Schollars to stay ouerlong to be so exquisite in them , before they go any further ; but to go on so fast as they can well , and to make them so ready by daily practice ; spending each day a quarter of an houre , or more , in them , vntill they come to perfection . This were not amisse , to be practiced sometimes also amongst the elder schollars , which are not ready in them ; as also those comming from other Schooles , till they grow perfect : here should be the beginning . If yet a shorter way can be found out , we shall haue more cause to reioyce thereof . In the Participles , the chiefe care would be to make them perfect ▪ to know the seuerall tenses by their signes , and endings English and Latine , as they are in the booke : for declining , they are the same with the Nounes . In the Aduerbs , Coniunctions , Prepositions & Interiections , they would be made so ready , as to giue English to Latine , & Latine to English , and to tell of what kinds they are ; and also to what cases each preposition serueth : and these specially . Here it were to be wished ( as I take it ) that all the rest of the Aduerbs , Coniunctions , & Interiections were also set down in the Accedences ; except only such Aduerbes as are deriued of other words : by which words they may be knowne , or by their accents or terminations . Also that some rules were set downe for framing of these deriued Aduerbes ; and that all the rest of the Aduerbes and Coniunctions , with all other wordes and sentences through the Accedence , were Englished , like as the Prepositions are . Hereby all these Latine wordes would soone bee learned perfectly , and proue a very great helpe , when children come to construction : for then they should haue but onely Nounes and Verbes to trouble them withall , as was said ; and those most easie to be knowne , by the meanes aboue mentioned , and after . For the English rules great care would bee had likewise , to make Schollars very ready in them : for these rules of themselues with a few other , might serue for construction , or making Latine . The perfect knowledge of them also , will make the Latine rules easie , when your Schollars come at them . In teaching these rules , these two things would be obserued generally : first , That the Schollars learne to construe each ensample ; and that without booke . Experience teacheth , that those which art apt , wil construe almost as soone without the booke , as vpon the booke , or as they will learne them construed : here by they shal get so much Latin ; beside that it wil be a great helpe to the perfect vnderstanding , and applying of them . The second is , to marke out with some speciall markes , those wordes in which the force of the examples doth lie ; as the words agreeing , or the word gouerning , and the word gouerned , and to cause the children to be able to tell them : and so euer in saying their rules without book , to repeat ouer those wordes againe , in all the longer examples . The rules or examples otherwise shall doe them little good , because they know not how to make vse of them . But hereby they shall haue perpetuall and sure patternes and warrants for parsing , making and trying Latine . I shall shew this more plainly , when we come to the Syntax in Latine . These two things being obserued , haue a chiefe regard in the rules , first , to make them perfect in the rule of finding out the principall Verbe ; secondly , in the Concords , as being of continuall vse ; thirdly , in the rules of gouernement . And amongst those , to looke specially to the two first rules , of the case of the Relatiue Qui : and namely , the latter of them , viz. But when there commeth a Nom. case ; for in it Schollars most faile . Also in all rules of gouernment , to make them able to tell you presently where any rule is , and what cases such wordes gouerne : as , Where beginnes the construction of Substantiues ? What cases they gouerne ? How many rules there are of them ? Or asking thus ; What case must your latter of two Substantiues be ? What case will such a word gouerne ? As Opus or Vsus , What cases doe they gouerne ? Where is the rule ? So in the rules of the Adiectiues , and all the rest throughout . In posing , remember that which was first directed : to marke carefully the drift of the whole rule , and so to propound your question ; or else to propound the whole rule in a question . As thus : when two Substantiues come together , betokening diuers things ; what case must the latter be ? and why ? or by what rule ? Furthermore , to the end to make your Schollars so very ready in the Accedence , and to keepe it perfectly ; besides the learning all things so well as may be , there must be also , first , daily repetitions and examinations ; because of the weaknesse of childrens memories : that so by long custome all may be imprinted in them . Heerein cause your first enterers to repeate ouer euery day , all that they haue learned ; as they proceede to learne more , to diuide it into partes , to goe ouer all so oft as time will permit . For them who haue learned all their Accedence , I holde it best ( according to the manner of most Schooles ) to diuide it into foure equall partes , except the examples of the Verbes ; and to cause them to say a part euery of the fowre first dayes of the weeke , to say ouer the vvhole each weeke once : for the Verbes , how they specially would be parsed daily , I spake before . In hearing parts , aske them first the chiefe question or questions of each rule in order ; then make them euery one say his rule or rules ; and in all rules of construction , to answere you in what words the force of the example lyeth , both gouernour and gouerned ; saying the gouernour first . Where helpe is wanting , to doe it only in the hardest and most necessary rules and questions , or where we know them most defectiue : Or else only to repeate the rules and examples in such sort as was shewed , without further examination . Though , where there is helpe and time enough , it is far the surest , to cause them to repeate the whole part , and to examine each peece of it daily , though they say the lesse at a time . Secondly , the spending of one moneth or two , after they haue first learned ouer their Accedence , to make them perfect thus euery way , will be time as well bestowed as they can bestowe any ; to preuent both the griefe and anger of the Master after , and also the feare and punishment of the Schollar . Thirdly , euerie daie some time would bee separate , to the examining Nownes and Verbes ; chiefely the Verbes , vntill they could not be set in declining , coniugating , giuing any termination , case or person . This continuall practice of parsing , would bee constantly kept as neede shall require , vntill by long vse children growe to perfection and surenesse : Because the Accedence thus gotten perfectly ; and after in like maner the rules of Nownes and Verbes in Propria qua maribus , Heteroclits and in As in praesenti ; the difficulty of learning is past : so that verie children , with a little practice , will goe forvvard vvith much cheerefulnesse , in construing , parsing , making and proouing Latine , by the helps following . Thus haue I set you downe so plainely as I can , how the Accedence may be gotten most speedily and profitably , to make all learning a play . Trie , and you will acknowledge Gods blessing herein . Spoud . I acknowledge your kindnesse : I can make no doubt of the courses ; because , besides your experience , I see so euident reason in euery part . Phil. Put them in vre , and so you shall haue more full assurance , and daily be helping to find out better , or to confirme the pricipall of these . CHAP. VII . How to make Schollars perfect in the Grammar . Spoud . I Intend to put them in practice forthwith : but in the meane time as you haue thus louingly gone with mee , to direct me , how to make the Accedence so plaine and easie to my little ones ; so I intreat you to point me out the way , how they may proceed in the Grammar with like happy successe . As for mine owne selfe , I haue onely vsed to cause my schollars to learne it without booke , and a little to construe it ; and after , to make it as perfect as I can , by oft saying Parts : Finally , in parsing their lectures to giue the rules . This hath been all that I haue done . Phil. I knowe that which you mention , to bee the most that is done ordinarily : but to say without booke and construe a little , are smally auaileable , vnlesse your schollar be able to shew the meaning and vse of his rules . Yea , it is very requisite , that here also they should bee able to giue the seuerall examples , and in what words the force of each example lyeth ; and so to apply the examples to the rules , to the end that they may doe the like by them , in parsing , or making Latine . And moreouer , in Nownes and Verbes , to bee able not onely to decline them , and to giue English to the Latine words ; but the Latine words also to the English. Grammar being made perfect in this manner , will make all other their learning more easie and delightsome , and be as a Dictionary in their heads , for many chiefe words : neither will there any losse of time in it ; especially this beeing done as they learne it , and still gotten more perfectly by such continuall repetitions and examinations . I haue had experience in both . To the end that they may thus get the Grammar with most fruite and ease ; 1 Let them learne euery rule ( I meane ) those which are commonly read in Schooles , and that perfectly as they goe forward , together with the titles set before the rules , and the summes of the rules which are set in the margents . The manner of it I finde to be most direct thus , for all the younger sort of enterers : Where you haue time enough , in giuing them rules , do as in the Accedence . 1. Reade them ouer their rule leasurely , and distinctly . 2. Construe it , and then shew them the plaine meaning of it , by applying the examples , as teaching them to decline the words or the like . As I shall shewe after . Or else for most ease and speedinesse in construing , and for lacke of leasure , cause euery one of your Schollars to haue a booke of the construing of Lillies rules , and each to reade ouer his rule , so oft vpon that booke vntill he can construe without it ; or else after a time , to trie how hee can beate it out of himselfe , and be helped by that book where hee sticketh . By the helpe of these bookes , I finde that they will learne to construe their rules much sooner , then they can without , I take it by almost one halfe of the time ; and thereby gaine so much time , to bee imployed in other studies , because they shall haue it euer before their eie without any asking or searching : wheras otherwise either their Master or some other must tell them euery word , which they cannot tell , or else they must turne to it in their Dictionaries , vntill they can construe : and that so oft as they forget ; which , what a toyle and hinderance it is to the Master , and feare to the Schollar , euery one knoweth . From all which they may bee freed hereby ; and when they haue forgot they may soonerecouer themselues againe . Finally , they shall hereby increase daily in reading English , and be furthered to write true Orthography in English , as they grow in Latine . And so the Masters shall also be freed from feare of that mischiefe , of these little ones forgetting to read English , when they first learne latine ; and from the clamours and accusations of their Parents in this behalfe , spoken of before . But here it were to be wished , that those books of construing Lillies rules were translated euer Grammatically ; the manner of which translation I shall shew after , with the benefits of them : And also that not onely the Substantiue and Adiectiue , Preposition and his case were euer construed and set together , wheresoeuer they are to be taken together ; but withal that euery word were Englished in the first , proper , natural , and distinct signification . In which things they oft faile , as in the Verbes chiefely : though of all other things , that be more necessary , for Schollars , to know the first and naturall signification ; for the other then will soone be learned , by reason and vse : or else som of the other most vsual significations might be put in , in other letters , or with notes to know them . Thus the childe might goe surely forwarde , and haue a certaine direction for the right and proper vse of euery word , to bee more sure to him then any Dictionarie , all his life long , either for construing or making Latine : Whereas beeing set downe in generall significations not distinct , they shall euer goe doubtfully & abuse the words : as when traho , promo , haurio , are set downe euery one of them to draw , without further distinction . The benefit would be much more , if it were thus translated : for then they might learne thereby not only to construe truely , to vnderstand and goe truly ; but also to make and speake the same Latine : I meane , to answer easily to all the rules , with the other benefits of Grammaticall translations . When they can construe in some good sort , and vnderstand ( as was sayde ) then let them get without booke perfectly . In getting without book , when they can read it perfectly , they may bee much helped thus , in all things which they learne in verse ; to reade them ouer in a kinde of singing voyce , and after the manner of the running of the verse ; oft tuning over one verse vntil they can say that , then another ; and so forward : which they will do presently , if the Master do but reade them so before them . Also , to say these rules at parts sometimes , after the same manner of scanning , or running as a verse , shall make them both more easily kept , and bee a good helpe for right pronuntiation of quantities , and to prepare them the more easily to make a verse , for authorities and the like . When they can say perfectly without book , then ( if you please ) you may cause all those who are any thing apt and pregnant , to learne to construe also without booke : which they will do very quickly , with a little reading ouer and ouer , vpon the construing booke ; and almost as soone as they will construe vpon the booke . By this meanes they will bee able presently to giue not onely the English to the Latine , but also the Latine to the English , of any word in the rule , to be perfect thereby , and to keep all more firmly . Or where leasure is wanting , among the elder sort , which are well entred in the rules ; they may first learne without booke , then to construe , both vpon the book and without : Or to construe first . It is not very materiall : but , as themselues doe finde that they can get it most easily , at the Masters discretion . Although for all the first enterers and younger sort , I finde it the surest vvaie , vvhere the Maisters leasure will serue , to cause them first to vnderstand the rule and the meaning of it , by a short opening or expressing the sum of it , and then by questions in English , as I directed before : All of the learners looking vpon their bookes as hee readeth vnto them ; that they may see the questions and answeres in their books , eyther wholly , or the most part therof . And when they can aunswere in English , looking vpon their books , or do vnderstand the rule ; then to learne to construe it of themselues , and to get it without booke . After , ar the saying of their rules , when they haue sayde without booke and construed ; to labour especially to cause them to be able to aunswere , without book , each part of the rule , and that both in English and Latine together , after they are a little entered ; that with the meaning and English , you may beate the Latine into their heads also , to helpe to prepare them to speake and perse in latine . Let the manner of the appoasing be here , as in the Accedence , viz. by short questions , propounded vnto them , arising directly out of the words of the booke , either out of the summe and title of the rule set before it , or set in the margent euer against it , or out of the very words of the rule ; and withall , the examples of the rule , and how to apply them to the seuerall rules . I will set you downe an example or two more at large , that you or any may doe the like the more easily . To begin at Propria quae maribus : first , you haue the Title before Regulae generales propriorum . Out of which , you may shewe them thus ; That according to the order of their Accedence , as the first part of speech is a Nowne , so here are rules first of Nownes : And as their Accedence hath first the Substantiue then the Adiectiue , so here begin rules first of the Substantiues , after of the Adiectiues . Againe , as the Substantiue is either Proper or Cōmon ; so here the rules of Proper Nowns are first set downe , wherby to know the Genders of them ; and after of the Common Nowns called Appellatiues . You may also point them in their book , where each of these begin : they will presently conceiue of them , being first perfect in their Accedence . Then that the rules of Proper names , are of Masculines , or Feminines : Or all Proper Nownes are either of the Masculine or of the Feminine Gender , vnlesse they be excepted . Also all Proper Nownes which goe vnder the names of Males or Hees ( as wee call them ) are the Masculine Gender . Then teach them according to the margent , that of those there are fiue kindes , which goe vnder the names of Males or Hees . As names of Gods , men , floods or riuers , moneths , windes . So all proper Nowns or names of Females or Shee s , are the Feminine Gender . And of those are likewise fiue kinds : That is ; names of Goddesses , Women , Cities , Regions or countreys , Islands , &c. Then appoase after the same manner , keeping strictly the words of the booke , as was sayd ; onely putting in here or there , a word or two , to make the question ; which by oft repeating , they will easily vnderstand . As thus , out of the words set before the rule : Or in the like manner ; Q. Where begin your generall rules of Proper Nownes ? Vbi incipiunt regulae generales propriorum ? A. Propria quae maribus . Q. How many generall rules are there of proper Nowns ? Quot sunt regulae generales propriorum ? A. Two : Duae . Q. What is your first rule ? Quae est primaregula ? A. Propria quae maribus . &c. Then out of the margent thus : Q. How many kinds of Proper names are there of the Masculine gender ? Quot sunt gener a propriorum nominum masculinigeneris ? A. Quinque fiue : Diuorum , virorum , fluuiorum , mensium , ventorum . Or as they are set in the margent . Mascula sunt nomina Diuorum , virorum , fluuiorum , mensium , ventorum . Names of Gods , men , floods or riuers , moneths , winds . After , out of the words of the rule , Propria quae maribus tribuuntur , &c. you may propound your questions thus ; Q. Cuius generis dicas , Propria quae maribus tribuuntur ? What Gender are all Nownes , or names of Hees , or of the Male kind . R. Mascula , or masculini generis . Q. Cuius generis sunt nomina Diuorum ? R. Masculini . Q. Quomodo dicis latinè , The God of Battaile ? R. Mars , hic Mars , Martis . Q. The god of wine , quomodo dicis ? R. Bacchus , hic Bacchus Bacchi , &c. Q. Per quam regulam ? R. Propria quae maribus . In the fewer words you can do it , for breuitie , is the better , and that you may go ouer the more . Or if you think it to be too hard for children , to answer in Latine at first , and that it is best to do it only in English ; you may do it following the same order . As in the next rule , Propria Foemineum , onely asking thus ; Q. What gender are proper names of Females , or Shee s ? How many kindes are there of them ? Where is the rule for them ? What exceptions are there from that generall rule ? Or , how many Masculine Cities haue you ? How many Neuter Cities ? How many Masculine and Neuter Cities ? So in the next rule , Appellatiua Arborum , to ask thus or the like ; Where begin your rules of Appellatiues , or Common Nownes ? How many kinds of Appellatiues haue you ? Or how many sorts of rules haue you for Appellatiues ? A. Three : of Trees , Epicenes , The rest . What gender are names of trees ? What exceptions ? Or how many Masculine trees haue you ? How many Newters , trees ? So of Epicens . Where is your rule of words of the Epicene Gender ? How many kindes haue you of words , or Names , of the Epicene gender ? A. Three : of Birds , Beasts , Fishes . How know you the Gender in the Epicens ? What Gender is euery Noune that endeth in um ? How know you the Gender in all Appellatiues ? Then the speciall rules , thus , or the like : How many speciall rules of Nounes Appellatiues haue you ? Ans. Three : The first , of Nounes not increasing ; the second , of Nounes increasing acute , commonly called long ; the third , of Nounes increasing , graue or short , as wee call it . What Genders each of these are of ? Where are the rules for them ? What examples haue you of them ? So to giue the meaning , and applye the examples . How many exceptions there are from euery one of these rules ? As , how many rules of Masculines except ; so of Feminines or Neuters except . Or thus : Of what Genders are all Nounes , not increasing in the Genitiue case , as Capra , caprae : Or all Nounes like Musa , musae ? So what Genders are all Nounes of the second speciall rule ? or all Nounes increasing acute , as Pietas , pietatis . What Gender are all Nounes increasing , graue , or flat , or short ? as Sanguis , sangumis . And how many rules haue you of Masculines except from the first speciall rule ? or of Masculines not increasing in the Genitiue case ? How many rules haue you of long Masculines , or Masculines increasing acute , excepted from the second speciall rule ? Or of Feminines increasing short , except from the thrid speciall rule ? Or yet more plainly thus : Where is your general rule of all like Capra , caprae : or musa , musae ? Or of all like Magister , magistri : or Dominus , domin . : venter ventris . Or of wordes ending in er , os , us , not increasing . Or where is your rule of all like Virtus , virtutis ? Or like Sanguis , sanguinis ? And of what Genders they are of . For the exceptions , you may appose thus : Where is your rule of Neuters not increasing ? Of Neuters increasing , acute or long ? Of Neuters increasing , flat or short ? Thus of Doubtfuls , Commons . Or posing the examples , to aske what is Latine for any word , which is in any of the rules ; and then to cause them to decline the word , the Nom. and Genit . case , and to tell the rule , as was shewed before : as , What is Latine for a cloude ? A. Nubes , haec nubes , nubis , &c. Q. By what rule ? What is the meaning of that rule ? Thus you shall receiue diuers benefits together Or thus only ; when they haue said any rule , to aske them what is the meaning of that rule , and to giue the examples . So in the Adiectiues , to aske thus or the like : Where begin the rules of the Adiectiues ? Where is the rule of all like Foelix ? Adiectiua vnam . So of all like Tristis ? Sub gemina , &c. Of all like Bonus ? At si tres &c. Of Adiectiues of two Articles like Substantiues ? At sunt quae flexu . &c. Of Adiectiues of a strange declining ? Haec proprium quendaem &c. For all declining to make them very perfect in the Genitiue case , you may practice them thus ; sometimes to repeate the Nominatiue & the Genitiue case together ; as in Propria qua maribus to run , thus : Mars , Martis , Bacchus , Bacchi , Apollo , Apollinis , Cato , Catonis : So in euery rule when time will permit . And chiefly appose them often in the most difficult , being noted with some marke : as , Opus , Opuntis , Persis , Persidis . Barbiton , Barbiti . Senex , senis . Var , viri , Bes , bessis . Cres. Cretis . Pres , predis . Semis , semissis , and the like . The rest they will doe readily of themselues . In the Heteroclites to do the like , first to shew them what they are , viz. Nounes of another kinde of declining : and then the three seueral kinds of them according to the titles , Variantiagenus . Defectiua . Redundantia : Eyther such as change their declension , or want some thing , or haue too much . And so the seuerall rules of euery one . Then the seuerall rules to be examined particularly ; like as in Propria quae maribus : to vnderstand euery peece : and in them speedily to looke to the Margents : to be able readily to giue the rules to them . And to make them able to repeate the Sums and Margents in order . So to giue any rule thereby : as when I aske , Where is your rule● of Ap●ots , Monoptots , Diptots , Triptots ? Of those which want the Vocatiue case , or Defecta vocatiuo , or propria defecta plurali ? or the like . In the Verbes likewise shew them the order , that the rules are of Preterperfect tenses and Supines : and those first of simple Verbes in o. Then compounds after of Verbs in or . Last , of those that differ in their Preterperfect tenses , or Supines . In the simple Verbes , first are rules of the first Coniugation , then the second , so in order . After cause them to tell by the summes and Margents , where euery rule standeth : as where are verbes of the first Coniugation , so in the rest . Practice them also to answere thus : The Present tense , Preterperfect tense , Infinitiue moode and first Supine together . As if I aske , How say you To swim ? he answereth , No. No , naui , nare , natum . So To wash , Lauo , laut , lauare , lautum . Because these being known al the rest are presently known ; and to do it also for breuity sake : especially examine those Verbes often , which haue two Preterperfect tenses , or two Supines , or moe ; and would therefore haue speciall marks : as vello , velli , & v●●lsi vellere , vulsum . For the Syntax in Latine , though the English rules , with a few moe ad●ed to them , might serue for resoluing any construction , or for making Latin ; and so many do thinke them needlesse altogether ; others do vse to teach only the rules thereof , and one example only in each rule ; yet there may be very good vse of them all , rightly vnderstood , and specially of the seuerall examples rightly applied : that Schollars by them may goe surely , hauing seuerall examples to warrant almost euery thing in construction ; which by the bare rule , and one example they could not but goe very doubtfully . Besides that , therby they also get so much good Latine of the best Authours , and be helped much for parsing by the wordes of the rule . In examining the Syntax , it is the best to doe it in Latine : for by that time they will be well able to doe it so , if they be rightly trained vp . And it will much helpe them , as was said , to speake and to parse in Latine : yet still asking the question also in English , and answering both in English and Latine , so farre as neeede is ; as thus , out of the words : Q. Quot sunt Concordantiae ? R. Tres. Q. Quae est concordantia prima ? R. Nominatiui & verbi . Q. Verbum personale cum quo cohaeret ? R. Cum Nominatiuo . Q. In quibus cohaeret Verbum personale cum Nominatiuo ? R. Numero & persona . Q. Daexemplum . R. Nunquam sera est adbonos mores via . Q. Applica hoc exemplum : vel , Ostende voces , in quibus est vis regulae . R. Via est . Q. Da aliud exemplum . R. Fortuna nunquam perpetuò est bona . Q. Applica . R. Fortuna est . Q. Repete regulam . R. Verbum personale cohaeret cum Nominatiuo , &c. Q. Dic Anglicè . R. A Verbe personall agreeth , &c. In the next rule , Nominatiuus primae vel secundae personae &c. Q. Vtrum exprimitur Nominatiuus primae vel secundae personae ? R. Rarissimè . Q. Quibus de causis exprimitur ? R. Causa discretionis , aut Emphasis gratia , Q. Da xemplum vbi exprimitur causa discretionis . R Vos damnastis . Q. Quid intelligis per vos ? R. Vos damnastis , & nemo praeterea , &c. So likewise in the rules of gouernment : as at Adiectiua quae desiderium , &c. Q. Adiectiua quae significant desiderium , notitiam , memoriam , &c. quem casum adsciscunt ? R. Genitiuum . Q. Da regulam . R. Adiectina quae desiderium , &c. Q. Da exemplum . R. Est natura hominuus nouitatis avida . Q. Applica . R. Auida nouitatis . To helpe the examining the Syntax the better , those wordes also ( in euery example throughout the Grammar ) would be marked , in which the force of the example lieth ; as was aduised in the English rules ; The word gouerning , or more principall , with two marks , or with a double mark : the word gouerned with one ; or at least the chiefe word or gouernor with some letter or marke distinct frō the gouerned . And then euer in saying the ensample , to repeate again those wordes onely , in which the force of the example lyeth ; the gouernour or principall first : as in the English rules , so here . As thus ; in saying , Est natura hominum nouitatis auida ; to repeate againe , auida nouitatis . Mens futuri praescia ; praescia futuri . Crescit amor nummi quantum ipsa pecunia crescit ; amor nummi , &c. By this kinde of repeating , or continuall apposing where they misse , by asking thus , Da exemplum , vbi est vis regulae ; They will become exceeding cunning to vnderstand and apply rightly any example of the Grammar , so fast as they can repeate it ; or to apply any other thereunto ; or else to make the like : that so they may euer haue sure patternes for all parsing , making and trying Latin. Though this may be though an easie matter , and that euery Schollar can doe it ; yet trie it , and it will be found cleane contrary almost throughout , and to trouble many weake Masters to apply many of them aright . It is a matter most necessary : because the very life of the examples is in these ; and the profite will doubly counteruaile the paines . With a little practice , they will almost as soone say their rules this way , applying each example , as without . Spoud . I discerne euidently the great benefite and furtherance to Schollars , to be able to repeate the examples of euery rule , in such sort as you haue shewed , for continuall vse both in parsing , and in making and writing Latine surely ; as also to haue the summes of the rules which are in the Margents , and before the rules , perfectly : but children cannot possibly get these , vnlesse their bookes bee marked so , as you directed . And for the Masters to marke all their Grammars so , it is an infinite toyle , and hinderance to him : to marke some one , and to cause the Schollars to marke theirs thereby ; they will doe them so falsly , as will oft more hinder then further , besides the trouble in it : also the summes of the Margents are very defectiue . Phil. For the supplying of all this , and the auoyding of all these inconueniences , and other like , and for making our Grammar farre more easie and profitable to the Schollars , without any alteration ; the Grammars are procured to bee so printed , as to be most plaine herein : all the words wherin the force of the examples doth lie , being printed in differing letters ; that the least childe may bee able to discerne them , and so to apply and repeate them : and also the Margents made more perfect . What is missed or defectiue herein , shall ( as I hope ) bee supplyed hereafter . Spoud . Sir , al Schooles must needs hereby receiue an exceeding benefit ; as I see plainly by that which you haue shewed for the vse of them . But I pray you proceede , and let me heare what other helpes you haue , for examining your Schollars , so as they may fully vnderstand their rules . Phil. Other helpes for the examination and vnderstanding the rules , are these ; 1. Where they cannot vnderstand any question , or answere ; remember that , to teach them to vnderstand , by repeating English and Latine together , vntill they fully vnderstand it . For , as was said before , if they haue the meaning in their heads , wordes , with oft repeating , will easily bee gotten to vtter their minds , especially hauing them in their bookes . 2 Also this may further to vnderstanding , to cause them to be able to giue the English rules , answering to euery Latine rule , of those which haue English rules ; to set markes vpon those Latine rules , which haue no English : and to answere to them that they haue no rule , but to be able to giue the meaning . 3 These meanes may also much profite to the easie getting , full vnderstanding , and perfect keeping of the rules ; oft to reade ouer , and keepe perfectly the summes of the rules , which are eyther set before them , or in the margents ; as was noted so to repeate them in order . Thus to be able to report all the summe ; like as of the Accedence , so of the Grammar , as in a narration or continued speech , as thus : Regulae generales propriorum , Mascula sunt nomina Diuorum . Virorum , Fluuiorum , Mensium , ventorum . Foeminina . Dearum , Mulierū , Vrbium , Regionum , Insularum . Exceptio . Regulae generales appellatiuorū . Arborū . Epicoena . Volncrum , ferarum , piscium . Exceptio generalis . Vsus trium regularum specialium . Prima regula specialis , &c. So to know to giue readily the beginning of euery rule in order ; as , Propria quae maribus . Propria foemineum . Excipienda tamen quaedam sunt , &c. Appellatiua arborum crunt , &c. By these meanes they will be able both to answere the questions in Latine , with a very few other words : and also to giue any rule presently when but the sum is demaunded or any word belonging vnto it , to tell where the rule is , and to begin it . To hauean Idaea or generall notion of all in their heads , as if it were before their faces ; which Idaea doth make any learning most easie , eyther to be gotten or kept . Hereby also that shorter examination and repetition of parts , may sometimes serue where time or helpe is wanting ; and in parsing their Lectures , to rid twise so fast , when they can in a word signifie a rule , eyther by the word in the Margent , or before the rule , or by the beginning of the rule . As to say in parsing , It is so , by the rule of the first concord : or per concordantiam Nominatiui & Verbi &c. Per regulam Accusatiui ante verbum infinitum , &c. Or to repeate onely a word or two of the beginning of the rule ; as Verba infiniti modi , &c. or the like . To this end it were to be wished that the summes of the rules were set more perfectly in the margents , in a word or two in all the Syntax , as they are in the Nounes , to haue some speciall name to be called by : as , Adiectiua desiderij , verbalia in ax . Nomina ●artitiua ; & the like . In hearing parts in straights of time , thus we may examine only in those places where we most suspect their negligence : asking first the summe of the rule , with an example in it ; and then to cause him whom you examine , to say that rule . Or to aske only an example of the rule , and cause them to apply it , and to giue the rule . I haue set down all these , that we may take and vse which we finde most profitable . The shorter the better , as was aduised ; so that we make sure that they doe fully vnderstand the rule , and can make vse of it . One rule , so learned with vnderstanding , is more profitable , then if they could say euery word in a hundreth ; and could but onely repeat them ouer as parats , without any knowledge to make the right vse thereof . Spoud . Sir ▪ I do like very well of these things which you haue said ; yet for the helping of my memory and practice , tell me againe shortly , which you account to be the principall : wherein chiefe care would be had , to the end to make all easie ; also to keepe all , and to make right vse thereof . Phil. This I account and finde the chiefe ; to haue them perfect in the order both of the whole , and also of all the parts in Grammar , as I shewed ; and also to be able to repeat the Titles , with those margents which are necessary ; the beginnings of the rules ; and to haue the vnderstanding of them , and examples ; and also to be able to apply the examples for the seuerall words wherein the force is : and so to giue any rule of a sodain , either the beginning or the sum of it ; and the words wherein the force of the rule is . Spoud . Oh , but this is a matter , that is most accounted of with vs ; to haue them very perfect in saying all their Grammar without booke , euen euerie rule ; and wherein I haue found much griefe and vexation : because I haue not been able to cause my schollars to get their rules so perfectly ; and much lesse to keepe them : and hereby , euer the saying parts hath been the greatest fretting to me and feare to my schollars , for the negligence of most , in them ; so that do I what I could , yet I haue neuer been able to bring most to any commendable readinesse in them . Phil. To this I answere you ; that this indeede is one principall thing , that makes our calling the more vncomfortable : and I doubt not , but that the griefe , which the best doe finde therin , is a means to humble them , and to keep them that they be not too much lift-vp in the rest . And indeed it were to be wished that the rules were much shorter : but sith we see not how that may possibly be helped , without much greater inconuenience ; we must in this , as in the rest of our inconueniences , vse all the wisdome that wee can , to make a benefit of necessity , and the burden so light , as we may . And that , thus . 1. Making our schollars to learn them so perfectly as we can . 2. To keep chiefly the things last learned , by oft repetition . 3. Continuall care for parts ; and so much as may be , to let them haue som little time ouer night , to read them ouer , against morning . 4. to cause them at least where time wil not serue , to repeat the summes of the rules : and by daily examining to make them able to giue you the sum or beginning of any rule , with the meaning of it , and to apply the examples . And therin to content our selues , if we can but obtaine so much of many , as to be able to vnderstand and make vse of the rules , or to turn to them , though they cannot say them readily : for we see most Schollars , when they come to the Vniuersities , to forget that perfectnesse in their Grammars , and most learned men cannot say the rules ; yet so long as they haue a full vnderstanding and remembrance to make vse , in resoluing , writing , or speaking , this sufficeth . Lastly , this shall much helpe , to cause them in preparing their lectures in construction , to turne to euerie hard rule as they parse , and then to get these rules readily ; and so euer to come to say , with their Grammars vnder their arms . And also in examining lectures , to cause them to tell you where they haue learned the seuerall harder words , at least in their Grammars . For this I find , that the most ordinary words are in some part of their Grammar , or the words whereof they come , or some very neere vnto them , wherby they may remember them . Thus may they becom very exquisite in the Grammar , in time ; and haue it ( as I said ) as a Dictionary in their minds , not to need to seek here or there for euery word . In the higher fourmes , where daily repeating rules hindereth much other learning , if they repeat them but sometimes , and can answere in a word or two , giuing the sum of each rule , it may suffice ; although it is a great commendation to haue the Grammar ad vnguem , and to giue an example of each thing belonging vnto Grammar . Thus haue I shewed you what I haue yet learned concerning making Schollars perfect in the Accedence , & Grammar : wherin as you see , I haue been much longer ; because I finde this by experience , and therefore dare constantly affirme it , that if this bee once archieued in a school , to haue the schollars thus made perfect in Accedence & Grammar as they proceede , the life of a Schoolemaster may be made as full of ioy and contenment , without wearisomnesse , only in obseruing the fruit of his labours , as I touched , as the life of any in any other calling whatsoeuer : whereas of the otherside , much of our fretting toile , ariseth only for want of this . Spoud . I would therefore thinke it a most profitable labour , to set downe this maner of examining the Accedence and Grammar , by Question and Answere particularly ; that not onely the weakest Schoolemaster amongst vs , but euen our schollars themselues might bee able so to oppose and whet one another . I my selfe haue seene diuers books of questions of our Accedence and Grammar , beeing gathered by learned men ; yet in none of them haue I obserued ( so far as I remember ) sundry of the principall of these points . Besides , that no man can so wel examine the Accedence and Grammar by them ; because , first the words of their Question and Aunswere , doe not arise so out of the words of the rules as you direct : neither doe they euer keepe the order of the rules ; and they haue moreouer sundry other hard questions intermixed , and sometimes many together , that my schollars haue not beene able to make vse of them , nor my selfe very little , in regarde of that which I might if they had been so framed . Phil. I my selfe haue had experience of the same in them : insomuch as though I haue greatly desired and tried to vse some of them in my schoole , in regard of the profit which I haue conceiued might come by them ; yet I haue not bin able without further inconuenience . And euer as new schollars haue come to any schoole , so they haue beene alwaies to seeke in those new questions , as that I haue been inforced to leaue them off vtterly . In consideration whereof , and of the generall want herein ; as also of the publique benefit , which I am certainly assured , may come by such a labour as you speake of ; I haue indeauored by the helpe of all such bookes of Questions and Answeres , of Accedence and Grammar , as are extant , which I could procure ; as likewise of some written , togather one in this sort , hauing all the Questions & Answers arising most directly out of the words of the rules . In which , I haue chiefely followed the order of the Quest. of that auncient Schoolemaster ▪ Master Brunsword , of Maxfield , in Cheshire , so much commended for his order and Schollars ; who , of al other , commeth therein the neerest vnto the marke . This I haue studied to make so plaine , as euery childe may by it both presently vnderstand the meaning of each rule ; and , if he can say the rules , may as soone be able to answere these questions : and wherby they may also poase one another ( as you wish ) to make all rules and parts most familiar . I haue in it tied my selfe strictly to the order and words of the rules , as it may serue for continual poasing , and speedy examining Parts : and that from what schoole soeuer they come , if they can say the Accedence , they may presently answere these questions . Other questions which I haue thought needful , I haue set in the margents , directly against the questions , to be learned after , if you will , without troubling the learner , and that nothing may be wanting . But , for this book , I referre you you to the Epistle Dedicatorie before it , and the questions themselues . Spoud . Sir , I see well you haue spared no labour , to seeke to draw-on the little ones with ease & delight , and to make schollars most perfect Grammarians ; which all the learned do so highly commend . I trust I shall be partaker hereof . Phil. It is and hath been my desire , to hide no part of my talent ; but to imploy all to the best , and communicate it to euery one to whom it may doe good : and especially the little ones , in whome is the chiefest hope of most of our countrey schooles , and of the age to come . CHAP. VIII . Of Construction ; how to make all the waie thereof most easie and plaine . Spoud . WEll then ( good sir ) now that you haue thus farre forth directed mee , how to lay so sure a foundation , for my schollars to build vpon ; I doubt not but you can indeed guide me forward , how they may build vpon it as speedily & happily , both for their construing , parsing , and making Latine . To begin therfore with construction , which is the first thing that our children enter into , after their Accedence , and Rules : I desire greatly to heare of you those things which you affirme may be done by schollars ; and wherby all the way of construction may be made so easie . As namely , that children should bee able to take their lectures of themselues , truely and perfectly ; and likewise with vnderstanding vpon sure grounds : or at least to do it with a very little help of their Masters , in such places where they doubt . So the rest which were mentioned in the note : as that they should be able to construe , both in propriety of words , and also according to the right sense and meaning . To do this at any time , in all that which they haue learned , to construe out of a translation in English , as out of the Latine it selfe . These things , doe iustly seeme strange vnto mee ; because I am faine to giue euery lecture my selfe : or if I appoint the fourmes aboue to giue them ; yet I am compelled to heare the giuing of them . And so I haue as great a trouble , when they construe false to direct them right ; That it were as much ease to mee to giue them , myselfe ; and so I should bee freede from the griefe that I haue , when they cannot doe it , and from other inconueniences . Besides , to reade the lectures in proprietie of words , phrase , and sense also ; this seemeth to mee a matter of some difficultie for many poore countrey Schoolemasters ; and not onely for the younger and weaker sort , but also for some of the more ancient and experienced ; and requireth reading and iudgement ; that I do not see how schollars can possibly do it . Moreouer , when I haue giuen my schollars their lectures or haue heard them giuen , vnlesse they marke very well ; yet they w●ll commonly mis●e in some part of that which I haue read . And if the chiefe of the fourme mistake or goe false , all the rest of the fourme likewise construe false , because they depend on them : and so oft as they doubt I am sai●e to t●ll them ▪ what businesse soeuer I haue ; which dooth exceedingly trouble mee . They also are afraide to aske mee so manie things , and it may bee the same things againe and againe : wherby it commeth to passe that when they come to say , fewe of them can construe , or hardly any of them perfectly : which increaseth oft my passion , and their feare . Finally , this I account the worst of all , that when I haue taken a great deale of paines , and haue made my schollars very ready in construing & parsing ; yet come and examine them in those things a quarter of a yeer after , they will be many of them as though they had neuer learned them , and the best farre to seeke : whereby , when gentlemen or others come in and examine them , or their friends try them at home , in the things which they learned a quarter , or halfe a yeere b●fore ; they are ordinarily found so rawe , and to haue so f●rgotten , that I do receiue great reproach , as though I had taken no paines with them , or as they had profited nothing . And for that of beeing able to reade , construe , and parse lectures , or whatsoeuer they haue learned , out of an English translation , I haue not made triall ; though I know they cannot doe it , being harder , then the construing and parsing of the Authors themselues : albeit it cannot be , but a matter of exceeding profit , and must needes helpe to make schollars very soone . Therefore , if you can direct mee , how to doe all these things , which you haue mentioned in this behalfe , so to construe and parse of themselues , and that out of the bare English translation , and also that they shall bee able to goe certainely , and vppon sure grounds ; I must needes acknowledge my selfe to haue receiued an incomparable and a perpetuall benefit : and you shall indeede euen heer●in helpe to make my burden far more light , and my whole life much more comfortable ; besides , that my schollars shal be beholden vnto you ●or euer , for deliuering them from so much feare , and setting them to go so fast forwarde with such alacritie , as should appeare . Phil. Surely , sir , all this may bee done , by the perfect knowledge of their Accedence and Grammar rules first , and then the practice of that golden rule of construing , together with Grammaticall translations of the first ordinarie schoole Authours , framed according to the same rule , if they be translated rightly in propriety of words , phrase and sense . By these I dare be hold to affirme vpon sure experience , and the trials of many very learned , that all these things may bee effected amongst th●se who are apt , without any inconuenience at all , if they be rightly vsed ▪ as I shall direct you the manner after . But without them , I cannot finde how possibly the inconueniences , which you haue recited , can be preuēted , or these benefits can be attained in any like measure ; chiefly in the greater schooles , where many schollars are . Spoud . For that golden rule of construing and the Grammaticall transl●tions which you mention , I knowe not vvhat you meane : N●yther haue I euer heard of any such . Haue you any other rule of construing , then our Grammar teacheth ? or any such translations made according to it , in this propriety which you speake of ? Phil. Yes indeede sir , there is a speciall rule , and such translations also : by the constant practice whereof , not onely the former euils may bee auoided , and the benefites mentioned may bee obtained ; but also the way to all construing , parsing , examining , making , writing , speaking , and also trying Latine , may be made most easie and plaine ; So , as children may proceede vpon sure grounds , and doe all things herein with vnderstanding , and right reason , and far more speedily , and with more delight , then vsually . And howsoeuer this rule bee vnknowen of most , who neuer heard of any such particular rule of construing , but only of such directions , as may be gathered here and there , out of our Accedence and Grammar , where they are dispearsed thorough all , very hardly to be discerned ; yet it is set downe by sundry learned Grammarians . As by Susenbrotus , Crusius , Cosarzus , and our ancient Schoole master Master Leech , in his little questions of the Accedence and others , as also lately by learned Goclenius ; though in all of them imperfectly , and differing somewhat each from other , through the diuers exceptions in the Grammar rules and varietie of Grammars . Crusius hath also examples of the practice of the rule handled at large . It would be ouer-tedious to set them downe all , or what each of them hath written thereof . Yet because the rule hath some difficulty , and that wee may consider the better of it , I will rehearse it briefly out of one or two of them . And seeing we are to deale for the first enterers into construction , I will set it downe first , as Master Leach hath it , who is the plainest . His words are these ; Q. What order will you obserue in construing of asentence ? A. If there bee a Vocatiue case I must take that first : then I must seek out the principall Verbe & his Nominatiue case , and construe first the Nominatiue case : and if there be an Adiectiue or Participle with him , then I must English them next , and such wordes as they gouerne ; then the Verbe : and if there follow an Infinitiue moode , I must take that next ; then the Aduerbe ; then the case which the Verbe properly gouerneth : and lastly , all the other cases in their order ; first the Genitiue , secondly the Datiue , &c. Q. What if there be not all these words ? A. Then I must take so many of them as be in the sentence , and in this order . Q. Is this order euer to be obserued ? A. No : it may be altered by Interrogatiues . Relatiues , Infinitiues , Genitiues of partition , and Coniunctions . Q. What speciall things must bee obserued in construing ? A. That the Nominatiue case be set before the Verbe , the Accusatiue case after the Verbe , the Infinitiue moode after another moode : the Substantiue and the Adiectiue must be construed together ; except the Adiectiue do passe ouer his signification vnto some other word , which it gouerneth . The Accusatiue , before an Infinitiue moode , must haue the word ( that ) ioyned with it . The Preposition must be ioyned with his case . Afterwards he giues a short example hereof . Crusius , from whom I receiued the first light heereof long agoe , he hath it something otherwise ; though for the substance it be the same : whose wordes also , because hee is but short , I will set downe ; and the rather , for that there are so many learned , who haue not so much as heard of the rule . The words of Crusius are these : De ordine verborum in construendo & interpretando . QVotuplex est ordo verborum ? Duplex . Naturalis & Artificiosus . Quid est naturalis ? Est Grammaticus ordo docens quid primo , secundo , aut postremo loco ponendum sit . Quid artificiosus ? Quo Oratores , Historici , Poëtae & Philosophivtuntur . Quid est ordo verborum naturalis ? 1. Sumitur Nominatiuus Substantiuinominis , qui dicitur subiectum aut quicquid vim Nominatiui habet . Huic additur Adiectiuum , aut quicquid Nominatiunm explicat . Saepe sententiam inchoat Vocatiuus , aut particulae Qrationem connectentes , aut Ablatiui absoluti , aut Relatiua . 2. Verbum finitum personale , quod vocatur Praedicatum . Impersonalia constructionem sine Nominatiuo inchoant . 3. Casus obliqui , inter quos dignior praecedat . Saepe Infinitinus : quem antecedit Accusatiuus cum adest . Saepe Aduerbium , aut Nominatiui gestuum ac similes : quae statim verbo subijciuntur . Interdum Gerundia , aut Ablatiui absoluti . Praeterea , Praepositiones cum suis casibus . Denique , Coniunctiones quae superioribus alia attexunt , in quibus idem ordo seruandus est . Sic in quauis lingua . Comprehende ista mihi regula quam potes breuissima . DIctio regens praeponenda est ei quae regitur : Quae declarant postponenda sunt ijs quae declarantur . Thus farre Crusius , of the rule . Sp●ud . I pray you expound it somewhat more at large , that I may conceiue of it yet more fully . Phil. I will endeauour to doe as you say ; although for the more curious handling of it , I will leaue it to some other or else referre it to a farther time , because of the difficulty of it , through the manifold exceptions , as I noted , especially in the longer and more intricate sentences : wherin I take it very hard , to set down any direct rule particularly . Therefore for the better vnderstanding of the rule , we are to obserue , 1. That the Schollar must reade the sentence , before he construe ; and in reading , that he doe it distinctly , reading to a Period or full point , and there to stay . 2. To marke the sentence well , and to obserue all the points in it , both Commaes and Colons ; or lesse distinctions , and middle distinctions : that so hee may see and consider both the beginning , middest , and end of the sentence together ; and also each clause in it . 3. That if there bee any wordes in the sentence , beginning with great letters , except the first wordes of all ; to remember that those are proper names : and also if there be any wordes included within a Parenthesis , or two halfe Moones , as they are tearmed , that they are to be construed by themselues . 4. That hee seeke to vnderstand what the matter is about : and so in continued speeches , to marke what went before . 5. To obserue if there be a Vocatiue case . 6. To seeke out carefully the principall Verbe , by the rule in the Grammar of finding out the principal Verb , viz. If there be moe Verbes then one in a sentence , the first is the principall except it be an infinitiue moode ; or haue before it a Relatiue , or a Coniunction as vt , cum . si , &c. Which principall Verbe being found out , doth commonly point out the right Nominatiue case : which Nominatiue case is that , which agreeth with it in number & person ; and it doth also direct all the sentence very much . So that this may be accounted as the load-star , guiding all . 7. To marke the clauses which haue no Verbs in them , to fit them with their owne right Verbes , expressed or vnderstood : for no clause can be without a Verbe . 8. To supply all such wordes as are wanting , to make perfect sense and construction . 9. To giue euery word his due signification and proper signe , so farre as sense will beare . 10. To ioyne the Substantiue and Adiectiue together in construing , except the Adiectiue doe passe ouer his signification into some other word , which is gouerned of it . Also to ioyne the Preposition with his case . 11. To marke whether the sentence haue not an Interrogatiue point : then to reade it as asking a question ; and then the Nominatiue case is to come after the Verbe , according to the rule of the Accedence : or otherwise to bee set directly before it , if our English phrase will beare it . These things obserued , then the order proceedeth thus vsually : 1. If there be a Vocatiue case , to take that first and whatsoeuer dependeth of it , that is whatsoeuer agreeth with it ; or is gouerned of it to expresse it ; or in stead of a Vocatiue case , an Interiection of Calling or Exclamation , or an Aduerb of Calling , Wishing , Shewing , Exhorting , or Swearing , Affirming , or the like ; which haue the nature of Interiections , if there be any such . 2. The Nominatiue of the principall Verbe , or whatsoeuer is put in stead of the Nominatiue case , and such words as depend on it ; as namely , an Adiectiue or Participle , and such wordes as they gouerne : or a Substantiue , being the latter of two Substantiues . 3. The principall Verbe , and whatsoeuer hangeth or dependeth on it : as if there follow an Infinitiue moode , to take that next , and the Aduerbe , which is ioyned commonly to the Verbes , to declare their signification . 4. The case which the Verbe doth properly gouerne next vnto it selfe , which is most commonly the Accusatiue case , and whatsoeuer hangeth on it ; or an Accusatiue case before an Infinitiue moode in stead hereof . 5. Then follow all the other cases in order ; first the Genitiue , then the Datiue or Ablatiue , with a Preposition , or without . This is the sum of the rule , as it is most generall and naturall . Yet here these things must be remembred : 1. If all these words be not in the sentence which is to be construed , to take so many of them as there are , and in this order . 2 That the order is changed by the Relatiue Qui quae , quod : also by Interrogatiues , Indefinites , Partitiues ; because these ( according to the Grammar rule ) follow the rule of the Relatiue ; going before the words wherof they are gouerned . So likewise Aduerbs of likenesse ( as , Quemadmodum , vt , veluti , sicut ) when they haue sic or ita answering to them in the second part of the sentence , doe vse to goe before . As also Coniunctions Copulatiues , Rationals , Aduersitiues , hauing their Redditiues following , answering vnto them : so Expletiues , and certaine others : Finally , all such wordes as these mentioned ( which wee may call wordes of dependence , because they depend on something going before or comming after in the same sentence ) or else wordes of Connexion , seruing to knit new sentences to the former ( as these Coniunctions ) are to bee placed next the Vocatiue case : or in the first place , where there is no Vocatiue case . 3 That in stead of the Nominatiue case , we take whatsoeuer is in place thereof , as a whole sentence , a peece of a sentence , an Infinitiue moode , an Aduerbe with a Genitiue case , two Nominatiue cases singular or moe , ioyned with a Verbe plurall , or sometimes a letter set by it selfe , or moe , or any word put for it selfe ; which we call a word of arte : as Amo est verbum . Amo is here taken for the Nominatiue case : for all such wordes or sentences are supposed to bee the Neuter Gender vndeclined . So whatsoeuer includeth the Nominatiue case ; as , a Verbe Impersonall , an Ablatiue case absolute ; Gerunds and Supines put absolutely with this Verbe est : as Orandum est vt sit mens sana in corpore sano . I●um est in viscera terrae : because these stand for Verbes Impersonals , and haue the Nominatiue case included in them . 4. The Participles with Gerunds and Supines follow the order of those Verbes wherof they come , in gouerning thesame cases , as in the rules . Also that Gerunds and Supines are commonly put for the Infinitiue moode . 5. Coniunctions or other wordes of dependance in new clauses of the sentences , serue to ioyne together the later parts of the sentences to the former ; wherein the same order must be kept againe as before . 6. That the Aduerbs be placed before or after the Verb ; as the sense will most conueniently beare . 7. That the Latinismes bee obserued , to ioyne the whole phrases together , so much as may be , and to expresse them by as elegant and fit phrases as wee can in our tongue . The reason also of the rule , that euery one may conceiue each thing , is this : 1 That the wordes must bee placed in order , as they should stand ; according to the plaine and proper nature of the speech , in which they are vsed to expresse any matter : which is the very order which Grammar teacheth , and as one gouerneth another . 2 The word gouerning or directing , to be placed before those which it gouerneth or directeth . 3 Those words which do declare others , are to be set after those which they doe declare or make plaine . So the principall word going before , doth commonly direct the wordes following ; eyther in agreement or gouernement : that is , it causeth the word following to agree with it , or to be gouerned of it ; except in oblique cases of Interrogatiues , Relatiues , Indefinits , Partitiues , which doe commonly goe before together with the Substantiues or Antecedents , with which they agree ; and are gouerned or guided by the word following after : as , Quem librum legis ? Quarum rerum vtram minus velim non facilè possum existimare . Spoud . I perceiue the rule most plainely , and doe see an euident reason of euery thing ; yet neuerthelesse I desire you further to giue me a little briefe of it , as my schollars may best remember it . Phil. The summe is this ; to reade ouer the sentence distinctly to a full point ; obseruing carefully all the points and proper names , with the drift and meaning ; but chiefely to marke the principall Verbe , because that pointeth out the right Nominatiue case , and directeth all the sentence : also to marke if there be any Vocatiue case . Then the order goeth thus : 1 If there be a Vocatiue case , to construe that first , with whatsoeuer agreeth with it , or is gouerned of it , or whatsoeuer is put in the place of it ; as an Interiection of Exclamation or calling , or an Aduerbe of calling . 2 To take the Nominatiue case of the principal Verbe , or whatsoeuer is put in steede of it , and to adioyne to it whatsoeuer hangeth of it : as the Adiectiue or Participle , and such words as they gouerne . 3 To take the principall Verbe , and whatsoeuer hangeth on it , each in the right order ; as if there follow an Infinitiue moode , to take that next : then the Aduerbe ; after , the case which the Verbe properly gouerneth ( which is commonly the Accusatiue case ) & whatsoeuer hangeth on that . Lastly , all the other cases in order : first the Genitiue , secondly the Datiue , and lastly the Ablatiue . 4 If there be not all these Verbes , to take so many of them as are in the sentence , and in this order . 5 That this order is changed by Interr . Relat. Indefinites , Partitiues , & som Coniunctions with Aduerbs of likenesse : as Quemadmodum , vt , sicut &c. hauing sic , or ita , to answer them in the second part of the sentence ; because those wordes vse to goe before . Lastly , to take the Substantiue and Adiectiue together , vnlesse the Adiectiue passe ouer his signification vnto some other word , which it gouerneth ; and so likewise the Preposition with his case . Most briefly thus : that the principal Verb be first sought out ; then 1. Take the Vocatiue case , or whatsoeuer is in stead of it , or hangs vpon it seruing to make it plaine . 2. The Nom. case of the principall Verbe , or whatsoeuer is in stead of it , or depends of it to make it plaine . 3. Then the principall Verbe , and whatsoeuer hangs of it , seruing to expound it : as an Aduerbe , or an Infinitiue mood . 4. Lastly , the case which the Verbe properly gouernes , and all the other cases after it , in order . Note that the order is changed by Interrog . Relat. Partit , certain Aduerbs & Coniunctions : al which vse to go before . Obserue , specially for the enterers , to put them in minde of this often : the Nom. before the Verbe : the Accus . after the Verbe : the Substant . and Adiect . to goe together ; vnlesse the Adiect . passe his signification into some other word : the Preposition and his case together . This is the briefest , plainest , and most generall forme , that ( after long practice and considering of it ) I can conceiue , though it haue some exceptions , as I said . Spoud . I pray you giue me an example hereof . Phil. I will take the very example which Crusius hath set downe out of Tully de Senectute . 1. Aptissima omnino sunt , Scipio & Laeli , arma senectutis , artes exercitationesque virtutū : quae in omni aetate cultae , cum multum diuque vixeris , mirificos afferunt fructus : non folum quia nunquam deserunt , ne in extremo quidē tempore aetatis , quanquam id maximum est : verum etiam quia conscientia benè ac●● vitae , multorumque benefactorum recordatio , iueundissima est . This is Tullies order in placing this sentence . 2. The naturall or Grammaticall order of it is this : Scipio et Laeli , artes exercitationesque virtutum sunt omnin● arma aptissima senectutis : quae cultae afferunt fructus mirificos in aetate omni cum vixeris multum diuque : non solum quia deserunt nunquam , ne quidem in tempore extremo aetatis , quanquam ad est maximum : verum etiam quia conscientia vitae actae benè , recordatioque bene factorum multorum est iucundissima . 3. The Translation is after this Grammaticall order thus : O S●ipio & Lelius , arts & exercises of vertues , a are altogether the ( verb ) fittest weapons of old age : which being ( verb ) exercised in ( verb ) euery age do bring b maruellous fruites , when you haue liued c much and long : not onely because they d forsake neuer , e no truely f in the extreame time of age , although that is g the greatest ; but also because h the conscience of a life well done [ or well passed ouer ] and the remembrance of many good deeds is most pleasant . 4. The construing is directly according to this translation . So that the translation leadeth the schollar as by the hand , or insteed of his Master ; so , as he cannot erre , if he be of any vnderstanding : as thus ; Scipio ô Scipio , et and , Laeli ô Lelius , artes arts , exercitationesque and exercises , virtutum of vertues , sunt are , omnino altogether , arma aptissima the fittest weapons , senectutis of old age : quae which , cultae being exercised [ or vsed ] in aetate omni in euery age , [ or in all our life ] afferunt doe bring , fructus mirificos maruellous fruits , cum when , vixeris you haue liued , multum much , diuque and long , &c. 5. This translation directeth to parse , chiefely for all the Syntax ; Euery principall word in the Latine , going before others , commonly gouerning , or directing & guiding some way that which followeth after . It helpeth very much for the Etymologie ; that children well entred , shall goe very neere to tell by the English alone , what part of speech euery word is : of which I shall speake after . The manner of parsing by it , is thus shortly for the Syntaxe : Scipio ] is the first word to be parsed , because it is the first in construing ; for that we begin commonly of a Vocatiue case if there be one . It is the Vocat ue case , knowne by speaking to , and by the Interiection O vnderstood ; gouerned of the Interiection O , by the rule O Exclaman●is Nominatiuo , Accusatiuo , & Vocatiuo ●ungitur . In English , Certaine a Vocatiue &c. Et ] the next word a Coniunction Copulatiue , seruing to couple words or sentences ; here coupling Scipio and Laeli together . Laeli ] the next word , the Vocatiue case knowen also by speaking to , and put in the same case with Scipio by reason of the Coniunction et ; by the rule , Coniunctions Copulatiues and Disiunctiues couple like cases , &c. Artes ] is next , in construing according to my rule of construing . The Nominatiue case , comming before the principall Verbe sunt , by the rule of the first Concord . Quae ] next , a Coniunction Copulatiue , coupling artes and exercitationes together . Exercitationes ] is the next , the Nominatiue case coupled with artes , by the Coniunction Enclyticall , que , which is set after exercitationes in the booke ; by the rule of the Coniunctions Subiunctiues , or which are put after . Virtutem ] followeth next , the Genitiue case , gouerned of the Substantiue exercitationes : and is the later of tvvo Substantiues ; by the rule , When two Substantiues come together . Sunt ] is next , agreeing with the Nominatiue case artes exercitationesque ; by Verbum personale cohaeret cum Nominatiuo &c. It is expressed to the one Nominatiue case , and vnderstood to the other , by the figure Zeugma . Omninò ] the next word , an Aduerbe ioined to the Verbe to declare the signification . Arma ] the Nominatiue following the verbe sunt . Sum , forem , fio &c. Aptissimathe Nominatiue case of the Nowne Adiectiue , agreeing in all things with arma , by the rule of the second Concord . The Adiectiue whether it bee Nowne , &c. It agreeth with arma , because it expresseth the qualitie of arma , &c. Senectutis ] next , the Genitiue case gouerned of arma , because it expresseth arma , the weapon of olde age , the later of two Substantiues . And so forward , in all things giuing the reason according to the rules of Grammar , and this rule of construing compared ; the later word , still declaring the former . So much shortly for parsing by this rule . 6 This translation directeth the schollar also for making Latine , to proceede easily ; and likewise the master to teach and guide the schollar both to make true Latine and pure Tully , or what Author he will follow : so that he cannot miss so long as he followeth this and looketh on the Author : also , it guideth to giue a reason of euery thing , or to prooue the Latine thus , in the very same order as they parsed . As. the Master to aske thus according to the order of the translation : How say you Scipio , or ô Scipio ? The Schollar answereth ; Scipio , as it is in the booke . Aske why not Scipionis nor Scipioni but Scipio ; he answereth : because it must be the Vocatiue case , knowen by speaking to , and gouerned of o vnderstood , as o Magister , o Master . And ] et . Laelius ] Laeli. If it be asked , why not Laelius , nor Laelij , nor Laelium ; he answereth , because it must be the Vocatiue case ; and therfore Laeli : because , when the Nominatiue endeth in ius , the Vocatiue shall end in i. Also , that it must be the Vocatiue case , because et coupleth like cases . So in all things , iust as the childe parsed ; but only asking the English first , and making the childe to giue it in Latin , and to giue a reason of euery thing more particularly . The causing the childe to construe and to parse , looking vpon the English onely ; especially the parsing so , is contitinuall making Latin , and prouing it . So that we may see by this sentence , how this translation serueth to direct the younger schollar : first , to resolue or cast each sentence in Latine into the naturall or Grammaticall order : secondly , to construe directly according to the same : thirdly , to parse as it is construed , by marking the last chiefe word : fourthly , to make the same Latine as it was parsed , and to proue it by reason and rule . Fiftly , by comparing the order of the translation and the order of the Author , to compose the Latine againe into the order of the Authour . And so by daily practicing these translations , young schollars must needs come on very much , for that it makes all the way to learning so plaine . One principall reason is , for that this is nothing else but a continuall practice of Analysis and Genesis ; that is , of resoluing and vnmaking the Latine of the Author , and then making it againe iust after the same manner , as it was vnmade . Or if we may so tearme it , the vnwinding , and winding it vp againe ; which is generally acknowledged to be the speediest way to all good learning . Now of either of these there may be three parts . 1. Of the Analysis or resoluing a sentence ; first the resoluing it out of the Rhetoricall order of the Author , into the first proper , naturall and Grammaticall order . 2. Construing , turning or translating it into English , according to thesame order ; giuing the true sense and force of each word and phrase . 3. Parsing as we construe . So of the Genesis or making vp againe are three parts . 1. The making thesame Latine againe , according to the order of the translation and the words of the Author ; that they may goe surely . 2. To proue it to bee true Latine , after the manner of parsing , by the same order . 3. To compose all againe for the Rhetoricall placing of the words , according to the order of the Author , by the helpe of a fewe rules , and by comparing with the Author ; that a childe may haue a confident boldnesse , to stand against the most learned , to iustifie that which hee hath done . Spoud . This stands with all reason , that if the way of vnmaking or resoluing be so plaine , thorough this rule ; the waie of making vp againe must needes bee as plaine and readie : for there is the same waie from Cambridge to London , which was from London to Cambridge . Phil. You say as it is : Hence you shall finde by experience , that as children will soon learne to construe and parse their Authors thereby ; so they will as soone learne to make them into latine againe : yea they will come by daily practice , to reade the Latine almost as fast out of the English translation , as out of the Author it selfe , and proue that it must bee so : and in short time to doe the same in things which they haue not learned ; especially , where they shall haue occasion to vse the same phrase , to doe it readily whether they shall write or speake . Particular benefits of the vse of Grammaticall translations , and of the Rule . Spoud . IT is apparant by that which you haue sayd , that you take the benefit to bee very great , which may come by such translations rightly vsed . Phil. I do indeed ; and that for all these things following , which seem most strange and hard to be done by children . 1 Teaching to resolue Latine Grammatically : which is the foundation of the rest . 2 In construing , to direct to do it artificially by rule , and also in propriety of words , and in true sense . 3 For parsing to do it of themselues : as reading a lecture without any question asked , vnlesse some which they omit : which maner of parsing gaineth half the time which is spent therin commonly , when otherwise each question is asked and stood vpon . 4 For making latine , to be able to make the very same latine of their Authors vpon sure grounds ; & therby to be incouraged to go on boldly & certainly , with cheerfulnes and confidence : when little children shall see , that they are able to make the same latine which their Authors do , as was said , & haue also the Author to iustify that which they haue don . 5 For prouing latine , specially for the Syntaxe , when each principall word going before , directs th●se which follow , except in some few . 6 For composing artificially , by continuall comparing this Grammaticall order , to the order of the Author , and marking why the Author placed otherwise ; and by being helped by a few rules , which I will shew after . 7 To helpe the younger schollars to vnderstand their lectures , so farre as need is ; of the benefit of which vnderstanding we haue spoken before . 8 Also to take their lectures for most part of themselues , as was sayd ; to get and bring their lectures more surely and sooner then by the masters teaching alone , as a little experience will shewe . 9 To construe and parse their lectures , out of the English as out of the Latine ( which is a continuall making latine , as we heard ) and so to read their lectures first in the naturall order , then as they are in their Authors . 10 To bee able to correct their Authors of themselues , if they be false printed . 11 To keepe all which they haue learned in their Authors so perfectly , as to be able in good sort to construe or parse at any time , in any place out of the bare translation , onely by reading them oft ouer out of the translation . 12 To saue all the labour of learning most Authours without booke , as all Authors in prose ; which labour in many schooles is one of the greatest tortures to the poore schollars , and cause of impatience and too much seueritie to the Masters , though with very little good for most part : to be able as it were by playing , only reading their Authors out of the English ouer & ouer , at meet times , to haue them much better for all true vse and each good purpose , then by all saying without booke ; to trouble the memorie onely with getting rules of Grammars and the like , and such other of most necessary vse , as the Poets : which also are exceedingly furthered hereby . 13 To helpe to proceed as well in our English tonge as in the latine , for reading , and writing true orthographie ; to attaine variety and copie of English words , to expresse their mindes easily , and vtter any matter belonging to their Authors . And so in time , to come to proprietie , choise , and puritie , aswell in our English as in the Latine . 14 To learne the propriety of the Latine tongue , as they goe forward ; to bee able to iustifie each phrase , and in time to remember words and phrases , for almost whatsoeuer they haue learned , and where . Also by reading Tully , and other purer Authors constantly out of such translations , first Grammatically , then Rhetorically , to attaine to make a more easie entrance , to that purity of the Latine tongue , wherof sundry great learned men haue giuen precepts , then by precepts alone ; and much more by ioining precepts and this practice together . 15 By the translations of the Poets , as of Ouid , and Virgil , to haue a most plain way into the first entrance into versifying , to turne the prose of the Poets into the Poets owne verse , with delight , certainty and speed , without any bodging ; and so by continuall practice to grow in this facilitie , for getting the phrase and veine of the Poet. 16 To be ( as was noted ) not only insteed of Masters , or Vshers , to giue each lower lecture perfectly , for all the substance ; but also to be after insteed of their owne presence , or of Dictionaries in euery one of those fourmes continually , to direct them , vntill euery one of the fourm can construe , parse , make the same latine , and proue it . Heereby both to free the children from that feare which they will haue ordinarily , to go to their Masters for euery word ; and also to free the Masters from that trouble and hindrance to tell them euery word , so oft as they forget , and the vexation and fretting to see the childrens dulnesse and forgetfulnesse . For the helpe of the Master , or Vsher , in the meane time what it ought to bee , wee shall see after in the vse of these . 17 Hereby schollars hauing been well entered , and exercised in their lower Authors , shall be able to proceede to their higher Authors , ex tempore ; and goe on with ease , by the assistance of the Master , where they need , and by the helpe of Commentaries ; that they may be thus inabled to construe any Author , and bee fitted for the studies of the Vniuersitie , at their first entrance thither . 18 These will be also a helpe to many weaker Schoolemasters , for right and certaine construction , without so oft seeking Dictionaries for English , and proprietie of words ; and so for parsing , and all sorts of the former directions . 19 A●so , weaker schollars in the Vniuersities , who haue not been so well grounded in the Grammar schooles , may proceed in their priuate studies , by the vse of some of these translations , either one alone , or two or three together ; and increase both for construing , vnderstanding , and writing latine . Also they may haue continuall vse of translating both into English , and Latine ; whether reading out of the Authour into the translation , or out of the translation into the Author , or doing it by pen ; and euer a direction to trie all by , and as a priuate helpe : which continuall translating both waies is a most speedy way to learning , as M. Askam proueth at large . 20 Likewise , any who haue lost the knowledge of the Latine tongue , may recouer it hereby within a short time ; and they who haue had but a smattering , or some little beginning , may soone come to vnderstand any ordinary Author , and proceed with pleasure and certaintie . 21 Finally , hereby schollars may haue daily much sure practice both of Analysis and Genesis ; that is , resoluing and making Latine : which as was noted , all the learned doe acknowledge to bee almost all in all , in getting all learning : for all this practice by them is nothing else but Analysis and Genesis , as we shewed before . Things more specially obserued in the Translating of the Schoole Authours . Spoud . THese benefits are indeede very great , and worthy the labour of euery childe , or other who would attaine them , if it be as you say : yet by your fauour , many of them cannot be obtained by bare Grammaticall Translations alone ; as to get the propriety of both the tongues , both of Latine and English together , with variety of phrase , the sense , and the like . Therefore what course haue you obserued in your Translations , to make them to serue to all these purposes ? Phil. I haue obserued these things following , so neere as I haue beene able for the present : I shall amend them after God willing . 1 This naturall or Grammaticall order throughout . 2 That the English Translation is set downe alone , without the Latine adioyning , to auoyde the inconueniences of hauing the Latine and English together ; as of making Truant , or the like : whereof I shall speake after . 3 The propriety of the English words , answering to the Latine , in the first and naturall signification , and expressing the force of the Latine words , so neere as I could , is set down in the first place . And where the Latine phrase is somewhat hard or obscure to bee expressed in our English tongue , word for word ; there I haue also expressed that by a more plaine phrase , sometimes included within two markes , almost like a Parenthesis , with [ or ] thus . Or else I haue set it euer in the Margent : where also I haue oft placed the meaning , with variety of other phrases ouer against the word , and noted them with a character or letter , answering to the word in the Text. Moreouer , where any phrase is ouer-harsh in our English tongue , to expresse the Latine verbatim , viz. word for word , or in good propriety ; that harsh phrase is also placed in the Margent , ouer against the Latine phrase , with this marke , ( Verb ) or ( ver . ( or v. ) signifying verbatim , word by word , or word for word , and the more easie phrase set in the Text. Likewise where there may be two senses or constrctions , I haue commonly expressed both : the more likely and naturall in the Text , the other in the Margent . This I haue done , to the end that the Schollar may see both construction and meaning together ; with the propriety of the tongue , whereunto I haue chiefly laboured . So that there is no varying from the propriety , saue where necessity inforced , for the impropernesse of the phrase in our speech ▪ or in some few places , where the construction is easie and familiar ; and there is set in the Margent ( Verb ) as was said before . Lastly , where in the Grammaticall order in Latine , the Substantiue goeth before the Adiectiue , the gouernour or guider first ; in our English Dialect , the Adiectiue is most commonly set before : as vir bonus , a good man ; not a man good : vnlesse the Adiectiue be diuided from the Substantiue ; as where it passeth the signification into some at●er word gouerned of it : as vir praestans ingenio , a man excelling in wit. So in the Aduerbe Non : as Non est , It is not ; wee doe not say , Not it is . Also in the Enclyticall Conjunctio● ●quen , and the like ; as idque , and that . In the first and lowest Authours is commonly translated Thou , Thee , Not you ; because of the difficulty for children , to distinguish betweene Thou , and You. Thus I place ordinarily the Accusatiue case before the Infinitiue moode , in plaine wordes , for the ready and easie making the Latine out of it : as Multum eum praeuidisse dicimus , we say him to haue foreseene much : and in the margent vsually thus ; We say , that he foresaw much : according to our English phrase . How to vse these Translations so , as to attaine the former benefites . Spoud . THese things diligently obserued , must needes be very auaileable to the purposes , which you haue mentioned : the very propriety alone , I meane the knowledge of words , in their first and proper signification , is a singular helpe to learning . For reason will commonly teach , both the change of the signification by the circumstances of the place , & also the cause of the change . But I pray you , how might my Schollars vse these Translations so , as that I might finde the benefits of them . Phil. You may cause them to vse them after these directions following : 1 First , you are to see that euery one who is to vse them , can repeate the rule of construing , and answere the questions thereof , according to the briefest forme of it at least . And if your leasure will serue , to heare your selfe how they can take their Lectures of themselues , according to the same . 2 Where your leisure will not well permit you to see all Lectures giuen , you may appoint at the taking of the Lectures , that some one or two of the best of each fourme , doe looke vpon the Translation ; and in the lower fourmes doe first reade ouer the Translation once , onely to giue them some light , for the meaning and vnderstanding of their Lectures ; the rest looking on their Authours , or onely harkening to the meaning : although in the higher fourms which vse them , they will not neede so much as once reading ouer before , vnlesse in some difficult places : onely he who looketh on the Translation , may reade the Translation after , for their more full vnderstanding of the Lecture , and more easie remembrance of it . 3 After that to appoint another , first , to reade ouer their Lecture in the Latine distinctly , as it is in the Author , and to trie how he can construe ; beating it out according to the rule . In the meane time cause him who hath the Translation , to be in stead of your selfe amongst the rest , to see that they goe right ; and where the construer sticketh , or goeth amisse , to call him backe to the rule , and wish the rest to helpe to finde it out by the same rule . And when al the fourme are at a stand , and none of them can beat it out , then onely he who hath the booke , to do it ; as the cunning Hunts-man , to helpe a little at the default , to point and to direct them where to take it : and thus so many to construe ouer , or so oft , vntill all of them can construe . In the mean time your selfe or Vsher , in the middest , both to haue an eye to them , that they take this course ; and also to helpe yet further , where neede is : And after the taking of the Lecture , to note out vnto them al the difficult or new wordes in their Lecture , to examine and direct them , for the parsing of them : and also to cause each of the fourme to marke out those wordes , to take speciall paines in them ; to make them perfect aboue all the rest : because they haue learned the rest before , and haue but so many new wordes to get in that Lecture . 4 According to the order as they construe , cause them to parse , as we shewed ; eyther looking vpon the Authour , or vpon the Translation alone . But I finde it farre the surer and better , in al who are able , both to construe and parse out of the Translation : because thereby they are learning continually , both to make and proue their Latine ; and so doe imprint both the matter and Latine , more firmely in their memory . So also all of ability , to construe and parse onely out of the Translation , when they come to say ; and out of it to giue the reason of euery thing . This they will doe most readily , with a little practice . 5 To the end that they may may keepe all their Authors perfectly , which they haue learned ( which is thought of many almost impossible , and doth indeed so much incourage young Schollars , and grace the Schooles when they can doe it ) let them but vse this practice : Euery day after that they haue said their Lectures , cause each fourme which vse these translations , to goe immediately to construing ouer all which they haue learned , each day a peece , euery one a side of a leafe , or the like in order , vntill they haue gone through all ; construing it only out of the translation : to spend an houre or more therein , as time will permit : one or two who sit next vnto the construer , to looke on the Translation with him , to helpe where hee sticketh ; the rest to looke on their Authours . Appoint withall some of the Seniors of the fourme , to examine shortly the harde wordes of each page as they goe ; I meane those wordes , which they marked when they learned them . And when they become perfect in construing out of the English , cause them for more speedy dispatch , but onely to reade their Authours into Latine , forth of the Translation ; first in the Grammaticall order : after as they are in the Author . They will thus soone runne ouer all which they haue learned , without the least losse of time : for this will be found the best bestowed time , to keepe perfectly that which they haue gotten . And what they can so construe or reade out of the English into Latine , they can also doe it out of the Latine into English ordinarily . Then , as they waxe perfect in that which they haue learned , and grow a little to vnderstanding ; they may practice of themselues by the same meanes , to reade ouer the rest of their Authour , which they learned not , or some easie Authour , which they haue not read ; as first Corderius , or the like , by the helpe of the same translations : first to construe ex tempore amongst themselues , after to reade out of the Translations ; according to the same manner as they did in that which they haue learned : wherein they will do more then you will easily beleeue , vntill you see experience . After this , as they come to higher fourmes , and more iudgement , they may be appointed likewise to reade ex tempore some other Authour , whereof they haue the Translation to direct them ; and that both out of the Authour into English : first , after the Grammaticall manner , and then in a good English stile : afterwards out of the English into Latine , both wayes , both in Grammaticall order , and after in Composition , according to the Authour . And within a time that they haue beene thus exercised , they will be able to doe this , almost as easily and readily , as that which they haue learned . I finde Tullies sentences , and Tully de natura Deorum , with Terentius Christianus , to be singular books to this purpose for the best vses . By this meanes it must come to passe by daily practice , that they shall attaine to the phrase , stile & Composition of any Authour which they vse to reade oft ouer , & to make it their owne ; euen of any peece of Tully himselfe ( as was said ) & much sooner then can be imagined , vntill triall be made : though this must needes require meet time . For what thing of any worth can be obtained , but by time , industry , & continuall practice ? much lesse such copy , choyse , propriety , and elegancy , as Tully doth affoord . Obiections against the vse of Translations in Schooles answered . Spoud . AS you haue shewed me the benefites which may come by Grammaticall Translations ; and also how to vse them , that Schollars may attaine the same : so giue me leaue to propound what doubts I may suspect concerning the same for the present ; and moe hereafter , as I shall make triall of them . Phil. Very willingly ; for I doe desire to finde out all the inconueniences that can be imagined , which may comeby by them : but for mine owne part , I can finde none , if they be vsed according to the former direction ; and yet I haue done what I could , to finde out whatsoeuer euils might be to follow of them . Obiect whatsoeuer you can , I thinke I am able plainly to answere it , and to satisfie you fully in euery point . Spoud . I will therefore deale plainly with you , in what I can conceiue for the present . Obiect . 1. Translations in Schooles haue not bin found to bring any such benefite , but rather much hurt ; and therfore the best and wisest Schoole-masters haue not beene wont to suffer any of them amongst their Schollars . Phil. I will first answere you for the benefites : That it is true indeede , that these vses and benefites cannot bee made of any other Translation of any one of our Schoole Authours . The reasons are euident : first , because none of the Translators haue followed , nor so much as propounded to themselues to follow this Grammaticall rule in Translating : which you see is the meane foundation of all true construing , parsing , making and trying Latine : and of all these benefites , to keepe Schollars to goe surely . Secondly , none of them which I know , haue laboured to expresse the propriety and force of the Latine , in the first and natiue signification ; which this intendeth continually : and how much lieth vpon the knowledge of the propriety of the wordes for the certaine getting of any tongue , euery Schollar knoweth . Thirdly , none of them haue indeauoured by a double Translation to make all things plaine , as these do euery where ; labouring to expresse with the wordes , and Grammar , the sense and meaning also in all obscure places , with variety of English wordes or phrase : to the end to teach children thereby , Grammar , propriety , sense with variety of phrase to expresse their mindes in English , as wel as in Latine : and all vnder one , that nothing bee wanting . The Translators haue seemed to ayme eyther onely or principally , at the meaning and drift of the Authour , which benefite alone they doe in some sort performe : but for the rest of the benefits and vses , or for the most of them ( as for true construing ▪ parsing , making and trying Latine , which are the chiefe things here mentioned ) they eyther set the learner at a non plus , or carie him ordinarily cleane amisse . And therefore there is no maruell , if in that respect they be vtterly disliked . Triall in any of them , compared to the rule and the other limits , and especially how in construing , parsing , and the like , they carry the learner vtterly out of the way , will presently shew the truth hereof , and commonly in the very first sentence of them . I will set downe the words in one or two . Esops Fables construed thus : Dum whilst , Gallinaceus the dunghill , Gallus Cocke , Ver●it scratched , Stercorarium in the dunghill . Tullies Offices translated thus : Marci Tullij Ciceronis de officijs ad Marcum filium liber primus . Marcus Tullius Ciceroes first booke of dueties to Marcus his sonne . Trie in any one of these , whether a childe can construe one sentence right and surely , according to Grammar , or in any certainety of the propriety of the wordes , or be able to parse or make Latine , or the rest : though some of these Translatours were learned ▪ and gaue the sense ; yet you may perceiue that they aimed not at these endes here mentioned , or few of them . Thus you see what I haue answered concerning the benefites : now let vs heare what you say concerning the hurt comming by them . Obiect . 2. Spoud . Besides that they leade Schollars amisse very ordinarily in construing , almost in euery sentence ; they are found also to make Schollars Truants , or to goe by rote ( as wee commonly call it ) which is worse . A. Phil. For the first part , that they leade Schollars amisse , I haue answered ; that , that is onely in such Translations , which respect the sense alone , but doe not respect the Grammar . Secondly , for making truants , I aunswere ; that these Grammaticall translations being thus meerly English , and separate from the Latine altogether , can neuer indanger any waie to make truants , if they bee vsed according to the directions prescribed . For first , for construing latine , there can bee no likelihood hereof , if the translation bee onely vsed ; first to giue some light and vnderstanding of the lecture amongst the younger ; after , to bee onely in place of the Master , where he cannot be himselfe . Also , where all of the fourme cannot beat out the construing by the Grammaticall rule , there to direct and point it out how to take it . Likewise , to giue propriety of English , and to guide the schollars in place of the Master ( who cannot bee alwaies with euery one ) to the end , that in all things they may goe surely . Secondly , for construing and making the Latine out of the translation , it chiefly consists vpon vnderstanding and conceit ; and shall more stirre vp the wit and memory to get propriety and copie of words and phrases , then all getting without booke can possibly doe . In getting without book alone , words and sentences may bee learned , as by Parats , without any vnderstanding : hereby children must needes vnderstand them : For , hauing nothing but the bare translation , they must be driuen of necessitie to beate out the latine , by learning and by reason , with diligence ; and so stirre vp their memories continually . Also , hereby whensoeuer they shall haue againe the same English words or phrases to make in Latine , to write or to speake ; the verie same Latine words and phrases , which they learned in their Authours , doe come straight wayes to their memories to expresse their mindes . And in what things they can giue Latine to the English , in that , as was sayd , they can ordinarily giue English to the Latine . Indeede , where the translation is ioined with the Authour , and so they are set together answerably word for word , eyther as the Interlineal set ouer the head , or the English word or phrase set after the Latine ; there the eie of the childe is no sooner vpon the one , but it will be vpon the other : and so the memory is not exercised , neither can this mischiefe be auoided . Yea , where the Author is of the one page , the translation is on the other ouer against it ( like as it is in Theognis , and some other Greeke Poets ) there must be much discretion for the right vsing of them ; otherwise many inconueniences must needes follow amongst children . But in these bare translations so by themselues , these surmised daungers are preuented ; if they bee vsed as hath been shewed . Although for them who are of full discretion to vse them ( as those who would study priuately for the reoouering their Latine , or increasing therin ) it may bee the most profitable of all , to haue the translation ouer-against the latine , directly on the other page , after the manner as Theognis is printed ; that folding the booke , they may looke vpon the one , when they would finde out the other ; and yet haue the other euer at hand , as a master , to helpe in an instant , where they need . 3. Ob. Sp. But the schollars may be idle , when they seem to be construing , when as one only construeth , and the rest looke on their bookes . A. Phil. So they may be idle in whatsoeuer exercise they do amongst themselues , vnlesse the Master be vigilant : but let the master vse any diligent circumspection , and they cannot possibly be idle in this , of all other ; no not one in any fourme . For , let but the Master or Vsher haue an eye to all in generall , though they bee in hand in hearing any fourme ; and where they do marke or but suspect any one of all the fourmes to bee carelesse , or not to attend ; there let them step to such a one of a sodaine , and bid him set his finger to the last word which was spoken : and so if any bee idle , he may bee catched presently . Prouided alwaies , that no one keep his finger at the book , lest by them the truants see where it is ; but euery one to vse only his eye and his eare . Some of the most negligent and stubborne so ouertaken now and then , and sharpely corrected for ensample , will continually keepe all the rest in order and diligence , at this time specially . This practice may serue for whatsoeuer they construe , parse , or examine together , to keepe them fro● loytering or carelesnesse . 4. Ob. Spoud . Wel : you seeme to haue answered the euils which I feared for the schollars ; I shall thinke further of them . But there may bee greater inconueniences in them concerning the Masters : as 1. These may bee a meanes to make the Master idle , by freeing them from giuing lectures , and much other imployment about the same , which they are wont to be exercised in . Phil. The best things may be abused some waie : but otherwise there cannot be any such danger of idlenesse to the Master , who makes conscience of this dutie , or hath any desire to see his schollars to profit ; but an incouragement hereby to take all possible paines , by seeing the ease and fruite of his labours . Also , besides the continuall eye that hee is to haue , that euery one be painfully exercised by them in euery fourme , and his marking out all the difficult words , that they may labour those aboue all , and helping in each fourme where neede is , the Master may bestowe the more time with the higher fourms ; and in poasing & examining , which is the life of all learning , as hath bin & shall be shewed further in due place . As before lectures , he may spend more time continually in examining parts , and in more exquisite reading lectures in the higher formes , or hearing them to reade their owne lectures , which is farre the best of all ; or taking paines with the first enterers for euerie tittle : so in examining and trying exercises and lectures after . Spoud . You seeme to bee maruellous confident in all things , for the vse and benefit of these translations ; and to make a principall reckoning of them . Phil. I do indeed make a principall account of them very iustly ; and doe acknowledge my selfe bound vnto God chiefly for them , aboue al other things which he hath made knowne vnto me in all my search and trauell . For these are for me insteed of mine owne selfe , hearing and directing in euery other fourm which I cannot be withall , or as so many helpers . And by the help and benefit of these , all my younger Schollars doe seeme to attaine almost double learning to that , that by mine owne paines being farre greater , and my griefe much more , I was euer able to bring them vnto before . For , before the time that I came to the knowledge and vse of these , as I taught at one end , my children would forget at an other ; and bee as rawe in that which was learned a quarter or halfe a yeere before , as if they either had not learned it , or neuer learned it well ; which was no small griefe vnto mee whensoeuer they were examined : but now take them where you will of a sodaine , in all the Authors which they haue learned ; and they shall be able in good sort , not onely to construe or parse , but also to reade out of the English into the Latine and proue it : at least so many of them as are apt , and the rest in better maner then I could haue expected of them , vnless the fault be in my selfe ; and that without any losse of time : and to goe faster forwarde in their Authors then euer they were wont to do ; and without any such fretting or vexing to my selfe , though I haue but some one written copie in a fourm . Now trie this amongst your schollars , whether they be able to doe the like at any time of a sodaine , by all your labour . For mine owne part , I could neuer by all meanes attaine vnto it in any measure , especially hauing many fourmes : neither can I see how I could haue done it , vnlesse I had had so many bodies , or so many to haue bin continually in my place , in each fourme one . A small triall will soone make this euident ; proouing some schollars with them , others learning the same things without them , in some quarter or halfe yeeres space , whether haue learned more and the surelier . And therefore I dare bee bolde to commend this vnto you vpon most vndoubted experience . Spoud . I do not doubt then , but vpon this so happy an experience you haue thus translated many of our schoole Authors . Phil. I haue indeed taken paines in translating so many of them , as I haue had occasion for my schollars to vse , since God made knowne vnto me the benefit of them ; and haue either finished them wholly , or some part of each of them ; and hope in time to go thorough them wholly , if the Lord vouchsafe me life . As namely , to begin at the lowest : Schoole Authors translated or in hand . Pueriles confabulatiunculae . Sententiae pueriles . Cato . Corderius dialogues . Esops fables . Tullies Epistles gathered by Sturmius . Tullies Offices with the books adioind to them ; de Amicitia , Senectute , Paradoxes . Ouid de Tristibus . Ouids Metamorphosis . Virgil. Also these books following , wherof I find great benefit : 1 Tullies Sentences for entring schollars , to make latine truly and purely in steed of giuing vulgars , and for vse of daily translating into latine , to furnish with variety of pure latine and matter . 2 Aphthonius for easie entrance into Theames , for vnderstanding , matter and order . 3 Drax his phrases , to helpe to furnish with copie of phrase both english and latine , and to attaine to propriety in both . 4 Flores poëtarum , to prepare for versifying ; to learn to versifie , ex tempore , of any ordinary Theame . 5 Tully de Natura Deorum ; for purity , easinesse , variety , to helpe to fit with a sweet stile for their disputations in the Vniuersities . 6 Terentius Christianus . Of the further vses of all of which I shall speak in their proper places : though this I must needs confesse vnto you , that I know them all to be very imperfect , and to haue many defects : which I euery day obserue , and am continually amending , hoping to bring them to much more perfection , as either my selfe , or you , or any other good friend , to whose hands they shall come , shall obserue the slips , and God vouchsafe life & his gracious assistance . In the meane time I intreat you to suspend your iudgement , vntill you haue seene some triall , if you haue any further doubt concerning the benefit of them ; and then to let me heare plainly as you finde . Of construing ex tempore . Spoud . I Rest in these your answeres , which you giue vpon your experience , for the doubts which may bee made concerning the Grammaticall translations , and so for the vse and benefits of them ; and also for the construing of those lower Schoole Authors , which are so translated . But when your schollars haue gon through these Authors , what helpes may they vse for the higher Schoole Authors ? as Horace , Persius , and the like ; and so for all other things to be construed ex tempore . Phil. By this time they will do very much in construing any ordinary Author of themselues , ex tempore ; thorough their perfect knowledge and continuall practice of the rule of construing , and by that helpe of their reading in the lower Authors : I meane the help of the matter , words and phrase which they are well acquainted with , and of being able to cast the words into the naturall order . Yet besides these , and the assistance of the Master where need is , they may vse also these helpes following : 1 The best and easiest Commentaries of the hardest and most crabbed Schoole Authors ; as M. Bonde vpon Horace : who hath by his paines made that difficult Poet so easie , that a very childe which hath been well entred , and hath read the former Schoole Authors in any good manner may go thorough it with facilitie , except in very few places . Of him , it were to be wished , for his singular dexteritie in making that difficult Poet plaine in so few words , that he would take the like paines in the rest of that kinde : as in Persius and Iuvenall , for the great benefit of Schooles . Or that som other would do it , following his example . Next vnto him , of those which I haue seene are these : Murmelius & Buschius vpon Persius , a double Commentarie ; the one shortly expressing the matter , and beating out the sense & meaning , the other the words . Lubin also vpon Persius , and Iuvenal , is much commended . For short comments and annotations of Virgil , there may be vsed Ramus vpon the Eclogues & Georgicks . Also the Virgils printed with H. Stephens annotations ; and with Melancthons . 2 Where they haue no help but the bare Author , & that they must cōstrue wholly of themselues cal vpon them oft , to labour to vnderstand & keep in fresh memory the Argument , matter & drift of the place , which they are to cōstrue : which matter , they may either find prefixed generally before the beginning of the treatises , or chapters , in the Argumēts , or else they are to demand the vnderstanding in general , of the Master or examiner , what the matter of the place is , or what it about . Otherwise many places may trouble the greatest schollars at the first sight . 3. To consider wel of all the circumstances of each place , which are cōprehended most of them in this plaine verse : Quis , cui , causa , locus , quo tempore , prima sequela . That is , who speaks in that place , what he speaks , to whom he speakes , vpon what occasion he speaks , or to what end , where he spake , at what time time it was , what went before in the sentences next , what followeth next after . This verse I would haue euery such schollar to haue readily ; and alwaies to thinke of it in his construing . It is a very principall rule for the vnderstanding of any Author or matt●r whatsoeuer . 4 In all hard words or phrases let them first call to remembrance where they haue learned them , or the primitiue word whereof they come , or some words neere vnto them : or otherwise to search them out by inquiring of the Master , Vsher , or som follow ; or of the Dictionaries , which they ought to haue euer at hand . And in construing their own Authors , let them remember that generall precept , to marke the newe words with a line vnder them , as was aduised before ; that they may oft go ouer them : or if they feare they cannot so remember them , to write them in their books ouer the word , or in the margents ouer against the words , in a fine small hand , it will not hurt their bookes : or for sauing their books , let euery one haue a little paper booke , and therein write onely all the new and hard words as was obserued generally , to bee very perfect in those each way , by oft reading ouer ; and so they shal come on very fast : hauing those ( as I said ) they haue all . So that these things obserued shall accomplish your desire . 1. Consider and way wel the generall matter & argument . 2. Marke all the hard words in their proper significations . 3. Keepe in mind that verse of the circumstances of places ; Quis , cui , &c. 4. Cast and dispose the words in the proper Grammaticall order . 5. See that nothing bee against sense , nothing against Grammar : but if either the sense be absurd , or construction against Grammar , cast it , and try it another way vntill you find it out . Finally , giue me leaue to adde this , before wee end this matter of construing ; That all these kinds of construing , or rather of expounding and expressing their minds , may be vsed by schollars of ripenesse , and with much profit . 1 According to the bare words in their first signification , and in the naturall order plainly . 2 According to the sense to expresse the mind of the Author with vnderstanding . 3 More elegantly , in finenesse of words and phrase . 4 Paraphrastically , by exposition of words and matter more at large , to make as it were a Paraphrase of it . And to do this last in good Latine , where they are of ability . Spoud . Sir , you haue satisfied me at large for all this matter of cōstruing : now I pray you let vs come to parsing , and the manner of it , which followeth next ; that I may haue your helpe therein . For this hath beene no lesse wearinesse and vexation vnto me , then the construing hath beene . Phil. Before we come to parsing , let me also tell you this one thing : That besides my Schollars ordinary Lectures , and repeating daily some part of that which they haue learned in the lower fourmes ; I finde very great good in causing them euery day in each fourme to construe a peece of their Authours where they haue not learned ; and that ex tempore , aside , or a leafe at a time , as leisure will permit : hearing them eyther my selfe , or by some other very sufficient , how they can doe it ; and posing onely some hard things as they goe forward : noting also the harder wordes and more difficult places , as was shewed . Also in those bookes , where of they haue Translations , I cause them by course sometimes to construe or reade the same , out of the Translations : as at other times to reade out of the Authour into English ; according to the maner of the Translation . Spoud . This must needes bee exceeding profitable : I likewise will put it in practice forthwith , if God will ; and do heartily thanke you for imparting it vnto me . But now if you haue done , to the matter of parsing . Phil. Let me heare of you , what course you haue vsed therein , and I will supply whatsoeuer I can . CHAP. IX . Of Parsing , and the kindes thereof ; and how children may parse of themselues readily and surely . Spoud . FOr parsing , I haue followed the common course ; which is this , so farre as I haue seene or heard : viz. To parse ouer , all my yongest , euery word ; and euen in the same order as the words doe stand in their Authours : teaching them what part of speech euery word is , how to decline them ; and so all the questions belonging thereunto : and what each word is gouerned of ; the rules for euerything , and the like . Herein , after long and much labour , I haue found very little fruite , through the hardnesse of it , and the weakenesse of the childrens memories to carie away that which I tolde them : much lesse haue I beene able to make my litle ones , no not in the second or third fourmes , so to parse of themselues , as to giue a true reason of euery word why it must be so ; according to that which I saw in the note , what might be done in parsing . Now if you haue seen the practice therof , let me heare it of you , I intreate you ; and that in so few wordes as you can . Phil. Yes indeed , I haue seene the practice hereof & do know it , that children will doe very much , to ease & delight both the Master and themselues exceedingly . Besides some of the best of those which you mention ( as the shewing the youngest how to parse euery word ) I haue learned to obserue these things following , and finde maruellous light , easinesse , surenesse and helpe of memory by them : 1 To cause the children euer to parse as they construe , according to the Grammaticall rule of construing and the Translations ; alwayes marking the last principall word which went before in construing : wherein ( as I shortly shewed you before ) the very childe may see euery principall word going before , gouerning or ordering that which followeth ; and so he hath therein a guide leading him by the hand for all the Syntax at least : except in the exceptions mentioned in the Grammaticall rule ; as of Interrogatiues , Relatiues , &c. which they will soone know : and where one word gouernes diuers things ; as in that example . Dedit mihi vestem pignori , tepresente , propria manu . where the word Dedit gouernes most of the rest in a diuers consideration . 2 To aske among them euery word of any hardnesse , whether they haue not learned it before : & if they haue , to repeat where . As it was before , so it is there for the most part . 3 For the Etymologie ; al the difficulty is in these three parts of speech , Nounes , Verbs , and Participles ; the rest being set downe in the Accedence , or easily known , as was shewed before . And in all words of these three parts , do but tell them what examples they are like in the Accedence : which examples being knowne , will presently bring to their vnderstanding all the questions depending on them and their answers . As , of what part of speech the words are ; of what declension or Coniugation : so the declining , Case , Gender , Number , Person , Mood , Tense , &c. Also with a litle practice they wil soon ghesse at them , themselues ; & that very right , to shew what examples they are like , eyther by the English , or Latine , or both . The same would be also for the Syntax , both in agreements and gouernements , euer to shew what examples they are like . The example makes the rule most plaine , and imprints all in the childes memory . To make this plaine to the capacity of the simplest , I will adde one only example , particularly examined out of the two first verses of Qui mihi discipulus puer es , &c. First , be sure that the childe know the meaning of them , and can construe them perfectly , as thus : Puer Oh childe , qui who , es art , discipulus a Schollar , mihi to me , atque and , cupis dost couet ( or desire ) doceri to bee taught ; ades come , huc hither : concipe conceiue ( or consider well ) dicta haec these sayings , animo tuo in thy minde . In this sentence , parse the childe after the same manner ; and examine him accordingly . As aske , where he must begin to parse ; he answere that Puer , Oh boy , because he began to construe there . And if you ask why he began to construe there ; he answers by the rule of construing , which biddeth , If there be a Vocatiue case to begin commonly at it . Then aske what Puer is like ; he answereth , like Magister : which being knowne of him & he perfect in his examples can tel you by Magister , what declension it is , how to decline it , and the number ; and also by the increasing of it short in the Genitiue case , he can tell you , it is the Masculine Gender by the third speciall rule . For the case ; that it is the Vocatiue , knowne by calling , or speaking to the childe . And if you aske , why it may not be pueri not puero , but puer ; he answereth , because it is the Vocatiue case , which is like the Nominatiue . Afterwards , demaunding what must be parsed next ; hee answereth qui ; because qui is next in construing : and also that qui is a Pronoune Relatiue , set down in the Accedence , and there declined . Also that it is the Nominatiue case , comming before the Verbe es , following it next , by the rule of the Relatiue ; When there commeth no Nominatiue case : as , Miser est qui nummos admiratur , qui admiratur So qui es . For the Gender likewise ; that it is the Masculine Gender , because so is his Antecedent puer going next before in construing : with which the Relatiue agreeth , by the rule of the Relatiue : The Relatiue agreeth , &c. as vir sapit qui pauca loquitur : vir qui. So puer qui. Also hee can shew it , to bee the Masculine Gender , because in wordes of three terminations , the first is the Masculine , the second the Feminine , the third is the Neuter . Likewise he can tell why it must be qui , not cuius , nor cui , nor any other ; because it must be the Nominatiue case to the Verbe , by the rule of the Relatiue ; because no other Nominatiue case commeth betweene them . So all other questions . For Person ; it is made the second person here , by a figure called Euocation , because it agreeth with puer , which is made of the second person ; and by the same figure Euocation , as euery Vocatiue case is , by reason of Tu vnderstood . Then followeth es , art : of which word the childe can giue you all the Questions ; because hee hath learned it in his Accedence , and is perfect in it . If you aske why it must be es , and not est , nor any other word ; he answereth , because it is Thou art , not He is , nor I am : and also because in that place qui his Nominatiue case is of the second person , as was said . If you then aske what is parsed next ; he answereth discipulus , because hee construed so : and discipulus is like Magister . Which being knowne , the childe can tell the questions of declining , Gender , Case , Number , and the rest appertayning thereto . If you demaund further , why it must be Discipulus and not Discipulum ; why it must be a Nominatiue case after the Verbe , and not an Accusatiue according to the rules , The Accusatiue followeth the Verbe ; and also that rule , Verbes Transitiues are all such , &c. He answereth , because this Verbe Sum es , is a Verbe Substantiue intransitiue , not a transitiue ; and therefore will haue such case after it as it hath before it : as Fama est malum , est malum . And that other rule for the Accusatiue after the Verbe , is of Transitiues , whose action passeth into another thing . So to proceede throughout for shortnesse , thus : Mihi ] is parsed next , because it it next in construing . It is a Pronoune set downe in the booke . All the questions are plaine in it , except why it must bee the Datiue case : which is , because it is gouerned of es , the principall gouernour going before , by the rule of the Datiue case after sum , Also sum with his compounds , except possum , &c. and , for that , one word may gouerne diuers cases ; or it may be gouerned of Discipulus the Substantiue , by the rule of the later of two Substantiues , turned into a Datiue : wherein the English rules are defectiue . The rule in Latine , is Est etiam vbi in Datiuum , vertitur , &c. Atque ] is next in construing ; and therefore in parsing . It is a Coniunction Copulatiue , set downe in the booke . It is also a Compound Coniunction ; compounded of at and que . It is put here to couple these members of the sentence together , viz. Cupis doceri , with that going before . Cupis ] is next : It is like Legis , Thou readest . Which being knowne , the childe can tell you what Coniugation , Moode , Tense , Number , Person , the word Cupis is ; and why it must be so , and not cupiunt , nor any other worde ; because atque couples like Moodes and Tenses : and it is , Thou couetest . Other questions which fall out in declining , the childe can tell ; as , why it is Cupiui , by the exception of the rule Fit pio , pi . And why Cupitum , by the rule of the ending of the Preterperfect tense in vi . Vi●it tum . Doceri ] is parsed next , because it is construed next : it is in my booke , saith the childe , and it signifieth to be taught . Thus hee can answere all the questions , why it must bee doceri , not docere : also why it must come next ; because an Infinitiue moode doeth commonly follow another moode . Ades ] is next in order , and is in all things like es in sum , compounded of ad and sum : and it must be so , because it is Come thou , not adest not adsunt . Huc ] is next in construing , because Aduerbes are vsually ioyned to the Verbs , to declare their signification . It is an Aduerbe of place signifying hither , or to this place . Concipe ] is like Lege , Reade thou . This being knowne , the part of Speech , Moode , Tense , Number , Person , and most questions of it are knowne ; except two or three of the compounding it with a Preposition , and of changing of the letters a , into i. Which are to be learned after by the rule in their booke . Dicta ] is next , because the Substantiue , which is more principall , and to which the Adiectiue agreeth , must goe before the Adiectiue in parsing ; though in our English , Adiectiues goe before . It is like Regna . The Accusatiue case , Neuter Gender , Plurall Number , following the Verbe Concipe , by Verbes Transitiues . And the Neuter Gender by my rule of all wordes like Regnum . Omne quod exit in um . And Neutrum nomen in e. It must also end in a , in the Accusatiue case Plurall number , because all Neuters do end so in three like cases . It is deriued of the Supine dictu , by putting to m. Haec ] is a Pronoune demonstratiue , agreeing with dicta , by the rule of the Relatiue : and it must bee so by that rule . Animo ] followeth next , the Substantiue to be set before the Adiectiue ; it is like Magistro in all . The Ablatiue case , because it signifieth in the minde , and not into the minde : because , in , without this signe , to , serues to the Ablatiue case , and is a signe thereof . It is also by the rule , Sometime this Preposition In , is not expressed but vnderstanded . Tuo ] A Pronoune possessiue , like bono or meo , but that it wants the Vocatiue case . It is set downe in my booke , and doth agree in al things with animo ; by the rule of , The Adiectiue , whether it be Noune , Pronoune or Participle , agreeth with his Subst . &c. And so on for the rest . In this first kinde of parsing , you may at the first entrance , aske them the English of each word , and cause them to giue you the Latine , and so to parse , looking on their Latine bookes , to incourage them ; iust in the manner as is set downe . After a little time cause them to doe it , looking onely vpon the English Translation . Then ( which is the principall , and wherein you will take much delight ) cause them amongst themselues to construe and parse out of the translation vntill they can say , or out of their Authours , whether they can sooner : but when they come to say , cause them to say each sentence , first in English , then to construe and parse them ; and all with their bookes vnder their armes : what they cannot repeat so , they will doe it if you aske them questions of it . You shall finde by experience , that with a little practice , all who are apt will do this as soone , readily , & perfectly , as looking vpon their books ( if so that they but vnderstand the matter wel before ) and so they will make all their owne most surely . Thus I would haue them to do in Sententiae , Confabulatiunculae and Cato if you will. After in the middle fourmes , as in E●ops Fables , Ouid de Tristibus , or Ouids Metamorphosis , &c ( because eyther the matter is not so familiar and easie to remember , or the Lecture longer ) I would haue them to parse thus , looking vpon their translation ; but then to parse wholly in Latine : and I can assure you by some good experience , that through Gods blessing ▪ you will admire their profiting . Spoud . Surely Sir ▪ this way of parsing is most direct and plaine ; and the benefits must needes bee exceeding great : but giue me leaue yet to aske one thing of you , concerning this parsing amongst the younger . I haue heard of some , who would teach their enterers to know by the very words , what part of Speech each word is . How may that be done ? Phil. This may very well be done , euen according to this ensample aboue , when euery thing is examined at large . As for example , Cause your Schollar to doe this : 1 To marke out all those wordes , which they haue learned , being set downe in their Accedences ; as Pronounes , Aduerbes , Coniunctions , Interiections : that they knowe all those . Then haue they nothing to trouble them with ; but they may know that all the rest are eyther Nounes , Verbes or Participles , or else Gerunds or Supines belonging to the Verbes , or some other Aduerbs . 2 For those partes of Speech , when your Schollar can construe perfectly , they may bee knowne by their Latine and English together , whether they be Nounes , Verbs , Participles , or such Aduerbes ; chiefly , when they are very cunning in their parts of Speech in their Accedence , and questions thereof . 1 The Noune Substantiues , that they are names of things , to which you may put to a , or the , as was said ; as A boy , A Schollar : but cannot put to the word Thing , in any good sense . And morefully , when the Latine is put to the English ; as puer A boy , like Magister : discipulus a schollar , like Magister . The Noune Adiectiues contrarily , though they signifie a thing ; yet they cannot stand by themselues in sense , vnlesse you put to ( Thing ) or some other word expresly or vnderstood ; nor you cannot in proper speech put to a , or the. As we cannot say properly , A good , An euill : but wee may say A good man , A good house , An euill thing . And when they are put Substantiuely , yet Thing is properly vnderstood : as bonum a good thing , summum bonum the chiefest good thing ; though wee call it the chiefest good . These Adiectiues also may be more fully vnderstood , by the Latin words : as if they end in us or er , they are like bonus ; except those expressed like Nounes , and some few strange Adiectiues , which are partly Substantiues partly Adiectiues set downe in the Rule , At sunt quae flexu &c. as Pauper , puber , &c. And in the Rule , Haec proprium , &c. as Campester , &c. Adiectiues ending in ans or ens ( though they be Participles ) and also in x , and rs , as concors , are declined like foelix ; and some in or , as memor . Adiectiues in is , ior , [ or jor ] and ius signifying the Comparatiue degree , that is to say , more , are like Tristis : as Dulcis , dulcior , maior , dulcius . Finally , if the childe but knowe his word to be like any of the examples of a Nown Substantiue , as Musa , Magister , Regnū , Lapis , Manus , Meridies , he knoweth it to be a Nown Substantiue . If like bonus , vnus , foelix , tristis , a Nown Adiectiue . Verbes also may be knowen most plainly by the English and Latine together . As , the words signifying , doing , suffering or being , and like Amo , doceo , lego , audio , or amor , doceor , legor , audior , or any person comming of them in any Moode or Tense , and signifying like to them , are Verbs . So by the signes of the tenses ; do , did or didst , haue , hast , hath , had or haddest , shall or will. By the signes of the moods ; Or signes of the Passiue : as am , are , art , was , were , wert , be or beene : where any of these signes are , are commonly Verbes . And finally , this is generall for the Verbes , as for the Nownes ; that if either the childe can tell of himself , or you but shewe him what person in a Verbe it is like , hee can tell presently that it is a Verbe , and most questions belonging to it ▪ As , knowing that cupis thou couetest , is like legis thou readest , he knoweth presently , that it is a Verb of the third Coniugation , and the Mood , Tense , &c. The like may bee sayde for Gerunds of Verbes , and Supines , in all things , as for the Verbe before . Participles also may bee plainely knowen by the verie same manner ; and chiefly by their endings in English and Latine both together . As , the words that ende in [ ing ] in English , and in Latine in ans or ens , are Participles of the Present tense . Words in d , t , or n , and their Latine in tus , sus , xus , are Participles of the Preter tense . So those words ending in rus in Latine , and signifying to doe or about to doe , of the Future in rus . And in dus , signifying to be done like the Infinitiue moode Passiue , are Participles of the Future in dus . Aduerbes ( besides those in the booke , or which should bee set downe in the English Aduerbe as they are in the Latine ) are but either Aduerbes of Comparison or of Qualitie . Those of Comparison end in us , and signifie more ; or in e , and signifie most . Those of Qualitie end in è , or in er commonly ; and all of these haue their English vsually ending in ly : as doctè learnedly , doctiùs more learnedly , doctissimè most learnedly . To conclude , they are also marked commonly in all bookes which are well printed , with graue accents ouer them , to distinguish them from other parts of Speech , and that they may be knowen to bee Aduerbes : as doctè learnedly , to bee knowen from docte the Vocatiue case of the Adiectiue : so doctiùs . And thus are all Aduerbes of like nature ; as quàm then , to be distinguished from quam which , the Pronowne . And also sundry Prepositions are so marked : as ponè , propè . Spoud . I approue and see the reason of all this , that the parts of Speech may bee knowen or neerely ghessed at : and I doe still go on with you , reioycing in this our conference . Notwithstanding , there is one thing I haue heard , that a child may not only be taught to know what part of Speech each word is , but also of what Coniugation any Verbe is , if hee heare but onely the first person of the Indicatiue Mood ; that is , if he heare but onely the Verbe named . Now this seemeth to me vnpossible ; there being so many hundreth Verbes all ending in o , and they so like one another ; and especially those of the first and third Coniugation , so hard to bee distinguished , that this may oft trouble a learned man , and much more a young schollar . Phil. This which seemes to you so impossible , may bee likewise easilie done by a childe , by the helpe of this direction which I shall heere set downe before your face , and by one obseruation or two arising there from . A direction how to know the Coniugation of any Simple Verb ( and so of the Compounds which may be knowne by the Simples ) although the learner neuer heard the Verbes before . ALl Verbes in ëo , as doceo , are of the second Coniugation : except a fewe of the first Coniugation ; and eo , queo , veneo , which are of the fourth . So Deponents also in ëor are of the second : as fateor , tueor , mereor , vereor , misereor , liceor , with their Compounds . And onely these sixe , so farre as I remember . So also Verbes in ëo alone . All Verbes ending in ïo as audio , and in ïor , as audior , and they onely , are of the fourth Coniugation , except a fewe which are of the third , and some of the first noted after . All the Verbes of the third Coniugation are set downe in the rules of the Verbs , at Tertia praeteritum formabit , &c. Except these which follow in this Table , which are also of the third . üo acuo , arguo , exuo , imbuo , induo , minuo , sternuo , suo , tribuo , delibuo , indè delibutus . bo glubo . co ico . do cudo , pando , pindo , idem quod pinso , prehendo , contractè prendo , accendo , succendo , incendo , à cando obsoleto , defendo , offendo , infendo , à fendo obsoleto . go cingo , clango , fligo , frigo , mergo , mungo , plango , sugo , tego , tingo , vngo . guo distinguo , extinguo , restinguo , instinguo , à stinguo obsoleto , indè instinctus , instinctor lo consulo , molo , to grinde : but immolo , as : promello , an old word , signifying to stir vp strife , or to make delay . mo fremo , gemo , tre●●o 〈◊〉 dispe●●● , to stretch abroad ▪ 〈…〉 po clepo , repo , serpo , sculpo . pso clepso , pro clepo to steale or take awaie . depso , to kneade . to beto , quasi bene ito , to goe . Varro . sco All in sco , except conisco , as , to push with the head , as Rams do . lucret . These old words clingo . cludo . lido . geno . pago . tago . spicio . for cingo . claudo . laedo . gigno . pango . tango . specio . These following are of the first and third coniugation in the same signification . la●o , sono , tono , piso to stamp out the huskes of corne . These also of the first and third , in a diuerse signification . appello , as , to call . appello , is , appuli , to bring to , to approach , to arriue , to apply . caluo , as , to make balde . caluo , is , to deceiue . colo , as , to straine . colo , is , to worship . como , as , to trim or lay out . como , is , to kembe . consterno , as , to trouble in mind , consterno , is , to strewe or scatter . dico , as , to vow , offer , dedicate . dico , is , to say . duco , as , as educo , as , to bring vp . duco , is , to leade . euallo , as , to cast out of the dores . euallo , is , to vanne or to make clean corne . fundo , as , to found , establish ▪ fundo , is , to poure out . iugo , iugas , to yoake . iugo , is , to cry like a Kite . ●ego , as , to send Embassador , or to bequeath . ●ego , is , to read , to gather , steale , or to strike sayle . mando , as , to command , mando , is , to eate . nicto , as , to winke often . nicto , is , to open as a hound , or quest as aspaniel . pedo , as , to prop. pedo , is , to breake winde . sero , as , to locke . sero , is , to lay in order or to sowe . These are of the second and third ; pendeo , pendo . tergeo , tergo . These old words , feruo . cauo . fulgo . olo . cluo . frenlo . for ferueo . caueo . fulgeo . oleo . clueo . frendeo . excello and excelleo . Of the first Coniugation , There are some in ●o , as , beo , meo , screo . And al other verbs in ëo deriued from Nowns in ëus , & ë● , as calceo : of which also is calcio , of calceus ; nauseo , of nausea . Some also in ïo , as frio , h●o , pio to please God by sacrifice . Trauìo . gargaridio olde . And al other verbs in ïo and ïor , deriued from Nownes in ï●s , iae , ium , and ies : as nuncio , of nuncius . saucio , à scio . somnio , calumnior , auxilior , glacio à glacies . satio à saties . meridior . And so all other like ; except these which are of the fourth Coniugation ; as , ineptio , insanio , vesanio , lasciuio . balbutio , fastidio . munio à maeniae . Finally all other Verbes besides these , are of the first Coniugation ; and are infinitely moe then of all the other three Coniugations iointly . Spoud . I see that to bee true , which is said of a Parable ; that before it be expounded , nothing seems more hard and obscure ; but when it is once made plaine , nothing is more cleare : so is it in this , and in the way of construing and parsing , by the helpe of the rule , and in diuers other things , which you haue shewed vnto me . Phil. It is most certaine which you say . I my selfe haue so thought , this matter of knowing what Coniugation anie Verb is of , to be impossible : but you see what things , paine and diligence may find out . As for this direction , I acknowledge it wholly to that painfull M. Coot ; who writ the English Schoolemaster . And by this one , it may euidently appeare , what further benefit the Latine tongue might haue hoped for by his labors , if God had vouchsafed him life to haue brought them to perfection ; or if others had bin carefull to haue afforded him that helpe that they might haue done . Spoud . It is great pitty that he , or any other , should want any help or means , in so profitable a work ; and a token of Gods displeasure , that we should be depriued of such profitable labors . But , to return again to this matter of parsing ; you haue very well satisfied mee concerning the younger sort & their parsing : yet there is one thing concerning this Grammaticall parsing amongst the younger , which I must craue of you . That there is so much time spent in examining euery thing ; the Master asking each question particularly , and the schollar answering : which besides the losse of time , is a very great wearinesse to the Master . I pray you shewe mee the very shortest and speediest waie which you knowe . Phil. Some very learned would haue this parsing to be by pen , and by characters for shortnesse : But howsoeuer this may be done among 2. or 3. schollars taught by themselues ; yet this seemeth to require farre more time ( both for writing to set euery thing down , and also for examining by the Master ) then can bee performed in the common Schooles . But the shortest , surest , most pleasant & easie waie both to Master and Schollar , I touched before , if you marked it : and it is this . After that they haue been entred , and trained vp some twelue-month in the lowest fourme by questions , as the example was shewed out of Qui mihi ; then , when they goe into the next fourme , as into Cato , to begin to parse euerie one of themselues , as reading a lecture , each his peece . I meane chiefly , when they come to say their lectures . For example : To take those two first verses of Qui mihi , because they are parsed before . First let them construe perfectly in the Grammaticall order , as was sayd : then let each parse his word or two , as they construed , euer marking the last word , and in all things iust in the same manner , as is set downe before ; but only to doe it of themselues without any question asked , for the sauing of time : Onely the Master , or he who heareth them , is to aske where they do omit any necessary question in any word , or where they misse . As thus : The childe hauing construed , beginnes of himselfe , Puer oh child : It is to be parsed first because it is first in construing . Puer , is like Magister . A Nowne Substantiue common of the second Declension ; and so he declines it , so farre as the Master thinkes meete , at least giuing the Genitiue case ; for if they be wel entred in the Accedence , they will easily decline any regular word , when they knowe the example . After he shews the rule when he hath declined any Nown or Verbe . As Puer pueri , is a graue increaser ; and therfore of the Masculine Gender . Nomen cresentis penultimasi Genitiui sit grauis &c. Also the Vocatiue case knowen by calling or speaking to , as ô Magister , ô Master . Qui is next , a Pronowne Relatiue , &c. So euery thing in the same order as before . To help your schollars to do this : Remember first when you haue vsed for a time to parse them ouer euery word so , before them , that by your example they may do the like ; then for speediness , when they haue taken their lectures of themselues , that they can cōstrue to cause only som one of them to read ouer their lecture , to see that they pronounce it right , and to construe if you will , if time so permit , or to reade it ouer to them : And what words you obserue to be hard , which you thinke they know not , you may aske them what those words are like , and how they are declined , or where they haue learned them , as was sayd . Where they cannot tell any , or haue any newe word which they haue not learned , to make that plaine vnto them , and to cause euerie one of the fourm , as was directed in the third generall obseruation , to make a line vnder that word , or vnder that part of the word , that letter or syllable wherein the difficulty lieth ; for a little helpe will bring the whole to remembrance . Or to note them with some marke or letter ouer the head of the word . As in the enterers , to note the Declension with a d , ouer the head , and a figure signifying which Declension . The Coniugation with a c , and a figure . Heteroclites with an h ; lame Verbes with an l. For example , to take that which was parsed before Example of marking hard words amongst the first enterers . Qui mihi discipulus 2. d. puer 2. d. es cupis 3. c. atque doceri , Huc ades haec animo concipe dicta tuo . Here discipulus and puer are noted for the second Declension , cupis the third Coniugation , ades for the Composition of ad and sum , concipe for changing a into i. Or you may marke Declensions and Coniugations , by setting downe but onely the first letters of the examples , which they are like , as discipulus mag . , puer mag . , cupis leg . , &c. The former is the shorter , after they are acquainted with it , and can make their figures . And euer what rules they are not well acquainted with , turne them , or cause them to turne to the places in their Grammar , and to shew them to you . As they proceede to higher fourmes , and are more perfect , marke onely those which haue most difficulty ; as Notations , Deriuations , figuratiue Constructions , Tropes , Figures ▪ and the like : and what they feare they cannot remember by a marke , cause them to write those in the Margent in a fine hand , or in some little booke . In the lower fourmes , you marking one booke your selfe , all the rest may marke theirs after it , vntill they can doe it of themselues . The ends of this marking , are , as I said , that they may take most paines in these ; for the rest they can doe easily , and almost of themselues . And also that when they construe and repeat ouer their Authors , they may oft pose ouer those hard wordes . And thus they shall keepe their Authours , which they haue learned , to the credite of the Schoole , with the profiting and incouragement of the schollars , that they shall goe farre safer forward , then by any other meanes . Spou. But this marking may indanger them , to make them Truants , & to trust their books more then their memories . Phil. I answere no , not at all ; but to performe a necessary supply vnto the children . For childrens memories are weake : and they are soone discouraged by the difficultie of learning and by the hastinesse of their Masters . And therefore they had neede of all helpes at the beginning . It is also the oft repeating ouer of any thing , which imprints it in their memory for euer . Of the contrary , trie amongst children of the sharpest wits & best memories , if they haue not some such helps , whether they will not be long in learning to parse a Lecture : & when they can parse it very perfectly , proue them within a month after , whether they will not haue forgotten , at least most of the hardest & chiefe matters . Then think what a vexation it is to the honest minded Mast that would be alwaies ready to giue an accoūt of the profiting of his schollar ; & withal whē he must teach him euery thing anew , which he hath forgotten : neyther his leisure will any way serue ; hee hauing many fourmes ▪ and being to goe forward daily with his Schollars in some new construction ; besides many other like discommodities . Spoud . But there is another kinde of apposing , which I remember in the note , and which you mentioned ; how to teach children to make right vse of their Authours , euen of euery sentence : which I conceiue not of . Phil. Yes truely : and that which I account the very principall , and as it were the very picking out of the kernell , and the life of euery Lecture ; to get both the matter and also the Latine wordes and phrases , that they make them their owne , to vse as neede or occasion requireth . Spoud . That must needs be of excellent vse : for though it be commendable to construe , & to parse perfectly ; yet it is nothing in regard of this , if they shall not know how to make their vse and benefite eyther of matter or phrase . Phil. This is onely by apposing them , as I shewed you the manner in the Propria quae maribus , to make them to vnderstand ; and that first in English , then in Latine : and to cause them to answere both wayes , both wordes and sentences , as time will permit . For example ; Take a sentence or two in the beginning of that little booke , called Sententiae pueriles : which is well worthy to be read first vnto children , because it hath beene gathered with much care & aduice to enter younger schollars , for Latine and matter euery way meete for them : but of it and others , what I finde best to be read , I shall shew you my experience in another place . Out of it you may examine thus , for making vse , as in the these first sentences of it : Amicis opitulare . Alienis abstine . Arcanum cela . Affabilis esto , &c. 1 If you will , you may aske them by a question of the contrary , Must you not helpe your friends ? The childe answereth , Yes . Then bid him giue you a sentence to proue it ; hee answereth , Amicis opitulare . Or aske by a distribution thus ; Whether must you helpe or forsake your friends ? The childe answereth , I must helpe them . Then bid him to giue you a sentence ; he answereth , Amicis opitulare . Or thus by Comparison ; Whether ought you to helpe your friends , or others first ? or friends or enemies , &c. When the childe hath answered , euer bid him to giue his sentence . So on in the rest . The more plainly you can propound your question , that the childe may vnderstand it , and may answere in the very wordes of his Lecture , the better it is : so to examine the wordes seuerally : How say you Helpe ? he answereth Opitulare . Friends , Amicis . But of this more after . After the childe hath beene a while thus practiced , then vse to examine both in English and Latin together : I mean propounding the questions first in English , then in Latine ; and so let him answere , that the matter and English may bring the Latine with them : which they will certainly doe . The manner I shewed in examining in the Latine rules : I will set downe one other example , in the sentences of three wordes ; Amor vincit omnia . Out of this sentence I examine thus : Q. What is that , that will ouercome all things ? A. Loue. Then bid him giue the sentence . A. Amor vincit omnia . Or thus : Is there any thing that can ouercome all things ? A. Yes ; Loue. Or thus more particularly , to put delight and vnderstanding into them ; Q. What is that which will ouercome learning , & make it our owne ? A. Loue of learning , or louing our bookes . Q. Giue me a sentence to proue it . A. Amor vincit omnia , &c. Then examine in Latine the very same things ; but vttering them in Latine and English together , as thus : Quid vincit omnia ? what will ouercome all things ? R. Amor. Or thus : Est ne aliquid quod potest omnia vincere ? Is there any thing that can ouercome all things ? R. Imò . Q. Quidest ? What is it ? R. Amor. Q. Da sententiam . R. Amor vincit omnia . Q. Or thus : Quid vincit amor ? What wil loue ouercome ? R. Omnia , All things . So in Cato , to aske , as in the first Verses , Q. What thing ought to be chiefe vnto vs ? A. The worship of God. Q. Dasententiam . R. Cultus Deipraecipuus . Q Dacarmen . R. Si Deus est animus nobis , &c. Then to examine the Verses by parts if you will : as Si Deus est animus , &c. Aske , Qualis est Deus , What is God , or what a one ? A. Animus , A spirit , or spirituall nature or being . Q. Qui ita nobis dicunt ? vel , Quae nobis ita dicunt ? Who or what things tell vs so ? R. Carmina , Verses , or Poets who write Verses . Q. Quomodo tum co●endus est ? R. Pura mente . Q. Dacarmen . R. Si Deus est animus , &c. Thus throughout , onely where they vnderstand not , to propound the question , as well in English , as in Latine , and so to answere . Also you may examine thus : What Verses in Cato haue you , to proue that the worship of God must bee chiefly regarded ? A. Si Deus est animus . What against sleepinesse and idlenesse ? A. Plus vigila semper , &c. So in Esops Fables , besides the examining euery peece of a sentence in the Lectures , as thus : Gallus Gallinaceus dum vertit stercorarium offendit gemmam , &c. Q. Quid offendebat Gallus dum vertit stercorarium ? R. Offendit gemmam , &c. Cause the children to tell you , what euery Fable is about or against , or what it teacheth , in a word or two . For example , thus : Q. What Fable haue you against the foolish contempt of learning and vertue , and preferring play or pleasure before it ? A. The Fable of the Cocke , scratching in the dung-hill . Or after this manner : Q. What Fable haue you against the foolish neglect of learning ? A. The Fable of the Cocke , scratching in the dung-hill . 2 Cause them to make a good and pithy report of the Fable ; first in English , then in Latine : and that eyther in the wordes of the Authour , or of themselues as they can ; and as they did in English. For , this practice in English to make a good report of a Fable , is of singular vse , to cause them to vtter their mindes well in English ; and would neuer bee omitted for that and like purposes . In other bookes the vse is according to the quality of them : as in Confabulatiunculae pueriles , the vse is for the children to talke to one another in the same words . In Sturmius Epistles , and others of Tully , the phrase principally is to be regarded : as also in the Poets , the Poeticall phrase . For the further vse of them for imitation both in Epistles and Verses , I shall speake after in their place . But for the Latine and matter to make it our owne , I finde the chiefe benefit to be in oft reading them out of the Grammatical translations , ouer and ouer , vntill the Latine be as familiar to the schollar , as the English : as I noted in the benefits of the Translations . And also in saying and repeating of Lectures ( I meane the weekes worke ) to construe without booke : and then repeare them in Verse , or as they are without booke . For the vse in Tullies Offices and Ouids Metamorphosis , I haue set in the Margents of the Translations , the sum of all the matter ; which is very notable and full of delight . For parsing in the highest fourmes : to obserue onely for breuity sake the difficulties of Grammar or Rhetorick , speciall phrases , or the like ; the Master onely to examine what things they omit , or wherein he suspects them negligent . In parsing they may vse these or the like speeches : Hae sunt difficultates Grammaticae . Hae elegantiae Rhetorices . Reliqualcuiora , trita , puerilia , &c. In Poetry also , Phrases hae : Epitheta ista . Let all this examination be onely in pure Latine , from the very lowest fourmes , except the first or second at the most . For they will do it with ease if they be rightly entered from the beginning ; and that the Master euer do it before them where they are not able : and to obserue wherein they are most defectiue , therein to take the most paines . Spoud . Although these things cannot but be very profitable ; yet being so many , they can hardly be put in practice in the greater Schooles . I pray you rehearse me the summe of those which you take most necessary for daily vse . Phil. These are they ; Cause your schollars to reade first their Lecture distinctly and construe truly : to parse as they construe , euer marking the last principall word : to shew where they haue learned euery hard word : what example euery hard word is like ; so to giue rules & examples of them , both for Etymologie & Syntax , as after for the Rhetorick , as need is . To parse of themselues , as reading a Lecture , and that only in Latin when they come to say , except in the very lowest fourmes : to make some marke at euery hard word , which you note vnto them , to take the most pains in those : amongst the younger specially , to examine each Lecture for the vse ; wherby they may get matter , wordes , and phrases , all vnder one . In the highest , for speedines to examine onely the difficulties , as you see requisite ; to let them name the rule in a word or two ; to obserue phrases and Epithets . In all repetitions amongst themselues , and construing ouer their Authours , to examine ouer also the noted wordes , as time permits . CHAP. X. Of making Latine ; how to enter children therein , with delight and certainty , without danger of false Latine , barbarous phrase , or any other like inconuenience . Spoud . NOw that you haue thus louingly ledde me by the hand , through the way of laying a sure foundation amongst my children , for all the grounds both of Accedence and Grammar ; and also of construing and parsing : let me still intreate you to goe on before me ; and next to shew how I may enter my children for making of Latine : and then through the seuerall exercises thereof . This I haue found extreamely difficult . For although it hath beene a matter of continuall vexation and paine vnto my selfe , and of feare vnto my poore schollars ; yet haue I found as little profiting therein , as in any other : but that my children will still write false Latine , barbarous phrase , and without any certainty , after a very long time of exercise . If therefore you can guide me the way , how I may do that which you spake of before , that I may enter my children with ease and delight , both to my selfe and to them ; and also surely without danger of making false Latine or barbarous phrase ; I shall further acknowledge my selfe , to haue receiued yet a greater benefite then in all the former . And aboue all , if you can direct me how by that time that they haue beene not two yeares onely , but three or foure yeares in construction , they may be able to make true Latine , and pure Tully in ordinary morall matters . For I my selfe haue hardly beene able to cause my children to doe this at fourteene or fifteene yeares of age ; nor then to warrant that which they haue done : neyther doe I thinke that it is much otherwise in our ordinary Schooles . Phil. I shall willingly satisfie your request hereein likewise , and shew you what I haue found : onely let me see , as before , what course your selfe haue taken , to enter your children . Spoud . I haue taken that course which I thinke is commonly practiced in Schooles : I haue giuen them vulgars , or Englishes , such as I haue deuised , to be made in Latine : and at the first entrance I haue taught and heard them , how to make euery word in Latine , word by word , according to their rules . After a while I haue onely giuen them such vulgars , and appointed them a time , against which they should bring them made in Latine : and at the perusing a●● examining of them , I haue beene wont to correct them sharply , for their faults in writing , and for their negligence ; and so haue giuen them new Englishes : and it may bee I haue told them the Latine to the hardest words . This is the course that I haue followed . Phil. Our learned Schoole-master M. Askam , doeth not without cause tearme this the butcherly feare of making Latines . For to omit the trouble to the Master , and that it will require a ready wit , to giue variety of such vulgars to the children ; and also that it will aske good learning and iudgement to direct them , to make not onely true Latine , but pure phrase withall ; what a terrour must this needes be vnto the young Schollar , who feares to be corrected for euery fault , and hardly knoweth in any thing , what to make vpon sure and certaine grounds ? But for the way , this I finde the shortest , surest , and easiest both to Master and schollar ; and which will certainely effect whatsoeuer hath bin said : and that Master and Schollar may proceede cheerefully and boldly , to iustifie what they doe . 1. See that your schollar be very cunning in his Accedence , and Grammar as hee goeth forward : and chiefly in Nownes and Verbes , to be able to giue each case of a Nown , and euery tense and person of a Verbe ; both Latine to English , and English to Latine , as I wished you , and shewed the manner before ; at least by the perfect knowledge of the terminations of them . 2. Besides the construing and parsing their lectures without booke , in the lowest fourmes , or out of the English translation , accustom your selfe , in examining the lectures of your first enterers , to do all after the manner of making Latine ; as it were causing them euery day to make the Latine of their lectures , and giue a reason why each word must be so , and not otherwise , their bookes being shut . I set you downe the manner before , in the vse of the Grammaticall rule for making Latine , in that example ; Aptissima omnino sunt , &c. Yet to repeate you a word or two for your little ones ; take that first sentence , Amicis opitulare : when you haue made them to vnderstand the meaning , and examined it , so as was shewed ; Aske but thus : How can you make this in Latine ; Helpe friends ? How say you , Helpe thou ? A. Opitulare . Q. Opitulare like what ? A. Like Amare amator , be thou loued . So all the questions for parsing : Then aske , why is it helpe thou , and not , be thou helped , as Amare amator , be thou loued . He answereth because it is a Verbe Deponent , and signifieth Actiuely , to help ; and not , to be helped . After aske the next word : Q. Whom must you help ? A. Our friends . Q. How say you friends ? A. Amicis . Q. What is Amicis like ? A. Magistris . So the questions of declining and the like . Then aske , why not amici nor amicos , the Accusatiue case after the verb. A. Because the Verb Opitulor , to help , wil haue a Datiue case , by that rule of the Datiue , To profit or disprofit , &c. These may be insteede of all vulgars or Latines , both for ease , delight and certainty to your selfe and the childe : and so you may euer haue the Author to warrant both Latine , and phrase . 3 Next vnto this , that continuall beating out and reading their Authors , both lectures and repetitions , out of the translations , is continual making Latine thus , ( as I said , in the vse of the translations ) that children will come on very fast for propriety , choise , & variety of the best words , phrase , matter , and sentences of their Authors , to begin to haue a store● house in themselues of all copie , as I haue obserued . 4 After the former practiced for a time , you may chuse some sentences which they haue not learned , and cause them to make those , either some out of this booke of Sentences , or any other of like easie morall matter ; and then let them begin to write downe that which they make in Latine . This manner I find to be most easie and speedy for children at their first entrance : wherby they may profit in English , Latine ▪ Writing true and faire , and all vnder one labor . Let them haue their paper books in octauo , of the one side to write the English which you giue them ; on the other to set the Latine directly ouer against it , and word for word . To this end cause them to rule their bookes both sides at once , or at least the lines of one side directly against the other : their lines a good distance asunder , that they may interline any thing , if they misse any word ; or for copie and varietie , to be set ouer the head if you will. On the first side toward the right hand , in which the English is to be set , to leaue a lesse margent : on the other side for the Latine a greater margent ; because the Latine may bee written in a lesse space then the English ; and also to write all the hard words in the margent of the Latine , the Nominatiue case of the Nowne and the first person of the Verbe , if so you please . Then cause so many as are to write Latine together ( hauing books , pen , inke and copie before them , and euery thing so fitted ) to write as you speake , so faire as possibly they can . Herein you are to dictate ▪ or deliuer vnto them word by word , the English of the sentence , which you would haue them to turne into Latine ; & to do it according to the manner of the Grammaticall translation , euery word in that order & in propriety of English , answering the Latine as neer as you can . Also , you are to vtter each word leasurely and treatably ; pronouncing euery part of it , so as euery one may write both as fast as you speake , and also faire and true together . And to the end to helpe for writing true Orthographie , besides the former knowledge of spelling ; as they are writing , cause euerie one in order to spell his 2. or 3. words together , speaking vp , that all his fellowes may heare , & may goe on in writing , as fast as he spels and you speake . Those who can write faster to take paines to write fairer ; your selfe also to walke amongst them in the meane time , to see that euery one of them write true & faire , and to shew them their faults by pointing them to their copies , and vsing like directions mentioned in the helps of writing , of which I spake before . After ; when they haue thus set down the English , cause euery one in the like order to make his word or two in latin , after the maner which was shewed before for making latine the very words of the Author in the natural or Grāmatical order : & cause them al to write the same words , as he speaks , vnless any of them be able to make it before of themselues ; who may correct , as they heare their fellowes to make it . Cause also euery one to spel the words which he hath made in Latine , like as they did in English , so as all may heare , & go surely in writing true Orthography in Latine likewise . And when they haue done a sentence , or so much as you thinke good for a time , then cause them to the end to commit it the better to memorie , to trie which of them can repeate the soonest without booke , that which they haue made . First saying the English sentence ; then giuing it in Latine , or construing it without booke : which all of them who are apt , will doe presently , or with a very little meditation . Or , which is shortest of all , appoint them folding their bookes , to looke only on the English , and read or construe it into Latine : Or on the Latine , to reade or construe it into English. Thus as time will permit . By this meanes you shall haue a certaine direction in all things , both for your selfe and your schollar , to goe truely and surely , both for propriety , Latine , phrase , and whatsoeue● you can desire . By this exercise also your schollar shall get both Writing , English and Latine , all vnder one . And therefore an howre may bee well imployed daily in this exercise . And to imprint this , yet better ; you may cause them the next morning at shewing their exercise made that night , to repeate together with it , that againe which they thus made the day before ( if time permit ) : Either some one to repeate all , or moe , euery one a peece , or as time will permit ; but all to be able to do it as they are called forth . Through this also they shall from the first entrance , get audacity and vtterance , with good matter which will bring the Latine with it . Spoud . But how shall they doe for composing , or right placing of their words ? which you know is a principal matter in writing pure Latine . Phil. I would haue them first for a time exercised in this plaine naturall order ; for this is that which Grammar teacheth : and then to compose or place finely ; which belongeth to Rhetorick , after . As first to write well in prose , before they beginne in verse : so in prose , to goe vpright and strongly before they learne to go finely ; and as M. Askam speaketh , first to goe , before they learne to dance . But for entring them into composition , thus you may do . 1 When they haue made it in the naturall order , onely reade vnto them how Tully , or the Authour , whom their sentence is taken of it , doth place it , and some reason of his varying , and cause them to repeat both wayes , first as they haue written , after in composition . 2 After that they haue beene practiced a while in the former plaine manner , you may make them to doe thus : Cause their bookes to be ruled in three columnes ; in the first to write the English , in the second the Latine verbatim , in the third to write in composition , to try who can come the neerest vnto the Authour . Spoud . Although I take it that I do conceiue your meaning in all , and do see an euident reason of euerything : yet because examples do most liuely demonstrate any matter ; I pray you set me downe one example hereof , and shew me what Authour you thinke most fit to gather the sentences forth of . Phil. In stead of your Authour , I thinke and finde Tullies sentences the fittest ; and of those sentences , to make choise of such in euery Chapter , as are most easie and familiar to the capacity of the children . This booke I doe acount of all other to bee the principall ; the Latine of Tully being the purest and best , by the generall applause of all the Learned : and because that booke is as a most pleasant posie , composed of all the sweete smelling flowers , picked of purpose out of all his workes ; that one booke , together with the bookes which the children haue or doe learne , shall also helpe to furnish them with some sentences , contayning some of the choysest matter and wordes , belonging to all morall matters whatsoeuer ; whether to vnderstand , write , or speake thereof ; that they shall bee able to goe forward with much ease and delight ; first in it , and then in the other sentences adioyned to it , or what exercise you shall thinke fitte . For an example ; take these little sentences , which heere follow , as they are set downe in the first Chapter of Tullies sentences , De Deo eiusque natura , dictating the words to them plainly , as the children may most readily make them in Latine . In their little paper bookes they may write the English on the first side , with the hard Latine wordes in the Margent , the Latine on the other ouer against it , in two columns ; the first plaine after the Grammar order , the later placed after the order of the Authour : your selfe may make the wordes or phrases plaine to them , as they are set in the margent . An Example of Dictating in English , and setting downe both English and Latine ; and the Latine both plainly and elegantly . Dictating according to the naturall order . Ordo Grammaticus . Ordo Ciceronianus . No man a hath been b euer great without ( verb ) some diuine c inspiration . Nemo fuit vnquam magnus sine afflatu aliqu● Diuino . Nemo magnus sine aliquo afflatu diuino vnquam fuit . 2. de Natura Deor. There is nothing which God cannot d effect , and truely without any labour . Est nihil quod Deus non possit efficere , & quidem sine labore vllo . Nihil est quod Deus efficere non possit , & quidem sine labore vllo . 3. de Nat. Deor. GOD cannot e be ignorāt f of what minde euery one is . Deus non potest ignorare , qua mēte quisque sit . Ignorare Deus non potest , qua quisque mente sit . 2. de Diuinatione . In these examples all is very plaine ; except that in the first sentence we say , & so translate in our English tongue , some diuine inspiration ; according as it is more elegantly in Latine , the Adiectiues vsually before the Substantiues ; and not inspiration some diuine , which would bee very harsh ; and so likewise after [ without any labour ] although in the Grammaticall order in the Latine , the Substantiue is to be set before the Adiectiue ; as the childe is to beginne to make the Substantiue in Latine before the Adiectiue , and to make the Adiectiues to agree vnto , or to bee framed according to the Substantiues ; as we haue shewed in the rules obserued in the Grammaticall translations . If you thinke this course ouer tedious to write both waies in Latine ; then let them turne it only into the naturall order , thus verbatim by pen : & afterwards in the repeating that which they haue made , ask of them how Tully would place each word , and to giue you reasons thereof : and then to reade the sentence in the booke vnto them ; so by the book and some rules to direct them how to proceede . For further practice in translating amongst all the higher , after they grow in some good sort to write true Latine verbatim , according to the former kinde of translating ; let them still write down the English as you dictate it , or out of a translation ; and trie who can come neerest vnto Tully of themselues , composing at the first ; and then after examine their exercises , bringing them to the Authour . For preuenting of stealing , or any helpe by the Latine booke if you doubt thereof , you may both cause them to write in your presence , and also make choise of such places which they know not where to find . If you catch any one writing after another , and so deceyuing both himselfe and you , correct him surely , who suffereth him to steale . For going on faster , & dispatching more in translating ; beside their writing so , you may only aske them the words or phrases in English , how they can vtter them in Latine ; and then let them giue them in Latine , euery one his piece : first naturally , after placing each sentence . Thus to goe through daily a side , or a leaf at a time , or as leasure wil serue . Besides these , this may be a most profitable course as they proceed to cause them to translate of themselues Esops Fables , or Tullies sentences , or the like , into plaine naturall English , so as was shewed ; and to cause them the next day , for their exercise , to bring the same thus in English , & to be able without book , first to make a report of it ( striuing in the Fables , who shall tell his tale in best words & manner ) & then to reade it into the Latin of the Author out of the English , and be able to proue it , and where they haue read the hard words . And after all these to trie ( if your leasure will serue ) how they can report the same in Latine , eyther in the words of the Authour , or otherwise , as they can of themselues ; which all who are pregnant , and will take paines , will be able to doe very readily : by this you shall finde a great increase . Lastly , this is yet the most speedy and profitable way of all , as my experience doth assure me , to cause them to reade ex tempore some easie Author daily , out of the translation into the Latine of the Author , or out of the Author into English ; first plainly , then artificially . And to this purpose I haue translated , as I shewed , Corderius Dialogues , whose latin you know to be most easie , familar , and pure ; and also Terentius Christianus ; with Tullies sentences to helpe hereunto . For further translating , or turning any Author , or piece of Author , or other matter into Latine ; if it be difficult , direct your Schollars to resolue the speech into the naturall order of the words , so neere as they can . Secondly , if there be any phrase , which they cannot expresse ; to resolue & expresse it by some other easier words & phrase of speech , with which they are better acquainted ; & to do it by Periphrasis , that is moe words , if need be . Besides , for such English words which they know not to giue Latin vnto ; let them vse the help of some Dictionary : as Holyoke or Barret : Holyoke is best , wherein the proper words and more pure , are first placed . In all such translating either English or Latine , this is carefully to bee obserued ; euer to consider well the scope and drift of the Author & the circumstances of the place ; and to labour to expresse liuely , not only the matter , but also the force of each phrase , so neere as the propriety of the tongue will permit . But for all this matter of translating , that practice of reading the English out of the Authors , and the Authors backe againe out of the translations , shall fully teach it , so far as it concerneth the schollar for propriety & getting of the tongues . For translating any Latine Author into English , only to expresse the sense and meaning of it ; the sense & drift of the Latine Author is principally to be obserued , and not the phrase nor propriety of the tongue , to bee so much sought to bee expressed or stucken vnto . The like may be said for the Latine . But this kind of translating into Latine , is only for such schollars as are wel grounded thorough long exercise & practice in the former kind of Grāmatical translation , and in Tullies or their Authors phrase . Spoud . I hope I vnderstand you , right , and doe like very wel of all , so far as I conceiue . Only let me intreate you , as in the former , to rehearse the principall heads briefly concerning this matter . Phil. This is the sum of all , for this entrance in making and writing Latine . 1. Readiness in their rules , chiefly in examples of Nownes and Verbes . 2. Making their owne lectures into Latine daily . 3. Continuall reading or repeating lectures and all their Authors which they haue learned , out of the Grammaticall translations , into the Latine of the Authors . 4. Translating into Tullies Latine , out of a perfect Grāmaticall translation , or as the English is so dictated vnto them , & reading or repeating the same out of the English into Latine . And lastly , out of the natural order , into the order of Tully . 5. Translating into English Grammatically of themselues , and reading forth of the English into the Latine of the Author , or writing it downe . By these means constantly practiced , they wil soone be able to make , write , or vtter any ordinary morall matter in pure and good phrase ; especially if the matter be deliuered vnto them in the naturall order of the words . Make triall : and I doubt not but you will not onely confirme it , but still find out more for the common good . CHAP. XI . Of the Artificiall order of composing or placing the words in prose , according to Tully and the purest Latinists . Spoud . BVt yet here is one thing wanting : namely , the rules which you spake of for composing or placing the words after the manner of the purest Latinists ; I meane for turning them forth of this naturall order , into the Rhetoricall order , or order of Tully ; without which , the truest and best Latine is little worth . This I haue found very hard for my schollars to performe ; neyther haue I had any certain grounds that they might stand vpon . Moreouer , this I haue knowne for certaine , that many young schollars the more confusedly that they can transpose , or disorder the words of a sentence , the more excellent they think it to be , when as it is indeed most absurd to the learned eare . Phil. Although this may seeme to belong to Declamations and Orations , because therein there is the greatest labor for curious composition and setting of words , as wherin schollars stand to shewe most art , indeauouring to perswade : yet it is in truth generall to all Latine , whether Translations , Epistles , Theames or whatsoeuer , and doth bring great grace and commendation to euery part thereof ; and contrarily being neglected , doth detract very much from the most excellent speech , be the matter and words neuer so choise . And because there is speciall vse of it , in the practice of all the translations : and in all this matter of making Latine for turning or composing out of the Grammaticall order , into the order of the Author , I will afforde you the best help I can . But forsomuch as neither Tully nor any of the purest Latinists do alwais obserue the same order , and therfore I take it that no certaine rules can bee giuen as perpetuall ; I will take those which Macropedius hath set downe , as being the most easie of all that I know . He hath sundry generall precepts . Precepts of Composition or placing the words in Latine , as they are set downe by Macropedius , in the end of his method of making Epistles . The I. Precept . Of placing the Nominatiue case , the Verbe , and the oblique case . A Perfect sentence consisting most commonly of a Nominatiue case , a Verbe and an oblique case ; this order is kept in placing ordinarily 1 The oblique cases ( that , is all besides the Nominatiue and the Vocatiue ) are commonly placed in the beginning , the Nominatiue case in the midst , the Verbe in the end : For example ; in the sentence following , the Grammaticall order is thus ; Caesar occupauit ciuitatem munitissimam hostium . The Artificiall order is vsually thus : Munitissimam hostium ciuitatem Caesar occupanit . Yet if the oblique case bee of a Nowne negatiue , or a Nowne of denying , it may be put elegantly in the end : as Caesare fortunatiorem legimus n●minem . Yea , any Adiectiue or Participle may bee put so , when the chief point of the matter or meaning resteth in it : as Caesarem in morteferè omnes putant miserum . The II. Precept . THe Adiectiue is ordinarily to bee placed before the Substantiue . And between the Adiectiue and the Substantiue may bee fitly placed the Gentitiue case of the later of two Substantiues ; as in this sentence the Grammaticall order is : Seuer itas magna Caesaris incussit terrorem hostibus . The artificiall order thus ; Terrorem hostibus magna Caesaris seueritas incussit . Also betweene the Adiectiue and the Substantiue of the Genitiue case , the word gouerning the Genitiue case , may be elegantly placed , as in this sentence : Clementia Caesariae maiestatis dedit pacem , & tranquillitatem prouincijs . The artificiall order may be thus ; Caesareae clementia maiestatis pacem & tranquillitatem prouincijs dedit . The III. Precept . BEtween the Adiectiue and the Substantiue , Tully somtime placeth the Verbe in like manner ; sometime the Aduerbe , sometime the Coniunction , sometime the Preposition alone , or with his case : as , Magnum profecto laborem Caesar assumpsit , quem fermè ab ipsis ad nos venisse Gadibus ai●nt , vt hostes suae quidem maiestati rebelles , nostris autem supra modum rebus infestos armis subigeret . Quam ob causam , perpetuum illi amorem ▪ & gratiam debemus immortalem . The III. Precept . Of Aduerbes and Prepositions . ADuerbs and Prepositions with their cases may be placed any where , wheresoeuer they shall seeme to stand most fitly to please the eare : yet most elegantly before the Verbe or Participle which they declare . As , Debitam pro contemptu suis hostibus diuque dilatam seueritatem , Caesar tandem exhibuit , sedclement issimè mitigauit . These are the principall of his rules which are necessarie . To these may be added , 1. That this is to be obserued very vsually : That the word gouerned is commonly placed before the words gouerning , contrary to the Grammaticall order . As here . Fortitudo Caesaris potitur victoria . The artificiall placing may be fitly . Caesaris fortitudo victoria potitur . Also if in a sentence there bee mention of two persons , the one as it were an agent the other a patient , they stand together most vsually and elegantly ; the agent commonly first : as , Caesar did great wrong to Pompey in this point . Hac vna in re magnam Caesar Pompeio iniuriam fecit . These Precepts are set down , to the end to direct young schollars ; yet so as we must not thinke , as I sayd , that these are euer to bee followed strictly ; because neither Tully , nor Caesar himselfe , nor any who haue been most curious , did euer obserue the same : for that should be a falt rather , as we shall see after . Notwithstanding , by practice in composing , and obseruation in Tully , Caesar & the best Authors , and trying how neere we can come vnto them in translating into Latine , by cōparing ours with theirs ; and finally weighing how euery sentence may so fall as may best please the eare ; schollars may attaine much certaintie and commendation herein . More exquisite obseruation in placing and measuring sentences . FOr most exquisite obseruation of placing and measuring sentences , Rhetorically , in prose by schollars of riper iudgement , in their Theames , Declamations , Orations or the like , reade Talaeus Rhetoricke de Numero Oratorio . Cap. 17. 18. Out of which Chapter , and out of the Commentaries of Minos vpon them , these precepts may be further obserued , which follow . 1 That the placing and measuring of the sentences in prose , should be both vnlike to the placing in poetrie , and also each sentence vnlike other . And therefore that the schollar make no verses in his prose , but that he shun them warily . Though in any exercise in prose , chiefly in Theames , he may cite verses out of other Authors eyther for authoritie or delight . 2 That the beginning or ending of a sentence in prose , be not the beginning or ending of a verse ; although this be not so faulty in the beginning of a sentence , as in the end ; where the fault is more obserued . 3 That the ending of sentences bee specially weighed , which are chiefly marked of all ; and therefore are to bee carefully varyed , that they may not be displeasing . 4 That this curious obseruation of the endings neede not bee regarded aboue sixe syllables from the end ; and those to stand on feete of two syllables , Trochees principally . 5 That we doe not continue the same feete in the ends ; but dispose them diuersly : not all long syllables , nor all short , vnlesse more seldome ; but commonly tempering long & short syllables together , as Trochees and Iambicks , sometimes Spondees and Perrichees , yet so as wee be not curious . 6 That sentence is accounted most sweet and excellent which endeth in two Troches ; viz. the first syllable long , the last short , as in this sentence . Deindè patris dictum sapiens temeritas fil●● cōmprŏbā●it . This endeth in an Iambicke and two Trochees . Tully vsed this most often . So as in that one Oration pro Pompeio , it is obserued to be an hundreth and fowrteene times . 7. Yet the variety ought to be such , that this art of placing or setting the number of syllables , may not bee obserued of euerie one , and so bee made enuious , nor the curiositie ridiculous ; but to be laboured so as it may most delight and drawe on others . 8. That the sounds of the very words and letters are the principall things to bee respected herein . For the elegant composition , is that which is made by a sweet sound of letters and words . 9. Therfore words of the best sound are to be obserued ; and amongst them most elegant Aduerbes and bonds of Coniunctions to bee noted diligentlie . Words sounding well are these : 1. Verbals : as , Dominatrix , gubernatrix . 2. Compounds : as , pernoscere , excruciari . 3. Superlatiues : as , Conspectus iucundissimus . Ad dicendum paratissinus . 4. Words of mo syllables : as , Moderatio animi . Tempestas anni . 10 Words which are insolent , hard and out of vse , are to be as warily auoided , as rockes of Mariners . 11 That in all sentences , the words haue an easie and distinct sound : that is , neither harsh nor gaping ; but that they fall and conclude aptly and sweetly , fitting best the vtterance of the pronouncer , and as may most like the eare of the hearer . These are the summe of those rules as I remember . Although the excellency heereof is rather to bee attained , by vse and practice , then by any certaine precepts . Spoud . Sir these put in practice may be very sufficient for whatsoeuer can be required in this behalfe , as it seemeth vnto me . Phil. These things concerne onely the placing and setting or measuring of sentences , which is one little part of Rhetorick ? and there the rest is to be fully sought , & how to adorne all sentences with tropes and figures . The practice of these is to be vsed in their seuerall exercises . Thus haue I gone thorough all these at large , for making the Accedence and Grammar perfect , for construing , parsing , and making Latine ; applying my selfe to the capacity of the ●udest learner in so many words ; because these things well performed , all other learning wil be most pleasant , as ●as said before . Spoud . But one other thing by the waie , I cannot omit to demaund that I did obserue by your speech , that you would haue your very enterers to make some exercise euery night of themselues . Phil. I would indeede haue no Euening passed without some little exercise in Latine by all , from the very lowest who begin to write Latine ; I meane something to be shewed the next daie about 9 of the clocke . Spoud But what exercise woulde you appoint to such little ones , that coulde bee easie enough and meet for their capacitie . Phil. I woulde appoint them to beginne euen at , In Speech bee these eight parts &c. and so giue them 2. or 3. lines of it for euery one to turn into Latin. And for the examining what they haue done where they are many , & time will not permit to examine what euery one hath done ; to cause some one or two whom you suspect to be most negligent , first to pronounce the English without booke , then to construe it into Latine without book , or to repeat the Latin as they haue made it : but to construe it without booke is far the surest , or to reade & construe it out of the English. And according to these as they pronounce , and are shewed their faults , for all the rest to correct theirs . If any be found not to correct so , or to haue omitted his exercise , to haue his due correction . Though I haue tried many wayes and exercises for these little ones , to doe priuately by themselues , yet I finde none comparable to this : for this they will doe with much facilitie and contention , after a little that they are entred ; being helped somewhat by their Latine rules , which they haue learned . Thus they may alwayes haue a fit exercise , and know aforehand what they are to doe . This also will further much towards their parsing in Latin , and better imprinting their rules . CHAP. XII . How to make Epistles , imitating Tully , short , pithie , sweete Latine and familiar ; and to indite Letters to our friends in English accordingly . Spoud . I Am very glad I asked you this question : I rest fully satisfied in it , as also in al this matter of making and composing Latine , for the euidence of the meanes ; and doe thanke you heartily for directing me so particularly . Now let vs come , I pray you , to the other seuerall exercises of Schollars , which are to bee practiced in Schooles continually , for the morefull attayning of the knowledge of the Latine tongue . And first for the making of Epistles , in such sort as was mentioned before ; that is imitating Tully , short , pithy , full of variety of good matter , sweet Latin and familiar ; and for inditing of like Letters in English : I haue found this exercise of making Epistles , no lesse difficult then the former toyle of making Latine . For although I haue taken great paines : yet after long practice , I haue hardly beene able to bring them to a shew of that which you speake of , I meane so to imitate and resemble Tully ; but that they will frame them of long sentences , matters vnfit for an Epistle , flash and to little purpose ; but very childish , and more like vnto a Theame or an Oration , then to an Epistle . Thus I see it to be also amongst the chiefe of the Schollars , of sundry of those who are much accounted of , and wherin the schollars seeme to doe the best . As for inditing Letters in English , I haue not exercised my schollars in them at all ; neyther haue I knowne them to be vsed in Schooles : although they cannot but bee exceeding necessary for schollars ; being of perpetuall vse in all our whole life , and of very great commendation , when they are so performed . Therefore I still craue your helping hand to direct me , how to bring my schollars to the attayning that faculty . Phil. Let me first heare what way you haue taken in these , like as you shewed me in the former kinds ; and then I shall relate vnto you how this may bee done , so shortly as I can . Spoud . I haue done this : I haue read them some of Tullies Epistles , and also some part of Macropedius or Hegendorphinus de conscribendis Epistolis . I haue directed them that they are to follow the rules set downe in the seuerall kindes of Epistles there mentioned , and made the examples plaine vnto them . Moreouer , I haue vsed oft to put them in minde of this , that an Epistle is nothing but a Letter sent to a friend , to certifie him of some matter , or to signifie our mind plainly and fully vnto him . And therefore looke how wee would write in English , so to doe in Latin. These and the like are the helpes which I haue vsed : and I take them to bee the most that are done in ordinary Schooles . Phil. I like well of your reading of Tullies Epistles , which indeed is the very foundation of all : but for Macropedius and Hegendorphinus , although their paines were great ; yet I cannot see , but that they will rather require an auncient learned Master to vnderstand , and make vse of them , then a younger schollar , who is to be taught how to speake . Also for telling a childe that he must inuent variety of matter of his owne head , to write to his friend ; this is a taske ouer hard to ordinary wits . For what can a childe haue in his vnderstanding , to be able to conceiue or write of , which hee hath not read or someway knowne before ? according to that Maxime : Nihil est in intellectu quod non prius fuerat in sensu . Therefore omitting these , wherein I my selfe haue also found a great deale of toyle , with small fruit ; I will set you downe plainely the very direct way , so neere as yet I haue beene able to learne ; and whereby I am out of doubt , that that same faculty may be easily gotten , of writing such Epistles ; fully expressing Tully , as was said , and of inditing Letters like vnto them , which are our vsuall Epistles , as the Latine were of the Romanes . The way may be this : 1 When your young schollars haue gone through Sententiae pueriles , Confab . Cato , or the like ; and can begin to make Latine in some such good sort as was shewed ; let them then reade Tullies Epistles , gathered by Sturmius ; as being of the choysest of his Epistles , and most fitte for children . This one booke rightly vsed , may sufficiently furnish for making Epistles , so farre as shall be needfull for the Grammar Schooles . It would be read by them twice in the weeke at least , vntill they had gone through a good part thereof ; vnlesse they be able to reade it of themselues ex tempore , or by the helpe of the translation . 2 As they reade euery Epistle , or before they are to imitate any one , make them as perfect in it as you can , and as time will permit : not onely in construing , parsing , reading out of the Grammaticall translation into the Latine ; but also to be able to giue euery phrase , both Latine to English , and English to Latine . Also cause them to make you a report what the summe of the Epistle is ; and this if you will , both in English and Latine also , as was said of the Fables . 3 Cause them for their exercise to make another Epistle in imitation of Tullies Epistle , vsing al the phrases and matter of that Epistle ; onely applying and turning it to some friend , as if they had the very same occasion then presently : and also changing numbers , tenses persons , places , times : yet so ▪ as thereby to make all the matter and phrases , each way most familiar to them ▪ and fully their owne . And first let them doe this in a good English stile , as was said ; I meane in making an English Letter first : setting it after the manner , as they did their English Translation ; of that page of their booke towards the left hand , or on the first columne , the Latine on the other ouer against it , sentence for sentence . Herein they are only to differ from the Translations , that they 〈◊〉 doe not in these Letters sticke so much to wordes , to answere word for word both English and Latine ; as to write purely and sweetly , as well in English as in Latine , and to expresse their mindes most fully in both , and in most familiar manner . 4 The next day to make another Epistle , as being sent from their friend to whom they writ , in answere to that which they writ the former day : and in that to answere euery sentence from point to point , in as short manner as the former Epistle was , stil reteyning the same phrases as much as they can . I will take for example the first Epistle of Sturmius . The more easie it is for the children , the better it is . M. C. Terentiae salutem plurimam dicit . SIvales , benè est : ego valeo . Nos quotidie tab●llarios vestros expectamus : qui si venerint , fortasse erimus certiores quid nobis fac●endum sit : faciemusque te statim certiorem , valetudinem tuam cura diligenter . Vale. Calendis Septembris . The summe of the Letter is ; That Tully writes to his wife Terentia : signifying vnto her , that hee was in health : that he waited for the Letter-carriers daily : how by them he should know what to doe ; and that he would then certifie her of al things . And so concludeth , wishing her to looke well to her health . The Letter bare date the Calends of September . An English Letter in imitation of Tully . IF you be in health , it is well : I am in health . I haue long looked for your * Messengers . When they shall come , I shal be more certaine what I am to do ; and then I will forthwith certifie you of all things . See that you looke very carefully to your health . The Answere . I Reioyce greatly of your health . I am sory that you haue looked for the Carriers so long . They wil be with you very shortly , & then indeede you shal be more certain what to do . Wee shall forthwith looke to heare of all your matters . I will in the mean time looke to my health , as you aduise . Farewell . An Epistle in imitation of Tully . EPISTOLA . SIvales benè est : ego qu●dē valeo : diu tabellarios vestros expectaui . Cūvenerint certior ero quid mihi faciēdū sit . Tum autē te omnibus de rebus certiorē faciam . Tuam diligentissimè valetudinem fac vt cures . Responsio . TE valere maximè lator . Doleo quòd tabellarios tam diu expectasti . Statim vobiscum erunt , & tum re vera certior eris quid tibi agendum sit . Nos deindè vestra omnia audire sperabimus . Meam interim vt suade ; curabo valetudinem . Vale. Antonius Schorus in the end of his booke , de ratione discendae linguae latinae , hath sundry examples . I will set downe one Epistle , imitated two wayes : the first keeping almost the wordes and forme of Tullies Epistle ; the other imitating onely the forme , but changing the wordes . Tullies Epistle is this : Aulo Trebonio , qui in tua prouincia magna negotiaet ampla , & expedita habet , multos annos vtor valde f●miliariter . Is cum antea semper & suo splendore & nostra caeterorumque , amicorum commendatione gratissimus in prouincia fuit , tum hoc tempore propter tuum in me amorem , nostramque necessitudinem , vehementer confidit , his meis literis , se apud te gratiosum fore . Quae ne spes eum fallat , vehementer te rogo : commendoque tibi eius omnia negotia , liberos , procuratores , familiam : inprimisque vt quae T. Ampius de eius re decreuerit , ea comprobes , omnibusque rebus eum ita tractes , vt intelligat nostram commendationem non vulgarem fuisse . The first imitation , more following the words , is this . Petro Fabro , qui in vestra vrbe & magnanegotia , & multos amicos habet , multos annos vtor familiariter . Is cum antea semper & suo splendore , & nostra caeterorumque amicorum commendatione gratissimus in hac nostra Repub. fuit , tum hoc tempore propter tuum in me amorem nostramque necessitudinem vehementer confidit , his meis literis se apud te gratiosum fore . Quae nespes eum fallat , vehementer te rogo : commendoque tibi eius omnia negotia , amicos , cognatos , inprimi●que vt quae procuratori de eius rebus videbuntur , ea comprobes : omnibusque rebus eum ita tractes , vt intelligat nostram commendationem non vulgarem fuisse . The second imitation , expressing the forme . Petrus Faber , qui tibi notus est , & magnas res apud nos gessit , multos annos mihi valde familiaris fuit . Is cum semper & sua dignitate , & benefi●ijs multis erga me , meis omnibus gratissimus fuit : tum nunc ob tuum ergame animum , nostramque coniunctionem , non dubitat quin hac mea commendatione sit in maxima gratia apud te futurus . Quod vt fiat , summoperè te oro : committoque tuae fide● & curae omnes res eius , amicos , cognatos , parentes : praecipuè verò vt quae procurator de rebus eius agat ea consil●o tuo iuues : & ita honorificè eum accipias , vt sentiat has nostras literas apud te pondus habuisse . Thus practicing and trayning vp your schollar by little and little ; first for imitation , more neerely following the wordes ; afterwards only the forme , and such phrases as shal seeme fittest : and euer first writing their English Letters , and then their Latine answering thereunto ; you shall see that they will come to a liuely imitation of Tully ; especially if you exercise them wel in Tully , in such sort as is prescribed . Spoud . Sir , this must needes bee a most sure and ready way . But in imitation what things am I to direct them to obserue ? Phil. That they take only so much as is needfull , and fit for their purpose , leauing out all the rest ; that they adde what is wanting , alter and apply fitly to the occasions , according to the circumstances of times , persons , places , and the like ; that nothing may appeare stollen , but all wittily imitated . Be sure that they know perfectly the matter and the phrase , of that which they should imitate : and then nothing will be hard , in imitation of Epistles , Verses , or whatsoeuer . Spoud . What is then the summe of all , which you would haue principally exercised , for the speedy attayning this faculty ? Phil. That your schollars haue daily a peece of an Epistle , or a whole Epistle appointed them , matter and phrase made every familiar vnto them ; then one day to make an Epistle in imitation , and that both English and Latine ; the next day to make an answere in like manner : thus to proceede vntill they come to some good perfection . And so much may serue for Epistles . CHAP. XIII . Of making Theames full of good matter , in a pure stile , and with iudgement . Spoud . NExt after Epistles Theames ▪ doe follow ; wherein if you can direct me also , how these likewise may be composed by children , so as to bee couched full of good matter , written in a pure stile , and with iudgement , and with as much certainty and readinesse as you haue shewed me for making their Epistles ; I shall remain more beholden , and returne home with greater hope to doe good . For the Epistles it cannot bee otherwise , but that the course set down must needs produce that effect , which you haue affirmed ; by reason of these singular patterns of Tully , which children haue to imitate . But what patternes or helpes can you haue for Theames any way comparable to those ? Phil. What patternes Schollars may haue , you shal heare after : but first relate vnto me , as in the former , what way you haue vsed , for the entring of your children in making their Theames . Spoud . I haue according to the custome in Schooles , read them some of Apthonius rules , and so it may be , haue begun with Apologues or Fables , or rather with a Chreia : and in their Chreia , I haue first made the seuerall parts of it , or of their Theame so handled , very plaine vnto them , with the manner of the proofes of it ; and of gathering reasons to amplifie it , according to the same . I haue then giuen them a Theame to make , following the example in their booke , to prosecute the same parts of the Theame ; as Exordium , narratio , confirmatio , confutatio , conclusio , and also to follow the seuerall places , to amplifie each thing by . I haue withall shewed them how to doe it : as to trie what they could gather of themselues ; and withall to seeke Tullies sentences what they could find out of it , or out of other bookes to their purpose . But yet ( alas ! ) that which my children haue done hereby for a long time , they haue done it with exceeding paines and feare , and yet too-too weakely , in ha●sh●phrase , without any inuention , or iudgement ; and ordinarily so rudely , as I haue been ashamed that any one should see their exercises . So as it hath driuen mee into exceeding passions , causing me to deale ouer rigorously with the poore boies . Whereby some of them , whose Parents haue been more tender , seeing their children heauy and vnwilling to the Schoole , haue suffered them to leaue off the Schoole , and so to lose all which they had gotten before ; others also haue beene made so feareful , that they would rather desire to go to any base trade or drudgery , then to be Schollars , & hereby haue very much reproached my schoole : Because , as they haue ouer-rightly complained , they must bee beaten for not doing that , which they knew not how to doe ; so that this feare is worse to them , then the first for making Latines . And yet notwithstanding , in their entring to make Theames , and so likewise into versifying , I haue not knowen how to auoid it , but I haue bin enforced to vse so much sharpnesse , as to make them to call all their wits together , and to stir them vp to all diligence and paines ; or otherwise I should haue done no good at all . Whereupon very great inconueniences haue insued : and yet as I sayd , I haue seene very little fruite to answere vnto my paines . Phil. I doe not see how by this course , these euils could be auoided . As I said of Macropedius for Epistles , so I may here ; that this way of entring your schollars is hard enough to many a Schoolemaster , thus to follow euery part of the Theame and those places of Apthonius , to inuent matter and reasons to proue and illustrate euery thing , and to do it in a good stile . That which is said of Epistles , that children must be acquainted by reading , with matter & phrase fit for Epistles , before they can euer bee fit to make such Epistles , is much more true concerning both theames and verses ; inasmuch as the matter of them is harder , being of such things as they haue neuer read of , nor been any way acquainted with , or at least very little . Besides , to follow the Logicke places in Apthonius in a Philosophical discourse , doth require both some insight in Logick , and reading in such Authors as haue written of such morall matters . And therfore herein many a Master deserues rather to be beaten then the schollar , for driuing the childe by cruelty , to doe that which he himself can see no reason how the poor child should be able to do it . It must of necessitie either driue the schollar to vse all deuises to leaue the schoole , or else cause him to liue in a continual horror & hatred of learning ; and to account the schoole , not Ludus literarius , but carnificina , or pistrînum literarium . Spoud . I acknowledge it too true which you haue said : I pray you therfore shew me your best aduise & experience how to free my selfe & my children from these euils ; that I may both so enter them in these & also draw them on after , as not to discourage them in this maner , nor bee driuen to vse the like sharpnesse any more . Phil. Herein I my self am desirous to be a learner , as in all the rest . Although too much experience hath cōpelled me to seek out all meanes to redress this ; notwithstanding also that I haue euer been afraid of vsing cruelty in my schoole . And the rather haue I bin careful to seek out the easiest and plainest way , that I might allure & draw on my schollars in this exercise , as in all other , to proceed as in a scholasticall play , with vnderstanding , loue and delight . So much as I haue attained , I shall willingly impart vnto you . 1. We are to consider , what is the end & purpose of their making Theams ; and then to bethink our selues , which way they may the soonest attaine vnto the same . The principal end of making Theams , I take to be this , to furnish schollars with al store of the choisest matter , that they may therby learne to vnderstand , speake or write of any ordinary Theame , Morall or Politicall , such as vsually fall into discourse amongst men & in practice of life ; and especially cōcerning vertues & vices . So as to work in themselues a greater loue of the vertue and hatred of the vice , and to be able with soundnesse of reason to draw others to their opinion . The best means to effect this most soone and surely , are these so far as yet I know . 1. To see that by perfect learning , & oft repeating they be very readie in their first Authors , which they learned , of such morall matters ; as their Sententiae , Cato , Esopsfables : For some one or mo of these haue the grounds of almost euery Theam , which is meet to be propounded to schollars to write on . So that by these they shal be furnished with the iudgements of may Wisemen , what is truth , what is false in most matters , with som words to expresse their minds , and also some reasons ; as with the sentences or testimonies of the wisest , Similitudes , or Apologues in Aesop , and some graue reasons out of Cato , which they may cal to mind . All these may be done by the courses set downe before , and as soon as the bare learning of the cōstruing & parsing alone . 2. Add to these the oft reading ouer of Tullies sentences out of the Gram. translations , & the sentences of the other Authors adioined with the same . As also the reading them forth of Latine into a good English stile . Thus yoush I find by experience , that after that children are perfect in their first schoole Authors , they wil also read this book of themselues , by the help of the translatiō alone , to go ouer & ouer it , euery day thus reading a peece of it amongst thēselues , with little or no hindring any of their school exercises . 3. To the end that they may haue presidents and patterns for Theams , like as they had for their Epistles and for making Latin , some book is to be chosen which is written to this purpose , and such a one as is most easie , both for the sweetest Latine and choisest matter . These presidents are of two sorts : some are to furnish them still , with more variety of the best matter ; others , for the whole forme and frame of the Theame . Of the first sort , for singular matter notably compact together , Reusners Symbola doth seeme to me most familiar and plaine : wherein the Poesies or sentences of the seuerall Emperors , both Italian , Greek , and Germane are handled : As these ; Artem quaeuis terra alit . Apex Magistratus authoritas . Bonus dux , bonus comes . Bonis nocet , qui parcet malis . Cedendum multitudini . Festma lentè and the like This book I take to be a very worthie booke to traine vp young Gentlemen , and all others whom we would haue to become wise men , & good Common-wealths men . It is full of most singular precepts and instructions concerning dueties and vertues ; and for framing and ordering the whole course of our life , and managing all our affaires with wisedome , safetie and commendations . So as any one may receiue many wise directions , for all occasions of life , and withall much sweete delight , in it . And for this matter of Theames , it is fraughted full of the graue testimonies and sentences of many of the auncientest , wisest , and most experienced ; all fitly applyed , without any matter to corrupt or offend , and in a most familiar , easie , and pleasing stile . The manner of the vse of it for the first enterers into Theames , where they haue bookes , and the Teacher would specially apply them to Theames , and that they haue time enough , may be this : To take the * Poesies or Theams of it in order : or if any of them seeme ouer hard for childrens capacities , in regard of the matter of them , to make choyse of the most easie and familiar , first : to reade vnto them euery night a peece of a Theame of it , as a side of a leafe , or more or lesse ; according to the abilities of their Schollars . In reading , first to make the Theame or generall matter of it very plaine vnto them . They are commonly expounded for the sum of them vnder the Poesie , in verse , or with som short glosse , or both . Afterwards , to shew your Schollars the chiefe reasons and sentences , as you do reade , and in what words the force of each Argument or reason lieth . Also to obserue al the phrases which are either more difficult or pure , or most fit to that purpose in hand . And thus to make euery thing plaine vnto them ; first opening them , after examining the same , and so causing them to vnderstand , and to be able to answere euerie point therof in Latine , or to giue the hard phrases to the English. This poasing by short questions , with the other things mentioned , will make the obscurest peeces of it very euident , and cause both weaker Masters and schollars to profit greatly in vnderstanding . After all this , if you will , cause them to construe it amongst themselues and to giue the sense , and so make it as perfect as they can euery waie : Or if they bee able , heare them to construe it themselues first , or to read it out of the Latine into English , and then make it plaine to them . Then let each seuerally see how hee can gather a short Theam out of that ; choosing out all the principal sentences and reasons , and composing them in good order : following , if you thinke good , the parts of a Theam : viz. Exordium , Narratio , Confirmatio , Confutatio , Conclusio , though their Theame be not aboue 12. or ●6 . lines , according to their time & abilitie . To these they may adioine other reasons or sentēces , as they can , either what they haue learned , or what they can gather fitly to the same purpose . To bring this Theame of theirs thus made , the next day at the time appointed for shewing their Theames each one to pronounce his Theam without book ; you in the meane time looking on that which is pronounced , & examining each fault , as they are vttering it or after , by asking them short questions of the faults , and causing them to answere them , and to shew how they should be amended ; and so making a dash with a pen vnder euery falt , or the letters where the falt is , to leaue them to them to correct them after . Yet your selfe somtimes to peruse the exercises after againe , to see that they haue corrected them ; as I shal shew in another place . By this means the first enterers may haue choise of matter gathered to their hands , which otherwise they were to seeke in other Authors they knewe not where no● how . 2. All the Theams of this Author being thus written of , and pronounced by them memoriter , which may bee done in a short time , keeping each night a Theame , must needs help to furnish them with variety of the best matter , and fit phrase . Besides that , this will be a great furtherance to audac●tie , memory , gesture , pronuntiation : and by the continual and diligent reading of that Author , with their other Authors , they shall haue much help to construe & vnderstand any other morall Author ex tempore . Or if this course bee ouer-tedious , by reason of the multitude of schollars , or their other exercises ; then to reade them the more at a time , and let them bring them once or twice in the weeke , made longer and more carefully . Spoud . This way may bee very good for entering young schollars , and to store them with the best matter & phrase : but might there not bee some speciall rules and directions giuen , for writing their Theames according to the order of the chiefe schooles , prosecuting the seuerall parts of the Theame ? Phil. Yes : but these I thinke fittest to succeed in the second place , after that they haue thus furnished themselues , with words and store of matter , by this help , or Tullies sentences , or the like ; or in want of other books to vse Apthonius . Then to learne to flourish and adorne their Theames after . For the surest and easiest direction for such Theams , to be done in more exquisite manner , where the schollars may haue leasure to them ; I shall shew you my iudgement , and what I can yet find or conceiue to be the best . 1. Because I would not haue my schollars discouraged any way thorough the difficulty of this exercise , I would do as in their first Theams for matter : so in these . That is , I would take their Theames ( at least for a time ) out of Apthonius , either in order as they stand , or choosing of the most familiar , and in all things read and make it plaine vnto them , with the seuerall parts and arguments , as I shewed you before in Reusner . Then I would demaund of them , first to giue mee Apthonius arguments : as , what reasons hee hath from the Cause , Effect , Contrarie , Similitude , Example , Testimonie . Next , what reasons euerie one can giue of his owne , to proue the same . In the third place to shew , what any of them can obiect against it ; or if it be true , what absurdities and inconueniences will follow of it ; and also some of them to answere the obiections and inconueniences : and lastly my selfe to supplie their wants and faylings . After this done , direct euery one of them who are to write of it , to remember where they haue read any thing of that Theam , or by the Indexes of their books of Cōmonplaces : as Tullies sentences , Reusner , or the like , to seeke what they can finde of that matter . 2. That they obserue these parts , named Exordium . Narratio . Confirmatio . Confutatio . Conclusio . 3. To make their Exordium very short , two or three lines , to gaine the approbation of the hearers , and their attention . If the Theam be of any person in accusation or defence of them after the manner of declamations , then that their Exordium may bee fittest taken , from the partie himselfe who is accused or defended ; from some description of him to his praise or dispraise ; or else from the person of the aduersarie , or of the auditours , or of the party himselfe who writeth . For the persons whom they will defend , they must labor to perswade their hearers of their vertues , or to remoue from them all preiudicate opinion . And for the persons whom they will accuse , to dispraise them , by shewing their bad qualities ; so to bring them into disgrace . But if the Theame bee of some matter to be proued or disproued , commended or discommended , which are most ordinarie ; their Exordium may bee taken from the matter ; by commending it for the excellency thereof , or for the benefit which may redound to the hearers , by the knowledge of it ; or discommending it by the contrary , or by some circumstance of time ▪ persons , places , or the like . In their Narration , to the end that the Auditors may fully vnderstand the matter , and themselues may proceed more easily ; let them set downe first the Theame or matter in as few and plaine words as they can . Secondly , expound the doubtfull words or phrases , if therebe any . If it concerne persons or facts of persons , then to set downe all the circumstances to expresse the nature & maner of it . Or if it concerne some special matter , to make some short diuision of it ; if it bee a generall into his specials , or if a whole into his members or parts : so to goe throgh euery part in order , ioining each part together with fit transitions , to shew their passage frō one part to another . In the Confirmation to the end , to bee able to proue the matter the better ; 1. To note in their Authors all the principall reasons which they can , to that end , and to gather them forth . 2. To trie what reasons they can inuent of themselues according to the chiefe heads of Inuention , following either Apthonius order , or the ten chief heads of Inuention : as , Causes , Effects , Subiects , Adiuncts , &c. which ar the same in effect , but farre more easie to prosecute , according to the Art of meditation , whereof we shal speak after . By considering wel either the thing it self , Causes & Effects of it : or if it be a Proposition , as in this ( Children are to obey their Parents ) by marking carefully both parts of the Proposition or sentence , both Antecedent and consequent , as they are called ; and the one part wil surely afford some reasons . As if we thinke first of the parents what they haue beene , and are towards the children ; and so what the children haue and doe receiue from them ( thus following the parts according to those places of meditation ) any one of vnderstanding shall be able to finde out reasons why the children are to obey their parents . Then hauing found out reasons , before they set them downe in their Theame , as they will haue them , to ranke them in their minde or in writing ; so as they doe purpose to set them in their Theame : setting some stronger in the first place , weaker in the midst , reseruing some of the stronger to the last , crossing and leauing out all the weake ones , whereof any one may discredite all the rest . In the Confutation to seeke out and set downe two or three good reasons , to ouerthrow or reproue the contrary opinion to the Theame : and also to consider what may be obiected against it , and how to answere them , by way of Occupation and Subiection , or of preuenting and obiection . Then to direct them , that the Conclusion is nothing but a collection gathered from all the former reasons ; in which may be a short recapitulation , or rehearsall of the summe of the reasons , and an vrging ( if they will ) of one or two of the principall & most forcible reasons somwhat more , to leaue a deeper impression in the minds of the hearers ; & so out of them to conclude most firmly . And thus much may serue for the direction in generall for making the Theame . Spoud . But this seemes still to me rather too obscure for young Grammar schollars : I pray you let me heare , if you could not leade me yet vnto more ready helpes . Phil. The most excellent patterns , I take to be the most speedy and ready helps for schollars to be acquainted with , and to learne to imitate them : for they in euery thing doe most auaile , to teach the soonest and sureliest . As for variety of Exordiums and Conclusions , Apthonius his Prog●masmata may helpe to direct ; and also Master Stockwood his disputations of Grammar . For furnishing with matter and substance , besides Reusners Symbola mentioned , Erasmus Adages of the largest and last Edition , is a rich store-house . Also Lycosthenes his Apothegmata , printed at London by G. Bishoppe , M.D.XCVI . is of good vse . Lycosthenes of the last Edition ( as I heare ) is dangerously corrupted with Popery , and rayling against K. Henry the eight , K. Edward , and our late blessed Queene ; and therefore not to be permitted vnto children . Many other I might name vnto you , which haue written of such morall matters ; diuers of them in English , and some of them very notable : as the French Academie , the morall part of it : Charactery , Morall Philosophy , Golden groue , Wits Common wealth , Ciuill conuersation ; and others . So in Latin ▪ Z●gedine his Philosophia Poetica ; The sentences selected out of the best Authours , adioyned to Tallies sentences ; Flores Poetarum for Verses to flourish withall . But the former , viz. Reusner Erasmus Adages , Apthonius , and Lycosthenes , may serue in steed of many , for Schollars who are of vnderstanding and iudgement to vse them aright ; chusing out the summe of the most excellent matter , and making it their owne ; composing euery thing fitly , without apparant stealing out of any . Spoud . But what helpe doe you account the very best for inuention of matter , to find it out as of their own heads , which you know is principally esteemed of ? Phil. That which I named in the direction for the Theame , is the vsual manner in schooles , as I take it ; I mean the following the places of Apthonius : as , à Laudatiuo , Paraphrastico , Causa , Contrario , Parabola , Exemplo , Testimonio veterum , Breui Epilogo . So à Manifesto , Credibili , Possibili , Consequente , Decoro , Vtili . And ab Obscuro , Incredibili , Impossibili , Inconsequenti , Indecoro , Inutili , and the like . Yet these doe seeme to mee also farre too hard for childrens conceits , who haue read no Logicke , and ouer-tedious . But the following of those ten first and chiefe heads of reasoning ; to wit , from Causes , Effects , Subiects , Adiuncts , Disagreeable things , Comparisons , Notations , Distributions , Definitions , Testimonies ( to one of which each of Apthonius or Tullies places doe belong ) is farre the easiest , surest , and plainest way . If that little booke called the Arte of Meditation , were made somewhat more plaine for the definitions or descriptions , that children might see euery thing euidently ; and illustrated by a few moe examples ; and so schollars made perfect in it by examining ; they would bee able to inuent plenty of good matter presently , after that they had beene exercised in Reusner , and the other Authours ; in reading , and also in writing some variety of Theames , after the manner set downe before . Let them practice when they would inuent matter , but to runne through those places curiously in their mindes ; and if one place doe not offer fit matter , another will surely , and furnish them with store : so that by the helpe of that small Treatise , if it were so perfected , all this might bee accomplished ; and that with a small meditation any schollar of vnderstanding might discourse very commendably of any such matter . Spoud . It is great pitie it should not be made exact , if the vse and benefite bee such as you conceiue of it to this purpose , besides the worthy end for which it is written . But as you haue giuen patternes for other exercises , so let me heare your iudgement , where they may haue th● best patternes for Theames , for the whole frame thereof , being handled according to all the parts seuerally . Phil. Apthonius ( out of whom these Theames may bee taken first and the schollars also to haue liberty to gather out the principall matter ; yet making it their owne , by seeking to better euery sentence ) hath sundry very good presidents for such Theames ; and in sweete Latine , written by Rodulphus Agricola , Cataneus Lorichius , or others : as the example of a Common-place , of the Thesis , and the like . Though Apthonius his owne ( I meane ) those translated out of him , are of a more harsh stile in Latine ; yet the order is good , as being written and set forth of purpose to this end . These very Theames may be written on , first for incouragement ; after , others of like matterto be imitated , according to the same places . Secondly , next vnto those in Apthonius , which are more easie , Tullies Paradoxes are most singular patternes for true Rhetoricke , though the order of them seeme to be more obscure : they will be notable directions , if that the schollars be of capacity and ripenesse , and haue the seuerall parts rightly opened vnto them , that they fully vnderstand them . Spoud . But for Declamations what examples or helpes would you vse ? Phil. The Declamation being nothing else but a Theame of som matter , which may be controuerted , and so handled by parts , when one taketh the Affirmatiue part , another the Negatiue , & it may be a third moderateth or determineth betweene both ; we haue very good Presidents in the Thesis in Apthonius : as in that question handled both affirmatiuely and negatiuely , viz. Vxor est ducenda , Vxor non est ducenda . If it be in a more vehement inuectiue against some vice , we haue sundry examples in Apthonius , in Loco communi . As , In villarum incensores , In sacrilegum , Incontumacem , In auarum . Likewise the seuerall examples there set downe of praise and dispraise , of persons , cities , or the like . So the Presidents in Apthonius of particular actions , in accusing or defence of them , may be great helpes to giue much good direction . For further patternes , see Tully his Orations ; and specially the Inuectiues against Catiline . In these kinde of Theames , wee shall haue farre more vse of those figures of Sentences , which are the very life and strength of an Oration ; as of Exclamations , Reuocations , Apostrophees , Prosopopies ; and the rest of the figures in Dialogismo . I haue heard of some good ensamples in English , viz. thirteene Declamations ; but I haue not beene able to finde them out . But these kinde of exercises of Declaming are rather for the Vniuersities ; or at least for such Schollars in the Grammar schooles , as haue beene long exercised in the former kindes . For the manner of writing downe the Theames by Schollars of iudgement , it may not bee amisse where leasure will serue , to cause the schollars to write them thus : In the first Margent towards the left hand , together with the seuerall partes of the Theame ( as Exord . Narratio , Confirmatio , Confutatio , Conclusio , being set in great letters ouer against each part ) to set also the heads of the seuerall arguments ; chiefly against the Confirmation : as Causa , Effectum : like as Apthonius doth set his places , à Causa , à Contrario . And in the later side of the page , towards the right hand , to set the seuerall tropes or figures , but in two or three letters . As for Metonymia Efficientis , no more but Met. Effic . or the like : making some line vnder the word , in which they are ; The shorter the better , if it can bee vnderstood . One Theame in the weeke well performed in this maner , besides all other exercises , may be sufficient ; like as the order is in many of the chiefe schooles . Spoud . Certainely Sir , these courses seeme to me as easie as the former , both for Masters and Schollars ; that hereby they must needes labour , and goe on with delight ; beeing thus plainely guided and directed from point to point . Yet to proceede a little further herein , if you will giue me leaue : I haue heard of some schollars marueilously praised for this , that they haue beene able to speake of a Theame ex tempore for a quarter of an houre , or more together , in good Latine , and to very good purpose . Now how doe you thinke that this may be done ? for this is a matter of very high commendations to young schollars euen in the Vniuersities ; and much more in the Grammar schooles , if it can be done . Phil. This exercise must needes require much reading , and practice to doe it , in such commendable manner ; as indeed it may . The best way how to attaine it most soone and surely ▪ is this , so farre as yet I can conceiue : 1 They must practice constantly for a good space , the former or better course of making Theames ; that they may become very ready in writing their Theames of any morall matter with a little study . 2 I haue seene this practice to bee easie and profitable to this end : the very vse of the Grammatical translation of Apthonius , according to the maner of the vse of the translations , for keeping the schoole Authours perfectly . As first , causing them to reade a Theame out of the Latine into English ; or where it is hard , first to reade it ouer in English to giue some light ; then out of the Latine into English , to vnderstand it perfectly : afterwards to reade it out of the English translation into Latin , to haue the phrase and Latine readily to expresse their mindes . Then euery one in his course , to trie how he is able to expresse or vtter that Theame of himselfe ; first in English , then in Latine , euery part of the Theame in order . For example : To begin first with the Exordium , to trie how they can vtter it in English , and whether they can better the Authour . After the first , a second fellow to assay how he is able to better the first ; so another after him to better them both : and so forward as you will. After this , to make tryall how they can vtter the same in Latine ; euery one still bettering others : then to doe the like in the Narration ; and so through euery part , both in English and Latine ; still contending to go beyond their patternes in purity of phrase and matter , contracting , adding , or changing as they will. When they haue for some good time vsed this practice , then trying how they are able to discourse of themselues in a Theame giuen vnto them , according to the order of meditation , or places of Inuention , by continual exercise they shall attaine hereunto . The practice in Apthonius will affoord them matter and wordesenow for imitation of Exordiums , manner of Confutations and Conclusions . Their readinesse in their first Authours of morall matters , as also in Tullies sentences , and Flores Poëtarum ; and that their continued exercise in Reusner , with the helpe of the places of Inuention , will commonly yeelde matter sufficient . What phrase or word they cannot vtter in Latine , 1 Let them bethinke themselues how they would first vtter and vary it in English , and some of the English words will bring Latine wordes , or phrases to their remembrance ; or else how they can expresse it by Periphrasis , or circumlocution in moe words , by some description , or by the generall , or the contrary , or by some property , or the like . 2 Next to this , they may vse the helpe of Holyokes Dictionary ; and for phrase Manutius or Master Draxes Calliepëia : the phrases may bee found more easily in the Calliepëia . 3 And to the end that they may be sure to haue variety both of words and phrase , which doth much delight ; it shal not be amisse to peruse before in the phrase book , the principall wordes or phrases which concerne that Theame , and how many wayes they may be vttered : at least the Master when hee tryeth his Schollars in this extemporall faculty , if hee bee not a ready and perfect Latinist may haue the phrase booke by him , to looke euery hard phrase which they cannot vtter well ; and how they may vary it diuers wayes . Spoud . But to the end that schollars may be sure euer to haue store of matter , or to finde of a sudden where to turne to fit matter for euery Theame ; what doe you thinke of Common-place bookes of such morall matters , that euery schollar should haue his Common-place booke written . Phil. I do account them a great help where the schollars haue leasure and iudgement to gather them ; I meane , to gleane out all the choyse sentences and matter in the best Authours . Or , because that that is ouer-great a toyle , and requires more iudgement then can bee looked for in so young yeares ; if they had but only bookes of References , it would be exceeding profitable : to wit , such Common-place bookes as did but only containe the generall heads of matter , and then the Quotations of three or foure of the chiefe Authours ; as Reusner , Erasmus Adages , Tullies sentences , or some other ; setting downe the booke and the page , where to turn of a sudden to any such matter in them . This would ease them of much searching , and make schollars to do such exercises much sooner , and with farre greater commendations : like as it is in Diuinity , Law , Physick , and whatsoeuer other Artes. Thus they may vse the matter of the best Authors , going farre beyond the matter which the wit of any childe can conceiue ; sith that those bookes haue in them the choysest sayings of the very wisest of all ages : although they are stil to adde whatsoeuer they can inuent of their owne braine , so it be wittily and pithily . Such a book of References wel gathered , and made publicke , would much further young schollars herein . Spoud . I see well how they may be furnished for store of matter ; yet for choyse of good wordes and phrase , to haue copie and variety euer ready at hand , I make some doubt how they may be furnished : for it is a toyle to goe euer to turne to phrase bookes ; neyther can they haue time when they are to speake ex tempore . Phil. Take no care for that ; store of matter being thus gotten , as I haue shewed , wil bring words : yet to haue copie of Synonymaes & good phrase , besides their Authours made perfect , & other helps mentioned ; Calliepeia translated in propriety , & read one while out of Latin into English , another while out of English into Latin , & after trying how to vary both in English and Latin ; will help very much to furnish with copie both English and Latine . Hereof I haue known som experience . A little triall will soon cōfirm this . There may be also other helpes forvarying : as the rules in Erasmus de Cap●a , in Macropedius and others ; and more specially some select phrases to seuerall purposes noted in Erasmus de Copia . Spoud . But what say you concerning Orations , what course doe you thinke fittest to bee able to performe them with commendations ? Phil. I take them to belong rather to the Vniuersities , that there is more seldom vse of them in schooles , and then also to be performed by schollars growen to som maturity . For examples or patterns of Orations , wee can haue no better then Tullies Orations ; wherein are presidents of all sorts . In these is the schollar to bee exercised to knowe the nature of them , & the maner of the loftiness of stile vsed in them . Also Turners Orations , Muretus , or others . Though for entrance into them we may follow the exāples of praises in Apthonius . Chap. 8. Or some other select Orations . Yet , because in Schooles of special note , and where there are auncient schollars , sometimes it may bee expected amongst them , that some one of them should make an Oration to entertaine a Benefactor , or other person of note ; and it may be , to do it ex tempore , as their comming is of a sodaine ; therfore certaine speciall heads of an Oration to that purpose might be euer in readinesse . As the commendations of a person for his descent , learning , loue and countenance of good learning & vertue , beneficence curtesie , fauor towards that place , and the like . Also for excusing themselues by their tender yeers , want of experience and of practice in that kind , bashfulnesse , timorousnesse ; and yet their desire to answere the parties loue & expectation , with presuming vpon their patience , and such others . To be acquainted also with variety of choise phrases to the same purposes , to haue them euer in fresh memory . Sp. These courses are very plain in my iudgemēt : yet notwithstanding , sith they are of more seldom vse , but Theams of daily practice , wee are specially to looke vnto them . Therfore my weak memory , let me heare in two words , the sum of all concerning the Theames . Phil. This is the sum ; 1. That they be acquainted with som matter for Theams and easie phrase , and so accustomed to write Theames in a plaine manner first , following Reusner principally . 2. That they learne to handle the Theame more curiously according to Apthonius , prosequuting and adorning the seuerall parts thereof , making choise of the most excellent patternes . 3. That they haue the helps and grounds of inuenting reasons of themselues , and do know whereto finde more store of matter and phrase to expresse their mindes , and be furnished with helps of the best books . 4. Lastly , that as in all other exercises , they vse continuall practice ; which makes the hardest things easie and pleasant . CHAP. XIIII . How to enter to make verses with delight and certaintie , without bodging ; and to traine vp schollars to imitate and expresse Ouid or Virgil , both their phrase & stile . Spo●d . NOw that wee haue gone thorough all the whole course of writing Latine in prose , and the seuerall exercises therof which are requisite in Grammar schooles , so far forth as I remember ; it remaineth that we come to verse : wherein I presume of your loue as in all the former , not to conceale anything from me , but to impart whatsoeuer may helpe to the attaining of that facultie . Phil. Though Poetry bee rather for ornament then for any necessary vse ; and the main matter to be regarded in it , is the puritie of phrase and of stile : yet because there is very commendable vse of it , sometimes in occasions of triumph and reioicing , more ordinarily at the funerals of some worthy personages , and sometimes for some other purposes ; it is not amisse to traine vp schollars euen in this kinde also . And the rather because it serueth very much for the sharpning of the wit , and is a matter of high commendation , when a schollar is able to write a smooth and pure verse , and to comp●ehend a great deale of choise matter in a very little roome . Spoud . Surely sir though it is , as you say , but an ornament , yet it is such a one , as doth highly grace those who haue attained it , in any such measure as you speak of ; and two such verses are worth two thousand , of such flash and bodge stuffe as are ordinarily in some schooles . But this I haue found also to be full of difficutie , both in the entring , the progresse , and also in the end ; that my schollars haue had more feare in this , then in all the former , and my selfe also driuen to more seuerity : which I haue been inforced vnto , or else I should haue done no good at al with the greatest part . And yet when I haue done my vttermost , I haue not had any to come to such pe●fection as you mention , to write so pithily or purely : yea , let me tell you this , that I haue knowensom Masters , who haue thought themselues very profound Poets , who would vpon an occasion of a Funerall haue written you a sheete or two of verses , as it were of a sydden ; yet amongst all those , you should hardly haue found one such a Verse as you speake of , vnlesse it were stolne ; and most of them such , as iudicious Poet would be ready to laugh at , or loath to reade . Therefore I intreat you to guide me , how I may redresse this euill , and preuent these inconueniences . Phil. Though I be no Poet , yet I finde this course to be found most easie and plaine to direct my schollars : 1. To looke that they bee able in manner to write true Latine , and a good phrase in prose , before they begin to meddle with making a verse . 2. That they haue read some poetry first ; as at least these books or the like , or some part of them : viz. Ouid de Tristibus , or de Ponto , some peace of his Metamorphosis or of Virgil , and be well acquainted with their Poeticall phrases . 3. I find this a most easie & pleasant way to enter them ; that for all the first bookes of Poetry which they learne in the beginning , they vse to reade them daily out of the Grammaticall translations : first resoluing euery verse into the Grammaticall order , like as it is in the translation ; after into the Poeticall , turning it into verse , as the words are in the Poet : according as I shewed the manner before , in the benefit and vse of the translations . For the making of a verse , is nothing but the turning of words forth of the Grammaticall order , into the Rhetoricall , in some kinde of metre ; which wee call verses . And withall , that in reading thus out of the translations , they vse to giue the Poeticall phrases , to our English phrases , set in the margents , and also the Epithetes . For this practice of reading their Poetry , out of the translations into verse , a little trial will soon shew you , that very children wil do it as fast almost as into prose : and by the vse of it , continually turning prose into verse , they will be in a good way towards the making a verse , before they haue learned any rules therof . 4. Then when you would haue them to go in hand with making a verse ; that they be made very cunning in the rules of versifying , so as to be able to giue you readily each rule , and the meaning therof . 5. That they bee expert in scanning a verse , and in prouing euery quantity , according to their rules , and so vse to practice in their lectures daily . 6. To keepe them that they shall neuer bodge in their entrance , neither for phrase nor otherwise , but to enter with ease , certainty and delight ; this you shall finde to be a most speedy way : Take Flores Poetarum , and in euery Common place make choise of Ouids verses , or if you find any other which be pleasant and easie : and making sure , that your schollars know not the verses a forehand , vse to dictate vnto them as you did in prose . Cause also so many as you would haue to learne together , to set down the English as you dictate . Secondly to giue you , and to write downe all the words in Latine verbatim , or Grammatically . Thirdly , hauing iust the same words , let them trie which of them can soonest turne them into the order of a verse : which they will presently doe ▪ being trained vp in the vse of the translations ; which is the same in effect . And then lastly , read thē ouer the verse of Ouid , that they may see that themselues haue made the very same ; or wherin they missed : this shall much incourage and assure them . After that they haue practiced this for a little time ; if for speediness , & for sauing paper ( because they may soon run ouer much ) you do vse but only to read the English Grammatically , and appoint som one of them to deliuer it in Latine ; then all to trie which of them can soonest turne those words into a verse , or how many waies they can turne them into a verse : you shall see them come on a pace , and an earnest ●●rift to be wrought amongst them . This also may bee done most easily , by the vse of Grammaticall translations of all the choyce verses in Flores Poetarum ; practicing as in Tully & other , to read them ▪ ex tēpore out of the English first into prose ▪ after into verse . They wil be as familiar & easie , as to read prose , and to do it with as much delight and contention , or more ; euery da●e practicing a little by course . For this is nothing ( as I sayd ) but the Poeticall composition . In the practice of this likewise , vse to note euery new & hard word , and quātity , as also Epithetes ; according to the generall rule before , and the manner in each lecture , and oft to examine those . 7. Cause them to turn the verses of their lecture into other verses , either to the same purpose , which is easiest for yoūg beginners , or turned to some other purpose , to expresse some other matter ; yet euer to keep the very phrase of the Poet , there or in other places , only transposing the words or phrase , or changing some words or phrase , or the numbers , or persons , or applying them to matters which are familiar , as they did in imitating Epistles . This may be practiced , each to bring first a verse or two thus changed , either being giuen at eleuen to be brought at one , or at euening to be brought in the morning , or both . 8. As they proceed , to cause them to contract their lectures , drawing seauen or eight verses into fowre or fiue , or fewer : yet still labouring to expresse the whole matter of their Author in their owne verse , and euery circumstance , with all significant Metaphors , and other tropes and phrases , so much as they can . Thus ▪ they may proceed if you wil , from the lowest kind of verse in the Eclogues , to somthing a loftier in the Georgicks ; and so to the stateliest kinds in the Aeneids : wherein they may be tasked to go thorough some booke of the Aeneids , euery day contracting a certaine number , as some 5 or 6. a day , for some of their exercises , striuing who can expresse their Author most liuely . By which daily contention you shall find , that those who take a delight in Poetry , and haue sharpness & dexterity accordingly , will in a short time attaine to that ripenesse , as that they who know not the places which they imitate , shall hardly discerne in many verses , whether the verse bee Virgils verse , or the schollars . But herein there must be this care , that before they goe in hand with this kinde of contracting , they bee both well exercised in the former kindes , or the like ; and also that they beate out the meaning of the place fully , marking what goeth before , and also what followeth after ; and obseruing curiously euery phrase , elegancy , and matter of any weight . Morouer , that your schollars may be able to write verses ex tempore , of any ordinary Theame , after they haue bin wel practiced in turning the easie verses of Flores Po●tarum , forth of prose into verse , that they can doe it readily ; appoint them of the most familiar Theames of it , and the sweetest verses thereof in order , to see how they can turne the same ex tempore into other verses , to the very same purpose ; either by imitation , or contraction , like as I shewed the practice in their lectures : or hauing but the light of those verses , how they can make other verses of their owne like vnto them . By this practice kept duely , to make some such verses twise in the day ( as to giue them Theams before their breaking vp at noone , to bring them at one of the clocke , and at night to bring them in the morning , or nine , as before ; onely hauing this help and direction ) or of a sodaine euer before they are to pla●e , to versifie of some Theame not thought of : and secondly by causing them to bring the sum of their Theams written vnder their Theams , comprized in a disticke , or two or moe , you shall finde that they will grow in so good sort , as shall be requisite to make you verses , ex tempore of any vsuall Theame , without hindering of their other studies . And here by they will soone bee acquainted with matter of all sorts according to those Common places , and also with variety of poetical phrase of the best , with Epihetes & stile . This exercise is very commendable to satisfie such , as vse to giue Theams to versifie vpon ex tempore ; and also for that it is a very great sharpner of the wit , as was sayd , and a stirrer vp of inuention and of good wits to strift and emulation . In this matter of versifying , as in all the former exercises , I take this Imitation of the most excellent patternes , to be the surest rule , both for phrase and whatsoeuer : And therefore I would haue the chiefest labor to make these purest Authors our owne , as Tully for prose , so Ouid and Virgil for verse so to speake and write in Latine for the phrase , as they did . For them who desire to attain to more exquisite perfection in this faculty of Poetry , these things may much further besides the former : 1. For more store and variety of matter , to haue Common place books ( as I said for the Theams ) therein at least to haue ref●rences ▪ wherby to turn of a sodaine to matters of all sorts , in the most exquisite and pure Poets : to haue some direction both for matter and imitation ; whether for Gratulatory verses , Triumphs , Funerals , or whatsoeuer . Or to refer all such principall places for imitation , to the heads in Flores Poetarum ; which may serue insteede thereof 2. For variety & copie of Poeticall phrases , the The saurus Phrasium poeticarum gathered by Buchlerus of the last Edition . An. M. D Cvij . is a notable helpe . Also both for words and phrases , Sylua Synonimorum , may stand in good steede , chiefly for schollars of iudgementable to make right choise of the fittest . 3. For store of Epithetes , which if they bee choyse , are a singular ornament , and meanes of speedinesse in this facultie , and so for all other matters belonging to Poetrie , Textor his Epitheta of the largest and of the last Edition printed at Lions , M. D. Cij . may bee a great helpe . The abbridgement of Textors Epithetes may serue insteede hereof to young schollars : and namely to such who are not able to buy the large ; though the large is more profitable . 4. For hauing of the best authorities for the quantities of all syllables , Smotius his Prosodia will furnish plentifully ; all needfull words being set in it in the Alphabeticall order . For rules of quantities , though our owne Grammar may be sufficient ; yet you may see also Smotius his Methodus dignosc●n●arum Syllabarum ex Georg. Fabricio , set before his Prosodia . And rules of the quantities of Syllables in M. Butlers Rhetorick , short and very plaine . Chap. 14 de Metro . Also the Virgils printed with Erythraus Index , for Authorities and vses of all words in Virgil. 5. For imitation of the best Poets , and further direction to attaine to more perfection in Poetry , see Sabines precepts Decarminibi●s ad vete●um imitationem artificiose componendis ▪ ioyned with Textors Epithets . Also Buch●●rus his Institutio Poetica in the end of his Thesaurus phrasium poeticarum . 6 For the Figures belonging to Poetry , see Butlars Rhetoricke in his fourteenth Chapt. De Metro . 7 For turning of Verses diuers waies , M ▪ Stockwood his Progymnasma scholasticum is instar omnium ▪ to direct and to incourage young schollars . In which booke towards the end of it , you shall haue one Disticke or couple of Verses , varied 450. wayes . The Verses are these : 1 Linque Cupido iecur ; cordi quoque parcito : sivis Figere fige alio tela cruent a loco . 2 Parce meo iecori ; intactum mihi linquito pectus : Omnia de reliquo corpore membrapete . 3 Ca●epuer , &c. And in the shutting vp of all , this one Verse is turned by transposing the words 104. wayes ; all the same wordes , and onely those wordes being kept : which might seeme impossible , but that there we may see it before our eyes , that nine wordes should serue to make a hundreth and foure Verses , all of the same matter . The Verse is this : Est mea spes Christus sol●s , qui de cruce pendet . Est Christus solus mea spes , qui de cruce pendet . Est solus Christus mea spes , qui de cruce pendet . Solus de cruce , &c. A schollar of any inclination and fitnesse for Poetry , cannot but receiue notable incouragement , hauing these , or but the principall of these bookes : this exercise of Versifying will be found a most pleasant recreation vnto him after a time . 8 Lastly , in this exercise , as in all the rest , I holde daily practice and diligence ( following the best patternes ) to be the surest and speediest guide ; and which will bring in time much perfection , where there is aptnesse of nature concurring . Spoud . But repeat mee in a word , which exercises you would haue daily put in practice . Phil. Turning the Verses of the Lectures , as was shewed ; chiefly by contraction in Virgil , keeping strictly his phrase . 2 Before each breaking vp at noones and nights , to haue a Theame out of the easiest of Fl●res Poëtarum in order , to bring Verses of it at their entrance againe , or as is appointed to them . 3 Writing Verses of their weekly Theames . CHAP. XV. The manner of examining and correcting Exercises . Spoud . HAuing thus gone through the principall exercises of writing ; I pray you let me heare your iudgment , for the examining of such exercises , and the best manner of performing it : for I finde it a matter very tedious and troublesome . Phil. Howsoeuer it be tedious , yet it is such a matter as would neuer be omitted , no more then the giuing of exercises ; nor to be slightly passed ouer , so much as time and oportunity will permit . For when the schollar knoweth that his exercise must be strictly examined , it will make him more carefull in performing thereof , and contrarily ; and it will be a great helpe to bring him sooner to perfection . For the manner of doing it ; 1 The Master ought heedfully to obserue those speciall faults , wherein his schollars doe most vsually slip ; and to acquaint euery one , not onely with the generall , but also with his particular , to warne them of them . For example ; I haue found my schollars to misse most in these : through want of Dipthongs . Incongruity in their Concords . In the vse of the two chiefe rules of the Relatiue Qui , quae quod . Ablatiue case absolute . Apposition ▪ Coniunctions to couple together like cases , moodes and Tenses . Nominature case after the Verbe , &c. The Accusatiue case before an Infinitiue Moode . Also that they will oft haue a Synchesis , or a disordered confusion of their wordes ; and sometimes they will vse hyperbaton : which is a further fetching or carrying of some wordes , whereby a sentence is obscured ; and the schollar forgets himselfe before he come to the end of his sentence , and so writes false Latine . Long Periods are therefore to be auoyded as much as may be . 2 The Schollars are to be called vpon , to reade ouer their exercises in the naturall or Grammaticall order , so as they construe : and then they may see presently how the wordes doe hang together , both for agreement , gouernement , and sense , and where the faults of Grammar are . 3 That besides their rules , they be able presently to parallele or proue each phrase and construction , by the like example in Grammar , or by a like phrase out of Tully , or other Authours : and what they know not , to seeke out ; to the end that they may be able to iustifie euery word , euen where they haue read it , so much as may be . 4 The higher schollars to looke to elegancie , and finenesse of phrase and Composition ; and so to bee reading their exercises ouer and ouer , stil correcting and amending them , neuer thinking an exercise well enough , vntill no fault can be found , in Latine , propriety , composition , matter ; no nor in the least tittle . The schollar is herein to imitate the curious painter , who is still amending and bettering his picture , to drawe all into admiration ; that his Theames , Verses , Orations may be as the harpe of Orpheus , to draw all the hearers or readers after them . 5 To appoint aduersaries to take one anothers exercises , and to see whether of them can finde the moe faults : and if you will , to set vnderneath , how many faults either of them findes ; and so to giue them to the Master , or to themselues first to correct , then to the Master . 6 Afterall , the Master is carefully to reade ouer euery ones exercise , so much as leasure will permit ; and by questions to make themselues to finde where the errour is : as but asking ; Doe we say thus or thus ? and to cause them to amend it of themselues by giuing a like example ▪ And in the meane time , to make some little line vnder the phrase or word , or peece of the word or syllable wherein the errour is , that they may amend it after in their bookes . And for all correcting of translations in Latine , to doe it by comparing their exercise with the Authour ; and so exercises of imitation , to see who commeth next to the example . 7 In examining exercises in the highest fourmes ( as in Theames , Declamations , Verses , Orations , and the like ) besides the faults against Grammar , the diligent Master should obserue , first , all barbarous phrases , or Poeticall phrase in Prose , or contrary : secondly , Tautologies , or oft repetitions of the same thing or words : thirdly , want of transitions ; that is , of fit bonds or phrases , whereby to passe elegantly from one point to another ; so as they might be more easily vnderstood : fourthly ▪ harsh composition : fiftly , lacke of matter : sixtly , want of elegancy in Tropes and Figures ; and so like elegancies noted in Grammar . 7 To haue a diligent eye that the schollars do forthwith correct their exercises , so noted out vnto them : and to this end he is oft to looke in their bookes , whether they haue corrected their former exercises ; and to vse sharpe reprehension or correction for that carelesnes , to make them to looke to that aboue all . For there is nothing wherein their negligence is more intollerable , nor for which the Master shal be more censured , when their parents , or others who be learned ▪ shall looke into their bookes , and reade ouer their exercises , and there to find them vncorrected . 8 If at any time the Masters occasions permit not so much time , yet to see that it be performed by the Vsher or some of the highest schollars , and the number of faults noted . Spou. But what if there should be 30. or 40. in a fourme ( as it may be in the greater schools ; especially amongst the lower fourmes ) how would you do to examine all their exercises in a morning , but you shal hinder your selfe & them frō many other things , w th you must of necessity performe ? Ph. In such cases we must yeeld to necessity , & vse the best policy we can ; as in that exercise of translating into Latin , to cause som 3. or 4. whom you most feare , to pronounce their exercises , or to reade or construe thē out of the translation ; you to looke vpon the exercises , as they are pronouncing , & cause them to shew how they must be amended : so al the rest to correct theirs , according as they heare those corrected : if any be found carelesse to correct so , that he be surely corrected : and this is the best helpe which I know in this behalfe . So likewise where you giue them a Theame to make Verses ex tempore : or vpon som smal meditation , as those which are to be brought each morning , or at one of the clocke , when time will not permit to peruse the writing of euery one ; yet to cause euery one to pronounce the Verses which he hath made : and as they pronounce , to shew them their faults , and then cause them to correct them after . Thus haue I shewed you my iudgement also for examining of exercises . CHAP. XVI . How to answere any needefull question of Grammar or Rhetoricke . Spoud . WEll good Sir , you see how bolde I am , to require your iudgment in euery mater , wherin I find difficulty : now to return to the brief again of those things which you affirmed might be done for learning ; This I remember was another point , which cannot but greatly commend a schollar : to bee able to answere any difficult question of Grammar , euen beside those which are in the rules , which are commonly learned ; and also how to oppose or dispute schollar-like in Latine , of any good Grammar question ; as both what may be obiected against Lillies rules , and how to defend them : I pray you let mee heare of you how this may be done , and what is the most speedy way which you know hereunto . Phil. The plainest , shortest , and surest way , I finde to be this : 1 See that they be very ready in all the vsuall and ordinary questions of Grammar , by daily examining at Parts . 2 For most of the rest fit for young schollars , I haue gathered them for the vse of mine owne schollars , and set them together after the end of the Accedence Questions ; yet so ▪ as I haue sorted and referred euery Question to the right place whither it appertaines : as to the Noune , Pronoune , Participle , and so the seuerall heads thereof . When as young schollars waxe perfect in all the former , which are in the Accedence ; then a little paines in teaching them these , making them plain vnto them , and examining them some halfe side at time ( in stead of the time spent before in examining the former ) will very soone make them as ready in these also . 3 After these , you may ( if you please ) goe through the questions of Grammatica , and make them plaine ; examining them in Latin : and so through all the necessary questions which are scattered here and there , through the whole Grammar : directing them to marke out the questions , or the speciall wordes wherein the questions are , and how to be propounded ; that they themselues may oppose one another , or one to oppose all as neede is . But this as you shall thinke necessary ; and so as it do not hinder better studies . 4 You may runne through the questions in M. Stockwoods disputations of Grammar , as they are commonly noted in the Margents , but onely propounding the question in few words , both English and Latine , as need requires , and teaching them to answere in a word or two . By going through these , they may be able to answere all , or most of those which are set together in the end of his disputations ; wherein he hath with marueilous paines , and diligent obseruation , collected a very great part of the difficulties of all Classicall Authours , and in the last Edition noted the words in the Margents , in which the difficulty in each sentence is . What other are wanting in these , may be answered by them , being of like nature . 5 To giue a further light , and that nothing may bee wanting for my children , I haue adioyned vnto the later end of all the Accedence questions which I spake of , certain generall figures : vnto some of which , many of the difficulties of all auncient Authours ( both those in Stockewood and others ) may be referred , or else vnto those figures set downe in the Grammar and Rhetoricke . For answering the questions of Rhetoricke , you may if you please , make them perfect in Talaeus Rhetorick , which I take to be most vsed in the best Schooles ; onely to giue each definition and distribution , and some one example or two at most in each Chapter ; and those of the shortest sentences out of the Poets : so that they can giue the word or words , wherein the force of the rule is . And so to proportion all other questions accordingly . To this end , the wordes wherein the force of the examples consist , would bee marked as in the Grammar ; and that not onely in some one or two examples in euery Chapter , which they are to haue perfect without booke , but also in euery example through the booke , to be able to apply any . Claudius Minos Commentary may bee a good helpe to make Talaeus Rhetoricke most plaine , both for precepts and examples . If your Schollar after he hath read these , doe but vse to bee carefull to keepe a short Catalogue in his minde , of the names of the Tropes , and also Figures ( and those both of Grammar and Rhetoricke ) hee shall with practice of examination and obseruation be able to tell any of them , but repeating the heads in his minde . Or in stead of Talaeus , you may vse Master Butlars Rhetoricke , of Magdalens in Oxford , printed in Oxford ; which I mentioned before : being a notable abbridgement of Talaeus , making it most plaine , and farre more easie to be learned of Schollars , and also supplying very many things wanting in Talaeus . Both it and the Commentary together , are almost as small as Talaeus alone , and not a much greater price , though the worth be double . It is a booke , which ( as I take it ) is yet very little knowne in Schooles , thought it haue beene forth sundry yeares , set forth for the vse of Schooles ; and the vse and benefit will be found to be farre aboue all that euer hath beene written of the same . Finally , for answering the questions of Tullies Offices , M. Brasbridge his questions therof , are as short and perspicuous as any of the former . Spoud . Sir , I haue not ( in truth ) so much as euer heard of eyther of those bookes : as neyther of any almost of those singular helps which you mentioned for Poetry ; by which apt Schollars cannot choose but become excellent Poets . Phil. Thereby may appeare what a generall want here is amongst vs ; when God hath giuen so many worthy helpes , whereby we and our Schollars may attaine so readily the excellency of all learning meet for vs , and make all our courses so full of al pleasant and alluring contentment , and yet we shall neglect to enquire after them . CHAP. XVII . Of Grammaticall oppositions , how to dispute schollarlike of any Grammar question in good Latine . Spoud . IT seemeth to be very euident , that by these means they may be able to answere any necessarie question , meete for them ; but for those schollar-like oppositions in Grammar questions , I heare you to say nothing , although it cannot but be a maruellous profitable exercise . Phil. It is indeed a profitable exercise : and I finde that it may be very easily attained thus ; 1. About that time when they begin to reade Virgill or before , as they are able , when they begin to make Theams , two of them may be appointed , insteed of their Theam , or Verses to be made for that mornings exercise , to dispute euery day by course . The manner of it thus : Let them take M. Stockwoods disputations , to direct them . And first for their greater ease and incouragement , to enter them ; appoint them to dispute in the very words which M. Stockwood hath , and that of all the questions in order , about a side of a leafe at a time , or as they can well : so that following the words of the Author , there needeth no more labour , but committing it to memory and vttering ; vnlesse they can meditate to doe it more shortly of themselues . 2. After this when they haue thus gone ouer the book or the greatest part of it , which they may doe in a short time , keeping a constant course : then cause them to practice to take a whole disputation at a time , or at least a whole question , and to bring only the substance of it as shortly as they can ; yet st●l obseruing as much as may be ▪ M. Stockwoods phrase , his order and witty conceits , which he vseth both in obiecting and answering . For their better vnderstanding of their disputations , do as in their Theams : vse at their entrance , to read them ouer vnto them : shew them the plaine meaning of euery thing ; and by examining the sum of it all , first in English after in Latine , cause them to vnderstand so much as time will permit . What they are not able to vtter in Latine , remember to cause them first to vtter in English , and then they wil easily do it in Latine , as we said . When they haue beene well exercised in these that they are able thus to dispute with facility , and are acquainted well with Stockwoods phrase and order ; they may haue other questions giuen to handle wholly of themselues , if you will. By these means of continuall disputing they shall reape these benefits : 1. They shall bee much helped for the perfect vnderstanding , and answering of any difficult Grammar question , as was sayd before . 2. They shall bee very much furthered for deliuering their minds easily in Latine . 3. They shal be notably fitted for disputations in the Vniuersity , or any like opposition , mooting , or pleading in the Innes of Court. 4. It shall bring audacity , help , gesture , pronuntiation , memory , and much prouoke them to an ingenuous e●ulation and contention . Spoud . But I haue seene in a schoole , where the schollars haue beene able to dispute ex tempore of any ordinarie morall question , which you should propound vnto them : which me thought did exceedingly grace them , and was a very rare commendation vnto the schoole . Phil. Though I doe grant with you that this deserued very great praise ; yet this seemes to me rather to belong to the Vniuersities , then to the Grammar schooles . For I take it not onely meet , but also most equall and necessarie , that euery place haue their owne Priuiledges reserued vnto them ; and that one in no case should incroach vpon another . Aboue all , that there be a chiefe regard of the Vniuersities , as vnto which the Grammar schooles are ordained principally , for training vp young schollars to furnish them ; and that they haue all their honours and prerogatiues , reserued most carefully vnto them . Of which sort these disputations in Logick and other Philosophie are . Notwithstanding I shall shew you my iudgement , how this may be performed also ; and as I take it in the most easie manner , and most surely , so farre as it may be . 1. I would haue my schollar well practiced in these Grammaticall disputations , to haue phrase & order of disputation in readinesse , and to keep themselues within the compasse of that kinde of reasoning ; leauing logicall and strict concluding by Syllogisms , vnto the Vniuersitie . 2. To haue read ouer Tullies Offices , with vnderstanding ; which by the helpe of Master Brasbridges questions , and the Grammatical translations they may the more speedily by farre . 3. To choose out of the easiest of those questions , and to appoint the schollars insteede of their disputations in Grammar : when they haue gone thorough those , then to reply and answere an argument or two vpon some of these questions daily . It were worthy the labor of some ingenuous and good Latinist , as M. Stockwood , to handle some of the questions of Tullies Offices after the manner of his Grammaticall disputations , to fit schollars the more for such witty and pleasant disputations , against that they should come to the Vniuersitie . But I speak this as the rest vnder better iudgement , and so farre as these may be meet for the Grammar schooles . 4. For inuenting reasons to replie , it may soone be performed , by the dullest capacitie , according to the manner of inuenting reasons for Theames or verses , following the chiefe heads of reasoning . If the replier do but only meditate what can be sayd against the question or position , from some one of those chiefe places of reasoning , discoursed in his mind in order ; hauing the places euer in fresh memorie ( as I shewed before ) by the practice of the Art of Meditation , or the like : For then if one place will not presently afforde meete matter , another will. And commonly , the places from Causes , Effects , Contraries , Examples , Testimonies , are most pregnant to bring reasons to our minde . Moreouer , to helpe to answere the subtilties or ●allacies ; besides the perfect vnderstanding of the question , and the matter of it , by reading or meditating of it diligently , the wise obseruing by the aunswerer from what place of reasoning the argument seemes to be taken , will vsually answere the reason . For , the most ordinary fallacies or deceits in reasoning , are from a bare shew of Causes , Effects , Contraries , Testimonies , and the rest , mistaken or misalledged ; yet vrged as if they were true Causes Effects &c. when they are but fained or bare shewes : Or else in wra●gling about words , not disputing to the purpose , and to the point ; but in some other sense mistaking the question . For those common places or heads of Inuention , all schollars who come to any ripeness , are necessarily to be acquainted with them , as was touched before . These wil euer stand them insteed for making of all Epistles Theams , Verses , Declamations , Oppositions . Also to helpe them to resolue whatsoeuer they reade or heare in any continued speech ; and to remember it , by gathering all the matter vnto the seuerall heads of Inuention . Thus to be able to remember , and confute a Position , or an Oration , ex tempore , with much admiration . Without these helps they shall neuer be able to do these things ; or at least not with that facilitie , and in so commendable a manner , though they haue otherwise very singular gifts , of nature and learning . But aboue all , as in all other exercises so in this chieflie , continuall practice of disputing is all in all ; when once you haue directed them how to attaine good order , or method , phrase , and matter . If you desire any more , cōcerning the difficult questions of Grammar , reade Goclenius his Problems in the end of his Obseruations of the Latine tongue . Spoud . I much approoue of all that you haue sayde in this matter ; and principally that the Vniuersities should be honoured by all means ▪ and their dignities reserued inuiolable ; yet giue me leaue to tell you of one thing , which here may seeme to bee blame-worthy , which is this : That you would haue your enterers into this kinde of opposing , to bring the whole disputations of M. Stockw ▪ to dispute in his very words ; this may helpe to make them truants , to trust only to their books and memory , and not to stirre vp their owne wits and inuentions . Phil. Nothing less : for you see how after that they haue bin exercised this way for a time , then I would haue them to trie their owne wits & inuentions also ; first abbridging their Author , then bringing their owne : But ▪ for following this course , both experience and reason do shew it to be the surest ; as in all other learning , so in this ( like as we obserued in generall before ) to let them haue first the most excellent patterns , & neuer to rest vntil they haue the very patterns in their heads , and as it were euer before their eies ; for then they wil be able to go forwards of themselues with delight & cōmendations . Wheras , otherwise to inforce them by feare , to vndertake such exercises , wherwith they are not acquainted , nor see the reason of them , it is a matter of ouer great rigor ▪ that I say no more of it , & which must needs worke a maruellous distast in the schollar , as I haue noted . Besides , to cause such young ones to dispute without hearing or seeing such presidents , is al one , as to teach them to write only by precepts or some direction without copie . For euen as therin they shal both write very il fauouredly if any thing at all , and learn so bad a hand , as they shal be much troubled to forget , which they must doe before they can come to a good hand ▪ so is it here . 1. They shall dispute very weakly & childishly , both forwords & matter ▪ if any thing at all , & 2. they shal get barbarous phrase , to make them to be skorned , and which they shall hardly forget againe . But of the otherside , they being trained vp thus , shall make not onely the matter of their learned Authour their owne , but also his phrase ; and be so furnished , that any man wil take delight to heare them . And that which I say of this , the same I affirm of all excellent patterns , whether for making Theames , Verses or whatsoeuer ; that the more absolute their Presidents are , and the more cunning they are in them , the more singular they shall vndoubtedly proue . This is the very maine reason , why all would haue the children to learne each Author so perfectly , as to say euery worde without booke , as much as is possible , that the verie phrase and matter of their Author may bee their owne to vse perpetually . To conclude this point , triall and experience may teach vs. Let two children be taken , one of a more pregnant and sharpe wit , the other of a slower and duller capacity : cause him of the sharpe wit , to do all only by precept and his own Inuention in making Epistles , Theames , Verses , disputing ; but let the other of the duller capacitie be trained vp , not only by precept and his own inuention ; but principally by being kept strictly to imitate the most excellent patternes in all things : then make the triall , whether he of the duller wit shall not expresse the sharpnesse , learning , grauitie , of the most learned and wise men , with certaine assurance to iustifie what hee hath done : whereas in the other ; shall be found by a learned and a iudicious examiner , nothing but froth , childishnesse and vncertaintie , in the greatest ouerweening of wit and learning ; and whether the duller and harder wit shall not do it with farre lesse labour . Sp. I must needs yeeld vnto that which you say , for that euidēce of truth which cannot be gainsaid . For this indeed all men doe see by common experience , that in all trades and sciences , they who get themselues most excellent patternes to follow , and are the curiousest in expressing them most liu●ly , are euer found the most excellent workemen . And therefore I do content my selfe , as fully answered , intreating that we may still proceed . CHAP. XVIII . Of pronouncing naturally and sweetly without vaine affectation . Phil. WHat will you that we come vnto next ? Take it that wee haue gone thorough the most things , which concerne our function for teaching the Latine tongue . Spoud . There remaine yet two other matters , and those of no lesse difficulty nor waight then most of the former ; and without which , yet schooles doe lacke their principall ornaments , as I suppose : the one of them is pronouncing sweetly , the other speaking Latine purely and readily . Phil. These 2. are ▪ indeed worthy of our best thoughts . The first of them , that is , Pronuntiation , beeing that which either makes or mars the most excellent speech . For al speeches are vsually esteemed euen as they are vttered or pronounced ; the finest schollar without this is accounted no bodie : and a mean schollar hauing attained this facultie , is ordinarily reputed and commended aboue the best . Wherupō you know how that famous Greek Orator , when he was asked , what was the chief grace or excellēcy in Rhetorick , what was the second and third ; he stil answered , To pronounce wel . And for the second , that is , speaking of Latine , as in examinations and disputations , so in all other things , there would bee a perpetuall vse of it amongst all Grammar schollars of any yeers . To the end , to fit them to answer any learned man in Latine , or to dispute ex tempore : also to traine them vp to be able to speak purely when they come in the Vniuersities ; as in some Colledges they are only to speake Latine : or to fit them , if they shall go beyond these as , as Gentlemen who goe to trauell , Factors for Marchants , and the like . The readinesse in which facultie if it be in a good phrase , how much it graceth a childe in Vniuersitie , Citie , or Countrey , we all of vs knowe . Spoud . Sir , you haue spoken very truely of these : therfore let vs come vnto them in order , I intreate you ; and first vnto pronuntiation . This I haue found passing hard to acquaint my schollars withall , to bring them to any ripenesse or commendable faculty , but still they will speake as a boy who is saying his lesson ; though I haue both directed them how to pronounce , vttering the sentences oft before them , and haue very much called vpon them for the same . Phil. To bring your schollars vnto this sweetnesse of pronuntiation , this is the plainest and surest way , so farre forth as yet I can finde : and this I am assured will effect it in a commendable sort ; 1. You must remember that which was generally premised in the beginning . To acquaint your young schollar from the very first entrance , to pronounce euery lesson and each word audibly , leasurely , and distinctly , euer sounding out the last letter . 2. To pronounce euery matter according to the nature of it , so much as you can ; chiefly where persons or other things are ●ained to speake . As for example : In the Confabulatiunculae pueriles , Cause them to vtter euery dialogue liuely , as if they themselues were the persons which did speake in that dialogue , & so in euery other speech , to imagine themselues to haue occasion to vtter the very same things . 3. What they cannot vtter well in Latine , cause them first to do it naturally and liuely in English , and shew them your selfe the absurdnesse of their pronuntiation , by pronouncing foolishly or childishly , as they do : and then pronounce it rightly , and naturally before them likewise , that they may perceiue the difference to be ashamed of the one , and take a delight in the other . So cause them to do it after you , vntill that they can do it in good sort , tuning their voices sweetly . When they can doe it in English , then cause them to doe it iust in the same manner in Latine ; and thus they will vndoubtedly come vnto it very easily . 4 Also cause sundry of them to pronounce thus the very same sentence ; disgracing the speech of those who pronounce absurdly , by imitation of it , and gracing as much the speech of those who doe it most naturally and pleasantly : propounding such as patternes and markes to all their fellows , for al to emulate and imitate them ; as I haue aduised generally . 5 Cause them to doe the like in Corderius , Esops Fables , or Terence as they did in Confabulatiunculae . For Esops Fables , we haue shewed before the manner , for making a report of each Fable , first in English , after in Latine , and the benefite thereof . So after when they shall come to Virgils Eclogues , cause them yet still more liuely , in saying without booke , to expresse the affections and persons of sheepeheards ; or whose speech soeuer else , which they are to imitate . Of which sort are the Prosopopeyes of Iupiter , Apollo , and others in Ouids Metamorphosis , Iuno , Neptune , Aeolus , Aeneas , Venus , Dido , &c. Virgils Aeneids . So in all Poetry , for the pronuntiation , it is to be vttered as prose ; obseruing distinctions and the nature of the matter ; not to bee tuned foolishly or childishly after the manner of scanning a Verse as the vse of some is . Onely to tune it so in scanning , or getting it without booke , vnlesse you would haue them to pronounce some speciall booke , for getting authorities for quantities ; or others , onely to that same purpose . 6 To helpe hereunto yet more , and that they may doe euery thing according to the very nature ; acquaint them to pronounce some speciall examples , set downe in Talaeus Rhetoricke as pathetically as they can : as examples of Ironies , Exclamations , Reuocations , Prosopopeyes , and those which are in his rules of pronouncing . Let them also be taught carefully , in what word the Emphasis lyeth ; and therefore which is to be eleuated in the pronuntiation . As namely those wordes in which the chiefe Trope or Figure is . Thus let them take speciall pains to pronounce Theams or Declamations , striuing who shall doe best : and in all their oppositions to dispute , as if ex animo in good earnest , with all contention and vehemencie . Finally , the practice of pronouncing emphatically , of some of Tullies Orations , which are most flowing in these Figures of sentences ( especially in Exclamations , Prosopopeis , Apostrophees , and the like : as some against Catiline ) must needes much acquaint them with great variety of pronuntiation , to be fitted for all sorts . For more exquisite knowledge and practice hereof , I leaue it to the Vniuersities , which are to perfect all those faculties which are but begun in the Grammar Schooles ; and do referre you for precepts , to the second booke of Talaeus Rhetoricke de pronunciatione : or rather of Master Butlars Rhetoricke , as I said before . CHAP. XIX . Of speaking Latine purely and readily . Spoud . I Pray you Sir , go on to the last point : in this which you haue said for the maner of pronuntiation , I haue heard nothing which I can iustly except against , it doth all sound so pleasing and likely in mine eare . When I haue more tryall , I shall be able to say more . In the meane time let me craue the like , for the manner of learning to speake Latine . If you can shew me so plaine a way of it , as this seemeth to be , surely you shall make mee much more to reioyce . For of this I may complaine yet more , then of most of the rest ; that though I haue laboured and striuen by Ferula , and all meanes of seuerity , yet I haue not beene able to make my Schollars to vtter their mindes in any tollerable manner , of ordinary things , but in very barbarous phrase , nor so much as to put it in practice amongst themselues ; much lesse to vtter their minds in Latine easily , purely , and freely as it were to be wished , and as you haue shewed the necessity and commendation thereof . Phil. I my selfe haue had long experience of the truth and griefe of this complaint likewise , though I also haue done what I could continually : and yet of late time I grow to this certaine assurance , that Schollars may be brought to talke of any ordinary matter which can be required of them , both in good Latine , and also most readily and easily . Herein hath beene a great part of my errour and hinderance , that I euer thought as most doe , that children were not to be exercised to speake Latin , for feare of Barbarisme , vntill they came into the highest fourmes ; as at least vntill they were in the third , fourth , or fift fourmes : and hereuppon I could neuer attaine to that which I desired . But now I finde euidently , that this must be begun from the very first entrance into construction ; their first books being principally appointed , and read to them to this end , to enter and traine them vp in speaking of Latine of ordinary matters : As Confabulatiunculae Pueriles , Corderius , and other like Colloquiums . And therefore they should then begin to practice to vse those phrases which there they learne . Also for the Grammar , I see no reason but it might haue beene all as well set downe in the English , like as the Accedence is , and learned in one halfe of the time , & with much more delight ; but onely or chiefly to traine vp schollars to deliuer all their Grammar rules , and matters concerning Grammar , in Latin. Spoud . It standeth with very great reason , that it should be as you say , that in the learning of those bookes , the right foundation of speaking Latine familiarly should be layed ; and the practice begunne ; and that indeede there is a generall mistaking about this : but I desire you to set downe the whole course and proceeding in it , how to bring it to perfection ; and then I shall bee much better able to iudge . Phil. For the manner of effecting it , I find it to be most easie thus : 1 You must remember that which I said , concerning the manner of the examining both of their Grammar rules and Lectures ; to pose euery peece of a rule , and euery part of a sentence both in English and Latine , as leasure will permit ; and to cause them to answere both in English and Latine , vntill they be able to vnderstand and answere in Latine alone . And so both examining in the wordes of their Authors , and causing them to answer likewise in the very same words of the Authours , they will enter into it with great delight . For the particular manner . I referre you to the Chapter of examining in Latine , which I shewed you before at large , and set downe examples of it . 2 What they are not able to vtter in Latine , vtter you it euer before them ; that as the childe learneth of the mother or of the nurse , to begin to speake , so they may of you and of their Authour . If you were not able so to vtter euery thing before them , as very many are to seeke this way , amongst others ( I meane in this , to speake in Latine easily and purely , euen in ordinary matters ) ; yet this continuall practice of daily examining and teaching your schollars to answere out of the wordes of the Authour ( as the manner was set down before ) and watchfulnesse to vse to speake Latine , onely amongst all whom you would haue to learne it , shall bring you vnto it ; and much more by the meanes following . 3 I doe finde the daily practice also of those Grammaticall translations , which I haue so oft mentioned in reading the Latine of the Author out of the translation , to be a marueilous helpe heereunto ; especially the reading of bookes of Dialogues : as of Confabulatiunculae pueriles , Corderius , &c. For if there they can presently expresse their mindes in Latine , of any such matter as is there handled ; why shall they not be able to doe it likewise , of any such thing falling into their common talke . 4 As they learne these Dialogues , when they haue construed and parsed , cause them to talke together ; vttering euery sentence pathetically one to another ( as was shewed in our former speech of pronouncing ) and first to vtter euery sentence in English , as neede is , then in Latine . So you shall be sure that they shall not goe by rote ( as we tearme it ) and as they may do soone , if they only repeate the Latine so talking together . And moreouer , euer thus with the English , the Latine will easily come to their remembrance , so often as they haue occasion to vse the same . 5 The practice mentioned of turning euery morning a peece of their Accedence into Latin , for their exercise , shall much prepare them to parse and speake in Latine . 6 Accustome them to parse wholly in Latine , by that time that they haue bin a yeare or two at the most , in construction , and are well acquainted with the manner of parsidg in English , as we aduised before . This they will do very readily , if you traine them vp well in their Accedence , and in the former kindes of examining and exercises , which I spake of euen now ; and more specially by the right & continuall apposing of their Grammar rules in Latine . Moreouer , the Dialogues in the end of the first booke of Corderius Dialogues , will much further them in this parsing , because they are principally written to this purpose ; as all his foure bookes are very sweete and pleasant for all ordinary schollars talke . 7 Next vnto these I finde the daily practice of disputing or opposing in Latine ( following the order , and vsing the helpe of M. Stockwood ) to be marueilously profitable , for witty and sweet speech . 8 Vnto these you may adde the practice of varying of a phrase , according to the manner of Erasmus , Riuius , or Macropedius , de copia verborum : as the wayes of varying the first Supine , of the Imperatiue moode , the future tense , the Superlatiue degree , and the like . But these onely as leasure will suffer not hindering the most necessary exercises . 9 So also for copie of the purest phrases and Synonimaes , besides the daily helpes of all their Authours , Manutius or Master Draxe his phrases , to see how many wayes they can vtter any thing in good phrase ; and so to turne to any phrase when they haue occasion . And more specially for that practice of the reading them ou● of the Grammaticall Translations in propriety ( as was shewed before of the Dialogues ) any shall finde to be most easie , to furnish with store of the purest phrase for any purpose . 10 Besides , for the Master to vse oft , at taking or saying Lectures or exercises , or at their pronouncing or shewing exercises , to cause them to giue variety for anything ; who is able to giue a better word or phrase , or to giue the greatest copie to expresse their mindes , and where they haue read the wordes or phrase . 11 Where none can giue a fit word , there to turne their Dictionaries , as to Holyokes Dictionary , and then to furnish them ; or to describe the thing by some Periphrasis or circumlocution of words or the phrases mentioned . 12 But to the end to haue copie of proper wordes , besides all other helpes spoken of , it were not vnprofitable to haue daily some few wordes to be repeated first in the morning ; as out of Adrianus ●unius his Nomenclator ; or out of the Latine Primitiues , or the Greeke Radices ; the vse whereof I shall shew hereafter : and euer for those wordes which they haue learned ( any one who can soonest ) to name where they haue learned them . Thus by all meanes they should be furnished with propriety and copie of the best words ; which is a wonderfull helpe to all kinde of learning , especially to the knowledge of the tongues . 13 To all these may be added for them who haue leasure enough the reading ouer and ouer of Erasmus Colloquium , Castalions Dialogues , or the like . 14 Lastly when you haue layed a sound foundation that they may be sure to haue warrantable and pure phrase , by these means or the best of them , and all other their schoole exercises ; then continuall practice of speaking shall vndoubtedly accomplish your desire to cause them to speake truely , purely , properly , and readily ; Practice in a good way being here , as in all the rest , that which doth all . Spoud . These things , or but the best of them , being constantly practiced cannot but effect marueilous much , and very surely ; chiefly if we could bring them to speake Latine continually , from that time that they beginne to parse in Latine : but this I haue had too much experience of , that without great seuerity they will not be brought vnto : but they will speake English , and one will winke at another , if they be out of the Masters hearing . Phil. It is indeed exceeding hard , to cause this to bee practiced constantly amongst schollars . That is a vsuall custome in Schooles to appoint Custodes , or Asini ( as they are tearmed in some places ) to obserue and catch them who speake English in each fourme , or whom they see idle , to giue them the Ferula , and to make them Custodes if they cannot answere a question which they aske . But I haue obserued so much inconuenience in it , as I cannot tell what to say in this case : for oft-times , he who is the Custos will hardly attend his own worke , for harkening to heare others to speake English. Also there falleth our amongst them oft-times so much w●angling about the questions , or defending themselues , that they did not speake English , or were not idle , that all the whole fourme is troubled . So likewise when the Custodes are called for , before breaking vp at dinner and at night , there will be so much contention amongst them , as is a disquieting and trouble to the Master . Moreouer , this I haue obserued , that euer if there be any one simple in a fourme or harder of learning then the rest , they will make him a right Asinus , causing such to be the Custodes continually , or for the most part , if they cannot answere : and to this end will be alwayes watching them ; wherby many such are not only notably abused , but very much discouraged for being schollars , when they see themselues so baited at by all : some others are made ouer malipart thereby . Besides all these , I doe not see any great fitnesse , that one schollar should smite another with the Ferula ; because much malicing one another , with grudges and quarrels do arise thereupon . So that the discommodities that follow the Custodes , seem to me to be many moe then the benefits can be ; chiefly in losse of time , and hindering more in other learning , then can be gotten in that . Spoud . I my selfe haue had experience of most of these inconueniences : but what way will you take then , to cause your schollars to speake Latine continually ? Phil. This is the best way that yet I can finde , & to auoid the former inconueniences ; First , to appoint the two Seniors in each fourm ( of whom we shall speake after ) as to look to all other matters in the fourme , so to this more specially , that none speake English nor barbarous Latin : & if they be found partiall or negligent , then to preferre others into their places ; besides the other censures to be inflicted vpon them which I shall mention to you , when we shall come to speake of punishments ; & so to haue their due rewards , being found carefull . Secondly , the Masters owne eye & eare in the Schoole , to be continuall Custodes so much as may be , both for Monitors and others . Thirdly , if they do vse to parse in Latin ( & therefore must needs exercise themselues in that against that time that their Master doth come to hearethem ) & secondly , if they be kept in their places , and strictly looked vnto for performing all exercises ; I doe not see but they may be made to speake Latin in the schoole at schooletimes ; neyther that they shall haue any great occasions of the contrary . Fourthly , for speaking Latin in all other places , it must only be by Monitours appointed weekly , as we shall haue occasion to speak more after , and some seuerely corrected who are found most carelesse herein . Spoud But if any one alone , who hath some vnderstanding of Latine , would learne to speake of familiar matters , to be able to talke with others , what course doe you thinke the speediest ? Phil. Euen the same which I would vse to help a whole Schoole : which if I should take a course for a wager , amongst others , I would vse specially , to cause them daily to spend some quarter , or halfe an howre , each in his order , reading Corderius first out of Latine into English , after out of English into Latine , euery one a little peece ; where one failes another to helpe ; and the booke or Master where all faile : and also the Master to cause them to vary each hard phrase ( and chiefly all which are of most common vse ) so many waies as they can , trying who can doe best ; himselfe to adde moe where they faile . After Corderius gone ouer , to do the like in other easie Authors , as Terence , or Terentius Christianus , and the like . So I would haue the priuate learner to practice daily the same , reading Corderius first out of Latine into English , by help of the translation ; after trying how he can read it out of English into Latine , and euer where he fails , to vse the help of the Latine book lying by him . The continual exercise in this , if they labor to be perfect in the examples of Nowns & Verbs , and somwhat in knowing the Rules of the Accedence , as was shewed , shal most speedily effect this desire . For thus may any one soon learne to vtter all that booke : And in it is the substance of most things falling out in ordinary speech . After this , hee may do the like in other easie books by the same helpe of translations . And lastly , practicing to translate other books of dialogues ( as , Erasmus Colloquium , or the like ) and afterwards reading them forth of English into Latine againe , any one may come on very fast . Spoud . This stands vpon the former grounds . These seuerall points which you haue gone thorough , seeme to me very sufficient ( and to neede no addition ) for training vp schollars to attain to so good perfection in the Latin tong . Phil. These are but an entrance , meet for the Grammar schooles ; but to attaine to the perfection of the Latine tongue , for propriety , choise , elegancy , puritie , will require much and long reading , and exercise in the Vniuersities . For further direction thereunto , I refer you to Gocleninius his obseruations of the Latine tongue : whom I take to be worthy the diligent reading of all schollars who are of iudgement , and who doe desire to come to the puritie and ripenesse of the Latine . CHAP. XX. How to attaine most speedily vnto the knowledge of the Greeke tongue . Spoud . NOw that we haue gone thorough all the principall points of learning , which belong to the knowledge of the Latine tongue ▪ so much as can be required in schooles , as far forth as I can conceiue or remember for the present ; let me ( I intreat you ) require your like helpe for the Greek : for I desire now , to be directed in euery matter , which may concerne our calling and facultie . I doe perceiue by our former speeches , that you likewise haue trauelled and found much experience and assurance herein . Phil. Although I am onely a learner in the Greeke , as in the Latine , and my hope is chiefly for the time to come : yet this I haue found by experience , that the Latine once obtained , the Greeke may bee gotten with farre lesse labour , and euerything as certainly , And this also in a little time , so much as it shall bee requisite for the Grammar schooles . Spoud . Surely sir , if but that one thing that I saw in the note , may be attained , concerning the tongues , the Greek and Hebrew , I doe not see what can be more required for the Grammarschooles : That is ; That schollars may be able as they proceed , to reade the Greeke of the New Testament and the Hebrew of the olde , first into Latine , or English exactly , out of the bare text ; and after , out of a translation to reade them into the text , that is , into their owne wordes againe : and also to giue the reason of euery word , why it must be so , and to be able to proceed thus of themselues in the Vniuersitie . The continual practice hereof , must needs make them worthy Linguists , as was there sayd , and notable text men . I pra● you therfore let me heare of you , how this may bee effected , and I shall thinke my selfe sufficiently satisfied for all my trauell , though it were but in this one thing alone besides all the former . Phil. Nay rather , let vs goe thorough the whole course still , so farre as wee can , how the exact knowledge of this famous tongue may bee gotten most speedily . For when I do remember the worthy testimony , which our learnedest Schoolemaster doth giue , concerning this Greek tongue , I cannot thinke any paines ouer-much , for the finding out the readie waie to the perfect knowledge of it . Hee in one place hauing mentioned sundrie of the renowned Greeke Authors , as Plato , Aristotle , Zenophon , Demosthenes , Isocrates and others , whom he names there ( the matchlesse masters in all manner of learning ) addes these words in praise of the Greeke tongue , and the learning in it . Now let Italian , sayth hee , and Latine it selfe , Spanish , French , Dutch , and English bring forth their learning , and recite their Authors , Cicero onely excepted , and one or two more in Latine ; they be all patched clouts and ragges in comparison of faire wouen broad cloathes . And truely , saith he , if there bee any good in them , it is either learned , borrowed , or stolne from som one of those worthy wits of Athens . Thus far M. Askam . Spoud . This is a high commendation indeed , to bee giuen by a man of such reading and estimation for learning , as M. Askam was ; and which must needs incite all students to the reading of the principall Greeke Authors , to desire to heare these peerlesse Masters to speake in their ovvne tongue . Wherefore , I pray you let vs heare from you , how you thinke that the way may bee made so ready vnto it . Phil. The way may be most short and easie to him , who is acquainted with the maner of getting the Latine tongue , so as hath been mentioned ; because it is the very same with it in effect . 1. If your schollars who are to enter into it , be such as haue time enough before them ; let them get the Grammar very perfectly , especially all the chiefe rules , by continuall saying and poasing , as in the Latine . Most exceptions or Anomalies may bee learned after , or turned vnto presently , as they learne their Authors . Because Rectum is Index sui , & obliqui . And knowing the rule perfectly , they will soone know the reason of the change . More specially , make them very perfect in declining Nouns & Verbs , and giuing all the Terminations of them : I meane the seuerall Terminations of each declension , and euery case in them ; and so likewise the Terminanations of euery Coniugation , and each Tense therein . In the Coniugations , to giue the first person of euery Mood and Tense , in each voice together ( wherby they are the soonest learned , one directing another ) and also to bee able to runne the Terminations as in the Latine . For example , in the first Declension . The terminations of the Declension are 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 and 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 . Terminations of the cases are 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 , &c. So declining the example . 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 . So in the rest : The Terminations gotten first perfectly , the words are declined presently , as I sayd . In the Verbs also , besides the Terminations , to vse to giue the first Persons together in euery voice . Onely let them be perfect in the Actiue voice , giuing all the first persons in order ; then the Passiue and middle voice by comparing them to the Actiue : As Indicat●vus presens , 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 verbero , 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 . Imperfectum , 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 verberabam , 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 . Futurum pr●us , 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 verber●bo 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 . So the Terminations of them , if you will : As 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 , &c. To this end , make them very perfect in the tables of the cognata tempora . And also , cause them to run the Terminations in each voice thus ; 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 . You shall finde they will be learned not onely very soon and surely this way , but also most profitably for vse . After these to bee perfect in Pronowns , Aduerbs , Coniunctions , and Prepositions ; giuing ( if you will ) Latine to Greeke , and Greeke to Latine , as I shewed before in the Latine . Because then all the labour is with the Nowns and Verbes onely . If your schollars who begin Greeke , be of good yeeres and iudgement ; it may suffice to haue them perfect in the examples of the Nownes and Verbes , and some fewe principall rules , in such sort as I haue shewed : and to be well acquainted with the order of the Grammar , by shewing how and where euery part of it stands ; that so they may learne the Rules or the meaning of them , by turning to them ; as they shall haue occasion in euery lect●re . Spoud . But what Grammar woulde you haue them to vse ? Phil. Master Camdens Grammar , notwithstanding the faults in the print ( as indeede there are very many ; which thing would bee carefully amended in all our schoole Authors ) and what other exceptions can be taken : because , as it is one of the shortest as yet , so it is most answerable to our Latine Grammar , for the order of it . Wherby schollars well acquainted with our common Grammar , wil be much helped both for speedy vnderstanding and learning it . Also the words of art set downe in it in Greeke , as well as Latine , will bee a great helpe for reading Commentaries in Greeke : as vpon Hesiode , and Homer . To the end to make that Grammar most plaine , and to supply and helpe whatsoeuer is defectiue ; I take it , that the Strasburge Greeke Grammar , set sorth lately by Golius ( which seemes to me to haue been made in an imitation of Camden ) may be as a good Commentarie , though the order be not euer directly kept : The first part of it seruing for a briefe sum of the Etymologie , the second for an exposition at large . Spoud . But with what Author would you begin , to enter them into Construction ? Phil. I hold the Greeke Testament to bee most fit ; and that for these reasons : 1. Because , that thorough the familiarnesse of the matter , ( in that children are so well acquainted with it , by daily hearing or reading of it ) the Greek thereof which is easie of itselfe , will be made yet far more easie to the learner ; for that the matter will bring the words , as I haue oft sayd . 2. Because all schollars who can haue meanes to come to any knowledge of the Greeke , should indeauour aboue all other Authors , to be well acquainted with this . First , for that this booke together with the Hebrew of the Old Testament were written by the Lord himselfe ; not onely the matter , but also euen the very words of them . Secondly , for that eternall life is onely in these bookes , being truely vnderstood and beleeued . So that wee may rightly tearme these the Bible , or Book of books ; because all other bookes are but as seruants vnto these , and all other are nothing without these , for any true good , but only to condemnation by leauing men more without excuse . Yea , euery one who can haue opportunitie , should labour to see with his owne eyes , for the fulnesse of his assurance , rather then to rest on others . And much more because there are so many and such malicious sl●unders against all our translations ; as that those shamelesse calumniations haue beene a principall meanes to turne many thousand soules , after Sathan and Antichrist , by causing them to reiect the sacred Scriptures vtterly , to their endless perdition , and haue beene enough to shake the faith of Gods Elect. Vnder this very pretence of false translations , and obscuritie of the Scriptures , hath Antichrist principally holden vp his kingdome ; keeping all in palpable ignorance to be drawen to dumb Idols , to murther Princes , to lying and all abhominations which himselfe listeth . And therefore in these respects it were to bee wished , that all schollars who haue any leasure , and may come to these studies of Greeke and Hebrew ( especially they who purpose in time to become teachers of others ) would doe their indeauours to be as perfect in these two bookes , and to haue them as familiarly as euer the auncient Iewes had the Hebrew . This cunning in the Text should make them to speake as the words of God indeed , with facility , authority , and power . Those also , who haue but a little time to bestow in the Greeke , would bestow it here , for the former reasons ; and because they may haue good occasion & helpe to increase in this continually , by the daily vse which they haue of the scriptures : wheras they , hauing but a smattring insom other Greek Authors , and contenting themselues therewith , doe come in a short time vtterly to forget all ; and so all that labour which was taken therin , is altogether lost . If any doe preferre some other Greek Author , for the sweetnesse and purity of the Greek , and so will spend their little time ●o that ; Luke is inferior to none therein , by the iudgement of the learned . If they look to the excellencie of all wisdom , what light is there to the light of the Sunne ? Also , for them who haue a desire to trauel further , amongst all the famous Greeke writers , for the surpassing humane wisedome to bee found therein ; this booke once perfectly knowen , will make the passage thorough all of them both very direct and plain , and also full of all delight and contentment , & to read al other Authors without any danger . In the Greeke Testament , to begin at the Gospell of Iohn as being most easie ; and next vnto that to go through the Gospell of Luke , if you please . In which two Euangelists most of the history of the Gospell is contained : that by them the Euangelists may be soone run thorough ; And also the Acts : Then all the Epistles may be read with speed . Spoud . I cannot but allowe and like of all these things ; and principally of reading the Greeke Testament in the first place , making it the entrance , and another foundation to all the Greek studies . But if that could be brought to passe , that schollars , as they proceeded herein , might growe as perfect in the Greeke Testament , as it is sayde of the learned Iewes , that they were in the bookes of the Olde Testament ; what a blessing might it bee to the Church of God , and what a happinesse to all posterity ? Phil. Surely , I am fully perswaded of it , that very much may be done in it ; and after also , in the Hebrew of the Old , to come neere vnto them : except that , that was their natiue language . This perswasion I ground , partly from that little experience which I haue had in mine owne triall ; yet sufficient to confirme me by proportion . More specially , by that which is well knowen in a worthy schoole in London , ( to which I acknowledge my selfe much beholden for that which I haue seene in this behalfe , and some other ) where som of the schollars haue bin able in very good sort to c●strue and resolue the Greek Testam . out of the Latine into Greek , wheresoeuer you would set them , and to go verie neer to tell you , where they had read any speciall word or phrase in it , to turn to them . And lastly , for the euident reasons therof , and the agreement of it with som former courses in the Latine , wherof I haue a full assurance . Spoud . I pray you shew me the meanes how . Phil. The means are these , most easie & plain , for euery one to teach who hath any Greek , and for others to learne : 1. That they haue so much knowledge in the Grammar , as I shewed chiefly in Nowns and Verbes . 2 Besides the Greeke Testament , I would haue euery one to haue his English Testament , or Latine , or both ; and euer in their entrance before they learne a lesson , to haue read it ouer in the translation , and to bee able eyther to say it without booke , or make a report of it in English or Latine : but better to say it without booke , euen in the English ; which with a little reading ouer , especially before bedde time , those who are of good memories will get quickely . This same done with vnderstanding , will exceedingly bring the Greeke with it : besides , that thus they shall haue much opportunity and furtherance , to get the English text almost by heart , as we tearme it . 3. In reading a Lecture to them , euer tell them what example each Noune and Verbe is like vnto , and for Pronounes , Aduerbes , and the like : if they bee not perfect in Grammar , tell them in a word , or point them where they are in the Grammar ; iust after the manner as in the Latine . 4 Shew them carefully al the hard words , & those which they haue not learned ; and for those which you thinke they cannot remember otherwise , or wherin there is need of speciall labour , cause euery one to write them in a little paper book , made for that purpose , with sundry columnes in each page , to write at least the Greek word & Latin or English in , in each Chap. & the Verse against them : to the end to take most paines in those , & to run oft ouer them : and so euer to see after where they haue had those wordes before . And thereby also to account how many new wordes they haue in euery Lecture : for all the rest learned before in any place or which are very easie , are not to be accounted for any new wordes . Thus shall you prouoke and encourage them to more paines ▪ when they haue not ouer fiue or sixe new words in a douzen or twenty Verses , and in time happely not two in a Chapter . So that they will haue the most of the hard words in a short time , and be able easily to proceed of themselues , without any reading , throgh these & other helps following . 5 When they learne to construe , let them doe it by the helpe of the translation ; obseruing wherein the translation seemes to differ from the wordes of the Greeke , and marking the reason thereof ; and after to trie of themselues how they can construe , looking onely vpon the translation , beating the Greeke out of it , as formerly they did the Latin. Those who are of any aptnesse , will doe it presently . And thus by practice , euery day going a piece , and oft reading ouer and ouer , they will grow very much , to your great joy . Spoud . But giue me leaue to aske of you two or three doubts . 1 Why you would haue them to write down their hard wordes in a booke : will not making some markes at the wordes serue as in their Latine Authours , according to the generall obseruation ? Phil. This was obserued before , as I remember to mark their hard wordes eyther in their bookes , or setting them downe in a paper . But here I thinke it to be better , thus to write downe the principall ; First , because schollars now will be carefull to keepe their Greeke Testaments faire from blotting or scrauling , although a booke were well bestowed to make them perfect in it , though it were neuer so marked . Secondly , be●●use when they are fit to reade Greeke , they haue commonly good discretion to keepe their notes , and to make vse of them ; going oft ouer them . Spoud . But might there not be some other meanes for the getting of the hard wordes aforehand ? for this must needes be some labour , and aske care and diligence thus to write them down . Phil. Yes verily , if it be looked to in time ; all these may be so prepared aforehand , that most of this labour now may be spared , and onely speciall difficulties to be obserued . The maner of it is thus : That wheras there is nothing in getting any tongue , but to get wordes , and Grammar for framing and setting those wordes together , and afterwards practice ; I hold it to be farre the speediest course , to haue the schollars to haue learned the Greeke Radices or Primitiue words , before that they goe to construction ; or at least to be well acquainted with them . This course some famous Grecians haue taken : wee may doe it most easily , and without any losse of time , or very little , if any ; as I haue made triall : First , hauing gathered the Greeke Radices out of Scapula , after the manner of that abbridgement , called voces primogeniae , I haue heretofore caused such as I haue thought fit , to write it out , and to bring me a side ( or so much as I thought good ) euery morning at my entrance into the Schoole , or presently after ; and so haue vsed to examine those wordes amongst them all , once or twice ouer , and where they haue learned the principall Latine wordes . ( Of late I haue seene the Greeke Nomenclaton vsed , not without fruit ; though it be vnperfectly gathered . ) The manner of getting the wordes may bee most easie , thus : Hauing these in this manner with the English adioyned : if you would make triall herein ; when you haue examined a side , reade them ouer as much more against the next day ; reading first the English word , then the Latine , and Greeke last : shewing them some helpe how to remember , by comparing the Greeke with the Latine , or English ; and so the English will bring the Latine to remembrance , and both of them the Greeke . And in examining them , to aske them the English word ; and to cause them to giue both Latine and Greeke together , both backeward and forward againe . As , posing thus : How say you , I loue ? He answereth , Amo , 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 , amo , I loue : so they will be perfect each way . Thus within the space of a twelue moneth they may goe through the whole ; spending not much aboue a quarter of an houre in a day or half an houre at most of schoole time . Those who are diligent may get them in good sort , onely ( as I haue oft admonished ) making some little pricks or markes at the hardest to runne oft ouer them : and when they haue once gone ouer them , you may cause them to bring you a leafe at a time , or more ; as those who are apt will doe readily . By this meanes , besides that they shall learne very many Latine wordes , chiefly most of the Primitiues to further them greatly in the Latine , and to counteruaile all the time and labour bestowed in them : they may also , when they come to construction , eyther haue euery Radix in their head , or turne to it with a wette finger , and make it perfect in an instant ; and thereby haue such a light to all other wordes comming of these , as presently by them , to conceiue of and remember any word . And thus by them and their readinesse in the Grammar , to goe on in reading by the helpes mentioned , faster then you would imagine . For hauing these Radices perfect , they will conceiue presently by a little obseruing , of what roote euery word commeth , and ghesse neere at the significations of them . Spoud . But how shall I teach my fourmes which haue not learned the Greeke Grammar , to reade these Radices ? Phil. Nothing more easily : for I finde by experience that they will learne that presently , by knowing but the value and power of the Greeke letters ; I meane what euery letter signifieth , or soundeth in the Latine : and so calling them by their names , as A. b. g. d. or giuing them their sounds . Although if you will , the names of the Greeke characters are soone learned : but that former course , with continuall reading ouer to them before hand , so much as you would haue them to learne at once , will sufficiently effect it , vntill they learne the Grammar . In learning these Radices , call vpon them oft to marke carefully the accents of each word , with the spirits : for that will further them exceedingly to accent right , when they come to write in Greeke , by knowing but the accent of the Primitiue word , and a few other rules . Right pronouncing of them , will make both their accents and spirits remembred . By some experience of the fruite of this booke , for the speedy getting of the Greeke ▪ I haue endeauoured to make it more perfect , by placing so neere as I can , First , the most proper significations in the first place ; and onely one worde in each signification , lest the volume should proue ouer-great : though ( if the volume would beare it ) variety vnder euery one , being rightly placed , were the better , to vse as neede required ; and therby also to help to furnish with copie of Synonimaes . Secondly , by setting downe also the English in one proper word , or iust as the Latine ; onely to expresse it , and without variety : except in some speciall things which haue diuers names in our owne tongue , not commonly knowne . Thirdly , setting downe also the Articles in the Nounes , at least in all which are hard to distinguish . The Future and Preterperfect tenses of the Verbes may be known by their figuratiue letters : Anomalyes are set down in the Grammar for most part . I also intend ( God willing ) to set in the Margent of it all the Hebrew Radices , against euery Radix in Greeke ; at least so many as can be found : which I presume vpon good ground will be found a speedy introduction to the Hebrew . Thus young schollars , and all others who are desirous to get the tongues , may make a most easie entrance into them , and goe forward with much pleasure in all together : for hauing these , they shall lack nothing in effect , but some precepts of Grammar , with practice in reading . Spoud . But I would thinke , these Radices should be very hard to remember . Phil. Not so : for there is such an agreement and harmony , betweene all the foure tongues , or some of them in many wordes , as will make the learners to take a delight in them , and much quicken and confirme the memory of the weakest ; if it be but by the very sounding of one word like another . Those wordes which they cannot remember thus , direct them to remember them by some other name or thing which we know well ; being of a like sound : which so soone as they but conceiue , the Greeke or Hebrew wordes may come to their minde , or the significations of them . Here must be remembred that Maxime in the Arte of Memory , that the more we doe animate or giue life vnto the obiect , or thing wherby we would remember , the more presently will the word which we would remember come to our minde . But yet withall , we must alwayes looke to that diuine Caueat , that we neuer helpe the minde by any filthy obiect , or whatsoeuer may any way corrupt it , or offend the Lord : because we must neuer doe the least euill , that we may obtaine the greatest good . If we get any thing so , the more the worse ; for it cannot prosper , but to bring a curse with it . But for this point of the agreement of the tongues , it may be I shall haue more occasion yet after , and how to remember the wordes . And thus much shortly for remembring the Radices . Yet besides these , there might yet bee a shorter way for committing all the Radices to memory , or exceedingly helping thereunto ; If all the principal of them were contriued into continued speeches , & diuided into certaine Classes or chiefe heads ; and they translated verbatim into Latine or English , or both : and the translation to be made in a booke separate , or in seuerall pages ; as in the one page the Greeke , in the other ouer against it the Latine or English , line for line , and so many words in a line : like as is the translation of Theogius , and the other small Poets adioyned , with Sylburgius annotations ; that so looking onely on the Greeke , they might learne first to construe into Latin , and after looking onely on the translation they might beate out the Greeke ( as I shewed before in the vse of the translations ) and onely vse the helpe of the Greeke text where they could not finde it out otherwise . By this meanes , when they were able to reade these both wayes , both the Greeke into the translation , and the translation into the Greeke readily ( as they might soone doe , by oft reading ouer , and by vnderstanding the matter of them well ) it must needes make all other Greeke very easie , being but the same wordes in effect . This work also is done in part : it perfected and adioyned as a praxis in the end of the Radices , being so framed ( as was shewed ) the one might soone be learned by the helpe of the other . And finally for this matter of thus getting all the Radices , or principall wordes in the tongues , if all the hard Latine wordes , and specially whereof they may haue vse in good Authours , and which they haue not learned in their former Authours ( as namely in Virgil , or the rest vnder him , or which were not to bee found in his Nomenclator ) were set downe after all these Radices , in a few leaues in the end , the schollars should be with all furnished for ordinary Latine words . As for such wordes as are peculiar to some speciall artes , as to Physicke or the like , they are to bee studied and lear●ed onely of them who apply themselues to those artes . Spoud . Well Sir , to returne vnto the point again for making your schollars so perfect in the Testament , by helpe of reading it out of the translation ; I would thinke that it must needes bee hard to learne to construe or reade it out of our translation , to doe it with iudgement on sure grounds ; because ours so oft doe expresse the sense and force of the wordes , for the better vnderstanding of the matter , according to the phrase in our owne tongue ; and not the wordes particularly . Phil. Indeede it is oft-times the more hard and vncertaine : and therefore the Schollar must take the more paines to remember it . But to this purpose , for the exact getting of the Greeke Testament , if there were a perfect verball Translation , according to the manner of the interlineall ( that so out of that the schollar might daily practice to reade the Greeke ) this must needes make him exceeding readie , without danger of any missing , eyther of the phrase , or misplacing the wordes : or in steede of such a perfect verball Translation , if you take the ordinary interlineall Translation ; and where it doth not sufficiently expresse the force of the Greeke wordes , there setting downe the different wordes in the Margent , as they are in the best Translations , you shall finde it very profitable . Or if you will , you may take Bezaes Translation , and set the verball in the Margent , where Beza differeth from it . The difficult Radices would be also be set in the Margent . Spoud . It is very like that this would make them very perfect in the wordes of the text : but yet this verball translation would not serue for the manner of construction , or the parsing of it ; like as the Grammaticall translations did in the Latine . Phil. By this time , when they know the wordes , and the meaning , they will be able to cast them into the Grammaticall order of themselues ; and so all that labour is supplyed for construing and parsing : for euen as they cast and dispose the Latine into the naturall order ; so they may the Greeke . Spoud . Then that must needes follow ▪ which you affirme ; that by daily practice of reading the Greeke out of such a translation , they may be exceeding perfect in the Testament ; and that after that they are a little entred they may goe on of themselues in it : and so likewise all others by the same reason , who haue any smattering in the Greeke , as all such Ministers who are desirous hereof , may grow to great readinesse and perfection in it by themselues , thorough such a Translation . Phil. It is most certaine : for there is the very same reason in it that is in the Latine ; and this I finde that a child of 9. or 10. yeere old , being well entred , shall be able only by the help of the translation , to read of himselfe an easie Author , as Corderius , or Tullies sentences , as fast out of Latine into the English , or the English into the Latine , as the Latine is ordinarily read alone , after he hath read it ouer once or twice : to bee able to reade you thus , in the space of an howre , a side of a leafe or more , of that which he neuer saw before : And by oft reading it ouer , to haue it almost without booke , if he vnderstand the matter of it . Spoud . But if they should vse the very Interlineall of Arias Montanus , as it is : I meane the Greeke and Latine together ; might they not as well learne by that ; as hauing them so seuerally , the Greeke in one book the Latine in another ? Phil. No in no wise . This will appeare most euidently to any who shall make triall , how much sooner and more surely they will learne , and keep that which they learne , by this meanes of hauing the bookes separate . The reason also is euident ; because when the bookes are so seuered , the mind it beates out the words , and makes them it s owne : yea , and also imprints them ; and doth vse the Translation but onely as a Schoolemaster , or a Dictionary , where it is not able to finde out the words of it selfe ; and also to try after , that it haue gone surely . But when both are ioined together , as in the Interlineall , the eye is as soone vpon the one as the other : I meane , as soone vpon the Latine as vpon the Greeke ; and so likewise vpon the Greek as vpon the Latine , because they are so close ioined one vnto the other . So that the booke insteed of being a Master to helpe only where it should , where the mind cannot study it out ▪ it becommeth a continuall prompter and maketh the mind a truant , that it will not take the pains , which it should . How this euill can be preuented amongst schollars , hauing both together , I doe not possibly see . For , whether they be to get it themselues , or to be examined ; yet still will their eye be vpon the helpe , where it should not be . Indeed this I grant , that the Interlineall translation may bee a worthy helpe for a man of iudgement or vnderstanding ; who can so moderate his eye as to keep it fixed vpon either Greeke or Latine alone , when hee would beat the other out of it ; as vpon the Greeke onely when hee would construe , or reade it into Latine , or on the Latine onely when he would reade it into Greeke , and so can vse them as was sayd , without hindring the mind to studie and beat out , or to remember . Though the wisest shall find it very hard to vse it in this sort , but the eye will be where it should not ; vnlesse hee vse this course , to lay a knife , or a ruler , or the like , on the line which he would not see , & so remoue it as neede is . Thus hee may vse it both for the Greeke and Hebrew . Spoud . It stands with great reason . Well then , the way beeing so ready and plaine , they are vtterly vnworthie so great a benefit , who wil not take paines in so easie a course . But if I woulde haue my schollars to proceede in other Greeke Authors , what courses should I then take : Though I cannot doubt , but being only thus entred in the Testament , that they will be well accepted in the Vniuersitie , and goe forward speedily . Phil. If you traine them vp thus f●●st in the Testament , they vvill goe forwards in others with the smaller helpes . But if you would haue them to begin in other Greeke Authors ; I take the very same help of translations , either verball or Grammaticall , to be the most speedy furtherances , so that there bee a diligent care of propriety in translating , and of variety set in the margents ; to vse them in all things as in the Greeke Testament , and in the Latine Authors mentioned . Spoud . But how shal we do for such translations of those Greeke Authors ? Phil. Insteed of reading lectures to them , you may thus translate them their lectures daily , either in Latine or English ; and cause them then eyther to seeke them out of themselues by their translations , Grammars and Lexicons : Or reading them first vnto them , cause them to make them perfect hereby . By this labour of translating , you shall finde your selfe to profit very much in this knowledge of the Greeke , and be greatly eased in your paines . Spoud . But be it so , that I am not able to translate thus ; as he had neede to be a good Grecian who should translate in such manner : what then should I do ? Phil. If you bee able to reade the Author truely vnto them , and profitably ; then may you also translate it thus : you may haue helpe by such translations as are extant , to giue you much light . But it were much to bee wished , that to this purpose , some skilfull Grecians would translate som of the purest Authors in this manner . As namely , Isocrates , Xenophon , Plato , or Demosthenes , or some parts of them , which might seem most fit for schollars ; onely to be for this purpose of getting the Greeke . To begin with the easiest of them first . All painfu●l students would be found to profit exceedingly , and to become rare Grecians in a little time . Thus they might goe on vntill they were able to reade any Greeke Author of themselues , with such helpes as are extant . In the meane time , you may vse such Authors as are so translated , or which come the neerest vnto them ; of which sort are those fables of Aesop translated in the Argentine Grammar , and others which I shall shew you in the manner of parsing . Spoud . For the parsing then , what way may I vse ? Phil. I haue shewed you this in part : as the noting and causing your schollars to write euery hard word , shewing what examples they are like , the speciall rule , & so the other helpes as they are in the Latine , by casting words into the Grammaticall order . More speciall helpes for them , who are not acquainted with Camdens Grammar . 1. They may vse the Praxis Praeceptorum Grammatices of Antesignanus , set downe in the end of Cleonards Greeke Grammar ; wherein is both an Interlineall verball translation , such as I spake of ; and also a parsing of euery word familiarly and plainely , much according to the manner of parsing of Latine , which I shewed you ; which may be a good direction for parsing . 2. Berkets Commentary vpon Stephens Catechisme , parsing euery word according to Cleonard in folio , is found to be a speedy helpe . 3. M Stockwood his Progymna●ma scholasticum : wherin is also a Grammatical practice of sundry Greeke Epigrams gathered by H. Stephens , hauing a double translation in Latine ( the one ad verbum , the other in verse ) and also a varying of each Epigr●● Latineverse by diuerse Authors . And lastly , an explanation or parsing of euery hard word set in the margent , or vnder each Epigram in manner of a Commentarie . In it also the Greeke text is set downe both in Greek Characters , and also in Latine letters interlineally , directly ouer the head of the Greek words ; of purpose for the easie entering and better directing of the ignorant . The Commentary in it for parsing , may be also a good direction , for parsing in the shortest manner by pen or reading . Besides these , for Poetry , wee may take these Authors , which are easie and plaine by their helpes mentioned : 1. Theognis his sentences with the other Poets ioined with him : as namely , Phocilides with the Latine translation and notes , set forth by Sylburgius ; which is verie notable to enter young Schollars into Poetry , for making a verse . 2. Hesiode his Opera and Dies with Ceporine and Melancthons Commentaries set forth by Iohannes Frisius Tigurinus , and the new translation of it , adverbum , by Erasmus Schemidt , Greeke professour at Wittenberge , printed 1601. 3. Homer with Eustathius Greeke Commentarie may easily bee read after these ( especially after the Commentary on Hesiode ; which may bee as an introduction to it ) by the help of the verbal Latine translation of Homer : and the words of Art , belonging to Grammar set down in Greek in M. Camdens Grammer . Moreouer , these directions following wil be most speedie helps for all the Poets : To haue in readinesse some briefe rules of the chiefe figures , and dialects : as those who are in Master Camdens Grammar ; so to be able to referre all Anomalies in Greeke vnto them . Those with the verba anomala , and the particular dialects , according to each part of speech , set downe in the end of Camden , may resolue most doubtes : for Anomalies and speciall difficulties which you cannot find otherwise , you may find many of them set Alphabetically together in the end of Scapula his Lexicon , where they are expressed fully , and particularly : which you shall proue to be a maruellous readinesse to you . Spoud . Here are indeed very many and singular helpes : most of which , I may truely say as before , that I haue not so much as heard of . But if I would haue my schollar to write in Greek , what meanes should I vse then ? Phil. If you mean for the tongue , to be able to write true and pure Greeke , the sure meanes are euen the same , as for writing Latine . 1. The continuall practice of construing , parsing , and reading forth of the translation into the Authors , is making the Greeke continually . 2. To come to the stile and composition , and so for Orthography , to doe as for the Latine . As I directed you to giue them sentences in English , translated Grammatically out of Tullies sentences , to turne into Tullies Latine , wherby both your selfe and they may haue a certaine guide for them to go surely ; so here to giue them sentences or peeces out of the Testament , or out of Isocrates , as ad Demomcum , or out of Xenophon to translate into Greeke , and so to see how neere they can come vnto the Author . Or else , to aske them onely the Latine or English of the Greeke , and to trie how they can turne it into Greek first Grammatically , after in composition : or sometimes one way , somtimes the other . And to this purpose also , the translations of som excellent parts of the purest Greek Authors were most necessary . By these meanes they might come in time , to be as accurate in writing Greeke for the stile and composition , as in the Latine . For all other exercises in Greeke , I referre you to that which hath been said concerning the Latine , the reason and meanes being the like . Or if you meant for writing the Greek hand faire , most exquisite copies constantly followed , as in the Latine and English , and practice , shal bring them vnto it . But for this , I likewise refer you to that which was sayd concerning the way of writing faire . Spoud . But what say you for versifying in Greeke ? for that you know to commend the chiefe Schooles greatly . Phil. As I answered you before , so I take the meanes to be in all things the same , as for versifying in Latine ; except that this is more easie , because of the long and short vowels so certainely knowne . To be very perfect in the rules of versifying ; inscanning averse . To learne Theognis , that pleasant and easie Poet without booke , to haue store of Poeticall phrase and authorities : which is the speediest and surest way . And so to enter by turning or imitating his verses , as in Latine . But herein as in all the rest , I do stil desire the help of the learned , who can better shew by experience the shortest , surest , and most plaine waies . Notwithstanding , let me heere admonish you of this ( which for our curiositie wee had neede to bee often put in minde of ) that , seeing wee haue so little practice of any exercises to bee written in Greeke , wee doe not bestowe too much time in that , whereof wee happely shall haue no vse ; and which therefore wee shall also forget againe : but that wee still imploy our pretious time to the best aduantage in the most profitable studies , which may after do most good to Gods Church or our countrey . Spoud . Your counsell is good : yet repeate mee againe a briefe of the principall of these helpes for my memorie sake . Phil. This was it ; 1. To make your Schollars very perfect in the Grammar , chiefly Nownes and Verbes ; that they may bee able to proue and parallel euery thing by a like example , or at least to turne to them readily . 2. To haue the Greeke Radices by the meanes mentioned . 3. Continuall vse of most accurate verball or Grammaticall translations ; and in the meane time to make them perfect in the Testament daily vse of our ordinarie translations so as was shewed , by reading the Greek out of them ouer and ouer . 4. Helpe of the best Commentaries and Grammaticall practices in the books mentioned . 5. To be ready in the dialects and the common figures for the Poetry . 6. Noting all the difficulties , and running oft ouer them as in the Latine ; and so all other helpes of vnderstanding the matter first , and the rest mentioned generally . CHAP. XXI . How to get most speedily the knowledge and vnderstanding of the Hebrew . Spoud . BVt what say you , for that most sacred tongue , the Hebrew ? How , I pray you , do you think , that that may bee attained , which you mentioned , that students may come so soon to the vnderstanding of it ? Phil. This may be obtained the sooner , because we haue it all comprised , so far as is necessary for vs to know , in that one sacred volume of the old Testament . Also because the principall rootes of it are so few , the matter so familiar , as which euery one of vs ought to bee acquainted with . The Nowns haue so little varying or turning in them . And finally , for that wee haue such singular helpes for the vnderstanding of it ( as the Interlineall verball translation , and the translations and labours of others which beat out the propriety , force and sense of euery word & phrase ) like as in the Greeke Testament , that nothing can be difficult in it to the good heart , who will vse the means which the Lord hath vouchsafed , and will seek this blessing , from his Maiesty . Spoud . Surely , hee is vtterly vnworthy of this heauenlie treasure , who will not seek & beg it from the Lord , and dig deep for it : I meane , who wil not vse any holy meanes , for the obtaining of it ; and much more the course being so short , plaine & direct , as you say . But I intreat you to trace me out the shortest way . Phil. The way , so far as yet I haue been able to learne , is wholly set downe already in the manner of getting the Latine and the Greek . But to make a brie●e rehearsall ▪ 1 For them who would bee more accurate Hebricians for the beating out of euery tittle , they are to haue the Grammar very accurately ; and that by the like means euen as the Greeke and the Latine . But for those who onely desire the vnderstanding of it , and to be skilfull in the text , the chiefe care must be , that they be made perfect in some few principall rules of Grammar of most vse . Also in declining and coniugating the examples set down in the book , & in the seuerall terminations of declensions , numbers , moodes , tenses , persons , to be able in them in some good manner to giue Hebrew to Latine , and Latine to Hebrew , and to run the terminations in each ; at least to giue the Latine to the Hebrew perfectly . And so in the seuerall Pronounes , Aduerbes , Coniunctions to do the like ; I meane , to giue Latine to the Hebrew , to haue them very readily , seeing they are but few , and sundry of them of continuall vse . Spoud . But what Grammar would you vse ? Phil. Martinius of the last Edition , with the Technologia adioyned to it , I take to be most vsed of all the learned , as most methodicall and perfect ; although Blebelius is farre more easie to the young beginner , as much more answering to our Latine Grammar ; and made so plaine of purpose by questions and answeres , that any one of iudgement may better vnderstand it , and goe forward with delight : so as it may be a notable introduction or Commentary to Martinius , who had neede of a good Reader , to learne to vnderstand him perfectly . Both read together , must needs be most profitable ; Martinius for method and shortnes , Blebelius for resoluing and expounding euery obscurity : yet euery one who hath learned a Grammar , may best vse the same , because that is most familiar to him . But for them who are to begin , or to teach others , they may take the easiest first , that the learner may no way bee discouraged ; and after others as as they shall thinke meete , or which shall be found most profitable , by the iudgement of the greatest Hebricians . This I thinke to be the surest aduice ; and by comparing of Grammars together , euer to beate out the sense and meaning . Spoud . What is your next meanes ? Phil. The getting of the Hebrew rootes , together with the Grammar , euery day a certaine number . Hereunto the Nomenclator Anglolatmus-Graecus-Haebraicus , mentioned before , if it were so finished , might be a notable introductiō . For the maner of committing the Radices to memory , I shewed it before : yet hereto speake of it a little more fully , first to helpe our remembrance by som of the chiefe helps of memory ; as by comparing in our meditation the seueral words in the Hebrew , with what words they are like vnto , eyther in the English , Latin , or Greek , which words eyther do come of them , or sound like vnto them , or with some other roote in the Hebr●w , wherwith they haue affinity . That so soone as we see the Hebrew roote , the other word which we would remember it by , comming to our minde ; the vnderstanding or meaning of the Hebrew roote may also come to minde with it . As for example , to begin in the first Radices , & to giue som light in 2. or 3 ; 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 & 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 ●uber or pubert as , may be remembred by 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 , pubertas ; and by ephebe or ephebus , in Latine comming of it , signifying the same : as Postquam excessit ex ephebis . Terent. Also 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 may be remēbred by the month Abib in the Scriptures , which was amongst the Iewes mensis pubertatis , in quo seges terrae Canaan protrudebat spicas . 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 Perijt , may be remembred by Abaddon in the Apocalips , called in Greek Apollion , the destroyer , or destruction ; the Angel of the bottomlesse pit . 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 voluit , acquieuit , or bene affectus est in aliquid , vt pater in filios : It may fully be remembred by Abba , father , comming of 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 pater : and so the word 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 in Greeke , or Abbas an Abbot , quia Abbas erat pater totius societatis . And Auus seemes to come of the same By any of these we may remember the roote . Thus we may remember very many of them by the help of Auenars Dictionary ( as I shewed ) or by our own meditation , euen from the wordes comming of them indeede , or in shew , obserued according to certaine rules which Auenarius giueth in the beginning of his Lexicon . The reason hereof also is most euident ; for that this is the mother tongue of all tongues , & was the only tongue , vntil the confounding of the tongs at Babel : in which confusion , som words were changed altogether , in others the significations were altered , & many haue bin depraued and corrupted by continuance & succession of time . Therefore as this tongue is to be honored , so this diligence in comparing & deriuing other tongues , must needes be of exceeding great profit many wayes : & amongst other , for this very purpose of conceiuing or cōmitting to memory , & retayning the Hebrew more surely , by other wordes better knowne to vs. Other wordes which cannot be remembred thus , yet may be remembred by the learned , by some thing which they sound like vnto , in one of the three tongs ; So that we forget not to animate that which we remember by : that is , to conceiue of it in our minde , as being liuely and stirring ; like as we noted before in the Greeke . The rest of the roots besides these , will be but few : and being noted with a line with a black lead pen ( as was said ) or any marke , and oft run ouer , they may soone be gotten . Besides these , som mark would be giuen vnder euery deriuatiue , in each roote , which doth differ much in signification from the Radix , and cannot be remembred well by the Radix , nor how it may be deriued from it . Spoud . Such a Nomenclator as you speake of , must needs be a rare and speedy helpe to all the tongues , if it were well gathered by some very learned and iudicious Hebrician . But in the meane time , what abbridgement would you vse for getting these Radices of the Hebrew ? Phil. The Epitome of Pagnine I take to be most common : but Buxtorphius his abbridgement ( going vnder the name of Polanus ) must needes be the best in all likelihood ; as hauing had the helpe of that and all other , and gathered by great iudgement . I haue seene a draught of another , much shorter then them both , collected by comparing Pagnine , Auenar , and others ; shewing also for most part how the Hebrew deriuatiues , which are more obscure , are deriued from the Radices , giuing at least a probable reason for them : and also in sundry , shewing the agreement and manner of the deriuation of the tongues , one from another , and the affinity of many of them ; to helpe the memory with the speedy and sure getting of all . Spoud . It were great pitie , but that that should be perfected ; for the benefite of it must needes be very great . But might there not be such a deuise , of contriuing all the Hebrew roots into continued speeches ; and so learning them by studying them out of verball translations , as you shewed for the Greeke ? Phil. Yes vndoubtedly , it might easily be accomplished by some exquisite and painefull Hebrician , to make this labour yet much more compendious : Although I doe not doubt but any indifferent memory , might in the space of a twelue moneth or lesse , get all the Hebrew Radices very perfectly , by the former meanes of Buxtorphius or Pagnines abbridgement alone ; spending but euery day one houre therein . And when they were once gotten , they were easily kept by oft repetition , running ouer the hardest , being marked out ; and by daily practice in reading some Chapters ; though much more easily , by hauing the heads reduced to such classes , and the oft running ouer them . I haue heard moreouer of all the Radices , with their Primitiue significations alone , drawne into a very little space ; which being well performed , must needes be a notable furtherance . Spoud . What is your third helpe ? Phil. The perfect verball translations written out of Arias Montanus , by conferring with Iunius and our owne Bible , specially our new translation , and setting the diuers readings in the margents with a letter , to signifie whose the translations are , and also euery hard Radix noted in the margent , as now sundry of them are ; with references to them by letters or figures , as I shewed for the Greeke : these being vsed as the English translations , for getting the Latin , and as the Latine or English for the Greeke , will be found aboue all that we would imagine . And that after this manner : First , as I said for the others , by reading ouer the translations , to vnderstand the matter . Secondly , learning to construe the Hebrew into the Latine exactly , and backe againe out of the translation into Hebrew ; looking onely on the translation , to meditate and beate out the Hebrew . This helpes vnderstanding , apprehension , memory , and all ( as I said ) to haue the text most absolutely . Lastly , beginning with the easiest first ( as in the other tongues ) as eyther some part of the History ( as namely Genesis , the bookes of Samuell ) or else the Psalmes ; and therin specially the hundred and nineteene Psalme , as most plaine of all other : or rather to beginne with the Praxis vpon the Psalmes , the first , the fiue and twentieth , and the threescore and eight , set downe in the end of Martinius Grammar , printed by Raphalengius , Anno 1607. which will both acquaint the learner with the vnderstanding of Martinius , and set him in a most direct and ready way , by the other helpes . For the certainty of this , besides that the reason is the very same with the Latine , and like as I said for the Greeke also , I haue moreouer knowne this experience in a childe , vnder fifteene yeares of age ; who besides all kinde of studies and exercises , both in Latin and Greeke , as those mentioned before , and his daily progresse in them , had within the space of lesse then a yeare , gotten sundry of the principall and most necessary rules of Grammar . Also a great part of the Radices in Buxtorphius , though hee spent not therein aboue two houres in a day . And besides all this , hee had learned about foureteene or fifteene Psalmes : wherein he was so readie , as that hee was able not onely to construe or reade the Hebrew into the Latine ; but also out of the bare translation , to reade the Hebrew backe againe , to shew euery Radix , and to giue a reason in good sort for each word , why it was so . Of this hath beene tryall by learned and sufficient witnesses . The which experience with the daily trials of reading the Latine so exactly and readily out of the English , and getting it ( as it were without booke ) by that practice , doefully assure me that by this daily exercise the very originals of the Hebrew may be made as easie and familiar as the Latine is ; yea , in time with continuall practice , to be able to say very much of it without booke : as I shewed before for the Greeke . And what Student , especially of Diuinity , can euer bestow some part of his time in a more pleasant , easie and happy studie ? when there will be no more but reading ouer and ouer with meditation , and still to be reading the words and wisedome of the Highest ; in whose presence he hopes to dwell , and to heare the same sweete voyce in the Temple in heauen eternally . Spoud . By these means , it seemeth to me that any tongue may be gotten speedily . Phil. Yea verily , I do so perswade my selfe . For seeing ( as I said ) that there is no more in any tongue , but wordes and ioyning of those words together ; therfore the words being first gotten , chiefly by being contriued into continued speeches , & those so learnd out of such verbal translations : secondly , some few rules of them being knowne : thirdly , continuall vse of such translations ; would make any tongue to be vnderstood and learned very soone , so farre as I can conceiue . Spoud . How soeuer this be , which seemeth indeede most probable ; yet I take it , there can be no doubt of this , but that in euery country of the world , the Latin , Greek , & Hebrew may be attained by the same meanes : which three are enough ( yea the two last alone sufficient ) to know God and Iesus Christ to eternall life : and that so by the knowledge of the Originals , men may haue a certaine knowledge of the eternall worde of the Lord. Phil. I can see no reason at all to the contrary , but that these our Latine Classicall Authours being translated Grammatically into other tongues , by some who are learned amongst them , the Latine may as well bee learned thereby by them out of their translations , in their own tongues , by such helps of rules as haue bin mentioned , or the like , as out of translations in our English tongue . Secondly , the Latine tongue being once gotten , the getting of the Greek and Hebrew are the very same vnto them which they are to vs. Or otherwise , the Greeke and Hebrew but translated so alone , into the seuerall tongues of each Nation ( I meane verbally ) they might as easily , if not more easily , be learned in each countrey out of them , as out of the English or Latine ; and the sense or meaning also , if in euery difficult place , or where the wordes seemed to be out of order , it were set in the margents ouer against them . The same I say for our English ; into which the Hebrew , in most places translated verbatim , doth keepe a perfect sense , and might bee learned out of it . Also the most absolute fulnesse of vnderstanding of the matter in our heads , doth bring wordes , most readily to expresse it ; which I haue oft tolde you of . But remember this that I haue said ; that the verball Translations , for these originals , shall make the learners most cunning in the text , and in the very order of the wordes of the Holy Ghost , without danger of any way deprauing , corrupting or inuerting one iotte or tittle : though for the Latine , the Grammaticall translations bee farre most profitable , as we haue shewed . Spoud . Are these all the directions that you would giue me herein ? Phil. These are all which yet I know . Spoud . By these then it seemeth that you are fully perswaded that this holy tongue may be obtayned . Phil. Yea vndoubtedly , so much as shal be requisit for vs , by obseruing withall those generall rules , set downe for the getting of the Latine ; and chiefly that , of making markes vnder euery hard word in each page , without marring our bookes ; and to runne oft ouer those . But herein it is necessary that I put you in minde againe , of that which I admonished you of in the Greek ; that your schollar learne so much onely , as eyther the present time requires : I meane , whereof he may haue good vse presently , or else when he shall proceede to higher studies in the Vniuersities , or to other imployments . And for other speculatiue or more curious knowledge in Quiddities , eyther to cut them off altogether from hindring better and more needefull studies , or to reserue them to their due time and place ; or to leaue them onely to them who shall giue themselues wholly to these studies , to be readers in the Vniuersities , or for like purposes ; as , the learning of the musick and Rhetoricall accents : the Prosodia metrica , and the like . Spoud . What is then the summe of all ? Phil. For them who desire to be exact Hebricians , to be very perfect in the Grammar ; for them who desire but only the vnderstanding , to haue , 1 Some necessary rules , and principally examples of Nounes and Verbes very readily . 2 The Radices . 3 Continuall vse of verball translations , or others ; as in the Greeke . 4 Oft running ouer the hardest wordes . But these , as all other things , I write vnder correction , and with submission and desire of better iudgement . CHAP. XXII . Of knowledge of the grounds of religion and training vp the schollars therin . Spoud . NOw that we haue thus gone thorough all the way of learning , for whatsoeuer can bee required in the Grammar schooles ; and how to lay a sure foundation , both for the Greeke and the Hebrew , that they may bee able to goe on of themselues in all these by their owne studies : it remaineth that wee come yet to one further point , and which is as it were the end of all these . That is , how schollars may be seasoned and trained vp in Gods true Religion and in grace ; without which all other learning is meerely vaine , or to increase a greater condemnation . This one alone doth make them truely blessed , and sanctifie all other their studies . Moreouer , they being taught herein in their youth shall not depart from it when they are old . I intreat you therefore to shew me so shortly as you can , how schollars maie bee taught all those things which were contained in the note : As , 1. To be acquainted with all the grounds of religion and chief histories of the Bible . 2. So to take the Sermons ▪ at least for all the substance both for doctrines , proofes , vses ; and after to make a rehearsall of them . 3. Euery one to begin to conceiue and answere the seuerall points of the Sermons , euen from the lowest formes . These are matters that I thinke are least thought of in most schooles , though of all other they must needes bee most necessary , and which our lawes and iniunctions doe take principall care for ; and that the schoolmasters , to these ends , be of sincere religion . Phil. I feare indeede that it is as you say , that this is ouer-generally neglected . And herein shall the popish schoolemasters rise vp in iudgement against vs : who make this the very chiefe marke at which they aime , in all their teaching ; to poure in superstition at the beginning , first to corrupt and deceiue the tender minds . But to returne vnto the matter , how they may bee thus trained vp in the feare of the Lord ; I shall set you downe the best manner , so neere as I my selfe haue yet learned , follovving the order of these particulars mentioned . 1. For beeing acquainted with the grounds of religion and the principles of the Catechisme ; Euerie Saturdaie before their breaking vp the schoole ( for 〈◊〉 finishing their weeks labours , and a preparatiue to the Sabbaoth ) let them spend halfe an howre or more in learning & answering the Catechisme . To this end , cause euery one to haue his Catechisme , to get halfe a side of a leafe or more at a time ; each to be able to repeate the whole . The more they say at a time and the ofter they runne ouer the whole , the sooner they will come to vnderstanding . This must be as their parts in their Accedence . In examining , first your Vsher or Seniors of each fourm may heare that euery one can say . Afterwardes , you hauing all set before you , may poase whom you suspect most carelesse . 1. Whether they can answere the questions . 2. In demanding euery question againe , to stand a little on it , to make it so plaine and easie , as the least childe amongst them may vnderstand euery word which hath any hardnesse in it , and the force of it . Let the manner of the poasing bee as I shewed for the Accedence . The more plainly the question is drawen out of the very words of the book , and into the moe short questions it is diuided , and also examined backeward and forward , the sooner a great deale they will vnderstand it , and better remember it . Herein also to vse all diligence to apply euery peecevnto them , to whet it vpon them , to worke holy affections in them ; that each may learne to feare the Lord and walke in all his commandements . For , beeing in their hearts and practice , it will be more firmly kept . This also must be remembred for all that followeth . 2. For the Sabbaoths and other daies when there is anie sermon , cause euery one to learn somthing at the sermons . 1. The very lowest to bring some notes , at least 3. or 4. If they can , to learne them by their owne marking ; if not to get other of their fellowes to teach them some short lessons after . As thus : Without God we can do nothing . All good gifts are from God : or the like short sentences ; not to ouer-load them at the first . To this end , that the Monitours see , 1. That all be most attentiue to the Preacher . 2. That all those who can write any thing , or do but begin to write ●oining hand , doe euery one write some such notes , or at least to get them written , some 5. or 6. or moe as they can , as I sayde to bee able to repeate them without booke , as their other little fellowes . But herein there must be great care by the Monitours , that they trouble not their fellowes , nor the congregation , in asking notes , or stirring out of their places to seek of one another , or any other disorder ; but to aske them after they are come forth of the Church , and get them written then . 3. For those who haue been longer practiced herein , to set downe , 1. The Text or a part of it . 2. To marke as neere as they can , and set downe euery doctrine , and what proofes they can , the reasons and the vses of them . 4. In the highest fourmes , cause them to set downe all the Sermons . As Text , diuision , exposition , or meaning , doctrines , and how the seuerall doctrines were gathered , all the proofes , reasons , vses , applications . I meane all the substance and effect of the Sermons : for learning is not so much seene , in setting downe the words , as the substance . And also for further directing them , and better helping their vnderstanding and memories , for the repetition thereof ; cause them to leaue spaces betweene euery part , and where neede is to diuide them with lines . So also to distinguish the seuerall parts by letters or figures , and setting the sum of euery thing in the margent ouer against each matter in a word or two . As , Text , Diuision , Summe . First Obseruation or 1. Doctrine , Proofes , Reasons 1. 2. 3. Vses 1. 2. 3. So , the 2. Obseruation or doctrine , proofes , reasons , &c. so thoroughout . Or what method soeuer , the Preacher doth vse , to follow the parts after the same maner , so well as they can . Direct them to leaue good margents for these purposes : and so soone as euer the Preacher quotes any scripture , as hee nameth it , to set it in the Margent against the place , lest it slip out of memorie . And presently after the sermon is done , to run ouer all againe , correcting it , and setting downe the sum of euerie chief head , faire and distinctly in the margent ouer against the place , if his leasure will suffer . By this helpe they will be able to vnderstand , and make a repetition of the sermon , with a verie little meditation ; yea to doe it with admiration for children . After all these , you may ( if you think good ) cause them the next morning , to translate it into a good Latine stile , insteed of their exercise the next day ( I meane , so many of them as write Latine ) or some little peece of it according to their ability . Or rather , ( because of the lacke of time , to examine what euery one hath written ) to see how they are able out of the English , to read that which they haue written , into Latine , ex tempore , each of them reading his peece in order , and helping others to giue better phrase and more variety , for euery difficult word ; and so to runne thorough the whole . This I finde that they will beginne to do , after that they haue beene exercised in making Latine a twelue moneth or two , if they haue beene rightly entred , and well exercised in Sententiae pueriles ; especially in the diuine sentences in the end thereof , and in Corderius with other bookes and exercises noted before , chiefly by the practice of reading out of the translations . Spoud . But when would you examine these ? Phil. For the reading into Latine , I would haue it done the next day at 9. of the clock for their exercise , or at their entrance after dinner ; that so they might haue some meete time to meditate of it before : and for examining of it in English , to do it at night before their breaking vp , amongst them all shortly , or before dinner . Herein also some one of the higher fourmes might bee appointed in order to make a repetitiō of the wholeserm on without book , according as I shewed the manner of setting it down ; rehearsing the seueral parts so distinctly & briefly , as the rest attending may the better conceiue of the whole , and not exceed the space of a quarter of an howre . After the repetition of it , if leasure serue , the Master may aske amongst the highest som few questions , of whatsoeuer points might seeme difficult in the sermon : for by questions as I haue said , they wil com to vnderstand any thing . Next to appose amongst the lowest , where he thinkes good , what notes they took of the Sermons , and cause them to pronounce them ; and in appoasing to cause them to vnderstand , by applying all things to them in a word or two . Thus to go thorough as time shall permit . Spoud . This strict examining will be a good means to make them attentiue ? Phil. It will indeed ; so as you shal see them to increase in knowledge and vnderstanding aboue your expectation : And besides it wil keep them from playing talking , sleeping and all other disorders in the Church . To this end therfore poase diligently , all those whō you obserue or suspect most negligent ▪ as I haue aduised : then you shall haue them to attend heedfully . Spoud . But how will you cause them to be able so to repeate the Sermon ? Mee thinkes that should bee very difficult . Phil. The schollars will doe it very readily , where the Preachers keep any good order ; when they haue so noted euerything as I directed before , and set downe the sum in the margent . For then , first meditating the text to haue it perfect : secondly , meditating the margents to get the sum of all into their heads , and the manner how it stands : thirdly , obseruing how many doctrines were gathered and how , what proofs , how many reasons & vses of euery doctrine ; they will soone both conceiue it , and be able to deliuer it with much facilitie after a little practice . But herein the principall helpes are vnderstanding , by getting the summes , and margents ; obseruing the order , and constant practice . Vnderstanding will bring words : practice perfection . If those who are weaker or more timorous , haue their notes lying open before them , to cast their eye vpon them here or there where they sticke , it shall much embolden them , and fit them after to make vse of short notes of any thing : I meane of the briefe summe of that which they shall deliuer . Spoud . These are surely very good exercises for the Saturday for catechizing , and the daies after the sermons for repeating of the sermons : but would you haue no exercises of religion at all in the other daies of the weeke ? Phil. Yes . As there is no no day but it is the Lords , and therefore it and all our labours to be consecrated to him by a morning & an euening sacrifice , I mean praier & thanksgiuing morning & euening ; so there would no day be su●fered to passe ouer , wherin there should not be some short exercise or lesson of religion : which is both the chiefe end of all other our studies , and also that , wherby all the rest are sanctified . And to this end , one quarter of an hower or more might be taken euery euening before praier , though they were kept so much the longer , that it might not hinder any other of their daily studies : Although in this , no losse will euer be found , to any other studie , but the Lord wil bless so much the more ; That also to be in such a course as none could any way dislike , & which of all other might be both most sure and profitable . Spoud . What such a course can you find which is so profitable , and which all must needes so approue of , which might be so short ? Phil. To go thorough the history of the Bible , euery day a history , or som peece of a history : I meane , some few questions of it in order , as the time will permit . To this purpose , there is a little book called the history of the Bible , gathered by M. Paget : wherin if you cause them to prouide against euery night a side of a leafe , or as you shall thinke meet , of the most easie & plaine questions ; and to examine them after the maner of examining the Catechism ; you shall see them to profit much , both for the easinesse of the history , and the delight which children will take therein . Wherein also if first you shall shewe them or aske them what vertues are commended in that history ; what vices are cōdemned ; or what generals they could gather out of that particular ; or what examples they haue against such vices , or for such vertues ; and thus examine them after the same maner , so going ouer & ouer as the time permits , you shall see them to come on according to your desire . Spoud . But me thinks that you would not haue them to take euery question in that booke before them . Phil. No : I would haue only those histories which are most familiar for children to vnderstand , and most to edification ; and so those questions only to be chosen . There are sundry concerning the Leuiticall lawes , which are beyond their conceit , and so in diuerse other parts . For that shuld euer be kept in memorie , that things wel vnderstood are euer most soone learned and most firmly kept : and we should euer be afraid to discourage our children by the difficulty of anything . Spoud . It is true indeed . And moreouer , howsoeuer it is most certaine that all holy Scripture is profitable , and all to be knowen : yet som parts are more easie and as milk , meet for the weakest and youngest children to be taught , and which they may vnderstand and conceiue of easily ; others are as stronger meate , and more obscure , wherewith they are to be acquainted after . But as in all other learning , so it is here , euery thing is to be learned in the right place . The more plaine and easie questions and places will still be expounders and masters to the more hard and obscure . But yet , howsoeuer I like very well of all this , you know that there are some who would not haue their children to be taught any religion , nor to meddle with it at all . Phil. There cannot bee anie such who either loue or know the Gospell of Christ , or regarde their owne saluation , or the sauing of their children . The rest are to be pittied and praied for , rather then to be answered . The Popish sort know the necessitie hereof : and therefore they labour principally to corrupt the youth , and offer their pains freely to that end . They shal be the Iudges of all such . Spoud . But it will take vp ouer-much time from their other learning . Phil. I directed you how to cut off all such exceptions : I would take the time to that purpose ouer and beside their ordinarie . It is but mine owne labour , for a quarter or halfe an howre in the day at the most , keeping them a little longer . Although if it should be part of the schoole time , there would neuer be found any losse therein . Spoud . But how will you teach your children ciuility & good manners ? which is principally required in Schollars . Phil. Religion will teach them manners : As they grow in it , so they will also in all ciuil and good behauiour . The word of the Lord is the rule and ground of all , to frame their manners by ; that is therefore the first and principall meanes . Secondly , out of their Authours which they reade , you may still take occasion to teach them manners ; some of their Treatises being written of purpose to that end : as Qui mihi , Sententiae pueriles , Cato , Tullies Offices , &c. For the carriage of youth , according to the ciuility vsed in our time , and for the whole course of framing their manners in the most commendable sort , there is a little booke translated out of French , called The Schoole of good manners , or The new Schoole of vertue ; teaching youth how they ought to behaue themselues in all companies , times , and places . It is a booke most easie and plaine , meet both for Masters and Schollars to be acquainted with , to frame all according vnto it ; vnlesse in any particular the custome of the place require otherwise . Spoud . How would you haue the children acquainted with this ? Phil. The Master sometimes in steade of the History , or if he will ( at some other times ) might reade it ouer vnto them al , a leaf or two at a time , & after to examin it amongst them . It is so plaine that they will easily vnderstand it . Spoud . But if I could thus teach them Religion , and Latine all vnder one ; it were a most happy thing , and I should cut off all quarrell and exception . Phil. I will shew you how you may doe it . Cause your Schollars to reade you a Chapter of the New Testament , or a peece of a Chapter , as time will permit , about twentie verses at a time , in steed of the History mentioned . One night to reade it out of the Latin into English ; reading first a verse or a sentence in Latine to a Comma , or a full point , as they can : then Englishing that , not as construing it , but as reading it into good English ; so throughout : the next night to reade the same ouer againe forth of an English Testament , into the same Latine backe againe . Thus euery one of those who are able , to reade in order , each his night ; all the rest to looke on their owne Testaments , English , Latine , or Greeke , or to harken . Let them beginne at the Gospell of Iohn , as was aduised for the Greeke , as being most easie ; or at Matthew if you please ; and you shall soone finde that through the familiarnes of the matter , they will so come on both wayes ( both in reading the Latine into English , and English into Latine ) as your selfe will maruell at , and their parents will reioyce in ; and acknowledge themselues bound vnto you for to see their little ones to be able to reade the Testament into Latine . Besides that , it will be also a notable preparatiue to learne the Greeke Testament , when they are so well acquainted with the English and Latine before . Spoud . But what Latine translation would you vse ? Phil. Such as my Schollars haue : Erasmus or Beza ; but chiefly Beza , as the more pure phrase , and more fully expressing the sense and drift of the Holy Ghost . Therein your selfe , or your schollars marking the peculiar Latine phrases , when they reade first forth of the Latine into the English , they will be able of themselues ( when they reade them the second time forth of the English into Latine ) to giue the same phrases againe , and to imprint them for euer . Spoud . But what time should I haue then for the History of the Bible , that little booke which you mentioned ; wherof must needes be very singular vse : would you haue me to omit it ? Phil. No , in no case : one quarter of an houre spent in examining it before prayers in the forenoone , a side or a leafe at a time ( as I said ) may serue for that ; and another quarter or not much more , before prayers at the breaking vp at euening for this ; and so neyther to lose time , nor to omit any thing necessary for their happy growth herein . In this reading of the Chapters so , you shall finde that they will get as much Latine , and goe on as fast as in any other exercise whatsoever ; and also will doe it with ease , when they haue beene first well trayned vp in the Grammaticall translations , and that each knoweth his night to looke to it aforehand . Spoud . But at this kinde of reading the Chapter , the lesser sort which vnderstand no Latine , will get no good . Phil. Yes very much . If after that the Chapter is read , you vse but to examine some two or three , as time will permit ; asking them what they remember of that which was read , or how much they can repeat without booke of it : you shall see that in a short time they will so marke , or so looke to it afore hand , as they will ( almost any of them ) repeate you a verse or two a peece . If you vse to appose ordinarily for example , some one whom you know can repeat a great deale , it will much prouoke the rest , to marke and take paines ; and especially if ( as in other things ) you vse to appose aduersaries , whether can repeate the more . And thus much for that , how they may get Religion and Latine together . CHAP. XXIII . How to vnderstand and remember any morall matter . Spoud . YEt one other point remaineth , which is of great vse , and very fit to bee asked here ; how children may be made to vnderstand , and conceiue of any ordinary matter meete for them ? as the points of the Sermons , the History of the Bible : for euen most of these things may seeme to be aboue childrens capacities ; and I see vnderstanding to be the life and substance of all . Phil. This point hath been taught throughout in part : but this I say vnto you againe , and you shall finde it most true ; that for any one who would conceiue of any long sentence and remember it , let him diuide it into as many short questions as he can , and answere them ( though closely ) in his minde ; it shall giue a great light . So do with your schollars in any thing which you would haue them to vnderstand : diuide the long question or sentence into many short ones ; by the short they will vnderstand and conceiue of the long . I shewed the maner in examining young schollars , at In speech , and in Sententiae pueriles . For other helpes ; as for marking the summe and drift of euery thing , and also for obseruing what goeth before , what followeth after , the propriety of words , those circumstances of examining and vnderstanding , casting the words into the naturall order , and the like : I referre you to the Chapter of construing ex tempore ; where these things are handled at large . Spoud . Yet for my further direction , giue me one ensample in a sentence , in the storie of the Bible , because wee were speaking of that last , and how to teach children to vnderstand that . I take it there is the like reason in the Latin , and in all things . Phil. There is indeede the same reason . I will giue you an instance in a sentence or two in the first Chapter in Genesis : and the rather because this is vsed by many , to cause children to reade a Chapter of the Bible , and then to aske some questions out of that . For example : 1 In the beginning God created the heauen and the earth . 2 And the earth was without forme and voyde , and darkenesse was vpon the face of the deepe , and the spirit of God moued vpon the waters . 3 Then God said ; Let there be light , and there was light , &c. I would propound my questions thus , sundry wayes , out of the wordes , and that they may answere directly in the very wordes : Q. What did God in the beginning ? A. He created heauen and earth . Q. When did God create heauen and earth ? A. In the beginning . Q. Were not heauen and earth alwayes ? A. No ; God created them . Q. What a one was the earth ? A. The earth was without forme or fashion . Q. Had it any thing in it ? A. No ; it was voyde or waste . Q. Was there nothing vpon it ? A. Yes ; darkenesse was vpon the deepe . Q. Was there nothing else mouing ? A. Yes ; the spirit of God moued on the waters . Q. What said God then ? A. Let there be light ? Q. Was there light as he commaunded ? A. Yes ; there was light . Q. Was there no light before ? A. No ; God commaunding created it : there was nothing but darkenesse before : darkeness was vpon the deep . These questions and answeres arise directly out of the words ; & are the same in effect with those in the little booke , called The Historie . Spoud . These verely giue a great light , and are marueilous easie , and do cause that a childe may conceiue and carie away most of them ; whereas reading them ouer hee marked little in them . But yet here are some things darke , and ouer-hard for children to vnderstand : as , what is meant by created , by the deepe , and the mouing of the spirit vpon the waters , &c. Phil. It is true ; but yet by this meanes a childe shal haue a great light and helpe for vnderstanding , conceit and memory in most . And for those things which remaine obscure , the learner is to marke them out , and inquire them of others , or of the notes & short Commentaries vpon them ; and so by the other helpes mentioned : and especially considering the drift of the Holy Ghost , and comparing with more plaine places where like phrases are vsed . But here it shal be the safest , in posing to aske those things which arise clearly & naturally out of the words , & may be fully vnderstood ; to omit the rest vntil God shal make them as euident . The easiest being first learned perfectly , the rest will come in their time , and the fruite according to your desire . And let me tell you this for your owne benefite : In your priuate reading Scriptures , or other bookes , where you would fully vnderstand and lay vp , vse thus to resolue by questions and answeres in your minde ; and then tell me what you doe finde . The benefit which I doe conceiue of it , makes me bolde thus to aduise you : but this by the way . Spoud . Thus you will binde me vnto you for euer , in directing me in euery thing , so plainly and so easily ; and not onely for my children , and how to doe them all this good , but euen for mine owne priuate . Though I cannot requite you , yet the high God , who hath giuen you this heart , and who neuer forgets the least part of the labor or loue which any of his seruants shall shew to his name , he will certainely reward it . Thus haue we gone through all the maine and principall matters concerning this our function , for all parts and exercises of learning , which I doe remember ; so farre as doe belong to our calling : so that now I should leaue off from hindering or troubling you any further . Yet neuerthelesse , whereas I remember that you said , that God might direct this our conference , not onely to our owne priuate benefite , but also to the benefite of many thousand other ; and verely I see that hee may turne it to a perpetuall blesing : giue me leaue to propound some other doubts , to the very same purpose , to remoue whatsoeuer may hinder or bring scruple to any , and to supply what yet may seeme wanting or hard to be effected . Phil. Goe on I pray you : I shall resolue you in all , according to my poore ability , as I haue in the rest . Now indeede we haue a fit time : and God knoweth whether euer we shall haue the like opportunity againe . Therefore propound whatsoeuer may tend hereunto . CHAP. XXIIII . Some things necessary to be knowne , for the better attaining of all the partes of Learning mentioned . 1 How the Schoolemaster should be qualified . Spoud . My first question shall bee this : How you would haue your Schoolemaster qualified , to be able to doe all these in this manner : hee had not neede to be euery ordinary man. Phil. I will answere you , how I thinke it necessary , that the Schoolemaster should be qualified . 1 To be such a one as is sufficient to direct his Schollars in the things mentioned , or in better ; according as the learning of his Schollars shall require : or at least such a one as is tractable , and not conceited , though his ability be the meaner ; and who will willingly vse any helpe or direction , to fit him hereunto . Neyther is there any thing here , but that any one meere to be admitted to that place , may by his labour and diligence ( following but euen this direction ) attaine vnto in short time , through the blessing of God. 2 He must resolue to be painefull and constant in the best courses ; of conscience , to do a speciall seruice to God in his place : to be alwayes vpon his worke , during schoole times ; neuer absent from his place or office more then vppon vrgent necessity . To cast aside all other studies for the time of his schoole , I meane in the greater Grammar schooles : his eye to be on euery one and their behauiours , and that nothing bee wanting to them : his minde vpon their taskes and profiting ; not posting ouer the trust to others , for hearing parts or Lectures , or examining exercises , so farre as his owne leisure will serue . For he shall sensibly discerne a neglect , euen in the best where they haue any hope to escape the Masters own view . One day omitted shall make them worse two dayes after . The Masters eye must feede the horse : therefore where he is compelled to vse the helpe of some schollars , he is to see that they deale faithfully , and to take some short tryall of them after . 3 Hee should be of a louing and gentle disposition with grauitie ; or such a one as will frame himselfe vnto it ; and to incourage his schollars by due praise , rewards , and an honest emulation ; who also dislikes vttery all seuerity , more then for necessity : yet so as that he be quicke and cheerefull ▪ to put life into all , and who cannot indure to see sluggishnesse or idlenesse in any , much lesse any vngratiousnesse ; and therefore can vse also not onely sharpenesse , but euen seuerity with discretion where neede is . 4 Hee ought to bee a godly man , of a good carriage in all his conuersation , to gaine loue and reuerence thereby . And therefore to auoyde carefully all lightnesse , and ouer-much familiarity with boyes , or whatsoeuer may diminish his estimation and authority . And also to the end that God may grace him with authority , to aime in all his labour , not at his owne priuate gaine or credite , but how he may most honour God in his place , doe the best seruice to his Church , and most profite the children committed to him . To expect the blessing of his labours only from the Lord , and to ascribe all the praise vnto him alone . Thus to serue forth his time , so long as he remaines therein , that he may be euer acceptable vnto the Lord , looking ( as was said ) for his chiefe reward from him . Spoud . Indeede Sir , such a man cannot doubt of a blessing , and a reward from the Lord : yet neverthelesse he had neede haue good helpe , and also to bee well rewarded and incouraged from men , at least by them with whose children hee takes these paines . You thinke it then necessary that he should haue an Vsher : I pray you let me heare , your iudgement of this , and what a one you would haue his Vsher to be . CHAP. XXV . Of the Vsher and his Office. Phil. TO answere your questions , and first for an Vsher. I thinke it most necessarie , that in all greater schooles , where an Vsher can bee had , there bee prouision for one Vsher or moe , according to the number of the schollars ; that the burden may be diuided equally amongst them . As Iethro exhorted Moses concerning the Magistracie ; wherein he was ouertoiled , and the iudgement of the people much hindred for lacke of help ; that therfore there should be prouision of helpers made : so is it as requisite here . That so the Master may imploy his paines principally amongst the chiefer ; as the Vsher doth amongst the lower . For otherwise , when the master is compelled to diuide his pains both amongst little & great , he may much ouer-wearie himselfe , and yet not be able to do that good with anie , which he might haue done hauing helpe . Hence also it shall come to passe , that another Schoolemaster who hath but two or three of the chiefe fourmes onely vnder him , shall haue his schollars farre to excell his , who is troubled with all ; though the other neyther take halfe the paines , nor obserue so good orders . Besides , that he who hath the care of all , can haue no leasure nor opportunity to furnish himselfe more & more for the better profiting and growth of the highest , nor for any other studie to answere the expectation of his place . It is in this case as we see in husbandrie ; where the meanest and most vnskilfull husband hauing but a little husbandrie to follow , which hee is able to compasse thoroughly , goeth ordinarily beyond the most skilfull beeing ouercharged , though hee toyle neuer so hard , and weary himselfe neuer so much . And howsoeuer wise order and policie may much help , to the supply of the want of an Vsher , by meanes of some of the schollars : yet it shal not be comparable to that good which may bee done by a sufficient Vsher , because of his stayednesse and authoritie ; neither without some hinderance to those schollars , who are so imployed . Besides this , in the absence of the Master ( which sometimes will necessarily fall out ) how hard a thing it is to keep children in any awe without an Vsher ( when boyes are to bee gouerned by boyes ) euery man knoweth ; what inconueniences also come of it , and specially what discredit to the schoole . And thus much for the necessitie of an Vsher . Now for the sufficiency of the Vsher , it would be such , as that hee should bee able in some good sort to supply the Masters absence ; or that he be such a one , as who will willingly take any paines , and follow any good direction to fit himselfe for his place . For his submission , he should be alwaies at the Masters command , in all things in the schoole , euer to supplie the Masters absence , as need shall require ; and to see that there be no intermission , or loitering in any fourme , if the Master bee away : but that euery one doe goe on in his place . Yet awarie care must be had , that hee be vsed with respect by the Master , and all the schollars , to maintaine and increase his authoritie , to auoide all disgrace and contempt . Also , for the auoiding of all repining and malice against him , there would be this caueat ; that he doe not take vpon him the correction of those which are vnder the Master ; without aspeciall charge , or some extraordinary occasion . And to speake further what I thinke in this case ; That although I would haue the Vsher to haue authoritie to correct any vnder him , or others also , need so requiring in the Masters absence , and all the schollars to know so much : Yet he shold not vse that authoritie , no not in correcting those vnder himself , vnless very sparingly ; but rather of himselfe & in his own discretion , to referre or to put them vp to the Master ; so to keepe the schollars from that stomaking and complaints which will be made against him to the Parents and otherwise , do he what he can to preuent it : vnlesse it be where the Vsher teacheth in a place separate from the Master ; there he is of necessitie to vse correction , though with great discretion , and so seldome as may be . Experience also sheweth , that the schollars will much more willingly and submisly take correction of the Master without the least repining . Neither need this correction to be so great , as to trouble the Master very much , if right gouernment be vsed . All this must bee ordered by the discretion of the wise Master , so as they may stand in awe of the Vsher : otherwise little good will be done . The principall office and imploiment of the Vsher , where there is but one , should be , for all vnder construction and the enterers into it , to prepare and fit them for the Master , to lay a most sure foundation amongst them ; to traine them vp to the Masters hand ; and so to make them exceeding perfect in all the first grounds , that they may goe on with ●ase and cheerfulnesse , when they come vnder the Master . Also to the end that the Vsher bee not a meanes of the negligence of the Master , but to preuent that , and a number of inconueniences , and also to tye both Vsher and Schollars , to perpetuall diligence and care ; and withall that the Master may haue an assured comfort in the profiting of all his Schollars , and boldenesse against the accusations of any malitious party , this shall be very requisite : that the Master go ouer all once in the day ( if he can possibly ) to see what they haue done , and to examine some questions in each fourme of them vnder the Vsher , to make triall in some part of that which they haue learned that day , how well they haue done it ; or at least amongst some of them where there are many . This account will inforce all , both Vsher and schollars , to a very heedefull care . It may bee shorter or longer , as time and occasions permit . CHAP. XXVI . Helpes in the schoole . Spoud . BVt be it so , that you be destitute of an Vsher ; or hauing an Vsher , yet your number is so many , as you are not able to goe thorough them all , in that sort that were meete : what helpe would you vse then ? Phil. My helpes are of two sorts ; generall or particular . My generall helpes which are common to all schooles , euen where there are Vshers , are these : 1. That which was noted amongst the generall obseruations ; to haue all my schoole sorted into fourmes or Classes , and those so few as may be : though twenty in a fourme or moe , the better , as was sayd ; and my fourmes diuided into equall parts . This shall gaine one halfe of time , for the reasons there mentioned . 2. In euery fourme this may bee a notable helpe , that the two or fowre seniors in each fourme , be as Vshers in that fourme , for ouerseeing , directing , examining , and fitting the rest euery way before they come to say ; and so for ouerseeing the exercises . Also in straights of time , to stand forth before the rest , and to heare them . The Master to haue an eie and see carefully that they deale faithfully , and make some short examination after . And in all lectures those two Seniors to be blamed principally for the negligence of their sides , and contrarily to be commended for their diligence . This may bee a second and a very great helpe : like as it is in an army , where they haue their vnder-officers for hundreths or for tennes ; as Decuriones , Centuriones , &c. for the speciall gouernment of all vnder them . These who thus take most paines with the rest , shall stil euer keep to be the best of the fourmes . A third might be added : which is Authority and good Gouernment , which indeed is aboue all . But of that it will be fitter to speake by it selfe . The particular help where either an Vsher is wanting , or else is not sufficient , is by a Subdoctor , one or mo , according to the number of the schollars . The Subdoctor is to be appointed out of all your highest fourmes ▪ euery one to be his day insteed of an Vsher , to do those things which the Vsher should , according to their abilities ; and so to obserue the behauior of all vnder them . Spoud . These cannot but bee very worthy helpes . But here I pray you resolue me a doubt or two , arising hereon . 1. How will you diuide your schoole thus , and especially your fourmes , for the appointing of your Seniors , that euery one in a fourm may be placed according to his learning ? which I take to be very necessary ; so as they shall not thinke , that any are preferred by the fauour of the Master : also that all may sit as Aduersaries and fit matches , and so to haue sides equally diuided , to doe all by that emulation , and honest strift and contention , which you spake of . Phil. For my fourmes I would put so many in a fourm , as possibly can goe together , as was noted : the better will be continuall helpers to the other , and much drawe on the worse . Secondly , for the diuision of my fourms , and election of Seniors , I finde this the only way to cut off all quarrelling , and to prouoke all to a continuall contention ; 1. By voices ; all of a fourme to name who is the best of their fourme , and so who is the best next him . Those who haue the most voices , to bee the two Seniours of the fourme . These they will choose very certainly . Then to the ende to make equall sides ; let the second or Iunior of those two so chosen , call vnto himselfe the best which hee can , to make his side . After that , let the first choose the best next ; then after , the second and his fellow , to choose the best next to them again : And thus to go thorough choosing vntil they haue chosen all the fourme . The two Seniours , I say , to be chosen by electiō of the whole fourm : then they two to choose , or call the rest of the fourm by equall election ; the Iunior choosing first and so to go by course : If the Senior should choose first , then his side would euer be the better ; which by the Iunior choosing first is preuented . By this meanes you shall find that they will choose very equally , and without partialitie , to the end that each may haue the best fellowes ; euen as gamesters will do at matches in shooting , bowling or the like : and euery match shal be very equall , or small difference amongst them . Also hereby all mutterings shall be cut off , wherby some kind boyes will bee whispering to their Parents , that their Master doth not regard no● loue them , but preferres others before them . Thus also the painefull shall be incouraged , when they find themselues preferred by the iudgement of all their fellowes ; and each made to striue daily to bee as good as his match or aduersary , and for the credite of their side : and finally , they wil labor that they may be preferred at the next election ; or at least , not bee put downe with disgrace . This election would be made oftener amongst the younger , as once in a moneth at least ; because their diligence and quicknesse will much alter : Amongst the Senior fourmes once in a quarter may suffice ; yet at the Masters discretion . Spoud . This election surely is most equall , and the benefits of it must needs be very great according to that which you haue sayd ; and chiefly to helpe as much as any one thing to make the schoole to be indeede a pleasant place of honest , schollarlike , sweete and earnest contention . But you spake of a third generall helpe , which might be added , which you sayd was aboue all ; to wit good gouernment : of this I do desire to heare . CHAP. XXVII . Of gouernment and authoritie in schooles . Phil. COncerning the gouernment of the schoole , of which you so desire my sentence ; I do indeed account it the helpe of helps : as it is in all kinde of societies ; so principally in the schoole : out of which , all other good and ciuill societies should first proceed . To the end , that out of the schooles , and from the first yeares , children may learne the benefit and blessing of good gouernment , and how euery one ought to doe his duetie in his place : and so from thence this good order and gouernment may be deriued into all places in som maner . This gouernment ought to bee , 1. By maintaining authoritie , which is the very top of all gouernment ; and is indeed aspeciall gift of God. This authority must be maintained , as in the Magistrate , by his so carying himselfe , as beeing a certaine liuing lawe , or rather as in the place of God amongst them ; I mean , as one appointed of God , to see the most profitable courses to be put in practice painfully , and constantly , for the speediest furnishing his schollars with the best learning & manners , to the greatest good of the schollars , Gods Church , and their countrey . 2. It must bee maintained by a most strict execution of iustice , in rewards & punishments . As Solon said that the Common-wealth , was vpholden by two things ; praemio & poena . That the painefull and obedient bee by all meanes countenanced , incouraged and preferred : the negligent , and any waie disobedient , be disgraced , and discouraged in all their euill manners , vntill they frame themselues to the diligence and obedience of the best . Thus by the incouragement & commendation of vertue , and discountenancing of vice ; you shall in time ouercome the most froward nature , and bring all into a cheerefull submission : Wheras of the contrary , dealing partially , or making no difference betweene the good and the bad , and much more discountenancing the painful and toward , and countenancing or fauouring the idle and vngracious , you shall see all ouerturned : for who will not frame himselfe to the lewdest , when it is all one vnto them , whatsoeuer they be ? our corrupt natures being so prone vnto the worst things . 3. That in all their gouernment there be a true demonstration of conscience and loue , to doe all as of conscience to God , and of loue to the children , for the perpetuall good of euery one ; and in an indeuor & study to draw them on by loue , in an honest emulation , with due praise and rewards ; abhorring cruelty , & auoiding seuerity ( as was said ) more then of necessity . 4. By beeing Presidents of all vertue to their children ; and being as carefull in their owne places first , before the childrens eyes to do their dueties , as they would haue their children to be in theirs . And so finally , by their holy and faithfull cariage , to seeke that God may rule , and that the children may obey God : For then hee will both blesse all their labours , and maintaine their authority . Spoud . Surely si● these are worthy meanes to maintaine authority : which vnlesse it be preserued inuiolable , all gouernment goeth downe ▪ But I perceiue , you vtterly dislike that extreame seueritie whereby all things are done in verie many schooles , and the whole gouernment maintained only by continuall and terrible whipping ; because you haue so oft mentioned it as with griefe . Phil. You shall find that M. Askam doth as oft and more vehemently inueigh against it . For mine owne part I doe indeed altogether dislike it , more then necessity inforceth : and I take it that I haue better grounds for my dislike , then any one can haue to the contrary ; euen from those things which cannot be contradicted . 1 We are to imitate the Lord himselfe ; who though he be iustice it selfe , yet is euermore inclined vnto mercy , and doth not execute the seuerity and rigour of his iustice , when any other meanes can serue : who if he should smite vs , euen the most vigilant of vs all , so oft as wee offend , as many doe the children ; which of vs could liue ? 2 What father is there ; nay which of vs is there who is a father , who would not haue our owne children rather trained vp by all louing meanes of gentle incouragement , praise and faire dealing , then with buffeting and blowes , or continuall and cruell whipping , scorning , and reuiling ? Or which of vs could but indure to see that indignity done to our owne children , before our faces ? Now our gouernement and correction ought to bee such , as which the very parent being present ( I meane the wise parent ) might approoue ; and for which wee may euer haue comfort and boldenesse , euen before the holy God. To this we are to striue and contend alwayes , vntill at length we attaine vnto it . 3 Which of vs is there that would willingly liue vnder such a gouernement of any sort , that our state should bee as the people , vnder their taske Masters in Aegypt , that we should bee smitten continually for euery little fault ? and labour we neuer so much to doe our duties , yet still we should be beaten . 4 Let euery mans experience teach whether extreamity or excesse of feare ( which must needes follow vpon such cruell and continuall beating and dulling ) doth not depriue and robbe the minde of all the helpes which reason offers . So as that the minde running about that which it feares so much , forgets that which it should wholly intend ; whereby in timorous natures , you shall see some to stand as very sottes , and senselesse through an apprehension of some extreame euil , or by extremity of feare ; wheras they are otherwise as wise & learned as the best . Insomuch as all deuices are to be vsed to rid children of that kinde of ouerwhelming feare ; and sometimes correction for it , when this feare is without cause , and cannot be helped otherwise . 5 For the schollars themselues ; because all things should be done in the Schoole , so as to worke in the children a loue of learning , and also of their teachers : for that this loue is well knowne to be the most effectuall meanes , to increase and nourish learning in them the fastest ; and also that gouernement which consists in loue , is euer the firmest . Now this extreame whipping , all men know what a dislike it breedeth in the children , both of the schoole , and of all learning as that they will think themselues very happy , if the parents will set them to any seruille or toyling busines , so that they may keepe from schoole . And also it workes in them a secret hatred of their Masters ; according to the sayings , Quem metuunt oderint : and , Quem quisque odit perijsse expetit ; whom men doe feare with a slauish feare , them they hate , and wish in their hearts to see their death . 6 In regard of the Masters themselues ; because by this milde and louing gouernement , they shall both haue the hearts & commendations of the children presently , when they see in the Masters the affections of fathers towards them ; and also they will euer keepe a sweet and thankefull remembrance of them , all their life long : that euer when they haue occasion to speake of their Schoolemasters , they will doe it with reuerence , and praise God that euer they fell into the hands of such Masters : whereas of the contrary , they shall be sure of the secret hate and complaints of the poore children presently , where they dare speake : and euer after when they come at their owne liberty , they will then report as they haue found , and it may be farre worse . So that they can neuer speake of their Master , but as of a thing which they abhorre : his name is as a curse in their mouthes ; many wishing they had neuer knowne him . For that then they had beene schollars , if they had not falne into the hands of so cruell Masters . 7 And finally , because in this louing , equall , milde and tender gouernement , the Masters shall euer haue boldenes and comfort before the children , their parents , in their own consciences , and before God himselfe : whereas in the cruell and vnmercifull tyrannie , they shall haue nothing but feare ; feare of the children , feare of their parents , feare in their owne consciences , feare for the Lord who hath said , that there shall be iudgement mercilesse for them who shew no mercy ; and so the conscience being awaked , to haue nothing but feare round about , except the Lord doe graunt vnfained repentance to escape thereby . Spoud . I know not how to answere that which you say . The Lord be mercifull vnto vs all who are in this calling , euen for this sinne : for it is no small matter to moderate our passion , and our correction . When the parents and others looke for great things at our hands , and we find little good , and oft-times those the worst , whom we would fainest haue to doe the best : which of vs can herein iustifie our selues ? But I pray you Sir , how would you haue our authority maintained , and iustice executed , which you so commend ? You would haue correction vsed , and sometimes sharpness too ; as I obserued in your speech for your Schoolemaster . How wold you haue the iustice , inpraemio & poena , in rewards and punishments ? Set me downe shortly the meanes : and first for rewardes and incourageme●ts ; after for punishments . CHAP. XXVIII . Of Preferments and incouragements . Phil. FOr the rewardes of learning by preferments and incouragements ; thus I finde best to doe it : 1 By often elections of euery fourme , in such manner as was shewed ; and so euer preferring the best thereby , to higher places as they grow in learning . 2 By gracing all the Seniors , all best in each fourme , both to incourage them , and to prouoke their fellowes to emulate them , to striue in all things to bee like vnto them : and also to cause all their fellowes in all things to reuerence , and preferre them , both by giuing place to them and otherwise . 3 By preferring or putting vp those into higher fourms , who profite extraordinarily . Also daily ( if you see good ) to giue higher places to them who do better , vntill the other recouer their places againe , by the election of the whole fourme , or by their diligence . 4 To vse to commend euery thing in their exercises , which is well or painefully done ; passing ouer the lesser faults onely with a word , shewing our dislike : and that which is absurd , with some pretty speech ; sharpely reprouing or disgracing their absurdity , without further correction , if there doe not appeare in them extreame negligence . Yet in praising them , you are to beware of making any of them wantonly proude , or letting them to be any way ouerbolde or malepart , or of vsing them ouer-familiarly : for familiarity will certainely breede contempt , and sundry inconueniences ; whereas a reuerend awe and louing feare , with these incouragements , shall continually nourish all vertue and diligence . 5 This might be vsed also with much fruite , to incourage and prouoke : but this as shall be found meet ; To haue a disputation for the victorship once euery quarter of the yeare : as the last Wednesday or Friday of each Quarter in the afternoone ; the manner thus : Cause the two Seniours of the two highest fourmes to sit together in the vpper end of the Schoole ; and all the Schollars from the lowest which take construction , vnto the highest ▪ to aske of eyther of them , each two questions in order ▪ of the best questions , which they haue learned in their Grammar or Authours : first the two Seniour aduersaries of the highest fourme to answere , then two of the next . And then let those two of them foure , who answered best ( that is , one of either fourm who answered most questions ) bee the victours for that Quarter . Two other of their next fellowes , or moe , to take note , and set downe to how many question 's each answered ; and so the victorship to be decided . After this , some vse to cause the schollars euery of them , to giue something for a Praemium , to the Victours : as each one a point or a counter , or moe ; or else better gifts if they be well able , of such things as they may without their hurt , or the offence of their parents , and as euery one will himselfe . These to bee diuided equally betweene the two Victours , as a reward of their diligence and learning ; to incourage them , and all the rest of them by their ensample to striue at length to come vnto the Victorshippe ; because then besides the honour of it , each may come to receiue againe more then euer they gaue before . The practice of this disputation must needes bee very profitable ; though some good Schoolemasters doe doubt of the expediency for Schollars to giue any thing , but to honour them otherwise . The two victours in regard of this dignity , and the applause from their fellowes , should vse to make some exercises of Verses , or the like , to get leaue to play on euery Thursday , when there was no play day in the weeke before . And so they two continually to haue that day for their fellowes , as a further reward and honour of their learning ; I meane onely in such weekes when they had no play before , or at the Masters discretion . But this ( as was aduised ) as Masters shall finde it most expedient . 6 Aboue all these , this may be vsed as a notable incouragement and prouocation , both to Masters and schollars , and very necessary ; That euery yeare , at least once in the yeare , there be a solemne examination by the Gouernours of the schoole , or some specially appointed thereunto . Against which time , all of any ability should prouide some exercises faire written ; as eyther Translations , Epistles , Theames , or Verses , according to the daily exercises of euery fourme : and withall some declamations where there are auncient schollars , an Oration by the highest , to giue the visitours intertainement . That in these their exercises , all may see their profiting , at least in writing , and receiue some other contentment . Also all to keepe their chiefe exercises faire written in bookes , to be shewed then ; that by comparing them together with the former yeares , both the Masters diligence and their profiting may appeare , and haue due commendation . Besides these also , for the full examination of the schollars in all their learning , the Schoolemasters and Vshers are to be appointed an order and course in their examination ; and themselues first to make a demonstration before the Visitours , what the children can doe in euery fourme , both in their Grammar and Authours , and each kinde ▪ as shall be fit . It would be done first by themselues , because the schollars are best acquainted with their manner of examining , and will be most bolde to answere them . After them the Visitours and others , who are not satisfied , to examine where , and as they please . Then when all is done , as the Visitours are to incourage all who doe well , with praise ; so those who doe best , would be graced with some Praemium from them : as some little booke , or money ; to euery one something : or at least with some speciall commendation . It were to be wished that in great schooles , there were something giuen to this end , to be so bestowed ; fiue shillings or ten shillings . It would exceedingly incourage and incite all to take paines . This set solemne publike examination , will more inforce all , both Masters , Vshers and Schollars , to take paines , and tye them to make conscience of their dueties , and to seeke to profite and increase daily in knowledge , that they may then answere the expectation of all men , and giue vp a good account ; then any augmentation of maintenance , or statutes , or whatsoeuer deuise can possibly doe : Although all necessary prouision is to bee made , both for the best statutes and orders ; and chiefly for sufficient maintenance , and rewardes to giue all kinde of hartning and incouragement both to Masters , Vshers , and Schollars . Also if at such examinations , something were giuen by the Visitors or other benefactors , to be allowed vpon some poore schollar of the schoole , who is of speciall painefulnesse and towardlinesse ; to the end he might be assistant to the Vsher : it would much help both Vsher and the younger schollars , and animate all such to take paines ; striuing who should haue that preferment . Before such publique examinations , all the parents of the children should haue notice giuen them : that all of them may know certainely , the hopes of their children , and contrarily ; and all who will may take tryall . That so neyther the parents may bee abused , neyther schooles , nor schollars discredited , nor any lose their time , nor be wearied out , in that to which they are not fitted by nature ; but euery one to be imployed to that in due time , to which he is most apt . Spoud . These meanes constantly obserued , together with that strift and contention by aduersaries , must needes prouoke to a vehement studie and emulation ; vnlesse in such who are of a very seruile nature , and bad disposition : but how will you deale with them ? you must needs vse extreame seuerity towards them , who regard neyther preferment , nor credite , nor feare ought but stripes . Phil. For these and all the rest ( besides the former preferments ) to the end to auoyde this cruelty , which is so odious to all , we are to striue to this one thing following : 7 Aboue all , to labour to worke in them some conscience of their dueties , by planting grace in them , and the feare of the Lord ; with childelike affections towards the Lord , as towards their heauenly Father . And that also , besides al other means of Religion , spoken of before , by calling oft vpō all , to remember these things : 1 That in their calling they serue not men , but God ; that they are Gods children and seruants . As the very drudge is Gods seruant : so they are much more , being imployed in so holy a calling , as to get knowledge and good nurture , for the good of the Church of God , and their owne saluation ; and principally that they may be most seruiceable to God in all their liues after , in what calling soeuer . And therefore euer to bethinke themselues , that Gods eye is vpon them , and he markes all their labour , and of what conscience to him they doe it ; and so will accept and reward them according to their faithfulnesse : so to be painefull and obedient , not for feare of their Master , nor of the rodde ; but for the feare and loue of God , because hee hath appointed them so . And so herein to make a full demonstration , who they are amongst them that are truely wise , who feare and loue God indeede ; and who otherwise . 2. To call on them oft , to aime at this , to vse all their wit , their labour , time , and all their gifts , which are Gods , to get the best learning that they can ; to doe the Lord the greatest honour which they are able , whilst they shall remaine in the earth , and the best seruice to his Church ▪ and thereby to walke towards eternall life . Because , thus they shall be sure that God will honour them seeking to honour him ; & wil cast learning vpon them so far as shall be good . 3. To put them oft in mind of the reward of their learning , which they may looke for euen in this life . As those rewards which accompanie great learned men ; namely , riches , honours , dignities , fauour , pleasures , and whatsoeuer their hearts can desire ; and much more that rewarde which shal be eternall ; that if men should be vnthankfull , yet God wil reward al our labor & study aboundantly , euen euery thought & meditation that euer we had for his name . To this end , to inculcate oft vnto them som of Salomons Prouerbs , cōcerning the excellency of learning & wisdom . As , Pro. 3. 13. Blessed is the man that findeth wisdom , and the man that getteth vnderstanding . 14. For the merchandize thereof is better than the merchandize of siluer , and the gaine therof is better then gold . 15. It is more pretious then pearls ; and all things that thou canst desire , are not to be compared vnto her . And so forth , the 16. 17 , & 18. verses . Also Prou. 4. 7. 8. & 8. 14. 15. 16. 17. 18. 19. 20. &c. & 33. 34. &c. These and the like , being indeed chiefly meant , of the diuine wisdom , comprehend also this learning , which is the way and meanes vnto that diuine and heauenly wisdome . By these meanes , and remembring well the generall obseruations to put them in practice ( as , to make all grounds exceeding perfect as they go , chiefly their Accedence and Grammar , and to keepe them by continual● repetitions and examinations , that they may goe on with ease , and feeling a sweetnesse of learning , and keeping a constant course in your gouernment ; obseruing wisely the nature and disposition of euerie one , and framing your selfe therto accordingly ) you shall vndoubtedly see the Lord so bringing them in obedience by your prayers , as a very small punishment shall serue . Spoud . It cannot he , but if we can plant the feare of the Lord in them , to worke in them a conscience of their duties , it must needs be most auaileable ; and much more all these : but yet seeing that punishments also must needs be inflicted on some oft times and on all sometimes ( because otherwise as you sayd , iustice cannot be executed , nor any gouernment or authority maintained ) I pray you let mee heare , how you would proceed in the same . CHAP. XXIX . Of execution of iustice in schooles by punishments . Phil. FOr inflicting punishments , we ought to come thereunto vnwillingly , and euen inforced ; and therefore to proceed by degrees : that who cannot bee moued by any of the former meanes of preferments , nor incouragements , nor any gentle exhortation nor admonition , may be brought into order and obedience by punishment . And therefore , first to beginne with the lesser kindes of punishments ; and so by degrees to the highest and seuerest , after this manner obseruing carefully the natures of euery one , as was sayd . 1. To vse reproofes ; and those sometimes more sharpe according to the nature of the offender , and his falt . 2. To punish by losse of place to him who dooth better according to our discretion . 3. To punish by a note , which may be called , the black Bill . This I would haue the principall punishment , I meane most of vse : for you shall finde by experience , that it being rig●●ly vsed , it is more auaileable then all other , to keepe 〈◊〉 obedience ; and specially for any notoriously idle or stubborne , or which are of euill behauiour any way . The manner of it may be thus : To keepe a note in writing : or which may more easily be done ; to keepe a remembrance of all whom you obserue very negligent , stubborne , lewd , or any waie disobedient , to restraine them from all liberty of play . And therfore , to giue them all to know so much before hand , that whosoeuer asketh leaue to play , or vpon what occasion soeuer , yet we intend alwaies to except all such ; and that the liberty is granted only for the painfull and obedient , which are worthy to haue the priuiledges of schollars , and of the schoole , because they are such , and are an ornament to the schoole : not for them who are a disgrace vnto it . So alwaies at such playing times , before the Exeatis , the Master and Vshers to view euery fourm thorough ; and then to cause all them to sit still , whom they remember to haue been negligent , or faulty in any speciall sort worthie that punishment , and to doe some exercises in writing besides ; either those which they haue omitted before , or such as wherein they cannot be idle . But herein there must be a speciall care , when they are thus restrained from play , that either Master or Vsher , if it can be conueniently , haue an eye to them , that they cannot loyter ; or some one specially appointed , to see that they do their taskes . Also that they bee called to an account the next morning , whether they haue done the taskes inioined , vnder paine of sixe ierkes to be surely payed . Moreouer , for all those who are notoriously stubborne , or negligent , or haue done any grosse fault , to cause them to sit thus , not only one day , but euery play day cōtinually , vntill they shew themselues truly sory for their faults , and do amend ; becomming as duetifull , and submisse as any other ; and vntill they do declare by good signes , their desire and purpose to please and obey their Master . Vnlesse they be released at very great suite , or vpon sufficient sureties of their fellowes , to incurre otherwise their penalty if they amend not . This course straightly obserued , partly thorough the shame of being noted in the ranke of disordered fellowes , and also lest their Parents should knowe it ; and partly thorough depriuing them of play , and more also thorough this strict account to be giuen of their taskes , and seuerity of correction otherwise , will more tame the stubbornest and prowdest , thorough Gods blessing , then anie correction by rod : and this without danger to the schollar , or offence to their friends . And therefore , when rod and all other meanes faile , let vs looke carefully to this , not to leaue one stubborne boy , vntill hee be brought as submisse and dutifull as any of the rest . For , those beeing brought into obedience , the rest may easily bee kept in order , with very little correction : whereas one stubborne boy suffered , will spoile , or at leastwise indanger all the rest . 4. Sometimes in greater faults , to giue three or fowre ierkes with a birch , or with a small redde willow where birch cannot be had . Or for terror in some notorious fault , halfe a dozen stripes or moe , soundly laied on , according to the discretion of the Master . Some doe only keep a bill , and note carefully their seuerall principal disorders ; and now and then , shew them their names and faults mildly , how oft they haue been admonished ; and when they take them in hand pay them soundly , and by this policie keepe them in great obedience . In this correction with the rod , speciall prouision must be had for sundry things . 1. That when you are to correct any stubborne or vnbroken boy , you make sure with him to hold him fast ; as they are inforced to do , who are to shooe or to tame an vnbroken colt . To this end to appoint 3. or 4 of your schollars , whom you knowe to bee honest , and strong inough , or moe if need be , to lay hands vpon him together , to hold him fast , ouer some fourme , so that he cannot stir hand nor foot ; or else if no other remedy will serue , to hold him to some post ( which is farre the safest and free from inconuenience ) so as he cannot any way hurt himselfe or others , be he neuer so peeuish . Neither that he can haue hope by any deuise or turning , or by his apparell , or any other meanes to escape . Nor yet that any one be left in his stubbornness to go away murmuring , pou●ing , or blowing and puffing , vntill he shew as much submission as any , and that hee will lie still of himselfe without any holding ; yet so as euer a wise moderation be kept . Although this must of necessitie bee locked vnto ; because besides the euill ensample to others , there is no hope to doe any good to count of , with any vntill their stomacks be first broken : and then they once thoroughly brought vnder , you may haue great hope to work all good according to their capacity ; so that it may be , you shall haue little occasion to correct them after . Moreouer , a very child suffered in his stubbornnesse , to scape for his strugling , will in a short time come to trouble two or three men to take him vp , and to correct him without danger of hurting himselfe , or others . 2. To be very wary for smiting them ouer the backes , in any case , or in such sort as in any way to hurt or indanger them . To the end to preuent all mischiefes , for our owne comfort ; and to cut off all occasions from quarrelling parents or euill reports of the schoole . And withall , to auoid for these causes , all smiting them vpon the head , with hand , rod , or ferula . Also to the end that we may auoid all danger and feare for desperate boyes hurting themselues , not to vse to threaten them afore , and when they hane done any notorious fault , nor to let them know when they shall be beaten ; but when they commit a new fault , or that wee see the schoole most full or opportunity most fit to take them of a sodaine . 3. That the Master do not in any case abase himselfe , to striue or struggle with any boy to take him vp : but to appoint other 〈◊〉 the strongest to do it , where such need is , in such sort as was shewed before ; and the rather for feare of hurting them in his anger , & for the euils which may come therof , & which som Schoolemasters haue lamented after . 4. That the Masters and Vshers also , do by all meanes , auoide all furious anger , threatning , cha●ing , fretting , reuiling : for these things will diminish authoritie , and may do much hurt , and much indanger many waies . And therefore of the contrary , that all their correction be done with authority , and with a wise and sober moderation , in a demonstration of duety to God , and loue to the children , for their amendment , and the reformation of their euill manners . Finally , as God hath sanctified the rod and correction , to cure the euils of their conditions , to driue out that folly which is bound vp in their hearts , to saue their soules from hell , and to giue them wisdome ; so it is to be vsed as Gods instrument to these purposes . To spare them in these cases is to hate them . To loue them is to correct them betime . Do it vnder God , and for him to these ends and with these cautions , and you shall neuer hurt them : you haue the Lord for your warrant . Correction in such manner , for stubbornnesse , negligence and carelesnesse , is not to be accounted ouer-great seueritie , much lesse crueltie . Spoud . But how hard a matter is it to keepe this moderation in correcting , and thus to temper our anger ! Surely , it must bee a greater worke then of flesh and blood : how may wee attaine vnto it ? It is a matter which hath often times troubled me , but I haue not been able to ouercome it . Phil. I doe not condemne all anger in vs : nay , anger in the Schoole-master is as necessary as in any other , to be angry at the negligence and other vices of the children ; for God hath ordained this to be a meanes , to whet vs on to do our duties , & for the reformation & good of our schollars , to keepe them euer in a holy awe by the feare of it . Yea , sometimes in more grieuous offenses , God is wonderfully pleased with it , though it be more vehement ; as we may see in the anger of Moses & Phineas , so that we tēper it in such sort , as that we sin not in it . That it do not cause vs to break out to reuiling , fretting , chafing , blowes on the head , or otherwise to any cruell or vnmercifull dealing with the children , to vse them worse , then wee would vse a dogge , as we say : But that wee euer remember , that they are children , Gods children , heires of his kingdome ; we are to nu●ture them onely vnder him , to traine them vp for him , and for his Church ; nor to correct nature but vice ; to do all to the end to make them men . Now the helpes of repressing this our anger , are the wise consideration of those things which I haue mentioned , or the like . As to keep a continuall memory , whose the children are ; what they are ; for whom we bring them vp ; vnder whom and in whose place ; whether we would haue God angry at vs , & to smite vs , as we do the children , for euery fault which wee do : how we would haue our owne children dealt withall : and also Gods iustice to measure to vs or ours , with what measure we mete to others . Besides , to remember , that anger will blinde our mindes , that we cannot see to correct or vse any right moderation . Moreouer , to haue euer in mind , the mischiefes that come of anger ; how it will diminish our authority , and disgrace vs extremelie in the eyes of the children , when it is immoderate , and without iust cause . Also that in our anger , we may do that euill in a moment , which we shall repent all our liues long . And the rather , because Sathan watcheth to get aduantage against vs , to bring vs to some notable euils in our anger . Into whose hand , it is iust with God to leaue vs , because we would not watch ouer this passion to keepe it in temper ; when we know that of all other our affections we mostly open to his malice in this , by reason of our continuall occasions of anger . Therefore to conclude this point , as wee are to vse all wisdome to preuent these euills ; so principally , a constant course in obseruing all orders , shall preuaile maruellously , by cutting off most occasions of anger . And finally , when all other meanes faile of conquering this vnruly passion : let vs call to mind the means , which the Lord hath sanctified to bring euery thought into obedience ; to wit , his heauenly word and praier . To this end it shall bee necessary , to haue euer in minde , some speciall places of holie scripture against anger ; as these and the like : Be angry but sin not , let not the sunne goe downe vpon your wrath : neyther giue place to the diuell . Bee slowe to wrath : For , the wrath of man doth not accomplish the righteousnesse of God. Cease from anger , leaue off wrath : fret not thy selfe also to do euill . A foole in a day is knowne by his anger . Be not of a hastie spirit , to be angrie : for anger resteth in the bosome of fooles . The angry man is said to exalt folly , to set vp his folly to be seene of all . A man of much anger shal suffer punishmēt : and though thou deliuer him , yet wil his anger come againe . In a word , that seuere denuntiation of our Sauior for this vndiscreete anger , breaking out into euill speeches , may humble vs continually and make vs afraide of this sinne : That whosoeuer is angry with his brother vnaduisedly , shall be culpable of iudgement [ or subiect to punishment . ] And whosoeuer shall say vnto his brother Racha , shall bee worthy to be punished by the Councell ; and whosoeuer shall say foole shal be worthy to be punished with hell fire . By all which words it is most euident , that our vndiscreete and hastie anger which ouertakes vs too oft in our places , making vs to breake out ( vnlesse wee bee more watchfull ) not onely into reuiling speeches , but also to blowes , and to great seueritie , is highly displeasing to the Lord ; and it dooth exceedingly indaunger vs for his wrath and vengeance , vnlesse we be daily humbled by vnfained repentance for it : and yet so , as that we cannot looke to escape some like measure from him , that we or ours shal surely feele his hand , vnlesse we preuent and amend it . Spoud . These are worthy places of holy Scriptures ; and able to stay vs , if we could keepe them in memory . But yet euen in the most moderate , the very desire to do good , and to answer our places , moued by the vntowardnes and carelesnesse of many of our children , doth cause vs sometimes to forget our selues , and to breake out ouer-much . Phil. God hath left this to our calling , as a meanes to trie vs , and to humble vs continually ; and also to haue matter wherin to exercise vs to striue against , and to make vs more watchfull in our places . But if wee could learne but these three lessons , wee should wonderfully preuent Sathan in these occasions of our anger , wherein wee are so ouertaken ; 1 So much as euer we are able , to haue our eye continually round about the Schoole vpon euery one ; and namely the most vnruely , to keepe them in awe : and that we keepe order strictly in euerything at all times ; as specially in all examinations and taskes , and our times for euery thing most precisely , that they may looke for it : for omitting them somtimes , makes the best too carelesse , & some bolde to offend , in hope that they shall not be seene , or not called to an account : wheras by the contrary they grow into a habite of painefulnesse and obedience . 2 Studying to put on a fatherly affection and to deale so with them as a good father amongst his children . This shall also bring them or many of them to the affections and dutifulnesse of louing children , to doe all of cons●ience . 3 Labouring to be Enocks , to walke in our places with God , as euer in his presence , his eye alwayes on vs ; that hee obserues all our wayes and will reward and blesse vs , according to our conscience herein : thus to walke before him , vntill he translate vs hence , being as little absent from our place and charge , as possible may be ; cutting off wisely all vnnecessary occasions . Oft absence of the Master is a principall cause of the schollars negligence and not profiting , with the griefe and vexing of the Master , arising thereon ; vnlesse he haue very good supply . Spoud . Happy men were we if we could attaine to this . But I pray you sir , what thinke you of this , to haue ever the rodde or ferula in our hand , at lesser faults to giue them a blow or a ierke on the hand ; and so when wee see any of them idle ? Phil. If we will striue earnestly , according to the former meanes , we shall by little and little attaine to that ability , to cut off those occasions , and come to this good gouernement , so farre as the Lord shall be well pleased with vs ; and that he will passe by our weakenesses . But for hauing the rodde or ferula alwayes in our hands , if we be of hastie natures , I take it to be , as for a furious man to carie euer a naked sword in his hand . It will make vs to strike many a time , when wee will bee sory for it after , if it fall not out worse . For these lighter faults , proceeding from lacke of time , yeares , capacity , discretion , or the like , would rather be corrected by words , and reformed louingly , then by this continuall whipping and striking : neyther will any good and wise father smite his childe for euery fault . I would therefore haue neyther of these to be continually holden vp ; but rather some little twigge , if you will needes : I meane a small twigge something more then a foote long ; that if you a little rap them on the heads , you can no way hurt them , neyther their head , eyes nor face . But I account this farre the best , for a Schoolemaster by his graue and wise carriage , and his faithfulnesse in his place ; and also by carefully obseruing , and surely and soundly correcting the negligent and disobedient , when other meanes faile ; to striue to come to this , that his owne presence , or at least his eye & speech , may sufficiently preuaile to keepe all in a submisse obedience ; and that he may vse the rodde very sparingly , but onely in greater faults , and on the principall offenders for example and terrour . This shall be a fatherly and worthy gouernement indeede , when the children thus obey of conscience ; striuing who shall be the best , and each way most dutifull . And thus in a short time , when your Schollars are so inured to your gouernement that they know what to looke for , you shall finde that very seldome correction will serue . Spoud . I like your aduice wonderfull well herein : but when would you haue the time , of common punishment to be inflicted ; as namely that for their misdemeanours in the Church , or other grosse faults noted by the Monitours ? Phil. I would haue this done commonly at the giuing vp of the Monitours Bils , some day before prayer ; sometimes one day , sometimes another : and when the Master findes the greatest company present , then to call for the Monitours of that weeke ; lest keeping a settime , any absent themselues by fained excuses or otherwise , or cry vnto their parents , that they dare not go to the schoole , because they must be beaten . But for extreame negligence , or other faults in the Schoole , the very fittest time is immediately before the breaking vp , vpon the play-dayes ; then if need● so require , first to whip all the stubborne and notoriously negligent , as also those who haue done any grosse fault : and after to cause them to sit , and do some exercises , wherof they are to giue a strict account , as I said . This will surely by Gods blessing tame the proudest of them in time , & bring them to be as submisse as the least childe ; as experience will manifest . Spoud . But what if you haue any , whom you cannot yet reforme of their vngratiousnesse or loyt●ring , and whom you can do no good with all , no not by 〈◊〉 these meanes ? As some there are euer in all schooles extreamly vntoward . Phil. These I would haue some way remoued from the schoole ; at least by giuing the parents notice , and intreating them to imploy them some other way ; that neyther other be hurt by their example , nor they be a reproach to the Schoole , nor yet we be inforced to vse that seuerity with them which they will deserue . But keepe these courses strictly , and you shall see that they will eyther amend , or get away of themselues , by one meanes or other ; I meane , by some deuice to their parents , to leaue the Schoole , and to go to some other imployment . CHAP. XXX . Of Schoole times , intermissions and recreations . Spoud . NOw that you haue thus curteously gone through this point concerning the Schoole-gouernment , by rewards and punishments ( which being rightly put in practice , must needes bring a great blessing with them ) let me craue your iudgement also for the times of Schoole and intermissions ; with recreations to be vsed therein . Phil. To giue you my iudgement in all these briefly , according to that which by tryall I finde best ; 1 The Schoole-time should beginne at sixe : all who write Latine to make their exercises which were giuen ouernight , in that houre before seuen , vnlesse they did them the night before , to get parts or the like . Spoud . Would you then haue the Master and Vsher present so early ? Phil. The Vsher should necessarily be there , to be present amongst them ; though hee follow his owne priuate studie that houre , yet to see that all the Schollars doe their dueties appointed , and that there be no disorder : which will be , vnlesse he or some other of authority be amongst them . For otherwise the best children , left to their owne liberty , will shew themselues children . If the Master bee present at seuen , it may suffice , where there is any in his place , whose presence they stand in awe of . Spoud . But it is hard for the little children to rise so early , and in some families all lie long : how would you haue them come so soone then ? You would not haue them beaten euery time that they come ouer-late , as the custome is in some schooles . Phil. That I take farre too great seuerity , and whereby many a poore childe is driuen into wonderfull feare , and eyther to play the truant , or make some deuice to leaue the schoole ; at least to come with a marueilous ill will , and oft to be dragged to the Schoole , to the reproach of the Master and the Schoole . The best meanes that euer I could finde to make them to rise early , to preuent all this feare of whipping , is this ; by letting the little ones to haue their places in their fourmes daily , according to their comming after sixe of the clock : so many as are there at sixe , to haue their places as they had them by election or the day before : all who come after six , euery one to sit as he commeth , and so to continue that day , and vntill he recouer his place againe by the election of the fourme or otherwise . Thus deale with them at all times , after euery intermission , when they are to be in their places againe , and you shall haue them euer attending who to be first in his place ; so greatly euen children are prouoked by the credite of their places . If any cannot be brought by this , then to be noted in the blacke Bill by a speciall marke , and feele the punishment thereof : and sometimes present correction to be vsed for terrour ; though this ( as I said ) to be more seldome , for making them to feare comming to the Schoole . The higher Schollars must of necessity rest to doe their exercises , if their exercises be strictly called for . Thus they are to continue vntill nine , signified by Monitours , Subdoctour , or otherwise . Then at nine I finde that order which is in Westminster to bee farre the best ; to let them to haue a quarter of an houre at least , or more for intermission , eyther for breakefast , for all who are neere vnto the Schoole , that can bee there within the time limitted , or els for the nece●sity of euery one , or their honest recreation , or to prepare their exercises against the Masters comming in . After , each of them to be in his place in an instant vpon the knocking of the dore , or some other signe giuen by the Subdoctor or Monitors , in paine of losse of his place , or further punishment , as was noted before ; so to continue vntill eleuen of the clocke , or somewhat after , to counteruaile the time of the intermission at nine . To be againe all ready , and in their places at one , in an instant● to continue vntill three , or halfe an houre after : then to haue another quarter of an houre or more , as at nine for drinking and necessities ; so to continue till halfe an houre after fiue : thereby in that halfe houre to counteruaile the time at three ; then to end so as was shewed , with reading a peece of a Chapter , and with singing two staues of a Psalme : lastly , with prayer to be vsed by the Master . For the Psalmes , euery schollar should begin to giue the Psalme and the tune in order , and to reade euery verse before them ; or euery one to haue his booke ( if it can bee ) and reade it as they doe sing it : where any one can not begin the tune , his next fellow beneath is to helpe him , and take his place . By this they will all learne to giue the tunes sweetely , which is a thing very commendable ; and also it will helpe both reading , voyce and audacity in the younge● . Spoud . But these intermissions at nine and three , may be offensiue : they who know not the maner of them , may reproch the schoole , thinking that they do nothing but play . Phil. We are so much as may be in all things to auoyde offence : but when by long custome the order is once made knowne , it will be no more offensiue then it is at Westminster , or then it is at noone and night ; so that it be done in a decent order . The benefits of such intermissions will be found very great , and to preuent many inconueniences . 1 By this meanes neyther Masters nor Schollars shall bee ouer-toyled , but haue fit times of refreshing . For there is none ( no not almost of the least ) but being vsed to it a while , they will sitte very well in their places , for two houres together , or two houres and a halfe ; without any wearinesse or necessity , obseruing duely those times . 2 By this meanes also the Schollars may bee kept euer in their places , and hard to their labours , without that running out to the Campo ( as the tearme it ) at schoole times , and the manifolde disorders thereof ; as watching and striuing for the clubbe , and loytering then in the fields , some hindred that they cannot go forth at all . But hereby all may haue their free liberty in due time ; and none can abuse their liberty in that sort , nor haue their minds drawne away , nor stirre abroad all the day at schoole times : except vpon some vrgent necessity , to be signified to the Master or Vsher ; and so leaue to be gotten priuately , to returne presently againe . And also in those cases to lose their places for that day , vnlesse the case be approued very necessary and sure ; to the end to cut off occasions from such as will pretend necessities . If any one be catched abusing his Master or his liberty , without necessity onely , vpon desire of idlenesse or play , he is to be corrected sharpely , for ensample . By this meanes you shall bring them to that order and obedience in a short time as they will not thinke of stirring all the day , but at their times appointed , or vpon very vrgent and almost extraordinary necessity . 3 Besides these benefits , this will also gaine so much time euery day , as is lost in those intermissions ; because there is no day but they will all looke for so much time or more , to the Campo : especially the shrewdest boyes , who vse to waite for the club , and watch their times ; these will be sure to haue much more then that . Besides all the time which they lose in wayting for that idle fit ; and that they will , if they can , be away at Lectures , and shewing exercises : and likewise they will exceedingly trouble the Master in asking three or foure sometimes together , what businesse soeuer he be about . Spoud . I haue been well acquainted with these disorders of the Campo , and vexed with them many a time : I shall be most glad ▪ if I may thus reforme them , and finde these benefites in stead thereof . But what say you for their recrea●ions ? Let me also hea●e your iudgement in them : for I see that you would haue in like manner a speciall regard to be kept thereof . Phil. I would indeed haue their recreations as well looked vnto , as their learning ; as you may perceiue plainely , by their intermissions , at nine and at three . Besides those , and all other their intermissions , it is very requisite also , that they should haue weekely one part of an after-noone for recreation , as a reward of their diligence , obedience and profiting : and that to be appointed at the Masters discretion , eyther the Thursday , after the vsuall custom ; or according to the best opportunity of the place . That also to be procured by some Verses , made by the Victors , as was shewed : and then onely , when there hath bin already no play-day in the week before , nor holy day in all the weeke . Before their breaking vp also , it shall not bee amisse to giue them a Theamto make som verses of , ex tempore , in the highest fourmes , after they haue beene for a time exercised therein : or if time permit , sometime to cap verses . In capping verses the way to prouoke them the most , and to haue most variety of good verses , is , to appoint some one or two of the best , to challenge their fellowes to come one after another ; and euer as any one but sticketh or misseth in a syllable , the other to tell him , and another to come in his place : or els to trie aduersaries or fourmes together . This exercise will much helpe capacitie and audacitie , memorie , right pronuntiation , to furnish with store of authorities for Poetrie , and the like ; so as that they may bee very cunning in their Poets by it . Therefore it may also be vsed in regard of the benefits at some other fit times besides , insteed of some other examination . Hee that brings the most sweete verses , out of Ouid and Virgil or Cato amongst the yongest , and so out of other most approued Poets , is to haue euer the greatest commendations . Absurde verses , such as most are of those called Carmina Prouerbialia , are to be hissed forth : Namely , those which are tearmed versus Leonini . As that first verse , Si canis ex hilla religatur mordet in illa . And so all other of the same mould . Though euen amongst those of that booke there are some tolerable verses , if good choise be made . This exercise may well goe before play : for it is nothing but a pleasant schoole recreation , & will exceedingly whet on the schollars to an ingenuous contention . All recreations and sports of schollars , would be meet for Gentleman . Clownish sports , or perilous , or yet playing for money , are no way to be admitted . The recreations of the studious are as well to be looked vnto , as the study of the rest : That none take hurt by his study , either for minde or bodie , or any waie else . Yet here of the other side , very great care is to be had , in the moderating of their recreation . For schooles , generally , doe not take more hinderance by any one thing , then by ouer-often leaue to play . Experience teacheth , that this draweth their mindes vtterly away from their bookes , that that they cannot take paines , for longing after plaie , and talking of it ; as also deuising meanes to procure others to get leaue to play : so that ordinarily when they are but in hope thereof , they will doe things very negligently ; and after the most play they are euermore farre the worst . And contrarily , when they are most holden to it , without looking for any play , in such a course , as wherein they may take delight , and goe on with ease ; then will they do farre the best , without any daunger of taking hurt thereby ; for that thē their learning is for most part as a play to them who are ingenuous . Therefore Masters are to vse great wisdom in auoiding this ▪ and answering with mildnesse , all those who are euer importunate in asking leaue . And whereas such suiters are wont to be instant thus , That the Schollars will learne the better after ; we may say truly , that they will learne fa● the worse after . Also , whereas they think that they do them good ; they do both them , their friends and the schoole very great hurt , for the reasons mentioned . It is continuall applying which brings learning , and the credit of a schoole . And for this cause it were not amisse , nor inconuenient ( neither for the schoole , nor the Master himselfe who hath a regard of the profiting of his schollars ) if in such places where both Master and schollars are hindred hereby that there were some statute for the helpe of the Master , that he could not giue leaue of himselfe aboue once in the weeke , without consent of the Minister , or some man of authority in the towne ; vnlesse very seldome , and vnto some chiefe parties to be yeelded vnto of necessity , in regard of some speciall dignity or desert . Spoud . Many Masters would count this a bondage . Phil. They should yet finde it a profitable bondage , and which would bring no small freedome and comfort to themselues , or benefit and credite to their schooles in the end . CHAP. XXXI . Inconuenience growing by diuersitie of teaching , and of Grammars . Spoud . BVt what think you of diuersities of Grammars , and of diuers courses in teaching ? do you not take them to be very inconuenient ? Phil. Yes indeed : for by this means they younger schollars comming at new schooles , or vnder new masters , are new to begin ; or are hindered , and do lose much time , when they must after asort begin againe . Many of great towardnesse and hope are thought to haue nothing in them , because they are not acquainted with the newe courses . Also their former Masters are discredited , which happely had taken the best and most profitable paines with them : the children are vtterly or very much discouraged . Besides that many schoolmasters are extreamly ignorant , and insufficient , not knowing any good course of teaching at all . Spoud . But how might these be helped ? Phil. Only thus : The best courses being once foūd out by search , conference , and trial , with directions & helps for the practice therof ▪ & the same vniuersally receiued or at least known ; these inconueniences should be for most part preuented , & both Masters & schollars go on with cheerfulnes in euery place . In the meane time this is the safest course ; To make them perfect in our ordinary Grāmar , by the vse whereof alone so many excellent schollars haue been : then they shall be sure to goe forward in any schoole or course , and to be well liked by euery one . CHAP. XXXII . Euils by ordinarie absence of Schollars . Spoud . ALthough I haue been troubled by that diuersitie , yet much more by the absence of many of my schollars , when some of them are away , two or three dayes in a weeke , and sometimes happely a moneth together , or almost a quarter of a yeere , as in the haruest time , and it may be they haue no bookes neither ; and yet the Parents will expect , that they should profit as much as if they were there daily , and as if they had al necessary bookes . Also they will bee ready to raile vpon me that their children do no good : whereby both my selfe and my schoole are much traduced ; when the fault is wholly in themselues or principally , neither can I tell how to helpe it . Phil. I knowe this to bee a common grieuance . The best waie to redresse it , is this , so farre as I know : 1. Parents are to bee admonished , either to keepe their children to schoole daily , or to keep them away continually . For by such absence , though it bee but now and then , the mindes of the best and most studious will bee much drawen away , or they discouraged , and made vnable to go with their fellowes . Other their fellowes also , are often much hindred for them ; Schooles and Masters discredited by them : Besides that in their absence they commonly learne much euill ; and chiefly stubbornnesse to corrupt themselues and others Therefore this would bee looked vnto specially , to be auoided so much as may be : And order to be taken by the gouernours and ouerseers of schooles , that all such should be sent home againe , who are kept awaie aboue a certaine number of daies ; as thirteene in a Quarter ( as the statute is in some schooles ) or a like number : vnlesse in case of sicknesse , or such necessary occasion to be approued by the Master or ouerseers . Those most seldome absences , to be punished by losse of their places , and correction too , if the fault be found to be any way in themselues ; or at least to sit still on the play daies to learne when their fellowes plaie , to recouer that time againe , and to make them more carefull to come ; or by all these meanes together . This will make the Parents to amend it . CHAP. XXXIII . Discouragements of Schoolemasters by vnthankfulnesse of Parents . Spoud . THis is good counsell , if I could get our ouerseers to put it in execution ; I my selfe will trie what I can doe to redresse it by these helpes : Yet there is one other discouragement , whereby I haue bin very much troubled in my selfe , many times ; that is , the great vnthankfulnesse that I finde , and haue euer found in many whose children I haue had ; That some , if they think they haue any little priuiledge by the place , they will not so much as giue me thanks for all my labours , nor it may be afford me a good word , though their children do neuer so well vnder me . Others who haue no priuiledge in the place , will giue little or nothing , in regarde of my paines , or to my meete maintenance , according to my place , to incourage mee to take paines : and besides , they will run behind with me two or three Quarters , and then they will seek some occasion to take away their children , to set them to other schooles , finding some quarrell that their children did not profit , or the like ; and thus not onely defraude me of my due , but also raise such slaunders against me , for the recompence of all my paines . Phil. We must look for thankes , and the rewards of our labours from God , where the world is vnthankfull . But for the help of this , my aduise is , that first we labour to be faithfull in our places , in the best courses and kindes ; chiefly to make our schollars good Grāmarians : and then we may be bold to cause them who are of abilitie to paie accordingly in some sort , for the instruction of their children . They will better esteem the worth of learning , and of the seruice we performe to them ( in those in whom they are to liue after their time ) and also to the Church & Common-wealth . And if God doe blesse vs , that our schollars profit indeede , we shall in time haue schollars enow ; such as will be willing to pay well , how basely soeuer learning be esteemed of . Moreouer , to preuent all such shifting and detraction , it is wisdom euer to cal for our due at the Quarters end ; and to see that our cariage & gouernment be such in our place , as that we may stand in the face of any such vnthankful detractour . Also , that Gods blessing on our labours , may euer answere for vs ; which following but these directions we may certainly expect . Finally , that in our places we labour to serue the Lord faithfully : and then wee may bee sure to receiue the full reward of all our labour , from him ; let men , as I said , be neuer so vnthankfull . CHAP. XXXIIII . What Children are to be kept to learning . Spoud . SIr , if I should not take heart and courage to set to my calling afresh , I were much to be blamed , hauing all my doubts thus answered , and being thus heartened in euery part . But yet , that I may both returne vnto it cheerefully ; and also goe forward , and continue happily to the end : I pray you let me haue your iudgement in these two points : 1. What children you would haue set to learning , and incouraged to goe on in the same . 2. Which you would haue sent to the Vniuersity , & how qualified . Phil. To both these I shall aunswere you vvhat I hold . To the first : I would haue those who after good time of triall shall be found the fittest amongst a mans children , to be applied vnto learning ; as being the meetest to be offered to God in a more speciall maner , to the publick seruice of his church or their Countries . And so those onely of them , to be incouraged to goe on in the same , whom you find most ingenuous , and especially whom you perceiue to loue learning the best ; which also do witnesse the same by their painfulnesse and delight in their books . The rest to be fitted so far as may be conueniently , for trades , or some other calling , or to be remoued speedily . 2. To the second I answere : That such onely should be sent to the Vniuersities , who proue most ingenuous and towardly , and who in a loue of learning , will begin to take paines of themselues , hauing attained in some sort the former parts of learning ; being good Grammarians at least , able to vnderstand , write and speake Latine in good sort . 2. Such as haue good discretion how to gouerne themselues there , and to moderate their expenses ; which is seldome times before 15. yeeres of age : which is also the youngest age admitted by the statutes of the Vniuersity , as I take it . Some of chiefe note for learning and gouernment , and of long experience in the Vniuersitie ( as namely , some worthy heads of Colledges ) would haue none sent nor admitted into the Vniuersitie , before they be full fifteen yeers olde at least ; for these reasons specially amongst others : 1. Because , before that time , they will commonly require more bodily helpe , then can be there afforded . 2. The Vniuersitie statute forbiddeth to admit any vnder this age . 3. Because that daily experience doth teach how inconuenient it is in diuers respects . Finally , all generally of whom I can heare in the Vniuersitie , doe assent hereunto . Many would haue them 17. or 18. yeere olde before ; because then commonly they haue discretion to sticke to their studies and to gouerne themselues . Spoud . I doe much approue their iudgement . I would haue them good schollars , before they goe to the Vniuersitie ; and namely sound Grammarians , that the Tutors need not to be troubled with teaching them to make or to construe Latine ; but that they may goe forward in Logick or other studies meet for the Vniuersitie . For such a schollar as is able to vnderstand well what hee reades , or what is read vnto him there ( I meane in regard of the Latine ) shall doe more good in a yeere , then a weak schollar shall do in two or three ; chiefly , if hee haue discretion to gouerne himselfe , and abide close to his booke . For when as the schollar is faine to turne his Dictionary for euery word , or hearing a Lecture read doth come away as he went ; vnlesse he be placed vnder a most painefull Tutor , how is it possible that he should profite any thing , in respect of him who goeth a good schollar thither ? How many euils doe come vpon the sending of schollars so rawly thither , both Vniuersity and Countrey doe fully know and ●ue . Now you haue so louingly and fully answered me in euery doubt , and so largely laide open your minde vnto me , as indeede I cannot desire any more of you : Onely let me tell you this , that the points are so many , as I feare that I shall neuer be able to put them in practice . Phil. You may make triall of all , or the most likely of them ; and constantly practice those which you finde most profitable : the shorter that you can be in euery thing , the better shall you do ; so that all be done with vnderstanding , as I said before . Spoud . I trust you will giue me a copie of them : for otherwise I shall neuer be able to remember them ; besides that they will require to be oft read ouer and ouer , vntill I shall grow perfect in them . I doe not doubt , but you haue set them downe . Phil. I haue ; though as yet very imperfectly , for lacke of meete leasure . Such as I haue I shall impart ( seeing your earnest desire to doe good ) and more as God shall adde more helpe and experience by your selfe , and by others ▪ CHAP. XXXV . A briefe rehearsall of the chiefe points and helpes mentioned in this booke . Spoud . HOw much shall you make me more indebted by that fauour , aboue all your other kindnesse hitherto ! Yet in the meane time before we depart , to the end to helpe my weake memory , and to cause me to goe on more cherefully , let me request onely these two things of you further : 1 To repeat the principall heads of those things which should be as it were in the Masters remembrance alwayes , to be continually put in practice . 2 To set me downe a short Catalogue of the bookes and helpes which you haue mentioned belonging hereunto , for the better accomplishing of all these seuerall parts of learning . Phil. For those principall heads , though most of them were named in the obseruations ; yet sith such little briefes doe much helpe memory , I will rehearse them so neere as I can . These were of the chiefe : 1 To cause all to be done with vnderstanding . 2 To cut off all needlesse matters , so much as may be , and passe by that which is vnprofitable . 3 To note all hard and new wordes : to obserue matter and phrase carefully . 4 To learne and keepe all things most perfectly , as they goe . 5 To haue few fourmes . 6 To discourage none , but to draw on all by a desire of commendation . 7 To stirre vp to emulation of aduersaries , and to vse all good policy for one to prouoke another . 8 Continuall examining ( which is the life of all ) and chiefly posing of the most negligent . 9 Right pronuntiation . 10 Some exercise of memory daily . 11 To haue the best patternes for euery thing ; and to doe all by imitation . 12 The Master to stirre vp both himselfe and his Schollars to continuall cheerefulnesse . 13 Constancy in order . These were generally premised . To these we may adde ; 14 To get an Idea or short summe and generall notion of euery Treatise or Chapter . 15 To parallel all by examples , or to giue like examples for each thing , and where they haue learned them . 16 To see that they haue continually all necessaries . 17 To countenance and preferre the best , to be markes for the rest to aime at , and that all may be incouraged by their example . 18 Maintayning authority , by carefull execution of iustice in rewards and punishments , with demonstration of loue , faithfulnesse and painefulnesse in our place , with grauitie ; working by all means a loue of learning in the schollars , and a strift who shall excell most therein , of a conscience to do most honour and seruice vnto the Lord , both presently , and chiefly in time to come . 19 In a word ; Seruing the Lord with constant cheerefulnesse , in the best courses which he shall make knowne vnto vs ▪ we shall vndoubtedly see his blessing , according to our hearts . M. Askam hath these steps to learning : First , Aptnesse of nature : Secondly , Loue of learning : Thirdly , Diligence in right order : Fourthly , Constancy with pleasant moderation : Fiftly , Alwayes to learne of the most learned ; pointing and ayming at the best , to match or go beyond them . Philip Melanchton also , in his Preface before Hesiod , aduiseth after this manner ; To striue to make schollars exceeding cunning in euery Authour which they reade . doe this by oft reading and construing ouer their Authors ; causing them to note euery thing worthy obseruation , with some marke , to run ofter ouer those : not regarding how many the Authours are , but how exactly they learne them ; chiefly all their sentences & speciall phrases , that the speech of the children may euer sauor of them : for thus he saith ; Vt quisque author optimus , it a saepissimè relegendus ad imit ationem : And that thereby they may alwayes haue of a sudden a patterne or president in their minde , whereunto to run , as the painter hath . And so much for the chiefe points : for the seuerall books and helps , I referre you rather to the seuerall Chapters ; where you may soone see them together , as you shal haue occasion to vse them for their seuerall purposes . Spoud . But it is a great charge to poore men , to prouide so many bookes as may seeme necessary . Phil. It is true indeede ; yet one yeare gained in their childrens learning , will recompence abundantly all charge in bookes which they shall neede : and much more , if by them they shall gaine sundry yeares , and be furnished with all kinde of excellent learning meet for their yeares ; which without the best bookes , it is no more likely to do , then for any to proue exquisite in other trades and sciences , without the most fine instruments seruing thereunto . And this one certaine assurance of the obtayning this treasure of learning , by following the right meanes and courses , may counterpoize all labour and charges whatsoeuer can be furmised , for attayning of the same . Spoud . Sir , I rest fully satisfied ; praysing the Lord , and acknowledging my perpetual debt for this our conference . Phil. Let vs giue God all the glory ; to whom of due it appertaines : and let vs euer intreate him , that as he hath thus begun , so he will perfect his owne worke , for the euerlasting praise of his owne name , and the perpetuall good of all his people , vntill Christ Iesus shall come . 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 . 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 . THE SEVERALL CHAPTERS , WITH THE PARticular Contents of them . CHAP. I. 1 A Discourse betweene two Schoolemasters , concerning their function : in the end determining a conference about the best way of teaching , and the manner of proceeding in the same . Herein these particulars : The Schoolemasters place , ordinarily , wearisome , and thankelesse . They , who haue felt the euils of labouring without fruit , will neyther spare trauell nor cost to helpe the same . Many honest hearted & painful Schoolemasters vtterly discouraged , and liuing in continuall discontentment , through lacke of knowledge of a right course of teaching . Some few God much blesseth in this calling , thogh rare . More true contentment to bee found in this calling , rightly followed , then in any recreation . The fruits of this , most sweet in the remembrance . Knowledge and practice of the best courses will much augment the blessing of our labour , and fill our liues with contentment . How the way of all good learning may bee made more easie , then euer in former ages . Many worthy helpes lie hid from the greatest part , only through neglect . A briefe rehearsall of the chiefe contents , for the better entring into the conference , & for giuing more light and life to all that followeth . The manner of proceeding in this conference . CHAP. II. 2 WHen the schollar should first be set to the school . Branches ; The time of the first entrance in countrey schooles , at seuen or eight yeare olde . The child of any ordinary towardlines , to begin to learn about fiue yeare olde . Reasons and benefit of it . Two or three yeares may be gained hereby , to fit them sooner for the Vniuersity . Parents ought to labour to see their childrens good education before their eyes , so soone as may be . Obiections against setting children so young to the schoole , answered . CHAP. III. 3 HOw the schollar may be taught to reade English wel and speedily , to fit him the sooner and better for the Grammar schoole . Herein these things handled ; The inconueniences of hauing the Grammar schooles troubled with teaching A. B. C. How this might be remedied by some other schooles in each towne for that purpose . The redresse hereof to besought . To be borne with patience , where it cannot be auoyded ; and the burden of it to be made so light as may be . The first entring of children to be looked to heedily . To teach to reade wel , a matter of good commendation . Griefe & discredit to the Schoolemaster for want of this . To teach to call and pronounce each letter right . How to know their letters the soonest . To spell , and take a delight therein . Some of the hardest syllables and words set downe , for the practicing children in spelling of them ; to helpe by them to spell any other speedily , and for writing true Orthography . Of ioyning syllables together . Bookes to be first learned of children . In what time children well applyed , may learne to reade English. Diuiding and distinguishing syllables . The pleasantest way to teach the little ones , to pronounce their letters , and to spell before they know a letter ; and how to doe it . Any one who can reade , may thus enter children , if they wil follow the directions ; and so a poore body may make an honest liuing of it , and free the Grammar schooles . Complaints for children for getting to reade English , when they first enter into Latine ; and how to auoyde them . The iust complaint of want of care in our schooles , for proceeding in our owne tongue , as in the Latine or Greeke ; wheras our chiefe care should be for our owne language : and reasons for it . How schollars may increase continually , as fast in our own tongue as in the Latine . The chiefe fault of children going backe in English , when they begin to learne Latine , is in the Parents . An ordinary fault , that schollars are to seeke in matters of common numbers ; and how to redresse it . CHAP. IIII. OF writing . How the Master may direct his schollars to write faire , though himselfe be no good pen-man . Herein these particulars : Faire writing a great benefit and ornament to schooles . The opinion is fond , that a good schollar cannot be a good writer . The trouble of Schoolemasters , for want of this skill to teach their schollars how to write . When the schollars should begin to write . To haue all necessaries thereunto , and books kept faire . Each to learne to make his owne pen , and how . Holding the pen , and carrying it lightly . In stead of setting copies , to haue little copie-bookes fastened to the tops of their bookes ; and those of the best which can be procured . Manner of their copie-bookes and copies . Inconuenience of following diuers hands . Euils of the want of such copie-bookes . Faire writing to be practiced by all the schollars once euery day . General rule in writing , to make all like the copie . How to keepe euen compasse in writing , not ouer-high not too low . Benefit of ruling-pens for each , and what ones . The bookes of the young beginners to bee ruled with crosse lines . The compasse in greatnes and neerenes of the letters . Ioyning the letters in writing . Writing straight without lines . Speciall furtherances for the first enterers , when they cannot frame any letter . Leisurely drawing the letters as the Painter , a chief help . To obserue ornaments of writing . To make all the letters most plaine . Mischiefes of getting a bad hand first . What the Master is to doe , to the end that he may learne to teach his schollars to write faire . To walke amongst the schollars , to see that they obserue their directions , and to marke all faults in writing . This skill is to be gotten , to auoyde the euils by wandring Scriueners . The vse of Scriueners in Grammar Schooles , what . The summe of the principal directions for writing , to be euer in memory . CHAP. V. CErtaine general obseruations to be knowen of Schoolmasters , and practiced carefully ; chiefly in all Grammar learning . 1. That schollars bee taught to doe all things with vnderstanding , and to haue a generall knowledge of the matter before . To do all things by reason with vnderstanding , brings almost double learning , besides ease and delight . Reading without vnderstanding , is a neglect of learning . Triall of difference betweene learning with vnderstanding and without . Verses of Horace to this end , worthy to bee written in letters of golde , to be imprinted in the memories of all . How some writers haue so far gone beyond others in eloquence , thorough their ripenesse and vnderstanding . How to teach all to be done by vnderstanding . 2. To learne onely such things as whereof they may haue good and perpetuall vse . 3. To note all hard words or matters worthie obseruation , and the manner of marking them . 4. To learne all things so perfectly , as the former may be insteed of a Schoolemaster to the later . 5. That the whole schoole be diuided into so few forms , as may be ; with reasons for the same . 6 To haue a great care that none be discouraged , but all to be prouoked by emulation and desire of praise . A sentence of Tully to this purpose worthie to be euer before the Masters eye . Strift for victories the most commendable plaie and a chiefe meanes to make the schoole Ludus Literar●us . 7. Each to haue his aduersary : and they to be so matched and placed as all may be done by equall strift . 8. To vse euer to examine the most negligent . 9. Continuall care of pronouncing . 10. To haue some exercise of memory daily , for making excellent memories . 11. To haue the best patternes of all sorts that can bee gotten . 12. The Masters to incourage themselues and their schollars continually . 12. Constancie in good orders , with continuall demonstration of loue , to doe all for the greatest good of the schollars . CHAP. VI. HOw to make children perfect in the Accedence . Herein these particulars : The vsuall manner of learning to reade the Accedence . The ordinary manner of getting the Accedence without booke . The best meanes , for learning to reade the Accedence . Generall rule in learning without booke , or getting whatsoeuer seemeth hard , To take but a little at a time . To cause them first to vnderstand their lectures and how . Admonition to Masters , desirous to do good ; To be as the Nurses with little children . Example how to make children to vnderstand , by shewing the meaning , and by asking questions . In what points of the Accedence , the chiefe labour would be bestowed to make young schollars very perfect ▪ viz. in all kinde of declining . How to be most speedily perfect in the Verbs ; which are a mean foundation , and wherin the greatest difficulty lieth . No paines can be too great in Nownes and Verbs vntill they be exceeding perfect . Two generall obseruations in the English rules : what parts of the English rules , to be made most perfect in . Helpe for examination of the Accedence : viz. The questions of the Accedence , called the Poasing of the English parts . Other needfull questions adioined to the end of the same . CHAP. VII . HOw to make schollars perfect in the Grammar . What is done ordinarily in schooles in teaching Grammar . What things are requisite in learning Grammar . How to get the Grammar with most ease and fruite . Benefit of Lillies rules construed . Learning the rules without booke . Construing the rules without booke . How to do where leasure is wanting . How to examine so as to make your schollar to answer any question of his Grammar ; with an example thereof . To appose only in English , where children are too weak to answere in Latine . Examining in the Latine Nownes and Verbes . Examining the Syntaxis , and helpes thereunto . Repeating titles and margents , or the beginning of the rules , in a continued speech , to keep the rules perfectly . Helpe for hearing part in straights of time . Helps for further vnderstanding the rules . The sum of all , wherin chiefe care would be had . A perfect saying euery rule , not so absolutely necessarie . To turne to each hard rule in parsing , a helpe to make Schollars perfect in the Grammar . Grammar to be made as a Dictionary to the Schollars . CHAP. VIII . OF Construction , or of construing Authors , how to make all the way thereof most easie and plaine . Herein these particulars : Things seeming difficult in construction . The ordinary toile of Masters about giuing lectures , & making their schollars able to construe . Difficulty in taking lectures , in propriety of words and sense . Griefe of the Masters for their schollars forgetting that which they haue learned . The waie of construing most plaine , by practice of the Rule of construing , and of Grammaticall translations . The rule of construing vnheard of to the most . The rule set downe by sundry learned Grammarians . The rule according as Master Leech hath set it downe . The rule according to Crusius . The rule expounded more at large , though the curious handling of it be left to some others . The sum of the rule briefly . An example of construing and of Grammaticall translations according to the rule : wherin may be seene the generall benefits therof , for resoluing Latine into the Grammaticall order , construing , parsing , making Latine , and trying it . The chiefe reason of the benefits . Benefits of translatiōs according to the rule , set down more particularly . Things specially obserued in the translations of the Schoole Authors . How to vse the translations , so as to attaine the former benefits . Obiections against the vse of translations in Schooles , answered . The vses and benefits mentioned , cannot be made of any other translations of the Schoole Authors , except of the Grammaticall : and the reason of it . Som exampls of other translations , to manifest the truth hereof . Grammatical translations separate from the Latine , cannot indanger any to make them truants . How to preuent idlenesse or negligence in the vse of the translations . These no meanes to make Masters idle , but contrarily to incourage them to take all paines . The account to be iustly made of such translations . Schoole Authors translated Grammatically . Other bookes also translated Grammatically for continuall helps in Schooles . What helpes to be vsed for construing higher Authors , and so for construing ex tempore . The higher fourmes to practice to goe ouer so much as they can , construing ex tempore . CHAP. IX . OF Parsing and the seueral kinds therof . How children may parse of themselues , readily and surely . The particular branches are these ; The vsuall manner of teaching to parse . The certaine direction for parsing . To parse as they construe , marking the last word . To obserue carefully , where they haue learned each word , what exāple euery word is like ; so to parallel by exāples , each thing which they haue not learned in their rules . An example of parsing , set downe at large for the rudest . Manner of hearing lectures amongst the lower . How to knowe by the words what part of Speech each word is . How a childe may knowe , of what Coniugation any Verbe is . Much time and toyle in parsing , thorough examining each word by the Master , how helped . The surest , shortest & speediest way of parsing , to parse as reading a lecture . How to helpe to prepare the children for parsing at taking lectures , by shewing them onely the hard words , that they may take most paines in them . Example of marking the hard words amongst the first enterers . Marking the hard words helpeth much , and preuenteth many inconueniences . How to oppose so as children may get both matter , words and phrase of each lecture , with examples of it in the first Authors : and how to make vse of each Author . Parsing in the higher fourmes , and to do all in Latine . The sum of all for parsing . CHAP. X. OF making Latine . How to enter children to make Latine , with delight and certainty ; without daunger of false Latine , barbarous phrase , or any other like inconuenience . Particular points ; To enter children to make Latine , a matter ordinarily extreamly difficult and full of toyle , both to Master and Schollar . The vsuall manner in country Schooles , to enter children to make Latine . The shortest , surest , and easiest way , both to Master and Schollar , for entring to make Latine . Making first the Latine of their lectures , and giuing a reason of each word . Example of it . Continuall construing , parsing , and reading their Authors out of Grammaticall translations , is continuall making pure Latine , to cause children to come on in it very fast . Choosing fit sentences out of Authors , for the children to make of themselues . The maner of the entrance of children to write Latine , so as to profit in English , Latine , Writing faire and true , all vnder one labor . How to haue their bookes ruled to this purpose . Manner of dictating the English to schollars , when they are to learne to write Latine . Making and setting downe the Latine , by the Schollars . Benefit of it for , certaine direction both to Master and Schollar . Further vse to be made of the Latine so set down , to make it fully their owne . Composing the Latine into the order of the Author . Tullies Sentences , the fittest book to dictate sentences out of . An example of the manner of dictating , and writing downe both English and Latine . Translating into pure Latine , and in good composition of themselues , trying who can come neerest vnto Tullie . How to preuent stealing , and writing after one another . How to goe on faster , and dispatch more in making Latine . Translating into English of themselues , after M. Askams maner ; and after , reading the same into Latine again , or writing it . The most speedy and profitable way of translating for young schollars . How to translate an Authour into Latine , or any peece thereof . Such translating onely for Schollars well grounded . Summe of all for making Latine . CHAP. XI . OF the Artificial order of composing , or placing of the words in prose , according to Tully , and the purest latinists . Herein these particulars : Pure composition a matter of difficulty . The error of young Schollars , displacing sentences , in an imagination of fine composition . Composition generally belonging to all Latine . Rules of composition , as they are set down by Macropedius , in the end of his Method of making Epistles . More exquisite obseruation in placing and measuring sentences . CHAP. XII . HOw to make Epistles imitating Tully , short pithy , sweet Latine and familiar , and to indite Letters to our friends in English accordinglie . Herein these things ; Difficulty of making Epistles purely , and pithily . The ordinary meanes of directing Schollars to make Epistles . Difficulty for children , who haue no reading , to inuent variety of matter of themselues . Helpes for making Epistles , by reading Tullies Epistles , and imitating them . Making answeres to Epistles . Examples of imitating Epistles , and answering them . CHAP. XIII . OF making Theames full of good matter , in a pure stile and with iudgement . Herein these branches ; The ordinary manner of directing schollars how to enter to make Theames , according to Apthonius precepts . The inconueniencies of that course for yong schollars ; and that it is hard enough for many teachers . Difficulty in making Theames , because schollars are not acquainted with the matter of them . The schollar is oft beaten for his Theame , when the Master rather deserueth it . To consider the end of making Theames . The meanes to furnish the schollars for Theames . Presidents or examples for Theames . Presidents for matter , to furnish schollars with store of the best matter . Reusneri Symbola , a booke meete to this purpose ; and chiefly for trayning vp young Gentlemen , and all of chiefe sort and condition . How to vse Reusner for Theames . An easie direction for Theames , to be handled according to the seuerall parts thereof . Imitation of Exordiums and Conclusions . Other Authours for matter . Helpes for inuention of matter . The knowledge of the ten grounds of Inuention , the readiest way . The Art of meditation most profitable and easie for help of inuention . Presidents for the forme and manner of making Theames . Declamations and patternes for them . Declamations fit for the Vniuersities , or for the principall schollars in Grammar schooles . Manner of writing down Theams by schollars of iudgement . Making of Theames ex tempore , a matter of great commendations , if it be done schollar-like . The way to make Theames ex tempore . A most easie and profitable practice , to helpe to make Theames ex tempore . Whereto be stored with matter and words for each part of the Theame . Helpe for supplying wordes and phrases . Common-place bookes , a singular helpe . Orations . Orations belong specially to the Vniuersities . Examples of Orations . Orations ex tempore . Summe for Theames . CHAP. XIIII . OF versifying . How to enter to make verses with delight and certainty , without bodging ; and to traine vp schollars to imitate and expresse Ouid or Virgill , both their phrase and stile . Herein these particulars : Poetry rather for ornament then for any necessity . There may be commendable vse of Poetry . The ordinary difficulty of Poetry . The folly of some in this kinde . The most plaine way how to enter to make verses , without bodging . Turning the verses of their Lectures into other verses . Of contracting or drawing seuen or eight verses into foure or fiue ; and the certaine benefit of this exercise . To make verses of any ordinary Theame . To versifie ex tempore . Helpes for versifying . CHAP. XV. THe manner of examining and correcting exercises . Herein these particulars : Examining exercises neuer to be omitted . Generall faults wherein schollars doe commonly slip . To reade ouer their exercises first in naturall order . To parallel each thing by examples . To looke to elegancy and finenesse of composition . Neuer to thinke any thing laboured enough . Aduersaries to note faults in one anothers exercises . The manner of examining exercises by the Master . Speciall faults in the highest fourmes . Care that they doe correct their exercises presently . CHAP. XVI . HOw to answere any needfull question of Grammar or Rhetoricke . Herein these things ; To answere any Grammar question , a thing commendable . How to answere any difficult Grammar question . Most of the difficulties of the auncient Classicall Authours , collected briefly by M. Stockwood . How to answere the questions of Rhetoricke . How to answere the questions of Tullies Offices . CHAP. XVII . OF Grammaticall oppositions . How to dispute schollar-like of any Grammar question in good Latine . Herein these branches : To vse the helpe of Master Stockwoods disputations of Grammar . Benefits of such scholasticall oppositions . Disputations of morall Philosophy belong rather to the Vniuersities . How these may be done , and how farre . Obiection answered , for disputing out of Master Stockwood . Euils of inforcing schollars to exercises , with the examples whereof they are not acquainted first . Benefite of hauing the best paternes . CHAP. XVIII . OF pronouncing naturally and sweetly , without vaine affectation . Herein these particulars : The excellency of pronuntiation . Pronuntiation ordinarily hard to bee attained in schooles . How schollars may bee brought to pronounce sweetelie . Children to be trai●ed vp to pronounce right from the first entrance . To vtter euery matter according to the nature of it . What they cannot vtter in Latine , to learne to doe it first in English , then in Latine . To cause sundry to pronounce the very same sentence in emulation . To be carefull , chiefly for pronuntiation , in all Authors wherein persons are fained to speake . Poetry to be pronounced as prose , except in scanning . Further helpes in pronouncing . To marke in each sentence , in what word the Emphasie lyeth . Care in pronouncing exercises . The more exquisite knowledge and practice of pronouncing , left vnto the Vniuersities . CHAP. XIX . OF speaking Latine purely and readily . Complaint of the difficulty to traine vp schollars to speake Latine . The generall errour , for the time when schollars are to begin to speake Latine . To learne to speake Latine should be begun from the first entrance into construction . The surest course for entring young schollars to speake Latine . How the Master himselfe may doe it easily before them . The daily practice of Grammaticall Translations , and chiefly of reading bookes of Dialogues out of English into Latine , is a continuall practice of speaking Latine . Difficulty to cause schollars to practice speaking Latine amongst themselues . Inconueniencies of Custodes for speaking Latine . Inconuenience of one schollar smiting another with the Ferula . The best meanes to holde schollars to speaking Latine . How any one may by himselfe alone , attaine to speake Latine in ordinary matters . For them who desire to come to ripenesse and purity in the Latine tongue , Goclenius his obseruations of the Latine tongue , is of singular vse . CHAP. XX. HOw to attaine most speedily vnto the knowledge of the Greeke tongue . Herein these branches ; The Greeke may be gotten with farre lesse labour then the Latine . One benefite of the perfect knowledge of the Greeke Testament alone , worthy all our labour to be taken in the Greeke . M. Askams testimony concerning the Greeke tongue , and the excellent learning contained in it . The way to the Greeke , the same with the Latine . How schollars of vnderstanding and iudgement may take a shorter course . To vse M. Camdens Grammar . Grammatica Graecapro Schola Argentinensi per Theophilum Golium , may serue in steede of a further exposition of Camden . To begin construction with the Greeke Testament , and why . To striue to haue the Scriptures as familiarly in the Originals , as the Iewes had the Hebrew . Those who purpose to haue any smattering in the Greek , to haue it in the Testament , and why . The Testament compared to other Greeke Authours . The Testament a notable entrance to all other Greeke Authours . How schollars may be made most perfect in the Greeke Testament . The speediest way to the Greeke , To get the Radices first . The easiest way , how to learne the Greeke Radices . How any may soone learne to reade the Greeke , before they learne the Greeke Grammar . How the Nomenclator of the Greeke Primitiues might be made of singular vse . Helpe for committing wordes to memory . Caueat in remembring . The Greeke Radices contriued into continued speeches , may be gotten soonest of all . The readiest and surest way of getting the Testament ▪ By a perfect verball translation , separate from the Greeke . How by the help of such a translation , any who haue but a smattering in the Greeke may proceede of themselues in the Testament . This cannot be so done by the interlineall , or hauing the Greeke and Latine together , and why . How schollars of iudgement may vse the interlineall . How to proceede in other Authours . The benefit of such translations of some of the purest Greeke Authours . Parsing in Greeke . Helpes for parsing in Greeke . Helpes for knowledge of the Poets . How to write in Greeke purely . How to write faire in Greeke . Versifying in Greeke . Summe of all for the Greeke . CHAP. XXI . HOw to get most speedily , the knowledge and vnderstanding of the Hebrew . Herein these branches ; The knowledge of the Hebrew may be the soonest gotten , and why . Manner of learning the Grammar , and what Grammar to be vsed . The getting the Hebrew Radices , a chiefe helpe . Manner of committing the Radices to memory . Examples of helping the memory in learning the Hebrew Radices . The benefit of comparing the tongues . The best Epitome for learning the Radices . The way might be more compendious by the rootes reduced to Classes . Continuall practice of perfect verball Translations , a singular helpe . A Student hauing opportunity cannot be better imployed , then in getting perfectly , and imprinting the originals in memory . The Latine , Greeke and Hebrew , may bee the soonest gotten by such perfect Translations in each tongue . How much and what to learne in all things . CHAP. XXII . OF knowledge of the grounds of Religion , and trayning vp schollars therein . Herein these heads ; Schollars are to be trained vp in Religion . Religion most neglected in Schooles . The Popish Schoolemasters shall rise vp in iudgement against all who neglect it . Teaching the Catechisme , and when . Examining the Catechisme . Taking notes of Sermons . Setting downe all the substance of the Sermons , in the higher fourmes . Manner of noting , for helping vnderstanding and memory . To translate the Sermon into Latine , or to reade it into Latine ex tempore . Examining Sermons . Repetition or rehearsall of the Sermons . Benefit of strict examination of Sermons . How the repetition may be done readily . How to goe through the History of the Bible , and the manner of examining it . Obiections answered . How to teach the schollars ciuility . CHAP. XXIII . HOw to vnderstand and remember anie Morall matter . Herein these things ; A principall helpe of vnderstanding , to cause children to vnderstand and remember by questions . An example hereof . Helpe in priuate reading , by questions . CHAP. XXIIII . SOme things necessarie to be knowen , for the better attaining of all the parts of learning mentioned before : as , 1. How the Schoolemaster should be qualified . Herein these branches ; The Schoolemaster ought to be sufficient to direct his Schollars , or tractable and willing to be directed . The Schoolemaster must be painfull and constant , of conscience of God. He must cast off all other studdies at schoole times . He must not post ouer the trust to others . The Schoolemaster must be of a louing disposition , to incourage all by praise and rewards . He ought to be a godly man , and of good cariage . To seeke to gaine , and maintaine authority , and how . CHAP. XXV . OF the Vsher and his office . Herein these particulars ; An Vsher necessary in all greater Schooles . Euils of lacke of an Vsher. The Master burdened with all , is , as the Husbandman ouercharged with more then he can compasse . Supply by Schollars , not sufficient . Sufficiency of the Vsher. The Vsher to be at the Masters command . To be vsed with respect . The Vsher not to meddle with correcting the highest Schollars . The Vsher to vse as little correction as may be , vnlesse in the Masters absence . The Vshers principall imployment with the younger , to traine them vp for the Master . To preuent all inconueniences by the Vsher. CHAP. XXVI . HElpes in the Schoole besides the Vsher. Seniors in each fourme . Particular helpe , a Subdoctor in place of the Vsher , or where one Vsher is not sufficient . Sorting the fourmes , so many into a fourme as may be . Choise and matching each forme equally , that all may sit as matches . Benefits of this election . This equall matching all , a chiefe meanes to make the Schoole Ludus L●terarius . CHAP. XXVII . OF gouernment and of authority in Schooles . Herein these branches ; Gouernment , the helpe of helps . Authority , the top of gouernment . Authority how to be maintained . The Masters and Vshers to be as liuing laws , to maintaine their authority . Authority maintained by most strict execution of iustice , by rewards and punishments . Incouraging vertue , discouraging vice , to maintaine authority . The euils of neglect hereof , and of partiality . Authority to be maintained by a continuall demonstration of conscience , and loue to the schollars . By being Presidents of all vertue . Extream seuerity , & whipping , to be auoided in schooles ; and all meanes vsed to preuent it . Reasons . Difficulty for the Master to moderate his passions oftentimes , if he striue to doe good . CHAP. XXVIII . OF Preferments and incouragements . Herein these particulars : Incouragements to be by these meanes ; Often Elections . Countenancing and gracing the Seniors , and all the best and most painfull . Putting vp into higher fourmes . Giuing places . Commending euery thing well done . Caueat in commending . Disputation for the victorship . Praemia to be giuen to the two Victors . Office of the Victors for their praemia . Solemne examination to bee made once euerie yeere . Exercises to be prouided against that time . To keepe their daily exercises faire written in bookes , to try their profiting ▪ by comparing with the former . A course of examination to be appointed : and the same first to be performed by the Masters and Vshers ; after by others not satisfied . All dooing well to bee praised , the best specially graced . Benefits of this set solemne examination . All Parents to haue notice before such examinations . To labour by all meanes to worke a conscience in all the Schollars , to do all of dutie and loue to God , and how . Some excellent sentences to be oft inculcated , to worke in the Schollars a loue of learning . CHAP. XXIX . OF execution of iustice in Schooles , by punishments . Herein these particulars : To punish vnwillingly . To proceede by degrees in punishing . A note which may be tearmed the black Bill , of principall vse , and most auaileable in punishing & reforming . Manner of the blacke Bill , to depriue all chiefe offenders of the benefit of play daies . To cause all such to knowe aforehand , what to looke for . To view the formes before play , and to separate all the disobedient and vnworthy , to be left to their taskes . Care that their taskes be strictly exacted . Notorious offenders , or stubborne boies , to sit so many dayes , vntill that they shew good tokens of amendment . Benefit of this punishment , strictly obserued , and why . Correction with rodde to be vsed more seldome , and chiefly for terror . Caueats in correcting . Manner of correcting the stubborne , and vnbroken . Not to suffer any to goe away in their stubbornnesse . To be wary to auoide all smi●ing or hurting the children . Caueat of threatning . That the Maister doe not abase himselfe , to struggle with any stubborne boy . To auoide all furious anger and cha●ing . How correction should euer be taken . Sparing the rodde where necessitie requireth , is to vndoe the children . Assurance of safety in correction , when it is done aright . Anger necessary in Schoolemaisters , so it bee tempered aright . Meanes to represse furious and raging anger . Places of Scripture to bee euer in our mindes , for the repressing and moderating our anger . Danger of rash anger when it exceeds . Occasions of anger , left to the calling of the Schoolemaisters , to humble and exercise them . Three lessons for preuenting anger . The danger of hauing the rod , or ferule euer in the hand of the Maister or Vsher. The surest way to haue nothing ordinarily , but grauitie and authoritie . The time of inflicting common punishments . Such as in whom is no hope of reformation , to bee sent from Schoole in time . CHAP. XXX . OF School-times , intermissions , and recreations . School-time to begin at sixe . The Vsher to be euer present at sixe of the clock , though onely to ouersee all . How to make children to striue vvho shall bee first at Schoole without correction . Daily intermissions at nine , and three of the clock , for a quarter of an hower or more . To sing part of a Psalme before breaking vp at night , and each to begin in order , and to giue the tune . Intermissions at nine of the clocke and three , not offensiue , when they are once knowne . Benefits of intermissions . None to stirre forth of t●eir places at Schoole-times , but vpon vrgent occasions . The time of the intermissions may be gayned dayly , and sundry inconueniences preuented . Weekely recreations . Before breaking vp to play , to make Verses ex tempore , or to cap Verses . The best manner of capping Verses . The greatest commendation in these . Manner of their recreations . The recreations of the studious to be regarded . Ouermuch play to be carefully auoided . CHAP. XXXI . INconueniences growing by diuersity of teaching and of Grammars . How this helped . CHAP. XXXII . Euils by ordinary absence of Schollars . CHAP. XXXIII . DIscouragements of Schoolemaisters , by vnthankefulnesse of parents . Remedies against such discouragements . CHAP. XXXIIII . WHat Children to be set and kept to learning . What Schollars to be sent to the Vniuersities . None to bee sent to the Vniuersities before fifteene yeares of age at least . The best courses to be practiced . CHAP. XXXV . A Briefe rehearsall of the chiefe points and special helps , mentioned through the whole booke . The principall heads of those things , vvhich vvould bee euer kept in memory by the Maister , to bee continually put in practice . Mt. Askames steppes to good learning : with a briefe direction of Melanchtons . FINIS . STudious Reader , I thought meete to giue thee notice , that my Translation of Sententiae Pueriles , and of Cato , are now vnder the Presse ; and the former of them , within a day or two , ready to come forth . Expect the other , shortly after . Postscript . PAge 53. line 3. reade by that . p. 78. l. 35. for declension read Gender or declining . p. 87. l. 16. for euer reade a●way . p. 115. l. 9. put in so far as I know p. 116. after the 11. line , put in so mothers for most part . p. 191 , l. ●7 . put out ●ound . p. 202. l. 25 for of Grammatica , read at Grammatica . p. 2●0 . l. 32 ▪ put out secondly . p. 251. l. 20. for most , read many . p. 274. l. 22. put out kinde . 297. l. 35. for rest , read : rise . Faults escaped by the Printer . IN PAge 20. line 3 the Alphabet should haue beene distinguished by threes , thus ; A b c. d e f. g h i. and so for the rest . Page Line False True. 20 25 thus this 30 24 long longest 30 36 a booke bookes 31 22 m. i t. m c.t. 31 30 without or without 46 1 Third A third 56 9 of or 59 29 manuifoelicis manuifoelici 63 3 parsed poased 63 27 parsing poasing 72 23 more most 73 1 goe truely goe surely 79 3 speedily specially 102 12 Que Que 18 Virtutem . virtutum 36 weapon weapons 114 9 must will 137 2 àscio ascio 144 3. & 11 vincit vincet 179 31 fittest fit●●est 182 17 curiously cursorily 192 1 in manner in good manner 221 37 so great great 231 16 Nomenc●aton Nomenclator 234 35 Th●ogius Theognis 235 22 his this 236 19 be also also 241 13 who which 278 24 oderint oderunt . Page 200. in the margent against line 18 for yongest ▪ read highest : Notes, typically marginal, from the original text Notes for div A16865-e220 In the true Watch and Rule of life , made farre more perfect and plaine in this 5. Editiō . Notes for div A16865-e300 Tubal-cain . Notes for div A16865-e1010 Mr Askame 1. Booke page 1 Notes for div A16865-e1230 The Schoolemasters place ordinarily wearisome , thankelesse . They who haue felt the euils of labouring without fruit in their calling , wil neither spare labor nor cost to help the same . If for to gain a little politick experience or to see fashions , many will aduēture both by sea and land , into enemies countries , to the hazarding ofttimes both of body and soule ; how much more ought we to trauel at home , amongst our friends , to gain lasting comfort in our labours ? Many honest and painefull School-masters weary of their places , liue in continuall discontent , thorow lacke of knowledge of a good cour●e of teaching . Some few God much blesseth in this calling though they be very rare . More true contentment may be ●ound in this calling rightly followed , then in any recreation whatsoeuer . The fruit of this trauel is euer the sweetest in the remembrance of it after . Knowledge & practi●e of the best courses will much augment the blessing of our labours , and fill our liues with contentment . Feeling of the griefe and want of others , will make vs more compassionate . Wee are but stuards of Gods gifts & to bee accountable for euery talent . What our affection and resolution should be in receiuing any speciall blessing from the Lord : as namely direction how to walke more fruitfully in our calling . How the way of all good learning may be more easie then euer in former ages . Many most worthy helps lie vtterly hid from the greatest part , only thorow neglect . All the things mentioned in the contents may be effected through diligence , constancy & Gods blessing . See the particulars in the contents set before the booke . The most easie and profitable manner of procee●ing in this conference ▪ The first point . How soone the childe is to bee set to the schoole . The time of the first entrāce in countrey schooles , at 7. or 8. The childe of any ordinary towardlinesse , to begin to learne about 5. yeere olde . Reasons . 1. Because they are then meete to conceiue of learning and to delight in it . 2. For that they are apt much sooner to learn shrewdnesse , & those things which are hurtfull . 3. To auoide much rudeness , and that too much sweetness which they feel in play and idlenesse . 4 This age is most easily bēded , and ac●ustomed to good things . 5 Two or three yeeres may be gained by this meanes , to fit thē sooner for the Vniuersitie or other imploiments , which is no small benefit . 6 Parents ought to labour to see their childrens good educatiō before their eyes , so soone as may be . Ob. It will hinder their growth . A. The schoole being rightly vsed will not hinder any more thē their plaie . Ob. 2. It will cause them to hate learning . A They will rather loue it better . Ob. 3 It is a small matter to lose a yeere or two then . A The losse of a yeere or two will be found in the end . Ob. 4. They will learn the faster . A So in higher learning at those yeeres . The inconuenience of hauing the Grammar schooles trobled with teaching A. B. C Continuall applying in a right course is aboue al means How this might be remedied by some other schoole in each towne for this purpose . The redresse of it to be sought . To be borne with patience where it cannot be remedied . The first entring of children to be looked to carefully . To teach to read well in a short time is of great profit Griefe & discredit of the want of this . 1. To teach children how to cal and pronounce their letters right . And first the 5. vowels . The Consonants . Right calling the letters before the children doe know them . 2. How to teach children to know the letters the soonest . To cause them to finde out any letter . The surer way is to learne but one letter at a● once . 3. How to teach to spell . M. Coots English Schoolemaster might bee profitable to this purpose , in which booke are syllables & words of all sorts . To make children to take delight in spelling . Some of the hardest syllables to practice children in the spelling of thē . These would be written in some little table to poase them oft . Note in spelling . Right pronoūcing makes right spelling . Further direction for spelling after . 4. Ioyning syllables together . Vnderstanding the matter . Bookes to bee first learned of children . Abcie , Primer . Second reading of a booke . Psalmes in metre . Testament . Schoole of Vertue . Schoole of good manners , 5. In what time children well applyed , may easily learne to reade English. Diuiding and distinguishing syllables . 6. To teach little ones to pronounce their letters , and to spell before they know a letter , is the pleasantest way How little ones will presently pronounce their fiue vowels . To put the cōsonants in order before the vowelles pronoūcing them . To teach to spell these thus , putting the consonants first . Repeating th letters of thee Alphabet , by roate . To teach them to know their letters as before . To cause them to knowe the matter by questions or oft repeating to thē . Any one who can read , may thus enter children for reading english 8. The inconuenience of childrē forgetting to reade English , when they enter first into latine , and how to auoid it . Complaints of Parents for childrē forgetting English. Complaint of want of care in our schooles for growth in our owne tong is in the latine . Our chiefe indeauor should be for our own tongue . Reasons . Few Scooles which haue any regarde for our English tongue Meanes to obtaine this benefit of increasing in our English tong , as in the Latin. 1. Daily vse of Lillies rules construed . 2. Continuall practice of English Grammaticall translations . 3. Translating and writing English , with some other Schoole exercises . The chief fault of the children going backewards in reading English , when they first learne latine , is in the Parents themselues . An ordinary fault , that most schollars are to seek in matters of common numbers , which they may bee taught in an hower or two . Numbers by letters knowen easily , yet oft neglected . Numbers by figures . Why this Dialogue is so long Faire writing a great benefit & ornament to Schooles . It hath beene a receiued opinion a ●ong many , that a good Schollar can not be a good writer . The trouble of Schoolemasters , for the want of this faculty to teach Schollars to write . The ordinary course in Schooles to teach to write . 1. When Schollars should begin to write . 2. To haue all necessaries . 3. Inke and paper , of what sort . Writing books kept faire . 4. Euery one to learne to make his owne pen. The manner of making the pen. Cleft of the penne . The neb of the pen. The surest way for making the pen. How to holde the pen. To cary the pen so lightly as to glide on the paper . Copies . In stead of setting copies to haue copie bookes fastened to the top of their books . Maner of the copie bookes . Examples of copyes contayning all the letters in one line of ioyning . The hardest sylables and principall numbers to be set in the end of the copy bookes . The copy books to bee printed & how , with the benefit of them . Inconuenience of following diuers hands . The best written copies to be procured . Inconuenience of the lacke of such bookes . Faire writing to be practiced by all the schollars once euery day . General rule in writing ; To make all like vnto the copy . To keepe euen compasse . How to write of euen height . Each to haue his ruling pen , and what on●● . The neb of the ruling pen , and how to rule with it . ☜ Euen writing to be streightly looked to , by the help of a ruling pen. Ruling the bookes of the young beginners with crosse lines thus . Benefit of this ruling . The compasse in greatnesse or neernesse of the letters . Writing straight without lines . ☜ Speciall furtherances for the first enterers in writing . When they cannot frame a letter . To follow a letter with a dry pen. Leasurely drawing as the Painter . To learne to make one letter wel first , then another . To helpe to write cleane , fast and faire together . Making florishes , gliding vpon the paper . To obserue ornaments of writing . ☞ To make the letters most plaine . ☞ Mischiefs of getting a bad hand . ☜ To procure the most excellent copies from the beginning . That the Master may teach his Schollars to write faire , what to be don . ☜ To walke amongst the schollars , to see they obserue these directions ▪ To obserue all the bad letters and faults in writing . Any Schollar may helpe the Master . The meanest writers may bring many of their schollars to be good pen-men . To auoyde the euils by wandring Scriueners . Things necessarily required in commendable writing . The vse of Scriueners in the Grammar Schooles , what . ☜ The sum of the principall and most necessary directions for writing , to be euer remembred : and therefore here shortly repeated that we may haue a briefe notion of them . This maketh nothing against the honest Scriueners , but to preuent the abuse of shifters , and hurt to Schooles . Schollars are to be taught to do all thing , with vnderstanding , and to know the matter before in generall . The common course to doe all things without vnderstanding the reason of them or how to make vse of any thing . The defect hereof exceeding great . To doe all things by reason , brings almost double learning . To read without vnderstanding and knowledge how to make vse , is a neglect of all learning . Triall of the difference between learning with vnderstanding & without 1. In schollars examined together , whereof one vnderstandeth , and can giue reasons of things , the other not . 2. In getting a lesson , how to do it soonest , & in the best manner . 3. In our owne experience construing or studying out any difficult place in any Author or tongue . One chiefe cause why Virgil and others writ so eloquētly , because they were so ripe in vnderstanding , and had such store of matter . Trie . They who find experience will be desirous to make others partakers . It seemeth great difficulty for masters to teach their schollars to do all things with vnderstanding . The second generall obseruation . To learne only such things , as whereof they may haue good and perpetuall vse . Filthy places in Poets omitted . 3. To note all hard words , or matters worthy obseruation . Manner of marking . This general in getting all learning . The bookes of the best students thus noted . To note books of dailyvse with inke . Others with blacke leade thrust into a quill . How to rub it for●h againe . 4. To learne all so perfectly , as the former may be in stead of a Schoolmaster to the later . Not to neede to teach the same things twise or thrise ouer . To tell where they haue learned euery hard word . 5. That the whole Schoole be diuided into so few fourmes as may be . Reasons : 1. It is for most part the same labour , to teach twenty in a fourme , as to teach two . 2. The fewer fourmes , the more labour may be bestowed in examining euery title . Examination , a quickner of learning . Euery one of a fourme shall some way prouoke the others by this means . And euery one may helpe others . Those who but reade , to be put together so many as can be . 6 , To haue a great care that none be discouraged . But all to be prouoked by emulation and desire of praise . Commendation the Whet-stone of the wit. A sentence of Tully worthy to be euer before the Masters eye . Cic. 5. de finib . This strift for Masteries is the most commendable play , and a chiefe meanes to make the Schoole Ludus literarius . 7. All to haue their aduersaries , and so to be matched and placed , that all may be done by strift . 8. To vse euer to appose the most negligent . 9. Continuall care of pronunciation . 10. To haue some exercise of the memory daily . Reason of it for making excellent memories . 11. To haue the best patternes , of all sorts . 12 The Masters continually to incourage themselues , and their Schollars . 13. Constancy in good orders , with a continuall demonstration of loue to the Schollars , to do all for their good . The vsuall māner of learning to reade the Accedence . The ordinarie manner of getting the Accedence without booke . The wants in this course . The best means for learning to read the Accedence . Euer one to be reading , all the rest marking & helping . ☞ Learning the Accedence without book , to take but a little at once . This rule must be generall of all learning that seemeth hard & of things to be gotten perfectly ; but here specially . ☞ To make them first to vnderstand their lectures & how . ☜ To let them answer the questions vpō their bookes . Admonition to masters desirous to doe good , to be as the Nurses with little children . Exāple how to make the child to vnderstand by shewing the meaning . How by asking Questions . ☞ In what points of the Accedence the chief labour would be bestowed with the children , to make them perfect in them . Articles . Declining English before Latine , Latine before Eng●lsh . ☜ Benefit of this declining . Genders . ☞ Seuerall terminations of the Declensions . Declining the examples in each Declension . ☞ Declining all the examples of all the Declensions together . Giuing th● bare terminations , the shortest way . The like i● bonus . Declining of Substantiues and Adiectiues together . Chiefe examples in the Pronownes of most common vse . Persons of the Pronownes . How to come most speedily to be perfect in the verbes , which are a meane foundation ▪ and wherin the greatest difficulty lyeth . These may be added if we wil● to make them more ready . The manner of apposing here . Knowledge of the terminations . Comparing them together for memory sake , though they come not one of another . For vnderstanding this Table . ☞ The shortest way of all to repeat and keepe these . No paines can be too great for perfect getting Nounes and Verbes . Yet children not to stay ouerlong in these . Participles . Aduerbs , Coniunctions , Prepositions , Interiections . A want in the Aduerbs to be supplied . Rules of deriuing Aduerbs necessary ; and of the Latine in the Accedence Englished . English rules . Benefit of them well gotten . Generall obseruations in the English rules . 1. To construe the examples . 2. To tell in what wordes the force of the examples doth lie . See this more plainly , in examining the Syntax in Latine . To make them most perfect in the rules of the principal Verb. Concordes . Relatiue Qui. Gouernments . Manner of examining in them Other helpes to make Scholars ready in the Accedence . ● . Daily repetitions and examinations . ☞ Manner of hearing parts . 2. The spending of a moneth or two to make the Accedence perfect , after it is learned ouer . 3. Some time separate daily to examine Nownes and Verbs . Constancy in poasing till vse bring surenesse . What is done ordinarily in Schooles in teaching Grammar . What things are requisite to be done in learning Grammar . To get the Grammar with most ease and fruite . To learne euery ordinary rule perfectly . With titles and summes . Manner for enterers . 1. Reading their rules to them . 2. Construing and shewing them the meaning . ☜ How they may soonest learne to construe them . Each Schollar to haue his cōstruing booke , and learne to construe by that . Benefit of the vse of Lillyes rules construed 1. To gain one halfe of time in cōstruing them . And free their Masters from much trouble , and the Schollar from much feare and toyle . Also some recouer their selues hauing forgot . Increase in reading English. Masters freed from clamors Wherein the construing bookes , vnder correction , may be much helped & made more profitable . This I thinke is in hand or finished . Necessary words to bee Englished in their proper significations . Learning the rules without booke . ☜ Helps for getting without book all things which they learne in verse . So repeating the Rules in verse . Construing without book . Benefit of construing without booke . Where leasure is wanting how to doe . And in the elder ☜ The surest way for young beginners . ☞ At saying of rules how to examine , to cause them to answere any question . Manner of appoasing . Exāple of making the rules 〈…〉 . Propria quae maribus . Title of it . Appo●sing after the same manner , to help the weakest teacher : for whom I haue set down the moe examples . ☜ This poasing in Latine if it be ouer-hard to the enterers at first , may be vsed after a time in examining their parts . Examining out of the margent . Examining out of the words of the rule . Manner of appoasing the examples of the rules . ☞ Fewest words best . ☞ To oppose only in English if children be too weak to answer in Latine . Manner of the questions in English , at Propria Foemineum . Appell , Arborū . Examining of the speciall rules . Examining the Exceptions . Posing by asking first the examples . ☞ The shortest course . Examining the Adiectiues . How to make Schollars perfect in the Genitiue cases . To appose the hardest oft-times . Examining in the Heteroclites . Making the Verbes plaine . Examining in them . ☜ ☜ Good vse of the Syntax in Latine . Examining the Syntax for help of the weakest likewise . All who wish well to poore countrey-Schooles , will pardon my indeauour to be so plain , thogh in so many examples . Examining in the rules of gouernement . Helpes to speedie examining and applying the force of the examples . In saying their rules , after each example repeated , to repeate those words , in which the force of the example heth . Benefit of this kinde of repeating . Difficulty hereof , vnlesse they be thus taught . The trouble and inconuenience in marking the books , chiefly by Schollars . The Grammars are procured ●o be thus printed , as to be most easie and profitable for schooles , without inconuenience . ☜ Other helpes to examine and vnderstand the rules . How to make them to vnderstand and answere any question in Latine . To giue English rules to the Latine . ☜ Other helps to get the rules easily , and to keepe them perfectly ; repeating the Titles and Margents in a continued speech . ☜ To repeate the beginnings of the rules in a continued speech . Benefits of these . Idaea . ☞ Shorter examination and repetition . Summes to be perfected . This is reported to haue his Master Bruns-words order . ☞ Helpe in hearing parts in straights of time . To vse the most profitable The profite of rules thus learned . ☜ The summe of all : wherein chiefe care would be had . Difficulty of keeping the Grammar rules perfectly without booke . How helped . ☞ Such a perfect saying euery rule , not so absolutely necessarie . ☞ Other helpe to haue the Grammar perfect , to turne to each rule as they parse . Note in examining lectures . Grammar to be made as a Dictionary . Seldomer repeating rules in the higher formes may serue . Readinesse of schollars in Accedence and Grammar , will helpe to make the Schoolemasters life most pleasant . A most plaine m●nner of examining Accedence & Grammar , collected , to help to make al schollars perfect therein ; called , The posing of the parts . Things seeming difficult in cōstruction . The ordinary toile of m●sters about giuing lectures , and to cause their schollars to const●ue . Difficulty in taking lectures in proprietie of words & sense . Hardnesse for schollars to remember how they were construed , and the trouble therein . Griefe of the Masters for their schollars forge●●ing of that which they haue learned . ☜ All th●s may be done by the practice of the rule of construing & of Grammatical translations . The rule of 〈◊〉 vnheard of to the most . This rule is set downe by sundry learned Grammarians . The rule , as M. Leech hath it , The rule , according to Crusius . Crusius in his Latine Grammar , pag. 382 , ☞ The rule expounded more 〈◊〉 . The ●urious . 〈…〉 . Generall obseruations for the better vnderstanding of the rule . 1. That the Schollar reade before he construe . 2. To mark the sentence well , and all the points in it . ● To marke words beginning with great letters , and included in a Parenthesis . 4. To vnderstand the matter . 5. To marke if there be any Voca●iue case . 6. To seeke out the principall Verbe , and obserue that wel , as directing all . 7 To giue euery clause his right Verbe . 8. To supply all words wanting . 9. To giue each word his due signification and proper signe . 10. To ioyne Substantiue and Adiectiue , also Preposition and case . 11. To marke if the sentence haue not an Interrogatiue point . The order of the rule : to take 1. The Vocatiue case , or whatsoeuer is in place of it , or hangeth of it . 2. The Nominatiue case , or whatsoeuer is in place of it , or dependeth of it . 3. The principall Verbe , and whatsoeuer dependeth on it . 4. The case which the Verb properly go●erneth . 5. All the other cases in order . Other cautiues in the rule . 1 To take so many words as there are in the same order . 2 The order is changed by Relat. Interrog . Indef . Partit . wordes of dependence and Connexion . 3 To take for the Nominat . case whatsoeuer is put in place of it , or includeth it . 4 Participles , Gerunds and Supines , follow the order of the Verbes . 5 New Coniunctions and wordes of dependence serue to ioyne new sentences . 6 Aduerbs to be placed to the best sense . 7 To obserue Latinismes , and ioyne phrases . The reason of the rule . 1 The wordes to be placed in naturall order . 2 Gouernours before the gouerned . 3 Declarers to follow the declared . 4 The principall words going before , direct the wordes following ; except the Interr . Relat. Ind. Part. The summe of the rule of construing . A briefe of the rule of construing for euery childe to be able to answere . An example of construing , and of Grammaticall translations according to the rule . 1 The artificiall placing , according to T●lly . 〈◊〉 Senectu●e 2. The Grammaticall placing . 3. Translation according to the 〈…〉 Grammaticall order . a Are the very fittest weapons , Verb aptest . b Wonderfull fruits , or benefits . c Very long d Neuer leaue vs. e Not indeede . f In our last age . Verb loued or adorned . g The chiefe . h The inward testimony . Verb in all age . 4. Construing according to the Grammaticall translation . Or , que cultae afferunt , &c. 5. Parsing according to this translation . Scipio . Et. Laeli. Artes. Quae. Exercitationes . Virtutem . Sunt . Omninò . Arma. Aptissima . Senectutis . 6. Making latine according to this rule . Example . ☜ Vse and benefit of Grammaticall translations , set downe in generall . ☞ Chief reason of the benefit of translations according to the rule , for the cōtinuall vse of Analysis and Genesis . Three speciall parts both of Analysis and Genesis . Benefits of the translations and the rule set downe particularly . 1. Resoluiug Grammatically 2. Construing . 3. Parsing . 4. Making latine . 5. Prouing ▪ 6. Composing . 7. Vnderstanding . 8. T●king lectures of themselues . 9. Construing and parsing out of the English. 10. Correcting their Authors . 11. Keeping all learned in their Authors perfectly . 12. Saue getting Authors without booke . Ten notes more 〈◊〉 . 13. To proceed in English as in Latine . 14. To learne the propriety of the latine tong , to iustify words and phrases , and also to attaine the purity of the latine tongue . 15. To enter & traine vp schollars iu Poetrie with ease and delight without bodging . 16. To be insteed of M●ster or Vsher amongst the schollars for giuing and preparing lectures . To free children from feare of so oft asking , and the Masters from that trouble & hindrance . 17. To be able to proceed in other Authors of themselues by some helpe of Master and Cōmentaries . 18. A helpe to weaker masters . 19. To helpe weaker schollars , to proceed in latine in their priuate studies in the Vniuersities . 20. So to helpe any who haue lost their latine or haue but a taste . 21. To haue daily much practice of Analysis and Genesis ; which is all in all , in getting all learning . Things obserued in the Translations of the Schoole Authours . 1 Naturall order . 2 English alone . 3 The English answering the Latine in propriety . Where any phrase is somewhat hard , how it is expressed . Where any phrase seemes ouer harsh in our English tongue . Where there may be two senses . No varying but on necessity . The order of some wordes changed . Obseruation in the lowest Authours . The manner of vse of the Translations . 1 To see that euery one can giue the summe of the rule of construing . 2 In the lower fourmes one to reade ouer the translation , to giue some light , and look on the Translation . 3 To construe according to the rule , of themselues . He who hath the Translation onely , to direct where they goe false . To doe as the cunning Hunts-man . ☞ The assistance of the Master or Vsher herein ☞ To construe & parse out of the Translation , is the surest and most profitable way . How to keepe all their Authors perfectly . ☞ To construe or reade oft all which they haue learned , out of the Translations ; to make and keepe all perfect , by oft repetions . Manner hereof . ☜ To reade ouer other Authours after the same manner . ☜ So in higher Authours translated . Practice will make them very prompt , both in English and Latine . The fruit hereof . These vses and benefits cannot be made of any other Translation of the Schoole Authors , but the Grammatical , and why . What the translator , haue aymed at . The Translations of our Schoole Authors extant do perform● none of the benefites which these Grammaticall Translations doe aime at chiefly . Examples of the Translations extant , to manifest the truth hereof . Try all to construe by these . Grammaticall translations separate from the Latine , cannot indanger any to make them truants , if they be rightly vsed . There is great difficulty to vse an interlineall translation , or latine ioined to the English ▪ How to preuēt idlenes or negligēce in the vse of the translations , so that one cannot be idle while they are in hand with these . ☜ These , no means to make Masters idle , but contrarily to incourage them to take all paines . The account to be made iustly of these translations . Triall to make all this euident . Schoole Authors translated Gramatically . Other bookes also translated Grammatically for continuall helpes in schooles . Translations as other things defectiue . What helpes to be vsed for higher Authors . Remembring euer to cast each sentence into the natural order . 1. Commentaries of the hardest Authors . Bonde vpon Horace . Murmelius printed at Paris 1531. Lubin on Persius and Iuvenal . Helps for Virg. Virg. with Melancht . annotations printed at Witeberg . 1598. ☜ 2. Vnderstanding the Argument , matter & drift in general . ☜ 3 To consider the common cirrcumstances of places . This verse comprehending the chief circumstāces of places to be euer in mind . It is a principal rule for the vnderstanding of Authors or matter . 4. To search out euery hard word & phrase . Or to haue each a little paper booke to note all n●w & hard words in . The sum of all , for construing without Commentary or or helpe . ☞ Seuerall kinds of construing or expounding . ☜ A most profitable exercise , to cause the Schollars , daily to construe some things ex tempore , besides their ordinary Lectures . The vsuall manner of Parsing . How to teach children to parse of themselues most surely and readily . The certaine direction for parsing . To parse as they construe , euer marknig the last word . 2 To remember if they haue not learned the words before . 3 To marke in Nounes , Verbs , Participles , what examples they are like , The rest are in the booke . Paralleling by examples in the Syntax likewise An example of parsing set downe at large , to direct the rudest . First construe truely . Parse as they construe . Examining in parsing . Puer . Qui. Es. Discipulus . Mihi ▪ Atque . Cupis . Doceri . Ades . Huc . Concipe . Dicta . Haec . Animo . Tuo . Manner of hearing their Lectures . ☜ How to know by the wordes what part of speech each word is . Substantiues , and how to know them . How Adiectiues . By the Latine adioyned . In us or er like bonus , In ans , ens , x , rs , like foelix . In is , ior , ius , like tristis . How Verbes may be known . Gerunds . Supines . Participles . Present tense Preter tense . Future in rus . Future in dus . How to know other Aduerbes besides those in the bookes . Of Comparison . Qualitie . A child may know of what Coniugation any Verbe is . A direction to know the Coniugations of Verbs . Verbs of the second Coniugation easily knowen . Verbs of the 4. Coniugation . Verbs of the 3. Coniugation . This direction for finding out the Coniugation receiued frō M. Coot● ▪ Much time and toile in parsing thorough examining each word by the Master , how helped . The surest shortest and speediest way of parsing . Some account to be by pen and characters . put this will be found most short and easie . To parse euerie one his peece , as reading a lecture . Example . ☜ Example . ☜ To help to prepare the children for parsing , at taking lectures ▪ To marke out hard words . See more of this marking before in the 3. generall obseration . ☞ To cause them to turne to the rules . Noting in the higher fourm . The ends of marking their bookes . Marking the hardest wordes for remembrance , is no meanes to make them Truants , but helpeth and preuenteth many inconueniences . Euils of the want hereof . How to appose so as the children may get both the matter , words , and phrase of each Lecture . Example . ☞ Manner of propounding the questions . Example of examining English and Latine together . Examining for the vse in Cato . Examining the Fables in Esop for the vse . Making a report of their Fables . The vse according to the quality of the bookes . ☜ The surest way to make both Latine and matter our owne . Vse in Tullies Offices , and Ouids Metamorphosis . ☞ Parsing in the higher fourms . ☞ All in Latine in the higher fourmes . The summe of all , principally necessary for parsing . To enter children to make Latine , a matter ordinarily extremely difficult , and full of toyle both to Master and schollar . The ordinary manner in countrey Schooles , to enter Schollars to make Latin. The butcherly feare of making Latines . The shortest way to enter Schollars to make Latine easily and surely . 1. To be exceeding perfect in their rules ; chiefly in Nownes and Verbes . 2. Each day to make the Latine of their lectures , and giue a reason why each word must be so . Example repeated . These insteede of all vulgars . 3. Continuall reading lectures , and repeating what they haue learned out of the Grammaticall translations , is continuall making Latine , to cause children to come on very fast . 4. Shewing fit sentences to turne into Latine out of the booke which they learne , or others . The manner of their entrance to write Latine , to profit in English , Latine , writing faire , & true , and all vnder one . Their bookes how ruled . Manner of dictating the English which they are to turne into Latine . A principall practice for writing true Orthography both in English and Latine . Repeating or construing without booke that which they haue written . ☞ Benefit heereof for certaine direction to Master and schollar , and to get Writing , English Latine , all at once . To imprint it by repetition the next morning together with their euening exercise . How to enter young schollars for composing , or right placing their Latine . Tullies sentences the fittest to dictate sentences out of . a Hath euer bin . b At any time ( verb ) inspiration some diuine c afflatus , breathing into . d Bring to passe . e Ignoro . f In what mind or with what minde . ☜ How to learne to compose the Latine otherwise . Translating into pure Latine , and composing it of themselues ; trying who can come neerest vnto Tully . For preuenting stealing . And writing after one another . ☜ How to go o● faster , and dispatch more in making Latin. ☞ Translating into English after M. Askams manner . Vse hereof . Here you must be sure that they haue no translation to help them secretly . ☞ The most speedy and profitable way of translating and composing . For translating an Author into Latine . One good vse of Holyokes Dictionarie . Things to be considered in translating . Best direction for translating . Translation for the sense & meaning . This kinde of translating into Latine is for schollars well grounded . Summe of all . Composition a matter of difficulty . The error of young schollars in displacing sentences . Composition generally belonging to all Latine . Oblique case● first . Nominnatiue in the midst . Verb in the end Except in obliques of denying . Adiectiues before . Words placed between the Adiectiue and Substantiue . 1. Genitiue case 2. Word gouerning the Genitiue . Verbe . A●●erbe . Coniunction . Preposition . Aduerbes and Prepositions . 1. Obseruation . Word gouerned first . 2. Obseruation . Person doing first . The end of these precepts How to attain to right composition . Obseruation in placing and measuring sentences in prose . Butlers Rhetor. Chap. 15. Prose must be vnlike verse . No verses to be made in prose . Verses cited in prose . Beginning and ending of sentences most obserued : endings chiefly , not to to bee like a verse . Endings of sentences to be carefully waied . This neede not be aboue sixe syllables . The same feete not to be continued in the ends . Tempering cōmonly long & short syllables . The sweetest sentence ending in 2. Trochees . Tullies ending . The art of placing to be hid . Sounds to be respected principally , in words or letters . Words of the best sound . Insolent words to be ●uo●ded . That all words may 〈…〉 & distinct sound . ☞ No 〈◊〉 to be pas●ed without some little exercise against mo●●ing . Of making Epistles . Difficulty of making Epistles , purely and pithily . Inditing English Letters little exercised in Schooles . The ordinary meanes of directing Schollars to make Epistles Hard for children who haue no reading , to inuent variety of matter of themselues . Helpes for making Epistles . 1 Reading Tullies Epistles ▪ ☞ 2 Making thē very perfect in euery Epistle . ☞ 3 To cause them to make another Epistle in imitation thereof . To do this first in English , then in Latine . To set the Epistles after the manner of the Translations . ☞ 4 Making answers to Epistles . Examples of imitating Epistles . Tullies Epistles to be imitated . The manner of the report of the summe of the Letter . * Letter carriers . Tullies Epistle . The first example of imitation of the former Epistle . The second imitation . The rule in imitation . The ordinary manner of directing Schollars how to begin to make Theames . According to Apthonius rules . The inconueniences of this course . This way hard enough for many Schoolemasters . Difficulty in making Theams , because schollars are not acquainted with the matter of them . The Master oft deserues to bee beaten rather thē the schollar . 1. To consider the principall end of making Theams . The principall end of making Theams . The means to furnish them . 1. Making them very perfect in all their first school Authors . Reasons . ☜ 2. Reading ouer & ouer Tullies sentences . 3. Presidents or examples . Presidents for matter . ☞ Reusneri Symbola . Reusner worthy to traine vp young Gentlemen , and all of any good sort and condition . ☞ How Schollars may vse Reusners Symbola for Theames . * The words or Mottoes . Pronouncing their Theam● . Benefit of Reusner so vsed , & of daily Theams out of it . ☞ These Theams to be limited according to leasure and oportunitie . The best and most easie direction for Theams to be written at large , with iudgement according to the parts therof . To take the Theams out of Apthonius , and how to make them to vnderstand them fully , and prepare matter . Parts of the Theame . Exordium what one . If the Theame be of persons . Theame of some matter . Narration . Confirmation . Confutation . Conclusion . ☜ Imitation of Exordiums and Conclusions . Authours for matter . Lycosthenes of the last Edition to be taken heed of , as it is augmented and corrupted by the Iesuites , printed Coloniae , sumptibus Lazari Zetzueri An. M. D.C.III . Helpes for inuention of matter . The knowledg of the ten grounds of Inuention , the readiest . ☜ The arte of meditation most profitable for inuention . ☜ Presidents for the manner of Theames , and out of which to take their Theames first ; or out of Reusthner , or others as we wil ☞ ☞ Tullies Paradoxes for more excellent patternes . Declamations and pattrnes for them . Examples of Inuectiues . Examples of praise and dispraise . Declamations fit for the Vniuersities , or for principall schollars in the Grammar schooles . Manner of writing downe the Theames by Schollars of iudgement . ☜ One Theame thus in the weeke may suffice , and to spend their odd times in making Verses , as more sharpening the wit. Making Theames ex tempore , a matter of great commendations if it be don schollar-like . The way to make Theames ex tempore . A practice most easie and profitable to helpe to make Theames ex tempore . To follow a patterne of a Theame , made familiar vnto them by the Grammaticall translations . To see how each is able to better his Authour , in vttering euery part of themselues , both English and Latine . ☞ To practice to discourse of themselues . Where to be stored with matter : and wordes for all parts . Helpe for supplying wordes or phrases . 1 To think how to vtter it in other words in English. ☜ 2 Helps of Dictionaries and bookes of phrases . To meditate the chiefe phrases before . Helpe by the Master . Common-place bookes a singular help . How to get store of phrases Other helps . Orations . Orations belong specially to the Vniuersities . Examples of Orations . Orations ex tempore . ☜ Sum of all for Theames . ☜ Poetry rather for ornament then for any necessity . Yet there may be commendable vse of it . The ordinary difficulty of this faculty . The folly of some in this kinde . The most plain way how to enter to make a verse without bodging . 1. To write true Latine . 2. To haue read some Poetry . ☞ 3. Practice of turning them out of the Grāmaticall translations into verse . ☞ Giuing Poeticall phrase . 4. To be very cunning in the rules of versifying . 5. To be perfect in scanning . 6. To keepe frō bodging in their entrance . ☜ To vse the like practice in Flores Po●tarum for verse , as in Tullies sentences for prose . To do this without pen. ☜ The most easie way of turning verses out of Flores Poetarum To note hard words quātities Epithets . ☜ 7. To turne the verses of their lectures . ☞ 8. Contracting their lectures . The certaine benefit of this exercise . To expresse their Poet most liuely . Caueat in contracting . ☞ To make verses of any ordinary Theam . ☜ To versifie ex tempore . Benefits of this practice . The vse of versifying ex tempore . ☜ Imitation surest Further helps for versifying . For store of m●tt●r to haue Cōmon place books or books of references to to the most excellent places in Poets . ☞ 2. 〈…〉 〈…〉 3. For Epithets , Textors Epithets of the last and largest . Abb●idgement of Textor . ☞ 4. For Qua●iti●s and Authorities Smet●● Prosodia 〈…〉 ☞ 〈…〉 〈…〉 6 Figures of Rhetoricke . 7 For turning Verses Poetically : Stockewood his Progymnasma s●●olafticum . One Disticke varyed 450. wayes . One Verse turned 104. waies , the same words being kept . 8 Practice still all in all . Daily and easie exercises . Examining exercises neuer to be omitted . Though tedious yet profitable . Neglect of exmining brings carelesnesse in schollars . 1 Masters to obs●rue generall faults . Wherein schollars do most commonly slip . Synchesis . Hyperbaton to be auoided . ☜ 2 To reade ouer their exercises first in naturall order . ☜ 3. To parallele each thing by examples . ☜ 4 To looke to elegancy and finenesse of Composition . Neuer to think any exercise laboured enough ▪ ☜ 5 Aduersaries to note faults in one anothers exercises . ☞ 6 The maner of examining by the Master . ☞ 7 Special faults in the youngest fourmes . ☞ 7 Care that they do correct their exercises forthwith . 8 This to be ●o●e by others 〈◊〉 of ☜ How to do for correcting where there are very many in a fourme ; and where time will not permit to correct all . In exercises of translations . Verses ex tempore . How to answer any difficult question of Grammar . 1 To be perfect in all ordinary questions of Accedence . 2 In those set together in the end of the Accedence questions . 3 In the Latine questions dispersed through the Grammar , not learned vsually . Caueat . ☞ 4 Stockwoods questions . ☜ Most of the difficulties of the auncient Classicall Authors collected into one by M. Stockwoods last Edition , printed Anno. 1607. 5 Certaine generall Figures to answere many difficulties by . In Talaeus Rhetoricke to giue definitions , diuisions and one short example . Talaeus examples would be noted as Grammar . Minos Commentary to helpe for vnderstanding Talaeus . ☜ Butlars Rhetoricke , a notable abbridgement of Talaeus , and farre more easie and profitable . Brasbridges questions on Tullies offices . Generall want in the ignorance of the best helpes . Two to dispute each day insteed of their Theam or Verses . 1. To follow M. Stockwood and to vse his very words . 2. After to take only the substance of his disputations , & go thorough a whole question at a time . Helpe for the vnderstanding of the disputations amongst the enterers . Benefits of such scholastical oppositions . Disputations of Morall Philosophy belong rather to the Vniuersitie . The priuiledges & prerogatiues of the Vniuersities by al means to bee preserued . ☜ How these may be done and how farre . 1. By practice in the Grāmaticall disputations . 2. To bee acquainted with Tullies Offices and the questions of it . 3. To oppose of som of those questiōs insteed of the Grammaticall . Som of Tullies Offices questions handled after the manner of M. Stockw ▪ Grammaticall disputations worthy the labour ▪ 4. How to inuent reasons by the helpe of the places of Inuētion . ☞ Helps for the answerer . ☞ All the chiefe schollars are necessarily to be acquainted with the heads of Inuention . For Inuenting , Resoluing , Remembring . Continuall exercise all in all . Goclenius Problemes . Ob. That this may seem to make them truants to dispute out of the words of the booke . Necessity of being well acquainted with the best examples . The euils of in forcing schollars to exercises , wherof they are not acquainted with the examples first . Benefits of the contrary ; viz of hauing the best patternes . Triall by experience . Following cōstantly 〈◊〉 excellent patterns doth 〈…〉 euery calling . The excellency of Pronuntiation . The necessity and estimation of being able to speake Latine readily and purely . Pronuntiation ordinarily hard to be attained in Schooles . How schollars may be broght to pronou●ce sweetly . ☞ 1. Children to be trained vp to pronoūce right from the first entrance . ☞ To vtter euerie matter , according to the nature of it . ☞ What they can not vtter in Latine , to learn to do it in English , then after the same manner in Latine . 4 To cause sundry to pronounce the very same sentence in emulation . 5 In all Authors wherein persons are fained to speak to be carefull for this . ☜ Poetry to be pronounced as prose , except in scanning . 6 Further helpes as they proceede . Practice of oft pronouncing 〈◊〉 e●ically , some speciall examples in T●l●us . To marke in each sentence in what word the Emphasis is . ☞ Butlars Rhet. li. 2. cap. 2. de voce in singulis verbis . Care in pronouncing all exercises . The curious pronouncing some of Tullies Orations or the like . More exquisite knowledge hereof left to the Vniuersities Butleri Rhet. lib. 2. de proment . Complaint of the trouble and difficulty to traine vp schollars to speake Latine . The generall errour for the time when schollars are to begin to speake Latine . To learne to speake Latine , must be begun from the first entrance into construction . ☞ The surest course for entring young schollars to speake Latine . 1 Examining and answering euery peece of a rule or sentence in Latine , to make them their owne . So in their Authours . 2 To vtter before them what they cannot . How the Master himselfe may do it easily before them . 3 The daily practice of Grammaticall translations ; chiefly reading bookes of Dialogues out of English into Latine , which is nothing but such talking . ☜ 4 To talke together in the wordes of the Dialogues , each sentence first in English , then Latine . 5 Translating and vttering euery morning a peece of their Accedence in Latine . 6 Custome to parse wholly in Latine , and how to doe it . Corderius lib. ● . Colloq . 69 70. 71. 72. 73. 74. 75. 7 Daily practice of disputing . 8 Practice of varying a phrase into diue●s ●oimes . 9 Copie of Synonimaes , & the ●urest phrases , & how to get them . This noted before . ☞ 10 Exercising the schollars oft to giue variety for euery difficult matter . 11 Holyokes Dictionary , describing things by Periphrasis or circumlocution . 12 To giue dai●y certaine proper wordes , and where they haue read them . 13 Reading ouer Erasmus Colloquium . 14 Continuall practice , when they haue learned a pure phrase . Difficulty to cause schollar● to practice speaking Latine amongst themselues . ☜ Inconueniences of Custode● . ☞ Of one schollar smiting another with the Ferula . The best means ☞ 1 Seniours of each fourme to looke to the whole . ☞ 2 The Masters eye and eare . ☞ 3 Parsing in Latine . 4 Weekely Monitours abroad . ☜ How any one may by himself alone attaine to speake Latine of ordinary matters . ☞ Goclenius his obseruations for them who seeke to come to puritie and ripenesse in the Latine tongue . The Greeke may be gotten with farre lesse labour the● the Latine . One benefit worth al our labour in the Greek . To go through the whol course of the Greek . M. Askams testimony concerning the Greeke tongue ▪ Schoolemaster p. 17. 2. The way to the Greek the same with the Latine . Getting first the chiefe rules . ☜ To be very perfect in Nownes and Verbs . ☞ Terminating Nownes . Coniugating & terminating Verbs . To giue the first person in euery Moode & Tense in each voice together . To bee very perfect in Pronowns , Aduerbes , Coniunctions , Prepositions . How schollars of vnderstanding & iudgement , may take yet a shorter course . ☜ To make it plai●e : Grammatica Graecapro Schola Argentinensi per Theophilum Golium . ☞ To begin Construction with the Greek Testament . Reasons . 1. For the familiarnesse of it . 2. Because that booke with the Hebrew of the old Testament are the Books of books . Being only written by the Lord. Hauing life in the● . All who may , are to labor to see with their owne eyes , and why . ☜ ☜ To striue to haue these books as familiarly as the Iewes had the Hebrew . ☜ If any purpose to haue but a smattering in the Greek , to haue it here , and why . ☜ The Testament compared to other Greek w●●ters . This is a not●ble entrance to read all other Greek Authors ☞ In the Testament to begin at the Gospell of Iohn . How schollars may be made most perfect in the Greeke Testament . ☞ Meanes parti●ularly . 1 Why to haue the hard words written downe . ☞ The speediest way , to get the Greeke Ra●ices first . How it may be done easily , without losse of time . Manner of learning them . Manner of examining them for speed and memory . Benefit hereof . Hauing Scapula in the school to run to , they shall presently haue any thing . ☞ How children may soone learne to reade the Greeke before they learn the Greeke Grammar . In learning the Radices to obserue right pronuntiation for accents and spirits . This booke laboured in for the common good . Helpe for committing wordes to memory . ●aueat in remembring . The Greeke Radices contriued into continued speeches . Strange Latine wordes . Learning the Greeke out of our translations ☞ The readiest and surest way by a perfect verball translation , or the verball●et in the Margent ▪ where it differeth from that we vse . How to east the Greeke into the Grammaticall order . ☞ How any who haue but a smatering may proceed of themselues in the Greeke Testament . This cannot be so well done , by the Interlineall or hauing the Greeke and Latine together as by hauing them separate . Experience . The Interlineal is continually a prompt● to the schol●ar , and a deceiuer of the mind insteed of a Master , vnlesse it be vsed with great wisdome . This euill cannot be preuented amongst schollars . ☞ How men of vnderstanding may vse the Interlineall . How the schollars may proceed in other Authors . The benefit of such translations of some of the purest Authors performed by skilfull Grecians . As the fables translated in the Strasburge Grammar . Parsing in Greek ▪ ☞ Helps ●or construing and pa●fing . Praxis praeceptorum Grammatices Antesignani . Berket on Stephens Catech , printed by Wechelus an . 1604 ☞ M ▪ Stockw . Progimnasma scholasticum ex Anthologia Hē●ici Stephani . ☞ The best & fittest Authors ●or Poetry , & most easie : Theognis . Phocili●es . Hesiode with C●po●ine and M●lanchthon . Homer with Eustathius . To haue in readinesse a short briefe of all the dialects and figures , a speedy help for the knowledge of the Poets . A principal help for all Anomalies and difficulties in Greeke . How to write purely in Greek ☜ How to write faire . Versifying in Greek . ☞ Theognis may be easily learned without booke by the helpe of the translation ▪ ☞ A Caueat for the time bestowed in such exercises of writing in Greek● . Summe of all . The knowledge of the Hebrew may be the soonest gotten and why 1 The Grammar to be gotten most exquisitely of them who desire to come to perfection in the Hebrew . Some chiefe parts for others who onely desire the vnderstanding . Grammars to be vsed . Martinius with his Technologia . Blebelius accounted most plaine and easie The seuerall points in Martinius you may finde in Blebelius by the table in the end of Blebelius . The second principall meanes , the perfect getting of the Radices . Manner of committing the Radices to memorie . Examples of helping memorie in the Hebrew . ☜ The Hebrew the mother tongue most auncient and worthy . Others deriued from it . The benefit of diligence in comparing the tongues . How other words may be remembred , which cannot be so deriued . The hardest rootes which seeme to haue no affini●y . To marke out also the harder deriuatiues in the Hebrew . The best Epitome for getting the Radices . This is not fully finished . The way might be more compendious by the rootes reduced to Classes . By the Dictionary alone they might be gotten in a short time . The third help , perfect verball translations , and continuall practice of them . The manner of vsing these repeated . Experience of this for assurance . A Student cannot be better imployed then in thus imprinting the originals in his hart , if he haue leasure . ☞ It seemeth that any tong may be gotten thus . These tongues , Latine , Greeke , and Hebrew may be gotten in each Nation , by these means of translations in their owne ●ongues . Greeke or Hebrew most easily learned by perfect translations in each tongue . ☜ Of the vse of perfect verball translations for getting the originals . Obseruation re● eated how much and what to learne in eu●ry booke ▪ Schollars to be trained vp in Religion . This most neglected in schooles . The popish Schoolemasters shall rise vp against vs. ☞ How to teach them the Catechisme and when . ☞ Manner of examining Catechisme . Taking notes or writing sermons . 2. All who can write to take notes . ☜ Caueat of any noise or disorder in gathering notes . 3. The higher to set downe parts of the sermon more o●derly . 4. In all the highest fourm● to set downe the substance exactly . ☞ Manner of noting for helping vnderstanding & memorie . ☞ Helps for memory in the margent , & for vnderstanding . ☞ To leaue good margents . To set downe quotations as they are spoken . To set downe the heads of all in the margents after . Benefit of this . To turne it after into Latine for the next daies exercise . ☞ Or to read it into Latine ex tempore . Experiēce how soone they will do this . Examining the sermons . One to make a short rehearsall of the whole first . To aske questions of all things difficult . To cause the least & all sorts to repeate their notes . Benefit of this strict examining . How they may be able to repeat the whole sermons without booke . Principall helps for it . ☞ Helpe of notes for assurance . Euery night to go thorough a peece of the historie of the Bible . Manner of examining the history . Not to trouble them with euery question . Obiection , cōcerning them who would not haue their children taught any religion . How to deale that this may not hinder any other learning How to teach the schollars ciuilitie . The Schoole of good manners , or The new Schoole of vertue for ciuilitie . ☜ How to teach Religion and Latine all vnder one , by reading each night a peece of a Chapter . Practice this constantly and carefully , and trie the experience of Gods blessing in it . When the History to be repeated . How all the least may profite by reading of the Chapters ▪ A principall helpe of vnderstanding , how to make children to vnderstand any thing and remember . Examples of asking questions , to helpe vnderstanding . These short questions giue a great light to harder points , how they are to be vnderstood . Helpe in priuate reading . How the Schoolemaster should be qualified . 1 Sufficient to direct his Schollars . Or tractable . 2 Painefull and constant , of conscience to God. To cast off all other studies for schoole times . Not to post ouer the trust to others . 3 Of a louing disposition to incourage all by praise and rewards . 4 A godly man and of good carriage . To seeke to gain and maintaine his authothority , & how . An Vsher necessarie in all greater schools . To diuide the burden . Euill of lacke of an Vsher. The Master burdened with all , is as the husbandman ouercharged with more then hee can compasse . Supply by schollars not sufficient . Sufficiency of the Vsher. To be at the Masters command . To be vsed with respect . ☞ Not to meddle with correcting the highest . It were the best if the Vsher medled with no correction at all , vnlesse in the Masters absence . The Vshers principall imployment with the younger , to traine them vp for the Master . To preuent all inconueniences by the Vsher. Helpes besides the Vsher. 1. Helpe in Schooles , fewnesse of the fourmes . 2. Seniors in each fourme . 3. Authority . Particular help . Subdoctor in place of the Vsher , or where the Vsher is not sufficient . Sorting the fourmes so many together as may be . Choise & matching each fourme . ☞ Benefits of this election . This a chiefe means to make the schoole Ludu● literari●● Gouernment the help of helpes . Authority the top of gouernment . Authority how to be maintained . 1. By being a liuing lawe . 2. By most strict execution of iustice in praemio . poena . Incouraging vertue . Discouraging vice . The euils of the contrary , or of partialitie . Obserue this and be warned . 3. By a demonstration of conscience and loue in all . 4. By being presidents to the children , of all vertue . Extreame seuerity and whipping to be auoyded in schooles , and all meanes vsed to preuent it . 1 By the example of God. 2 By the generall desire of all wise parents , hauing naturall affections . 3 By that which euery one of vs would haue done vnto our selues . 4 For the mischiefes which follow excesse of ●eare , taking away all vnderst●nding and sense from the wisest . 5 For the schollars to worke in them a loue of learning . 6 In regard of the Masters , to gaine hearts of children and parents . 7 That Masters may euer haue boldnesse and comfort . It is hard for the Master striuing to do good , to moderate his passion . Incouragements to be by these meanes ; 1 Often elections and preferments therein . 2 Countenancing and gracing the Seniours , and all the best and most painefull . 3 Putting vp into higher fourmes . Giuing places . 4 Commending euery thing wel done . Caueat in praysing . 5 Disputation for the victorship . Manner of the Disputation . Praemia giuen to the two victours . ☜ Office of the victours for their Praemia . ☞ Solemne examination to be made once euery yeare . Exercises to be prouided against that time . To keepe their daily exercises faire written in bookes for tryall then by comparing . A course of examination to be appointed , and to be performed first by the Masters and Vshers . After by others not satisfied . All who do wel to be praised . The best specially graced . Some Praemia giuen . ☜ Benefit of set and solemne examination . Something giuen to some painefull poore schollar to help the Vsher. All parents to haue notice before su●h examination . 7 To labour euer to worke conscience in al to do all of conscience to God. By calling on them to remember these things : 1 That in their calling they are Gods seruants . His eye is vpon them . 2. To study to get le●rning to honor God with , & do seruice to his Church . 3. To put them in mind of the rewards which follow learning Excellent sentences to be oft incu●cated , to worke in the schollars a loue of learning . Pro. 3. 13. To keepe groūds perfect . ☜ To 〈◊〉 the nature of each 〈◊〉 , and fra●●● our selues thereto accordingly . To punish vnwillingly . To proceed by degrees in punishing . 1. Reproofes . 2. Loss of place . 3. Black Bill of principall vse & most auaileable Manner of the blacke Bill to depriue them of the play-daies . To make them all to knowe what to looke for . To view the fourmes before play , and to separate all the disobedient and vnworthy to be left to their taskes . Care for their taskes to be performed faithfully in their restraint . Notorious offenders to sit vntill they shew geod tokens of amendment . Benefit of this punishment strictly obserued , and why . To look to this strictly . 4. Correction with rod more seldome , and chiefly for terrour . Custome of some in the vse of the blacke Bill . C●ueats in correction . 1. Manner of correction of the stubborne and vnbroken . To hold them fast . ☜ Not to let any to goe awaie in their stubbornnesse . To be wary to auoide all smiting or hurting the children . Caueat of threatning . That the Master do not abase himselfe to struggle with any schollar . To auoide all furious anger . How correction ought euer to be giuen . Sparing the rod where necessitie requireth is to vndoe the children . Assurance of s●fety in correction when it is done ●right , Such correctiō is no cruelty . ☞ Anger necessary in Schoolemasters , so it be tempered aright . Meanes to represse furious and raging anger . Places of scripture to be euer in our minds for repressing and moderating our anger . Eph. 4. 26. 27 Iam. 1. 20 Psal. 37. 8. Pro. 19 19 Mat. 5. 22 Danger of rash anger when it exceedes . Occasions of anger left to our calling to humble and exercise vs. Three lessons for preuenting of anger . 1 Constancy in obseruing order , and our eye euer on all . 2 Fatherly affections . 3 To walke i● our places with God as Enock . The danger of hauing the rod of ferula euer in our hand . Rather a little twigge if any thing at all . For the surest , to haue nothing ordinarily , but grauity and authority . The time of inflicting common punishments . Such as of whom is no hope of reformation to be sent from Schoole in time . Schoole time to begin at sixe . The Vsher to be present at sixe , only to ouersee all . How to make all children to striue who shall be first at schoole without any correction . Intermission at nine and three for a quarter of an houre , or more . To sing part of a Psalme before breaking vp at night ; and each to begin in order and giue the tune . Intermissions at nine and three a clocke not offensiue . Benefits of intermissions . 1 None ouer-toyled , but wits euer fresh . The least will soone learne to sit two houres together . 2 Kept euer in their places at schoole time . Leaue to be graunted vpon vrgent occasions besides . 3 The time may be gained daily , and sundry inconueniences preuented . Weekely recreations . Before breaking vp to play , to make verses ex tempore . Or cap verses . The best manner of capping verses . Benefit of capping verses . The greatest commendation in these . Manner of their recreations . The recreatiōs of the studious to be regarded . Ouer much play to be carefully auoided . Inconuenience by diuersity of Grammars and courses of teaching . How helped . Euils by absence of schollars . How redressed . Discouragement of Schoolemasters by vnthankfulness of Parents . Thanks to be expected at Gods hands . Remedies against discouragements by vnthankfulness of Parents . ☞ 1. what schollars to be set to learning . Most apt & of greatest hope . 2. What schollars to be sent to the Vniuersities . Ingenuous and louers of learning . Good Grammari●ns . Of discretion . None to be sent to the Vniuersities , be●ore 15. yeeres of age at least . To practice the most profitable A briefe rehearsall of the chief points mentioned in this booke . A rehearsall of the bookes and helps mentioned . The principall heads of those things which would be kept euer in memory , to be put in practice by the Master continually . Master Askam his steps to learning . Philip Melanchtons direction .