LUDUS LITERARIUS: OR, THE GRAMMAR SCHOOL; SHOWING HOW TO Proceed from the first entrance into learning, to the highest perfection required in the GRAMMAR SCHOOLS, with ease, certainty and delight both to Masters and Scholars; only according to our common Grammar, and ordinary Classical Authors: BEGUN TO BE SOUGHT OUT AT THE desire of some worthy favourers of learning, by searching the experiments of sundry most profitable Schoolmasters and other learned, and confirmed by trial: Intended for the helping of the younger sort of Teachers, and of all Scholars, with all other desirous of learning; for the perpetual benefit of Church and Commonwealth. It offereth itself to all to whom it may do good, or of whom it may receive good to bring it towards perfection. 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉, 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉. 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉. Theognis. Nullum munus Reipub. affere maius meliúsue possumus, quam sidoceamus atque erudimus iwentutem. Cic. 3. de divin. 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 York; I. B. unfeignedly wisheth all grace and glory, and humbly commendeth the Patronage of his Labours. SEeing that all of us of this Nation (most Gracious and Excellent) do above all people, owe unto the Highest, our lives and Religion, with all our blessings; and next under him, to his Anointed, your most royal Father, our dread Sovereign; to whom he hath given us, by whose hand he hath so miraculously saved us, and doth still preserve us alive in the midst of our enemies: we are therefore every one always bound (in what thing soever he shall enable us thereunto) to testify our acknowledgement. Pardon then the desire of your devoted and most affectionate poor servant, if he shall endeavour in all humility, to witness his thankfulness unto the Lord of heaven, and to his Anointed, by seeking to add somewhat unto the Honour, and deserts of his royal progeny: even of you, who are the rich gifts of the heavenly bounty, and the flourishing branches, of that happy spreading Cedar. And what is it, which might still more advance you in the eyes and hearts of all the people of your most noble Father's Dominions; then if now from your first years, you might begin to be the blessed instruments of the Almighty, of an everlasting benefit to the present and all succeeding generations? whereby you might knit all hearts more surely unto the holy God, and his supreme deputy here amongst us; as also to yourselves his Regal issue, and unto yours for ever. Accept therefore, to this purpose (I beseech you) this weak labour thus begun, of searching out, and enquiring of all the speediest, surest and most easy entrance and way to all good learning in our Grammar schools. To the end, that those rare helps of knowledge, which the Lord hath granted to this last Age (some of the principal whereof have been scarce known, or very little practised, so far as I can find; and most of the rest have been only known amongst some few) might by your Princely favours, be made common unto all, for the public good of the present Age, and of all times to come. The Lord God hath given unto your Highness and Excellency, to be born, and to live in the time of most glorious light, and knowledge; in which, if the experiments of sundry of the learnedest, & most happily experienced Schoolmasters 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 conveyed to all places & times; that not only this age present, but also all posterity should have just cause evermore to magnify the God of glory for you: for how must this needs oblige all sorts, if this heavenly gift of learning, might through you be attained with much more ease, delight, & certainty; and also in shorter time, with less charges to Parents, without that extreme sharpness used ordinarily in schools amongst the poor children? How shall it increase your lasting comfort & honour, if by your Highness' favours, the work thus entered into, shall soon come to an happy end! For as some very learned and of much experience, have begun already to help herein; so others of the chiefest gifts and employments in this kind, shall not disdain to lay-to their hands to bring it in time to some perfection. Why should we the liege subjects of JESUS CHRIST, and of this renowned kingdom, be overgone herein, by the servants of Antichrist? many of whom bend all their wits and join their studies, for the greatest advantage of their learning, even in the Grammar schools, only to the advancement of Babylon, with the overthrow of this glorious nation, and of all parts of the Church of Christ; to bring us under that yoke again, or else to utter confusion. Or why should we omit any time or opportunity, which the Lord offereth hereunto? The hope therefore of your poor servant is, that your Highness and Excellency will not impute any presumption to this endeavour, (though thus undertaken by me the unablest of many thousands) but that you will accept it, according to the desire that hath been in me, to do good thereby to this Church and Nation. And the rather, for the undoubted assurance of the exceeding benefit, which must needs come in time, by the best courses once found out and made public: and for that though such a work have been long talked of and wished, yet it is still generally neglected. The experience also which the Lord hath showed, In the true Watch and Rule of life, made far more perfect and plain in this 5. Edition. in the readiness of sundry very learned, in a work of not much less difficulty, to help most lovingly, with their best advices, to bring still to better perfection, doth give your servant certain hope of the like cheerful assistance herein. Howsoever; yet it shall remain for a further testimony of duty to the heavenly Majesty, of thankfulness and loyal affection towards our Liege Sovereign, and you his Royal Progeny. 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 up, and advancing by all means the glorious light thereof; and as you are not inferior to any of the Princes of the world in your education and first years: so all sorts may through you receive 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 poor widows mite, amongst the great gifts presented unto your Highness: And to you right noble Duke, the study of your servant, if he might but in any one thing further you in that sweet and pleasant way of learning, wherein you are so graciously proceeding. Finally, I trust that it shall ever stand as a true witness of an unfeigned desire towards the perpetual flourishing of this Nation, with all the Church of CHRIST. And in this humble desire, I commend your Highness and Excellency unto him who advanceth and setteth up Kings in their throne, and hath said that he will honour those who honour him. The whole success I commit to that Supreme Grace, who looketh at the heart, and accepts the will: whom you desiring to follow shall reign with him in that most blessed light eternally. Your Highness & Graces humbly devoted in all loyal and faithful observance, IO. BRINSL●. A COMMENDATORY Preface. Art's are the only helps towards human perfection. Those therefore which are the helps towards the easiness, maturity, perfection of Arts, deserve best of mankind. Whence it is, that God would not suffer the first devisers, so much as of shepherds tents, of musical instruments, of Iron-works, to be unknown to the world: Tubalcain. the last whereof even heathen Antiquity hath in common judgement continued, without much difference of name, till this day; although I cannot believe that any of the heathen gods were so ancient. Yea, hence it is, that the holy Ghost challengeth the faculty even of manuary skill, to his own gift; as being too good for Nature, and too meritorious of men. That Bezaleel and Aholiab can work curiously in silver and gold, for the material Tabernacle, is from God's spirit, and not theirs: How much more is this true, in those sciences which are so essential to the spiritual 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 Logic) from beasts: whereof reason is of Nature; speech (in respect of the present variation) is of human institution. Neither is it unsafe to say, that this later is the more necessary of the two: For we both have, and can use our reason alone; our speech we cannot, without a guide I subscribe therefore to the judgement 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 josephus. He that gave man the faculty of speech, gave him this means, to teach his speech: And if he were so careful to give man this help, while all the world was of one lip (as the Hebrews speak) how much more, after that miserable confusion of tongues? wherein every man was a Grammar to himself; & needed a new Grammar, to be understood of others. It is not therefore unworthy of observation, that God (knowing languages to be the carriage of knowledge) as in his judgement he divided the tongues of those presumptuous builders; so contrarily he sent his spirit in cloven tongues upon the heads of those master-builders of his Church. What they were suddenly taught of God, we with much leisure and industry learn of men; knowing the tongues so necessary for all knowledge, that it is well, if but our younger years be spent in this study. How serviceable therefore is this labour, which is here undertaken, and how beneficial, to make the way unto all learning, both short, and fair! Our Grandfathers were so long under the ferule, till their beards were grown as long as their pens: this age hath descried a nearer way; yet not without much difficulty, both to the scholars, and teacher: Now, time, experience, and painfulness (which are the means to bring all things to their height) have taught this author yet further, how to spare both time and pains this way unto others; and (that which is most to be approved) without any change of the received grounds. It is the common envy of men, by how much richer treasure they have found, so much more carefully to conceal it. How commendable is the ingenuity of those spirits, which cannot engross good experiments to their private advantage? which had rather do then have good: who can be content to cast at once into the common Bank of the world, what the studious observation, inquisition, reading, practice of many years have enriched them withal: That, which this Author hath so freely done; as one that fears not, least knowledge should be made too easy, or too vulgar. The Jesuits have won much of their reputation, and stolen many hearts with their diligence in this kind. How happy shall it be for the Church and us, if we excite ourselves at least to imitate this their forwardness? We may outstrip them, if we want not to ourselves: Behold here, not feet but wings, offered to us. Neither are these directions of mere speculation, whose promises are commonly as large, as the performance defective; but such as (for the most part) to the knowledge of myself, and many abler judges, have been, and are daily answered in his experience, and practice, with more than usual success. What remains therefore, but that the thankful acceptation of men, and his effectual labours should mutually reflect upon each-other? that he may be in couraged by the one, and they by the other benefited: that, what hath been undertaken and furthered by the grave counsel of many, and wise; and performed by the studious endeavours of one so well deserving; may be both used and perfected to the common good of all, and to the glory of him which giveth, and blesseth all. IOS. HALL.. Dr. of Diuin. THE CONTENTS IN GENERAL, OF the chief points aimed at, and hoped to be effected by this WORK. 1 TO teach scholars how to be able to read well, and write true Orthography, in a short space. 2 To make them ready, in all points of Accedence and Grammar, to answer any necessary question therein. 3 To say without book all the usual and necessary rules, to construe the Grammar rules, to give the meaning, use, and order of the rules; to show the examples, and to apply them: which being well perfomed, will make all other learning easy and pleasant. 4 In the several forms and Authors to construe truly, and in propriety of words and sense, to purse of themselves, and to give a right reason of every word why it must be so, and not otherwise; and to read the English of the Lectures perfectly out of the Latin. 5 Out of an English Grammatical translation of their Authors, to make and to construe any part of the Latin, which they have learned; to prove that it must be so: and so to read the Latin out of the English, first in the plain Grammatical order; after as the words are placed in the Author, or in other good composition. Also to purse in Latin, looking only upon the Translation. 6 To take their Lectures of themselves, except in the very lowest forms, and first enterers into construction; or to do it with very little help, in some more difficult things. 7 To enter surely in making Latin, without danger of making false Latin, or using any barbarous phrase. 8 To make true Latin, and pure Tully's phrase, and to prove it to be true and pure. To do this in ordinary moral matters, by that time that they have been but two years in construction. 9 To make Epistles imitating Tully, short and pithy, in Tully's Latin and familiar. 10 To translate into English, according to propriety both of words and sense: and out of the English to read the Latin again, to prove it, and give a reason of every thing. 11 To take a piece of Tully, or of any other familiar, easy Author, Grammatically translated, and in propriety of words, and to turn the same out of the translation into good Latin, and very near unto the words of the Author; so as in most you shall hardly discern, whether it be the Authors Latin, or the scholars. 12 To correct their faults of themselves, when they are but noted out unto them, or a question is asked of them. 13 To be able in each form (at any time whensoever they shallbe opposed of a sudden, in any part of their Authors, which the have learned) to construe, purse, read into English, and forth of the translation to construe and to read into the Latin of their Authors; first into the natural order, then into the order of the Author, or near unto it. 14 In Virgilor Horace to resolve any piece, for all these points of learning, and to do it in good Latin; In Construing to give propriety of words and sense. Scanning the verses, and giving a reason thereof. Showing the difficulties of Grammar. Observing the elegancies in tropes and figures. Noting phrases and Epithets. 15 So to read over most of the chief Latin Poets, as Virgil, Horace, Persius, etc. by that time that by reason of their years, they be in any measure thought fit for their discretion, to go unto the University: yea to go through the rest of themselves, by ordinary helps. 16 In the Greek Testament to construe perfectly, and purse as in the Latin; to read the Greek back again out of a translation Latin or English: also to construe, purse, and to prove it out of the same. To do the like in Isocrates, or any familiar pure Greek Author; as also in Theognis, Hesiod, or Homer, and to resolve as in Virgil or Horace. 17 In the Hebrew to construe perfectly, and to resolve as in the Greek Testament; and to read the Hebrew also out of the translation. Which practice of daily reading somewhat out of the translations into the Originals, must needs make them both very cunning in the tongues, and also perfect in the texts of the Originals themselves, if it be observed constantly; like as it is in daily reading Latin out of the translation. 18 To answer most of the difficulties in all Classical school Authors; as, in Terence, Virgil, Horace, Persius, etc. 19 To oppose schollarlike in Latin, of any Grammar question necessary, in a good form of words; both what may be objected against Lilies rules, and how to defend them. 20 To write themes full of good matter, in pure Latin, and with judgement. 21 To enter to make a verse with delight, without any bodging at all; and to furnish with copy of Poetical phrase, out of Ovid, Virgil, and other the best Poets. 22 So to imitate and express Ovid or Virgil, as you shall hardly discern, unless you know the places, whether the verses be the Authors or the scholars: and to write verses ex tempore of any ordinary Theme. 23 To pronounce naturally and sweetly, without vain affectation; and to begin to do it from the lowest forms. 24 To make right use of the matter of their Authors, besides the Latin; even from the first beginners: as of Sententiae and Confabulatiunculae Pueriles, Cato, Esop's fables, Tully's Epistles, Tully's Offices, Ovid's Metamorphosis, & so on to the highest. To help to furnish them, with variety of the best moral matter, and with understanding, wisdom and precepts of virtue, as they grow; and withal to imprint the Latin so in their minds thereby, as hardly to be forgotten. 25 To answer concerning the matter contained in their Lectures, in the Latin of their Authors, from the lowest forms and so upward. 26 To construe any ordinary Author ex tempore. 27 To come to that facility and ripeness, as not only to translate leisurely, & with some meditation, both into English and Latin, as before in the Sect. or Article, 10. and 11; but more also, to read any easy Author forth of Latin into English, and out of a translation of the same Grammatically translated, to read it into Latin again. As, Corderius, Terence, Tully's Offices, Tully de natura Deorum, Apthonius. To do this in Authors and places which they are not acquainted with, and almost as fast as they are able to read the Author alone. 28 To write fair in Secretary, Roman, Greek, Hebrew; as they grow in knowledge of the tongues. 29 To know all the principal and necessary Radices, Greek and Hebrew; and to be able to precede in all the learned tongues of themselves, thorough ordinary helps, and much more by the worthy helps & means, to be had in the Universities. 30 To be acquainted with the grounds of Religion, and the chief Histories of the Bible. To take all the substance of the Sermons, for Doctrines, proofs, uses, if they be plainly and orderly delivered: and to set them down afterwards in a good Latin style, or to read them ex tempore into Latin, out of the English: To conceive and answer the several points of the Sermons, and to make a brief repetition of the whole Sermon without book. 31 To be set in the high way, and to have the rules and grounds, how to attain to the purity and perfection of the Latin tongue, by their further labour and practice in the University. 32 To grow in our own English tongue, according to their ages and growthes in other learning: To utter their minds in the same both in propriety and purity; and so to be fitted for divinity, law, or what other calling or faculty soever they shall be after employed in. 33 Finally, thus to proceed together with the tongues in the understanding and knowledge of the learning, or matter contained in the same. To become alike expert, in all good learning meet for their years and studies; that so proceeding still, after they are gone from the Grammar schools, 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, through God's blessing, in the several forms, as the scholars proceed, by so many in each form as are apt and industrious, only by the directions following, if they be constantly observed; If the masters being of any competent sufficiency, will take meet pains; and if the scholars being set to school so soon as they shall be meet, may be kept to learning ordinarily, having books and other necessary helps & encouragements. That so all scholars of any towardlnesse and diligence may be made absolute Grammarians, and every way fit for the University, by fifteen years of age; or by that time that they shall be meet by discretion and government. And all this to be done with delight and certainty, both to masters and scholars, with strife and contention amongst the scholars themselves; without that usual terror and cruelty, which hath been practised in many places, and without somuch as severity amongst good natures. How greatly all this would tend to the furtherance of the public good, every one may judge; which yet it will do so much the more, as the Lord shall vouchsafe a further supply, to the several means and courses that are thus begun, by adjoining daily the helps and experiments of many more learned men, of whom we conceive good hope, that they will be ready to lend their helping hands, to the perfiting of so good a work. To the loving Reader. Courteous Reader, who tenderest the poor Country schools, for which this labour hath been undertaken, or didst ever feel or know the wants in many of them, accept my willing mind for their good. And take this first impression as not set forth: but chiefly to the end, to have store of copies, to go to many learned well-willers to the Work, for their help: like as it hath heretofore, to sundry much reverenced for their learning and wisdom. Of all whom, I humbly entreat their kind assistance, for amending that which is amiss; by adding what is wanting, cutting off whatsoever is superfluous, changing what is unbefitting, and reducing every thing into the right order: That it may speedily come forth more plain and perfect; and thereby, if not themselves, yet their friends may reap some benefit of their labours. For the liberty and boldness used in it, consider that it is but a Dialogue to incite and encourage others; as, I took it, far more profitable and delightsome to read, than a bare narration. All who are friendly and unfeigned favourers of good learning, will I hope think so of it. It shall wrong no man willingly: far be that from me. I will right them again, so soon as I know it. Be the faults never so many, through my weakness and want of meet leisure (as they must needs be the more, by my absence from the Press) yet time, I trust will reform them. In the mean while, let my travel and the good things weigh against the rest. For the length of it, remember for whom I write, even the meanest teachers and learners: with whom though I sometime use repetitions, I cannot be over-plaine; sith they commonly get so little of short Treatises, be they never so learned. Consider also that I would hide nothing, which GOD hath vouchsafed me in my search: that out of all, the most profitable may be selected, and in the mean time the best only used. 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 find, when once the helps belonging hereunto, shall be supplied and perfected. Account this, but as a mere entrance into the work: which if seven years shall bring to perfection fully to accomplish that which is wished, I shall think my pains most happily bestowed, if GOD so far forth prolong my days. I seek not myself: if I may do some little service to God and my Country, I have enough. I oppose myself to none. Show my oversight in love, and I will amend it. I prescribe to none: no, not the meanest; but only desire to learn of all the learned, to help the unlearned. In the work I take nothing to myself, but the wants. What I received of others, I received to this end; after full trial made of them to publish them for the common good. This I have professed from the beginning of my travel. I would also give every one his due particularly, what I have had of him; and will, if it shall be thought meet. I have promised nothing but my labour: that I have and do desire to perform to my ability and above. The weaker I am, the fitter shall I be to apply myself to the simplest: and the more honour God shall have, if he shall give that blessing unto it, which I do humbly beg. If any man shall oppose, and detract from these my labours; forasmuch, as he shall therein (as I take it) show himself an enemy to the common good of the present Age, and of all posterity (the benefit whereof, as God is my witness, I have intended principally in these my endeavours) I can but be sorry, and pray for him. Thine in Christ, I. B. FOr the manner of proceeding used in this work, it is prescribed in the Preface to the Reader, which is set before our common Grammar: where it, having showed the inconvenience of the diversity of Grammars and teaching, doth direct thus; Wherefore it is not amiss, if one seeing by trial an easier and readierway, than the common sort of Teachers do, would say that he hath proved it, and for the commodity allowed it; that others not knowing the same, might by experience prove the like, and them by proof reasonable judge the like: not hereby excluding the better way when it is found; but in the mean season forbidding the worse. OF GRAMMATICAL Translations. THere is a way (saith Mr. Askame) touched in the first book of Cicero de Oratore, Mr Askame 1. Book page 1 which wisely brought into Schools, truly taught, & constantly used would not only take wholly away that butcherly fear in making Latins, but would also with ease and pleasure, and in short time as I know by good experience, work a true choice and placing of words, a right ordering of sentences, an easy understanding of the tongues, a readiness to speak, a facility to write, a true judgement both of his own, and other men's doings, what tongue so ever he doth use. This way, as he showeth, is by causing the Scholar first to understand the matter which he learneth: secondly, to construe truly: thirdly, to purse exactly: fourthly, to translate into English plainly: five, to translate out of the English into the Latin of the Author again: and so after to compare with the Author how near he came unto it. Finally, by much translating both ways, chiefly out of the English into Latin, as he setteth down in the beginning of his second book; and hereby he saw those strange experiments of the increase of learning, which he reporteth of Mr. john Whitney, and others. Now, whereas these things are very hard to be performed in the common schools; especially for lack of time to try and compare every scholars translation, and ever giving them new pieces to translate, and those such as are meet for every form; by the means of these translations of our first school Authors, all these things may be performed in every Author and form, most certainly and constantly, and with much ease and delight both to Master and Scholars; as I trust will be found. The manner hereof I have set down in the 8. Chapter, and others following. Therefore since the time that God made these known unto me (which was about some four years ago or not much above, upon the occasion of a late worthy experiment related unto me, confirming the testimony of Mr. Askam) I have laboured in these translations above all other things, First, to find out the Grammar rule of construing truly and perfectly, whereby to guide these translations, and whereupon they chiefly depend: Secondly, to find out the parricular uses and benefits of them: Thirdly, to find out and set down such directions, as whereby to frame the translations to serve for all the uses most plainly: Fourthly, to translate so many of our first Authors after the same manner, as since that time I have had occasion for my scholars in each form to read: Fiftly, to have certain trial and experience of every thing, so much as in this time I could; and upon trial to commend them to Schools, to help hereby to bring into Schools that excellent way of learning, which he so highly commendeth, and whereof I have very great hope; and so by them a perpetual benefit to all schools and good learning: which I unfeignedly wish and pray for. (⸫) Advertisement by the Printer. Courteous Reader, whereas in the later end of this Book it is signified in what forwardness the Author's translation of Sententiae Pueriles and Cato, are; take notice also that his book entitled, 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 School. CHAP. 1. A Discourse between two Schoolmasters, concerning their function. In the end, determining a conference about the best way of teaching, and the manner of their proceeding in the same. SPOUDEUS. PHILOPONUS. Spoud. GOd save 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 poor house. Spoud. Sir, I give you many thanks. Phil. But how have you done these many years? Spoud. I thank God I have had good health, The Schoolmasters place ordinarily wearisome, thankless. ever since we lived in the College together: but for my time, I have spent it in a fruitless, wearisome, and an unthankful office; in teaching a poor country school, as I have heard, that your self have also been employed in the same kind of life; and am therefore persuaded, that you have had some experience of my grief. Phil. Experience, say you? yea indeed I have had so much experience of that whereof you now complain, that if all other things were according thereunto, I might be 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 country. I should hardly have known you (it is so long since we lived together, now above twenty years, and also for that you seem to me so aged) but that I did better remember your voice then your favour. Spoud. Sir, you see the Proverb verified in me; Cura facit canos. They who have felt the evils of labouring without fruit in their calling, will neither spare labour nor cost to help the same. Cares and troubles have made me aged long before my time. As for my journey, a very great and necessary occasion hath driven me into these quarters, to come even unto you, to seek your help and direction, in matter wherein (I hope) you may exceedingly pleasure me, without hurt any way, or so much as the least prejudice unto yourself. Phil. You might think me very unkind, and forgetful of our ancient love, if I should not be ready to show you any kindness; especially sith you have taken so long a journey unto me. If for to gain a little politic experience or to see fashions, many will adventure both by sea and land, into enemy's countries, to the hazarding ofttimes both of body and soul; how much more ought we to travel at home, amongst our friends, to gain lasting comfort in our labours? But I pray what is the matter? Spoud. The matter (if you will give me leave) is this. I have heard that you have long taken great pains in teaching; and that of late years▪ you have set yourself wholly to this happy kind of travel; to find out the most plain, easy, and sure ways of teaching, for the benefit both of yourself and others: whereby you have attained much happy knowledge in this behalf. Now my long journey hath been for this same very purpose, to desire some conference with you, and to entreat your loving favour and help. I should think myself for ever bound unto you, if you would vouchsafe to impart unto me some of those experiments, which I have been certainly informed, that by your travels you have obtained. For, I myself have so long laboured in this moiling and drudging life, without any fruit to speak of, and with so many discouragements and vexations instead of any true comfort, Many honest and painful Schoolmasters weary of their places, live in continual discontent, thorough lack of knowledge of a good cour●e of teaching. that I wax utterly weary of my place, and my life is a continual burden unto me. Insomuch as that it causeth me to fear, that God never called me to this function, because I see his blessing so little upon my labours; neither can I find any delight therein: whereas, notwithstanding, I hear of some others, and even of our old acquaintance, whom GOD blesseth greatly in this calling; though such be very rare, Some few God much blesseth in this calling though they be very rare. some one or two spoken of almost in a whole country. Phil. Indeed I have traveled in this too unthankful a calling (as you do most justly complain) and that in all this time, since we lived together▪ In the greatest part whereof, I have been well acquainted with your griefs and vexations; which are no other than do ordinarily wait upon this our function: yet this I thankfully acknowledge (according to your former speech, and to give you likewise some reviving) that now of late, since I set myself more conscionably and earnestly to seek out the best ways of teaching, by enquiring, conferring and practising constantly all the most likely courses, which I could hear or devise, God hath granted unto me, to find so great contentation and joy of this same labour in my school, that it hath swallowed up the remembrance of all my former grievances. For I do plainly see such a change, More true contentment may be ●ound in this calling rightly followed, then in any recreation whatsoever. that now I do not only labour in my place usually without grief, or any weariness at all, but that I can take ordinarily more true delight and pleasure in following my children (by observing the earnest strife and emulation which is amongst them, which of them shall do the best, and in the sensible increase of their learning and towardness) than any one can take in following hawks and hounds, or in any other the pleasantest recreation, The fruit of this travel is ever the sweetest in the remembrance of it after. as I verily persuade myself. And the rather because after my labour ended, my chiefest delight is in the remembrance thereof; and in the consideration of the certain good, that I know shall come thereby, both unto Church and Commonwealth: and also that my labour and service is acceptable to the Lord, though all men should be unthankful. So that now I am never so well, as when I am most diligent in my place. Yea I do seem to myself to find withal so great a blessing upon my labours, Knowledge & practi●e of the best courses will much augment the blessing of our labours, and fill our lives with contentment. above all former times, that if I had known the same courses from the beginning, I do assure myself that I had done ten times more good, and my whole life had been full of much sweet contentment, in regard of that which it hath been. Although my labours have never been utterly unprofitable, but that I have still sent forth for every year, some unto the Universities, and they approved amongst the better sort of those which have come thither: yet this hath been nothing to that good which I might undoubtedly have done. Spoud. Sir, Feeling of the grief and want of others, will make us more compassionate. I am persuaded that you speak as you think: and therefore I do grow into greater hope, that you having had so much experience of the grief in the one, and joy 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 unto you, for your help and comfort, what God hath made known unto me, I take it to be my duty. We are but stewards of God's gifts & to be accountable for every talon. We all of us know the danger of hiding our talon, or keeping back our debt, when the Lord having given us ability, doth call upon us to pay it. Spoud. I thank God unfeignedly (good sir) for this hearty affection, which I do find in you, and for this readiness to communicate with me the fruits of your travels. What our affection and resolution should be in receiving any special blessing from the Lord: as namely direction how to walk more fruitfully in our calling. You shall see. I hope, that I shall receive them, with like alacrity and thankfulness, and be as ready to employ them to the best, to do my uttermost service in my place and calling hereafter. So that although my first beginnings have been small, through ignorance of better courses, yet I trust my after fruits shall much increase. Hereby my last days shall prove my best, and make some amends for that which is past: and also my new comforts shall sweeten all the remainder of my life, and make me likewise to forget the days that are past. How true is that Proverb of wise Solomon, that heaviness in the heart of man doth bring it down, but a good word doth rejoice it? You have revived my heart, and put new spirits into me, by that which you have already said. Phil. The Lord will revive you, How the way of all good learning may be more easy than ever in former ages. I hope, and all of us also who labour in this toiling kind; by causing us to find more ●ound fruit, and pleasant content in our teaching, then ever yet we felt; if we will but set ourselves to seek of him, and readily impart our several experiments for the good of all: if withal we will receive thankfully, and cheerfully put in practice those gracious helps of so many learned men, which he in this last age of the world hath afforded aboundently, above all former times, very many whereof lie utterly hid and unknown to the greatest sort, Many most worthy helps lie utterly hid from the greatest part, only thorough neglect. unto this day. And that partly thorough lack of care and conscience, to do that good which we might, and aught in our places; partly thorough extreme unthankfulness, neglecting the rich gifts of the Lord, so plentifully powered down from heaven upon us, to leave the world more without excuse. But as for mine own self, all that I can promise is, only my study and desire, to do you and all other the greatest good that ever I shall be able; and hereunto we have all bound ourselves. If I know any thing wherein I have, or you may receive benefit, I acknowledge it wholly where it is due, even to him who giveth liberally to all who seek him aright, and casteth no man in the teeth. And resting upon his rich bounty for a further supply, if you shall propound in order the particular points, wherein you would wish my advise, I shall very willingly go on with you; and acquaint you with all things which hitherto I have learned in all my search, and more hereafter as his wisdom shall add unto me. Spoud. I rejoice in your confidence and wish that so it may be. In the mean time I like well of your motion, of going through in order the principal matters of difficulty. If therefore you shall think meet, I shall reduce all to certain heads, which a friend of mine showed unto me of late, set down in a certain Table, which it may be that yourself have seen. Phil. Let me hear what was contained in it, and then I shall soon answer you, whether I have seen it or no. Spoud. There was contained, in it, a brief sum of sundry particular benefits, which may be brought to Grammar Schools, to make scholars very perfect in every part of good learning meet for their years; and that all both Masters and Scholars may proceed with ease, certainty and delight, to fit all apt Scholars for the University every way, by fifteen years of age. Concerning which several heads, although it were a most happy work if they could be attained unto (all of them being in my mind very excellent, and indeed the whole, such a work as must needs bring a perpetual benefit, both to Church, and Commonwealth, and that not only to the present but to all succeeding ages) yet that I may speak freely, what I conceive of them, many of them seem very strange unto me. And, although I will not say that they are utterly impossible: yet indeed I take them to be altogether unlikely; considering the continual pains and vexation that myself have undergone, and yet could never come in many of them, near unto the least part thereof. Phil. By that little which you have mentioned, I take it that I have seen the very same: and for them I do not only think it, All the things mentioned in the contents may be effected through diligence, constancy & God's blessing. but also do know assuredly, that by the Lords gracious assistance and blessing, through constant diligence they may be all effected; for that I have known so much trial of all of them, as is sufficient to induce any man thereunto: beside that they do all stand upon plain & sure grounds, as I trust I am able to make evident demonstration in each particular, See the particulars in the contents set before the book. so as any man of understanding may perceive clearly, that they may be done. Neither do I doubt but to satisfy you in every point, and to cause you to yield unto the evidence hereof, before we part, if you will but only ask and still show me wherein you are not satisfied. Moreover, I am so very confident herein, not only upon mine own reason and experience, but because I have known the judgements of sundry very learned and experienced both Schoolmasters and others, who have been acquainted with these self-same heads, which you have mentioned: who, though at the first reading of them, they have been of your judgement, and have thought as you do, yet within a quarter of an hour after that they have taken a little trial, in some of the most unlikely, and seen the reason of them, have rested fully satisfied and assured of the whole, that all might be done, as standing on the like grounds. And therefore I have no cause to distrust the like success with yourself. Spoud. Sir, if you shall do this for me, I shall acknowledge myself to have received a very great benefit, and be thankful unto the Lord, and to yourself as his instrument; and do my uttermost endeavour to put them all constantly in practice, that I may confirm them by mine own experience, and find the same happy comfort, that yourself have done. I will therefore begin in order according unto those heads, & so propound the questions, how each thing may be done, and desire your answer unto them severally. Phil. Nay rather, The most easy and profitable manner of procee●ing in this conference. for the manner of proceeding, I take this to be far more easy and commodious to us both, and whereby God may direct this conference so, as to profit many others besides ourselves: To go through all the whole course of learning, from the first step, beginning at the very first Elements, even at the A. B. C. & so to ascend to the highest top of learning, which can be required in Grammar schools; to make a scholar each way fit for the University. Thus to run through all the necessary points appertaining to the same, as near as we can remember; To make hereby the whole way easy and ready to all good learning, and to rank every head in the right order and proper place, according to the due manner of proceeding in Schools. So we may insert these points which you have spoken of; dividing the whole into s●uerall chapters, for the full distinguishing & plain setting down of every matter. To the end therefore that I may be the better guided and occasioned to impart all things unto you, I shall request you, first to propound all the several points of learning in order, from point to point as we proceed. Secondly, in the propounding of them, to show me in every one, what course you yourself have taken, wherein you have found so little fruit or comfort, as you complain, and which you think to be most ordinary in the country schools. Wherein you shall fail 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 sudden; and that you who have better thought of these things, will guide me continually, until we have gone thorough the whole. Phil. I trust you are so persuaded of me. Therefore I pray you begin. CHAP. II. When the Scholar should first be set to the School. Spoud. THat I may begin at the very first entrance of the School: The first point. How soon the child is to be set to the school. let me inquire this of you, how soon you would have your child set unto the School; for I think that worthy to be first known, if so be, that you purpose to have your scholar fitted for the university by fifteen years of age. Phil. I like your reason well, to enter there. But to the intent that I may more fully make known unto you, what I think and have found in this behalf, let me hear first of you, as I wished in general, at what age you use in your country, to set your children to begin to learn. Spoud. For the time of their entrance with us, in our country schools, The time of the first entrance in country schools, at 7. or 8. it is commonly about 7. or 8. years old: six is very soon. If any begin so early, they are rather sent to the school to keep them from troubling the house at home, and from danger, and shrewd turns, then for any great hope and desire their friends have that they should learn anything in effect. The child of any ordinary towardliness, to begin to learn about 5. year old. Reasons. Phil. I find that therein first is a very great want generally; for that the child if he be of any ordinary towardness and capacity, should begin at five year old at the uttermost, or sooner rather. My reasons are these: 1 Because that then children will begin to conceive of instruction, 1. Because they are then meet to conceive of learning and to delight in it. and to understand; and be able not only to know their letters, to spell and to read, but also to take a delight therein, and to strive to go before their fellows. Experience herein will quickly teach every one, who shall make trial of it, if so be that they do follow a right course. 2 Very reason must needs persuade every one of this. 2. For that they are apt much sooner to learn shrewdness, & those things which are hurtful. For, if they be apt much before five years of age, to learn shrewdness, and those things which are hurtful, which they must ●ee taught to unlearn again; why are they not as well fit to learn those things which are good and profitable for them, if they be entered and drawn on in such a manner, as they may take a delight and find a kind of sport and play in the same. This delight may and aught to be in all their progress, and most of all in the first entrance, to make them the better to love the School, and learning, as we shall see after. 3 Many of them, 3. To avoid much rudeness, and that too much sweetness which they feel in play and idleness. do learn so much untowardness and naughtiness amongst other rude children, in that time before they come to school, that they are worse for it continually after: and also they feel such a sweetness in play and idleness, as they can hardly be framed to leave it, and to take a delight in their books without very much ado. 4 This first age, 4 This age is most easily bended, and accustomed to good things. is that wherein they are most plant, and may be bended and fashioned most easily to any good course. And being thus accustomed to good things from their infancy, and kept so much as may be, from all practice and sight of evil, custom becomes unto them another nature. So great a thing it is (according to the old proverb) to accustom children, even from their tender years; and so undoubtedly true is that common verse, Quo s●mel est imbuta recens servabit odorem testa diû 5 Above all these, 5 Two or three years may be gained by this means, to fit them sooner for the University or other employments, which is no small benefit. this is a principal benefit, that by this means two or three years may well be gained, to fit your Scholar so much sooner for the University or for any honest trade or calling. So that a child thus entered rightly, shall do much more at eight years old, than an other so neglected can do at ten, or it may be at eleven or twelve. Also many such shall be meet for trades and like employments, when they have no learning to fit them thereunto. This must needs be a great grief to the Parents of such, whose children have so lost their time, as it is a joy to others whose children have been so well brought up, when they see their children compared together. 6 Lastly, 6 Parents ought to labour to see their children's good education before their eyes, so soon as may be. our time being so short▪ it much concerneth every parent, to see their children to have the best education and instruction, which is the chief patrimony, and the greatest comfort & hope both of the Parents and children, and also of their houses and posterity. And this so soon as ever may be, to fit them for some profitable employment for Church or Commonwealth. Spoud. But they will say with us, Ob. It will hinder their growth. that it will hinder the growth of their children to be set to school so young. Phil. Let the school be made unto them a place of play: A. The school being rightly used will not hinder any more than their play. and the children drawn 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 continual experience doth confute this error. Spoud. Be it so as you say: Ob. 2. It will cause them to hate learning. yet this is a received opinion, that it will cause them to hate the school, when they should be set to it in good earnest. Phil. Nay rather it is clean contrary: A They will rather love it better. for being acquainted with the school so young, and with the sport and pleasure which they find amongst other children there; and also being kept from feeling the over much sweetness in play, it shall cause them to love & to delight in the school continually, and to go on without any repining, or so much as thinking of being away from the school: whereas they being nuzzled up in play abroad, are very hardly reclaimed and weaned from it, to stick to their books indeed. Spoud. But yet it is thought that they can get but little learning then, Ob. 3 It is a small matter to lose a year or two then. being so very young, and therefore there is the smaller loss of a year or two, at that time. Phil. The loss will be found in the end, although it be indeed in the beginning. A The loss of a year or two will be found in the end. For look how many years they lose in the beginning if they be apt, so many in the end they will be shorter, of such of their fellows, who are but of their own age, and applied all alike being of like capacity. Therefore, as we will not let them lose a day, when they grow towards the University, so neither should we when they are young; but prevent this loss, and take the time in the beginning. Spoud. We see notwithstanding some very long ere ever they begin, Ob. 4. They will learn the faster. who then go forward with it the fastest of all. Phil. It is true in some pregant wits, and who are industrious: A So in higher learning at those years. but you shall ●●●ue others as blockish and dull. Also, for those, if they go so fas● in the rudiments and first grounds, how much more would they do so at the same time in better studies? Neither can they have half that learning in all things, which others of like age and aptness have, who have been well applied from their first years. Spoud. I yield to all which you have said in this behalf; and I do see plainly the exceeding benefits, that must needs come hereby, especially in gaining of time; if they may be entered in that playing manner, and go forward with alacrity and contention; and moreover so, that they be not any way overloaded or discouraged, nor yet endangered, by the over charging of their wits and memories. Phil. For that take you no fear; you shall (God willing) see the evidence of that, and a plain direction in every Chapter how to proceed in that easy and playing kind. Therefore, if you be satisfied in this, let us come unto the next point. Spoud. Very gladly sir: for I long to hear this, how you would teach your child being so young to read so soon and readily. Phil. I like the point well: proceed according to your order. CHAP. III. How the Scholar may be taught to read English speedily, to fit him the sooner and better for the Grammar school. Spoud. BEfore we enter into this question, yet let me put you in mind of one thing, The inconvenience of having the Grammar schools troubled with teaching A. B. C which doth much trouble me concerning this very matter. That it seemeth to me an unreasonable thing that the Grammar schools should be troubled with teaching A. B. C. seeing it is so great a hindrance, to those pains which we should take with our Grammar scholars, for whom we are appointed: Because it doth take up almost one half of our time, and thereby doth deprive us of a chief part of the fruit of our labours; especially when our minds are so distracted, and our thoughts carried so many ways, to do good to all. The very little ones in a town, in most country towns which are of any bigness, would require a whole man, of themselves, to be always hearing▪ poasing and following them, so as they ought to be applied: for continual applying in a right course, Continual applying in a right course is above all means is in this and all other parts of learning, above all other means. And young ones, by a little slaking our hands, run faster back, then ever they went forward; as boats going up the stream. Besides, it is an extreme vexation, that we must be toiled 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 enured with this grievance, which you speak of, and do know by long experience your complaint to be too just in this behalf. I myself have complained of it many a time. For it were much to be wished, that none might be admitted to the Grammar schools, until they were able to read English: as namely that they could read the new Testament perfectly, and that they were in their Accidences or meet to enter into them. How this might be remedied by some other school in each town for this purpose. There might be some other school in the town, for these little ones to enter them. It would help some poor man or woman, who knew not how to live otherwise, and who might do that well, if they were rightly directed. Also it would be such an ease to all Grammar Schoolmasters, as they might do much more good in their places. The redress of it to be sought. Wherefore, all such Schoolmasters who are encumbered with this inconvenience, are not only to wish, but also to labour to have it reform in their several schools. To be borne with patience where it cannot be remedied. Yet notwithstanding, where it cannot be redressed, it must be borne with wisdom and patience as an heavy burden. Patience shall make it much more light. And therefore every one is to do his best endeavour, to know how to make it most easy, if it do lie upon him. Moreover, seeing we purpose, God willing, to go through all the whole course of learning, and also sith our labour is to find out the means, whereby to make the way plain, to train up every child from the very first entrance into learning, (as was said) until we have brought him unto the University, we cannot omit any point, which may tend unto the same, much less the first step of all. For, a child well entered is half made: The first entering of children to be looked to carefully. according to that Proverb, Principium, dimidium totius. The foundation well laid, the building must needs go forward much more happily. This is specially true in learning; wherein children feeling a sweetness in the beginning, are very much encouraged, as daily experience will manifest to every one. Spoud. I see well the necessity of undergoing this burden, in those places where remedy cannot be had, without greater inconveniences. And therefore, sith that necessity hath no law, nor for myself I know no means h●w to be freed from it; I pray you let us return again unto the point, and let me still entreat of you your best direction, to make this burden so light as may be. To teach to read well in a short time is of great profit This is a thing worth the diligence of all, who must be employed 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 know how to write true Orthography in a short space. For (that I may acknowledge the truth, and which hath bit no small discredit unto me in this behalf) I have had some who have been with me, two or three years, before they could read well. Grief & discredit of the want of this. And that which hath yet been much more grievous to me, I have sometimes been so abashed and ashamed, that I have not known what to say, when some being a little discontented, or taking occasion to quarrel about paying my stipend, have cast this in my teeth, that their children have been under me six or seven year, and yet have not learned to read english well. I myself have also known, that their complaints have been true in part; though I have taken all the pains with them that ever I could devise. Therefore good sir, set down as plainly and shortly as you can, how this may be helped. Both myself & many others shall be much beholden for your direction in this first entrance. For my manner of en●●ing them, it is that which I take to be every where: to teach & hear them so oft over until they can say a lesson, and so to a new. Phil. I likewise h●ue been well acquainted with this your trouble: and therefore I will endeavour, to afford you so much as I have yet learned, how to avoid these clamours; and how any poor man who will employ his pains, may learn to teach children to read well in a short time, though this may seem unbefitting our profession. First the child is to be taught, 1. To teach children how to call and pronounce their letters right. how to call every letter, pronouncing each of them plainly, 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 be careful, for the right pronouncing the five vowels, And first the 5. vowels. in the first place, as a, e, i, o, u. Because these are first and most natural, and do make a perfect sound, so that they may be pronounced fully of themselves; and they being rightly uttered, all the rest are more plain. After these vowels▪ to teach them to pronounce every other letter: The Consonants. which are therefore called Consonants, because they cannot make a perfect sound of themselves, without a vowel. This may be done, Right calling the letters before the children do know them. and also the teaching of children to spell any syllable, before the child do know any letter on the book; and that, some wise and experienced do hold the surest and best course. But they are, at least, to be taught to pronounce their letters thus, as they do learn them; to prevent the grief and wearisomeness of teaching them to forget evil customs in pronouncing, which they took● up in their first ill learning. And so ever in teaching to read, the teachers are to continue the like care of sweet and natural pronunciation. Secondly, 2. How to teach children to know the letters the soonest. for the knowing of the letters (besides that common manner practised in Schools, which is by oft reading over all the letters forwards and backwards until they can say them) they may be much furthered thus; That is, To cause them to find out any letter. by causing the child to find out, and to show you which is a, which b, which c, which f, and so any other letter. First to find them in the Alphabet, then in any other place. Or if you will let them learn but one letter at once, The surer way is to learn but one letter at a● once. until they can readily know or find out that letter in any place, and after that an other in the same manner; This is holden the surer and more easy way: But this at your own judgement. 3 You may help them to spell thus, 3. How to teach to spell. besides that course which is usual. Let so many as are beginners, or who cannot read perfectly, stand together, and then poase them without book, one by one. First in syllables of two letters, as they are set down in their A. B. C. and where one misseth let his next fellow tell, M. Coats English Schoolmaster might be profitable to this purpose, in which book are syllables & words of all sorts. if he cannot then some other. Then examine them in syllables of three letters, after in more. And ever what syllable they miss, mark it with a dent with the nail, or a prick with a pen, or the like: and when you have marked out those wherein they so miss, poase them oft over, not forgetting due praise to them who do best. One half hour would be spent daily in this kind of examining, To make children to take delight in spelling. until they be perfect in any syllable or word. To make children to take a delight in spelling, let them spell many syllables together, which differ but only in one letter, as hand, band, land, sand, etc. These syllables and words following, I have observed, to be of the hardest for children to spell: I will set you them down together in this short brief. They may serve for spelling, reading, or writing, and may soon be gotten by being often poased, read or written over. Ac, Some of the hardest syllables to practice children in the spelling of them. These would be written in some little table to poase them oft. ec, ca, ce, ci, co, cum, ag, egg, ah, az, ae, ai, au, ga, ge, gi', go, gu, va, wa, we, we, bac, base, bag, bag, gage, badge, bau, bay, daw, dew, jaw, rac, race, rose, rose, yell, you, gua, cha, cla, dwa, gla, pha, that, sca, sha, swa, wra, chra, phra, spha, thra, twa, thwa, able, abs, ache, adge, afle, apt, ath, own, blow, brow, chrou, dregg, dredge, dwarf, frogg, gnash, gnaw, plough, snow, stew, slug, they, thom, throne, twain, twig, school, cockle, puddle, pegle, good, gold, goggle, balm, fallen, stolen, scalp, false, thumb, couple, pierce, charm, chapt, moth, mouth, nymphs, uncle, tenth, strength, height, depth, breadth, weight, joint, laud, beauty, deed, language, guide, feed, feud, vow, brave, dou, dove, knife, knives, yeoman, enough, air, heir, doubting, Island, isle, buy, league, hatchet, laugh, yeugh, bough▪ public, quishon. These are some of the hardest syllables, Note in spelling. as I said: yourself may add more as you meet with them. Also this is to be observed in spelling; that before (on) you spell or write commonly (ti) not (ci) as salvation not salvation, though we pronounce it as (ci.) But this is to be known chiefly, by the latin words from whence they come. Right pronunciation of words, Right pronouncing makes right spelling. & continual practice in spelling, are the surest way to come to spell truly. If you pronounce the word false, which you would have your child to spell, he spelleth it false: for he spelleth according as it is pronounced to him, or as he useth to pronounce. As for example; ask the child how he spells a strea, (as in many places the country manner is to pronounce it) he will spell strea or stre: but ask him how he spells a straw and so pronounce it, and he will spell straw. To direct further how to come to perfection in spelling or writing right, Further direction for spelling after. I shall have occasion to speak after. In joining syllables together, 4. joining syllables together. they must be taught, to utter every syllable by itself, truly, plainly, fully, and distinctly, as we heard of the letters before; and so also as that others who hear may understand; Understanding the matter. ever sounding out the last syllable: as salvation. Thus they may go through their Abcie, Books to be first learned of children. and Primer. And if they read them twice over, that they may be very perfect in them, it will be the better for them. For, the second reading of any book doth much encourage children, Abcie, Primer. Second reading of a book. because it seemeth to be so easy then; and also it doth imprint it the more. Besides that they will run it over so fast at the second time, as it will be no loss of time at all unto them. After these they may read over other English books. Psalms in metre. Amongst which, the Psalms in metre would be one, because children will learn that book with most readiness and delight through the running of the metre, as it is found by experience. Testament. Then the Testament, in which the discreet Master may keep his scholar less or more, until he think him meet to enter into the Accidence. If any require any other little book meet to enter children; School of Virtue. the School of Virtue is one of the principal, and easiest for the first enterers, being full of precepts of civility, and such as children will soon learn and take a delight in, thorough the roundness of the metre, as was said before of the singing Psalms: And after it the School of good manners, School of good manners, called, the new School of Virtue, leading the child as by the hand, in the way of all good manners. By these means, 5. In what time children well applied, may easily learn to read English. children if they be well applied, and continually kept unto it, may be taught so to read within a year or little more, as they may be meet to enter into their Accidence, by that time that they be six year old at the uttermost; especially if they be in any measure apt, and much practised in spelling the hardest syllables. For dividing or distinguishing of syllables this one observation is to be remembered; Dividing and distinguishing syllables. That what consonants are usually joined in the beginnings of words, those are not to be disjoined and separate in the midst of words, except in Compound words. But of this we shall speak more fitly after. And thus much may suffice for the present, for the speedy reading of English; for hereof I have had much certain experience. Spoud. I cannot justly dislike of any thing which you have said 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 attain all the rest in a short space. Except only one thing which you uttered; which indeed seems a strange Paradox to me: Namely, that some wise & experienced, would have children taught to call and pronounce all their letters, and to spell any syllable before they know a letter on the book. Phil. This is very true which you say; it may seem a Paradox to them who have not tried it. I myself was of your mind when I heard it first. 6. To teach little ones to pronounce their letters, and to spell before they know a letter, is the pleasantest way Yet setting myself to make some trial of it, for the reverence I bore to him of whom I heard it, and for that he showed me experience of it in a child not four years old; I found it the easiest, pleasantest and shortest way of all, where one would begin in a private house with little ones playing. The manner is thus▪ 1. You must teach them, as I said, to call their five vowels, and to pronounce them right: Which they will presently learn, How little ones will presently pronounce their five vowels. if you do but only cause them to repeat them oft over, after you, distinctly together thus; a, e, i, o, u. after the manner of five bells, or as we say; one, two, three, four, five. 2 Then teach them to put the consonants in order before every vowel, To put the consonants in order before the vowelles pronouncing them. and to repeat them oft over together; as thus: to begin with b, and to say ba, be, by, bo, bu. So d. damn, de, di, do, du. f. fa, fe, fi, fo, fu. Thus teach them to say all the rest, as it were singing them together, lafoy, 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, To teach to spell these thus, putting the consonants first. thus; What spells b-a? If the child cannot tell, teach him to say thus; b-a, ba: so putting first b. before every vowel▪ to say b-a ba, b-e be, b-i by, b-o bo, but bu. Then ask him again what spells 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 ask him, how he spells b-a, he will answer b-a ba. So in all others. Next these teach them to put the vowels first, as to say, ab, ebb, ib, ob, ub. Then thus, a-b ab, ebb ebb, i-b ib, o-b ob, u-b ub. After; what spells a-b, ebb, etc. Thus to go with them backward and forward, cross, in and out until they can spell any word of two letters. Then you may adjoin those of three letters: Afterwards, all the hard syllables, to tell what any of them spells, till they be perfect in all, or as you shall think meet. Repeating th' letters of thee Alphabet, by rote. By this means, and by a little repeating of the letters of the Alphabet over before them, by three or four letters together, as they stand in order, so as they may best sound in the children's ears, they will soon learn 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 rote will nothing hinder but further them. Then they may presently be taught to know the letters upon the book, To teach them to know their letters as before. either one by one, finding first which is a, in the Alphabet; and after in any other place. Then to find which is b, and so through all the rest as you will. Then when they are cunning in their letters, and spelling, To cause them to know the matter by questions or oft repeating to them. if you make them to understand the matter which they learn, by questions, for a little at the first, they will go on in reading, as fast as you will desire. The easier and more familiar the matter is to them, the faster they learn. Thus may any poor man or woman enter the little ones in a town together; Any one who can read, may thus enter children for reading english and make an honest poor living of it, or get somewhat towards helping the same. Also the Parents who have any learning, may enter their little ones playing with them, at dinners and suppers, or as they sit by the fire, and find it very pleasant delight. So they may help to gain their children a year or two in learning at the beginning, and also the Grammar Schools of this labour and hindrance. Spoud. You have persuaded me very much concerning this doubt also. Surely sir howsoever thus may seem but a toy, yet all tender parents will much rejoice in it, and acknowledge it an exceeding benefit, to have their children so entered; and this time being got in the beginning, will be found in the end as you truly said. Yet there is another matter that comes unto my remembrance, about which I have taken no small grief and discouragement many a time, concerning this point of reading English. I will mention it here, and desire your judgement how to redress it, although it might happily come-in-fitter afterwards. The trouble is this. That when as my children do first enter into Latin, many of them will forget to read English, 8. The inconvenience of children forgetting to read English, when they enter first into latin, and how to avoid it. Complaints of Parents for children forgetting English. and some of them be worse two or three years after that they have been in construction, then when they began it. Now if you could teach me how to help this likewise, that they might as well go forward still in reading English as in Latin, I should account this a very great benefit. For, some of their Parents, who use me the kindliest, will be at me that their children may every day read some Chapters of the Bible, to help their reading of English. Now this I cannot possibly do, but they must needs be hindered in their latin, in some lessons or necessary exercises; and either be behind their fellows, or else trouble all their fellows very much, that they cannot go so fast forward as they should, but stay for these readers. Others being more ignorant or malicious, upon every light occasion, are ready to rage and rail at me, for that their children as they say, do get no good under me, but are worse and worse. For, whereas they could have read English perfectly (it may be) when they came to me, now they have forgotten to do it. Thus am I grieved on every side, and vexed daily, let me labour never so much, and spend my heart amongst them for to do them good. Phil. Sir, herein I can say, as she in the Poet; Haud ignara mali miseris succurrere disco. For I have tasted deeply of the same grief until very lately, within this year or two. Yet now I seem to myself, to find as sensible and continual a growth amongst all my Scholars, in their English tongue as in the Latin. And not only for the reading of it, but also for understanding it, and ability to utter their minde● of any matter, wherewith they are acquainted, or which they learn in Latin; and also how to express the meaning of the latin in propriety▪ and purity of our own tongue: Complaint of want of care in our schools for growth in our own tongue is in the latin. so that I am quite d●●uered from that clamour. But to tell you what I think, wherein there seems unto me, to be a very main want in all our Grammar, schools generally, or in the most of them; whereof I have heard some great learned men to complain; That there is no care had in respect, to train up scholars so, as they may be able to express their minds purely and readily in our own tongue, Our chief endeavour should be for our own tongue. and to increase in the practice of it, as well as in the Latin or Greek; whereas our chief endeavour should be for it, and that for these reasons. Reasons. 1. Because that language which all sorts and conditions of men amongst us are to have most use of, both in speech & writing, is our own native tongue. 2. The purity and elegancy of our own language is to be esteemed a chief part of the honour of our nation: which we all ought to advance as much as in us lieth. As when Greece and Rome and other nations have most flourished, their languages also have been most pure: and from those times of Greece & Rome, we fetch our chiefest patterns, for the learning of their tongues. 3. Because of those which are for a time trained up in schools, there are very few which proceed in learning, in comparison of them that follow other callings. Spoud. This complaint is notwithout just cause: Few Schools which have any regard for our English tongue for I do not know any school▪ wherein there is regard had hereof to any purpose; notwithstanding the general necessity and use of it, and also the great commendation which it brings to them who have attained it: but I think every minute an hour, until I hear this of you, how my trouble & shame may be avoided, and how I may obtain this faculty to direct my children, how they may go thus forward, not only in reading English perfectly, but also in the propriety, purity and copy of our English tongue, so as they may utter their minds commendably of any matter which may concern them, according to their age and place. Phil. I will but name the means unto you now: for I shall have occasion to show them all more particularly hereafter. Besides the daily use of distinct reading over their English parts to get them perfectly, Means to obtain this benefit of increasing in our English tongue, as in the Latin. and of right reading all other things which they learn in latin, as yourself do know; these means following, by the blessing of God will accomplish your desire. 1 The continual use of the books of construing of Lilies rules, 1. Daily use of Lilies rules construed. by causing them to learn to construe, and to keep their Grammar rules, only by the help of those translations. This I find one very good use of these books, besides some other which I shall mention after. 2 The daily use, 2. Continual practice of English Grammatical translations. and practise of Grammatical translation in English, of all the School Authors, which the younger sort do learn; causing them each day out of those to construe and repeat, whatsoever they learn. This I also have proved by happy experience, to be a rare help to make young Scholars to grow very much, both in English and Latin. But of all these, for the manner, benefits, and use of them, I shall have occasion to speak at large. 3 Besides these, 3. Translating and writing English, with some other School exercises. they would have every 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 well in English as in Latin. 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 delivering them again, or making repetitions, is a special means. Also striving to express whatsoever they construe, not only in propriety, but in variety of the finest phrase, who can give the best. This chiefly in the higher forms: So reading forth of Latin into English; first in propriety, then in purity. By these, and some use of the History of the Bible, and the like, which I shall be occasioned to mention after; you may find their growth, according to your desire, and much above your expectation. Spoud. Undoubtedly sir, these must needs be very available; because scholars may have hereby, so much use of the English every day, above that which is practised in any School which I have known. But for any such translations of the School Authors, I have not heard of them, Only I have seen the books of construing Lilies rules, and some of my children have them, though I feared that it would rather make them idle, being but a truants book. Indeed I never conceived so much of them as you say: I shall better think of the use thereof. Phil. There is not the best thing but it may be abused. But for that book as the others, I shall show and prove unto you the commodities of them, above all that you would imagine. The chief fault of the children going backwards in reading English, when they first learn latin, is in the Parents themselves. Experience makes me confident: Yet to return unto yourself, concerning the complaint of the Parents, for their children going backward in reading English, when they first learn latin; the chief fault in truth is in the Parents themselves; although we poor schoolmasters must be sure to bear all. For if such murmuring Parents, would would but cause their children, every day after dinner or supper, or both, to read a Chapter of the Bible, or a piece of a Chapter, as leisure would permit, and to do it constantly; thereby to show their love to the Lord, and his word, and their desire to have the word dwell plentifully in their houses, to have their children trained up 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 discern the fault to be in their children's dullness, and not in our neglect. Notwithstanding, sith that they are so very few of whom we can hope, that they have any care of this duty in their houses, in respect of all the rest who omit it, and yet all the blame must surely rest on us, it concerneth us so much as we can to redress it; and therefore use all good means, to cut off all occasions of clamours, and of discrediting ourselves, and our schools, and to contend for the greatest profiting of our children, aswell in this, as in any other part of learning; the use of this being, as we heard, most general and perpetual. Spoud. You have directed me very rightly how to answer such Parents: now I shall be able to show them where the fault is, and be calling upon them to redress this at home. I shall also endeavour to put all this in ure, and more as you make the particulars more fully known unto me; and as I shall find by trial the fruit hereof. But now, that you have thus satisfied me in all these my doubts; I cannot but demand yet one other point, wherein I find another great want, though not comparable to the former; because there is not so much use of it: which is about the ordinary numbers or numbering. For I am much troubled about this, that my readers and others above them, are much to seek in all matters of numbers, whether in figures or in letters. Insomuch, as when they hear 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, An ordinary fault, that most scholars are to seek in matters of common numbers, which they may be taught in an hour or two. & yet might easily be helped by common means, in an hour or two. I call it ordinary, because you shall have scholars, almost ready to go to the University, who yet can hardly tell you the number of pages, sections, chapters, or other divisions in their books, to find what they should. And it is as you say, a great & a fowl want; because, without the perfect knowledge of these numbers, scholars cannot help themselves by the Indices, or Tables of such books, as they should use, for turning to any thing of a sudden: although it be a matter whereof they should have use all their life long. And to conclude, it is a great neglect, because it is a thing so easy, as that it may be learned in so short a time, only by most usual means, as by these following. For numbers by letters, use but only to appose them, Numbers by letters known easily, yet oft neglected. according to the direction in the latin Grammar at Orthographia, & they will do them presently. As if you ask what 1 stands for, what V. what X. what L. etc. And back again, what letter stands for one, so what for five, or forten. But specially if you desire to have them very ready herein, cause them to have these written, & then to practice to read them over often, until that they can answer any of them perfectly. Warn them also to remember always▪ that any number set after a greater, or after the same number, doth add so many more, as the value of that later number is. As, I. set after X. thus, XI. doth make eleven. XV. fifteen▪ XX. twenty. But being set before, they do take away so▪ many as they are: as I. before X. thus, IX. nine. If you wish an example more at large this may serve; let each of them that should learn have a brief of these, after this manner, to show them all the chief numbers. I. one, II. two, III. three, FOUR or IV. four, V. five, VI six, VII. seven, VIII. eight, IX. nine, X. ten, XI. eleven▪ XII. twelve, XIII. thirteen, XIIII. fourteen, XV. fifteen, XVI. XVII. XVIII. XIX. XX. XXI. XXV. twenty five, XXX. thirty, XL. forty, L fifty, XC. ninety, C. a hundredth, D. five hundredth, M. a thousand. And thus much shortly for numbering by letters. For the numbers by figures, Numbers by figures. this rule must also be observed; That the figures do signify in the first place so much o●ly, as if they were alone, or one time so many. In the 2. place tens, or ten times so many. In the third place, hundreds, or a hundredth times so many. In the fourth place thousands, or a thousand times so many. In the fifth place ten thousands. In the sixth place hundredth thousands; the places being reckoned 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. twenty. 21. 22. 23. etc. 30. thirty. 31. 32. 40. forty, 41. etc. 50. fifty 51. 60. sixty, 70. seventy. 80. eighty. 90. ninety 100 a hundredth. 101. a hundredth & one, 102. 110. a hundredth and ten. 120. a hundredth & twenty. 130, etc. 200. two hundredth, etc. 1000 a thousand. 10000 ten thousand. 100000. a hundredth thousand. These being learned backwards and forwards, so that your scholar be able to know each of them, to call them or name them right, & to find them out, as the child should find any letter which he is to learn: in a word, to tell what any of these numbers stand for, or how to set down any of them; will perform fully so much as is needful for your ordinary Grammar scholar. If you do require more for any; you must seek Records Arithmetic, or other like Authors and set them to the Cyphering school. Spoud. This is a defect that I see is most easily supplied by a very little pain and care in examining. I have troubled you overlong in this, being in itself so very a trifle, though the want generally be to be blamed. Now therefore let us hasten unto our profession for the Grammar Schoolmaster. For I desire earnestly to be in our own element, as more befitting and beseeming our place. Phil. I am very willing to make all the haste that we can: Why this Dialogue is so long for this I see, that though we neither use digressions, nor needless words; yet this our conference will prove very long, before that I can make my mind plain unto you. Unless I should be so short, as either to be obscure, or to omit many things which I take to be very necessary: But yet before we come to make entrance into the Latin, if we do keep order, we are to go through the way of writing, as being more general, and which chiefly appertaineth also to our English tongue; in respect of our more frequent use of it: I mean chiefly for the writing of our ordinary hand called the Secretary hand, which is almost wholly in use amongst us. CHAP. FOUR How the Master may direct his Scholars to write very fair, though himself be no good Penman. Spoud. TO come therefore unto writing, Fair writing a great benefit & ornament to Schools. and the manner of teaching it; That which you affirm may be done herein, cannot but be a very great benefit, and a notable grace to schools, and also to all learning, if it can be so effected. That all Scholars in general, may be directed to write commendably, and a great part of them which are more apt to write very fair; and that in the several hands of the learned tongues, as they do proceed in every one of them. For many of the best Scholars, have been wont to write very ill; It hath been a received opinion a ●ong many, that a good Scholar can not be a good writer. in so much, as it hath been a received opinion, as you know, amongst very many, That a good Scholar can hardly be a good penman. Moreover you shall find very few good writers in Grammar Schools; unless either they have been taught by Scriveners, or be themselves marvelous apt hereunto, and very rare, or where the Master doth apply himself chiefly to teach to write. The want of this, hath been another part of my grief: for besides the complaint and grudging of the Parents; The trouble of Schoolmasters, for the want of this faculty to teach Scholars to write. I have also seen, after they have been a great while with me, that they have not been able to write so, as to be fit for any trade; but they must after be set to learn of the Scrivener: much less have they been able to write a letter to their friends, or to perform any such business with their pen, in any commendable manner. You shall therefore do me no less a pleasure, then in the former, if you can direct me, how to help all these evils, and to attain to that dexterity, whereof you speak. Phil. I hope to satisfy you herein also. But first relate unto me, what courses yourself have taken, to teach your Scholars to write; whereof you have found so little profit: and after I shall add, as in the former, what I have learned, to the better effecting hereof. Spoud. Surely I have done this: The ordinary course in Schools to teach to write. I have daily set them copies, so well as I could; which hath been no small toil unto me: or else I have caused some of my Scholars, or some others to do it. Also I have made them now & then to write some copies; and it may be, I have corrected them for writing so badly, or guided some of their hands, or showed them how to amend their letters. This I take to be the most that is done in Schools ordinarily; unless any do procure Scriveners, to teach in their towns: whereof we find no small inconveniences. Phil. I take it to be as you say, that this is all which is done in most Schools: and hence so many of us have experience, of the like murmurings against us. Now I will let you see plainly and as familiarly as I can, how to help this evil, and to attain this so great a benefit. 1. The Scholar should be set to write, 1. When Scholars should begin to write. when he enters into his Accidence; so every day to spend an hour in writing, or very near. 2. There must be special care, 2. To have all necessaries. that every one who is to write, have all necessaries belonging thereunto; as pen, ink, paper, ruler, plummet, ruling-pen, penknife, etc. 3. The like care must be, 3. Ink and paper, of what sort. that their ink be thin, black, clear; which will not run abroad, nor blot: their paper good; that is, such as is white, smooth, and which will bear ink, & also that it be made in a book. Writing books kept fair. Their writing books would be kept fair straight ruled, & each to have a blotting paper to keep their books for soiling, or marring under their hands. 4. cause every one of them to make his own pen; otherwise the making, 4. Every one to learn to make his own pen. and mending of pens, will be a very great hindrance, both to the Masters and to the Scholars. Besides that, when they are away from their Masters (if they have not a good pen made before) they will write nought; because they know not how to make their pens themselves. The best manner of making the pen, The manner of making the pen. is thus: 1. Choose the quill of the best and strongest of the wing, which is somewhat harder, and will cleave. 2. Make it clean with the back of the penknife. 3. Cleave it straight up the back; first with a cleft, Cleft of the pen. made with your penknife: after with another quill put into it, rive it further by little and little, till you see the cleft to be very clean: so you may make your pen of the best of the quill, & where you see the cleft to be the cleanest, & without teeth. If it do not cleave without teeth, cleave it with your penknife in another place, still nearer the back: for if it be nor strait up the back, it will very seldom run right. After, make the nebbe and cleft both about one length, somewhat above a barley corn breadth, & small; so as it may let down the ink, The neb of the pen. and write clean. Cut the nebbe first slant downwards to make it thin, and after straight overthwart. Make both sides of equal bigness, unless you be cunning to cut that side, which lieth upon the long finger, thinner and shorter; yet so little, as the difference can hardly be discerned. But both of equal length is accounted the surest. The speediest and surest way to learn to make the pen, The surest way for making the pen. is this. When your Shollar shall nave a good pen fit for his hand, and well fashioned; then to view and mark that well, and to try to make one in all things like unto it. It were good for the learner to procure such a pen made, and to keep it for a pattern, to make others by until he be very perfect in it. A child may soon learn to make his pen; yet, few of age do know how to make their own pens well, although they have written long and very much: neither can any attain to write fair without that skill. Next unto this, How to hold the pen. cause your scholar to hold his pen right, as near unto the nebbe as he can, his thumb and two forefingers, almost closed together, round about the neb, like unto a cat's foot, as some of the Scriveners do term it. Then let him learn to carry his pen as lightly as he can, To carry the pen so lightly as to glide on the paper. to glide or swim upon the paper. So he shall write the cleanest, fairest, and fastest, and also his pen shall last the long. Instead of setting of copies and to save that endless toil, Copies. In stead of setting copies to have copy books fastened to the top of their books. let every one have a little copy book fastened to the top of his writing book, with a strong thread of a span long, or thereabout; that always when he writeth, he may lay his copy book close before him, and that the side of the copy, may almost touch the line where he writeth, that his eye may be upon the copy, and upon his letter both together. And also, to the end that ever when he hath done writing, he may put his copy book into his writing book again; so that the copy may never be out of the way, nor the Scholar write without it. The fittest volume for their writing a book is, to have them in quarto. Moreover, the copy books would be made thus. Manner of the copy books. Not above two inches in breadth; four or six copies in a book, half secretary, half Roman. The copy books might be made thus most fitly as I take it. 1 One line of small letters, of each letter one, except in those which have letters of divers kinds, and therein both kinds to be set down: as i i. s. 8. u, v. Under the line of small letters, would be set a line of great letters, after the same manner; and under them both a line or two of joining hand, containing all the letters in them. Examples of both sorts for the present until better can be found may be these. I mean copies both of Secretary and Roman, containing all the letters in them. For Secretary thus: Exercise thyself much in God's book, Examples of copies containing all the letters in one line of joining. with zealous and fervent prayers and requests. For Roman thus: Aequore cur gelido zephyrus fert xenia kymbis? Respect not the verse, but the use. Under 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 Secretary, m. i. t. v. z. s. In the great letters, 〈◊〉. So under the Roman copies after the same manner. In the end of the copy books, in a page or two, might be set down all the hard syllables mentioned before. The hardest syllables and principal numbers to be set in the end of the copy books. That by oft writing them over they might be helped to spell, & to write true Orthography. And after those, the numbers mentioned, to be able to write or totel any of them upon the book without it. Then what scholar so ever were not able to tell any of them, after a little poasing, The copy books to be printed & how, with the benefit of them. were well worthy to be corrected. If such copy books were finely printed, being graven by some cunning workman, & those of the most perfect and plain forms of letters, that could possibly be procured, in a strong and very white paper, one book or two of them would serve a scholar near all his time, that he should never need to change his hand. The often change & following of diverse hands, Inconvenience of following divers hands. doth as much hinder writing, as often change of schoolmasters doth hinder learning. Therefore, the best is to be chosen at the first, and ever to be stuck unto without alteration, if it may be. In the mean time, The best written copies to be procured. until such copies can be had, some would be procured of the master, to be written by the best Scrivener who can be gotten, after the manner aforesaid, for each scholar to have one to fasten to his book, and to use as before. Otherwise when for lack hereof, Inconvenience of the lack of such books. the Master, or Usher, or some other Scholar is compelled every day, to write each scholar a new copy; it is both an endless toil, and also an extreme loss of time: besides the inconvenience mentioned, of change of hands, and that few Masters or Ushers are fit pen men, to write such copies as were necessary. Lastly, because through want of such copies, scholars do write ordinarily without direction or pattern, in all their exercises; whereby they either grow to very bad hands, or do profit in writing, Fair writing to be practised by all the scholars once every day. little or not at all. This exercise of writing fair, would be practised by all the Scholars thorough the School, at least once every day, for an hours space or near; and that about one of the clock: for then commonly their hands are warmest and nimblest. Now those that write exercises, may take the opportunity of that time, General rule in writing; To make all like unto the copy. to write them so fair as they can. In all writing this general rule would be observed straightly, to cause them to strive to make every letter, as like to the copy letter in all proportion, as the one hand is to the other. And that they never think a letter good, until no difference can be found between it and the copy letter; To keep even compass. that it cannot be discerned whether is the better. Great care would be had withal, to make every writer to keep even compass in the height, greatness, and breadth of his letters; that no one letter stand either too high or too low, be over long, or over short, nor any way too big, or too little, too wide, or too narrow. To the end, How to write of even height. that they may write of even height; cause them to rule their books with a ruling pen, and then that they make the body of each letter, to touch their rules on both sides, I mean both at the tops and bottoms of the letters; but not to go one hair breadth higher or lower. Thus by practice the scholar will in time attain to write very fair of himself without any ruling pen. That every one may rule their books thus, Each to have his ruling pen, and what on●●. cause them to have each his ruling pen, made of a quill, somewhat like unto a pen; but only that it is to be made with a neck in the neb or point of it, like the neck of an arrow, the nebs of the neck standing just of the breadth of their copy letters asunder, that they may rule their rules meet of the same compass with their copies. The points of the nebs of the ruling pens, The neb of the ruling pen, and how to rule with it. must not be made over sharp, nor pressed down over hard in ruling; because they will then raze the paper, and make it that it will not bear ink. They are moreover to rule but a few lines at once: because the lines being drawn but lightly, will soon go out, and not be seen before that the learners come to write in them. Also this care must be had in ruling, to carry the ruling pen so even and strait forward, ☜ that both the lines which are drawn by it, may be seen together; or else to draw the lines so oft over with the same, until that both the lines may be well seen. Even writing to be straightly looked to, by the help of a ruling pen. This would be observed carefully, until that time that they can begin to write even & straight of themselves: for the even compass doth especially grace a hand, and the fair show of it will cause children to take a delight in writing fair. Every scholar who writeth Latin should have two of these ruling pens: one for Secretary, and an other for Roman; or else to have one made of iron or brass, the one end for the one, the other end for the other. Moreover, the books of all the new beginners or enterers, whilst they write letters, would be ruled well with cross lines, with the ruling pens on this manner: It is found to direct them very much. Ruling the books of the young beginners with cross lines thus. Thus their books shall be kept fair. Benefit of this ruling. The compass or the space within the cross lines, serves to keep & guide the body of each letter to make it of a just proportion. The strait lines direct and guide the child to make every stroke strait forward, or up and down, and also how to frame the head and tail of each letter. Thus much for the compass of the letters; The compass in greatness or nearness of the letters. chiefly in the tops and bottoms of the letters. Now that the letters may not be over big or over little, set too near one another or far off, this may be one good direction; Cause your scholar to draw his lines, on which he will write his copies, of the very same length with the length of the line of his copy: and then if he write just so much in his line as is in the copy, it is very like that he makes his letters of a good proportion, not too big nor too little, and the compass even, not one over near, or far off from an other. But if he write more in a shorter space, then is in like space in the copy, he either makes his letters too little, or sets them too near one another; letters, or words, or both. And so on the other side, if he write less in a line, then is in his copy in the same space, and length, than he makes his letters too big, or too wide asunder. The letters would be joined in every word: yet so as no one be set over near another, but just as the copy, observing blacks and whites, as the Scrivener termeth them. And each word in a sentence, would be set about the breadth of an a, or an o, from one another. For writing strait without lines (after that they have practised this a good while, Writing strait without lines. to write with double lines, ruled with the ruling pen, and after with single lines) this may help to guide them well; ☜ to cause them to hold their elbow so close to their side and so steadily, as they can conveniently: for the elbow so stayed, will guide the hand as a rule, especially in writing fast. Afterwards, looking at the end of the line, as we use to try the straightness of an arrow, they shall see easily where it is crooked. Practice will bring facility These also may be special furtherances for the first enterers: Special furtherances for the first enterers in writing. When they cannot frame a letter. When the young scholar cannot frame his hand to fashion any letter; besides the guiding of his hand, and also the showing where to begin each letter and how to draw it, some do use to draw before them the proportion of their letters, with a piece of chawke upon a board, or table, or with a piece of black lead upon a paper; and then let the child try how he himself can draw the like upon it; and after this to let him to do it with his pen, following the letter of his book. Or thus; To follow a letter with a dry pen. Let him take a dry pen, that cannot blot his book, and therewith cause him to follow that letter in his copy, which he cannot make, drawing upon the copy letter very lightly, & a little turning the side of the pen, where the letter is small; but leaning harder upon it where it is full, and there also turning the broad part of the pen. Only warn him to be careful, that he do not hurt the letter in the copy, by his hard leaning upon his pen, or by the overmuch sharpness of it▪ Thus let him follow his copy letter, drawing his pen so oft upon it, until he think his hand will go like unto it. Then direct him, to try with another pen with ink, whether he can make one like to that of his copy. If he cannot, let him go to it with his dry pen again, until that he can fashion one like unto it. This also is a special observation: That the more leisurely the child draweth at the beginning, Leisurely drawing as the Painter. as the Painter doth, and the more lightly, the sooner a great deal he shall learn to frame his hand to write fair. This likewise some good Scriveners observe; To learn to make one letter well first, then another. to suffer the child to learn to make but one kind of letter at once, until they can make that in some good sort, than another: as first a, then b. But especially to begin 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 be the easier. To help to write clean, To help to write clean, fast and fair together. fast and fair together, call oft on your scholars to exercise their hands in making of f strokes, that is, dashes of f, and s thus 〈◊〉; and the stroke of the great C, and B, thus, 〈◊〉 Also some use to cause the learners, Making flourishes, gliding upon the paper. to practise their hands to run upon the paper, either with ink or without, until they be very nimble and cunning to glide upon the paper; and namely, to make certain rude flourishes. Call on them in all exercises, To observe ornaments of writing. to be careful to observe the graces of letters: as the keeping of great letters, accents, points, as comma, colon, period, parenthesis, and whatsoever may serve for the adorning of writing; and evermore to take a delight in writing fair: which delight is in each art the one half of the skill; ☞ but to fly all long tails of letters, and to make all their letters so plain as they can: To make the letters most plain. the plainer the better. Beware that you suffer no one to learn a bad hand, ☞ or to make any bad letter, so near as you are able to prevent it. Mischiefs of getting a bad hand. For it will be found much harder to teach such to forget their bad letters and hands, then to teach other which never learned, to write the good. So that if you teach such, a better hand, after that they have learned and been long enured to the worse; although they seem to have learned to write well, yet unless they be holden continually to practise their good hand each day a little, they will fall unto their bad hand again: so great force hath any evil custom. This therefore must be our wisdom, ☜ to procure from the beginning the most excellent copies, To procure the most excellent copies from the beginning. for our scholars, whatsoever they cost; and to keep them constantly to them: they will soon quite the cost both to Master and Scholar. To the end that any Master may be the better able to teach thus; That the Master may teach his Scholars to write fair, what to be done. let him either try to attain this faculty of writing fair (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 Scholars to observe them constantly; or so many of them, as need shall require. And to this end, ☜ let him use to walk amongst his Scholars as they write all together; To walk amongst the scholars, to see they observe these directions. and see that they do practise these things duly: but chiefly that every one have his copy book laid close before him; and to mark well wherein any one of them misseth in any letter or stroke, that it is not like to the copy, there to point him to the copy, and to show him where they differ, or to cause him to compare them himself: so to appoint them to be mending their faults, until their letters be in all things like the copy letters. And what letters they make the worst, To observe all the bad letters and faults in writing. to make them so oft over, in some void place of their book, or some waste paper, until those be as good as any of the rest, and like the copy, 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 scholars, Any Scholar may help the Master. chiefly one of them who write the best, may help the Master to direct the rest. By these means the Schoolmaster may bring many of his Scholars to be very good penmen, The meanest writers may bring many of their scholars to be good penmen. and all generally to some competent sufficiency, to the credit of the School, the good contentment of the parents, and the great benefit of the Scholars, though he cannot write well himself, if he can but only thus far forth direct, as to cause his Scholars to follow these observations. Hereby the Schools also may be freed from having any need of the Scriveners, which go about the country; at least, which go under the names of Scriveners, To avoid the evils by wandering Scriveners. and take upon them to teach to write; & do ofttimes very much hurt in the places where they come. For they draw away the minds of many of the Scholars from their books; even of all such as cannot endure to take pains, nor have any great love of learning and cause many, of good hope to leave the school utterly. Besides that, very often, so soon as ever these Scriveners are gone, the Scholars whom they have taught, do forget what they seemed to have gotten by them, unless they be kept to practise their writing daily. So that all that cost and time is commonly lost; besides the former inconveniences, that sundry by them lose all the learning which they had gotten. Also most of the younger sort, who seem to write fair, and so leave the School in a conceit of that which they have gotten by the Scrivener; yet do write so false Orthography, as is loathsome to see, and ridiculous to read. For these properties should be joined together in every penman, Things necessarily required in commendable writing. who would have any approbation; to be able as well to write a good style (I mean to indite, and to express his mind in some good form of words, and true Orthography) as to write fair. As for the use of Scriveners in the common schools, it would be this (if any); The use of Scriveners in the Grammar Schools, what. either to make every scholar his book of copies, to use after the manner prescribed, until such printed ones can be had: or else to set all the scholars in a good way of writing for right framing their letters, and the like. To do it only at such times as the Master shall appoint; that it may be without any great hindrance to the scholars for their learning, & warily preventing all the former inconveniences. For schools and good learning being such a singular benefit, and so great a gift of God to Church & Commonwealth, all hindrances would be wisely foreseen, and heedfully prevented. These are the special helps, which hitherto I have learned, for the direction of scholars in writing: and by these I am assured upon trial, that what is promised in this behalf, may be effected through God's blessing. Spoud. Sir, these must needs be very profitable: yet my memory being weak, and they many, I shall hardly think of them to put them in practice. I pray you therefore repeat unto me again in a word or two, which of them you take to be the principal and of most continual use. Phil. These I take to be the principal, ☜ & almost the sum of all; The sum of the principal and most necessary directions for writing, to be ever remembered: and therefore here shortly repeated that we may have a brief notion of them. & which would ever be had in memory: that the scholars have good pens, thin ink, fair & good copy books; & those made fast to their books, to have them ever laid close before them when they are to write fair; which would be once every day; & then all of them together. That they have their books ruled straight & lightly, & that with ruling pens amongst all the younger sort: and that therein a care be had, that they ever touch both the lines of the ruling pen with the bodies of their letters. Also that they have their faults showed them, by pointing them to the copy letters; and where their letters are unlike to the copy, thereto cause them to be amending them continually, until they attain to write as fair as it. To call on them ever to have an eye to the copy, & to have the fashions of the letters in their minds. To take a delight in writing; striving who shall do the best: to this end, to let their hands glide lightly on the paper; to strive to write very clean; to make minims, and such like letters sharp at tops & bottoms, or just to the proportion of their copies: to hold their pens very low: their elbow something near their side: to keep their copies & books fair, unblotted & unscrauled: to have void places or waste papers for assays, etc. Most shortly, these three are almost all in all; good copies, continual eyeing them well, a delight in writing: although I think it very necessary, that you be acquainted with all the former directions, as they are set down at large, to use them as need shall require. You may soon attain the knowledge of them, when you have them written down: the labour of learning them will be nothing to you in regard of the benefit; and much less in regard of the long search and observation, which I have used to find them out. Spoud. It is true indeed; and I am the more beholden unto you: but give me leave this one word; that which you said even now, may seem to make very much against the Scriveners. Phil. Not at all; This maketh nothing against the honest Scriveners, but to prevent the abuse of shifters, and hurt to Schools. it onlely helpeth to redress the great abuse by some shifters, who go under the name of Scriveners: for all good Scriveners have their callings and employments, wherein to serve to the profit and good of the Commonwealth, and not unto the hurt thereof. This only may teach us to prevent and avoid those intolerable abuses, & hurts to schools mentioned; whereof there hath been, and is daily, so much experience. Spoud. Sir, I cannot but like of your answer; I myself have had some experience of the truth of the complaint: it is very necessary that such evils should be prevented. Now therefore that you have thus showed me how to make my scholars good penmen, and that they may grow therein, as in their school learning; and thus prepared the way to our Grammar school: let us at length come to that which hath been the special end of my journey, and wherein our chief travel and employment lieth. A first let us begin with the rudiments of the Grammar, I mean the Accedence; wherein our first entrance is. Phil. Very willingly: but first let me acquaint you with certain general observations, which concern our whole course of teaching, and whereof we shall have almost continual use; lest we be troubled with repeating them often after. Spoud. It is well advised, that we may do all things the most shortly, and in the best and easiest order that we can: I pray you therefore show unto me what those general observations be. CHAP. V. Of certain general Observations to be known of School masters, and practised carefully in all Grammar learning chiefly. And first of causing all things to be done with understanding. Phil. FOr the general Observations the first may be this. Scholars are to be taught to do all thing, with understanding, and to know the matter before in general. 1. That Scholars be taught to do all things with understanding; and to be able to give a reason of every matter which they learn. And so in every lecture which they learn in any tongue, first to understand the matter of it, and the lesson will be learned presently. But before I speak any more of this, I pray you let me hear of you what course you have taken in this point. Spoud. This first observation seemeth strange unto me, The common course to do all things without understanding the reason of them or how to make use of any thing. at the very naming of it. I myself have used only this course, and I think it to be all that is done in most of our country schools; To give Lectures to the several forms, or cause some scholar to do it. And therein first to read them over their Lecture, then to construe them, and in the lower forms to purse them. So when they come to say; to hear them whether they can read, say without book, construe and purse. More as I take it, is not much used, for the understanding and making use of them. Phil. I know it to be as you say; and do hold it to be a very great defect in schools generally: The defect hereof exceeding great. yea a far greater hindrance to learning, then that of letting them to lose so many years, before they begin to learn. For this is a matter which of all other concerneth the credit of schools, and furthereth learning wonderfully; to teach scholars to understand whatsoever they learn, & to be able to give a reason of every thing why it is so; and to do this from the lowest to the highest. My reasons are these: 1 Because if it were rightly known, To do all things by reason, brings almost double learning. & constantly practised in schools, it would bring forth very near double so much good and sound learning, as is now gotten commonly. 2 It would bring withal, 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 believed until it be tried by experience. In a word; It would cause at things to be gotten much more speedily, laid up more safely, and kept more surely in memory. Therefore, that old rule is true; Legere & non intelligere negligere est. To read and not to understand what we read, To read without understanding and knowledge how to make use, is a neglect of all learning. or not to know how to make use of it, is nothing else but a neglect of all good learning; and a mere abuse of the means & helps to attain the same. It is no other thing but a very loss of our precious time, and of all our labour and cost bestowed therein, in regard of that which is read with understanding. We may see trial hereof sundry ways. 1 Let children be examined together; Trial of the difference between learning with understanding & without 1. In scholars examined together, whereof one understandeth, and can give reasons of things, the other not. I mean such as of whom one of them alone hath been taught to do all things by reason & with understanding; so that he is able to give you a plain reason, and make the right use of every thing, which he hath learned: the other have learned only to say without book, to construe and purse; then mark the difference. Although all these learn one and the same Author; yet when they come to the trial, you would think that one to have all learning, when you hear him to give a reason of every thing, and that he can make use of all things; all the rest to have almost nothing at all, or at lest nothing in regard of that one so taught. 2 Prove it thus in getting learning: 2. In getting a lesson, how to do it soonest, & in the best manner. Teach your scholar one lesson which you cause him to understand perfectly before; another of the same matter, whereof he understandeth little or nothing: and then try whether he will not do that, whereof he understandeth the meaning and reasons, almost in half the time, which the other will require. And this also so, as you may evidently discern it, that he will do it with much more ease, certainty and boldness, than he can do the other. 3 We ourselves may make trial of it by our own experience, 3. In our own experience construing or studying out any difficult place in any Author or tongue. in construing any difficult piece of Latin, Greek, or Hebrew, or committing any thing to memory; whether if so be that we do but understand the matter of it before perfectly, we shall not do it in half the time and with one half of the labour, that otherwise it would require. Or if we would write or speak of any thing, let us prove it but thus: If we first understand the matter well and have it perfectly in our head, whether words to express our minds will not follow as of themselves. To this very purpose, for confirming the truth hereof, and to keep a continual remembrance of this point; these three verses of Horace were worthy to be written in letters of gold, and to be imprinted in the memory of every one who is desirous to get the best learning: for so they would indeed prove golden verses, and make undoubtedly golden times; Scribendirectè sapere est & principium & fons: Rem tibi Socraticae poterunt ostendere char●ae; Verbaque provisam rem non invita sequentur. The meaning of the verses, I take it to be this: To attain to this faculty, to be able to write or speak of any matter, and so to come to all excellent learning, the very first and chief fountain, and that which is all in all, is to understand the matter well in the first place. As for store of matter, the writings of learned men (such as Socrates was) will furnish you abundantly therewith. And when you have the matter thoroughly in your head, words will follow, as waters out of a fountain, even almost naturally, to express your mind in any tongue, which you study in any right order. This will be found to be true in Latin, Greek, Hebrew, and by a like reason in every other tongue, and in every faculty: whether we would write, speak, learn, resolve, or remember and lay up for ever. This was a principal cause that made Tully, One chief cause why Virgil and others writ so eloquently, because they were so ripe in understanding, and had such store of matter. Ovid, Virgil, and some others so to flow in eloquence; and especially Virgil, whom men worthily account the chief of all latin Poets, because they did understand so fully whatsoever 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 days warning, and having words at will, than other in two months; and all because the one sort are so full of understanding and matter, the other are so barren thereof. Thus in all these examples, every man may see a plain demonstration of the truth of these verses of Horace, which he no doubt did write upon his own experience, as every man shall find, who will set himself to make trial. Prove & confirm what tongue soever your scholar learns, Try. even from the first reading of English, if he can repeat you the matter, or the sum of it, or have it in his head, try whether he will not have the words presently. The plentiful experience which I have seen, They who find experience will be desirous to make others partakers. of the sweet delight and fruit of this course, of causing children to do all things with understanding and reason, compared with the fruitless toils and griefs 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 evidence of all that which you have said, and therefore I must needs be persuaded of it. I do heartily thank God for it, and will endeavour myself to put it in practice continually. It seemeth great difficulty for masters to teach their scholars to do all things with understanding. Only here is the difficulty, how a schoolmaster may do this, to teach his scholar so to proceed with understanding, and how to give a reason of every matter which they learn, to make use of all their learning. Above all, how he may begin to fraught young Scholars with all store of matter, as they go on: this very much passeth my skill. I should think myself most happy, to obtain this knowledge, if it possibly can be done. Phil. Attend to those things which I shall relate, and I have 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 every Chapter, I shall endeaur myself to manifest the reasons of every thing, and how you may teach others; so far forth, as hitherto the Lord hath made them known unto me. And more hereafter, as I shall learn more. The principal means for their understanding, is, by ask short questions of the matter: for so they will understand and any thing, which they are to learn. But of that more hereafter in the particular examples; and chiefly, Chapt. 24. Spoud. If you have done then with this, let us go forward to your next general observation; and so through them all, as briefly as you can. Phil. My next observation is this: The second general observation. that as I would have them to do all things with understanding; so to learn only such books and matters, as whereof they may have the best use, To learn only such things, as whereof they may have good and perpetual use. and that perpetually in all their learning, or in their whole life. For this is well known to every one; that things well learned in youth, will be kept most surely all the life long; because in that age they are most easily imprinted, and stick the longest in fresh memory. And for that cause, children should spend no time unfruitfully, in such books, as whereof they cannot have both very good and continual use. This cannot be but a great folly, to misspend our precious time in such studies, whereof neither ourselves nor others can have benefit 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. Filthy places in Poets omitted. And therefore all filthy places in the Poets would be wisely passed over, or warily expounded. It were well if there were an Index Expurgatorius, to purge out all the filth out of these, by leaving it out, or changing it. Third rule, 3. To note all hard words, or matters worthy observation. and that general for all Students, is this: that whatsoever difficult words, or matters of special observation, they do read in any Author, be marked out; I mean all such words or things, as either are hard to them in the learning of them, or which are of some special excellency, or use, worthy the noting: or which, after that they have been a certain time in construction, they have not either learned, or at least they know not where they have learned them. Manner of marking. For the marking of them, to do it with little lines under them, or above them, or against such parts of the word wherein the difficulty lieth, or by some pricks, or whatsoever letter or mark may best help to call the knowledge of the thing to remembrance; yet so much as may be, without marring of their books. To do this, to the end that they may oft-times read over these, or examine and meditate of them more seriously, until that they be as perfect in them, as in any of the rest of their books: for having these than have they all. This would be universal, This general in getting all learning. in getting all kind of learning; after that children do grow to any discretion to mark such things rightly: you will marvel (if you have not made trial of it) how much they will go through, & what sound knowledge they will come unto in any kind of study; and how soon by this help, more than they can do without it. And when they have once gotten it they may as easily keep it, & as surely, by oft-times running over those things, which are so noted, above all the rest. This is the reason that you shall have the choicest books of most great learned men, The books of the best students thus noted. & the notablest students all marked through thus, in all matters either obscure, or of principal & most necessary use. And this is one chief means, whereby Scholars may have the difficultest things in their Authors so perfectly, as that whensoever they shall be examined of a sudden, they shall be very ready, to their great praise, and to the just commendation of the School. To note books of dailyuse with ink. For the manner of noting, it is best to note all school books with ink; & also all others, which you would have gotten adunguem, as we use to say, or whereof we would have daily or long practice; because ink will endure: neither will such books be the worse for their noting, but the better, Others with black lead thrust into a quill. they be noted with judgement. But for all other books, which you would have fair again at your pleasure; note them with a pencil of black lead: for that you may rub out again when you will, How to rub it for●h again. with the crumbs of new wheat bread. The very little ones, which read but English, may make some secret marks thus at every hard word; though but with some little dint with their nail: so that they do not mar their books. Of this I shall speak more particularly in the manner of parsing, Chapt. 9 A fourth observation, 4. To learn all so perfectly, as the former may be in stead of a Schoolmaster to the later. is this: That whatsoever books or matter Scholars do learn, after they begin to learn without book; that they learn them so perfectly, and hold them so surely, by daily repetition and examination, that they may have in their minds such an absolute knowledge of all the words, and matters which they have learned; as wheresoever they shall meet with the same again, or shall have occasion to use them, they may not need to be driven to learn them anew; but that they may tell of a sudden where they have learned them, or can repeat the place: and so make their use and benefit of them. To teach the same things twice, Not to need to teach the same things twice or thrice over. or thrice, is a double labour and grief: but to have all things which they have learned, ever in readiness is a singular benefit, and a rare commendation. For besides the preventing of all loss of labour and time, it shall be to the great delight of all who hear them tried, and the exceeding furtherance of their continual growth in all good learning. And to effect this yet more fully; To tell where they have learned every hard word. acquaint them in all their Lectures and exercises, some one of them or other, who can tell first, to repeat where they have learned every hard word: and that chiefly in their Grammar, if they have learned it there, to have that exceeding perfect; and to mark surely every new word, according to the direction which I have before given. A fifth general observation, 5. That the whole School be divided into so few forms as may be. and which is not inferior to any of the former, for the good both of Masters and Scholars, and the very great benefit of Schools, is this: that the whole School be divided into so few forms as may be, of so many as can any way be fitted to go together: though they be sixteen, or twenty, yea, forty in a form, it is not the worse. The reasons of it are most clear. 1. In most things it is almost the same labour, Reasons: to teach twenty, 1. It is for most part the same labour, to teach twenty in a form, as to teach two. as to teach two: as in reading all Lectures and rules unto them, in examining all parts and Lectures. Like as it is in Sermons, and Catechize, where it is the same labour to teach one, that it is to teach a thousand, if all can hear alike. This is very general, except in exercises of writing; wherein also great advantage may be gotten by this means, if right order be observed, as we shall show after. 2. Secondly, 2. The fewer forms, the more labour may be bestowed in examining every title. the fewer forms there are, the more time may be spent in each form; and more labour may be bestowed in examining every title necessary. Which work of continual examination, is a notable quickener and nourisher of all good learning; helping marvelously understanding, audacity, memory, and provoking emulation of the Scholars: Examination, a quickener of learning. and therefore a principal part of the Master's labour, and of the time in the School, would be employed in this. 3. By this means, Every one of a form shall some way provoke the others by this means. every one of a form shall some way provoke, or encourage the rest of their fellows. If they be but dull, the rest will think to go before them; but if they be more pregnant and witty, or more painful and diligent, they shall put spirits into all the rest, and be as a spur unto them. For there is in our nature an inbred desire to aim at the best, and to wish to equalize them in each commendable quality; if there be right means of direction and encouragement thereunto. Also every one of a form may some way help the rest: And every one may help others. for none are so dull, but they may happily remember some thing, which none of the rest did. This I have seen by experience, Those who but read, to be put together so many as can be. to be the very best way; even for those who but read the Accedence, to put so many of them into a form together, as may be: they will both further one another very much, in reading it quickly (each helping and teaching others) and also they may sooner be heard, when every one need but to read his piece of the same lesson, the rest helping. Thus they will go through very fast, and be all ready to enter without book together. Try, and finding the benefit, you will not alter. 6 A sixth general observation, 6, To have a great care that none be discouraged. and of no less worth than any of the former, may be this: That there be most heedful care, chiefly amongst all the youngest, that not one of them be any way discouraged, either by bitterness of speech, or by taunting disgrace; or else by severity of correction, to cause them to hate the School before they know it, or to distaste good learning before they have felt the sweetness of it: But all to be provoked by emulation and desire of praise. but in stead hereof, that all things in Schools be done by emulation, and honest contention, through a wise commending in them every thing, which any way deserveth praise, and by giving pre-eminence in place, or such like rewards. For that adage is not so ancient as true; Laus excitat ingenium. There is no such a Whetstone, Commendation the Whetstone of the wit. to set an edge upon a good wit, or to encourage an ingenuous nature to learning as praise is, as our learned Master Askam doth most rightly affirm. To this purpose that sentence of Tully were worthy to be written in every School, A sentence of Tully worthy to be ever before the Master's eye. and to be set up in such places, where it might ever stand in the Master's eye, if it were possible; that so every teacher might at length be brought to the continual practice, of the good policy contained in it: to wit, to bend all his endeavours to provoke all his Scholars, to strive incessantly, which of them shall carry away the worthiest praise & commendation. The sentence is this; Pueriefferuntur laetitiacum vicerint, Cic. 5. de finib. & pudet victos: ut tamse accusari nolunt, quam cupiunt laudari: quos illi labores non perferunt ut aequaliumprincipes sint? Besides this also, This strife for Masteries is the most commendable play, and a chief means to make the School Ludus literarius. this same strife for these Masteries, and for rewards of learning, is the most commendable play, and the very high way to make the school-house to be Ludus literarius, indeed a School of play and pleasure (as was said) and not of fear and bondage: although there must be always a meet and loving fear, furthered by wise severity, to maintain authority, and to make it also Ludus à non ludendo, a place void of all fruitless play & loitering, the better to be able to effect all this good which we desire. 7. To the end that every thing in the School may be thus done, 7. All to have their adversaries, and so to be matched and placed, that all may be done by strife. by emulation and contention for praise; there would be a careful sorting, and matching every one with him, who is next unto him in learning: for this is also a most true proverb; Marcet sine adversario virtus: Virtue looseth the vigour and decayeth, where it hath no adversary. So they would be placed as adversaries, that they may contend in all things, whether of them shall do the better, and bear the bell away. Thus the whole forms through the School, should be divided also into two equal parts; to strive always, whether side of the form should get the victory: like as it is in games, at shooting, or the like. Experience showeth how this will provoke them, to be preparing and fitting for the victory. Even as Archers will prepare themselves by exercising, getting the best bows & arrows; and then making first their choice so equal as they can, afterwards directing their fellows; thus striving by all means, whether side shall beat: so will it be here. But of this I shall have more fit occasion, to tell what I think, when we shall speak of the manner of dividing of the forms. 8. That we use ever to appose the worst and most negligent of each form above all the rest; 8. To use ever to appose the most negligent. though every one something, yet them principally. This will make them more careful, & cause all to come on together in some good sort. 9 That from the first entrance they be taught to pronounce every thing audibly, 9 Continual care of pronunciation. leisurely, distinctly, & naturally; sounding out specially the last syllable, that each word may be fully understood. But of this we have spoken somewhat; & shall speak more in the due place, what a grace sweet pronunciation gives unto all learning, and how the want of it doth altogether mar, or much deform the most excellent speech. 10. That they have daily some special exercise of the memory▪ by repearing somewhat without book; 10. To have some exercise of the memory daily. as a part in their rules the four first days in the week, the Lectures of the week, or some part of them on the Friday, all the rules of the week on the Saturday: besides matters of reports as Apologues or fables, themes, disputations, and the like. The reason is, because the daily practice hereof, is the only means to make excellent memories; Reason of it for making excellent memories. so that the memory be not overloaden. But for this matter of saying without book, how far it is to be used, and what help may be had to prevent the overtoyling, & terrifying of Scholars with it, and to supply some things better otherwise; I hope I shall take a fitter place to speak of it hereafter. 11. That for whatsoever exercises they are to learn, 11. To have the best patterns, of all sorts. they have the best patterns to follow, which can be procured: as in writing so for all kind of learning, how to do every thing; because all learning is principally gotten by a kind of imitation, and art doth imitate the most excellent nature. The patterns being singular, so shall their work prove in time, either to express their pattern very lively, or happily to go beyond it. Of this also we shall have occasion after to speak. 12. The Masters to be always vigilant, 12 The Masters continually to encourage themselves, and their Scholars. as good leaders; to labour to a lively cheerfulness, to put life & spirit into the children; & to encourage themselves in well doing, by amending whatsoever is amiss, & supplying each thing, wherein they are defective (observing the daily growth of their Scholars, remembering still that worthy counsel, Tu ne cede malis, sed contra audentiorito; and also ever calling to mind whom they serve, and how their reward is with the Lord. 13. Constancy in good orders, 13. Constancy in good orders, with a continual demonstration of love to the Scholars, to do all for their good. & exercises ought ever to be kept inviolable; with continual demonstration of love in the Masters towards the Scholars, & a desire to do them the uttermost good. This shall overcome the most froward in time; and used with the rest, shall undoubtedly bring forth the fruit of their desires. Though many more directions might be added, yet we will content ourselves with these for the present; as being most general and belonging to all which follow. Others we shall add, as we shall find the fittest occasions. Spoud. Certainly Sir, these rules do very much affect and delight me, at this hearing of them; neither can I easily discern which of them is most to be preferred. If you had given me so many crowns, you could not have gratified me more: I purpose to put them in practice presently, that I may find that sweet and pleasant fruit of them, which I fully conceive may be attained by them. Phil. If you take so much delight in the hearing of them, I trust you shall do much more in the proof: and therefore having finished these, we will now at length come unto the Accedence. CHAP. VI How to make children perfect in the ACCEDENCE. Spoud. FOR the Accidence then, I pray you acquaint me what you have learned, how children may get it most speedily; and how they may be made so very perfect in it, as to answer so readily to any question thereof, as you did affirm that they may; and to make the right use of it. Phil. You must ever first let me hear of you, what course you have taken, and what you think to be ordinary in Schools, and then I will supply whatsoever I have learned; for that all shall be the better conceived. Spoud. For reading over their Accedence, The usual manner of learning to read the Accedence. this is all that I have used; To let them read it over every one by himself by lessons, as in reading other English: and so to hear them one by one, as they can say. In the harder lessons to read it over before them. Thus I make them to read over their Accedence once or twice within the book, before they do get it without book. Secondly, The ordinary manner of getting the Accedence without book. for getting it without book, I cause them to do likewise, and to say as oft as they can. To keep that which they have learned, by weekly repetitions, and by saying parts. And for the meaning, to teach it after by practice. Now I pray you show me your judgement, and vouchsafe me your help. Phil. My judgement is, according to my experience, that though this be the ordinary course, The wants in this course. yet it may be done with far greater ease, in less time and with much more profit, to effect your desire: yea, to teach ten or twelve as soon and readily as you shall teach one. Also to make them more full of understanding, that they shall be able to make right use of their rules, to enter into construction, and go forward readily together in construing, parsing & making Latin. Whereas otherwise they must be taught the understanding and use of it after: which shall be another labour, and be as if they had not learned it at all before. Now th● means how all this may be effected are these: 1 For reading the Accedence. So soon as they enter into the Accedence, The best means for learning to read the Accedence. put so many of them into a form as you can well, to enter together; as was showed before. And therein first, read them over their lesson, telling them the meaning shortly, to make them a little to understand it: and so they will learn it much sooner. Then let them one help another, as they will do learning together, Ever one to be reading, all the rest marking & helping. and every one will draw on another; one of them ever reading over the lesson, that all the rest may hear, and the rest telling where he misseth; and so never idle till all can read it. When they come to say, cause every one of the form to read his piece in order, in like manner the rest to help where he sticks. By this means there will not be much more labour with twelve, then with one alone. Experience also will show, that they will all go forward more fast and surely then any other way. And although that they go faster forward, and not so very perfectly as they thus read it first, yet they will soon read most readily, when they come to get without book. When they have once gone through it within book, ☞ let them begin to learn it without book. Learning the Accedence without book, to take but a little at once. Or else if they can read well before, you may let them learn to read thus, as they get without book, and so do both under one. But then some hour or two would be spent daily in the afternoon in reading, This rule must be general of all learning that seemeth hard & of things to be gotten perfectly; but here specially. or some day of the week separate thereto: else they will somewhat forget to read, because they read but so little on a day; which must be carefully prevented. Therefore it will not be amiss to read it over speedily once or twice before. When they learn without book; let them use this Caveat 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 hearten them exceedingly to take pains, in rejoicing how many lessons they have learned and how soon they have learned each lesson; Whereas giving them overmuch, it will put them out of heart, so that they will either do nothing at all, or with no life. 2 Before they go in hand with a lesson, do what you can to make them to understand the sum of the lesson first, and the meaning of it: thus. 1. Read them over their lesson. ☞ 2. Then show them the plain meaning of every thing so easily, To make them first to understand their lectures & how. shortly and familiarly, as possibly you can, and as you think that they can conceive. After propound all unto them in short questions, and ask the questions directly in order as they lie in the book answering them first yourself. Then if you will you may ask them the same questions, ☜ and let them answer them as you did before, To let them answer the questions upon their books. still looking upon their books, when they answer. To require them to answer so, will much encourage them; because they shall find themselves able to do it. The more the questions are, the shorter and plainer arising naturally out of the words of the book, the sooner a great deal will your children understand them. And therefore any long question is to be divided into as many short ones as you may, according to the parts of the question. Hereby the dullest capacities will come to conceive the hardest questions in time, and proceed with more facility; so that the masters do enter them thus from the beginning, still causing them to understand as they learn. Here the masters must not be ashamed, Admonition to masters desirous to do good, to be as the Nurses with little children. nor weary, to do as the nurse with the child, as it were stammering and playing with them, to seek by all means to breed in the little ones a love of their masters, with delight in their books, and a joy that they can understand; and also to the end to nourish in them that emulation mentioned, to strive who shall do best. Neither is the wise master to stand with the children about amending the Accedence, if he think any thing faulty or defective; but only to make them to understand the rules, as they are set down in the book: for this they will keep. Example how to make the child to understand by showing the meaning. To make this plain by example. To begin at In Speech be, etc. 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 utter, there is nothing but words to call or know things by, and setting or joining of words together. Like as it is in our English tongue, so in the latin, & so in other tongues. And of these words which make this speech, are not many parts or kinds, but only eight parts of speech. For whatsoever can be spoken belongeth to one of these eight parts. They are either Nouns, or Pronowns, or Verbs, or one of the rest. More shortly thus; There is not any word in any language whatsoever, but it is either a Noun or a Pronown, Verb, etc. Also of these eight parts, the four first only are such as may be declined. That is, such as each of them may be turned or framed diverse ways, and have divers end: as Magister, magistri, magistro. Amo, amas, amat. The other four last are undeclined; that is, such as cannot be so turned, and have but only one ending: as, hody, cras, etc. Then ask them questions according to the same, How by ask Questions. following the words of the book, in this manner of the like, as you think good. Q. How many parts of speech have you? Or how many parts are there in Speech? A. Eight. Q. Of these how many are declined, how many undeclined? So, which are declined, which undeclined? Afterwards to ask the same questions back again, the last first. As, which parts of speech are undeclined? Or how many are undeclined? So in the next. Q. What is a Noun? A. A Noun is the name of a thing. Q. Of what thing? A. Of such a thing as may be seen, felt, heard, or understood. Q. Give me some examples of some such things? A. A hand, a house, goodness. Q. What is the name of a hand in Latin? Or what is latin for a hand? what is latin for a house? and so forth. Then ask the questions as it were backward thus: Q. What part of speech is that which is the name of a thing, which may be seen, felt, heard, or understood? A. A Noun, etc. Thus to go forward in every rule. 1. Reading it over to the children. 2. Showing the plain meaning in as few words as you can. 3. Propounding every piece of it in a short question, following the words of the book, and answering it yourself out of the words of the book. 4. Ask the same questions of them, and trying how themselves can answer them, still looking upon their books. Then let them go in hand with getting it amongst themselves, until they can say and answer the questions without book readily; the highest of the forms poasing the rest until they can say. By this means it will seem so easy to them, that they will go to it most cheerfully, and get it much sooner than you would imagine, both the understanding and the words: for the understanding of the matter will presently bring the words, as we said. As they go forward, ☞ strive to make them most perfect in these things specially: In what points of the Accedence the chief labour would be bestowed with the children, to make them perfect in them. 1 In knowing a Noun, and how to discern the Substantive from the adjective. After in the signs of the Cases. Then in declining the Articles, Hic, haec, hoc; every Article by itself: as Nom, hic, Gen. huius. Dat, huic. Accus. hunc. Ablat. hoc. etc. So in the Feminines. Nom. haec. Accus. hanc. Abl. hac. etc. By being perfect in these Articles thus, Articles. they shall both be able to decline any Noun much sooner, and to know the right Gender for making Latin. Also let them learn to decline both Latin and English together; Declining English before Latin, Latin before English. I mean Latin before English, and English before Latin, both in the Articles, and other examples of Nouns, Pronownes and Verbs. 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, etc. or hoc this thing. So the English before, if you will: Though in these Articles it may suffice to decline the Latin first▪ so as before, and in (is) and (qui) or the like. ☜ This kind of declining in all examples following, Benefit of this declining. will be found such a help, as it will hardly be thought, until it be tried, both to speedy construing, parsing, and making Latin, howsoever it may seem at first childish, or but a toy, and of no moment. The Latin before the English for construing. The English before the Latin, Genders. for making Latin true. Then make them as perfect 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 only to know what Declension every word is of; Several terminations of the Declensions. but also the several terminations of ●uery case in every Declension, both as they learn them one by one, according to the book, and after to give them together, when they have learned them all, and that in this manner as followeth. The Genitive case singular of the first in ae dipthong●as, musae, the second in ay, as Magistri, the third in is, as lapidis etc. so thorough: and backward; the Gen. of the fifth in ëi, as meridiëi, of the fourth in us, as manus; the third in is, as lapidis, etc. Then to decline perfectly every example in each Declension, Declining the examples 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, o musa o song, ab hac musa from a song, or from this song. So in the Plural number, musae songs, musarum of songs, etc. After, English first. A song musa, of a song musae, to a song musae. etc. To give them these signs, because they signify thus most commonly, though not always. Then appose them until they can give readily any case either English to Latin, ☞ or Latin to English: which they will soon do. So in each Declension. Declining all the examples of all the Declensions together. After you may acquaint them to decline all the examples of the Declensions together, putting in Regnum also, because it differeth from Magister; as Nominativo Musa, Magister, Regnum, Lapis, Manus, Meridies: Gen. musae, magistri, regni, lapidis, manus, meridi●●, etc. This will help them presently to join any Substantives as they fall in the same case, or the Substantives and adjectives together. So if you please, you may cause them to decline them so with the English adjoined, either before the latin or after. The more ways they are thus declined, to make them each way perfect, Giving th● bare terminations, the shortest way. the better they will be learned, if time will permit. Of all other this is the shortest, and whereby they may be most easily kept by them, who have any understanding, to give the bare terminations alone together, as thus. Terminations of the Genitive singular. ae. i. is. us. ei. Dative. ae. o. i. ui. ei. etc. And those usual signs of the cases, as a, of, to, the, o, from. Thus to ply continual poasing, each day a little, until they can give you any termination, or ●ase in these examples. English to Latin, or Latin to English. After to do the like in bonus; The like i● bonus. thus: Bonus a good Masculine, bona a good Feminine, bonum a good Neuter, etc. We may English it after this manner, for the better understanding of the children: Or as we can find any more easy way. After all these when they wax perfect in them; Declining of Substantives and adjectives together. the declining of Substantives and adjectives, of all sorts together, is of very great profit, either Latin alone together, or Latin and English both together if you will. And first the examples of the book. As musa bona a good muse, musae bonae of a good muse, musae bonae to a good muse, etc. So Magister bonus, Magistri boni, etc. So Regnum bonum. And lapis bonus, a good stone, lapidis boni, of a good stone▪ or lapis durus, lapidis duri, etc. So manus foelix, manus foelicis, manui foelici●, manum foelicem. Or meridies tristis, meridiei tristis, meridiei tristi, meridiem tristem. etc. And in which you observe them to miss most ply those until all be perfect. When they are very cunning in these, than 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 down in the margins of their books against each example. Then other Substantives and adjectives together. As sylua s●nans, syluae sonantis, syluae sonanti, etc. L●o magnus, a great lion, Leonis magni of a great Lion, Leoni magno, to a great lion, etc. Or English before. A great lion, Leo magnus, of a great Lion, Leonis magni, etc. Unto these adjoin 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 pronouns, Chief examples in the pronouns of most common use. to make them to be able to decline and give them readily, English to Latin, and Latin to English; like as the Nouns. As Ego, I. mei of me, etc. So back again. ay, Ego. of me, mei. to me, mihi. Tu thou, tui of thee, and thou tu, of thee tui, etc. Sui of himself or of themselves, sibi to himself, or to themselves, see himself or themselves. Is he, ea she, id that thing, eius of that man, of that woman, of that thing, or that matter. Qui which man, quae which woman, quoth 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 etc. or hic this Masculine, etc. In these two and (hic) it may suffice only to decline Latin before, as was said. So to be very ready in the persons of the Pronouns, Persons of the pronouns. both to show what person every one is of: and to give every one both English to Latin, and Latin to English. As when I say, give your first person singular, Latin and English; The child answereth Ego, I. or I, Ego. etc. so what person every one is. But in the Verbs above all, is your diligence to be showed in making them not only perfect in declining every example to be able to decline any Verb by them; but more specially in coniugating, and being ready to give you the Latin to the English, and English to the Latin in any person, of any Mood, or Tense. To effect this most speedily, How to come most speedily to be perfect in the verbs, which are a mean foundation▪ and wherein the greatest difficulty lieth. teach them to say first the first persons of one conjugation alone, through the Active voice, both Latin before English, & English before Latin, thus: Amorett I love amabam I loved or did love, amavi I have loved; so through the Indicative mood. Then English first, thus: I love, Amo: I loved or did love, amabam etc. And after withal to be able to run the terminations in every 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, ye, they, according to the terminations; and then by apposing, they will presently answer any of them. As thus; ask the child, I love: he answereth amo: then ask, they love; he cannot tell. Bid him to run the terminations of Amorett; he answereth o, as, at, amus, atis, ant: then I say, give now they love: he answereth amant: so ye love, or we love, etc. So ask, I loved or did love; he answereth Amabam: then we loved or did love: if he cannot tell, bid him to run his terminations, and he will answer, bam, bas, bat, bamus, batis, bant. Then ask, How say you, we loved or did love: he answereth Amabamus. Afterwards in Doceo: so in the rest. When they come at the Passive, let them do the like: and when they have learned it through, then let them practice to repeat Active and Passive together thus: I love, Amo: I am loved, Amo●: I loved or did love, Amabam: I was loved, Amabar: I have loved, Amavi: I have been loved, amat us sum vel fui, etc. Then by posing the first persons, and running the terminations, they will very soon give any of the verbs in any person. They will by this means go through all the conjugations, and with this perfect readiness, as soon as they will learn to say them without book, without any understanding at all if not sooner; so that they be well applied. Yet if this prevail not as you desire, you may exercise them to repeat all the persons through every mood, These may be added if we wil● to make them more ready. and person, by themselves, but chiefly the first persons: as, Amo, amabam, amavi, amaveram, amabo: Am●m, amarem, amaverim, amavissem, amavero: amare, amavisse, amaturum esse: amandi, amando, amandum, etc. So in the second persons, Amas, amabas, etc. Or thus to coniugate those tenses together, which do come one of another: as Amorett, amabam, amabo, amem, amarem, amare. So, Amavi, amaveram, amaverim, amavero, amavissem, amavisse. This is accounted the speediest way; in examining here, to appose the same tenses, The manner of apposing here. of the several moods together: as the present tenses, I love, Amo: Grant I love, Vtt●am amem: I may or can love, amem: when I love, cum am●m. So in the Preterimperfect tenses. To make them most perfect in this, practise them that they can give readily, Knowledge of the terminations. the terminations of the first persons, first in the Indicative mood, in each tense; then how the same tenses differ in the rest of the moods, Comparing them together for memory sake, though they come not one of another. except the Imperative, together with the signs of the tenses in English. As for example: the termination o, in the Indicative mood present tense, is in the three other moods 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 Indicative mood, 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 form of another; yet comparing them thus together, will make the children to learn them sooner by much. General signs of the five tenses active, are; Do, Did, Have, Shall or will. Of the Passive present tense, Am, Is, Are or Art. Imperfect tense, Was, Were, Wert. Preterperfect tense, Have been. Preterpluperfect tense, Had been. Future tense, Shall or Will be. Signs of the moods are set down in the book; the Indicative having no sign: the other three having their several signs in English. This little Table well thought on, makes all most easy. Active voice. Passive voice. Signs of the tenses in English. Terminations in latin without a sign. Terminations with a sign. Signs of the tenses in English. Terminations in lat. without 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. Have. i. rim. Have been. sum vel fui. sim vel fu●rim, Preterpluperfect tense. Had. ram. sem. Had been. run vel fueram. essem vel fuissem. Future tense. Shall or will. bo am. ro. Shall or will be. ber. ar. crov●i fuero. For to make the child to understand this Table, For understanding this Table. first show him these things upon his book, by comparing the Active voice with the Passive, and the Indicative mood in both, with the other moods. After pose thus: Q. Do, without a sign of the mood, how must it end in Latin? A. In o. Q. Do, with a sign, how? A. In 'em or am. For example: Q. I do love, or I love? A. Amo. Q. Grant I love. A. utinam amem. Q. I may or can love? A. Amem. Q. When I love? A. Cum amem. So in the Preterimperfect tense. Q. How say you Did, without a sign? A. bam. Q. With a sign. A. rem, as Amabam, amarem: Docebam, docerem. Have, without a sing. i. With a sign, rim; as Amavi, amaverim: Docui, docuerim, etc. The shortest way of all, ☞ and most easy for all of understanding, The shortest way of all to repeat and keep these. is, oft to repeat the bare signs and terminations; specially at such times, as when the younger sort are to make Latin: and this daily then, until they be perfect, or as shall be requisite, thus: Active signs, Do, Did, Have, Had, Shall or will. Passive, Am, Is, Art, Was, Were, Wert, Have been, Had been, Shall or will be. Terminations in Latin Indicat. or terminat. without a sign, o, bam, i, ram, bo and am. Termin. with a sign, 'em. am. rem, rim, sem, ro. So Active and Passive 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, crovel fuero. These gotten, all will be plain; if you use withal to cause them to run the tenses, as was said, with the signs 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 withal to remember in what letters, or syllables every person ends, both in the Active and Passive: as the first persons Active, signifying (I) do end commonly in o, am, 'em; in, or i. as amo, amabam, amem, amavi, amaverim. The second persons (or thou) in as, es, is, or sti: as amas, doces, legis, amavisti. (he) in at, et, it. (we) in muss. (ye) in 'tis. (they) in nt. So in the Passive, (I) in or, are, er, (thou) in ris, or like the Active. (he) in tur. (we) in mur. (ye) in mini. (they) in ntur. By these the learners may have a great light: and though some of them be both in the Active and Passive, and the Imperative mood do differ so as no certain rules can be given: yet they may be soon discerned and known. And the perfect knowledge of the Terminations being the speediest way to the getting the full understanding, both of Nouns and Verbs in every tongue; these would be learned first, and ever kept most surely. The benefit also of this exquisite perfection in Nouns and Verbs, No pains can be too great for perfect getting Nouns and Verbs. is so singular, for the speedy attaining of the Latin tongue, as no pains in them can be too great. First, the very difficulty of the Latin tongue, is in these. Secondly, these examples set down in the book, are such lively patterns of all Nouns and Verbs; that Scholars being perfect in these, will soon be perfect in any other. And for the other parts of speech, the very words are most of them set down in the Accedence; as Pronouns, adverbs, Conjunctions, Prepositions: Participles, like the adjectives. So that these being gotten perfectly, the Latin tongue may soon be attained in good manner; even by the means following: whereas without this perfection it is very difficult. So that the learners shall still go incertainly and fearfully. Also by these means and helps named, this readiness in them may be very speedily obtained; whereas only to be able to say them without book, without this understanding, is to little purpose: and to learn them by practice in construction, and in writing exercises alone, is most long, hard and wearisome, both to Master and Scholar. My former toil and grief in these, above all other things in Grammar (though I tried all ways which I could hear or devise) with the ease and benefit in this way, maketh me confident. For I have found more profit by this course in a month, then by all other in half a year. By this practice also, it is most soon recovered when it is lost, and most easily kept. Yet my meaning is not to have Scholars to stay overlong to be so exquisite in them, Yet children not to stay overlong in these. 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 hour, or more, in them, until they come to perfection. This were not amiss, to be practised sometimes also amongst the elder scholars, which are not ready in them; as also those coming from other Schools, till they grow perfect: here should be the beginning. If yet a shorter way can be found out, we shall have more cause to rejoice thereof. In the Participles, the chief care would be to make them perfect▪ Participles. to know the several tenses by their signs, and end English and Latin, as they are in the book: for declining, they are the same with the Nouns. In the Adverbs, Conjunctions, Prepositions & Interjections, Adverbs, Conjunctions, Prepositions, Interjections. they would be made so ready, as to give English to Latin, & Latin to English, and to tell of what kinds they are; and also to what cases each preposition serveth: and these specially. Here it were to be wished (as I take it) that all the rest of the Adverbs, A want in the Adverbs to be supplied. Conjunctions, & Interjections were also set down in the Accedences; except only such adverbs as are derived of other words: by which words they may be known, or by their accents or terminations. Also that some rules were set down for framing of these derived adverbs; Rules of deriving Adverbs necessary; and of the Latin in the Accedence Englished. and that all the rest of the adverbs and Conjunctions, with all other words and sentences through the Accedence, were Englished, like as the Prepositions are. Hereby all these Latin words would soon be learned perfectly, and prove a very great help, when children come to construction: for than they should have but only Nouns and Verbs to trouble them withal, as was said; and those most easy to be known, by the means above mentioned, and after. For the English rules great care would be had likewise, English rules. to make Scholars very ready in them: for these rules of themselves with a few other, Benefit of them well gotten. might serve for construction, or making Latin. The perfect knowledge of them also, will make the Latin rules easy, when your Scholars come at them. In teaching these rules, these two things would be observed generally: General observations in the English rules. first, That the Scholars learn to construe each ensample; and that without book. Experience teacheth, that those which art apt, will construe almost as soon without the book, 1. To construe the examples. as upon the book, or as they will learn them construed: here by they shall get so much Latin; beside that it will be a great help to the perfect understanding, and applying of them. 2. To tell in what words the force of the examples doth lie. The second is, to mark out with some special marks, those words in which the force of the examples doth lie; as the words agreeing, or the word governing, and the word governed, and to cause the children to be able to tell them: See this more plainly, in examining the Syntax in Latin. and so ever in saying their rules without book, to repeat over those words again, in all the longer examples. The rules or examples otherwise shall do them little good, because they know not how to make use of them. But hereby they shall have perpetual and sure patterns and warrants for parsing, making and trying Latin. I shall show this more plainly, when we come to the Syntax in Latin. These two things being observed, To make them most perfect in the rules of the principal Verb. Concords. have a chief regard in the rules, first, to make them perfect in the rule of finding out the principal Verb; secondly, in the Concord's, as being of continual use; thirdly, in the rules of government. And amongst those, to look specially to the two first rules, Relative Qui. of the case of the Relative Qui: and namely, the latter of them, viz. But when there cometh a Nom. case; for in it Scholars most fail. Also in all rules of government, to make them able to tell you presently where any rule is, Governments. Manner of examining in them and what cases such words govern: as, Where begins the construction of Substantives? What cases they govern? How many rules there are of them? Or ask thus; What case must your latter of two Substantives be? What case will such a word govern? As Opus or Vsus, What cases do they govern? Where is the rule? So in the rules of the adjectives, and all the rest throughout. In posing, remember that which was first directed: to mark 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 Substantives come together, betokening divers things; what case must the latter be? and why? or by what rule? Furthermore, to the end to make your Scholars so very ready in the Accedence, Other helps to make Scholars ready in the Accedence. and to keep it perfectly; besides the learning all things so well as may be, there must be also, first, daily repetitions and examinations; because of the weakness of children's memories: ●. Daily repetitions and examinations. that so by long custom all may be imprinted in them. Herein cause your first enterers to repeat over every day, all that they have learned; as they proceed to learn more, ☞ to divide it into parts, to go over all so oft as time will permit. For them who have learned all their Accedence, I hold it best (according to the manner of most Schools) to divide it into four equal parts, except the examples of the Verbs; and to cause them to say a part every of the four first days of the week, to say over the whole each week once: for the Verbs, how they specially would be parsed daily, I spoke before. In hearing parts, Manner of hearing parts. ask them first the chief question or questions of each rule in order; then make them every one say his rule or rules; and in all rules of construction, to answer you in what words the force of the example lieth, both governor and governed; saying the governor first. Where help is wanting, to do it only in the hardest and most necessary rules and questions, or where we know them most defective: Or else only to repeat the rules and examples in such sort as was showed, without further examination. Though, where there is help and time enough, it is far the surest, to cause them to repeat the whole part, and to examine each piece of it daily, though they say the less at a time. 2. The spending of a month or two to make the Accedence perfect, after it is learned over. Secondly, the spending of one month or two, after they have first learned over their Accedence, to make them perfect thus every way, will be time as well bestowed as they can bestow any; to prevent both the grief and anger of the Master after, and also the fear and punishment of the Scholar. 3. Some time separate daily to examine Nouns and Verbs. Thirdly, every day some time would be separate, to the examining Nouns and Verbs; chiefly the Verbs, until they could not be set in declining, coniugating, giving any termination, case or person. This continual practice of parsing, Constancy in poasing till use bring sureness. would be constantly kept as need shall require, until by long use children grow to perfection and sureness: Because the Accedence thus gotten perfectly; and after in like manner the rules of Nouns and Verbs in Propria qua maribus, Heteroclits and in As in praesenti; the difficulty of learning is past: so that very children, with a little practice, will go forward with much cheerfulness, in construing, parsing, making and proving Latin, by the helps following. Thus have I set you down so plainly as I can, how the Accedence may be gotten most speedily and profitably, to make all learning a play. Try, and you will acknowledge God's blessing herein. Spoud. I acknowledge your kindness: I can make no doubt of the courses; because, besides your experience, I see so evident reason in every part. Phil. Put them in ure, and so you shall have more full assurance, and daily be helping to find out better, or to confirm the pricipal of these. CHAP. VII. How to make Scholars perfect in the Grammar. Spoud. I Intent to put them in practice forthwith: but in the mean time as you have thus lovingly gone with me, to direct me, how to make the Accedence so plain and easy to my little ones; so I entreat you to point me out the way, how they may proceed in the Grammar with like happy success. What is done ordinarily in Schools in teaching Grammar. As for mine own self, I have only used to cause my scholars to learn it without book, 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 give the rules. This hath been all that I have done. Phil. I know that which you mention, to be the most that is done ordinarily: but to say without book and construe a little, What things are requisite to be done in learning Grammar. are smally available, unless your scholar be able to show the meaning and use of his rules. Yea, it is very requisite, that here also they should be able to give the several examples, and in what words the force of each example lieth; and so to apply the examples to the rules, to the end that they may do the like by them, in parsing, or making Latin. And moreover, in Nouns and Verbs, to be able not only to decline them, and to give English to the Latin words; but the Latin words also to the English. Grammar being made perfect in this manner, will make all other their learning more easy and delightsome, and be as a Dictionary in their heads, for many chief words: neither will there any loss of time in it; especially this being done as they learn it, and still gotten more perfectly by such continual repetitions and examinations. I have had experience in both. To the end that they may thus get the Grammar with most fruit and ease; To get the Grammar with most ease and fruit. 1 Let them learn every rule (I mean) those which are commonly read in Schools, To learn every ordinary rule perfectly. and that perfectly as they go forward, together with the titles set before the rules, and the sums of the rules which are set in the margins. With titles and sums. The manner of it I find to be most direct thus, for all the younger sort of enterers: Manner for enterers. Where you have time enough, 1. Reading their rules to them. in giving them rules, do as in the Accedence. 1. Read them over their rule leisurely, and distinctly. 2. Construe it, 2. Construing and showing them the meaning. and then show them the plain meaning of it, by applying the examples, as teaching them to decline the words or the like. As I shall show after. Or else for most ease and speediness in construing, ☜ and for lack of leisure, How they may soon learn to construe them. cause every one of your Scholars to have a book of the construing of Lilies rules, and each to read over his rule, so oft upon that book until he can construe without it; Each Scholar to have his construing book, and learn to construe by that. or else after a time, to try how he can beat it out of himself, and be helped by that book where he sticketh. By the help of these books, I find that they will learn to construe their rules much sooner, than they can without, Benefit of the use of lilies rules construed I take it by almost one half of the time; and thereby gain so much time, to be employed in other studies, because they shall have it ever before their eye without any ask or searching: 1. To gain one half of time in construing them. whereas otherwise either their Master or some other must tell them every word, which they cannot tell, or else they must turn to it in their Dictionaries, And free their Masters from much trouble, and the Scholar from much fear and toil. Also some recover their selves having forgot. until they can construe: and that so oft as they forget; which, what a toil and hindrance it is to the Master, and fear to the Scholar, every one knoweth. From all which they may be freed hereby; and when they have forgot they may soonerecover themselves again. Finally, they shall hereby increase daily in reading English, and be furthered to write true Orthography in English, as they grow in Latin. And so the Masters shall also be freed from fear of that mischief, Increase in reading English. Masters freed from clamours of these little ones forgetting to read English, when they first learn latin; and from the clamours and accusations of their Parents in this behalf, spoken of before. But here it were to be wished, Wherein the construing books, under correction, may be much helped & made more profitable. that those books of construing Lilies rules were translated ever Grammatically; the manner of which translation I shall show after, with the benefits of them: And also that not only the Substantive and adjective, Preposition and his case were ever construed and set together, wheresoever they are to be taken together; This I think is in hand or finished. but withal that every word were Englished in the first, proper, natural, and distinct signification. In which things they oft fail, Necessary words to be Englished in their proper significations. as in the Verbs chiefly: though of all other things, that be more necessary, for Scholars, to know the first and natural signification; for the other than will soon be learned, by reason and use: or else some of the other most usual significations might be put in, in other letters, or with notes to know them. Thus the child might go surely forward, and have a certain direction for the right and proper use of every word, to be more sure to him then any Dictionary, all his life long, either for construing or making Latin: Whereas being set down in general significations not distinct, they shall ever go doubtfully & abuse the words: as when traho, promo, haurio, are set down every one of them to draw, without further distinction. The benefit would be much more, if it were thus translated: for than they might learn thereby not only to construe truly, to understand and go truly; but also to make and speak the same Latin: I mean, to answer easily to all the rules, with the other benefits of Grammatical translations. When they can construe in some good sort, Learning the rules without book. and understand (as was said) then let them get without book perfectly. In getting without book, ☜ when they can read it perfectly, Helps for getting without book all things which they learn in verse. they may be much helped thus, in all things which they learn in verse; to read them over in a kind of singing voice, and after the manner of the running of the verse; oft tuning over one verse until they can say that, than another; and so forward: which they will do presently, if the Master do but read them so before them. Also, So repeating the Rules in verse. 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 be a good help for right pronunciation 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, Construing without book. than (if you please) you may cause all those who are any thing apt and pregnant, to learn to construe also without book: which they will do very quickly, with a little reading over and over, upon the construing book; and almost as soon as they will construe upon the book. By this means they will be able presently to give not only the English to the Latin, Benefit of construing without book. but also the Latin to the English, of any word in the rule, to be perfect thereby, and to keep all more firmly. Or where leisure is wanting, Where leisure is wanting how to do. among the elder sort, And in the elder which ☜ are well entered in the rules; they may first learn without book, then to construe, both upon the book and without: Or to construe first. It is not very material: but, as themselves do find that they can get it most easily, at the Master's discretion. Although for all the first enterers and younger sort, The surest way for young beginners. I find it the surest way, where the masters leisure will serve, to cause them first to understand 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 upon their books as he readeth unto them; that they may see the questions and answers in their books, either wholly, or the most part thereof. And when they can answer in English, looking upon their books, or do understand the rule; then to learn to construe it of themselves, and to get it without book. After, ☞ are the saying of their rules, when they have said without book and construed; At saying of rules how to examine, to cause them to answer any question. to labour especially to cause them to be able to answer, without book, each part of the rule, and that both in English and Latin together, after they are a little entered; that with the meaning and English, you may beat the Latin into their heads also, to help to prepare them to speak and pierce in latin. Let the manner of the appoasing be here, Manner of appoasing. as in the Accedence, viz. by short questions, propounded unto them, arising directly out of the words of the book, either out of the sum and title of the rule set before it, or set in the margin ever against it, or out of the very words of the rule; and withal, the examples of the rule, and how to apply them to the several rules. I will set you down an example or two more at large, Example of making the rules 〈…〉. that you or any may do the like the more easily. To begin at Propria quae maribus: Propria quae maribus. first, you have the Title before Regulae generales propriorum. Out of which, you may show them thus; Title of it. That according to the order of their Accedence, as the first part of speech is a Noun, so here are rules first of Nouns: And as their Accedence hath first the Substantive then the adjective, so here begin rules first of the Substantives, after of the adjectives. Again, as the Substantive is either Proper or Common; so here the rules of Proper Nouns are first set down, whereby to know the Genders of them; and after of the Common Nouns called Appellatives. You may also point them in their book, where each of these begin: they will presently conceive of them, being first perfect in their Accedence. Then that the rules of Proper names, are of Masculines, or Feminines: Or all Proper Nouns are either of the Masculine or of the Feminine Gender, unless they be excepted. Also all Proper Nouns which go under the names of Males or Hees (as we call them) are the Masculine Gender. Then teach them according to the margin, that of those there are five kinds, which go under the names of Males or Hees. As names of Gods, men, floods or rivers, months, winds. So all proper Nouns or names of Females or she's, are the Feminine Gender. And of those are likewise five kinds: That is; names of Goddesses, Women, Cities, Regions or countries, Islands, etc. Then appoase after the same manner, Appo●sing after the same manner, to help the weakest teacher: for whom I have set down the more examples. keeping strictly the words of the book, as was said; only putting in here or there, a word or two, to make the question; which by oft repeating, they will easily understand. As thus, out of the words set before the rule: Or in the like manner; Q. Where begin your general rules of Proper Nouns? Vbi incipiunt regulae generales propriorum? A. Propria quae maribus. ☜ Q. This poasing in Latin if it be overhard to the enterers at first, may be used after a time in examining their parts. How many general rules are there of proper Nouns? Quot sunt regulae generales propriorum? A. Two: Duae. Q. What is your first rule? Quae est primaregula? A. Propria quae maribus. etc. Then out of the margin thus: Q. How many kinds of Proper names are there of the Masculine gender? Quot sunt gener a propriorum nominum masculinigeneris? A. Quinque five: Divorum, virorum, flwiorum, mensium, ventorum. Examining out of the margin. Or as they are set in the margin. Mascula sunt nomina Divorum, virorum, flwiorum, mensium, ventorum. Names of Gods, men, floods or rivers, months, winds. After, Examining out of the words of the rule. out of the words of the rule, Propria quae maribus tribuuntur, etc. you may propound your questions thus; Q. Cuius generis dicas, Propria quae maribus tribuuntur? What Gender are all Nouns, or names of Hees, or of the Male kind. R. Mascula, or masculini generis. Q. Cuius generis sunt nomina Divorum? R. Masculini. Q. Manner of appoasing the examples of the rules. Quomodo dicis latinè, The God of Battle? R. Mars, hic Mars, Martis. Q. The god of wine, quomodo dicis? R. Bacchus, hic Bacchus Bacchi, etc. Q. Per quam regulam? R. Propria quae maribus. In the fewer words you can do it, ☞ for brevity, is the better, Fewest words best. and that you may go over the more. Or if you think it to be too hard for children, to answer in Latin at first, and that it is best to do it only in English; ☞ you may do it following the same order. To oppose only in English if children be too weak to answer in Latin. As in the next rule, Propria Foemineum, only ask thus; Q. What gender are proper names of Females, or she's? How many kinds are there of them? Where is the rule for them? Manner of the questions in English, at Propria Foemineum. What exceptions are there from that general rule? Or, how many Masculine Cities have you? How many Neuter Cities? How many Masculine and Neuter Cities? So in the next rule, Appell, Arborun. Appellativa Arborum, to ask thus or the like; Where begin your rules of Appellatives, or Common Nouns? How many kinds of Appellatives have you? Or how many sorts of rules have you for Appellatives? A. Three: of Trees, Epicenes, The rest. What gender are names of trees? What exceptions? Or how many Masculine trees have you? How many neuter, trees? So of Epicens. Where is your rule of words of the Epicene Gender? How many kinds have 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 every Noun that endeth in 'em? How know you the Gender in all Appellatives? Then the special rules, Examining of the special rules. thus, or the like: How many special rules of Nouns Appellatives have you? Ans. Three: The first, of Nouns not increasing; the second, of Nouns increasing acute, commonly called long; the third, of Nouns increasing, grave or short, as we call it. What Genders each of these are of? Where are the rules for them? What examples have you of them? So to give the meaning, and apply the examples. How many exceptions there are from every one of these rules? As, how many rules of Masculines except; so of Feminines or Neuters except. Or thus: Of what Genders are all Nouns, not increasing in the Genitive case, as Capra, caprae: Or all Nouns like Musa, musae? So what Genders are all Nouns of the second special rule? or all Nouns increasing acute, as Pietas, pietatis. What Gender are all Nouns increasing, grave, or flat, or short? as Sanguis, sangumis. And how many rules have you of Masculines except from the first special rule? or of Masculines not increasing in the Genitive case? How many rules have you of long Masculines, or Masculines increasing acute, excepted from the second special rule? Or of Feminines increasing short, except from the third special 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.: venture ventris. Or of words 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, Examining 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, Posing by ask first the examples. to ask what is Latin 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 showed before: as, What is Latin for a cloud? A. Nubes, haec nubes, nubis, etc. Q. By what rule? ☞ What is the meaning of that rule? The shortest course. Thus you shall receive divers benefits together Or thus only; when they have said any rule, to ask them what is the meaning of that rule, and to give the examples. So in the adjectives, to ask thus or the like: Examining the adjectives. Where begin the rules of the adjectives? Where is the rule of all like Foelix? Adiectiva unam. So of all like Tristis? Sub gemina, etc. Of all like Bonus? At si tres etc. Of adjectives of two Articles like Substantives? At sunt quae flexu. etc. Of adjectives of a strange declining? Haec proprium quendaem etc. For all declining to make them very perfect in the Genitive case, How to make Scholars perfect in the Genitive cases. you may practise them thus; sometimes to repeat the Nominative & the Genitive case together; as in Propria qua maribus to run, thus: Mars, Martis, Bacchus, Bacchi, Apollo, Apollinis, Cato, Catonis: So in every rule when time will permit. And chiefly appose them often in the most difficult, To appose the hardest oft-times. being noted with some mark: 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 do readily of themselves. In the Heteroclites to do the like, Examining in the Heteroclites. first to show them what they are, viz. Nouns of another kind of declining: and then the three several kinds of them according to the titles, Variantiagenus. Defectiva. Redundantia: Either such as change their declension, or want some thing, or have too much. And so the several rules of every one. Then the several rules to be examined particularly; like as in Propria quae maribus: to understand every piece: and in them speedily to look to the Margins: to be able readily to give the rules to them. And to make them able to repeat the Sums and Margins in order. So to give any rule thereby: as when I ask, Where is your rule● of Ap●ots, Monoptots, Diptots, Triptots? Of those which want the Vocative case, or Defecta vocativo, or propria defecta plurali? or the like. In the Verbs likewise show them the order, Making the Verbs plain. that the rules are of Preterperfect tenses and Supines: and those first of simple Verbs in o. Then compounds after of Verbs in or. Last, of those that differ in their Preterperfect tenses, or Supines. In the simple Verbs, first are rules of the first Conjugation, than the second, so in order. After cause them to tell by the sums and Margins, Examining in them. where every rule standeth: as where are verbs of the first Conjugation, so in the rest. Practise them also to answer thus: ☜ The Present tense, Preterperfect tense, Infinitive mood and first Supine together. As if I ask, How say you To swim? he answereth, No. No, navi, nare, natum. So To wash, Lavo, laut, lavare, lautum. Because these being known all the rest are presently known; and to do it also for brevity sake: especially examine those Verbs often, which have two Preterperfect tenses, or two Supines, or more; and would therefore have special marks: as vello, velli, & v●●lsi vellere, vulsum. For the Syntax in Latin, ☜ though the English rules, with a few more ad●ed to them, Good use of the Syntax in Latin. might serve for resolving any construction, or for making Latin; and so many do think them needless altogether; others do use to teach only the rules thereof, and one example only in each rule; yet there may be very good use of them all, rightly understood, and specially of the several examples rightly applied: that Scholars by them may go surely, having several examples to warrant almost every thing in construction; which by the bare rule, and one example they could not but go very doubtfully. Besides that, thereby they also get so much good Latin of the best Authors, and be helped much for parsing by the words of the rule. In examining the Syntax, Examining the Syntax for help of the weakest likewise. it is the best to do it in Latin: for by that time they will be well able to do it so, if they be rightly trained up. All who wish well to poor countrey-Schooles, will pardon my endeavour to be so plain, though in so many examples. And it will much help them, as was said, to speak and to purse in Latin: yet still ask the question also in English, and answering both in English and Latin, so far as need is; as thus, out of the words: Q. Quot sunt Concordantiae? R. Tres. Q. Quae est concordantia prima? R. Nominativi & verbi. Q. Verbum personale cum quo cohaeret? R. Cum Nominativo. Q. In quibus cohaeret Verbum personale cum Nominativo? R. Numero & persona. Q. Daexemplum. R. Nunquam sera est adbonos mores via. Q. Applica hoc exemplum: vel, ostend 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. repeat regulam. R. Verbum personale cohaeret cum Nominativo, etc. Q. Dic Anglicè. R. A Verb personal agreeth, etc. In the next rule, Nominatiws primae vel secundae personae etc. Q. Vtrum exprimitur Nominatiws primae vel secundae personae? R. Rarissimè. Q. Quibus de causis exprimitur? R. Causa discretionis, aut Emphasis gratia, Q. Da xemplum ubi exprimitur causa discretionis. R Vos damnastis. Q. Quid intelligis per vos? R. Vos damnastis, & nemo praeterea, etc. So likewise in the rules of government: Examining in the rules of government. as at Adiectiva quae desiderium, etc. Q. Adiectiva quae significant desiderium, notitiam, memoriam, etc. quem casum adsciscunt? R. Genitiwm. Q. Da regulam. R. Adiectina quae desiderium, etc. Q. Da exemplum. R. Est natura hominuus novitatis avida. Q. Applica. R. Auida novitatis. To help the examining the Syntax the better, Helps to speedy examining and applying the force of the examples. those words also (in every example throughout the Grammar) would be marked, in which the force of the example lieth; as was advised in the English rules; The word governing, or more principal, with two marks, or with a double mark: the word governed with one; or at least the chief word or governor with some letter or mark distinct from the governed. And then ever in saying the ensample, In saying their rules, after each example repeated, to repeat those words, in which the force of the example heath. to repeat again those words only, in which the force of the example lieth; the governor or principal first: as in the English rules, so here. As thus; in saying, Est natura hominum novitatis avida; to repeat again, avida novitatis. Mens futuri praescia; praescia futuri. Crescit amor nummi quantum ipsa pecunia crescit; amor nummi, etc. By this kind of repeating, Benefit of this kind of repeating. or continual apposing where they miss, by ask thus, Da exemplum, ubi est vis regulae; They will become exceeding cunning to understand and apply rightly any example of the Grammar, so fast as they can repeat it; or to apply any other thereunto; or else to make the like: that so they may ever have sure patterns for all parsing, making and trying Latin. Though this may be though an easy matter, Difficulty hereof, unless they be thus taught. and that every Scholar can do it; yet try it, and it will be found clean contrary almost throughout, and to trouble many weak 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 profit will doubly countervail the pains. With a little practice, they will almost as soon say their rules this way, applying each example, as without. Spoud. I discern evidently the great benefit and furtherance to Scholars, to be able to repeat the examples of every rule, in such sort as you have showed, for continual use both in parsing, and in making and writing Latin surely; as also to have the sums of the rules which are in the Margins, and before the rules, perfectly: but children cannot possibly get these, unless their books be marked so, as you directed. And for the Masters to mark all their Grammars so, it is an infinite toil, The trouble and inconvenience in marking the books, chiefly by Scholars. and hindrance to him: to mark some one, and to cause the Scholars to mark theirs thereby; they will do them so falsely, as will oft more hinder then further, besides the trouble in it: also the sums of the Margins are very defective. Phil. For the supplying of all this, The Grammars are procured ●o be thus printed, as to be most easy and profitable for schools, without inconvenience. and the avoiding of all these inconveniences, and other like, and for making our Grammar far more easy and profitable to the Scholars, without any alteration; the Grammars are procured to be so printed, as to be most plain herein: all the words wherein the force of the examples doth lie, being printed in differing letters; that the least child may be able to discern them, and so to apply and repeat them: and also the Margins made more perfect. What is miss or defective herein, shall (as I hope) be supplied hereafter. Spoud. Sir, all Schools must needs hereby receive an exceeding benefit; as I see plainly by that which you have showed for the use of them. But I pray you proceed, and let me hear what other helps you have, for examining your Scholars, so as they may fully understand their rules. Phil. Other helps for the examination and understanding ☜ the rules, Other helps to examine and understand the rules. are these; 1. Where they cannot understand any question, or answer; remember that, to teach them to understand, by repeating English and Latin together, How to make them to understand and answer any question in Latin. until they fully understand it. For, as was said before, if they have the meaning in their heads, words, with oft repeating, will easily be gotten to utter their minds, especially having them in their books. 2 Also this may further to understanding, To give English rules to the Latin. to cause them to be able to give the English rules, answering to every Latin rule, of those which have English rules; to set marks upon those Latin rules, which have no English: and to answer to them that they have no rule, but to be able to give the meaning. 3 These means may also much profit to the easy getting, ☜ full understanding, Other helps to get the rules easily, and to keep them perfectly; repeating the Titles and Margins in a continued speech. and perfect keeping of the rules; oft to read over, and keep perfectly the sums of the rules, which are either set before them, or in the margins; as was noted so to repeat them in order. Thus to be able to report all the sum; like as of the Accedence, so of the Grammar, as in a narration or continued speech, as thus: Regulae generales propriorum, Mascula sunt nomina Divorum. Virorum, Flwiorum, Mensium, ventorum. Foeminina. Dearum, Mulierun, Vrbium, Regionum, Insularum. Exceptio. Regulae generales appellativorun. Arborun. Epicoena. Volncrum, ferarum, piscium. Exceptio generalis. Vsus trium regularum specialium. Prima regula specialis, etc. So to know to give readily the beginning of every rule in order; ☜ as, To repeat the beginnings of the rules in a continued speech. Propria quae maribus. Propria foemineum. Excipienda tamen quaedam sunt, etc. Appellativa arborum crunt, etc. By these means they will be able both to answer the questions in Latin, with a very few other words: and also to give any rule presently when but the sum is demanded or any word belonging unto it, Benefits of these. to tell where the rule is, and to begin it. To havean Idaea or general notion of all in their heads, Idaea. as if it were before their faces; which Idea doth make any learning most easy, either to be gotten or kept. Hereby also that shorter examination and repetition of parts, ☞ may sometimes serve where time or help is wanting; Shorter examination and repetition. and in parsing their Lectures, to rid twice so fast, when they can in a word signify a rule, either by the word in the Margin, 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 Nominativi & Verbi &c. Per regulam Accusativi ante verbum infinitum, etc. Or to repeat only a word or two of the beginning of the rule; as Verba infiniti modi, etc. or the like. To this end it were to be wished that the sums of the rules were set more perfectly in the margins, Sums to be perfected. in a word or two in all the Syntax, This is reported to have his Master Bruns-words order. as they are in the Nouns, to have some special name to be called by: as, Adiectiva desiderij, verbalia in axe. Nomina ●artitiua; & the like. In hearing parts in straits of time, ☞ thus we may examine only in those places where we most suspect their negligence: Help in hearing parts in straits of time. ask first the sum of the rule, with an example in it; and then to cause him whom you examine, to say that rule. Or to ask only an example of the rule, and cause them to apply it, and to give the rule. I have set down all these, To use the most profitable that we may take and use which we find most profitable. The shorter the better, as was advised; so that we make sure that they do fully understand the rule, and can make use of it. One rule, so learned with understanding, is more profitable, The profit of rules thus learned. then if they could say every word in a hundredth; and could but only repeat them over as parats, without any knowledge to make the right use thereof. Spoud. Sir▪ I do like very well of these things which you have said; yet for the helping of my memory and practice, tell me again shortly, which you account to be the principal: wherein chief care would be had, to the end to make all easy; also to keep all, and to make right use thereof. Phil. This I account and find the chief; ☜ to have them perfect in the order both of the whole, The sum of all: wherein chief care would be had. and also of all the parts in Grammar, as I showed; and also to be able to repeat the Titles, with those margins which are necessary; the beginnings of the rules; and to have the understanding of them, and examples; and also to be able to apply the examples for the several words wherein the force is: and so to give any rule of a sudden, 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 us; to have them very perfect in saying all their Grammar without book, even every rule; and wherein I have found much grief and vexation: because I have not been able to cause my scholars to get their rules so perfectly; and much less to keep them: and hereby, ever the saying parts hath been the greatest fretting to me and fear to my scholars, for the negligence of most, in them; so that do I what I could, yet I have never been able to bring most to any commendable readiness in them. Phil. To this I answer you; Difficulty of keeping the Grammar rules perfectly without book. that this indeed is one principal thing, that makes our calling the more uncomfortable: and I doubt not, but that the grief, which the best do find therein, is a means to humble them, and to keep them that they be not too much liftup 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 inconvenience; we must in this, as in the rest of our inconveniences, use all the wisdom that we can, to make a benefit of necessity, and the burden so light, as we may. And that, How helped. thus. 1. Making our scholars to learn them so perfectly as we can. 2. To keep chiefly the things last learned, by oft repetition. 3. Continual care for parts; and so much as may be, to let them have some little time over night, to read them over, against morning. 4. to cause them at least where time will not serve, to repeat the sums of the rules: and by daily examining to make them able to give you the sum or beginning of any rule, with the meaning of it, and to apply the examples. And therein to content ourselves, ☞ if we can but obtain so much of many, Such a perfect saying every rule, not so absolutely necessary. as to be able to understand and make use of the rules, or to turn to them, though they cannot say them readily: for we see most Scholars, when they come to the Universities, to forget that perfectness in their Grammars, and most learned men cannot say the rules; yet so long as they have a full understanding and remembrance to make use, in resolving, writing, or speaking, this sufficeth. Lastly, ☞ this shall much help, to cause them in preparing their lectures in construction, Other help to have the Grammar perfect, to turn to each rule as they purse. to turn to every hard rule as they purse, and then to get these rules readily; and so ever to come to say, with their Grammars under their arms. And also in examining lectures, to cause them to tell you where they have learned the several harder words, at least in their Grammars. Note in examining lectures. 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 near unto them, whereby they may remember them. Thus may they become very exquisite in the Grammar, Grammar to be made as a Dictionary. in time; and have it (as I said) as a Dictionary in their minds, not to need to seek here or there for every word. In the higher forms, Seldomer repeating rules in the higher forms may serve. where daily repeating rules hindereth much other learning, if they repeat them but sometimes, and can answer in a word or two, giving the sum of each rule, it may suffice; although it is a great commendation to have the Grammar ad unguem, and to give an example of each thing belonging unto Grammar. Thus have I showed you what I have yet learned concerning making Scholars perfect in the Accedence, Readiness of scholars in Accedence and Grammar, will help to make the Schoolmasters life most pleasant. & Grammar: wherein as you see, I have been much longer; because I find this by experience, and therefore dare constantly affirm it, that if this be once archieued in a school, to have the scholars thus made perfect in Accedence & Grammar as they proceed, the life of a Schoolmaster may be made as full of joy and contentment, without wearisomeness, only in observing the fruit of his labours, as I touched, as the life of any in any other calling whatsoever: whereas of the otherside, much of our fretting toil, ariseth only for want of this. Spoud. I would therefore think it a most profitable labour, to set down this manner of examining the Accedence and Grammar, by Question and Answer particularly; that not only the weakest Schoolmaster amongst us, but even our scholars themselves might be able so to oppose and whet one another. I myself have seen divers books of questions of our Accedence and Grammar, being gathered by learned men; yet in none of them have I observed (so far as I remember) sundry of the principal of these points. Besides, that no man can so well examine the Accedence and Grammar by them; because, first the words of their Question and Answer, do not arise so out of the words of the rules as you direct: neither do they ever keep the order of the rules; and they have moreover sundry other hard questions intermixed, and sometimes many together, that my scholars have not been able to make use of them, nor myself very little, in regard of that which I might if they had been so framed. Phil. I myself have had experience of the same in them: insomuch as though I have greatly desired and tried to use some of them in my school, in regard of the profit which I have conceived might come by them; yet I have not been able without further inconvenience. And ever as new scholars have come to any school, so they have been always to seek in those new questions, as that I have been enforced to leave them off utterly. A most plain m●nner of examining Accedence & Grammar, collected, to help to make all scholars perfect therein; called, The posing of the parts. In consideration whereof, and of the general want herein; as also of the public benefit, which I am certainly assured, may come by such a labour as you speak of; I have endeavoured by the help of all such books of Questions and Answers, of Accedence and Grammar, as are extant, which I could procure; as likewise of some written, together one in this sort, having all the Questions & Answers arising most directly out of the words of the rules. In which, I have chiefly followed the order of the Quest. of that ancient Schoolmaster▪ Master Brunsword, of Maxfield, in Cheshire, so much commended for his order and Scholars; who, of all other, cometh therein the nearest unto the mark. This I have studied to make so plain, as every child may by it both presently understand the meaning of each rule; and, if he can say the rules, may as soon be able to answer these questions: and whereby they may also poase one another (as you wish) to make all rules and parts most familiar. I have in it tied myself strictly to the order and words of the rules, as it may serve for continual poasing, and speedy examining Parts: and that from what school soever they come, if they can say the Accedence, they may presently answer these questions. Other questions which I have thought needful, I have set in the margins, 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 refer you you to the Epistle Dedicatory before it, and the questions themselves. Spoud. Sir, I see well you have spared no labour, to seek to draw-on the little ones with ease & delight, and to make scholars 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 talon; but to employ all to the best, and communicate it to every one to whom it may do good: and especially the little ones, in whom is the chiefest hope of most of our country schools, and of the age to come. CHAP. VIII. Of Construction; how to make all the way thereof most easy and plain. Spoud. WEll then (good sir) now that you have thus far forth directed me, how to lay so sure a foundation, for my scholars to build upon; I doubt not but you can indeed guide me forward, how they may build upon it as speedily & happily, both for their construing, parsing, and making Latin. To begin therefore with construction, which is the first thing that our children enter into, after their Accedence, and Rules: I desire greatly to hear of you those things which you affirm may be done by scholars; Things seeming difficult in construction. and whereby all the way of construction may be made so easy. As namely, that children should be able to take their lectures of themselves, truly and perfectly; and likewise with understanding upon 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 have learned, to construe out of a translation in English, as out of the Latin itself. The ordinary toil of master's about giving lectures, and to cause their scholars to construe. These things, do justly seem strange unto me; because I am feign to give every lecture myself: or if I appoint the forms above to give them; yet I am compelled to hear the giving of them. And so I have as great a trouble, when they construe false to direct them right; That it were as much ease to me to give them, myself; and so I should be freed from the grief that I have, when they cannot do it, and from other inconveniences. Besides, to read the lectures in propriety of words, Difficulty in taking lectures in propriety of words & sense. phrase, and sense also; this seemeth to me a matter of some difficulty for many poor country Schoolmasters; and not only for the younger and weaker sort, but also for some of the more ancient and experienced; and requireth reading and judgement; that I do not see how scholars can possibly do it. Moreover, Hardness for scholars to remember how they were construed, and the trouble therein. when I have given my scholars their lectures or have heard them given, unless they mark very well; yet they w●ll commonly mis●e in some part of that which I have read. And if the chief of the form mistake or go false, all the rest of the form likewise construe false, because they depend on them: and so oft as they doubt I am sai●e to t●ll them▪ what business soever I have; which doth exceedingly trouble me. They also are afraid to ask me so many things, and it may be the same things again and again: whereby it cometh to pass that when they come to say, few of them can construe, or hardly any of them perfectly: which increaseth oft my passion, and their fear. Finally, this I account the worst of all, that when I have taken a great deal of pains, Grief of the Masters for their scholars forgetting of that which they have learned. and have made my scholars very ready in construing & parsing; yet come and examine them in those things a quarter of a year after, they will be many of them as though they had never learned them, and the best far to seek: 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 half a year b●fore; they are ordinarily found so raw, and to have so forgotten, that I do receive great reproach, as though I had taken no pains with them, or as they had profited nothing. And for that of being able to read, construe, and purse lectures, or whatsoever they have learned, out of an English translation, I have not made trial; though I know they cannot do it, being harder, than the construing and parsing of the Authors themselves: albeit it cannot be, but a matter of exceeding profit, and must needs help to make scholars very soon. Therefore, if you can direct me, how to do all these things, which you have mentioned in this behalf, so to construe and purse of themselves, and that out of the bare English translation, and also that they shall be able to go certainly, and upon sure grounds; I must needs acknowledge myself to have received an incomparable and a perpetual benefit: and you shall indeed even herein help to make my burden far more light, and my whole life much more comfortable; beside, that my scholars shall be beholden unto you ●or ever, for delivering them from so much fear, and setting them to go so fast forward with such alacrity, as should appear. Phil. Surely, sir, all this may be done, by the perfect knowledge of their Accedence and Grammar rules first, ☜ and then the practice of that golden rule of construing, All th●s may be done by the practice of the rule of construing & of Grammatical translations. together with Grammatical translations of the first ordinary school Authors, 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 affirm upon sure experience, and the trials of many very learned, that all these things may be effected amongst th●se who are apt, without any inconvenience at all, if they be rightly used▪ as I shall direct you the manner after. But without them, I cannot find how possibly the inconveniences, which you have recited, can be prevented, or these benefits can be attained in any like measure; chiefly in the greater schools, where many scholars are. Spoud. For that golden rule of construing and the Grammatical translations which you mention, The rule of 〈◊〉 unheard of to the most. I know not what you mean: Neither have I ever heard of any such. Have you any other rule of construing, than our Grammar teacheth? or any such translations made according to it, in this propriety which you speak of? Phil. Yes indeed sir, there is a special rule, and such translations also: by the constant practice whereof, not only the former evils may be avoided, and the benefits mentioned may be obtained; but also the way to all construing, parsing, examining, making, writing, speaking, and also trying Latin, may be made most easy and plain; So, as children may proceed upon sure grounds, and do all things herein with understanding, and right reason, and far more speedily, and with more delight, then usually. And howsoever this rule be unknown of most, who never 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 dispersed through all, This rule is set down by sundry learned Grammarians. very hardly to be discerned; yet it is set down by sundry learned Grammarians. As by Susenbrotus, Crusius, Cosarzus, and our ancient School 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 divers exceptions in the Grammar rules and variety of Grammars. Crusius hath also examples of the practice of the rule handled at large. It would be over-tedious to set them down all, or what each of them hath written thereof. Yet because the rule hath some difficulty, and that we may consider the better of it, I will rehearse it briefly out of one or two of them. And seeing we are to deal for the first enterers into construction, The rule, as M. Leech hath it, I will set it down first, as Master Leach hath it, who is the plainest. His words are these; Q. What order will you observe in construing of asentence? A. If there be a Vocative case I must take that first: then I must seek out the principal Verb & his Nominative case, and construe first the Nominative case: and if there be an adjective or Participle with him, than I must English them next, and such words as they govern; then the Verb: and if there follow an Infinitive mood, I must take that next; then the adverb; then the case which the Verb properly governeth: and lastly, all the other cases in their order; first the Genitive, secondly the Dative, etc. 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 ever to be observed? A. No: it may be altered by Interrogatives. Relatives, Infinitives, Genitives of partition, and Conjunctions. Q. What special things must be observed in construing? A. That the Nominative case be set before the Verb, the Accusative case after the Verb, the Infinitive mood after another mood: the Substantive and the adjective must be construed together; except the adjective do pass over his signification unto some other word, which it governeth. The Accusative, before an Infinitive mood, must have the word (that) joined with it. The Preposition must be joined with his case. Afterwards he gives a short example hereof. Crusius, The rule, according to Crusius. from whom I received the first light hereof long ago, he hath it something otherwise; though for the substance it be the same: whose words also, because he is but short, I will set down; and the rather, for that there are so many learned, who have not so much as heard of the rule. The words of Crusius are these: De ordine verborum in construendo & interpretando. Crusius in his Latin Grammar, pag. 382, 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 & Philosophiutuntur. Quid est ordo verborum naturalis? 1. Sumitur Nominatiws Substantivinominis, qui dicitur subiectum aut quicquid vim Nominativi habet. Huic additur Adiectiwm, aut quicquid Nominatiunm explicat. Saepe sententiam inchoat Vocatiws, aut particulae Qrationem connectentes, aut Ablativi absoluti, aut Relativa. 2. Verbum finitum personale, quod vocatur Praedicatum. Impersonalia constructionem sine Nominativo inchoant. 3. Casus obliqui, inter quos dignior praecedat. Saepe Infinitinus: quem antecedit Accusatiws cum adest. Saepe Aduerbium, aut Nominativi gestuum ac similes: quae statim verbo subijciuntur. Interdum Gerundia, aut Ablativi absoluti. Praeterea, Praepositiones cum suis casibus. Denique, Coniunctiones quae superioribus alia attexunt, in quibus idem ordo seruandus est. Sic in quavis lingua. comprehend ista mihi regula quam potes brevissima. DIctio regens praeponenda est ei quae regitur: Quae declarant postponenda sunt iis quae declarantur. Thus far Crusius, of the rule. Spewed. I pray you expound it somewhat more at large, ☞ that I may conceive of it yet more fully. The rule expounded more 〈◊〉. Phil. I will endeavour to do as you say; although for the more curious handling of it, I will leave it to some other or else refer it to a farther time, The ●urious. 〈…〉. because of the difficulty of it, through the manifold exceptions, as I noted, especially in the longer and more intricate sentences: wherein I take it very hard, to set down any direct rule particularly. Therefore for the better understanding of the rule, General observations for the better understanding of the rule. we are to observe, 1. That the Scholar must read the sentence, before he construe; and in reading, that he do it distinctly, reading to a Period or full point, and there to stay. 1. That the Scholar read before he construe. 2. To mark the sentence well, and to observe all the points in it, both Commaes and Colons; or less distinctions, 2. To mark the sentence well, and all the points in it. and middle distinctions: that so he may see and consider both the beginning, midst, and end of the sentence together; and also each clause in it. 3. That if there be any words in the sentence, ● To mark words beginning with great letters, and included in a Parenthesis. beginning with great letters, except the first words of all; to remember that those are proper names: and also if there be any words included within a Parenthesis, or two half Moons, as they are termed, that they are to be construed by themselves. 4. That he seek to understand what the matter is about: 4. To understand the matter. and so in continued speeches, to mark what went before. 5. To observe if there be a Vocative case. 5. To mark if there be any Vocative case. 6. To seek out carefully the principal Verb, by the rule in the Grammar of finding out the principal Verb, 6. To seek out the principal Verb, and observe that well, as directing all. viz. If there be more Verbs than one in a sentence, the first is the principal except it be an infinitive mood; or have before it a Relative, or a Conjunction as ut, cum. si, etc. Which principal Verb being found out, doth commonly point out the right Nominative case: which Nominative 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 mark the clauses which have no Verbs in them, 7 To give every clause his right Verb. to fit them with their own right Verbs, expressed or understood: for no clause can be without a Verb. 8. To supply all such words as are wanting, 8. To supply all words wanting. to make perfect sense and construction. 9 To give every word his due signification and proper 9 To give each word his due signification and proper sign. sign, so far as sense will bear. 10. To join the Substantive and adjective together in construing, 10. To join Substantive and adjective, also Preposition and case. except the adjective do pass over his signification into some other word, which is governed of it. Also to join the Preposition with his case. 11. To mark whether the sentence have not an Interrogative point: 11. To mark if the sentence have not an Interrogative point. then to read it as ask a question; and then the Nominative case is to come after the Verb, according to the rule of the Accedence: or otherwise to be set directly before it, if our English phrase will bear it. These things observed, than the order proceedeth thus usually: 1. If there be a Vocative case, The order of the rule: to take to take that first and whatsoever dependeth of it, 1. The Vocative case, or whatsoever is in place of it, or hangeth of it. that is whatsoever agreeth with it; or is governed of it to express it; or in stead of a Vocative case, an Interjection of Calling or Exclamation, or an Adverb of Calling, Wishing, Showing, Exhorting, or Swearing, Affirming, or the like; which have the nature of Interjections, if there be any such. 2. The Nominative of the principal Verb, 2. The Nominative case, or whatsoever is in place of it, or dependeth of it. or whatsoever is put in stead of the Nominative case, and such words as depend on it; as namely, an adjective or Participle, and such words as they govern: or a Substantive, being the latter of two Substantives. 3. The principal Verb, 3. The principal Verb, and whatsoever dependeth on it. and whatsoever hangeth or dependeth on it: as if there follow an Infinitive mood, to take that next, and the adverb, which is joined commonly to the Verbs, to declare their signification. 4. The case which the Verb doth properly govern next unto itself, 4. The case which the Verb properly governeth. which is most commonly the Accusative case, and whatsoever hangeth on it; or an Accusative case before an Infinitive mood in stead hereof. 5. Then follow all the other cases in order; 5. All the other cases in order. first the Genitive, than the Dative or Ablative, with a Preposition, or without. This is the sum of the rule, as it is most general and natural. Yet here these things must be remembered: Other cautives in the rule. 1. If all these words be not in the sentence which is to be construed, 1 To take so many words as there are in the same order. to take so many of them as there are, and in this order. 2 That the order is changed by the Relative Qui quae, 2 The order is changed by Relat. Interrog. Indef. Partit. words of dependence and Connexion. quod: also by Interrogatives, Indefinites, Partitives; because these (according to the Grammar rule) follow the rule of the Relative; going before the words whereof they are governed. So likewise Adverbs of likeness (as, Quemadmodum, ut, veluti, sicut) when they have sic or ita answering to them in the second part of the sentence, do use to go before. As also Conjunctions Copulatives, Rationals, Aduersitives, having their Redditives following, answering unto them: so Expletives, and certain others: Finally, all such words as these mentioned (which we may call words of dependence, because they depend on something going before or coming after in the same sentence) or else words of Connexion, serving to knit new sentences to the former (as these Conjunctions) are to be placed next the Vocative case: or in the first place, where there is no Vocative case. 3 That in stead of the Nominative case, 3 To take for the Nominat. case whatsoever is put in place of it, or includeth it. we take whatsoever is in place thereof, as a whole sentence, a piece of a sentence, an Infinitive mood, an adverb with a Genitive case, two Nominative cases singular or more, joined with a Verb plural, or sometimes a letter set by itself, or more, or any word put for itself; which we call a word of art: as Amo est verbum. Amo is here taken for the Nominative case: for all such words or sentences are supposed to be the Neuter Gender undeclined. So whatsoever includeth the Nominative case; as, a Verb Impersonal, an Ablative case absolute; Gerunds and Supines put absolutely with this Verb est: as Orandum est ut sit mens sana in corpore sano. I●um est in viscera terrae: because these stand for Verbs Impersonals, and have the Nominative case included in them. 4. The Participles with Gerunds and Supines follow the order of those Verbs whereof they come, 4 Participles, Gerunds and Supines, follow the order of the Verbs. in governing the same cases, as in the rules. Also that Gerunds and Supines are commonly put for the Infinitive mood. 5. Conjunctions or other words of dependence in new clauses of the sentences, 5 New Conjunctions and words of dependence serve to join new sentences. serve to join together the later parts of the sentences to the former; wherein the same order must be kept again as before. 6. That the Adverbs be placed before or after the Verb; 6 Adverbs to be placed to the best sense. as the sense will most conveniently bear. 7. That the Latinismes be observed, 7 To observe Latinismes, and join phrases. to join the whole phrases together, so much as may be, and to express them by as elegant and fit phrases as we can in our tongue. The reason also of the rule, that every one may conceive each thing, The reason of the rule. is this: 1 That the words must be placed in order, 1 The words to be placed in natural order. as they should stand; according to the plain and proper nature of the speech, in which they are used to express any matter: which is the very order which Grammar teacheth, and as one governeth another. 2 The word governing or directing, 2 Governors before the governed. to be placed before those which it governeth or directeth. 3 Those words which do declare others, 3 Declarers to follow the declared. are to be set after those which they do declare or make plain. So the principal word going before, doth commonly direct the words following; 4 The principal words going before, direct the words following; except the Interr. Relat. Ind. Part. either in agreement or government: that is, it causeth the word following to agree with it, or to be governed of it; except in oblique cases of Interrogatives, Relatives, Indefinits, Partitives, which do commonly go before together with the Substantives or Antecedents, with which they agree; and are governed or guided by the word following after: as, Quem librum legis? Quarum rerum utram minus velim non facilè possum existimare. Spoud. I perceive the rule most plainly, and do see an evident reason of every thing; yet nevertheless I desire you further to give me a little brief of it, as my scholars may best remember it. Phil. The sum is this; The sum of the rule of construing. to read over the sentence distinctly to a full point; observing carefully all the points and proper names, with the drift and meaning; but chiefly to mark the principal Verb, because that pointeth out the right Nominative case, and directeth all the sentence: also to mark if there be any Vocative case. Then the order goeth thus: 1 If there be a Vocative case, to construe that first, with whatsoever agreeth with it, or is governed of it, or whatsoever is put in the place of it; as an Interjection of Exclamation or calling, or an adverb of calling. 2 To take the Nominative case of the principal Verb, or whatsoever is put in steed of it, and to adjoin to it whatsoever hangeth of it: as the adjective or Participle, and such words as they govern. 3 To take the principal Verb, and whatsoever hangeth on it, each in the right order; as if there follow an Infinitive mood, to take that next: then the adverb; after, the case which the Verb properly governeth (which is commonly the Accusative case) & whatsoever hangeth on that. Lastly, all the other cases in order: first the Genitive, secondly the Dative, and lastly the Ablative. 4 If there be not all these Verbs, 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, Partitives, & some Conjunctions with Adverbs of likeness: as Quemadmodum, ut, sicut etc. having sic, or ita, to answer them in the second part of the sentence; because those words use to go before. Lastly, to take the Substantive and adjective together, unless the adjective pass over his signification unto some other word, which it governeth; and so likewise the Preposition with his case. Most briefly thus: that the principal Verb be first sought out; then 1. Take the Vocative case, A brief of the rule of construing for every child to be able to answer. or whatsoever is in stead of it, or hangs upon it serving to make it plain. 2. The Nom. case of the principal Verb, or whatsoever is in stead of it, or depends of it to make it plain. 3. Then the principal Verb, and whatsoever hangs of it, serving to expound it: as an adverb, or an Infinitive mood. 4. Lastly, the case which the Verb properly governs, and all the other cases after it, in order. Note that the order is changed by Interrog. Relat. Partit, certain Adverbs & Conjunctions: all which use to go before. Observe, specially for the enterers, to put them in mind of this often: the Nom. before the Verb: the Accus. after the Verb: the Substant. and Adiect. to go together; unless the Adiect. pass his signification into some other word: the Preposition and his case together. This is the briefest, plainest, and most general form, that (after long practice and considering of it) I can conceive, though it have some exceptions, as I said. Spoud. I pray you give me an example hereof. An example of construing, and of Grammatical translations according to the rule. Phil. I will take the very example which Crusius hath set down out of Tully de Senectute. 1. Aptissima omnino sunt, 1 The artificial placing, according to T●lly. 〈◊〉 Senectu●e Scipio & Laeli, arma senectutis, arts exercitationesque virtutum: quae in omni aetate cultae, cum multum diuque vixeris, mirificos afferunt fructus: non folum quia nunquam deserunt, ne in extremo quidem tempore aetatis, quanquam id maximum est: verum etiam quia conscientia benè ac●● vitae, multorumque benefactorum recordatio, iveundissima est. This is Tully's order in placing this sentence. 2. The natural or Grammatical order of it is this: 2. The Grammatical placing. Scipio et Laeli, arts 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 Grammatical order thus: 3. Translation according to the 〈…〉 Grammatical order. O S●ipio & Lelius, arts & exercises of virtues, a Are the very fittest weapons, Verb aptest. are altogether the (verb) fittest weapons of old age: which being (verb) exercised in (verb) every age do bring b Wonderful fruits, or benefits. marvelous fruits, when you have lived c Very long much and long: not only because they d Never leave us. forsake never, e Not indeed. no truly f In our last age. in the extreme time of age, Verb loved or adorned. although that is g The chief. the greatest; but also because h The inward testimony. the conscience of a life well done [or well passed over] and the Verb in all age. remembrance of many good deeds is most pleasant. 4. The construing is directly according to this translation. 4. Construing according to the Grammatical translation. Or, que cultae afferunt, etc. So that the translation leadeth the scholar as by the hand, or instead of his Master; so, as he cannot err, if he be of any understanding: as thus; Scipio o Scipio, et and, Laeli o Lelius, arts arts, exercitationesque and exercises, virtutum of virtues, sunt are, omnino altogether, arma aptissima the fittest weapons, senectutis of old age: quae which, cultae being exercised [or used] in aetate omni in every age, [or in all our life] afferunt do bring, fructus mirificos marvelous fruits, come when, vixeris you have lived, multum much, diuque and long, etc. 5. This translation directeth to purse, 5. Parsing according to this translation. chiefly for all the Syntax; Every principal word in the Latin, going before others, commonly governing, or directing & guiding some way that which followeth after. It helpeth very much for the Etymology; that children well entered, shall go very near to tell by the English alone, what part of speech every word is: of which I shall speak after. The manner of parsing by it, is thus shortly for the Syntaxe: Scipio] is the first word to be parsed, Scipio. because it is the first in construing; for that we begin commonly of a Vocative case if there be one. It is the Vocat we case, known by speaking to, and by the Interjection O understood; governed of the Interjection O, by the rule O Exclaman●is Nominativo, Accusativo, & Vocativo ●ungitur. In English, Certain a Vocative etc. Et] the next word a Conjunction Copulative, Et. serving to couple words or sentences; here coupling Scipio and Laeli together. Laeli] the next word, Laeli. the Vocative case known also by speaking to, and put in the same case with Scipio by reason of the Conjunction et; by the rule, Conjunctions Copulatives and Disiunctives couple like cases, etc. Art's] is next, Artes. in construing according to my rule of construing. The Nominative case, coming before the principal Verb sunt, by the rule of the first Concord. Quae] next, Quae. a Conjunction Copulative, coupling arts and exercitationes together. Exercitationes] is the next, Exercitationes. the Nominative case coupled with arts, by the Conjunction enclitical, que, which is set after exercitationes in the book; by the rule of the Conjunctions Subiunctives, or which are put after. Virtutem] followeth next, Virtutem. the Genitive case, governed of the Substantive exercitationes: and is the later of two Substantives; by the rule, When two Substantives come together. Sunt] is next, Sunt. agreeing with the Nominative case arts exercitationesque; by Verbum personale cohaeret cum Nominativo etc. It is expressed to the one Nominative case, and understood to the other, by the figure Zeugma. Omninò] the next word, Omninò. an adverb joined to the Verb to declare the signification. Arma] the Nominative following the verb sunt. Arma. Sum, forem, fio etc. Aptissimathe Nominative case of the Noun adjective, Aptissima. agreeing in all things with arma, by the rule of the second Concord. The adjective whether it be Noun, etc. It agreeth with arma, because it expresseth the quality of arma, etc. Senectutis] next, Senectutis. the Genitive case governed of arma, because it expresseth arma, the weapon of old age, the later of two Substantives. And so forward, in all things giving 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 scholar also for making Latin, 6. Making latin according to this rule. to proceed easily; and likewise the master to teach and guide the scholar both to make true Latin 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 give a reason of every thing, or to prove the Latin thus, in the very same order as they parsed. As. the Master to ask thus according to the order of the translation: How say you Scipio, or o Scipio? The Scholar answereth; Example. Scipio, as it is in the book. Ask why not Scipionis nor Scipioni but Scipio; he answereth: because it must be the Vocative case, known by speaking to, and governed of o understood, 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 Vocative case; and therefore Laeli: because, when the Nominative endeth in ius, the Vocative shall end in i Also, that it must be the Vocative case, because et coupleth like cases. So in all things, just as the child parsed; but only ask the English first, and making the child to give it in Latin, and to give a reason of every thing more particularly. The causing the child to construe and to purse, ☜ looking upon the English only; especially the parsing so, is contitinuall making Latin, and proving it. So that we may see by this sentence, Use and benefit of Grammatical translations, set down in general. how this translation serveth to direct the younger scholar: first, to resolve or cast each sentence in Latin into the natural or Grammatical order: secondly, to construe directly according to the same: thirdly, to purse as it is construed, by marking the last chief word: fourthly, to make the same Latin as it was parsed, and to prove it by reason and rule. Fiftly, by comparing the order of the translation and the order of the Author, to compose the Latin again into the order of the Author. And so by daily practising these translations, young scholars must needs come on very much, for that it makes all the way to learning so plain. One principal reason is, ☞ for that this is nothing else but a continual practice of Analysis and Genesis; Chief reason of the benefit of translations according to the rule, for the continual use of Analysis and Genesis. that is, of resolving and unmaking the Latin of the Author, and then making it again just after the same manner, as it was unmade. Or if we may so term it, the unwinding, and winding it up again; 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 resolving a sentence; first the resolving it out of the Rhetorical order of the Author, Three special parts both of Analysis and Genesis. into the first proper, natural and Grammatical order. 2. Construing, turning or translating it into English, according to the same order; giving the true sense and force of each word and phrase. 3. Parsing as we construe. So of the Genesis or making up again are three parts. 1. The making the same Latin again, according to the order of the translation and the words of the Author; that they may go surely. 2. To prove it to be true Latin, after the manner of parsing, by the same order. 3. To compose all again for the Rhetorical placing of the words, according to the order of the Author, by the help of a few rules, and by comparing with the Author; that a child may have a confident boldness, to stand against the most learned, to justify that which he hath done. Spoud. This stands with all reason, that if the way of unmaking or resolving be so plain, through this rule; the way of making up again must needs be as plain and ready: for there is the same way from Cambridge to London, which was from London to Cambridge. Phil. You say as it is: Hence you shall find by experience, that as children will soon learn to construe and purse their Authors thereby; so they will as soon learn to make them into latin again: yea they will come by daily practice, to read the Latin almost as fast out of the English translation, as out of the Author itself, and prove that it must be so: and in short time to do the same in things which they have not learned; especially, where they shall have occasion to use the same phrase, to do it readily whether they shall write or speak. Particular benefits of the use of Grammatical translations, and of the Rule. Spoud. IT is apparent by that which you have said, Benefits of the translations and the rule set down particularly. that you take the benefit to be very great, which may come by such translations rightly used. 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 resolve Latin Grammatically: 1. Resoluiug Grammatically which is the foundation of the rest. 2 In construing, 2. 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 themselves: 3. Parsing. as reading a lecture without any question asked, unless some which they omit: which manner of parsing gaineth half the time which is spent therein commonly, when otherwise each question is asked and stood upon. 4 For making latin, 4. Making latin. to be able to make the very same latin of their Authors upon sure grounds; & thereby to be encouraged to go on boldly & certainly, with cheerfulness and confidence: when little children shall see, that they are able to make the same latin which their Authors do, as was said, & have also the Author to justify that which they have done. 5 For proving latin, 5. Proving. specially for the Syntaxe, when each principal word going before, directs th●se which follow, except in some few. 6 For composing artificially, 6. Composing. by continual comparing this Grammatical 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 show after. 7 To help the younger scholars to understand their lectures, 7. Understanding. so far as need is; of the benefit of which understanding we have spoken before. 8 Also to take their lectures for most part of themselves, 8. Taking lectures of themselves. as was said; to get and bring their lectures more surely and sooner than by the masters teaching alone, as a little experience will show. 9 To construe and purse their lectures, 9 Construing and parsing out of the English. out of the English as out of the Latin (which is a continual making latin, as we heard) and so to read their lectures first in the natural order, then as they are in their Authors. 10 To be able to correct their Authors of themselves, 10. Correcting their Authors. if they be false printed. 11 To keep all which they have learned in their Authors so perfectly, 11. Keeping all learned in their Authors perfectly. as to be able in good sort to construe or purse at any time, in any place out of the bare translation, only by reading them oft over out of the translation. 12 To save all the labour of learning most Authors without book, 12. Save getting Authors without book. as all Authors in prose; which labour in many schools is one of the greatest tortures to the poor scholars, and cause of impatience and too much severity 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 over & over, Ten notes more 〈◊〉. at meet times, to have them much better for all true use and each good purpose, then by all saying without book; to trouble the memory only with getting rules of Grammars and the like, and such other of most necessary use, as the Poets: which also are exceedingly furthered hereby. 13 To help to proceed as well in our English tongue as in the latin, 13. To proceed in English as in Latin. for reading, and writing true orthography; to attain variety and copy of English words, to express their minds easily, and utter any matter belonging to their Authors. And so in time, to come to propriety, choice, and purity, aswell in our English as in the Latin. 14 To learn the propriety of the Latin tongue, 14. To learn the propriety of the latin tongue, to justify words and phrases, and also to attain the purity of the latin tongue. as they go forward; to be able to justify each phrase, and in time to remember words and phrases, for almost whatsoever they have learned, and where. Also by reading Tully, and other purer Authors constantly out of such translations, first Grammatically, then Rhetorically, to attain to make a more easy entrance, to that purity of the Latin tongue, whereof sundry great learned men have given precepts, then by precepts alone; and much more by joining precepts and this practice together. 15 By the translations of the Poets, 15. To enter & train up scholars in Poetry with ease and delight without bodging. as of Ovid, and Virgil, to have a most plain way into the first entrance into versifying, to turn the prose of the Poets into the Poets own verse, with delight, certainty and speed, without any bodging; and so by continual practice to grow in this facility, for getting the phrase and vein of the Poet. 16 To be (as was noted) not only instead of Masters, 16. To be instead of M●ster or Usher amongst the scholars for giving and preparing lectures. or Ushers, to give each lower lecture perfectly, for all the substance; but also to be after instead of their own presence, or of Dictionaries in every one of those forms continually, to direct them, until every one of the form can construe, purse, make the same latin, and prove it. Hereby both to free the children from that fear which they will have ordinarily, To free children from fear of so oft ask, and the Masters from that trouble & hindrance. to go to their Masters for every word; and also to free the Masters from that trouble and hindrance to tell them every word, so oft as they forget, and the vexation and fretting to see the children's dullness and forgetfulness. For the help of the Master, or Usher, in the mean time what it ought to be, we shall see after in the use of these. 17 Hereby scholars having been well entered, 17. To be able to proceed in other Authors of themselves by some help of Master and Commentaries. and exercised in their lower Authors, shall be able to proceed to their higher Authors, ex tempore; and go on with ease, by the assistance of the Master, where they need, and by the help of Commentaries; that they may be thus enabled to construe any Author, and be fitted for the studies of the University, at their first entrance thither. 18 These will be also a help to many weaker Schoolmasters, 18. A help to weaker masters. for right and certain construction, without so oft seeking Dictionaries for English, and propriety of words; and so for parsing, and all sorts of the former directions. 19 Also, 19 To help weaker scholars, to proceed in latin in their private studies in the Universities. weaker scholars in the Universities, who have not been so well grounded in the Grammar schools, may proceed in their private studies, by the use of some of these translations, either one alone, or two or three together; and increase both for construing, understanding, and writing latin. Also they may have continual use of translating both into English, and Latin; whether reading out of the Author into the translation, or out of the translation into the Author, or doing it by pen; and ever a direction to try all by, and as a private help: which continual translating both ways is a most speedy way to learning, as M. Askam proveth at large. 20 Likewise, 20. So to help any who have lost their latin or have but a taste. any who have lost the knowledge of the Latin tongue, may recover it hereby within a short time; and they who have had but a smattering, or some little beginning, may soon come to understand any ordinary Author, and proceed with pleasure and certainty. 21 Finally, 21. To have daily much practice of Analysis and Genesis; which is all in all, in getting all learning. hereby scholars may have daily much sure practice both of Analysis and Genesis; that is, resolving and making Latin: which as was noted, all the learned do acknowledge to be almost all in all, in getting all learning: for all this practice by them is nothing else but Analysis and Genesis, as we showed before. Things more specially observed in the Translating of the School Authors. Spoud. THese benefits are indeed very great, and worthy the labour of every child, or other who would attain them, if it be as you say: yet by your favour, many of them cannot be obtained by bare Grammatical Translations alone; as to get the propriety of both the tongues, both of Latin and English together, with variety of phrase, the sense, and the like. Therefore what course have you observed in your Translations, to make them to serve to all these purposes? Phil. I have observed these things following, Things observed in the Translations of the School Authors. so near as I have been able for the present: I shall amend them after God willing. 1 This natural or Grammatical order throughout. 1 Natural order. 2 That the English Translation is set down alone, 2 English alone. without the Latin adjoining, to avoid the inconveniences of having the Latin and English together; as of making Truant, or the like: whereof I shall speak after. 3 The propriety of the English words, 3 The English answering the Latin in propriety. answering to the Latin, in the first and natural signification, and expressing the force of the Latin words, so near as I could, is set down in the first place. Where any phrase is somewhat hard, how it is expressed. And where the Latin phrase is somewhat hard or obscure to be expressed in our English tongue, word for word; there I have also expressed that by a more plain phrase, sometimes included within two marks, almost like a Parenthesis, with [or] thus. Or else I have set it ever in the Margin: where also I have oft placed the meaning, with variety of other phrases over against the word, and noted them with a character or letter, answering to the word in the Text. Moreover, Where any phrase seems over harsh in our English tongue. where any phrase is over-harsh in our English tongue, to express the Latin verbatim, viz. word for word, or in good propriety; that harsh phrase is also placed in the Margin, over against the Latin phrase, with this mark, (Verb) or (ver. (or v.) signifying verbatim, word by word, or word for word, and the more easy phrase set in the Text. Likewise where there may be two senses or constrctions, Where there may be two senses. I have commonly expressed both: the more likely and natural in the Text, the other in the Margin. This I have done, to the end that the Scholar may see both construction and meaning together; with the propriety of the tongue, whereunto I have chiefly laboured. So that there is no varying from the propriety, No varying but on necessity. save where necessity enforced, for the impropernesse of the phrase in our speech▪ or in some few places, where the construction is easy and familiar; and there is set in the Margin (Verb) as was said before. Lastly, The order of some words changed. where in the Grammatical order in Latin, the Substantive goeth before the adjective, the governor or guider first; in our English Dialect, the adjective is most commonly set before: as vir bonus, a good man; not a man good: unless the adjective be divided from the Substantive; as where it passeth the signification into some at●er word governed of it: as vir praestans ingenio, a man excelling in wit. So in the adverb Non: as Non est, It is not; we do not say, Not it is. Also in the enclitical Conjunction ●quen, and the like; as idque, and that. In the first and lowest Authors is commonly translated Thou, Observation in the lowest Authors. Thee, Not you; because of the difficulty for children, to distinguish between Thou, and You. Thus I place ordinarily the Accusative case before the Infinitive mood, in plain words, for the ready and easy making the Latin out of it: as Multum eum praevidisse dicimus, we say him to have foreseen much: and in the margin usually thus; We say, that he foresaw much: according to our English phrase. How to use these Translations so, as to attain the former benefits. Spoud. THese things diligently observed, The manner of use of the Translations. must needs be very available to the purposes, which you have mentioned: the very propriety alone, I mean the knowledge of words, in their first and proper signification, is a singular help 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 Scholars use these Translations so, as that I might find the benefits of them. Phil. You may cause them to use them after these directions following: 1 First, 1 To see that every one can give the sum of the rule of construing. you are to see that every one who is to use them, can repeat the rule of construing, and answer the questions thereof, according to the briefest form of it at least. And if your leisure will serve, to hear yourself how they can take their Lectures of themselves, according to the same. 2 Where your leisure will not well permit you to see all Lectures given, 2 In the lower forms one to read over the translation, to give some light, and look on the Translation. you may appoint at the taking of the Lectures, that some one or two of the best of each form, do look upon the Translation; and in the lower forms do first read over the Translation once, only to give them some light, for the meaning and understanding of their Lectures; the rest looking on their Authors, or only hearkening to the meaning: although in the higher fourms which use them, they will not need so much as once reading over before, unless in some difficult places: only he who looketh on the Translation, may read the Translation after, for their more full understanding of the Lecture, and more easy remembrance of it. 3 After that to appoint another, 3 To construe according to the rule, of themselves. first, to read over their Lecture in the Latin distinctly, as it is in the Author, and to try how he can construe; beating it out according to the rule. He who hath the Translation only, to direct where they go false. In the mean time cause him who hath the Translation, to be in stead of yourself amongst the rest, to see that they go right; and where the construer sticketh, or goeth amiss, to call him back to the rule, and wish the rest to help to find it out by the same rule. And when all the form are at a stand, To do as the cunning Huntsman. and none of them can beat it out, then only he who hath the book, to do it; as the cunning Huntsman, to help a little at the default, to point and to direct them where to take it: and thus so many to construe over, or so oft, until all of them can construe. In the mean time yourself or Usher, ☞ in the midst, both to have an eye to them, The assistance of the Master or Usher herein that they take this course; and also to help yet further, where need is: And after the taking of the Lecture, to note out unto them all the difficult or new words in their Lecture, to examine and direct them, for the parsing of them: and also to cause each of the form to mark out those words, to take special pains in them; to make them perfect above all the rest: because they have learned the rest before, and have but so many new words to get in that Lecture. 4 According to the order as they construe, ☞ cause them to purse, To construe & purse out of the Translation, is the surest and most profitable way. as we showed; either looking upon the Author, or upon the Translation alone. But I find it far the surer and better, in all who are able, both to construe and purse out of the Translation: because thereby they are learning continually, both to make and prove their Latin; and so do imprint both the matter and Latin, more firmly in their memory. So also all of ability, to construe and purse only out of the Translation, when they come to say; and out of it to give the reason of every thing. This they will do most readily, with a little practice. 5 To the end that they may may keep all their Authors perfectly, How to keep all their Authors perfectly. which they have learned (which is thought of many almost impossible, and doth indeed so much encourage young Scholars, and grace the Schools when they can do it) let them but use this practice: ☞ Every day after that they have said their Lectures, To construe or read oft all which they have learned, out of the Translations; to make and keep all perfect, by oft repetions. cause each form which use these translations, to go immediately to construing over all which they have learned, each day a piece, every one a side of a leaf, or the like in order, until they have gone through all; construing it only out of the translation: to spend an hour or more therein, as time will permit: one or two who sit next unto the construer, to look on the Translation with him, Manner hereof. to help where he sticketh; the rest to look on their Authors. Appoint withal some of the Seniors of the form, to examine shortly the hard words of each page as they go; I mean those words, 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 only to read their Authors into Latin, forth of the Translation; first in the Grammatical order: after as they are in the Author. They will thus soon run over all which they have learned, without the least loss of time: for this will be found the best bestowed time, to keep perfectly that which they have gotten. And what they can so construe or read out of the English into Latin, they can also do it out of the Latin into English ordinarily. Then, To read over other Authors after the same manner. as they wax perfect in that which they have learned, and grow a little to understanding; they may practise of themselves by the same means, to read over the rest of their Author, which they learned not, or some easy Author, which they have not read; as first Corderius, or the like, by the help of the same translations: first to construe ex tempore amongst themselves, after to read out of the Translations; according to the same manner as they did in that which they have learned: ☜ wherein they will do more than you will easily believe, until you see experience. So in higher Authors translated. After this, as they come to higher forms, and more judgement, Practice will make them very prompt, both in English and Latin. they may be appointed likewise to read ex tempore some other Author, whereof they have the Translation to direct them; and that both out of the Author into English: first, after the Grammatical manner, and then in a good English style: afterwards out of the English into Latin, both ways, both in Grammatical order, and after in Composition, according to the Author. And within a time that they have been thus exercised, they will be able to do this, almost as easily and readily, as that which they have learned. I find Tully's sentences, and Tully de natura Deorum, with Terentius Christianus, to be singular books to this purpose for the best uses. By this means it must come to pass by daily practice, The fruit hereof. that they shall attain to the phrase, style & Composition of any Author which they use to read oft over, & to make it their own; even of any piece of Tully himself (as was said) & much sooner than can be imagined, until trial be made: though this must needs require meet time. For what thing of any worth can be obtained, but by time, industry, & continual practice? much less such copy, choice, propriety, and elegancy, as Tully doth afford. Objections against the use of Translations in Schools answered. Spoud. AS you have showed me the benefits which may come by Grammatical Translations; and also how to use them, that Scholars may attain the same: so give me leave to propound what doubts I may suspect concerning the same for the present; and more hereafter, as I shall make trial of them. Phil. Very willingly; for I do desire to find out all the inconveniences that can be imagined, which may comeby by them: but for mine own part, I can find none, if they be used according to the former direction; and yet I have done what I could, to find out whatsoever evils might be to follow of them. Object whatsoever you can, I think I am able plainly to answer it, and to satisfy you fully in every point. Spoud. I will therefore deal plainly with you, in what I can conceive for the present. Object. 1. Translations in Schools have not been found to bring any such benefit, but rather much hurt; and therefore the best and wisest Schoolmasters have not been wont to suffer any of them amongst their Scholars. Phil. I will first answer you for the benefits: These uses and benefits cannot be made of any other Translation of the School Authors, but the Grammatical, and why. That it is true indeed, that these uses and benefits cannot be made of any other Translation of any one of our School Authors. The reasons are evident: first, because none of the Translators have followed, nor so much as propounded to themselves to follow this Grammatical rule in Translating: which you see is the mean foundation of all true construing, parsing, making and trying Latin: and of all these benefits, to keep Scholars to go surely. Secondly, none of them which I know, have laboured to express the propriety and force of the Latin, in the first and native signification; which this intendeth continually: and how much lieth upon the knowledge of the propriety of the words for the certain getting of any tongue, every Scholar knoweth. Thirdly, none of them have endeavoured by a double Translation to make all things plain, as these do every where; labouring to express with the words, and Grammar, the sense and meaning also in all obscure places, with variety of English words or phrase: to the end to teach children thereby, Grammar, propriety, sense with variety of phrase to express their minds in English, as well as in Latin: and all under one, that nothing be wanting. The Translators have seemed to aim either only or principally, What the translator, have aimed at. at the meaning and drift of the Author, The Translations of our School Authors extant do performs none of the benefits which these Grammatical Translations do aim at chiefly. which benefit alone they do in some sort perform: but for the rest of the benefits and uses, or for the most of them (as for true construing▪ parsing, making and trying Latin, which are the chief things here mentioned) they either set the learner at a non plus, or carry him ordinarily clean amiss. And therefore there is no marvel, if in that respect they be utterly disliked. Trial 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 utterly out of the way, will presently show the truth hereof, and commonly in the very first sentence of them. I will set down the words in one or two. Esop's Fables construed thus: Dum whilst, Examples of the Translations extant, to manifest the truth hereof. Gallinaceus the dunghill, Gallus Cock, Ver●it scratched, Stercorarium in the dunghill. Tully's Offices translated thus: Marci Tullij Ciceronis de officijs ad Marcum filium liber primus. Marcus Tullius Cicero's first book of duties to Marcus his son. Try in any one of these, whether a child can construe one sentence right and surely, Try all to construe by these. according to Grammar, or in any certainty of the propriety of the words, or be able to purse or make Latin, or the rest: though some of these translators were learned▪ and gave the sense; yet you may perceive that they aimed not at these ends here mentioned, or few of them. Thus you see what I have answered concerning the benefits: now let us hear what you say concerning the hurt coming by them. Object. 2. Spoud. Besides that they lead Scholars amiss very ordinarily in construing, almost in every sentence; they are found also to make Scholars Truants, or to go by rote (as we commonly call it) which is worse. A. Phil. For the first part, that they lead Scholars amiss, I have answered; that, that is only in such Translations, which respect the sense alone, but do not respect the Grammar. Secondly, Grammatical translations separate from the Latin, cannot endanger any to make them truants, if they be rightly used. for making truants, I answer; that these Grammatical translations being thus merely English, and separate from the Latin altogether, can never endanger any way to make truants, if they be used according to the directions prescribed. For first, for construing latin, there can be no likelihood hereof, if the translation be only used; first to give some light and understanding of the lecture amongst the younger; after, to be only in place of the Master, where he cannot be himself. Also, where all of the form cannot beat out the construing by the Grammatical rule, there to direct and point it out how to take it. Likewise, to give propriety of English, and to guide the scholars in place of the Master (who cannot be always with every one) to the end, that in all things they may go surely. Secondly, for construing and making the Latin out of the translation, it chiefly consists upon understanding and conceit; and shall more stir up the wit and memory to get propriety and copy of words and phrases, than all getting without book can possibly do. In getting without book alone, words and sentences may be learned, as by Parats, without any understanding: hereby children must needs understand them: For, having nothing but the bare translation, they must be driven of necessity to beat out the latin, by learning and by reason, with diligence; and so stir up their memories continually. Also, hereby whensoever they shall have again the same English words or phrases to make in Latin, to write or to speak; the very same Latin words and phrases, which they learned in their Authors, do come strait ways to their memories to express their minds. And in what things they can give Latin to the English, in that, as was said, they can ordinarily give English to the Latin. Indeed, There is great difficulty to use an interlineall translation, or latin joined to the English. where the translation is joined with the Author, and so they are set together answerably word for word, either as the Interlineal set over the head, or the English word or phrase set after the Latin; there the eye of the child is no sooner upon the one, but it will be upon the other: and so the memory is not exercised, neither can this mischief be avoided. Yea, where the Author is of the one page, the translation is on the other over against it (like as it is in Theognis, and some other Greek Poets) there must be much discretion for the right using of them; otherwise many inconveniences must needs follow amongst children. But in these bare translations so by themselves, these surmised dangers are prevented; if they be used as hath been showed. Although for them who are of full discretion to use them (as those who would study privately for the reoovering their Latin, or increasing therein) it may be the most profitable of all, to have the translation over-against the latin, directly on the other page, after the manner as Theognis is printed; that folding the book, they may look upon the one, when they would find out the other; and yet have the other ever at hand, as a master, to help in an instant, where they need. 3. Ob. Sp. But the scholars may be idle, when they seem to be construing, when as one only construeth, and the rest look on their books. A. Phil. So they may be idle in whatsoever exercise they do amongst themselves, How to prevent idleness or negligence in the use of the translations, so that one cannot be idle while they are in hand with these. unless the Master be vigilant: but let the master use any diligent circumspection, and they cannot possibly be idle in this, of all other; no not one in any form. For, let but the Master or Usher have an eye to all in general, though they be in hand in hearing any form; and where they do mark or but suspect any one of all the forms to be careless, or not to attend; there let them step to such a one of a sudden, and bid him set his finger to the last word which was spoken: and so if any be idle, he may be catched presently. Provided always, that no one keep his finger at the book, lest by them the truants see where it is; but every one to use only his eye and his ear. Some of the most negligent and stubborn so overtaken now and then, and sharply corrected for ensample, will continually keep all the rest in order and diligence, at this time specially. This practice may serve for whatsoever they construe, ☜ purse, or examine together, to keep them fro● loitering or carelessness. 4. Ob. Spoud. Well: you seem to have answered the evils which I feared for the scholars; I shall think further of them. But there may be greater inconveniences in them concerning the Masters: as 1. These may be a means to make the Master idle, by freeing them from giving lectures, and much other employment about the same, which they are wont to be exercised in. Phil. The best things may be abused some way: but otherwise there cannot be any such danger of idleness to the Master, These, no means to make Masters idle, but contrarily to encourage them to take all pains. who makes conscience of this duty, or hath any desire to see his scholars to profit; but an encouragement hereby to take all possible pains, by seeing the ease and fruit of his labours. Also, besides the continual eye that he is to have, that every one be painfully exercised by them in every form, and his marking out all the difficult words, that they may labour those above all, and helping in each form where need is, the Master may bestow the more time with the higher fourms; and in poasing & examining, which is the life of all learning, as hath been & shall be showed 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 forms, or hearing them to read their own lectures, which is far the best of all; or taking pains with the first enterers for every tittle: so in examining and trying exercises and lectures after. Spoud. You seem to be marvelous confident in all things, for the use and benefit of these translations; and to make a principal reckoning of them. Phil. I do indeed make a principal account of them very justly; The account to be made justly of these translations. and do acknowledge myself bound unto God chiefly for them, above all other things which he hath made known unto me in all my search and travel. For these are for me instead of mine own self, hearing and directing in every other form which I cannot be withal, or as so many helpers. And by the help and benefit of these, all my younger Scholars do seem to attain almost double learning to that, that by mine own pains being far greater, and my grief much more, I was ever able to bring them unto before. For, before the time that I came to the knowledge and use of these, as I taught at one end, my children would forget at an other; and be as raw in that which was learned a quarter or half a year before, as if they either had not learned it, or never learned it well; which was no small grief unto me whensoever they were examined: but now take them where you will of a sudden, in all the Authors which they have learned; and they shall be able in good sort, not only to construe or purse, but also to read out of the English into the Latin and prove it: at least so many of them as are apt, and the rest in better manner than I could have expected of them, unless the fault be in myself; and that without any loss of time: and to go faster forward in their Authors then ever they were wont to do; and without any such fretting or vexing to myself, though I have but some one written copy in a form. Now try this amongst your scholars, whether they be able to do the like at any time of a sudden, by all your labour. For mine own part, I could never by all means attain unto it in any measure, especially having many forms: neither can I see how I could have done it, unless I had had so many bodies, or so many to have been continually in my place, in each form one. A small trial will soon make this evident; Trial to make all this evident. proving some scholars with them, others learning the same things without them, in some quarter or half years space, whether have learned more and the surelier. And therefore I dare be bold to commend this unto you upon most undoubted experience. Spoud. I do not doubt then, but upon this so happy an experience you have thus translated many of our school Authors. Phil. I have indeed taken pains in translating so many of them, School Authors translated Gramatically. as I have had occasion for my scholars to use, since God made known unto me the benefit of them; and have either finished them wholly, or some part of each of them; and hope in time to go through them wholly, if the Lord vouchsafe me life. As namely, to begin at the lowest: School Authors translated or in hand. Pueriles confabulatiunculae. Sententiae pueriles. Cato. Corderius dialogues. Esop's fables. Tully's Epistles gathered by Sturmius. Tully's Offices with the books adjoind to them; de Amicitia, Senectute, Paradoxes. Ovid de Tristibus. Ovid's Metamorphosis. Virgil. Also these books following, Other books also translated Grammatically for continual helps in schools. whereof I find great benefit: 1 Tully's Sentences for entering scholars, to make latin truly and purely in steed of giving vulgars', and for use of daily translating into latin, to furnish with variety of pure latin and matter. 2 Aphthonius for easy entrance into Themes, for understanding, matter and order. 3 Drax his phrases, to help to furnish with copy of phrase both english and latin, and to attain to propriety in both. 4 Flores poëtarum, to prepare for versifying; to learn to versify, ex tempore, of any ordinary Theme. 5 Tully de Natura Deorum; for purity, easiness, variety, to help to fit with a sweet style for their disputations in the Universities. 6 Terentius Christianus. Of the further uses of all of which I shall speak in their proper places: Translations as other things defective. though this I must needs confess unto you, that I know them all to be very imperfect, and to have many defects: which I every day observe, and am continually amending, hoping to bring them to much more perfection, as either myself, or you, or any other good friend, to whose hands they shall come, shall observe the slips, and God vouchsafe life & his gracious assistance. In the mean time I entreat you to suspend your judgement, until you have seen some trial, if you have any further doubt concerning the benefit of them; and then to let me hear plainly as you find. Of construing ex tempore. Spoud. I Rest in these your answers, which you give upon your experience, for the doubts which may be made concerning the Grammatical translations, and so for the use and benefits of them; and also for the construing of those lower School Authors, which are so translated. But when your scholars have gone through these Authors, what helps may they use for the higher School Authors? What helps to be used for higher 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 themselves, ex tempore; through their perfect knowledge and continual practice of the rule of construing, Remembering ever to cast each sentence into the natural order. and by that help of their reading in the lower Authors: I mean the help of the matter, words and phrase which they are well acquainted with, and of being able to cast the words into the natural order. Yet besides these, and the assistance of the Master where need is, they may use also these helps following: 1 The best and easiest Commentaries of the hardest and most crabbed School Authors; 1. Commentaries of the hardest Authors. as M. bond upon Horace: who hath by his pains made that difficult Poet so easy, that a very child which hath been well entered, and hath read the former School Authors in any good manner may go through it with facility, bond upon Horace. except in very few places. Of him, it were to be wished, for his singular dexterity in making that difficult Poet plain in so few words, that he would take the like pains in the rest of that kind: as in Persius and juvenal, for the great benefit of Schools. Or that some other would do it, following his example. Next unto him, of those which I have seen are these: Murmelius & Buschius upon Persius, Murmelius printed at Paris 1531. a double Commentary; the one shortly expressing the matter, and beating out the sense & meaning, the other the words. Lubin also upon Persius, and juvenal, Lubin on Persius and juvenal. Helps for Virg. Virg. with Melancht. annotations printed at Witeberg. 1598. is much commended. For short comments and annotations of Virgil, there may be used Ramus upon the Eclogues & Georgics. Also the Virgil's printed with H. Stephen's annotations; and with Melancthons'. 2 Where they have no help but the bare Author, & that they must construe wholly of themselves call upon them oft, to labour to understand & keep in fresh memory the Argument, matter & drift of the place, ☜ which they are to construe: which matter, 2. Understanding the Argument, matter & drift in general. they may either find prefixed generally before the beginning of the treatises, or chapters, in the Arguments, or else they are to demand the understanding 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 scholars at the first sight. ☜ 3. To consider well of all the circumstances of each place, 3 To consider the common cirrcumstances of places. which are comprehended most of them in this plain verse: Quis, cui, causa, locus, quo tempore, prima sequela. That is, who speaks in that place, what he speaks, to whom he speaks, This verse comprehending the chief circumstances of places to be ever in mind. upon what occasion he speaks, or to what end, where he spoke, at what time time it was, what went before in the sentences next, what followeth next after. This verse I would have every such scholar to have readily; and always to think of it in his construing. It is a principal rule for the understanding of Authors or matter. It is a very principal rule for the understanding of any Author or matter whatsoever. 4 In all hard words or phrases let them first call to remembrance where they have learned them, or the primitive word whereof they come, 4. To search out every hard word & phrase. or some words near unto them: or otherwise to search them out by enquiring of the Master, Usher, or some follow; or of the Dictionaries, which they ought to have ever at hand. And in construing their own Authors, let them remember that general precept, to mark the new words with a line under them, as was advised before; that they may oft go over them: or if they fear they cannot so remember them, to write them in their books over the word, or in the margins over against the words, in a fine small hand, it will not hurt their books: or for saving their books, let every one have a little paper book, Or to have each a little paper book to note all n●w & hard words in. and therein write only all the new and hard words as was observed generally, to be very perfect in those each way, by oft reading over; and so they shall come on very fast: having those (as I said) they have all. So that these things observed shall accomplish your desire. 1. Consider and way well the general matter & argument. The sum of all, for construing without Commentary or or help. 2. Mark all the hard words in their proper significations. 3. Keep in mind that verse of the circumstances of places; Quis, cui, etc. 4. Cast and dispose the words in the proper Grammatical order. 5. See that nothing be against sense, ☞ nothing against Grammar: but if either the sense be absurd, or construction against Grammar, cast it, and try it another way until you find it out. Finally, Several kinds of construing or expounding. give me leave to add this, before we end this matter of construing; That all these kinds of construing, or rather of expounding and expressing their minds, may be used by scholars of ripeness, and with much profit. 1 According to the bare words in their first signification, and in the natural order plainly. 2 According to the sense to express the mind of the Author with understanding. 3 More elegantly, in fineness 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 Latin, where they are of ability. Spoud. Sir, you have satisfied me at large for all this matter of construing: now I pray you let us come to parsing, and the manner of it, which followeth next; that I may have your help therein. For this hath been no less weariness and vexation unto me, than the construing hath been. Phil. Before we come to parsing, ☜ let me also tell you this one thing: A most profitable exercise, to cause the Scholars, daily to construe some things ex tempore, besides their ordinary Lectures. That besides my Scholars ordinary Lectures, and repeating daily some part of that which they have learned in the lower forms; I find very great good in causing them every day in each form to construe a piece of their Authors where they have not learned; and that ex tempore, aside, or a leaf at a time, as leisure will permit: hearing them either myself, or by some other very sufficient, how they can do it; and posing only some hard things as they go forward: noting also the harder words and more difficult places, as was showed. Also in those books, where of they have Translations, I cause them by course sometimes to construe or read the same, out of the Translations: as at other times to read out of the Author into English; according to the manner of the Translation. Spoud. This must needs be exceeding profitable: I likewise will put it in practice forthwith, if God will; and do heartily thank you for imparting it unto me. But now if you have done, to the matter of parsing. Phil. Let me hear of you, what course you have used therein, and I will supply whatsoever I can. CHAP. IX. Of Parsing, and the kinds thereof; and how children may purse of themselves readily and surely. Spoud. FOr parsing, I have followed the common course; which is this, The usual manner of Parsing. so far as I have seen or heard: viz. To purse over, all my youngest, every word; and even in the same order as the words do stand in their Authors: teaching them what part of speech every word is, how to decline them; and so all the questions belonging thereunto: and what each word is governed of; the rules for everything, and the like. Herein, How to teach children to purse of themselves most surely and readily. after long and much labour, I have found very little fruit, through the hardness of it, and the weakness of the children's memories to carry away that which I told them: much less have I been able to make my little ones, no not in the second or third forms, so to purse of themselves, as to give a true reason of every word why it must be so; according to that which I saw in the note, what might be done in parsing. Now if you have seen the practice thereof, let me hear it of you, I entreat you; and that in so few words as you can. Phil. Yes indeed, I have seen the practice hereof & do know it, that children will do very much, to ease & delight both the Master and themselves exceedingly. Besides some of the best of those which you mention (as the showing the youngest how to purse every word) I have learned to observe these things following, The certain direction for parsing. and find marvelous light, easiness, sureness and help of memory by them: 1 To cause the children ever to purse as they construe, To purse as they construe, ever marknig the last word. according to the Grammatical rule of construing and the Translations; always marking the last principal word which went before in construing: wherein (as I shortly showed you before) the very child may see every principal word going before, governing 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 Grammatical rule; as of Interrogatives, Relatives, etc. which they will soon know: and where one word governs divers things; as in that example. Dedit mihi vestem pignori, tepresente, propria manu. where the word Dedit governs most of the rest in a divers consideration. 2 To remember if they have not learned the words before. 2 To ask among them every word of any hardness, whether they have not learned it before: & if they have, to repeat where. As it was before, so it is there for the most part. 3 For the Etymology; 3 To mark in Nouns, Verbs, Participles, what examples they are like, The rest are in the book. all the difficulty is in these three parts of speech, Nouns, Verbs, and Participles; the rest being set down in the Accedence, or easily known, as was showed before. And in all words of these three parts, do but tell them what examples they are like in the Accedence: which examples being known, will presently bring to their understanding all the questions depending on them and their answers. As, of what part of speech the words are; of what declension or Conjugation: so the declining, Case, Gender, Number, Person, Mood, Tense, etc. Also with a little practice they will soon guess at them, themselves; & that very right, to show what examples they are like, either by the English, or Latin, or both. The same would be also for the Syntax, both in agreements and governments, Paralleling by examples in the Syntax likewise An example of parsing set down at large, to direct the rudest. ever to show what examples they are like. The example makes the rule most plain, and imprints all in the child's memory. To make this plain to the capacity of the simplest, I will add one only example, particularly examined out of the two first verses of Qui mihi discipulus puer es, etc. First, First construe truly. be sure that the child know the meaning of them, and can construe them perfectly, as thus: Puer Oh child, qui who, es art, discipulus a Scholar, mihi to me, atque and, cupis dost covet (or desire) doceri to be taught; ades come, huc hither: concipe conceive (or consider well) dicta haec these sayings, animo tuo in thy mind. In this sentence, Purse as they construe. purse the child after the same manner; and examine him accordingly. As ask, where he must begin to purse; Examining in parsing. he answer 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 Vocative case to begin commonly at it. Then ask what Puer is like; he answereth, like Magister: which being known of him & he perfect in his examples can tell you by Magister, Puer. what declension it is, how to decline it, and the number; and also by the increasing of it short in the Genitive case, he can tell you, it is the Masculine Gender by the third special rule. For the case; that it is the Vocative, known by calling, or speaking to the child. And if you ask, why it may not be pueri not puero, but puer; he answereth, because it is the Vocative case, which is like the Nominative. Afterwards, Qui. demanding what must be parsed next; he answereth qui; because qui is next in construing: and also that qui is a Pronoune Relative, set down in the Accedence, and there declined. Also that it is the Nominative case, coming before the Verb es, following it next, by the rule of the Relative; When there cometh no Nominative 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 Relative agreeth, by the rule of the Relative: The Relative agreeth, etc. as vir sapit qui pauca loquitur: vir qui. So puer qui. Also he can show it, to be the Masculine Gender, because in words 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 Nominative case to the Verb, by the rule of the Relative; because no other Nominative case cometh between 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 every Vocative case is, by reason of Tutor understood. Then followeth es, Es. art: of which word the child can give you all the Questions; because he hath learned it in his Accedence, and is perfect in it. If you ask 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 Nominative case is of the second person, as was said. Discipulus. If you then ask what is parsed next; he answereth discipulus, because he construed so: and discipulus is like Magister. Which being known, the child can tell the questions of declining, Gender, Case, Number, and the rest appertaining thereto. If you demand further, why it must be Discipulus and not Discipulum; why it must be a Nominative case after the Verb, and not an Accusative according to the rules, The Accusative followeth the Verb; and also that rule, Verbs Transitives are all such, etc. He answereth, because this Verb Sum es, is a Verb Substantive intransitive, not a transitive; and therefore will have such case after it as it hath before it: as Fama est malum, est malum. And that other rule for the Accusative after the Verb, is of Transitives, whose action passeth into another thing. So to proceed throughout for shortness, thus: Mihi] is parsed next, because it it next in construing. Mihi. It is a Pronoune set down in the book. All the questions are plain in it, except why it must be the Dative case: which is, because it is governed of es, the principal governor going before, by the rule of the Dative case after sum, Also sum with his compounds, except possum, etc. and, for that, one word may govern divers cases; or it may be governed of Discipulus the Substantive, by the rule of the later of two Substantives, turned into a Dative: wherein the English rules are defective. The rule in Latin, is Est etiam ubi in Datiwm, vertitur, etc. Atque] is next in construing; Atque. and therefore in parsing. It is a Conjunction Copulative, set down in the book. It is also a Compound Conjunction; 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: Cupis. It is like Legis, Thou readest. Which being known, the child can tell you what Conjugation, Mood, Tense, Number, Person, the word Cupis is; and why it must be so, and not cupiunt, nor any other word; because atque couples like Moods and Tenses: and it is, Thou covetest. Other questions which fall out in declining, the child can tell; as, why it is Cupivi, by the exception of the rule Fit pio, pi. And why Cupitum, by the rule of the ending of the Preterperfect tense in vi. Visit tum. Doceri] is parsed next, Doceri. because it is construed next: it is in my book, saith the child, and it signifieth to be taught. Thus he can answer all the questions, why it must be doceri, not docere: also why it must come next; because an Infinitive mood doth commonly follow another mood. Ades] is next in order, Ades. 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, Huc. because adverbs are usually joined to the Verbs, to declare their signification. It is an adverb of place signifying hither, or to this place. Concipe] is like Liege, Concipe. Read thou. This being known, the part of Speech, Mood, Tense, Number, Person, and most questions of it are known; 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 book. Dicta] is next, Dicta. because the Substantive, which is more principal, and to which the adjective agreeth, must go before the adjective in parsing; though in our English, adjectives go before. It is like Regna. The Accusative case, Neuter Gender, Plural Number, following the Verb Concipe, by Verbs Transitives. And the Neuter Gender by my rule of all words like Regnum. Omne quod exit in 'em. And Neutrum nomen in e. It must also end in a, in the Accusative case Plural number, because all Neuters do end so in three like cases. It is derived of the Supine dictu, by putting to m. Haec] is a pronoun demonstrative, Haec. agreeing with dicta, by the rule of the Relative: and it must be so by that rule. Animo] followeth next, Animo. the Substantive to be set before the adjective; it is like Magistro in all. The Ablative case, because it signifieth in the mind, and not into the mind: because, in, without this sign, to, serves to the Ablative case, and is a sign thereof. It is also by the rule, Sometime this Preposition In, is not expressed but understanded. Tuo] A Pronoune possessive, Tuo. like bono or meo, but that it wants the Vocative case. It is set down in my book, and doth agree in all things with animo; by the rule of, The adjective, whether it be Noun, Pronoune or Participle, agreeth with his Subst. etc. And so on for the rest. In this first kind of parsing, Manner of hearing their Lectures. you may at the first entrance, ask them the English of each word, and cause them to give you the Latin, and so to purse, looking on their Latin books, to encourage them; just in the manner as is set down. After a little time cause them to do it, looking only upon the English Translation. Then (which is the principal, ☜ and wherein you will take much delight) cause them amongst themselves to construe and purse out of the translation until they can say, or out of their Authors, whether they can sooner: but when they come to say, cause them to say each sentence, first in English, then to construe and purse them; and all with their books under their arms: what they cannot repeat so, they will do it if you ask them questions of it. You shall find by experience, that with a little practice, all who are apt will do this as soon, readily, & perfectly, as looking upon their books (if so that they but understand the matter well before) and so they will make all their own most surely. Thus I would have them to do in Sententiae, Confabulatiunculae and Cato if you will. After in the middle forms, as in Elops Fables, Ovid de Tristibus, or Ovid's Metamorphosis, etc. (because either the matter is not so familiar and easy to remember, or the Lecture longer) I would have them to purse thus, looking upon their translation; but then to purse wholly in Latin: and I can assure you by some good experience, that through God's blessing▪ you will admire their profiting. Spoud. Surely Sir▪ this way of parsing is most direct and plain; and the benefits must needs be exceeding great: but give me leave yet to ask one thing of you, concerning this parsing amongst the younger. I have heard of some, who would teach their enterers to know by the very words, How to know by the words what part of speech each word is. what part of Speech each word is. How may that be done? Phil. This may very well be done, even according to this ensample above, when every thing is examined at large. As for example, Cause your Scholar to do this: 1 To mark out all those words, which they have learned, being set down in their Accedences; as Pronouns, adverbs, Conjunctions, Interjections: that they know all those. Then have they nothing to trouble them with; but they may know that all the rest are either Nouns, Verbs or Participles, or else Gerunds or Supines belonging to the Verbs, or some other Adverbs. 2 For those parts of Speech, when your Scholar can construe perfectly, they may be known by their Latin and English together, whether they be Nouns, Verbs, Participles, or such adverbs; chiefly, when they are very cunning in their parts of Speech in their Accedence, and questions thereof. 1 The Noun Substantives, that they are names of things, to which you may put to a, Substantives, and how to know them. or the, as was said; as A boy, A Scholar: but cannot put to the word Thing, in any good sense. And morefully, when the Latin is put to the English; as puer A boy, like Magister: discipulus a scholar, like Magister. The Noun adjectives contrarily, How adjectives. though they signify a thing; yet they cannot stand by themselves in sense, unless you put to (Thing) or some other word expressly or understood; nor you cannot in proper speech put to a, or the. As we cannot say properly, A good, An evil: but we may say A good man, A good house, An evil thing. And when they are put Substantively, yet Thing is properly understood: as bonum a good thing, summum bonum the chiefest good thing; though we call it the chiefest good. These adjectives also may be more fully understood, By the Latin adjoined. In us or er like bonus, by the Latin words: as if they end in us or err, they are like bonus; except those expressed like Nouns, and some few strange adjectives, which are partly Substantives partly adjectives set down in the Rule, At sunt quae flexu etc. as Pauper, puber, etc. And in the Rule, Haec proprium, etc. as Campester, etc. adjectives ending in ans or ens (though they be Participles) and also in x, In ans, ens, x, rs, like foelix. and rs, as concors, are declined like foelix; and some in or, as memor. adjectives in is, In is, jour, ius, like tristis. jour, [or jor] and ius signifying the Comparative degree, that is to say, more, are like Tristis: as Dulcis, dulcior, maior, dulcius. Finally, if the child but know his word to be like any of the examples of a Noun Substantive, as Musa, Magister, Regnum, Lapis, Manus, Meridies, he knoweth it to be a Noun Substantive. If like bonus, unus, foelix, tristis, a Noun adjective. Verbs also may be known most plainly by the English and Latin together. How Verbs may be known. As, the words signifying, doing, suffering or being, and like Amorett, doceo, lego, audio, or amor, doceor, legor, audior, or any person coming of them in any Mood or Tense, and signifying like to them, are Verbs. So by the signs of the tenses; do, did or didst, have, haste, hath, had or hadst, shall or will. By the signs of the moods; Or signs of the Passive: as am, are, art, was, were, wert, be or been: where any of these signs are, are commonly Verbs. And finally, this is general for the Verbs, as for the Nouns; that if either the child can tell of himself, or you but show him what person in a Verb it is like, he can tell presently that it is a Verb, and most questions belonging to it▪ As, knowing that cupis thou covetest, is like legis thou readest, he knoweth presently, that it is a Verb of the third Conjugation, and the Mood, Tense, etc. The like may be said for Gerunds of Verbs, Gerunds. and Supines, Supines. in all things, as for the Verb before. Participles Participles. also may be plainly known by the very same manner; and chiefly by their end in English and Latin both together. As, the words that end in [ing] in English, and in Latin in ans or ens, are Participles of the Present tense. Present tense Preter tense. Words in d, t, or n, and their Latin in tus, sus, xus, are Participles of the Preter tense. So those words ending in rus in Latin, and signifying to do or about to do, Future in rus. of the Future in rus. And in dus, signifying to be done like the Infinitive mood Passive, Future in dus. are Participles of the Future in dus. adverbs (besides those in the book, How to know other adverbs besides those in the books. or which should be set down in the English adverb as they are in the Latin) are but either adverbs of Comparison or of Quality. Those of Comparison end in us, Of Comparison. and signify more; or in e, and signify most. Those of Quality end in è, Quality. or in er commonly; and all of these have their English usually ending in lie: as doctè learnedly, doctiùs more learnedly, doctissimè most learnedly. To conclude, they are also marked commonly in all books which are well printed, with grave accents over them, to distinguish them from other parts of Speech, and that they may be known to be adverbs: as doctè learnedly, to be known from docte the Vocative case of the adjective: so doctiùs. And thus are all adverbs of like nature; as quam then, to be distinguished from quam which, the pronoun. And also sundry Prepositions are so marked: as ponè, propè. Spoud. I approve and see the reason of all this, that the parts of Speech may be known or nearly guessed at: and I do still go on with you, rejoicing in this our conference. Notwithstanding, there is one thing I have heard, that a child may not only be taught to know what part of Speech each word is, but also of what Conjugation any Verb is, if he hear but only the first person of the Indicative Mood; that is, if he hear but only the Verb named. Now this seemeth to me unpossible; there being so many hundredth Verbs all ending in oh, and they so like one another; and especially those of the first and third Conjugation, so hard to be distinguished, A child may know of what Conjugation any Verb is. that this may oft trouble a learned man, and much more a young scholar. Phil. This which seems to you so impossible, may be likewise easily done by a child, by the help of this direction which I shall here set down before your face, and by one observation or two arising there from. A direction how to know the Conjugation of any Simple Verb (and so of the Compounds which may be known by the Simples) although the learner never heard the Verbs before. ALl Verbs in ëo, A direction to know the conjugations of Verbs. as doceo, are of the second Conjugation: except a few of the first Conjugation; and eo, queo, veneo, which are of the fourth. So Deponents also in ëor are of the second: as fateor, tueor, Verbs of the second Conjugation easily known. mereor, vereor, misereor, liceor, with their Compounds. And only these six, so far as I remember. So also Verbs in ëo alone. All Verbs ending in ïo as audio, Verbs of the 4. Conjugation. and in ïor, as audior, and they only, are of the fourth Conjugation, except a few which are of the third, and some of the first noted after. All the Verbs of the third Conjugation are set down in the rules of the Verbs, Verbs of the 3. Conjugation. at Tertia praeteritum formabit, etc. 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, ungo. guo distinguo, extinguo, restinguo, instinguo, à stinguo obsoleto, indè instinctus, instinctor lo consulo, molo, to grind: but immolo, as: promello, an old word, signifying to stir up strife, or to make delay. more fremo, gemo, tre●●o 〈◊〉 dispe●●●, to stretch abroad▪ 〈…〉 po clepo, repo, serpo, sculpo. pso clepso, pro clepo to steal or take away. depso, to kneade. to beto, quasi bene ito, to go. 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 conjugation in the same signification. la●o, sono, tono, piso to stamp out the husks of corn. These also of the first and third, in a diverse signification. appello, as, to call. appello, is, appuli, to bring to, to approach, to arrive, to apply. caluo, as, to make bald. caluo, is, to deceive. colo, as, to strain. colo, is, to worship. como, as, to trim or lay out. como, is, to comb. consterno, as, to trouble in mind, consterno, is, to strew or scatter. dico, as, to vow, offer, dedicate. dico, is, to say. duco, as, as educo, as, to bring up. duco, is, to lead. evallo, as, to cast out of the doors. evallo, is, to van or to make clean corn. fundo, as, to found, establish▪ fundo, is, to pour out. iugo, iugas, to yoke. iugo, is, to cry like a Kite. ●ego, as, to send Ambassador, or to bequeath. ●ego, is, to read, to gather, steal, or to strike sail. mando, as, to command, mando, is, to eat. nicto, as, to wink often. nicto, is, to open as a hound, or quest as aspaniel. pedo, as, to prop. pedo, is, to break wind. sero, as, to lock. sero, is, to lay in order or to sow. These are of the second and third; pendeo, pendo. tergeo, tergo. These old words, feruo. cavo. fulgo. olo. cluo. frenlo. for ferueo. caveo. fulgeo. oleo. clueo. frendeo. excello and excelleo. Of the first Conjugation, There are some in ●o, as, beo, meo, screo. And all other verbs in ëo derived from Nouns 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 old. And all other verbs in ïo and ïor, derived from Nouns 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 Conjugation; as, ineptio, insanio, vesanio, lascivio. balbutio, fastidio. munio à maeniae. Finally all other Verbs besides these, are of the first Conjugation; and are infinitely more than of all the other three conjugations jointly. Spoud. I see that to be true, which is said of a Parable; that before it be expounded, nothing seems more hard and obscure; but when it is once made plain, nothing is more clear: so is it in this, and in the way of construing and parsing, by the help of the rule, and in divers other things, which you have showed unto me. Phil. It is most certain which you say. I myself have so thought, this matter of knowing what Conjugation any Verb is of, to be impossible: but you see what things, pain and diligence may find out. This direction for finding out the Conjugation received from M. Coot●. As for this direction, I acknowledge it wholly to that painful M. Coot; who writ the English Schoolmaster. And by this one, it may evidently appear, what further benefit the Latin tongue might have hoped for by his labours, if God had vouchsafed him life to have brought them to perfection; or if others had been careful to have afforded him that help that they might have done. Spoud. It is great pity that he, or any other, should want any help or means, in so profitable a work; and a token of God's displeasure, that we should be deprived of such profitable labours. But, to return again to this matter of parsing; you have very well satisfied me concerning the younger sort & their parsing: yet there is one thing concerning this Grammatical parsing amongst the younger, which I must crave of you. Much time and toil in parsing through examining each word by the Master, how helped. That there is so much time spent in examining every thing; the Master ask each question particularly, and the scholar answering: which besides the loss of time, is a very great weariness to the Master. I pray you show me the very shortest and speediest way which you know. Phil. Some very learned would have this parsing to be by pen, The surest shortest and speediest way of parsing. and by characters for shortness: But howsoever this may be done among 2. or 3. scholars taught by themselves; Some account to be by pen and characters. put this will be found most short and easy. yet this seemeth to require far more time (both for writing to set every thing down, and also for examining by the Master) then can be performed in the common Schools. But the shortest, surest, most pleasant & easy way both to Master and Scholar, I touched before, if you marked it: and it is this. After that they have been entered, and trained up some twelvemonth in the lowest form by questions, as the example was showed out of Qui mihi; then, when they go into the next form, To purse every one his piece, as reading a lecture. as into Cato, to begin to purse every one of themselves, as reading a lecture, each his piece. I mean chiefly, when they come to say their lectures. For example: Example. To take those two first verses of Qui mihi, because they are parsed before. ☜ First let them construe perfectly in the Grammatical order, as was said: then let each purse his word or two, as they construed, ever marking the last word, and in all things just in the same manner, as is set down before; but only to do it of themselves without any question asked, for the saving of time: Only the Master, or he who heareth them, is to ask where they do omit any necessary question in any word, or where they miss. As thus: Example. The child having construed, begins of himself, Puer oh child: It is to be parsed first because it is first in construing. Puer, is like Magister. A Noun Substantive common of the second Declension; and so he declines it, so far as the Master thinks meet, at least giving the Genitive case; for if they be well entered in the Accedence, they will easily decline any regular word, when they know the example. After he shows the rule when he hath declined any Noun or Verb. As Puer pueri, is a grave increaser; and therefore of the Masculine Gender. Nomen cresentis penultimasi Genitivi sit gravis etc. Also the Vocative case known by calling or speaking to, as o Magister, o Master. Qui is next, a pronoun Relative, etc. So every thing in the same order as before. To help your scholars to do this: ☜ Remember first when you have used for a time to purse them over every word so, To help to prepare the children for parsing, at taking lectures. before them, that by your example they may do the like; then for speediness, when they have taken their lectures of themselves, that they can construe to cause only some one of them to read over their lecture, to see that they pronounce it right, and to construe if you will, if time so permit, or to read it over to them: And what words you observe to be hard, which you think they know not, you may ask them what those words are like, and how they are declined, or where they have learned them, To mark out hard words. as was said. Where they cannot tell any, or have any new word which they have not learned, to make that plain unto them, and to cause every one of the form, as was directed in the third general observation, See more of this marking before in the 3. general obseration. to make a line under that word, or under that part of the word, that letter or syllable wherein the difficulty lieth; for a little help will bring the whole to remembrance. Or to note them with some mark or letter over the head of the word. As in the enterers, to note the Declension with a d, over the head, and a figure signifying which Declension. The Conjugation with a c, and a figure. Heteroclites with an h; lame Verbs 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 Conjugation, ades for the Composition of ad and sum, concipe for changing a into i Or you may mark Declensions and conjugations, by setting down but only the first letters of the examples, which they are like, as discipulus mag., puer mag., cupis leg., etc. The former is the shorter, after they are acquainted with it, and can make their figures. And ever what rules they are not well acquainted with, ☞ turn them, To cause them to turn to the rules. or cause them to turn to the places in their Grammar, and to show them to you. As they proceed to higher forms, Noting in the higher form. and are more perfect, mark only those which have most difficulty; as Notations, Derivations, figurative Constructions, Tropes, Figures▪ and the like: and what they fear they cannot remember by a mark, cause them to write those in the Margin in a fine hand, or in some little book. In the lower forms, you marking one book yourself, all the rest may mark theirs after it, until they can do it of themselves. The ends of this marking, The ends of marking their books. are, as I said, that they may take most pains in these; for the rest they can do easily, and almost of themselves. And also that when they construe and repeat over their Authors, they may oft pose over those hard words. And thus they shall keep their Authors, which they have learned, to the credit of the School, with the profiting and encouragement of the scholars, that they shall go far safer forward, then by any other means. Spou. But this marking may endanger them, to make them Truants, & to trust their books more than their memories. Phil. I answer no, Marking the hardest words for remembrance, is no means to make them Truants, but helpeth and preventeth many inconveniences. not at all; but to perform a necessary supply unto the children. For children's memories are weak: and they are soon discouraged by the difficulty of learning and by the hastiness of their Masters. And therefore they had need of all helps at the beginning. It is also the oft repeating over of any thing, which imprints it in their memory for ever. Of the contrary, try amongst children of the sharpest wits & best memories, if they have not some such helps, whether they will not be long in learning to purse a Lecture: Evils of the want hereof. & when they can purse it very perfectly, prove them within a month after, whether they will not have forgotten, at least most of the hardest & chief matters. Then think what a vexation it is to the honest minded Mast that would be always ready to give an account of the profiting of his scholar; & withal when he must teach him every thing anew, which he hath forgotten: neither his leisure will any way serve; he having many forms▪ and being to go forward daily with his Scholars in some new construction; besides many other like discommodities. Spoud. But there is another kind of apposing, which I remember in the note, and which you mentioned; how to teach children to make right use of their Authors, even of every sentence: which I conceive not of. Phil. Yes truly: How to appose so as the children may get both the matter, words, and phrase of each Lecture. and that which I account the very principal, and as it were the very picking out of the kernel, and the life of every Lecture; to get both the matter and also the Latin words and phrases, that they make them their own, to use as need or occasion requireth. Spoud. That must needs be of excellent use: for though it be commendable to construe, & to purse perfectly; yet it is nothing in regard of this, if they shall not know how to make their use and benefit either of matter or phrase. Phil. This is only by apposing them, as I showed you the manner in the Propria quae maribus, to make them to understand; and that first in English, then in Latin: and to cause them to answer both ways, both words and sentences, as time will permit. For example; Example. Take a sentence or two in the beginning of that little book, called Sententiae pueriles: which is well worthy to be read first unto children, because it hath been gathered with much care & advice to enter younger scholars, for Latin and matter every way meet for them: but of it and others, what I find best to be read, I shall show you my experience in another place. Out of it you may examine thus, for making use, as in the these first sentences of it: Amicis opitulare. Alienis abstine. Arcanum cela. Affabilis esto, etc. 1 If you will, ☞ you may ask them by a question of the contrary, Manner of propounding the questions. Must you not help your friends? The child answereth, Yes. Then bid him give you a sentence to prove it; he answereth, Amicis opitulare. Or ask by a distribution thus; Whether must you help or forsake your friends? The child answereth, I must help them. Then bid him to give you a sentence; he answereth, Amicis opitulare. Or thus by Comparison; Whether ought you to help your friends, or others first? or friends or enemies, etc. When the child hath answered, ever bid him to give his sentence. So on in the rest. The more plainly you can propound your question, that the child may understand it, and may answer in the very words of his Lecture, the better it is: so to examine the words severally: How say you Help? he answereth Opitulare. Friends, Amicis. But of this more after. After the child hath been a while thus practised, Example of examining English and Latin together. then use to examine both in English and Latin together: I mean propounding the questions first in English, then in Latin; and so let him answer, that the matter and English may bring the Latin with them: which they will certainly do. The manner I showed in examining in the Latin rules: I will set down one other example, in the sentences of three words; Amor vincit omnia. Out of this sentence I examine thus: Q. What is that, that will overcome all things? A. love. Then bid him give the sentence. A. Amor vincit omnia. Or thus: Is there any thing that can overcome all things? A. Yes; love. Or thus more particularly, to put delight and understanding into them; Q. What is that which will overcome learning, & make it our own? A. Love of learning, or loving our books. Q. Give me a sentence to prove it. A. Amor vincit omnia, etc. Then examine in Latin the very same things; but uttering them in Latin and English together, as thus: Quid vincit omnia? what will overcome all things? R. Amor. Or thus: Est ne aliquid quod potest omnia vincere? Is there any thing that can overcome 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 will love overcome? R. Omnia, All things. So in Cato, Examining for the use in Cato. to ask, as in the first Verses, Q. What thing ought to be chief unto us? A. The worship of God. Q. Dasententiam. R. Cultus Deipraecipuus. Q Dacarmen. R. Si Deus est animus nobis, etc. Then to examine the Verses by parts if you will: as Si Deus est animus, etc. Ask, Qualis est Deus, What is God, or what a one? A. Animus, A spirit, or spiritual nature or being. Q. Qui ita nobis dicunt? vel, Quae nobis ita dicunt? Who or what things tell us 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, etc. Thus throughout, only where they understand not, to propound the question, as well in English, as in Latin, and so to answer. Also you may examine thus: What Verses in Cato have you, to prove that the worship of God must be chiefly regarded? A. Si Deus est animus. What against sleepiness and idleness? A. Plus vigila semper, etc. So in Esop's Fables, Examining the Fables in Aesop for the use. besides the examining every piece of a sentence in the Lectures, as thus: Gallus Gallinaceus dum vertit stercorarium offendit gemmam, etc. Q. Quid offendebat Gallus dum vertit stercorarium? R. Offendit gemmam, etc. cause the children to tell you, what every Fable is about or against, or what it teacheth, in a word or two. For example, thus: Q. What Fable have you against the foolish contempt of learning and virtue, and preferring play or pleasure before it? A. The Fable of the Cock, scratching in the dunghill. Or after this manner: Q. What Fable have you against the foolish neglect of learning? A. The Fable of the Cock, scratching in the dunghill. 2 Cause them to make a good and pithy report of the Fable; Making a report of their Fables. first in English, then in Latin: and that either in the words of the Author, or of themselves 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 use, to cause them to utter their minds well in English; and would never be omitted for that and like purposes. In other books the use is according to the quality of them: The use according to the quality of the books. as in Confabulatiunculae pueriles, the use is for the children to talk 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 Poetical phrase. For the further use of them for imitation both in Epistles and Verses, I shall speak after in their place. But for the Latin and matter to make it our own, ☜ I find the chief benefit to be in oft reading them out of the Grammatical translations, The surest way to make both Latin and matter our own. over and over, until the Latin be as familiar to the scholar, as the English: as I noted in the benefits of the Translations. And also in saying and repeating of Lectures (I mean the weeks work) to construe without book: and then repair them in Verse, or as they are without book. For the use in Tully's Offices and Ovid's Metamorphosis, Use in Tully's Offices, and Ovid's Metamorphosis. I have set in the Margins of the Translations, the sum of all the matter; which is very notable and full of delight. For parsing in the highest forms: ☞ to observe only for brevity sake the difficulties of Grammar or Rhetoric, Parsing in the higher fourms. special phrases, or the like; the Master only to examine what things they omit, or wherein he suspects them negligent. In parsing they may use these or the like speeches: Hae sunt difficultates Grammaticae. Hae elegantiae Rhetorices. Reliqualcuiora, trita, puerilia, etc. In Poetry also, Phrases ha': Epitheta ista. Let all this examination be only in pure Latin, ☞ from the very lowest forms, All in Latin in the higher forms. 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 ever do it before them where they are not able: and to observe wherein they are most defective, therein to take the most pains. Spoud. Although these things cannot but be very profitable; yet being so many, they can hardly be put in practice in the greater Schools. I pray you rehearse me the sum of those which you take most necessary for daily use. Phil. These are they; The sum of all, principally necessary for parsing. Cause your scholars to read first their Lecture distinctly and construe truly: to purse as they construe, ever marking the last principal word: to show where they have learned every hard word: what example every hard word is like; so to give rules & examples of them, both for Etymology & Syntax, as after for the Rhetoric, as need is. To purse of themselves, as reading a Lecture, and that only in Latin when they come to say, except in the very lowest forms: to make some mark at every hard word, which you note unto them, to take the most pains in those: amongst the younger specially, to examine each Lecture for the use; whereby they may get matter, words, and phrases, all under one. In the highest, for speediness to examine only the difficulties, as you see requisite; to let them name the rule in a word or two; to observe phrases and Epithets. In all repetitions amongst themselves, and construing over their Authors, to examine over also the noted words, as time permits. CHAP. X. Of making Latin; how to enter children therein, with delight and certainty, without danger of false Latin, barbarous phrase, or any other like inconvenience. Spoud. NOw that you have thus lovingly led 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 entreat you to go on before me; and next to show how I may enter my children for making of Latin: and then through the several exercises thereof. To enter children to make Latin, a matter ordinarily extremely difficult, and full of toil both to Master and scholar. This I have found extremely difficult. For although it hath been a matter of continual vexation and pain unto myself, and of fear unto my poor scholars; yet have I found as little profiting therein, as in any other: but that my children will still write false Latin, 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 spoke of before, that I may enter my children with ease and delight, both to myself and to them; and also surely without danger of making false Latin or barbarous phrase; I shall further acknowledge myself, to have received yet a greater benefit then in all the former. And above all, if you can direct me how by that time that they have been not two years only, but three or four years in construction, they may be able to make true Latin, and pure Tully in ordinary moral matters. For I myself have hardly been able to cause my children to do this at fourteen or fifteen years of age; nor then to warrant that which they have done: neither do I think that it is much otherwise in our ordinary Schools. Phil. I shall willingly satisfy your request hereein likewise, and show you what I have found: only let me see, as before, what course yourself have taken, to enter your children. Spoud. I have taken that course which I think is commonly practised in Schools: The ordinary manner in country Schools, to enter Scholars to make Latin. I have given them vulgars', or Englishes, such as I have devised, to be made in Latin: and at the first entrance I have taught and heard them, how to make every word in Latin, word by word, according to their rules. After a while I have only given them such vulgars', and appointed them a time, against which they should bring them made in Latin: and at the perusing a●● examining of them, I have been wont to correct them sharply, for their faults in writing, and for their negligence; and so have given them new Englishes: and it may be I have told them the Latin to the hardest words. This is the course that I have followed. Phil. Our learned Schoolmaster M. Askam, The butcherly fear of making Latins. doth not without cause term this the butcherly fear of making Latins. For to omit the trouble to the Master, and that it will require a ready wit, to give variety of such vulgars' to the children; and also that it will ask good learning and judgement to direct them, to make not only true Latin, but pure phrase withal; what a terror must this needs be unto the young Scholar, who fears to be corrected for every fault, The shortest way to enter Scholars to make Latin easily and surely. and hardly knoweth in any thing, what to make upon sure and certain grounds? But for the way, this I find the shortest, surest, and easiest both to Master and scholar; and which will certainly effect whatsoever hath been said: and that Master and Scholar may proceed cheerfully and boldly, to justify what they do. 1. See that your scholar be very cunning in his Accedence, 1. To be exceeding perfect in their rules; chiefly in Nouns and Verbs. and Grammar as he goeth forward: and chiefly in Nouns and Verbs, to be able to give each case of a Noun, and every tense and person of a Verb; both Latin to English, and English to Latin, as I wished you, and showed the manner before; at least by the perfect knowledge of the terminations of them. 2. Besides the construing and parsing their lectures without book, 2. Each day to make the Latin of their lectures, and give a reason why each word must be so. in the lowest forms, or out of the English translation, accustom yourself, in examining the lectures of your first enterers, to do all after the manner of making Latin; as it were causing them every day to make the Latin of their lectures, and give a reason why each word must be so, and not otherwise, their books being shut. I set you down the manner before, in the use of the Grammatical rule for making Latin, in that example; Aptissima omnino sunt, etc. Yet to repeat you a word or two for your little ones; take that first sentence, Amicis opitulare: when you have made them to understand the meaning, and examined it, Example repeated. so as was showed; Ask but thus: How can you make this in Latin; Help friends? How say you, Help thou? A. Opitulare. Q. Opitulare like what? A. Like Amare amator, be thou loved. So all the questions for parsing: Then ask, why is it help thou, and not, be thou helped, as Amare amator, be thou loved. He answereth because it is a Verb Deponent, and signifieth Actively, to help; and not, to be helped. After ask 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 ask, why not amici nor amicos, the Accusative case after the verb. A. Because the Verb Opitulor, to help, will have a Dative case, by that rule of the Dative, To profit or disprofit, etc. These may be instead of all vulgars' or Latines, both for ease, These instead of all vulgars'. delight and certainty to yourself and the child: and so you may ever have the Author to warrant both Latin, and phrase. 3 Next unto this, 3. Continual reading lectures, and repeating what they have learned out of the Grammatical translations, is continual making Latin, to cause children to come on very fast. that continual beating out and reading their Authors, both lectures and repetitions, out of the translations, is continual making Latin thus, (as I said, in the use of the translations) that children will come on very fast for propriety, choice, & variety of the best words, phrase, matter, and sentences of their Authors, to begin to have a store● house in themselves of all copy, as I have observed. 4 After the former practised for a time, you may choose some sentences which they have not learned, 4. Showing fit sentences to turn into Latin out of the book which they learn, or others. and cause them to make those, either some out of this book of Sentences, or any other of like easy moral matter; and then let them begin to write down that which they make in Latin. This manner I find to be most easy and speedy for children at their first entrance: The manner of their entrance to write Latin, to profit in English, Latin, writing fair, & true, and all under one. whereby they may profit in English, Latin▪ Writing true and fair, and all under one labour. Let them have their paper books in octavo, of the one side to write the English which you give them; on the other to set the Latin directly over against it, and word for word. To this end cause them to rule their books both sides at once, Their books how ruled. 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 miss any word; or for copy and variety, to be set over the head if you will. On the first side toward the right hand, in which the English is to be set, to leave a less margin: on the other side for the Latin a greater margin; because the Latin may be written in a less space than the English; and also to write all the hard words in the margin of the Latin, the Nominative case of the Noun and the first person of the Verb, if so you please. Then cause so many as are to write Latin together (having books, pen, ink and copy before them, and every thing so fitted) to write as you speak, so fair as possibly they can. Herein you are to dictate▪ or deliver unto them word by word, Manner of dictating the English which they are to turn into Latin. the English of the sentence, which you would have them to turn into Latin; & to do it according to the manner of the Grammatical translation, every word in that order & in propriety of English, answering the Latin as near as you can. Also, you are to utter each word leisurely and treatably; pronouncing every part of it, so as every one may write both as fast as you speak, and also fair and true together. And to the end to help for writing true Orthography, A principal practice for writing true Orthography both in English and Latin. besides the former knowledge of spelling; as they are writing, cause every one in order to spell his 2. or 3. words together, speaking up, that all his fellows may hear, & may go on in writing, as fast as he spells and you speak. Those who can write faster to take pains to write fairer; yourself also to walk amongst them in the mean time, to see that every one of them write true & fair, and to show them their faults by pointing them to their copies, and using like directions mentioned in the helps of writing, of which I spoke before. After; when they have thus set down the English, cause every one in the like order to make his word or two in latin, after the manner which was showed before for making latin the very words of the Author in the natural or Grammatical order: & cause them all to write the same words, as he speaks, unless any of them be able to make it before of themselves; who may correct, as they hear their fellows to make it. cause also every one to spell the words which he hath made in Latin, like as they did in English, so as all may hear, & go surely in writing true Orthography in Latin likewise. And when they have done a sentence, Repeating or construing without book that which they have written. or so much as you think good for a time, then cause them to the end to commit it the better to memory, to try which of them can repeat the soonest without book, that which they have made. First saying the English sentence; then giving it in Latin, or construing it without book: which all of them who are apt, will do presently, or with a very little meditation. ☞ Or, which is shortest of all, appoint them folding their books, to look only on the English, and read or construe it into Latin: Or on the Latin, to read or construe it into English. Thus as time will permit. By this means you shall have a certain direction in all things, Benefit hereof for certain direction to Master and scholar, and to get Writing, English Latin, all at once. both for yourself and your scholar, to go truly and surely, both for propriety, Latin, phrase, and whatsoever you can desire. By this exercise also your scholar shall get both Writing, English and Latin, all under one. And therefore an hour may be well employed daily in this exercise. And to imprint this, To imprint it by repetition the next morning together with their evening exercise. yet better; you may cause them the next morning at showing their exercise made that night, to repeat together with it, that again which they thus made the day before (if time permit): Either some one to repeat all, or more, every one a piece, 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 utterance, with good matter which will bring the Latin with it. Spoud. But how shall they do for composing, or right placing of their words? which you know is a principal matter in writing pure Latin. Phil. I would have them first for a time exercised in this plain natural order; How to enter young scholars for composing, or right placing their Latin. for this is that which Grammar teacheth: and then to compose or place finely; which belongeth to Rhetoric, after. As first to write well in prose, before they begin in verse: so in prose, to go upright and strongly before they learn to go finely; and as M. Askam speaketh, first to go, before they learn to dance. But for entering them into composition, thus you may do. 1 When they have made it in the natural order, only read unto them how Tully, or the Author, whom their sentence is taken of it, doth place it, and some reason of his varying, and cause them to repeat both ways, first as they have written, after in composition. 2 After that they have been practised a while in the former plain manner, you may make them to do thus: Cause their books to be ruled in three columns; in the first to write the English, in the second the Latin verbatim, in the third to write in composition, to try who can come the nearest unto the Author. Spoud. Although I take it that I do conceive your meaning in all, and do see an evident reason of everything: yet because examples do most lively demonstrate any matter; I pray you set me down one example hereof, and show me what Author you think most fit to gather the sentences forth of. Phil. In stead of your Author, Tully's sentences the fittest to dictate sentences out of. I think and find Tully's sentences the fittest; and of those sentences, to make choice of such in every Chapter, as are most easy and familiar to the capacity of the children. This book I do account of all other to be the principal; the Latin of Tully being the purest and best, by the general applause of all the Learned: and because that book is as a most pleasant posy, composed of all the sweet smelling flowers, picked of purpose out of all his works; that one book, together with the books which the children have or do learn, shall also help to furnish them with some sentences, containing some of the choicest matter and words, belonging to all moral matters whatsoever; whether to understand, write, or speak thereof; that they shall be able to go forward with much ease and delight; first in it, and then in the other sentences adjoined to it, or what exercise you shall think fit. For an example; take these little sentences, which here follow, as they are set down in the first Chapter of Tully's sentences, De Deo eiusque natura, dictating the words to them plainly, as the children may most readily make them in Latin. In their little paper books they may write the English on the first side, with the hard Latin words in the Margin, the Latin on the other over against it, in two columns; the first plain after the Grammar order, the later placed after the order of the Author: yourself may make the words or phrases plain to them, as they are set in the margin. An Example of Dictating in English, and setting down both English and Latin; and the Latin both plainly and elegantly. Dictating according to the natural order. Ordo Grammaticus. Ordo Ciceronianus. No man a Hath ever been. hath been b At any time (verb) inspiration some divine ever great without (verb) some divine c afflatus, breathing into. inspiration. Nemo fuit unquam magnus sine afflatu aliqu● Divino. Nemo magnus sine aliquo afflatu divino unquam fuit. 2. de Natura Deor. There is nothing which God cannot d Bring to pass. effect, and truly without any labour. Est nihil quod Deus non possit efficere, & quidem sine labore ullo. Nihil est quod Deus efficere non possit, & quidem sine labore ullo. 3. de Nat. Deor. GOD cannot e Ignoro. be ignorant f In what mind or with what mind. of what mind every one is. Deus non potest ignorare, qua ment quisque sit. Ignorare Deus non potest, qua quisque mente sit. 2. de Divinatione. In these examples all is very plain; except that in the first sentence we say, & so translate in our English tongue, some divine inspiration; according as it is more elegantly in Latin, the adjectives usually before the Substantives; and not inspiration some divine, which would be very harsh; and so likewise after [without any labour] although in the Grammatical order in the Latin, the Substantive is to be set before the adjective; as the child is to begin to make the Substantive in Latin before the adjective, and to make the adjectives to agree unto, or to be framed according to the Substantives; as we have showed in the rules observed in the Grammatical translations. If you think this course over tedious to write both ways in Latin; ☜ then let them turn it only into the natural order, How to learn to compose the Latin otherwise. thus verbatim by pen: & afterwards in the repeating that which they have made, ask of them how Tully would place each word, and to give you reasons thereof: and then to read the sentence in the book unto them; so by the book and some rules to direct them how to proceed. For further practice in translating amongst all the higher, Translating into pure Latin, and composing it of themselves; trying who can come nearest unto Tully. after they grow in some good sort to write true Latin verbatim, according to the former kind of translating; let them still write down the English as you dictate it, or out of a translation; and try who can come nearest unto Tully of themselves, composing at the first; and then after examine their exercises, bringing them to the Author. For preventing of stealing, For preventing stealing. or any help by the Latin book if you doubt thereof, you may both cause them to write in your presence, and also make choice of such places which they know not where to find. If you catch any one writing after another, And writing after one another. and so deceiving both himself and you, correct him surely, who suffereth him to steal. For going on faster, ☜ & dispatching more in translating; beside their writing so, How to go o● faster, and dispatch more in making Latin. you may only ask them the words or phrases in English, how they can utter them in Latin; and then let them give them in Latin, every one his piece: first naturally, after placing each sentence. Thus to go through daily a side, or a leaf at a time, or as leisure will serve. Besides these, ☞ this may be a most profitable course as they proceed to cause them to translate of themselves Esop's Fables, Translating into English after M. Askams' manner. or Tully's sentences, or the like, into plain natural English, so as was showed; and to cause them the next day, for their exercise, Use hereof. to bring the same thus in English, & to be able without book, first to make a report of it (striving in the Fables, Here you must be sure that they have no translation to help them secretly. who shall tell his tale in best words & manner) & then to read it into the Latin of the Author out of the English, and be able to prove it, and where they have read the hard words. And after all these to try (if your leisure will serve) how they can report the same in Latin, either in the words of the Author, or otherwise, as they can of themselves; which all who are pregnant, and will take pains, will be able to do very readily: by this you shall find 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 read ex tempore some easy Author daily, The most speedy and profitable way of translating and composing. out of the translation into the Latin of the Author, or out of the Author into English; first plainly, then artificially. And to this purpose I have translated, as I showed, Corderius Dialogues, whose latin you know to be most easy, familiar, and pure; and also Terentius Christianus; with Tully's sentences to help hereunto. For further translating, or turning any Author, or piece of Author, For translating an Author into Latin. or other matter into Latin; if it be difficult, direct your Scholars to resolve the speech into the natural order of the words, so near as they can. Secondly, if there be any phrase, which they cannot express; to resolve & express it by some other easier words & phrase of speech, with which they are better acquainted; & to do it by Periphrasis, that is more words, if need be. Besides, for such English words which they know not to give Latin unto; One good use of Holyokes Dictionary. let them use 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 Latin, Things to be considered in translating. this is carefully to be observed; ever to consider well the scope and drift of the Author & the circumstances of the place; and to labour to express lively, not only the matter, but also the force of each phrase, so near as the propriety of the tongue will permit. But for all this matter of translating, Best direction for translating. that practice of reading the English out of the Authors, and the Authors back again out of the translations, shall fully teach it, so far as it concerneth the scholar for propriety & getting of the tongues. Translation for the sense & meaning. For translating any Latin Author into English, only to express the sense and meaning of it; the sense & drift of the Latin Author is principally to be observed, and not the phrase nor propriety of the tongue, to be so much sought to be expressed or stucken unto. The like may be said for the Latin. But this kind of translating into Latin, This kind of translating into Latin is for scholars well grounded. is only for such scholars as are well grounded through long exercise & practice in the former kind of Grammatical translation, and in Tully's or their Author's phrase. Spoud. I hope I understand you, right, and do like very well of all, so far as I conceive. Only let me entreat you, as in the former, to rehearse the principal heads briefly concerning this matter. Phil. This is the sum of all, sum of all. for this entrance in making and writing Latin. 1. Readiness in their rules, chiefly in examples of Nouns and Verbs. 2. Making their own lectures into Latin daily. 3. Continual reading or repeating lectures and all their Authors which they have learned, out of the Grammatical translations, into the Latin of the Authors. 4. Translating into Tully's Latin, out of a perfect Grammatical translation, or as the English is so dictated unto them, & reading or repeating the same out of the English into Latin. And lastly, out of the natural order, into the order of Tully. 5. Translating into English Grammatically of themselves, and reading forth of the English into the Latin of the Author, or writing it down. By these means constantly practised, they will soon be able to make, write, or utter any ordinary moral matter in pure and good phrase; especially if the matter be delivered unto them in the natural order of the words. Make trial: and I doubt not but you will not only confirm it, but still find out more for the common good. CHAP. XI. Of the Artificial order of composing or placing the words in prose, according to Tully and the purest Latinists. Spoud. But yet here is one thing wanting: namely, the rules which you spoke of for composing or placing the words after the manner of the purest Latinists; I mean for turning them forth of this natural order, into the Rhetorical order, or order of Tully; without which, the truest and best Latin is little worth. This I have found very hard for my scholars to perform; Composition a matter of difficulty. neither have I had any certain grounds that they might stand upon. Moreover, this I have known for certain, that many young scholars the more confusedly that they can transpose, The error of young scholars in displacing sentences. 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 ear. Phil. Although this may seem to belong to Declamations and Orations, because therein there is the greatest labour for curious composition and setting of words, as wherein scholars stand to show most art, endeavouring to persuade: Composition generally belonging to all Latin. yet it is in truth general to all Latin, whether Translations, Epistles, Themes or whatsoever, and doth bring great grace and commendation to every part thereof; and contrarily being neglected, doth detract very much from the most excellent speech, be the matter and words never so choice. And because there is special use of it, in the practice of all the translations: and in all this matter of making Latin for turning or composing out of the Grammatical order, into the order of the Author, I will afford you the best help I can. But forsomuch as neither Tully nor any of the purest Latinists do always observe the same order, and therefore I take it that no certain rules can be given as perpetual; I will take those which Macropedius hath set down, as being the most easy of all that I know. He hath sundry general precepts. Precepts of Composition or placing the words in Latin, as they are set down by Macropedius, in the end of his method of making Epistles. The I. Precept. Of placing the Nominative case, the Verb, and the oblique case. A Perfect sentence consisting most commonly of a Nominative case, a Verb and an oblique case; this order is kept in placing ordinarily 1 The oblique cases (that, Oblique case● first. is all besides the Nominative and the Vocative) are commonly placed in the beginning, the Nominative case in the midst, Nominnative in the midst. the Verb in the end: For example; Verb in the end in the sentence following, the Grammatical order is thus; Caesar occupavit civitatem munitissimam hostium. The Artificial order is usually thus: Munitissimam hostium civitatem Caesar occupanit. Yet if the oblique case be of a Noun negative, Except in obliques of denying. or a Noun of denying, it may be put elegantly in the end: as Caesare fortunatiorem legimus n●minem. Yea, any adjective or Participle may be 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 adjective is ordinarily to be placed before the Substantive. adjectives before. And between the adjective and the Substantive may be fitly placed the Gentitive case of the later of two Substantives; Words placed between the adjective and Substantive. 1. Genitive case as in this sentence the Grammatical order is: Sever itas magna Caesaris incussit terrorem hostibus. The artificial order thus; Terrorem hostibus magna Caesaris severitas incussit. Also between the adjective and the Substantive of the Genitive case, 2. Word governing the Genitive. the word governing the Genitive case, may be elegantly placed, as in this sentence: Clementia Caesariae maiestatis dedit pacem, & tranquillitatem provincijs. The artificial order may be thus; Caesareae clementia maiestatis pacem & tranquillitatem provincijs dedit. The III. Precept. BEtween the adjective and the Substantive, Verb. Tully sometime placeth the Verb in like manner; A●●erbe. sometime the adverb, Conjunction. sometime the Conjunction, sometime the Preposition alone, Preposition. or with his case: as, Magnum profecto laborem Caesar assumpsit, quem fermè ab ipsis ad nos venisse Gadibus ai●nt, ut hostes suae quidem maiestati rebels, nostris autem supra modum rebus infestos armis subigeret. Quam ob causam, perpetuum illi amorem▪ & gratiam debemus immortalem. The III. Precept. Of adverbs and Prepositions. Adverbs and Prepositions with their cases may be placed any where, adverbs and Prepositions. wheresoever they shall seem to stand most fitly to please the ear: yet most elegantly before the Verb or Participle which they declare. As, Debitam pro contemptu suis hostibus diuque dilatam severitatem, Caesar tandem exhibuit, sedclement issimè mitigavit. These are the principal of his rules which are necessary. To these may be added, 1. That this is to be observed very usually: 1. Observation. That the word governed is commonly placed before the words governing, Word governed first. contrary to the Grammatical order. As here. Fortitudo Caesaris potitur victoria. The artificial placing may be fitly. Caesaris fortitudo victoria potitur. Also if in a sentence there be mention of two persons, 2. Observation. the one as it were an agent the other a patient, they stand together most usually and elegantly; Person doing first. the agent commonly first: as, Caesar did great wrong to Pompey in this point. Hac una in re magnam Caesar Pompeio iniuriam fecit. These Precepts are set down, The end of these precepts to the end to direct young scholars; yet so as we must not think, as I said, that these are ever to be followed strictly; because neither Tully, nor Caesar himself, nor any who have been most curious, did ever observe the same: for that should be a fault rather, as we shall see after. Notwithstanding, by practice in composing, and observation in Tully, How to attain to right composition. Caesar & the best Authors, and trying how near we can come unto them in translating into Latin, by comparing ours with theirs; and finally weighing how every sentence may so fall as may best please the ear; scholars may attain much certainty and commendation herein. More exquisite observation in placing and measuring sentences. FOr most exquisite observation of placing and measuring sentences, Observation in placing and measuring sentences in prose. Butler's Rhetor. Chap. 15. Rhetorically, in prose by scholars of riper judgement, in their Themes, Declamations, Orations or the like, read Talaeus Rhetoric de Numero Oratorio. Cap. 17. 18. Out of which Chapter, and out of the Commentaries of Minos upon them, these precepts may be further observed, which follow. 1 That the placing and measuring of the sentences in prose, Prose must be unlike verse. should be both unlike to the placing in poetry, and also each sentence unlike other. No verses to be made in prose. And therefore that the scholar make no verses in his prose, but that he shun them warily. Though in any exercise in prose, Verses cited in prose. chiefly in Themes, he may cite verses out of other Authors either for authority or delight. 2 That the beginning or ending of a sentence in prose, Beginning and ending of sentences most observed: end chiefly, not to to be like a verse. 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 observed. 3 That the ending of sentences be specially weighed, which are chiefly marked of all; End of sentences to be carefully weighed. and therefore are to be carefully varied, that they may not be displeasing. 4 That this curious observation of the end need not be regarded above six syllables from the end; This need not be above six syllables. and those to stand on feet of two syllables, Trochees principally. 5 That we do not continue the same feet in the ends; The same feet not to be continued in the ends. but dispose them diversly: not all long syllables, nor all short, unless more seldom; but commonly tempering long & short syllables together, Tempering commonly long & short syllables. as Trochees and iambics, sometimes Spondees and Perrichees, yet so as we be not curious. 6 That sentence is accounted most sweet and excellent which endeth in two Troches; The sweetest sentence ending in 2. Trochees. viz. the first syllable long, the last short, as in this sentence. Deindè patris dictum sapiens temeritas fil●● cōmprŏbā●it. This endeth in an jambicke and two Trochees. Tully used this most often. Tully's ending. So as in that one Oration pro Pompeio, it is observed to be an hundredth and fowrteene times. 7. Yet the variety ought to be such, that this art of placing or setting the number of syllables, The art of placing to be hid. may not be observed of every one, and so be made envious, nor the curiosity ridiculous; but to be laboured so as it may most delight and draw on others. 8. That the sounds of the very words and letters are the principal things to be respected herein. Sounds to be respected principally, in words or letters. For the elegant composition, is that which is made by a sweet sound of letters and words. 9 Therefore words of the best sound are to be observed; Words of the best sound. and amongst them most elegant adverbs and bonds of Conjunctions to be noted diligently. Words sounding well are these: 1. Verbals: as, Dominatrix, gubernatrix. 2. Compounds: as, pernoscere, excruciari. 3. Superlatives: as, Conspectus iucundissimus. Ad dicendum paratissinus. 4. Words of more syllables: as, Moderatio animi. Tempestas anni. 10 Words which are insolent, Insolent words to be ●uo●ded. hard and out of use, are to be as warily avoided, as rocks of Mariners. 11 That in all sentences, That all words may 〈…〉 & distinct sound. the words have an easy and distinct sound: that is, neither harsh nor gaping; but that they fall and conclude aptly and sweetly, fitting best the utterance of the pronouncer, and as may most like the ear of the hearer. These are the sum of those rules as I remember. Although the excellency hereof is rather to be attained, by use and practice, then by any certain precepts. Spoud. Sir these put in practice may be very sufficient for whatsoever can be required in this behalf, as it seemeth unto me. Phil. These things concern only the placing and setting or measuring of sentences, which is one little part of Rhetoric? and there the rest is to be fully sought, & how to adorn all sentences with tropes and figures. The practice of these is to be used in their several exercises. Thus have I gone through all these at large, for making the Accedence and Grammar perfect, for construing, parsing, and making Latin; applying myself to the capacity of the ●udest learner in so many words; because these things well performed, all other learning will be most pleasant, as ●as said before. Spoud. But one other thing by the way, I cannot omit to demand that I did observe by your speech, that you would have your very enterers to make some exercise every night of themselves. Phil. I would indeed have no Evening passed without some little exercise in Latin by all, ☞ from the very lowest who begin to write Latin; No 〈◊〉 to be pas●ed without some little exercise against mo●●ing. I mean something to be showed the next day about 9 of the clock. Spoud But what exercise would you appoint to such little ones, that could be easy enough and meet for their capacity. Phil. I would appoint them to begin even at, In Speech be these eight parts etc. and so give them 2. or 3. lines of it for every one to turn into Latin. And for the examining what they have done where they are many, & time will not permit to examine what every one hath done; to cause some one or two whom you suspect to be most negligent, first to pronounce the English without book, then to construe it into Latin without book, or to repeat the Latin as they have made it: but to construe it without book is far the surest, or to read & construe it out of the English. And according to these as they pronounce, and are showed their faults, for all the rest to correct theirs. If any be found not to correct so, or to have omitted his exercise, to have his due correction. Though I have tried many ways and exercises for these little ones, to do privately by themselves, yet I find none comparable to this: for this they will do with much facility and contention, after a little that they are entered; being helped somewhat by their Latin rules, which they have learned. Thus they may always have a fit exercise, and know aforehand what they are to do. This also will further much towards their parsing in Latin, and better imprinting their rules. CHAP. XII. How to make Epistles, imitating Tully, short, pithy, sweet Latin 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 all this matter of making and composing Latin, for the evidence of the means; and do thank you heartily for directing me so particularly. Now let us come, I pray you, to the other several exercises of Scholars, which are to be practised in Schools continually, for the moreful attaining of the knowledge of the Latin tongue. And first for the making of Epistles, Of making 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 have found this exercise of making Epistles, no less difficult than the former toil of making Latin. Difficulty of making Epistles, purely and pithily. For although I have taken great pains: yet after long practice, I have hardly been able to bring them to a show of that which you speak of, I mean so to imitate and resemble Tully; but that they will frame them of long sentences, matters unfit for an Epistle, flash and to little purpose; but very childish, and more like unto a Theme or an Oration, then to an Epistle. Thus I see it to be also amongst the chief of the Scholars, of sundry of those who are much accounted of, and wherein the scholars seem to do the best. As for inditing Letters in English, Inditing English Letters little exercised in Schools. I have not exercised my scholars in them at all; neither have I known them to be used in Schools: although they cannot but be exceeding necessary for scholars; being of perpetual use in all our whole life, and of very great commendation, when they are so performed. Therefore I still crave your helping hand to direct me, how to bring my scholars to the attaining that faculty. Phil. Let me first hear what way you have taken in these, like as you showed me in the former kinds; and then I shall relate unto you how this may be done, so shortly as I can. Spoud. I have done this: The ordinary means of directing Scholars to make Epistles I have read them some of Tully's Epistles, and also some part of Macropedius or Hegendorphinus de conscribendis Epistolis. I have directed them that they are to follow the rules set down in the several kinds of Epistles there mentioned, and made the examples plain unto them. Moreover, I have used oft to put them in mind of this, that an Epistle is nothing but a Letter sent to a friend, to certify him of some matter, or to signify our mind plainly and fully unto him. And therefore look how we would write in English, so to do in Latin. These and the like are the helps which I have used: and I take them to be the most that are done in ordinary Schools. Phil. I like well of your reading of Tully's Epistles, which indeed is the very foundation of all: but for Macropedius and Hegendorphinus, although their pains were great; yet I cannot see, but that they will rather require an ancient learned Master to understand, and make use of them, than a younger scholar, who is to be taught how to speak. Hard for children who have no reading, to invent variety of matter of themselves. Also for telling a child that he must invent variety of matter of his own head, to write to his friend; this is a task over hard to ordinary wits. For what can a child have in his understanding, to be able to conceive or write of, which he hath not read or someway known before? according to that Maxim: Nihil est in intellectu quod non prius fuerat in sensu. Therefore omitting these, wherein I myself have also found a great deal of toil, with small fruit; I will set you down plainly the very direct way, so near as yet I have been able to learn; 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 unto them, which are our usual Epistles, as the Latin were of the Romans. The way may be this: 1 When your young scholars have gone through Sententiae pueriles, Helps for making Epistles. Confab. Cato, or the like; and can begin to make Latin in some such good sort as was showed; let them then read Tully's Epistles, gathered by Sturmius; 1 Reading Tully's Epistles. as being of the choicest of his Epistles, and most fit for children. This one book rightly used, may sufficiently furnish for making Epistles, so far as shall be needful for the Grammar Schools. It would be read by them twice in the week at least, until they had gone through a good part thereof; unless they be able to read it of themselves ex tempore, or by the help of the translation. 2 As they read every Epistle, ☞ or before they are to imitate any one, 2 Making then very perfect in every Epistle. make them as perfect in it as you can, and as time will permit: not only in construing, parsing, reading out of the Grammatical translation into the Latin; but also to be able to give every phrase, both Latin to English, and English to Latin. Also cause them to make you a report what the sum of the Epistle is; and this if you will, both in English and Latin also, as was said of the Fables. 3 Cause them for their exercise to make another Epistle in imitation of Tully's Epistle, ☞ using all the phrases and matter of that Epistle; 3 To cause them to make another Epistle in imitation thereof. only 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 own. And first let them do this in a good English style, as was said; I mean in making an English Letter first: setting it after the manner, To do this first in English, then in Latin. as they did their English Translation; of that page of their book towards the left hand, or on the first column, the Latin on the other over against it, sentence for sentence. Herein they are only to differ from the Translations, To set the Epistles after the manner of the Translations. that they 〈◊〉 do not in these Letters stick so much to words, to answer word for word both English and Latin; as to write purely and sweetly, as well in English as in Latin, and to express their minds 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, 4 Making answers to Epistles. in answer to that which they writ the former day: and in that to answer every sentence from point to point, in as short manner as the former Epistle was, still retaining the same phrases as much as they can. Examples of imitating Epistles. I will take for example the first Epistle of Sturmius. The more easy 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: Tully's Epistles to be imitated. qui si venerint, fortasse erimus certiores quid nobis fac●endum sit: faciemusque te statim certiorem, valetudinem tuam cura diligenter. Vale. Calendis Septembris. The sum of the Letter is; That Tully writes to his wife Terentia: The manner of the report of the sum of the Letter. signifying unto her, that he was in health: that he waited for the Letter-carriers daily: how by them he should know what to do; and that he would then certify her of all things. And so concludeth, wishing her to look 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 have long looked for your * Letter carriers. Messengers. When they shall come, I shallbe more certain what I am to do; and then I will forthwith certify you of all things. See that you look very carefully to your health. The Answer. I Rejoice greatly of your health. I am sorry that you have looked for the Carriers so long. They will be with you very shortly, & then indeed you shallbe more certain what to do. We shall forthwith look to hear of all your matters. I will in the mean time look to my health, as you advise. Farewell. An Epistle in imitation of Tully. EPISTOLA. SIvales benè est: ego qu●dem valeo: diu tabellarios vestros expectavi. Cunvenerint certior ero quid mihi faciendum sit. Tum autem te omnibus de rebus certiorem faciam. Tuam diligentissimè valetudinem fac ut 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 ut suade; curabo valetudinem. Vale. Antonius Schorus in the end of his book, de ratione discendae linguae latinae, hath sundry examples. I will set down one Epistle, imitated two ways: the first keeping almost the words and form of Tully's Epistle; the other imitating only the form, but changing the words. Tully's Epistle is this: Aulo Trebonio, qui in tua provincia magna negotiaet ampla, & expedita habet, multos annos utor valde f●miliariter. Tully's Epistle. Is cum antea semper & suo splendore & nostra caeterorumque, amicorum commendatione gratissimus in provincia 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 ut quae T. Ampius de eius re decreverit, ea comprobes, omnibusque rebus eum ita tracts, ut intelligat nostram commendationem non vulgarem fuisse. The first imitation, more following the words, is this. Petro Fabro, The first example of imitation of the former Epistle. qui in vestra urbe & magnanegotia, & multos amicos habet, multos annos utor 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 ut quae procuratori de eius rebus videbuntur, ea comprobes: omnibusque rebus eum ita tracts, ut intelligat nostram commendationem non vulgarem fuisse. The second imitation, expressing the form. Petrus Faber, The second imitation. 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 ut fiat, summoperè te oro: committoque tuae fide● & curae omnes res eius, amicos, cognatos, parents: praecipuè verò ut quae procurator de rebus eius agat ea consil●o tuo iwes: & ita honorificè eum accipias, ut sentiat has nostras literas apud te pondus habuisse. Thus practising and training up your scholar by little and little; first for imitation, more nearly following the words; afterwards only the form, and such phrases as shall seem fittest: and ever first writing their English Letters, and then their Latin answering thereunto; you shall see that they will come to a lively imitation of Tully; especially if you exercise them well in Tully, in such sort as is prescribed. Spoud. Sir, this must needs be a most sure and ready way. But in imitation what things am I to direct them to observe? Phil. That they take only so much as is needful, The rule in imitation. and fit for their purpose, leaving out all the rest; that they add what is wanting, alter and apply fitly to the occasions, according to the circumstances of times, persons, places, and the like; that nothing may appear stolen, 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 whatsoever. Spoud. What is then the sum of all, which you would have principally exercised, for the speedy attaining this faculty? Phil. That your scholars have daily a piece of an Epistle, or a whole Epistle appointed them, matter and phrase made every familiar unto them; then one day to make an Epistle in imitation, and that both English and Latin; the next day to make an answer in like manner: thus to proceed until they come to some good perfection. And so much may serve for Epistles. CHAP. XIII. Of making themes full of good matter, in a pure style, and with judgement. Spoud. NExt after Epistles Themes▪ do follow; wherein if you can direct me also, how these likewise may be composed by children, so as to be couched full of good matter, written in a pure style, and with judgement, and with as much certainty and readiness as you have showed me for making their Epistles; I shall remain more beholden, and return home with greater hope to do good. For the Epistles it cannot be otherwise, but that the course set down must needs produce that effect, which you have affirmed; by reason of these singular patterns of Tully, which children have to imitate. But what patterns or helps can you have for Themes any way comparable to those? Phil. What patterns Scholars may have, you shall hear after: but first relate unto me, as in the former, what way you have used, for the entering of your children in making their Themes. Spoud. I have according to the custom in Schools, The ordinary manner of directing Scholars how to begin to make Themes. According to Apthonius rules. read them some of Apthonius' rules, and so it may be, have begun with Apologues or Fables, or rather with a Chreia: and in their Chreia, I have first made the several parts of it, or of their Theme so handled, very plain unto them, with the manner of the proofs of it; and of gathering reasons to amplify it, according to the same. I have then given them a Theme to make, following the example in their book, to prosecute the same parts of the Theme; as Exordium, narratio, confirmatio, confutatio, conclusio, and also to follow the several places, to amplify each thing by. I have withal showed them how to do it: as to try what they could gather of themselves; and withal to seek Tully's sentences what they could find out of it, or out of other books to their purpose. The inconveniences of this course. But yet (alas!) that which my children have done hereby for a long time, they have done it with exceeding pains and fear, and yet tootoo weakly, in ha●sh●phrase, without any invention, or judgement; and ordinarily so rudely, as I have been ashamed that any one should see their exercises. So as it hath driven me into exceeding passions, causing me to deal over rigorously with the poor boys. Whereby some of them, whose Parents have been more tender, seeing their children heavy and unwilling to the School, have suffered them to leave off the School, and so to lose all which they had gotten before; others also have been made so fearful, that they would rather desire to go to any base trade or drudgery, then to be Scholars, & hereby have very much reproached my school: Because, as they have over-rightly complained, they must be beaten for not doing that, which they knew not how to do; so that this fear is worse to them, than the first for making Latines. And yet notwithstanding, in their entering to make Themes, and so likewise into versifying, I have not known how to avoid it, but I have been enforced to use so much sharpness, as to make them to call all their wits together, and to stir them up to all diligence and pains; or otherwise I should have done no good at all. Whereupon very great inconveniences have ensued: and yet as I said, I have seen very little fruit to answer unto my pains. Phil. I do not see how by this course, This way hard enough for many Schoolmasters. these evils could be avoided. As I said of Macropedius for Epistles, so I may here; that this way of entering your scholars is hard enough to many a Schoolmaster, thus to follow every part of the Theme and those places of Apthonius, to invent matter and reasons to prove and illustrate every thing, and to do it in a good style. That which is said of Epistles, that children must be acquainted by reading, Difficulty in making Themes, because scholars are not acquainted with the matter of them. with matter & phrase fit for Epistles, before they can ever be fit to make such Epistles, is much more true concerning both themes and verses; inasmuch as the matter of them is harder, being of such things as they have never read of, nor been any way acquainted with, or at least very little. Besides, to follow the Logic places in Apthonius in a Philosophical discourse, doth require both some insight in Logic, and reading in such Authors as have written of such moral matters. And therefore herein many a Master deserves rather to be beaten then the scholar, The Master oft deserves to be beaten rather than the scholar. for driving the child by cruelty, to do that which he himself can see no reason how the poor child should be able to do it. It must of necessity either drive the scholar to use all devices to leave the school, or else cause him to live in a continual horror & hatred of learning; and to account the school, not Ludus literarius, but carnificina, or pistrînum literarium. Spoud. I acknowledge it too true which you have said: I pray you therefore show me your best advise & experience how to free myself & my children from these evils; that I may both so enter them in these & also draw them on after, as not to discourage them in this manner, nor be driven to use the like sharpness any more. Phil. Herein I myself am desirous to be a learner, as in all the rest. Although too much experience hath compelled me to seek out all means to redress this; notwithstanding also that I have ever been afraid of using cruelty in my school. And the rather have I been careful to seek out the easiest and plainest way, that I might allure & draw on my scholars in this exercise, as in all other, to proceed as in a scholastical play, with understanding, love and delight. So much as I have attained, I shall willingly impart unto you. 1. We are to consider, 1. To consider the principal end of making Themes. what is the end & purpose of their making Themes; and then to bethink ourselves, which way they may the soonest attain unto the same. The principal end of making Themes, I take to be this, to furnish scholars with all store of the choicest matter, The principal end of making Themes. that they may thereby learn to understand, speak or write of any ordinary Theme, Moral or Political, such as usually fall into discourse amongst men & in practice of life; and especially concerning virtues & vices. So as to work in themselves a greater love of the virtue and hatred of the vice, and to be able with soundness of reason to draw others to their opinion. The best means to effect this most soon and surely, The means to furnish them. are these so far as yet I know. 1. To see that by perfect learning, 1. Making them very perfect in all their first school Authors. Reasons. & oft repeating they be very ready in their first Authors, which they learned, of such moral matters; as their Sententiae, Cato, Esopsfables: For some one or more of these have the grounds of almost every Theme, which is meet to be propounded to scholars to write on. So that by these they shall be furnished with the judgements of many Wisemen, what is truth, what is false in most matters, with some words to express their minds, and also some reasons; as with the sentences or testimonies of the wisest, Similitudes, or Apologues in Aesop, and some grave reasons out of Cato, which they may call to mind. All these may be done by the courses set down before, and as soon as the bare learning of the construing & parsing alone. 2. Add to these the oft reading over of Tully's sentences out of the Gram. ☜ translations, 2. Reading over & over Tully's sentences. & the sentences of the other Authors adjoined with the same. As also the reading them forth of Latin into a good English style. Thus yoush I find by experience, that after that children are perfect in their first school Authors, they will also read this book of themselves, by the help of the translation alone, to go over & over it, every day thus reading a piece of it amongst themselves, with little or no hindering any of their school exercises. 3. To the end that they may have precedents and patterns for Themes, 3. Precedents or examples. 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 easy, both for the sweetest Latin and choicest matter. These precedents are of two sorts: some are to furnish them still, Precedents for matter. with more variety of the best matter; others, for the whole form and frame of the Theme. Of the first sort, ☞ for singular matter notably compact together, Reusneri Symbola. Reusners Symbola doth seem to me most familiar and plain: wherein the Poesies or sentences of the several Emperors, both Italian, Greek, and German are handled: As these; Artem quaevis 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 worthy book to train up young Gentlemen, Reusner worthy to train up young Gentlemen, and all of any good sort and condition. and all others whom we would have to become wise men, & good Commonwealths men. It is full of most singular precepts and instructions concerning duties and virtues; and for framing and ordering the whole course of our life, and managing all our affairs with wisdom, safety and commendations. So as any one may receive many wise directions, for all occasions of life, and withal much sweet delight, in it. And for this matter of Themes, it is fraughted full of the grave testimonies and sentences of many of the ancientest, wisest, and most experienced; all fitly applied, without any matter to corrupt or offend, and in a most familiar, easy, and pleasing style. The manner of the use of it for the first enterers into Themes, ☞ where they have books, and the Teacher would specially apply them to Themes, How Scholars may use Reusners Symbola for themes. and that they have time enough, may be this: To take the * The words or Mottoes. Poesies or Themes of it in order: or if any of them seem over hard for children's capacities, in regard of the matter of them, to make choice of the most easy and familiar, first: to read unto them every night a piece of a Theme of it, as a side of a leaf, or more or less; according to the abilities of their Scholars. In reading, first to make the Theme or general matter of it very plain unto them. They are commonly expounded for the sum of them under the Poesy, in verse, or with some short gloss, or both. Afterwards, to show your Scholars the chief reasons and sentences, as you do read, and in what words the force of each Argument or reason lieth. Also to observe all the phrases which are either more difficult or pure, or most fit to that purpose in hand. And thus to make every thing plain unto them; first opening them, after examining the same, and so causing them to understand, and to be able to answer every point thereof in Latin, or to give the hard phrases to the English. This poasing by short questions, with the other things mentioned, will make the obscurest pieces of it very evident, and cause both weaker Masters and scholars to profit greatly in understanding. After all this, if you will, cause them to construe it amongst themselves and to give the sense, and so make it as perfect as they can every way: Or if they be able, hear them to construe it themselves first, or to read it out of the Latin into English, and then make it plain to them. Then let each severally see how he can gather a short Theme out of that; choosing out all the principal sentences and reasons, and composing them in good order: following, if you think good, the parts of a Theme: viz. Exordium, Narratio, Confirmatio, Confutatio, Conclusio, though their Theme be not above 12. or ●6. lines, according to their time & ability. To these they may adjoin other reasons or sentences, as they can, either what they have learned, or what they can gather fitly to the same purpose. To bring this Theme of theirs thus made, the next day at the time appointed for showing their Themes each one to pronounce his Theme without book; Pronouncing their Theam●. you in the mean time looking on that which is pronounced, & examining each fault, as they are uttering it or after, by ask them short questions of the faults, and causing them to answer them, and to show how they should be amended; and so making a dash with a pen under every fault, or the letters where the fault is, to leave them to them to correct them after. Yet yourself sometimes to peruse the exercises after again, to see that they have corrected them; as I shall show in another place. By this means the first enterers may have choice of matter gathered to their hands, which otherwise they were to seek in other Authors they knew not where no● how. 2. All the Themes of this Author being thus written of, Benefit of Reusner so used, & of daily Themes out of it. and pronounced by them memoriter, which may be done in a short time, keeping each night a Theme, must needs help to furnish them with variety of the best matter, and fit phrase. Besides that, this will be a great furtherance to audacity, memory, gesture, pronunciation: and by the continual and diligent reading of that Author, with their other Authors, they shall have much help to construe & understand any other moral Author ex tempore. Or if this course be over-tedious, ☞ by reason of the multitude of scholars, These Themes to be limited according to leisure and opportunity. or their other exercises; then to read them the more at a time, and let them bring them once or twice in the week, made longer and more carefully. Spoud. This way may be very good for entering young scholars, and to store them with the best matter & phrase: but might there not be some special rules and directions given, for writing their Themes according to the order of the chief schools, prosecuting the several parts of the Theme? Phil. Yes: but these I think fittest to succeed in the second place, The best and most easy direction for Themes to be written at large, with judgement according to the parts thereof. after that they have thus furnished themselves, with words and store of matter, by this help, or Tully's sentences, or the like; or in want of other books to use Apthonius. Then to learn to flourish and adorn their Themes after. For the surest and easiest direction for such Themes, to be done in more exquisite manner, where the scholars may have leisure to them; To take the Themes out of Apthonius, and how to make them to understand them fully, and prepare matter. I shall show you my judgement, and what I can yet find or conceive to be the best. 1. Because I would not have my scholars discouraged any way through the difficulty of this exercise, I would do as in their first Themes for matter: so in these. That is, I would take their Themes (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 plain unto them, with the several parts and arguments, as I showed you before in Reusner. Then I would demand of them, first to give me Apthonius arguments: as, what reasons he hath from the Cause, Effect, Contrary, Similitude, Example, Testimony. Next, what reasons every one can give of his own, to prove the same. In the third place to show, what any of them can object against it; or if it be true, what absurdities and inconveniences will follow of it; and also some of them to answer the objections and inconveniences: and lastly myself to supply their wants and failings. After this done, direct every one of them who are to write of it, to remember where they have read any thing of that Theme, or by the Indices of their books of Commonplaces: as Tully's sentences, Reusner, or the like, to seek what they can find of that matter. 2. That they observe these parts, named Exordium. Narratio. Parts of the Theme. Confirmatio. Confutatio. Conclusio. 3. To make their Exordium very short, Exordium what one. two or three lines, to gain the approbation of the hearers, and their attention. If the Theme be of any person in accusation or defence of them after the manner of declamations, If the Theme be of persons. then that their Exordium may be fittest taken, from the party himself who is accused or defended; from some description of him to his praise or dispraise; or else from the person of the adversary, or of the auditors, or of the party himself who writeth. For the persons whom they will defend, they must labour to persuade their hearers of their virtues, or to remove from them all prejudicate opinion. And for the persons whom they will accuse, to dispraise them, by showing their bad qualities; so to bring them into disgrace. But if the Theme be of some matter to be proved or disproved, Theme of some matter. commended or discommended, which are most ordinary; their Exordium may be 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 understand the matter, Narration. and themselves may proceed more easily; let them set down first the Theme or matter in as few and plain words as they can. Secondly, expound the doubtful words or phrases, if there be any. If it concern persons or facts of persons, then to set down all the circumstances to express the nature & manner of it. Or if it concern some special matter, to make some short division of it; if it be a general into his specials, or if a whole into his members or parts: so to go through every part in order, joining each part together with fit transitions, to show their passage from one part to another. In the Confirmation to the end, Confirmation. to be able to prove the matter the better; 1. To note in their Authors all the principal reasons which they can, to that end, and to gather them forth. 2. To try what reasons they can invent of themselves according to the chief heads of Invention, following either Apthonius order, or the ten chief heads of Invention: as, Causes, Effects, Subjects, Adjuncts, etc. which are the same in effect, but far more easy to prosecute, according to the Art of meditation, whereof we shall speak after. By considering well either the thing itself, 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 will surely afford some reasons. As if we think first of the parents what they have been, and are towards the children; and so what the children have and do receive from them (thus following the parts according to those places of meditation) any one of understanding shall be able to find out reasons why the children are to obey their parents. Then having found out reasons, before they set them down in their Theme, as they will have them, to rank them in their mind or in writing; so as they do purpose to set them in their Theme: setting some stronger in the first place, weaker in the midst, reserving some of the stronger to the last, crossing and leaving out all the weak ones, whereof any one may discredit all the rest. In the Confutation to seek out and set down two or three good reasons, Confutation. to overthrow or reprove the contrary opinion to the Theme: and also to consider what may be objected against it, and how to answer them, by way of Occupation and Subjection, or of preventing and objection. Then to direct them, Conclusion. that the Conclusion is nothing but a collection gathered from all the former reasons; in which may be a short recapitulation, or rehearsal of the sum of the reasons, and an urging (if they will) of one or two of the principal & most forcible reasons somewhat more, to leave a deeper impression in the minds of the hearers; & so out of them to conclude most firmly. And thus much may serve for the direction in general for making the Theme. Spoud. But this seems still to me rather too obscure for young Grammar scholars: I pray you let me hear, if you could not lead me yet unto more ready helps. Phil. The most excellent patterns, I take to be the most speedy and ready helps for scholars to be acquainted with, and to learn to imitate them: for they in every thing do most avail, to teach the soonest and sureliest. As for variety of Exordiums and Conclusions, ☜ Apthonius his Prog●masmata may help to direct; Imitation of Exordiums and Conclusions. and also Master Stockwood his disputations of Grammar. For furnishing with matter and substance, Authors for matter. besides Reusners Symbola mentioned, Erasmus Adages of the largest and last Edition, is a rich storehouse. Also Lycosthenes his Apothegmata, printed at London by G. Bishop, M.D.XCVI. is of good use. Lycosthenes of the last Edition (as I hear) is dangerously corrupted with Popery, Lycosthenes of the last Edition to be taken heed of, as it is augmented and corrupted by the Jesuits, printed Coloniae, sumptibus Lazari Zetzueri An. M. D.C.III. and railing against K. Henry the eight, K. Edward, and our late blessed Queen; and therefore not to be permitted unto children. Many other I might name unto you, which have written of such moral matters; divers of them in English, and some of them very notable: as the French Academy, the moral part of it: Charactery, Moral Philosophy, Golden grove, Wits Common wealth, Civil conversation; and others. So in Latin▪ Z●gedine his Philosophia Poetica; The sentences selected out of the best Authors, adjoined to Tallies sentences; Flores Poetarum for Verses to flourish withal. But the former, viz. Reusner Erasmus Adages, Apthonius, and Lycosthenes, may serve in steed of many, for Scholars who are of understanding and judgement to use them aright; choosing out the sum of the most excellent matter, and making it their own; composing every thing fitly, without apparent stealing out of any. Spoud. But what help do you account the very best for invention of matter, Helps for invention 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 Theme, is the usual manner in schools, as I take it; I mean the following the places of Apthonius: as, à Laudativo, Paraphrastico, Causa, Contrario, Parabola, Exemplo, Testimonio veterum, Brevi Epilogo. So à Manifesto, Credibili, Possibili, consequent, Decoro, Vtili. And ab Obscuro, Incredibili, Impossibili, Inconsequenti, Indecoro, Inutili, and the like. Yet these do seem to me also far too hard for children's conceits, who have read no Logic, and over-tedious. But the following of those ten first and chief heads of reasoning; The knowledge of the ten grounds of Invention, the readiest. to wit, from Causes, Effects, Subjects, Adjuncts, Disagreeable things, Comparisons, Notations, Distributions, Definitions, Testimonies (to one of which each of Apthonius or Tully's places do belong) is far the easiest, surest, and plainest way. If that little book called the Art of Meditation, ☜ were made somewhat more plain for the definitions or descriptions, The art of meditation most profitable for invention. that children might see every thing evidently; and illustrated by a few more examples; and so scholars made perfect in it by examining; they would be able to invent plenty of good matter presently, after that they had been exercised in Reusner, and the other Authors; in reading, and also in writing some variety of Themes, after the manner set down before. Let them practice when they would invent matter, but to run through those places curiously in their minds; and if one place do not offer fit matter, another will surely, and furnish them with store: so that by the help of that small Treatise, if it were so perfected, all this might be accomplished; and that with a small meditation any scholar of understanding might discourse very commendably of any such matter. Spoud. It is great pity it should not be made exact, if the use and benefit be such as you conceive of it to this purpose, besides the worthy end for which it is written. But as you have given patterns for other exercises, so let me hear your judgement, where they may have th● best patterns for Themes, for the whole frame thereof, being handled according to all the parts severally. Phil. Apthonius (out of whom these Themes may be ☜ taken first and the scholars also to have liberty to gather out the principal matter; Precedents for the manner of Themes, and out of which to take their Themes first; or out of Reusthner, or others as we will yet making it their own, by seeking to better every sentence) hath sundry very good precedents for such Themes; and in sweet Latin, written by Rodulphus Agricola, Cataneus Lorichius, or others: as the example of a commonplace, of the Thesis, and the like. Though Apthonius his own (I mean) those translated out of him, are of a more harsh style in Latin; yet the order is good, as being written and set forth of purpose to this end. These very Themes may be written on, ☞ first for encouragement; after, others of like matterto be imitated, according to the same places. ☞ Secondly, Tully's Paradoxes for more excellent patterns. next unto those in Apthonius, which are more easy, Tully's Paradoxes are most singular patterns for true Rhetoric, though the order of them seem to be more obscure: they will be notable directions, if that the scholars be of capacity and ripeness, and have the several parts rightly opened unto them, that they fully understand them. Spoud. But for Declamations what examples or helps would you use? Declamations and pattrnes for them. Phil. The Declamation being nothing else but a Theme of some matter, which may be controverted, and so handled by parts, when one taketh the Affirmative part, another the Negative, & it may be a third moderateth or determineth between both; we have very good Precedents in the Thesis in Apthonius: as in that question handled both affirmatively and negatively, viz. Vxor est ducenda, Vxor non est ducenda. If it be in a more vehement invective against some vice, Examples of invectives. we have sundry examples in Apthonius, in Loco communi. As, In villarum incensores, In sacrilegum, Incontumacem, In avarum. Examples of praise and dispraise. Likewise the several examples there set down of praise and dispraise, of persons, cities, or the like. So the Precedents in Apthonius of particular actions, in accusing or defence of them, may be great helps to give much good direction. For further patterns, see Tully his Orations; and specially the invectives against Catiline. In these kind of Themes, we shall have far more use of those figures of Sentences, which are the very life and strength of an Oration; as of Exclamations, Revocations, Apostrophees, Prosopopies; and the rest of the figures in Dialogismo. I have heard of some good ensamples in English, viz. thirteen Declamations; but I have not been able to find them out. But these kind of exercises of Declaiming are rather for the Universities; Declamations fit for the Universities, or for principal scholars in the Grammar schools. Manner of writing down the Themes by Scholars of judgement. or at least for such Scholars in the Grammar schools, as have been long exercised in the former kinds. For the manner of writing down the Themes by Scholars of judgement, it may not be amiss where leisure will serve, to cause the scholars to write them thus: In the first Margin towards the left hand, together with the several parts of the Theme (as Exord. Narratio, Confirmatio, Confutatio, Conclusio, being set in great letters over against each part) to set also the heads of the several 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 several tropes or figures, but in two or three letters. As for Metonymia Efficientis, no more but Met. Effic. or the like: making some line under the word, in which they are; The shorter the better, if it can be understood. One Theme in the week well performed in this manner, ☜ besides all other exercises, One Theme thus in the week may suffice, and to spend their odd times in making Verses, as more sharpening the wit. Making themes ex tempore, a matter of great commendations if it be done schollarlike. may be sufficient; like as the order is in many of the chief schools. Spoud. Certainly Sir, these courses seem to me as easy as the former, both for Masters and Scholars; that hereby they must needs labour, and go on with delight; being thus plainly guided and directed from point to point. Yet to proceed a little further herein, if you will give me leave: I have heard of some scholars marvelously praised for this, that they have been able to speak of a Theme ex tempore for a quarter of an hour, or more together, in good Latin, and to very good purpose. Now how do you think that this may be done? for this is a matter of very high commendations to young scholars even in the Universities; and much more in the Grammar schools, if it can be done. Phil. This exercise must needs require much reading, The way to make themes ex tempore. and practice to do it, in such commendable manner; as indeed it may. The best way how to attain it most soon and surely▪ is this, so far as yet I can conceive: 1 They must practise constantly for a good space, the former or better course of making Themes; that they may become very ready in writing their Themes of any moral matter with a little study. 2 I have seen this practice to be easy and profitable to this end: A practice most easy and profitable to help to make themes ex tempore. the very use of the Grammatical translation of Apthonius, according to the manner of the use of the translations, for keeping the school Authors perfectly. As first, causing them to read a Theme out of the Latin into English; or where it is hard, first to read it over in English to give some light; To follow a pattern of a Theme, made familiar unto them by the Grammatical translations. To see how each is able to better his Author, in uttering every part of themselves, both English and Latin. then out of the Latin into English, to understand it perfectly: afterwards to read it out of the English translation into Latin, to have the phrase and Latin readily to express their minds. Then every one in his course, to try how he is able to express or utter that Theme of himself; first in English, then in Latin, every part of the Theme in order. For example: To begin first with the Exordium, to try how they can utter it in English, and whether they can better the Author. 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 trial how they can utter the same in Latin; every one still bettering others: then to do the like in the Narration; and so through every part, both in English and Latin; still contending to go beyond their patterns in purity of phrase and matter, contracting, adding, or changing as they will. When they have for some good time used this practice, ☞ then trying how they are able to discourse of themselves in a Theme given unto them, To practise to discourse of themselves. according to the order of meditation, or places of Invention, by continual exercise they shall attain hereunto. The practice in Apthonius will afford them matter and wordesenow for imitation of Exordiums, Where to be stored with matter: and words for all parts. manner of Confutations and Conclusions. Their readiness in their first Authors of moral matters, as also in Tully's sentences, and Flores Poëtarum; and that their continued exercise in Reusner, with the help of the places of Invention, will commonly yield matter sufficient. What phrase or word they cannot utter in Latin, 1 Let them bethink themselves how they would first utter and vary it in English, Help for supplying words or phrases. and some of the English words will bring Latin words, 1 To think how to utter it in other words in English. or phrases to their remembrance; or else how they can express it by Periphrasis, or circumlocution in more words, by some description, or by the general, or the contrary, or by some property, or the like. 2 Next to this, ☜ they may use the help of Holyokes Dictionary; 2 Helps of Dictionaries and books of phrases. and for phrase Manutius or Master Draxes Calliepëia: the phrases may be found more easily in the Calliepëia. 3 And to the end that they may be sure to have variety both of words and phrase, To meditate the chief phrases before. which doth much delight; it shall not be amiss to peruse before in the phrase book, the principal words or phrases which concern that Theme, and how many ways they may be uttered: at least the Master when he trieth his Scholars in this extemporal faculty, if he be not a ready and perfect Latinist may have the phrase book by him, Help by the Master. to look every hard phrase which they cannot utter well; and how they may vary it divers ways. Spoud. But to the end that scholars may be sure ever to have store of matter, or to find of a sudden where to turn to fit matter for every Theme; what do you think of commonplace books of such moral matters, that every scholar should have his commonplace book written. Phil. I do account them a great help where the scholars have leisure and judgement to gather them; commonplace books a singular help. I mean, to glean out all the choice sentences and matter in the best Authors. Or, because that that is overgreat a toil, and requires more judgement than can be looked for in so young years; if they had but only books of References, it would be exceeding profitable: to wit, such commonplace books as did but only contain the general heads of matter, and then the Quotations of three or four of the chief Authors; as Reusner, Erasmus Adages, Tully's sentences, or some other; setting down the book and the page, where to turn of a sudden to any such matter in them. This would ease them of much searching, and make scholars to do such exercises much sooner, and with far greater commendations: like as it is in Divinity, Law, Physic, and whatsoever other Artes. Thus they may use the matter of the best Authors, going far beyond the matter which the wit of any child can conceive; sith that those books have in them the choicest sayings of the very wisest of all ages: although they are still to add whatsoever they can invent of their own brain, so it be wittily and pithily. Such a book of References well gathered, and made public, would much further young scholars herein. Spoud. I see well how they may be furnished for store of matter; yet for choice of good words and phrase, to have copy and variety ever ready at hand, I make some doubt how they may be furnished: for it is a toil to go ever to turn to phrase books; neither can they have time when they are to speak ex tempore. Phil. Take no care for that; How to get store of phrases store of matter being thus gotten, as I have showed, will bring words: yet to have copy of Synonymaes & good phrase, besides their Authors 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 copy both English and Latin. Hereof I have known some experience. A little trial will soon confirm this. There may be also other helps forvarying: Other helps. as the rules in Erasmus de Cap●a, in Macropedius and others; and more specially some select phrases to several purposes noted in Erasmus de Copia. Spoud. But what say you concerning Orations, Orations. what course do you think fittest to be able to perform them with commendations? Phil. I take them to belong rather to the Universities, Orations belong specially to the Universities. that there is more seldom use of them in schools, and then also to be performed by scholars grown to some maturity. For examples or patterns of Orations, Examples of Orations. we can have no better than Tully's Orations; wherein are precedents of all sorts. In these is the scholar to be exercised to know the nature of them, & the manner of the loftiness of style used in them. Also Turner's Orations, Muretus, or others. Though for entrance into them we may follow the examples of praises in Apthonius. Chap. 8. Or some other select Orations. Yet, because in Schools of special note, and where there are ancient scholars, Orations ex tempore. sometimes it may be expected amongst them, that some one of them should make an Oration to entertain a Benefactor, or other person of note; and it may be, to do it ex tempore, as their coming is of a sudden; therefore certain special heads of an Oration to that purpose might be ever in readiness. ☜ As the commendations of a person for his descent, learning, love and countenance of good learning & virtue, beneficence courtesy, favour towards that place, and the like. Also for excusing themselves by their tender years, want of experience and of practice in that kind, bashfulness, timorousness; and yet their desire to answer the party's love & expectation, with presuming upon their patience, and such others. To be acquainted also with variety of choice phrases to the same purposes, to have them ever in fresh memory. Sp. These courses are very plain in my judgement: yet notwithstanding, sith they are of more seldom use, but Themes of daily practice, we are specially to look unto them. Therefore my weak memory, let me hear in two words, the sum of all concerning the Themes. Phil. This is the sum; 1. That they be acquainted with some matter for Themes and easy phrase, Sum of all for themes. and so accustomed to write Themes in a plain manner first, following Reusner principally. 2. That they learn to handle the Theme more curiously according to Apthonius, prosecuting and adorning the several parts thereof, making choice of the most excellent patterns. 3. That they have the helps and grounds of inventing reasons of themselves, and do know whereto find more store of matter and phrase to express their minds, and be furnished with helps of the best books. 4. Lastly, that as in all other exercises, they use continual practice; which makes the hardest things easy and pleasant. CHAP. XIIII. How to enter to make verses with delight and certainty, without bodging; and to train up scholars to imitate and express Ovid or Virgil, both their phrase & style. Spond. NOw that we have gone through all the whole course of writing Latin in prose, and the several exercises thereof which are requisite in Grammar schools, so far forth as I remember; it remaineth that we come to verse: wherein I presume of your love as in all the former, not to conceal anything from me, but to impart whatsoever may help to the attaining of that faculty. Phil. Though Poetry be rather for ornament then for any necessary use; ☜ and the main matter to be regarded in it, Poetry rather for ornament then for any necessity. Yet there may be commendable use of it. is the purity of phrase and of style: yet because there is very commendable use of it, sometimes in occasions of triumph and rejoicing, more ordinarily at the funerals of some worthy personages, and sometimes for some other purposes; it is not amiss to train up scholars even in this kind also. And the rather because it serveth very much for the sharpening of the wit, and is a matter of high commendation, when a scholar is able to write a smooth and pure verse, and to comprehend a great deal of choice matter in a very little room. Spoud. Surely sir though it is, as you say, but an ornament, yet it is such a one, as doth highly grace those who have attained it, in any such measure as you speak of; and two such verses are worth two thousand, of such flash and bodge stuff as are ordinarily in some schools. But this I have found also to be full of difficutie, The ordinary difficulty of this faculty. both in the entering, the progress, and also in the end; that my scholars have had more fear in this, then in all the former, and myself also driven to more severity: which I have been enforced unto, or else I should have done no good at all with the greatest part. And yet when I have done my uttermost, I have not had any to come to such perfection as you mention, The folly of some in this kind. to write so pithily or purely: yea, let me tell you this, that I have knowensom Masters, who have thought themselves very profound Poets, who would upon an occasion of a Funeral have written you a sheet or two of verses, as it were of a sydden; yet amongst all those, you should hardly have found one such a Verse as you speak of, unless it were stolen; and most of them such, as judicious Poet would be ready to laugh at, or loath to read. Therefore I entreat you to guide me, how I may redress this evil, and prevent these inconveniences. Phil. Though I be no Poet, yet I find this course to be found most easy and plain to direct my scholars: 1. To look that they be able in manner to write true Latin, The most plain way how to enter to make a verse without bodging. and a good phrase in prose, 1. To write true Latin. before they begin to meddle with making a verse. 2. That they have read some poetry first; 2. To have read some Poetry. as at least these books or the like, or some part of them: viz. Ovid de Tristibus, or de Ponto, some peace of his Metamorphosis or of Virgil, and be well acquainted with their Poetical phrases. 3. I find this a most easy & pleasant way to enter them; ☞ that for all the first books of Poetry which they learn in the beginning, 3. Practise of turning them out of the Grammatical translations into verse. they use to read them daily out of the Grammatical translations: first resolving every verse into the Grammatical order, like as it is in the translation; after into the Poetical, turning it into verse, as the words are in the Poet: according as I showed the manner before, in the benefit and use of the translations. ☞ For the making of a verse, Giving Poetical phrase. is nothing but the turning of words forth of the Grammatical order, into the Rhetorical, in some kind of metre; which we call verses. And withal, that in reading thus out of the translations, they use to give the Poetical phrases, to our English phrases, set in the margins, and also the Epithets. For this practice of reading their Poetry, out of the translations into verse, a little trial will soon show you, that very children will do it as fast almost as into prose: and by the use of it, continually turning prose into verse, they will be in a good way towards the making a verse, before they have learned any rules thereof. 4. Then when you would have them to go in hand with making a verse; 4. To be very cunning in the rules of versifying. that they be made very cunning in the rules of versifying, so as to be able to give you readily each rule, and the meaning thereof. 5. That they be expert in scanning a verse, 5. To be perfect in scanning. and in proving every quantity, according to their rules, and so use to practice in their lectures daily. 6. To keep them that they shall never bodge in their entrance, 6. To keep from bodging in their entrance. neither for phrase nor otherwise, but to enter with ease, certainty and delight; this you shall find to be a most speedy way: Take Flores Poetarum, ☜ and in every Common place make choice of Ovid's verses, To use the like practice in Flores Po●tarum for verse, as in Tully's sentences for prose. or if you find any other which be pleasant and easy: and making sure, that your scholars know not the verses a forehand, use to dictate unto them as you did in prose. cause also so many as you would have to learn together, to set down the English as you dictate. Secondly to give you, and to write down all the words in Latin verbatim, or Grammatically. Thirdly, having just the same words, let them try which of them can soon turn them into the order of a verse: which they will presently do▪ being trained up in the use of the translations; which is the same in effect. And then lastly, read them over the verse of Ovid, that they may see that themselves have made the very same; or wherein they miss: this shall much encourage and assure them. After that they have practised this for a little time; To do this without pen. if for speediness, & for saving paper (because they may soon run over much) you do use but only to read the English Grammatically, and appoint some one of them to deliver it in Latin; then all to try which of them can soon turn those words into a verse, or how many ways they can turn them into a verse: you shall see them come on a pace, and an earnest ●●rift to be wrought amongst them. ☜ This also may be done most easily, The most easy way of turning verses out of Flores Poetarum by the use of Grammatical translations of all the choice verses in Flores Poetarum; practising as in Tully & other, to read them▪ ex tempore out of the English first into prose▪ after into verse. They will be as familiar & easy, as to read prose, and to do it with as much delight and contention, or more; every da●e practising a little by course. To note hard words quantities Epithets. For this is nothing (as I said) but the Poetical composition. In the practice of this likewise, use to note every new & hard word, and quantity, as also Epithets; according to the general 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, 7. To turn the verses of their lectures. either to the same purpose, which is easiest for young beginners, or turned to some other purpose, to express some other matter; yet ever 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 practised, each to bring first a verse or two thus changed, either being given at eleven to be brought at one, or at evening to be brought in the morning, or both. 8. As they proceed, ☞ to cause them to contract their lectures, 8. Contracting their lectures. drawing seven or eight verses into four or five, or fewer: yet still labouring to express the whole matter of their Author in their own verse, and every circumstance, with all significant Metaphors, and other tropes and phrases, so much as they can. Thus▪ they may proceed if you will, from the lowest kind of verse in the Eclogues, to something a loftier in the Georgics; and so to the stateliest kinds in the Aeneids: wherein they may be tasked to go through some book of the Aeneids, The certain benefit of this exercise. every day contracting a certain number, as some 5 or 6. a day, for some of their exercises, striving who can express their Author most lively. By which daily contention you shall find, that those who take a delight in Poetry, and have sharpness & dexterity accordingly, To express their Poet most lively. will in a short time attain to that ripeness, as that they who know not the places which they imitate, shall hardly discern in many verses, whether the verse be Virgil's verse, or the scholars. But herein there must be this care, Caveat in contracting. that before they go in hand with this kind of contracting, they be both well exercised in the former kinds, or the like; and also that they beat out the meaning of the place fully, marking what goeth before, and also what followeth after; and observing curiously every phrase, elegancy, and matter of any weight. ☞ moreover, To make verses of any ordinary Theme. that your scholars may be able to write verses ex tempore, of any ordinary Theme, after they have been well practised in turning the easy verses of Flores Po●tarum, forth of prose into verse, that they can do it readily; appoint them of the most familiar Themes of it, and the sweetest verses thereof in order, to see how they can turn the same ex tempore into other verses, to the very same purpose; either by imitation, or contraction, like as I showed the practice in their lectures: or having but the light of those verses, how they can make other verses of their own like unto them. By this practice kept duly, ☜ to make some such verses twice in the day (as to give them Themes before their breaking up at noon, To versify ex tempore. to bring them at one of the clock, and at night to bring them in the morning, or nine, as before; only having this help and direction) or of a sudden ever before they are to pla●e, to versify of some Theme not thought of: and secondly by causing them to bring the sum of their Themes written under their Themes, comprised in a distich, or two or more, you shall find that they will grow in so good sort, as shall be requisite to make you verses, ex tempore of any usual Theme, without hindering of their other studies. And here by they will soon be acquainted with matter of all sorts according to those Common places, Benefits of this practice. and also with variety of poetical phrase of the best, with Epihetes & style. This exercise is very commendable to satisfy such, The use of versifying ex tempore. as use to give Themes to versify upon ex tempore; and also for that it is a very great sharpener of the wit, as was said, and a stirrer up of invention and of good wits to strife and emulation. In this matter of versifying, ☜ as in all the former exercises, I take this Imitation of the most excellent patterns, Imitation surest to be the surest rule, both for phrase and whatsoever: And therefore I would have the chiefest labour to make these purest Authors our own, as Tully for prose, so Ovid and Virgil for verse so to speak and write in Latin for the phrase, as they did. For them who desire to attain to more exquisite perfection in this faculty of Poetry, Further helps for versifying. these things may much further besides the former: 1. For more store and variety of matter, For store of m●tt●r to have Common place books or books of references to to the most excellent places in Poets. to have Common place books (as I said for the Themes) therein at least to have ref●rences▪ whereby to turn of a sudden to matters of all sorts, in the most exquisite and pure Poets: to have some direction both for matter and imitation; whether for Gratulatory verses, Triumphs, Funerals, or whatsoever. Or to refer all such principal places for imitation, to the heads in Flores Poetarum; which may serve instead thereof ☞ 2. For variety & copy of Poetical phrases, 2. 〈…〉 the The saurus Phrasium poeticarum gathered by Buchlerus of the last Edition. An. M. D Cvij. is a notable help. Also both for words and phrases, 〈…〉 Sylva Synonimorum, may stand in good steed, chiefly for scholars of iudgementable to make right choice of the fittest. 3. For store of Epithets, 3. For Epithets, Textors Epithets of the last and largest. which if they be choice, are a singular ornament, and means of speediness in this faculty, and so for all other matters belonging to Poetry, Textor his Epitheta of the largest and of the last Edition printed at Lions, M. D. Cij. may be a great help. The abbridgement of Textors Epithets may serve instead hereof to young scholars: Abb●idgement of Textor. and namely to such who are not able to buy the large; though the large is more profitable. 4. For having of the best authorities for the quantities of all syllables, ☞ Smotius his Prosodia will furnish plentifully; 4. For Qualities and Authorities Smet●● Prosodia 〈…〉 all needful words being set in it in the Alphabetical order. For rules of quantities, though our own 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. Butler's Rhetoric, short and very plain. Chap. 14 de Metro. ☞ Also the Virgil's printed with Erythraus Index, 〈…〉 for Authorities and uses of all words in Virgil. 5. For imitation of the best Poets, 〈…〉 and further direction to attain to more perfection in Poetry, see Sabines precepts Decarminibi●s ad vete●um imitationem artificiose componendis▪ joined with Textors' Epithets. Also Buch●●rus his Institutio Poetica in the end of his Thesaurus phrasium poeticarum. 6 For the Figures belonging to Poetry, 6 Figures of Rhetoric. see Butlars Rhetoric in his fourteenth Chapt. De Metro. 7 For turning of Verses divers ways, 7 For turning Verses Poetically: Stockewood his Progymnasma s●●olafticum. M▪ Stockwood his Progymnasma scholasticum is instar omnium▪ to direct and to encourage young scholars. In which book towards the end of it, you shall have one Distich or couple of Verses, varied 450. ways. One Distich varied 450. ways. 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, etc. And in the shutting up of all, One Verse turned 104. ways, the same words being kept. this one Verse is turned by transposing the words 104. ways; all the same words, and only those words being kept: which might seem impossible, but that there we may see it before our eyes, that nine words should serve to make a hundredth and four Verses, all of the same matter. The Verse is this: Est mea spes Christus sol●s, qui de cruse pendet. Est Christus solus mea spes, qui de cruse pendet. Est solus Christus mea spes, qui de cruse pendet. Solus de cruse, etc. A scholar of any inclination and fitness for Poetry, cannot but receive notable encouragement, having these, or but the principal of these books: this exercise of Versifying will be found a most pleasant recreation unto him after a time. 8 Lastly, 8 Practice still all in all. in this exercise, as in all the rest, I hold daily practice and diligence (following the best patterns) to be the surest and speediest guide; and which will bring in time much perfection, where there is aptness of nature concurring. Spoud. But repeat me in a word, which exercises you would have daily put in practice. Daily and easy exercises. Phil. Turning the Verses of the Lectures, as was showed; chiefly by contraction in Virgil, keeping strictly his phrase. 2 Before each breaking up at noon and nights, to have a Theme out of the easiest of Fl●res Poëtarum in order, to bring Verses of it at their entrance again, or as is appointed to them. 3 Writing Verses of their weekly Themes. CHAP. XV. The manner of examining and correcting Exercises. Spoud. Having thus gone through the principal exercises of writing; Examining exercises never to be omitted. I pray you let me hear your judgement, for the examining of such exercises, and the best manner of performing it: Though tedious yet profitable. for I find it a matter very tedious and troublesome. Phil. Howsoever it be tedious, Neglect of exmining brings carelessness in scholars. yet it is such a matter as would never be omitted, no more than the giving of exercises; nor to be slightly passed over, so much as time and opportunity will permit. For when the scholar knoweth that his exercise must be strictly examined, it will make him more careful in performing thereof, and contrarily; and it will be a great help to bring him sooner to perfection. For the manner of doing it; 1 The Master ought heedfully to observe those special faults, 1 Masters to observe general faults. wherein his scholars do most usually slip; and to acquaint every one, not only with the general, but also with his particular, to warn them of them. For example; Wherein scholars do most commonly slip. I have found my scholars to miss most in these: through want of Dipthongs. Incongruity in their Concord's. In the use of the two chief rules of the Relative Qui, quae quod. Ablative case absolute. Apposition▪ Conjunctions to couple together like cases, moods and Tenses. Nominature case after the Verb, etc. The Accusative case before an Infinitive mood. Also that they will oft have a Synchesis, Synchesis. or a disordered confusion of their words; Hyperbata to be avoided. and sometimes they will use hyperbaton: which is a further fetching or carrying of some words, whereby a sentence is obscured; and the scholar forgets himself before he come to the end of his sentence, and so writes false Latin. Long Periods are therefore to be avoided as much as may be. 2 The Scholars are to be called upon, ☜ to read over their exercises in the natural or Grammatical order, 2 To read over their exercises first in natural order. so as they construe: and then they may see presently how the words do hang together, both for agreement, government, and sense, and where the faults of Grammar are. 3 That besides their rules, they be able presently to parallel or prove each phrase and construction, ☜ by the like example in Grammar, 3. To parallel each thing by examples. or by a like phrase out of Tully, or other Authors: and what they know not, to seek out; to the end that they may be able to justify every word, even where they have read it, so much as may be. 4 The higher scholars to look to elegancy, ☜ and fineness of phrase and Composition; 4 To look to elegancy and fineness of Composition. and so to be reading their exercises over and over, still correcting and amending them, never thinking an exercise well enough, until no fault can be found, Never to think any exercise laboured enough. in Latin, propriety, composition, matter; no nor in the least tittle. The scholar is herein to imitate the curious painter, who is still amending and bettering his picture, to draw all into admiration; that his Themes, Verses, Orations may be as the harp of Orpheus, to draw all the hearers or readers after them. 5 To appoint adversaries to take one another's exercises, ☜ and to see whether of them can find the more faults: 5 Adversaries to note faults in one another's exercises. and if you will, to set underneath, how many faults either of them finds; and so to give them to the Master, or to themselves first to correct, then to the Master. 6 Afterall, ☞ the Master is carefully to read over every one's exercise, 6 The manner of examining by the Master. so much as leisure will permit; and by questions to make themselves to find where the error is: as but ask; Do we say thus or thus? and to cause them to amend it of themselves by giving a like example▪ And in the mean time, to make some little line under the phrase or word, or piece of the word or syllable wherein the error is, that they may amend it after in their books. And for all correcting of translations in Latin, to do it by comparing their exercise with the Author; and so exercises of imitation, to see who cometh next to the example. 7 In examining exercises in the highest forms (as in Themes, ☞ Declamations, 7 Special faults in the youngest forms. Verses, Orations, and the like) besides the faults against Grammar, the diligent Master should observe, first, all barbarous phrases, or Poetical 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 pass elegantly from one point to another; so as they might be more easily understood: fourthly▪ harsh composition: five, lack of matter: sixtly, want of elegancy in Tropes and Figures; and so like elegancies noted in Grammar. 7 To have a diligent eye that the scholars do forthwith correct their exercises, ☞ so noted out unto them: 7 Care that they do correct their exercises forthwith. and to this end he is oft to look in their books, whether they have corrected their former exercises; and to use sharp reprehension or correction for that carelessness, to make them to look to that above all. For there is nothing wherein their negligence is more intolerable, nor for which the Master shall be more censured, when their parents, or others who be learned▪ shall look into their books, 8 This to be ●o●e by others 〈◊〉 of and read over their exercises, and there to find them uncorrected. 8 If at any time the Master's occasions permit not so much time, yet to see that it be performed by the Usher or some of the highest scholars, and the number of faults noted. Spou. But what if there should be 30. or 40. ☜ in a form (as it may be in the greater schools; How to do for correcting where there are very many in a form; and where time will not permit to correct all. especially amongst the lower forms) how would you do to examine all their exercises in a morning, but you shall hinder yourself & them from many other things, with you must of necessity perform? Ph. In such cases we must yield to necessity, & use the best policy we can; as in that exercise of translating into Latin, to cause some 3. or 4. whom you most fear, In exercises of translations. to pronounce their exercises, or to read or construe them out of the translation; you to look upon the exercises, as they are pronouncing, & cause them to show how they must be amended: so all the rest to correct theirs, according as they hear those corrected: if any be found careless to correct so, that he be surely corrected: and this is the best help which I know in this behalf. So likewise where you give them a Theme to make Verses ex tempore: Verses ex tempore. or upon some small meditation, as those which are to be brought each morning, or at one of the clock, when time will not permit to peruse the writing of every one; yet to cause every one to pronounce the Verses which he hath made: and as they pronounce, to show them their faults, and then cause them to correct them after. Thus have I showed you my judgement also for examining of exercises. CHAP. XVI. How to answer any needful question of Grammar or Rhetoric. Spoud. WEll good Sir, you see how bold I am, to require your judgement in every matter, wherein 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 scholar: to be able to answer any difficult question of Grammar, even beside those which are in the rules, which are commonly learned; and also how to oppose or dispute schollarlike in Latin, of any good Grammar question; as both what may be objected against Lilies rules, and how to defend them: I pray you let me hear of you how this may be done, and what is the most speedy way which you know hereunto. Phil. The plainest, How to answer any difficult question of Grammar. shortest, and surest way, I find to be this: 1 See that they be very ready in all the usual and ordinary questions of Grammar, 1 To be perfect in all ordinary questions of Accedence. by daily examining at Parts. 2 For most of the rest fit for young scholars, 2 In those set together in the end of the Accedence questions. I have gathered them for the use of mine own scholars, and set them together after the end of the Accedence Questions; yet so▪ as I have sorted and referred every Question to the right place whither it appertains: as to the Noun, Pronoune, Participle, and so the several heads thereof. When as young scholars wax perfect in all the former, which are in the Accedence; then a little pains in teaching them these, making them plain unto them, and examining them some half side at time (in stead of the time spent before in examining the former) will very soon make them as ready in these also. 3 After these, 3 In the Latin questions dispersed through the Grammar, not learned usually. you may (if you please) go through the questions of Grammatica, and make them plain; examining them in Latin: and so through all the necessary questions which are scattered here and there, through the whole Grammar: directing them to mark out the questions, or the special words wherein the questions are, and how to be propounded; that they themselves may oppose one another, or one to oppose all as need is. But this as you shall think necessary; Caveat. and so as it do not hinder better studies. 4 You may run through the questions in M. Stockwoods' disputations of Grammar, ☞ as they are commonly noted in the Margins, 4 Stockwoods questions. but only propounding the question in few words, both English and Latin, as need requires, and teaching them to answer in a word or two. By going through these, they may be able to answer all, ☜ or most of those which are set together in the end of his disputations; Most of the difficulties of the ancient Classical Authors collected into one by M. Stockwoods' last Edition, printed Anno. 1607. wherein he hath with marvelous pains, and diligent observation, collected a very great part of the difficulties of all Classical Authors, and in the last Edition noted the words in the Margins, 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 give a further light, and that nothing may be wanting for my children, 5 Certain general Figures to answer many difficulties by. I have adjoined unto the later end of all the Accedence questions which I spoke of, certain general figures: unto some of which, many of the difficulties of all ancient Authors (both those in Stockewood and others) may be referred, or else unto those figures set down in the Grammar and Rhetoric. For answering the questions of Rhetoric, In Talaeus Rhetoric to give definitions, divisions and one short example. you may if you please, make them perfect in Talaeus Rhetoric, which I take to be most used in the best Schools; only to give 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 give the word or words, wherein the force of the rule is. And so to proportion all other questions accordingly. To this end, the words wherein the force of the examples consist, Talaeus examples would be noted as Grammar. would be marked as in the Grammar; and that not only in some one or two examples in every Chapter, which they are to have perfect without book, but also in every example through the book, to be able to apply any. Claudius' Minos Commentary may be a good help to make Talaeus Rhetoric most plain, Minos' Commentary to help for understanding Talaeus. both for precepts and examples. If your Scholar after he hath read these, ☜ do but use to be careful to keep a short Catalogue in his mind, of the names of the Tropes, and also Figures (and those both of Grammar and Rhetoric) he shall with practice of examination and observation be able to tell any of them, but repeating the heads in his mind. Or in stead of Talaeus, Butlars Rhetoric, a notable abbridgement of Talaeus, and far more easy and profitable. you may use Master Butlars Rhetoric, of magdalen's in Oxford, printed in Oxford; which I mentioned before: being a notable abbridgement of Talaeus, making it most plain, and far more easy to be learned of Scholars, 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 book, which (as I take it) is yet very little known in Schools, thought it have been forth sundry years, set forth for the use of Schools; and the use and benefit will be found to be far above all that ever hath been written of the same. Finally, Brasbridges' questions on Tully's offices. for answering the questions of Tully's Offices, M. Brasbridge his questions thereof, are as short and perspicuous as any of the former. Spoud. Sir, I have not (in truth) so much as ever heard of either of those books: as neither of any almost of those singular helps which you mentioned for Poetry; by which apt Scholars cannot choose but become excellent Poets. Phil. Thereby may appear what a general want here is amongst us; General want in the ignorance of the best helps. when God hath given so many worthy helps, whereby we and our Scholars may attain so readily the excellency of all learning meet for us, and make all our courses so full of all pleasant and alluring contentment, and yet we shall neglect to inquire after them. CHAP. XVII. Of Grammatical oppositions, how to dispute schollarlike of any Grammar question in good Latin. Spoud. IT seemeth to be very evident, that by these means they may be able to answer any necessary question, meet for them; but for those schollarlike oppositions in Grammar questions, I hear you to say nothing, although it cannot but be a marvelous profitable exercise. Phil. It is indeed a profitable exercise: and I find that it may be very easily attained thus; 1. About that time when they begin to read Virgil or before, Two to dispute each day instead of their Theme or Verses. as they are able, when they begin to make Themes, two of them may be appointed, instead of their Theme, or Verses to be made for that morning's exercise, to dispute every day by course. The manner of it thus: Let them take M. Stockwoods' disputations, 1. To follow M. Stockwood and to use his very words. to direct them. And first for their greater ease and encouragement, 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 leaf 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 uttering; unless they can meditate to do it more shortly of themselves. 2. After this when they have thus gone over the book or the greatest part of it, 2. After to take only the substance of his disputations, & go through a whole question at a time. which they may do 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 observing as much as may be▪ M. Stockwoods phrase, his order and witty conceits, which he useth both in objecting and answering. For their better understanding of their disputations, Help for the understanding of the disputations amongst the enterers. do as in their Themes: use at their entrance, to read them over unto them: show them the plain meaning of every thing; and by examining the sum of it all, first in English after in Latin, cause them to understand so much as time will permit. What they are not able to utter in Latin, remember to cause them first to utter in English, and then they will easily do it in Latin, as we said. When they have been well exercised in these that they are able thus to dispute with facility, and are acquainted well with Stockwoods' phrase and order; they may have other questions given to handle wholly of themselves, if you will. By these means of continual disputing they shall reap these benefits: Benefits of such scholastical oppositions. 1. They shall be much helped for the perfect understanding, and answering of any difficult Grammar question, as was said before. 2. They shall be very much furthered for delivering their minds easily in Latin. 3. They shall be notably fitted for disputations in the University, or any like opposition, mooting, or pleading in the Inns of Court. 4. It shall bring audacity, help, gesture, pronunciation, memory, and much provoke them to an ingenuous e●ulation and contention. Spoud. But I have seen in a school, where the scholars have been able to dispute ex tempore of any ordinary moral question, which you should propound unto them: which me thought did exceedingly grace them, and was a very rare commendation unto the school. Phil. Though I do grant with you that this deserved very great praise; Disputations of Moral Philosophy belong rather to the University. yet this seems to me rather to belong to the Universities, then to the Grammar schools. For I take it not only meet, but also most equal and necessary, that every place have their own Privileges reserved unto them; and that one in no case should encroach upon another. Above all, The privileges & prerogatives of the Universities by all means to be preserved. that there be a chief regard of the Universities, as unto which the Grammar schools are ordained principally, for training up young scholars to furnish them; and that they have all their honours and prerogatives, reserved most carefully unto them. Of which sort these disputations in Logic and other Philosophy are. ☜ Notwithstanding I shall show you my judgement, How these may be done and how far. how this may be performed also; and as I take it in the most easy manner, and most surely, so far as it may be. 1. I would have my scholar well practised in these Grammatical disputations, 1. By practice in the Grammatical disputations. to have phrase & order of disputation in readiness, and to keep themselves within the compass of that kind of reasoning; leaving logical and strict concluding by Syllogisms, unto the University. 2. To have read over Tully's Offices, 2. To be acquainted with Tully's Offices and the questions of it. with understanding; which by the help of Master Brasbridges questions, and the Grammatical translations they may the more speedily by far. 3. To choose out of the easiest of those questions, 3. To oppose of some of those questions instead of the Grammatical. and to appoint the scholars instead of their disputations in Grammar: when they have gone through those, then to reply and answer an argument or two upon some of these questions daily. It were worthy the labour of some ingenuous and good Latinist, Some of Tully's Offices questions handled after the manner of M. Stockw▪ Grammatical disputations worthy the labour. as M. Stockwood, to handle some of the questions of Tully's Offices after the manner of his Grammatical disputations, to fit scholars the more for such witty and pleasant disputations, against that they should come to the University. But I speak this as the rest under better judgement, and so far as these may be meet for the Grammar schools. 4. For inventing reasons to reply, 4. How to invent reasons by the help of the places of Invention. it may soon be performed, by the dullest capacity, according to the manner of inventing reasons for Themes or verses, following the chief heads of reasoning. If the replier do but only meditate what can be said against the question or position, from some one of those chief places of reasoning, discoursed in his mind in order; having the places ever in fresh memory (as I showed before) by the practice of the Art of Meditation, or the like: For then if one place will not presently afford meet matter, another will. And commonly, the places from Causes, Effects, Contraries, Examples, Testimonies, are most pregnant to bring reasons to our mind. Moreover, ☞ to help to answer the subtleties or fallacies; besides the perfect understanding of the question, Helps for the answerer. and the matter of it, by reading or meditating of it diligently, the wise observing by the aunswerer from what place of reasoning the argument seems to be taken, will usually answer the reason. For, the most ordinary fallacies or deceits in reasoning, are from a bare show of Causes, Effects, Contraries, Testimonies, and the rest, mistaken or misalledged; yet urged as if they were true Causes Effects etc. when they are but feigned or bare shows: Or else in wrangling 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 Invention, ☞ all scholars who come to any ripeness, All the chief scholars are necessarily to be acquainted with the heads of Invention. are necessarily to be acquainted with them, as was touched before. These will ever stand them instead for making of all Epistles Themes, Verses, Declamations, Oppositions. Also to help them to resolve whatsoever they read or hear in any continued speech; For Inventing, Resolving, Remembering. and to remember it, by gathering all the matter unto the several heads of Invention. Thus to be able to remember, and confute a Position, or an Oration, ex tempore, with much admiration. Without these helps they shall never be able to do these things; or at least not with that facility, and in so commendable a manner, though they have otherwise very singular gifts, of nature and learning. But above all, Continual exercise all in all. as in all other exercises so in this chiefly, continual practice of disputing is all in all; when once you have directed them how to attain good order, or method, phrase, and matter. If you desire any more, Goclenius Problems. concerning the difficult questions of Grammar, read Goclenius his Problems in the end of his Observations of the Latin tongue. Spoud. I much approve of all that you have said in this matter; and principally that the Universities should be honoured by all means▪ and their dignities reserved inviolable; yet give me leave to tell you of one thing, which here may seem to be blameworthy, Ob. That this may seem to make them truants to dispute out of the words of the book. which is this: That you would have your enterers into this kind of opposing, to bring the whole disputations of M. Stockw▪ to dispute in his very words; this may help to make them truants, to trust only to their books and memory, and not to stir up their own wits and inventions. Phil. Nothing less: for you see how after that they have been exercised this way for a time, than I would have them to try their own wits & inventions also; first abbridging their Author, Necessity of being well acquainted with the best examples. then bringing their own: But▪ for following this course, both experience and reason do show it to be the surest; as in all other learning, so in this (like as we observed in general before) to let them have first the most excellent patterns, & never to rest until they have the very patterns in their heads, and as it were ever before their eyes; for than they will be able to go forwards of themselves with delight & commendations. The evils of in forcing scholars to exercises, whereof they are not acquainted with the examples first. Whereas, otherwise to enforce them by fear, to undertake such exercises, wherewith they are not acquainted, nor see the reason of them, it is a matter of over great rigour▪ that I say no more of it, & which must needs work a marvelous distaste in the scholar, as I have noted. Besides, to cause such young ones to dispute without hearing or seeing such precedents, is all one, as to teach them to write only by precepts or some direction without copy. For even as therein they shall both write very il favouredly if any thing at all, and learn so bad a hand, as they shall be much troubled to forget, which they must do 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 shall get barbarous phrase, to make them to be scorned, and which they shall hardly forget again. But of the otherside, Benefits of the contrary; viz of having the best patterns. they being trained up thus, shall make not only the matter of their learned Author their own, but also his phrase; and be so furnished, that any man will take delight to hear them. And that which I say of this, the same I affirm of all excellent patterns, whether for making Themes, Verses or whatsoever; that the more absolute their Precedents are, and the more cunning they are in them, the more singular they shall undoubtedly prove. This is the very main reason, why all would have the children to learn each Author so perfectly, as to say every word without book, as much as is possible, that the very phrase and matter of their Author may be their own to use perpetually. To conclude this point, Trial by experience. trial and experience may teach us. Let two children be taken, one of a more pregnant and sharp wit, the other of a slower and duller capacity: cause him of the sharp wit, to do all only by precept and his own Invention in making Epistles, Themes, Verses, disputing; but let the other of the duller capacity be trained up, not only by precept and his own invention; but principally by being kept strictly to imitate the most excellent patterns in all things: then make the trial, whether he of the duller wit shall not express the sharpness, learning, gravity, of the most learned and wise men, with certain assurance to justify what he hath done: whereas in the other; shall be found by a learned and a judicious examiner, nothing but froth, childishness and uncertainty, in the greatest overweening of wit and learning; and whether the duller and harder wit shall not do it with far less labour. Sp. I must needs yield unto that which you say, Following constantly 〈◊〉 excellent patterns doth 〈…〉 every calling. for that evidence of truth which cannot be gainsaid. For this indeed all men do see by common experience, that in all trades and sciences, they who get themselves most excellent patterns to follow, and are the curiousest in expressing them most lively, are ever found the most excellent workmen. And therefore I do content myself, as fully answered, entreating that we may still proceed. CHAP. XVIII. Of pronouncing naturally and sweetly without vain affectation. Phil. WHat will you that we come unto next? Take it that we have gone through the most things, which concern our function for teaching the Latin tongue. Spoud. There remain yet two other matters, and those of no less difficulty nor weight then most of the former; and without which, yet schools do lack their principal ornaments, as I suppose: the one of them is pronouncing sweetly, the other speaking Latin purely and readily. Phil. These 2. are▪ indeed worthy of our best thoughts. The first of them, The excellency of Pronunciation. that is, Pronunciation, being that which either makes or mars the most excellent speech. For all speeches are usually esteemed even as they are uttered or pronounced; the finest scholar without this is accounted no body: and a mean scholar having attained this faculty, is ordinarily reputed and commended above the best. Whereupon you know how that famous Greek Orator, when he was asked, what was the chief grace or excellency in Rhetoric, what was the second and third; he still answered, To pronounce well. The necessity and estimation of being able to speak Latin readily and purely. And for the second, that is, speaking of Latin, as in examinations and disputations, so in all other things, there would be a perpetual use of it amongst all Grammar scholars of any years. To the end, to fit them to answer any learned man in Latin, or to dispute ex tempore: also to train them up to be able to speak purely when they come in the Universities; as in some Colleges they are only to speak Latin: or to fit them, if they shall go beyond these as, as Gentlemen who go to travel, Factors for Merchants, and the like. The readiness in which faculty if it be in a good phrase, how much it graceth a child in University, City, or Country, we all of us know. Spoud. Sir, you have spoken very truly of these: therefore let us come unto them in order, I entreat you; and first unto pronunciation. Pronunciation ordinarily hard to be attained in Schools. This I have found passing hard to acquaint my scholars withal, to bring them to any ripeness or commendable faculty, but still they will speak as a boy who is saying his lesson; though I have both directed them how to pronounce, uttering the sentences oft before them, and have very much called upon them for the same. Phil. To bring your scholars unto this sweetness of pronunciation, How scholars may be brought to pronounce sweetly. this is the plainest and surest way, so far forth as yet I can find: 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 scholar from the very first entrance, 1. Children to be trained up to pronounce right from the first entrance. to pronounce every lesson and each word audibly, leisurely, and distinctly, ever sounding out the last letter. 2. To pronounce every matter according to the nature of it, ☞ so much as you can; To utter every matter, according to the nature of it. chiefly where persons or other things are ●ained to speak. As for example: In the Confabulatiunculae pueriles, Cause them to utter every dialogue lively, as if they themselves were the persons which did speak in that dialogue, & so in every other speech, to imagine themselves to have occasion to utter the very same things. 3. What they cannot utter well in Latin, ☞ cause them first to do it naturally and lively in English, What they can not utter in Latin, to learn to do it in English, then after the same manner in Latin. and show them yourself the absurdness of their pronunciation, by pronouncing foolishly or childishly, as they do: and then pronounce it rightly, and naturally before them likewise, that they may perceive the difference to be ashamed of the one, and take a delight in the other. So cause them to do it after you, until that they can do it in good sort, tuning their voices sweetly. When they can do it in English, then cause them to do it just in the same manner in Latin; and thus they will undoubtedly come unto it very easily. 4 Also cause sundry of them to pronounce thus the very same sentence; 4 To cause sundry to pronounce the very same sentence in emulation. disgracing the speech of those who pronounce absurdly, by imitation of it, and gracing as much the speech of those who do it most naturally and pleasantly: propounding such as patterns and marks to all their fellows, for all to emulate and imitate them; as I have advised generally. 5 Cause them to do the like in Corderius, 5 In all Authors wherein persons are feigned to speak to be careful for this. Esop's Fables, or Terence as they did in Confabulatiunculae. For Esop's Fables, we have showed before the manner, for making a report of each Fable, first in English, after in Latin, and the benefit thereof. So after when they shall come to Virgil's Eclogues, ☜ cause them yet still more lively, in saying without book, to express the affections and persons of shepherds; or whose speech soever else, which they are to imitate. Of which sort are the Prosopopeyes of jupiter, Apollo, and others in Ovid's Metamorphosis, juno, Neptune, Aeolus, Aeneas, Venus, Dido, etc. Virgil's Aeneids. So in all Poetry, Poetry to be pronounced as prose, except in scanning. for the pronunciation, it is to be uttered as prose; observing distinctions and the nature of the matter; not to be tuned foolishly or childishly after the manner of scanning a Verse as the use of some is. Only to tune it so in scanning, or getting it without book, unless you would have them to pronounce some special book, for getting authorities for quantities; or others, only to that same purpose. 6 To help hereunto yet more, 6 Further helps as they proceed. Practise of oft pronouncing 〈◊〉 e●ically, some special examples in T●l●us. and that they may do every thing according to the very nature; acquaint them to pronounce some special examples, set down in Talaeus Rhetoric as pathetically as they can: as examples of Ironies, Exclamations, Revocations, Prosopopeyes, and those which are in his rules of pronouncing. Let them also be taught carefully, in what word the Emphasis lieth; To mark in each sentence in what word the Emphasis is. and therefore which is to be elevated in the pronunciation. As namely those words in which the chief Trope or Figure is. Thus let them take special pains to pronounce Themes or Declamations, ☞ striving who shall do best: Butlars Rhet. li. 2. cap. 2. de voce in singulis verbis. Care in pronouncing all exercises. and in all their oppositions to dispute, as if ex animo in good earnest, with all contention and vehemency. Finally, the practice of pronouncing emphatically, of some of Tully's Orations, which are most flowing in these Figures of sentences (especially in Exclamations, The curious pronouncing some of Tully's Orations or the like. Prosopopeis, Apostrophees, and the like: as some against Catiline) must needs much acquaint them with great variety of pronunciation, to be fitted for all sorts. For more exquisite knowledge and practice hereof, More exquisite knowledge hereof left to the Universities Butleri Rhet. lib. 2. de promont. I leave it to the Universities, which are to perfect all those faculties which are but begun in the Grammar Schools; and do refer you for precepts, to the second book of Talaeus Rhetoric de pronunciatione: or rather of Master Butlars Rhetoric, as I said before. CHAP. XIX. Of speaking Latin purely and readily. Spoud. I Pray you Sir, go on to the last point: in this which you have said for the manner of pronunciation, I have heard nothing which I can justly except against, it doth all sound so pleasing and likely in mine ear. When I have more trial, I shall be able to say more. In the mean time let me crave the like, for the manner of learning to speak Latin. If you can show me so plain a way of it, as this seemeth to be, surely you shall make me much more to rejoice. For of this I may complain yet more, Complaint of the trouble and difficulty to train up scholars to speak Latin. then of most of the rest; that though I have laboured and striven by Ferula, and all means of severity, yet I have not been able to make my Scholars to utter their minds in any tolerable manner, of ordinary things, but in very barbarous phrase, nor so much as to put it in practice amongst themselves; much less to utter their minds in Latin easily, purely, and freely as it were to be wished, and as you have showed the necessity and commendation thereof. Phil. I myself have had long experience of the truth and grief of this complaint likewise, though I also have done what I could continually: and yet of late time I grow to this certain assurance, that Scholars may be brought to talk of any ordinary matter which can be required of them, both in good Latin, and also most readily and easily. Herein hath been a great part of my error and hindrance, The general error for the time when scholars are to begin to speak Latin. that I ever thought as most do, that children were not to be exercised to speak Latin, for fear of Barbarism, until they came into the highest forms; as at least until they were in the third, fourth, or fifth forms: and hereupon I could never attain to that which I desired. But now I find evidently, To learn to speak Latin, must be begun from the first entrance into construction. 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 train them up in speaking of Latin of ordinary matters: As Confabulatiunculae Pueriles, Corderius, and other like Colloquiums. And therefore they should then begin to practice to use those phrases which there they learn. Also for the Grammar, I see no reason but it might have been all as well set down in the English, like as the Accedence is, and learned in one half of the time, & with much more delight; but only or chiefly to train up scholars to deliver 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 books, the right foundation of speaking Latin familiarly should be laid; and the practice begun; and that indeed there is a general mistaking about this: but I desire you to set down the whole course and proceeding in it, how to bring it to perfection; and then I shall be much better able to judge. Phil. For the manner of effecting it, ☞ I find it to be most easy thus: The surest course for entering young scholars to speak Latin. 1 Examining and answering every piece of a rule or sentence in Latin, to make them their own. So in their Authors. 1 You must remember that which I said, concerning the manner of the examining both of their Grammar rules and Lectures; to pose every piece of a rule, and every part of a sentence both in English and Latin, as leisure will permit; and to cause them to answer both in English and Latin, until they be able to understand and answer in Latin alone. And so both examining in the words of their Authors, and causing them to answer likewise in the very same words of the Authors, they will enter into it with great delight. For the particular manner. I refer you to the Chapter of examining in Latin, which I showed you before at large, and set down examples of it. 2 What they are not able to utter in Latin, 2 To utter before them what they cannot. How the Master himself may do it easily before them. utter you it ever before them; that as the child learneth of the mother or of the nurse, to begin to speak, so they may of you and of their Author. If you were not able so to utter every thing before them, as very many are to seek this way, amongst others (I mean in this, to speak in Latin easily and purely, even in ordinary matters); 3 The daily practice of Grammatical translations; chiefly reading books of Dialogues out of English into Latin, which is nothing but such talking. yet this continual practice of daily examining and teaching your scholars to answer out of the words of the Author (as the manner was set down before) and watchfulness to use to speak Latin, only amongst all whom you would have to learn it, shall bring you unto it; and much more by the means following. 3 I do find the daily practice also of those Grammatical translations, which I have so oft mentioned in reading the Latin of the Author out of the translation, to be a marvelous help hereunto; especially the reading of books of Dialogues: as of Confabulatiunculae pueriles, Corderius, etc. For if there they can presently express their minds in Latin, of any such matter as is there handled; why shall they not be able to do it likewise, of any such thing falling into their common talk. 4 As they learn these Dialogues, ☜ when they have construed and parsed, 4 To talk together in the words of the Dialogues, each sentence first in English, than Latin. cause them to talk together; uttering every sentence pathetically one to another (as was showed in our former speech of pronouncing) and first to utter every sentence in English, as need is, then in Latin. So you shall be sure that they shall not go by rote (as we term it) and as they may do soon, if they only repeat the Latin so talking together. And moreover, ever thus with the English, the Latin will easily come to their remembrance, so often as they have occasion to use the same. 5 The practice mentioned of turning every morning a piece of their Accedence into Latin, 5 Translating and uttering every morning a piece of their Accedence in Latin. for their exercise, shall much prepare them to purse and speak in Latin. 6 Accustom them to purse wholly in Latin, by that time that they have been a year or two at the most, in construction, 6 Custom to purse wholly in Latin, and how to do it. and are well acquainted with the manner of parsidg in English, as we advised before. This they will do very readily, if you train them up well in their Accedence, and in the former kinds of examining and exercises, which I spoke of even now; and more specially by the right & continual apposing of their Grammar rules in Latin. Moreover, the Dialogues in the end of the first book of Corderius Dialogues, Corderius lib. ●. Colloq. 69 70. 71. 72. 73. 74. 75. will much further them in this parsing, because they are principally written to this purpose; as all his four books are very sweet and pleasant for all ordinary scholars talk. 7 Next unto these I find the daily practice of disputing or opposing in Latin (following the order, 7 Daily practice of disputing. and using the help of M. Stockwood) to be marvelously profitable, for witty and sweet speech. 8 Unto these you may add the practice of varying of a phrase, 8 Practice of varying a phrase into diue●s ●oimes. according to the manner of Erasmus, Rivius, or Macropedius, de copia verborum: as the ways of varying the first Supine, of the Imperative mood, the future tense, the Superlative degree, and the like. But these only as leisure will suffer not hindering the most necessary exercises. 9 So also for copy of the purest phrases and Synonimaes, 9 Copy of Synonimaes, & the ●urest phrases, & how to get them. This noted before. besides the daily helps of all their Authors, Manutius or Master Draxe his phrases, to see how many ways they can utter any thing in good phrase; and so to turn to any phrase when they have occasion. And more specially for that practice of the reading them ou● of the Grammatical Translations in propriety (as was showed before of the Dialogues) any shall find to be most easy, to furnish with store of the purest phrase for any purpose. 10 Besides, ☞ for the Master to use oft, at taking or saying Lectures or exercises, 10 Exercising the scholars oft to give variety for every difficult matter. or at their pronouncing or showing exercises, to cause them to give variety for anything; who is able to give a better word or phrase, or to give the greatest copy to express their minds, and where they have read the words or phrase. 11 Where none can give a fit word, 11 Holyokes Dictionary, describing things by Periphrasis or circumlocution. there to turn 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 have copy of proper words, besides all other helps spoken of, 12 To give dai●y certain proper words, and where they have read them. it were not unprofitable to have daily some few words to be repeated first in the morning; as out of Adrianus ●unius his Nomenclator; or out of the Latin Primitives, or the Greek Radices; the use whereof I shall show hereafter: and ever for those words which they have learned (any one who can soon) to name where they have learned them. Thus by all means they should be furnished with propriety and copy of the best words; which is a wonderful help to all kind of learning, especially to the knowledge of the tongues. 13 To all these may be added for them who have leisure enough the reading over and over of Erasmus Colloquium, 13 Reading over Erasmus Colloquium. Castalions Dialogues, or the like. 14 Lastly when you have laid a sound foundation that they may be sure to have warrantable and pure phrase, 14 Continual practice, when they have learned a pure phrase. by these means or the best of them, and all other their school exercises; then continual practice of speaking shall undoubtedly accomplish your desire to cause them to speak truly, purely, properly, and readily; Practise 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 practised cannot but effect marvelous much, and very surely; chiefly if we could bring them to speak Latin continually, from that time that they begin to purse in Latin: Difficulty to cause scholars to practice speaking Latin amongst themselves. but this I have had too much experience of, that without great severity they will not be brought unto: but they will speak English, and one will wink at another, if they be out of the Masters hearing. Phil. It is indeed exceeding hard, to cause this to be practised constantly amongst scholars. That is a usual custom in Schools to appoint Custodes, ☜ or Asini (as they are termed in some places) to observe and catch them who speak English in each form, Inconveniences of Custode●. or whom they see idle, to give them the Ferula, and to make them Custodes if they cannot answer a question which they ask. But I have observed so much inconvenience 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 work, for hearkening to hear others to speak English. Also there falleth our amongst them oft-times so much wrangling about the questions, or defending themselves, that they did not speak English, or were not idle, that all the whole form is troubled. So likewise when the Custodes are called for, before breaking up at dinner and at night, there will be so much contention amongst them, as is a disquieting and trouble to the Master. Moreover, this I have observed, that ever if there be any one simple in a form 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 answer: and to this end will be always watching them; whereby many such are not only notably abused, but very much discouraged for being scholars, when they see themselves so baited at by all: some others are made over malipart thereby. Besides all these, ☞ I do not see any great fitness, that one scholar should smite another with the Ferula; Of one scholar smiting 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 more than the benefits can be; chiefly in loss of time, and hindering more in other learning, then can be gotten in that. Spoud. I myself have had experience of most of these inconveniences: but what way will you take then, to cause your scholars to speak Latin continually? Phil. This is the best way that yet I can find, The best means & to avoid the former inconveniences; ☞ First, to appoint the two Seniors in each form (of whom we shall speak after) as to look to all other matters in the form, 1 Seniors of each form to look to the whole. so to this more specially, that none speak English nor barbarous Latin: & if they be found partial or negligent, then to prefer others into their places; besides the other censures to be inflicted upon them which I shall mention to you, when we shall come to speak of punishments; & so to have their due rewards, being found careful. ☞ Secondly, the Masters own eye & ear in the School, 2 The Master's eye and ear. to be continual Custodes so much as may be, ☞ both for Monitors and others. Thirdly, if they do use to purse in Latin (& therefore must needs exercise themselves in that against that time that their Master doth come to hearethem) & secondly, 3 Parsing in Latin. if they be kept in their places, and strictly looked unto for performing all exercises; I do not see but they may be made to speak Latin in the school at schooletimes; neither that they shall have any great occasions of the contrary. Fourthly, 4 Weekly Monitors abroad. for speaking Latin in all other places, it must only be by Monitors appointed weekly, as we shall have occasion to speak more after, and some severely corrected who are found most careless herein. Spoud But if any one alone, ☜ who hath some understanding of Latin, How any one may by himself alone attain to speak Latin of ordinary matters. would learn to speak of familiar matters, to be able to talk with others, what course do you think the speediest? Phil. Even the same which I would use to help a whole School: which if I should take a course for a wager, amongst others, I would use specially, to cause them daily to spend some quarter, or half an hour, each in his order, reading Corderius first out of Latin into English, after out of English into Latin, every one a little piece; where one fails another to help; and the book or Master where all fail: and also the Master to cause them to vary each hard phrase (and chiefly all which are of most common use) so many ways as they can, trying who can do best; himself to add more where they fail. After Corderius gone over, to do the like in other easy Authors, as Terence, or Terentius Christianus, and the like. So I would have the private learner to practise daily the same, reading Corderius first out of Latin into English, by help of the translation; after trying how he can read it out of English into Latin, and ever where he fails, to use the help of the Latin book lying by him. The continual exercise in this, if they labour to be perfect in the examples of Nouns & Verbs, and somewhat in knowing the Rules of the Accedence, as was showed, shall most speedily effect this desire. For thus may any one soon learn to utter all that book: And in it is the substance of most things falling out in ordinary speech. After this, he may do the like in other easy books by the same help of translations. And lastly, practising to translate other books of dialogues (as, Erasmus Colloquium, or the like) and afterwards reading them forth of English into Latin again, any one may come on very fast. Spoud. This stands upon the former grounds. These several points which you have gone through, seem to me very sufficient (and to need no addition) for training up scholars to attain to so good perfection in the Latin tongue. Phil. These are but an entrance, meet for the Grammar schools; but to attain to the perfection of the Latin tongue, for propriety, choice, elegancy, purity, will require much and long reading, and exercise in the Universities. ☞ For further direction thereunto, I refer you to Gocleninius his observations of the Latin tongue: Goclenius his observations for them who seek to come to purity and ripeness in the Latin tongue. whom I take to be worthy the diligent reading of all scholars who are of judgement, and who do desire to come to the purity and ripeness of the Latin. CHAP. XX. How to attain most speedily unto the knowledge of the Greek tongue. Spoud. NOw that we have gone through all the principal points of learning, which belong to the knowledge of the Latin tongue▪ so much as can be required in schools, as far forth as I can conceive or remember for the present; let me (I entreat you) require your like help for the Greek: for I desire now, to be directed in every matter, which may concern our calling and faculty. I do perceive by our former speeches, that you likewise have traveled and found much experience and assurance herein. Phil. Although I am only a learner in the Greek, The Greek may be gotten with far less labour the● the Latin. as in the Latin, and my hope is chiefly for the time to come: yet this I have found by experience, that the Latin once obtained, the Greek may be gotten with far less labour, and everything as certainly, And this also in a little time, so much as it shall be requisite for the Grammar schools. Spoud. Surely sir, One benefit worth all our labour in the Greek. if but that one thing that I saw in the note, may be attained, concerning the tongues, the Greek and Hebrew, I do not see what can be more required for the Grammarschooles: That is; That scholars may be able as they proceed, to read the Greek of the New Testament and the Hebrew of the old, first into Latin, or English exactly, out of the bare text; and after, out of a translation to read them into the text, that is, into their own words again: and also to give the reason of every word, why it must be so, and to be able to proceed thus of themselves in the University. The continual practice hereof, must needs make them worthy Linguists, as was there said, and notable text men. I pra● you therefore let me hear of you, how this may be effected, and I shall think myself sufficiently satisfied for all my travel, though it were but in this one thing alone besides all the former. Phil. Nay rather, To go through the whole course of the Greek. let us go through the whole course still, so far as we can, how the exact knowledge of this famous tongue may be gotten most speedily. For when I do remember the worthy testimony, which our learnedest Schoolmaster doth give, M. Askams' testimony concerning the Greek tongue▪ Schoolmaster p. 17. 2. concerning this Greek tongue, I cannot think any pains overmuch, for the finding out the ready way to the perfect knowledge of it. He in one place having mentioned sundry of the renowned Greek Authors, as Plato, Aristotle, Zenophon, Demosthenes, Isocrates and others, whom he names there (the matchless masters in all manner of learning) adds these words in praise of the Greek tongue, and the learning in it. Now let Italian, saith he, and Latin itself, Spanish, French, Dutch, and English bring forth their learning, and recite their Authors, Cicero only excepted, and one or two more in Latin; they be all patched clouts and rags in comparison of fair woven broad clothes. And truly, saith he, if there be any good in them, it is either learned, borrowed, or stolen from some one of those worthy wits of Athens. Thus far M. Askam. Spoud. This is a high commendation indeed, to be given 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 principal Greek Authors, to desire to hear these peerless Masters to speak in their own tongue. Wherefore, I pray you let us hear from you, how you think that the way may be made so ready unto it. Phil. The way may be most short and easy to him, The way to the Greek the same with the Latin. who is acquainted with the manner of getting the Latin tongue, so as hath been mentioned; because it is the very same with it in effect. 1. If your scholars who are to enter into it, Getting first the chief rules. be such as have time enough before them; let them get the Grammar very perfectly, ☜ especially all the chief rules, by continual saying and poasing, as in the Latin. Most exceptions or Anomalies may be learned after, or turned unto presently, as they learn their Authors. Because Rectum is Index sui, & obliqui. And knowing the rule perfectly, they will soon know the reason of the change. More specially, To be very perfect in Nouns and Verbs. make them very perfect in declining Nouns & Verbs, and giving all the Terminations of them: I mean the several Terminations of each declension, ☞ and every case in them; Terminating Nouns. and so likewise the Terminanations of every Conjugation, and each Tense therein. In the conjugations, Coniugating & terminating Verbs. to give the first person of every Mood and Tense, in each voice together (whereby they are the soon learned, To give the first person in every Mood & Tense in each voice together. one directing another) and also to be able to run the Terminations as in the Latin. For example, in the first Declension. The terminations of the Declension are 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 and 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉. Terminations of the cases are 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉, etc. So declining the example. 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉. So in the rest: The Terminations gotten first perfectly, the words are declined presently, as I said. In the Verbs also, besides the Terminations, to use to give the first Persons together in every voice. Only let them be perfect in the Active voice, giving all the first persons in order; then the Passive and middle voice by comparing them to the Active: As Indicat●vus presence, 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 verbero, 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉. Imperfectum, 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 verberabam, 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉. Futurum pr●us, 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 verber●bo 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉. So the Terminations of them, if you will: As 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉, etc. 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 find they will be learned not only very soon and surely this way, but also most profitably for use. After these to be perfect in Pronowns, To be very perfect in Pronowns, adverbs, Conjunctions, Prepositions. Adverbs, Conjunctions, and Prepositions; giving (if you will) Latin to Greek, and Greek to Latin, as I showed before in the Latin. Because then all the labour is with the Nouns and Verbs only. If your scholars who begin Greek, How scholars of understanding & judgement, may take yet a shorter course. be of good years and judgement; it may suffice to have them perfect in the examples of the Nouns and Verbs, and some few principal rules, in such sort as I have showed: and to be well acquainted with the order of the Grammar, by showing how and where every part of it stands; that so they may learn the Rules or the meaning of them, by turning to them; as they shall have occasion in every lecture. Spoud. But what Grammar would you have them to use? Phil. Master Camden's Grammar, ☜ notwithstanding the faults in the print (as indeed there are very many; which thing would be carefully amended in all our school 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 Latin Grammar, for the order of it. Whereby scholars well acquainted with our common Grammar, will be much helped both for speedy understanding and learning it. Also the words of art set down in it in Greek, as well as Latin, will be a great help for reading Commentaries in Greek: as upon hesiod, and Homer. To the end to make that Grammar most plain, To make it plai●e: Grammatica Graecapro Schola Argentinensi per Theophilum Golium. and to supply and help whatsoever is defective; I take it, that the Strasburge Greek Grammar, set forth lately by Golius (which seems to me to have been made in an imitation of Camden) may be as a good Commentary, though the order be not ever directly kept: The first part of it serving for a brief sum of the Etymology, the second for an exposition at large. Spoud. But with what Author would you begin, to enter them into Construction? Phil. I hold the Greek Testament to be most fit; ☞ and that for these reasons: To begin Construction with the Greek Testament. Reasons. 1. Because, 1. For the familiarness of it. that through the familiarness of the matter, (in that children are so well acquainted with it, by daily hearing or reading of it) the Greek thereof which is easy of itself, will be made yet far more easy to the learner; for that the matter will bring the words, as I have oft said. 2. Because all scholars who can have means to come to any knowledge of the Greek, 2. Because that book with the Hebrew of the old Testament are the Books of books. Being only written by the Lord. Having life in the●. should endeavour above all other Authors, to be well acquainted with this. First, for that this book together with the Hebrew of the Old Testament were written by the Lord himself; not only the matter, but also even the very words of them. Secondly, for that eternal life is only in these books, being truly understood and believed. So that we may rightly term these the Bible, or Book of books; because all other books are but as servants unto these, and all other are nothing without these, for any true good, but only to condemnation by leaving men more without excuse. Yea, All who may, are to labour to see with their own eyes, and why. every one who can have opportunity, should labour to see with his own eyes, for the fullness of his assurance, rather than to rest on others. And much more because there are so many and such malicious slanders against all our translations; as that those shameless calumniations have been a principal means to turn many thousand souls, after Satan and Antichrist, by causing them to reject the sacred Scriptures utterly, to their endless perdition, and have been enough to shake the faith of Gods Elect. Under this very pretence of false translations, ☜ and obscurity of the Scriptures, hath Antichrist principally holden up his kingdom; keeping all in palpable ignorance to be drawn to dumb Idols, to murder Princes, to lying and all abominations which himself listeth. And therefore in these respects it were to be wished, that all scholars who have any leisure, and may come to these studies of Greek and Hebrew (especially they who purpose in time to become teachers of others) would do ☜ their endeavours to be as perfect in these two books, To strive to have these books as familiarly as the jews had the Hebrew. and to have them as familiarly as ever the ancient jews had the Hebrew. This cunning in the Text should make them to speak as the words of God indeed, with facility, authority, and power. Those also, ☜ who have but a little time to bestow in the Greek, If any purpose to have but a smattering in the Greek, to have it here, and why. would bestow it here, for the former reasons; and because they may have good occasion & help to increase in this continually, by the daily use which they have of the scriptures: whereas they, having but a smattering insom other Greek Authors, and contenting themselves therewith, do come in a short time utterly to forget all; and so all that labour which was taken therein, is altogether lost. If any do prefer some other Greek Author, ☜ for the sweetness and purity of the Greek, The Testament compared to other Greek w●●ters. and so will spend their little time ●o that; Luke is inferior to none therein, by the judgement of the learned. If they look to the excellency of all wisdom, what light is there to the light of the Sun? Also, for them who have a desire to travel further, This is a notable entrance to read all other Greek Authors amongst all the famous Greek writers, for the surpassing human wisdom to be found therein; this book once perfectly known, will make the passage through all of them both very direct and plain, and also full of all delight and contentment, & to read all other Authors without any danger. In the Greek Testament, ☞ to begin at the Gospel of john as being most easy; In the Testament to begin at the Gospel of john. and next unto that to go through the Gospel of Luke, if you please. In which two Evangelists most of the history of the Gospel is contained: that by them the Evangelists may be soon run through; And also the Acts: Then all the Epistles may be read with speed. Spoud. I cannot but allow and like of all these things; and principally of reading the Greek Testament in the first place, making it the entrance, and another foundation to all the Greek studies. But if that could be brought to pass, How scholars may be made most perfect in the Greek Testament. that scholars, as they proceeded herein, might grow as perfect in the Greek Testament, as it is said of the learned jews, that they were in the books of the Old Testament; what a blessing might it be to the Church of God, and what a happiness to all posterity? Phil. Surely, I am fully persuaded of it, that very much may be done in it; and after also, in the Hebrew of the Old, to come near unto them: except that, that was their native language. This persuasion I ground, partly from that little experience which I have had in mine own trial; yet sufficient to confirm me by proportion. More specially, by that which is well known in a worthy school in London, (to which I acknowledge myself much beholden for that which I have seen in this behalf, and some other) where some of the scholars have been able in very good sort to c●strue and resolve the Greek Testam. out of the Latin into Greek, wheresoever you would set them, and to go very near to tell you, where they had read any special word or phrase in it, to turn to them. And lastly, for the evident reasons thereof, and the agreement of it with some former courses in the Latin, whereof I have a full assurance. Spoud. I pray you show me the means how. Phil. The means are these, ☞ most easy & plain, for every one to teach who hath any Greek, Means particularly. and for others to learn: 1. That they have so much knowledge in the Grammar, as I showed chiefly in Nouns and Verbs. 2 Besides the Greek Testament, I would have every one to have his English Testament, or Latin, or both; and ever in their entrance before they learn a lesson, to have read it over in the translation, and to be able either to say it without book, or make a report of it in English or Latin: but better to say it without book, even in the English; which with a little reading over, especially before bed time, those who are of good memories will get quickly. This same done with understanding, will exceedingly bring the Greek with it: beside, that thus they shall have much opportunity and furtherance, to get the English text almost by heart, as we term it. 3. In reading a Lecture to them, ever tell them what example each Noun and Verb is like unto, and for Pronouns, adverbs, and the like: if they be not perfect in Grammar, tell them in a word, or point them where they are in the Grammar; just after the manner as in the Latin. 4 Show them carefully all the hard words, & those which they have not learned; and for those which you think they cannot remember otherwise, or wherein there is need of special labour, cause every one to write them in a little paper book, made for that purpose, with sundry columns 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 pains in those, & to run oft over them: and so ever to see after where they have had those words before. And thereby also to account how many new words they have in every Lecture: for all the rest learned before in any place or which are very easy, are not to be accounted for any new words. Thus shall you provoke and encourage them to more pains▪ when they have not over five or six new words in a dozen or twenty Verses, and in time happily not two in a Chapter. So that they will have the most of the hard words in a short time, and be able easily to proceed of themselves, without any reading, through these & other helps following. 5 When they learn to construe, let them do it by the help of the translation; observing wherein the translation seems to differ from the words of the Greek, and marking the reason thereof; and after to try of themselves how they can construe, looking only upon the translation, beating the Greek out of it, as formerly they did the Latin. Those who are of any aptness, will do it presently. And thus by practice, every day going a piece, and oft reading over and over, they will grow very much, to your great joy. Spoud. But give me leave to ask of you two or three doubts. 1 Why you would have them to write down their hard words in a book: 1 Why to have the hard words written down. will not making some marks at the words serve as in their Latin Authors, according to the general observation? Phil. This was observed before, as I remember to mark their hard words either in their books, or setting them down in a paper. But here I think it to be better, thus to write down the principal; First, because scholars now will be careful to keep their Greek Testaments fair from blotting or scrawling, although a book were well bestowed to make them perfect in it, though it were never so marked. Secondly, because when they are fit to read Greek, they have commonly good discretion to keep their notes, and to make use of them; going oft over them. Spoud. But might there not be some other means for the getting of the hard words aforehand? for this must needs be some labour, and ask 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 only special difficulties to be observed. The manner of it is thus: That whereas there is nothing in getting any tongue, but to get words, ☞ and Grammar for framing and setting those words together, and afterwards practice; I hold it to be far the speediest course, The speediest way, to get the Greek Ra●ices first. to have the scholars to have learned the Greek Radices or Primitive words, before that they go to construction; or at least to be well acquainted with them. This course some famous Grecians have taken: How it may be done easily, without loss of time. we may do it most easily, and without any loss of time, or very little, if any; as I have made trial: First, having gathered the Greek Radices out of Scapula, after the manner of that abbridgement, called voces primogeniae, I have heretofore caused such as I have thought fit, to write it out, and to bring me a side (or so much as I thought good) every morning at my entrance into the School, or presently after; and so have used to examine those words amongst them all, once or twice over, and where they have learned the principal Latin words. (Of late I have seen the Greek Nomenclaton used, not without fruit; though it be unperfectly gathered.) The manner of getting the words may be most easy, thus: Manner of learning them. Having these in this manner with the English adjoined: if you would make trial herein; when you have examined a side, read them over as much more against the next day; reading first the English word, than the Latin, and Greek last: showing them some help how to remember, by comparing the Greek with the Latin, or English; and so the English will bring the Latin to remembrance, and both of them the Greek. And in examining them, Manner of examining them for speed and memory. to ask them the English word; and to cause them to give both Latin and Greek together, both backward and forward again. As, posing thus: How say you, I love? He answereth, Amo, 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉, amo, I love: so they will be perfect each way. Thus within the space of a twelve month they may go through the whole; spending not much above a quarter of an hour in a day or half an hour at most of school time. Those who are diligent may get them in good sort, only (as I have oft admonished) making some little pricks or marks at the hardest to run oft over them: and when they have once gone over them, you may cause them to bring you a leaf at a time, or more; as those who are apt will do readily. By this means, besides that they shall learn very many Latin words, Benefit hereof. chiefly most of the Primitives to further them greatly in the Latin, and to countervail all the time and labour bestowed in them: they may also, when they come to construction, either have every Radix in their head, or turn to it with a wet finger, and make it perfect in an instant; and thereby have such a light to all other words coming of these, as presently by them, to conceive of and remember any word. And thus by them and their readiness in the Grammar, to go on in reading by the helps mentioned, faster than you would imagine. For having these Radices perfect, Having Scapula in the school to run to, they shall presently have any thing. they will conceive presently by a little observing, of what root every word cometh, and guess near at the significations of them. Spoud. But how shall I teach my forms which have not learned the Greek Grammar, to read these Radices? Phil. Nothing more easily: ☞ for I find by experience that they will learn that presently, How children may soon learn to read the Greek before they learn the Greek Grammar. by knowing but the value and power of the Greek letters; I mean what every letter signifieth, or soundeth in the Latin: and so calling them by their names, as A. b. g. d. or giving them their sounds. Although if you will, the names of the Greek characters are soon learned: but that former course, with continual reading over to them before hand, so much as you would have them to learn at once, will sufficiently effect it, until they learn the Grammar. In learning these Radices, In learning the Radices to observe right pronunciation for accents and spirits. call upon them oft to mark carefully the accents of each word, with the spirits: for that will further them exceedingly to accent right, when they come to write in Greek, by knowing but the accent of the Primitive word, and a few other rules. Right pronouncing of them, will make both their accents and spirits remembered. By some experience of the fruit of this book, This book laboured in for the common good. for the speedy getting of the Greek▪ I have endeavoured to make it more perfect, by placing so near as I can, First, the most proper significations in the first place; and only one word in each signification, lest the volume should prove overgreat: though (if the volume would bear it) variety under every one, being rightly placed, were the better, to use as need required; and thereby also to help to furnish with copy of Synonimaes. Secondly, by setting down also the English in one proper word, or just as the Latin; only to express it, and without variety: except in some special things which have divers names in our own tongue, not commonly known. Thirdly, setting down also the Articles in the Nouns, at least in all which are hard to distinguish. The Future and Preterperfect tenses of the Verbs may be known by their figurative letters: Anomalyes are set down in the Grammar for most part. I also intent (God willing) to set in the Margin of it all the Hebrew Radices, against every Radix in Greek; at least so many as can be found: which I presume upon good ground will be found a speedy introduction to the Hebrew. Thus young scholars, and all others who are desirous to get the tongues, may make a most easy entrance into them, and go forward with much pleasure in all together: for having these, they shall lack nothing in effect, but some precepts of Grammar, with practice in reading. Spoud. But I would think, these Radices should be very hard to remember. Phil. Not so: for there is such an agreement and harmony, between all the four tongues, Help for committing words to memory. or some of them in many words, as will make the learners to take a delight in them, and much quicken and confirm the memory of the weakest; if it be but by the very sounding of one word like another. Those words 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 soon as they but conceive, the Greek or Hebrew words may come to their mind, or the significations of them. Here must be remembered that Maxim in the Art of Memory, caveat in remembering. that the more we do animate or give life unto the object, or thing whereby we would remember, the more presently will the word which we would remember come to our mind. But yet withal, we must always look to that divine Caveat, that we never help the mind by any filthy object, or whatsoever may any way corrupt it, or offend the Lord: because we must never do the least evil, that we may obtain 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 have more occasion yet after, and how to remember the words. And thus much shortly for remembering the Radices. Yet besides these, The Greek Radices contrived into continued speeches. there might yet be a shorter way for committing all the Radices to memory, or exceedingly helping thereunto; If all the principal of them were contrived into continued speeches, & divided into certain Classes or chief heads; and they translated verbatim into Latin or English, or both: and the translation to be made in a book separate, or in several pages; as in the one page the Greek, in the other over against it the Latin or English, line for line, and so many words in a line: like as is the translation of Theogius, and the other small Poets adjoined, with Sylburgius annotations; that so looking only on the Greek, they might learn first to construe into Latin, and after looking only on the translation they might beat out the Greek (as I showed before in the use of the translations) and only use the help of the Greek text where they could not find it out otherwise. By this means, when they were able to read these both ways, both the Greek into the translation, and the translation into the Greek readily (as they might soon do, by oft reading over, and by understanding the matter of them well) it must needs make all other Greek very easy, being but the same words in effect. This work also is done in part: it perfected and adjoined as a praxis in the end of the Radices, being so framed (as was showed) the one might soon be learned by the help of the other. And finally for this matter of thus getting all the Radices, Strange Latin words. or principal words in the tongues, if all the hard Latin words, and specially whereof they may have use in good Authors, and which they have not learned in their former Authors (as namely in Virgil, or the rest under him, or which were not to be found in his Nomenclator) were set down after all these Radices, in a few leaves in the end, the scholars should be with all furnished for ordinary Latin words. As for such words as are peculiar to some special arts, as to Physic or the like, they are to be studied and learned only of them who apply themselves to those arts. Spoud. Well Sir, to return unto the point again for making your scholars so perfect in the Testament, by help of reading it out of the translation; Learning the Greek out of our translations I would think that it must needs be hard to learn to construe or read it out of our translation, to do it with judgement on sure grounds; because ours so oft do express the sense and force of the words, for the better understanding of the matter, according to the phrase in our own tongue; and not the words particularly. Phil. Indeed it is oft-times the more hard and uncertain: and therefore the Scholar must take the more pains to remember it. But to this purpose, for the exact getting of the Greek Testament, ☞ if there were a perfect verbal Translation, The readiest and surest way by a perfect verbal translation, or the verball●et in the Margin▪ where it differeth from that we use. according to the manner of the interlineall (that so out of that the scholar might daily practise to read the Greek) this must needs make him exceeding ready, without danger of any missing, either of the phrase, or misplacing the words: or in steed of such a perfect verbal Translation, if you take the ordinary interlineall Translation; and where it doth not sufficiently express the force of the Greek words, there setting down the different words in the Margin, as they are in the best Translations, you shall find it very profitable. Or if you will, you may take Bezaes' Translation, and set the verbal in the Margin, where Beza differeth from it. The difficult Radices would be also be set in the Margin. Spoud. It is very like that this would make them very perfect in the words of the text: but yet this verbal translation would not serve for the manner of construction, or the parsing of it; like as the Grammatical translations did in the Latin. Phil. By this time, How to east the Greek into the Grammatical order. when they know the words, and the meaning, they will be able to cast them into the Grammatical order of themselves; and so all that labour is supplied for construing and parsing: for even as they cast and dispose the Latin into the natural order; so they may the Greek. Spoud. Then that must needs follow▪ which you affirm; ☞ that by daily practice of reading the Greek out of such a translation, How any who have but a smatering may proceed of themselves in the Greek Testament. they may be exceeding perfect in the Testament; and that after that they are a little entered they may go on of themselves in it: and so likewise all others by the same reason, who have any smattering in the Greek, as all such Ministers who are desirous hereof, may grow to great readiness and perfection in it by themselves, through such a Translation. Phil. It is most certain: for there is the very same reason in it that is in the Latin; and this I find that a child of 9 or 10. year old, being well entered, shall be able only by the help of the translation, to read of himself an easy Author, as Corderius, or Tully's sentences, as fast out of Latin into the English, or the English into the Latin, as the Latin is ordinarily read alone, after he hath read it over once or twice: to be able to read you thus, in the space of an hour, a side of a leaf or more, of that which he never saw before: And by oft reading it over, to have it almost without book, if he understand the matter of it. Spoud. But if they should use the very Interlineall of Arias Montanus, This cannot be so well done, by the Interlineall or having the Greek and Latin together as by having them separate. Experience. as it is: I mean the Greek and Latin together; might they not as well learn by that; as having them so severally, the Greek in one book the Latin in another? Phil. No in no wise. This will appear most evidently to any who shall make trial, how much sooner and more surely they will learn, and keep that which they learn, by this means of having the books separate. The reason also is evident; because when the books are so severed, the mind it beats out the words, and makes them it's own: yea, and also imprints them; and doth use the Translation but only as a Schoolmaster, or a Dictionary, The Interlineal is continually a prompts to the scholar, and a deceiver of the mind instead of a Master, unless it be used with great wisdom. where it is not able to find out the words of itself; and also to try after, that it have gone surely. But when both are joined together, as in the Interlineall, the eye is as soon upon the one as the other: I mean, as soon upon the Latin as upon the Greek; and so likewise upon the Greek as upon the Latin, because they are so close joined one unto the other. So that the book instead of being a Master to help only where it should, where the mind cannot study it out▪ it becometh a continual prompter and maketh the mind a truant, that it will not take the pains, which it should. How this evil can be prevented amongst scholars, This evil cannot be prevented amongst scholars. having both together, I do not possibly see. For, whether they be to get it themselves, or to be examined; yet still will their eye be upon the help, where it should not be. Indeed this I grant, ☞ that the Interlineall translation may be a worthy help for a man of judgement or understanding; How men of understanding may use the Interlineall. who can so moderate his eye as to keep it fixed upon either Greek or Latin alone, when he would beat the other out of it; as upon the Greek only when he would construe, or read it into Latin, or on the Latin only when he would read it into Greek, and so can use them as was said, without hindering the mind to study and beat out, or to remember. Though the wisest shall find it very hard to use it in this sort, but the eye will be where it should not; unless he use this course, to lay a knife, or a ruler, or the like, on the line which he would not see, & so remove it as need is. Thus he may use it both for the Greek and Hebrew. Spoud. It stands with great reason. Well then, the way being so ready and plain, they are utterly unworthy so great a benefit, who will not take pains in so easy a course. But if I would have my scholars to proceed in other Greek Authors, How the scholars may proceed in other Authors. what courses should I then take: Though I cannot doubt, but being only thus entered in the Testament, that they will be well accepted in the University, and go forward speedily. Phil. If you train them up thus f●●st in the Testament, they will go forwards in others with the smaller helps. But if you would have them to begin in other Greek Authors; I take the very same help of translations, either verbal or Grammatical, to be the most speedy furtherances, so that there be a diligent care of propriety in translating, and of variety set in the margins; to use them in all things as in the Greek Testament, and in the Latin Authors mentioned. Spoud. But how shall we do for such translations of those Greek Authors? Phil. Instead of reading lectures to them, you may thus translate them their lectures daily, either in Latin or English; and cause them then either to seek them out of themselves by their translations, Grammars and Lexicons: Or reading them first unto them, cause them to make them perfect hereby. By this labour of translating, you shall find yourself to profit very much in this knowledge of the Greek, and be greatly eased in your pains. Spoud. But be it so, that I am not able to translate thus; as he had need to be a good Grecian who should translate in such manner: what then should I do? Phil. If you be able to read the Author truly unto them, The benefit of such translations of some of the purest Authors performed by skilful Grecians. and profitably; then may you also translate it thus: you may have help by such translations as are extant, to give you much light. But it were much to be wished, that to this purpose, some skilful Grecians would translate some 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 scholars; only to be for this purpose of getting the Greek. To begin with the easiest of them first. All painful students would be found to profit exceedingly, and to become rare Grecians in a little time. Thus they might go on until they were able to read any Greek Author of themselves, with such helps as are extant. In the mean time, As the fables translated in the Strasburge Grammar. you may use such Authors as are so translated, or which come the nearest unto them; of which sort are those fables of Aesop translated in the Argentine Grammar, and others which I shall show you in the manner of parsing. Spoud. For the parsing then, what way may I use? Phil. I have showed you this in part: Parsing in Greek. as the noting and causing your scholars to write every hard word, showing what examples they are like, the special rule, & so the other helps as they are in the Latin, by casting words into the Grammatical order. More special helps for them, who are not acquainted with Camden's Grammar. 1. They may use the Praxis Praeceptorum Grammatices of Antesignanus, ☞ set down in the end of Cleonards Greek Grammar; Helps ●or construing and pa●fing. wherein is both an Interlineall verbal translation, Praxis praeceptorum Grammatices Antesignani. such as I spoke of; and also a parsing of every word familiarly and plainly, much according to the manner of parsing of Latin, which I showed you; which may be a good direction for parsing. 2. Berkets Commentary upon Stephen's Catechism, Berket on Stephen's Catech, printed by Wechelus an. 1604 parsing every word according to Cleonard in folio, is found to be a speedy help. 3. M Stockwood his Progymna●ma scholasticum: ☞ wherein is also a Grammatical practice of sundry Greek Epigrams gathered by H. Stephens, M▪ Stockw. Progimnasma scholasticum ex Anthologia Hē●ici Stephani. having a double translation in Latin (the one ad verbum, the other in verse) and also a varying of each Epigram Latineverse by diverse Authors. And lastly, an explanation or parsing of every hard word set in the margin, or under each Epigram in manner of a Commentary. In it also the Greek text is set down both in Greek Characters, and also in Latin letters interlineally, directly over the head of the Greek words; of purpose for the easy 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, we may take these Authors, which are easy and plain by their helps mentioned: The best & fittest Authors ●or Poetry, & most easy: 1. Theognis his sentences with the other Poets joined with him: as namely, Phocilides with the Latin translation and notes, Theognis. Phocili●es. hesiod with C●po●ine and M●lanchthon. set forth by Sylburgius; which is very notable to enter young Scholars into Poetry, for making a verse. 2. hesiod his Opera and Dies with Ceporine and Melancthons' Commentaries set forth by johannes Frisius Tigurinus, and the new translation of it, adverbum, by Erasmus Schemidt, Greek professor at Wittenberg, printed 1601. 3. Homer with Eustathius Greek Commentary may easily be read after these (especially after the Commentary on hesiod; Homer with Eustathius. which may be as an introduction to it) by the help of the verbal Latin translation of Homer: and the words of Art, belonging to Grammar set down in Greek in M. Camden's Grammar. Moreover, these directions following will be most speedy helps for all the Poets: To have in readiness some brief rules of the chief figures, To have in readiness a short brief of all the dialects and figures, a speedy help for the knowledge of the Poets. and dialects: as those who are in Master Camden's Grammar; so to be able to refer all Anomalies in Greek unto them. Those with the verba anomala, and the particular dialects, according to each part of speech, set down in the end of Camden, may resolve most doubts: for Anomalies and special difficulties which you cannot find otherwise, A principal help for all Anomalies and difficulties in Greek. 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 prove to be a marvelous readiness to you. Spoud. Here are indeed very many and singular helps: most of which, I may truly say as before, that I have not so much as heard of. But if I would have my scholar to write in Greek, what means should I use then? Phil. If you mean for the tongue, How to write purely in Greek to be able to write true and pure Greek, the sure means are even the same, as for writing Latin. 1. The continual practice of construing, ☜ parsing, and reading forth of the translation into the Authors, is making the Greek continually. 2. To come to the style and composition, and so for Orthography, to do as for the Latin. As I directed you to give them sentences in English, translated Grammatically out of Tully's sentences, to turn into Tully's Latin, whereby both yourself and they may have a certain guide for them to go surely; so here to give them sentences or pieces out of the Testament, or out of Isocrates, as ad Demomcum, or out of Xenophon to translate into Greek, and so to see how near they can come unto the Author. Or else, to ask them only the Latin or English of the Greek, and to try how they can turn it into Greek first Grammatically, after in composition: or sometimes one way, sometimes the other. And to this purpose also, the translations of some excellent parts of the purest Greek Authors were most necessary. By these means they might come in time, to be as accurate in writing Greek for the style and composition, as in the Latin. For all other exercises in Greek, I refer you to that which hath been said concerning the Latin, the reason and means being the like. Or if you meant for writing the Greek hand fair, How to write fair. most exquisite copies constantly followed, as in the Latin and English, and practice, shall bring them unto it. But for this, I likewise refer you to that which was said concerning the way of writing fair. Spoud. But what say you for versifying in Greek? Versifying in Greek. for that you know to commend the chief Schools greatly. Phil. As I answered you before, so I take the means to be in all things the same, as for versifying in Latin; except that this is more easy, because of the long and short vowels so certainly known. ☞ To be very perfect in the rules of versifying; Theognis may be easily learned without book by the help of the translation. inscanning averse. To learn Theognis, that pleasant and easy Poet without book, to have store of Poetical phrase and authorities: which is the speediest and surest way. And so to enter by turning or imitating his verses, as in Latin. But herein as in all the rest, I do still desire the help of the learned, who can better show by experience the shortest, surest, and most plain ways. Notwithstanding, ☞ let me here admonish you of this (which for our curiosity we had need to be often put in mind of) that, A Caveat for the time bestowed in such exercises of writing in Greek●. seeing we have so little practice of any exercises to be written in Greek, we do not bestow too much time in that, whereof we happily shall have no use; and which therefore we shall also forget again: but that we still employ our precious time to the best advantage in the most profitable studies, which may after do most good to God's Church or our country. Spoud. Your counsel is good: yet repeat me again a brief of the principal of these helps for my memory sake. Phil. This was it; 1. To make your Scholars very perfect in the Grammar, sum of all. chiefly Nouns and Verbs; that they may be able to prove and parallel every thing by a like example, or at least to turn to them readily. 2. To have the Greek Radices by the means mentioned. 3. Continual use of most accurate verbal or Grammatical translations; and in the mean time to make them perfect in the Testament daily use of our ordinary translations so as was showed, by reading the Greek out of them over and over. 4. Help of the best Commentaries and Grammatical 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 over them as in the Latin; and so all other helps of understanding the matter first, and the rest mentioned generally. CHAP. XXI. How to get most speedily the knowledge and understanding of the Hebrew. Spoud. But what say you, for that most sacred tongue, the Hebrew? How, I pray you, do you think, that that may be attained, which you mentioned, that students may come so soon to the understanding of it? Phil. This may be obtained the sooner, The knowledge of the Hebrew may be the soon gotten and why because we have it all comprised, so far as is necessary for us to know, in that one sacred volume of the old Testament. Also because the principal roots of it are so few, the matter so familiar, as which every one of us ought to be acquainted with. The Nouns have so little varying or turning in them. And finally, for that we have such singular helps for the understanding of it (as the Interlineall verbal translation, and the translations and labours of others which beat out the propriety, force and sense of every word & phrase) like as in the Greek Testament, that nothing can be difficult in it to the good heart, who will use the means which the Lord hath vouchsafed, and will seek this blessing, from his Majesty. Spoud. Surely, he is utterly unworthy of this heavenly treasure, who will not seek & beg it from the Lord, and dig deep for it: I mean, who will not use any holy means, for the obtaining of it; and much more the course being so short, plain & direct, as you say. But I entreat you to trace me out the shortest way. Phil. The way, so far as yet I have been able to learn, is wholly set down already in the manner of getting the Latin and the Greek. But to make a brie●e rehearsal▪ 1 For them who would be more accurate Hebricians for the beating out of every tittle, 1 The Grammar to be gotten most exquisitely of them who desire to come to perfection in the Hebrew. they are to have the Grammar very accurately; and that by the like means even as the Greek and the Latin. But for those who only desire the understanding of it, and to be skilful in the text, the chief care must be, that they be made perfect in some few principal rules of Grammar of most use. Some chief parts for others who only desire the understanding. Also in declining and coniugating the examples set down in the book, & in the several terminations of declensions, numbers, moods, tenses, persons, to be able in them in some good manner to give Hebrew to Latin, and Latin to Hebrew, and to run the terminations in each; at least to give the Latin to the Hebrew perfectly. And so in the several Pronouns, adverbs, Conjunctions to do the like; I mean, to give Latin to the Hebrew, to have them very readily, seeing they are but few, and sundry of them of continual use. Spoud. But what Grammar would you use? Phil. Martinius of the last Edition, Grammars to be used. with the Technologia adjoined to it, Martinius with his Technologia. I take to be most used of all the learned, as most methodical and perfect; although Blebelius is far more easy to the young beginner, Blebelius accounted most plain and easy as much more answering to our Latin Grammar; and made so plain of purpose by questions and answers, that any one of judgement may better understand it, and go forward with delight: so as it may be a notable introduction or Commentary to Martinius, who had need of a good Reader, to learn to understand him perfectly. Both read together, The several points in Martinius you may find in Blebelius by the table in the end of Blebelius. must needs be most profitable; Martinius for method and shortness, Blebelius for resolving and expounding every obscurity: yet every one who hath learned a Grammar, may best use 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 be discouraged; and after others as as they shall think meet, or which shall be found most profitable, by the judgement of the greatest Hebricians. This I think to be the surest advice; and by comparing of Grammars together, ever to beat out the sense and meaning. Spoud. What is your next means? Phil. The getting of the Hebrew roots, The second principal means, the perfect getting of the Radices. together with the Grammar, every day a certain number. Hereunto the Nomenclator Anglolatmus-Graecus-Haebraicus, mentioned before, if it were so finished, might be a notable introduction. For the manner of committing the Radices to memory, Manner of committing the Radices to memory. I showed it before: yet hereto speak of it a little more fully, first to help our remembrance by some of the chief helps of memory; as by comparing in our meditation the several words in the Hebrew, with what words they are like unto, either in the English, Latin, or Greek, which words either do come of them, or sound like unto them, or with some other root in the Hebr●w, wherewith they have affinity. That so soon as we see the Hebrew root, the other word which we would remember it by, coming to our mind; the understanding or meaning of the Hebrew root may also come to mind with it. As for example, Examples of helping memory in the Hebrew. to begin in the first Radices, & to give some light in 2. or 3; 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 & 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 ●uber or pubert as, may be remembered by 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉, pubertas; and by ephebe or ephebus, in Latin coming of it, signifying the same: as Postquam excessit ex ephebis. Terent. Also 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 may be remembered by the month Abib in the Scriptures, which was amongst the jews mensis pubertatis, in quo seges terrae Canaan protrudebat spicas. 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 Perijt, may be remembered by Abaddon in the apocalypse, called in Greek Apollion, the destroyer, or destruction; the Angel of the bottomless pit. 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 voluit, acquievit, or bene affectus est in aliquid, ut pater in filios: It may fully be remembered by Abba, father, coming of 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 pater: and so the word 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉 in Greek, or Abbas an Abbot, quia Abbas erat pater totius societatis. And Auus seems to come of the same By any of these we may remember the root. Thus we may remember very many of them by the help of Auenars Dictionary (as I showed) or by our own meditation, even from the words coming of them indeed, or in show, observed according to certain rules which Auenarius giveth in the beginning of his Lexicon. The reason hereof also is most evident; ☜ for that this is the mother tongue of all tongues, The Hebrew the mother tongue most ancient and worthy. & was the only tongue, until the confounding of the tongues at Babel: in which confusion, some words were changed altogether, in others the significations were altered, & many have been depraved and corrupted by continuance & succession of time. Others derived from it. Therefore as this tongue is to be honoured, so this diligence in comparing & deriving other tongues, The benefit of diligence in comparing the tongues. must needs be of exceeding great profit many ways: & amongst other, for this very purpose of conceiving or committing to memory, & retaining the Hebrew more surely, by other words better known to us. Other words which cannot be remembered thus, How other words may be remembered, which cannot be so derived. yet may be remembered by the learned, by some thing which they sound like unto, in one of the three tongues; So that we forget not to animate that which we remember by: that is, to conceive of it in our mind, as being lively and stirring; like as we noted before in the Greek. The rest of the roots besides these, The hardest roots which seem to have no affinity. will be but few: and being noted with a line with a black lead pen (as was said) or any mark, and oft run over, they may soon be gotten. Besides these, To mark out also the harder derivatives in the Hebrew. some mark would be given under every derivative, in each root, which doth differ much in signification from the Radix, and cannot be remembered well by the Radix, nor how it may be derived from it. Spoud. Such a Nomenclator as you speak of, must needs be a rare and speedy help to all the tongues, if it were well gathered by some very learned and judicious Hebrician. But in the mean time, what abbridgement would you use for getting these Radices of the Hebrew? Phil. The Epitome of Pagnine I take to be most common: The best Epitome for getting the Radices. but Buxtorphius his abbridgement (going under the name of Polanus) must needs be the best in all likelihood; as having had the help of that and all other, and gathered by great judgement. I have seen a draft of another, This is not fully finished. much shorter than them both, collected by comparing Pagnine, Auenar, and others; showing also for most part how the Hebrew derivatives, which are more obscure, are derived from the Radices, giving at least a probable reason for them: and also in sundry, showing the agreement and manner of the derivation of the tongues, one from another, and the affinity of many of them; to help the memory with the speedy and sure getting of all. Spoud. It were great pity, but that that should be perfected; for the benefit of it must needs be very great. But might there not be such a devise, of contriving all the Hebrew roots into continued speeches; and so learning them by studying them out of verbal translations, as you showed for the Greek? Phil. Yes undoubtedly, The way might be more compendious by the roots reduced to Classes. it might easily be accomplished by some exquisite and painful Hebrician, to make this labour yet much more compendious: Although I do not doubt but any indifferent memory, might in the space of a twelve month or less, get all the Hebrew Radices very perfectly, By the Dictionary alone they might be gotten in a short time. by the former means of Buxtorphius or Pagnines abbridgement alone; spending but every day one hour therein. And when they were once gotten, they were easily kept by oft repetition, running over the hardest, being marked out; and by daily practice in reading some Chapters; though much more easily, by having the heads reduced to such classes, and the oft running over them. I have heard moreover of all the Radices, with their Primitive significations alone, drawn into a very little space; which being well performed, must needs be a notable furtherance. Spoud. What is your third help? Phil. The perfect verbal translations written out of Arias Montanus, The third help, perfect verbal translations, and continual practice of them. by conferring with junius and our own Bible, specially our new translation, and setting the divers readings in the margins with a letter, to signify whose the translations are, and also every hard Radix noted in the margin, as now sundry of them are; with references to them by letters or figures, as I showed for the Greek: these being used as the English translations, for getting the Latin, and as the Latin or English for the Greek, will be found above all that we would imagine. And that after this manner: First, as I said for the others, by reading over the translations, The manner of using these repeated. to understand the matter. Secondly, learning to construe the Hebrew into the Latin exactly, and back again out of the translation into Hebrew; looking only on the translation, to meditate and beat out the Hebrew. This helps understanding, apprehension, memory, and all (as I said) to have the text most absolutely. Lastly, beginning with the easiest first (as in the other tongues) as either some part of the History (as namely Genesis, the books of Samuel) or else the Psalms; and therein specially the hundred and nineteen Psalm, as most plain of all other: or rather to begin with the Praxis upon the Psalms, the first, the five and twentieth, and the threescore and eight, set down in the end of Martinius Grammar, printed by Raphalengius, Anno 1607. which will both acquaint the learner with the understanding of Martinius, and set him in a most direct and ready way, by the other helps. For the certainty of this, Experience of this for assurance. besides that the reason is the very same with the Latin, and like as I said for the Greek also, I have moreover known this experience in a child, under fifteen years of age; who besides all kind of studies and exercises, both in Latin and Greek, as those mentioned before, and his daily progress in them, had within the space of less than a year, gotten sundry of the principal and most necessary rules of Grammar. Also a great part of the Radices in Buxtorphius, though he spent not therein above two hours in a day. And besides all this, he had learned about fourteen or fifteen Psalms: wherein he was so ready, as that he was able not only to construe or read the Hebrew into the Latin; but also out of the bare translation, to read the Hebrew back again, to show every Radix, and to give a reason in good sort for each word, why it was so. Of this hath been trial by learned and sufficient witnesses. The which experience with the daily trials of reading the Latin so exactly and readily out of the English, and getting it (as it were without book) by that practice, doefully assure me that by this daily exercise the very originals of the Hebrew may be made as easy and familiar as the Latin is; yea, in time with continual practice, to be able to say very much of it without book: A Student cannot be better employed then in thus imprinting the originals in his heart, if he have leisure. as I showed before for the Greek. And what Student, especially of Divinity, can ever bestow some part of his time in a more pleasant, easy and happy study? when there will be no more but reading over and over with meditation, and still to be reading the words and wisdom of the Highest; in whose presence he hopes to dwell, and to hear the same sweet voice in the Temple in heaven eternally. Spoud. By these means, it seemeth to me that any tongue may be gotten speedily. Phil. Yea verily, ☞ I do so persuade myself. For seeing (as I said) that there is no more in any tongue, It seemeth that any tongue may be gotten thus. but words and joining of those words together; therefore the words being first gotten, chiefly by being contrived into continued speeches, & those so learned out of such verbal translations: secondly, some few rules of them being known: thirdly, continual use of such translations; would make any tongue to be understood and learned very soon, so far as I can conceive. Spoud. How soever this be, which seemeth indeed most probable; These tongues, Latin, Greek, and Hebrew may be gotten in each Nation, by these means of translations in their own ●ongues. yet I take it, there can be no doubt of this, but that in every country of the world, the Latin, Greek, & Hebrew may be attained by the same means: which three are enough (yea the two last alone sufficient) to know God and jesus Christ to eternal life: and that so by the knowledge of the Originals, men may have a certain knowledge of the eternal word of the Lord. Phil. I can see no reason at all to the contrary, but that these our Latin Classical Authors being translated Grammatically into other tongues, by some who are learned amongst them, the Latin may as well be learned thereby by them out of their translations, in their own tongues, by such helps of rules as have been mentioned, or the like, as out of translations in our English tongue. Secondly, the Latin tongue being once gotten, the getting of the Greek and Hebrew are the very same unto them which they are to us. Or otherwise, the Greek and Hebrew but translated so alone, Greek or Hebrew most easily learned by perfect translations in each tongue. into the several tongues of each Nation (I mean verbally) they might as easily, if not more easily, be learned in each country out of them, as out of the English or Latin; and the sense or meaning also, if in every difficult place, or where the words seemed to be out of order, it were set in the margins over against them. The same I say for our English; into which the Hebrew, in most places translated verbatim, doth keep a perfect sense, and might be learned out of it. Also the most absolute fullness of understanding of the matter in our heads, doth bring words, most readily to express it; which I have oft told you of. ☜ But remember this that I have said; Of the use of perfect verbal translations for getting the originals. that the verbal Translations, for these originals, shall make the learners most cunning in the text, and in the very order of the words of the Holy Ghost, without danger of any way depraving, corrupting or inverting one jot or tittle: though for the Latin, the Grammatical translations be far most profitable, as we have showed. Spoud. Are these all the directions that you would give me herein? Phil. These are all which yet I know. Spoud. By these than it seemeth that you are fully persuaded that this holy tongue may be obtained. Phil. Yea undoubtedly, so much as shall be requisite for us, by observing withal those general rules, set down for the getting of the Latin; and chiefly that, of making marks under every hard word in each page, without marring our books; and to run oft over those. But herein it is necessary that I put you in mind again, Observation re● eated how much and what to learn in eu●ry book. of that which I admonished you of in the Greek; that your scholar learn so much only, as either the present time requires: I mean, whereof he may have good use presently, or else when he shall proceed to higher studies in the Universities, or to other employments. And for other speculative or more curious knowledge in Quiddities, either to cut them off altogether from hindering better and more needful studies, or to reserve them to their due time and place; or to leave them only to them who shall give themselves wholly to these studies, to be readers in the Universities, or for like purposes; as, the learning of the music and Rhetorical accents: the Prosodia metrica, and the like. Spoud. What is then the sum 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 understanding, to have, 1 Some necessary rules, and principally examples of Nouns and Verbs very readily. 2 The Radices. 3 Continual use of verbal translations, or others; as in the Greek. 4 Oft running over the hardest words. But these, as all other things, I write under correction, and with submission and desire of better judgement. CHAP. XXII. Of knowledge of the grounds of religion and training up the scholars therein. Spoud. NOw that we have thus gone through all the way of learning, for whatsoever can be required in the Grammar schools; and how to lay a sure foundation, both for the Greek and the Hebrew, that they may be able to go on of themselves in all these by their own studies: it remaineth that we come yet to one further point, and which is as it were the end of all these. Scholars to be trained up in Religion. That is, how scholars may be seasoned and trained up in Gods true Religion and in grace; without which all other learning is merely vain, or to increase a greater condemnation. This one alone doth make them truly blessed, and sanctify all other their studies. Moreover, they being taught herein in their youth shall not depart from it when they are old. I entreat you therefore to show me so shortly as you can, how scholars may be 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 lest for all the substance both for doctrines, proofs, uses; and after to make a rehearsal of them. 3. Every one to begin to conceive and answer the several points of the Sermons, even from the lowest forms. These are matters that I think are least thought of in most schools, This most neglected in schools. though of all other they must needs be most necessary, and which our laws and injunctions do take principal care for; and that the schoolmasters, to these ends, be of sincere religion. Phil. I fear indeed that it is as you say, that this is over-generally neglected. The popish Schoolmasters shall rise up against us. And herein shall the popish schoolmasters rise up in judgement against us: who make this the very chief mark at which they aim, in all their teaching; to pour in superstition at the beginning, first to corrupt and deceive the tender minds. But to return unto the matter, how they may be thus trained up in the fear of the Lord; I shall set you down the best manner, so near as I myself have yet learned, following the order of these particulars mentioned. 1. For being acquainted with the grounds of religion and the principles of the Catechism; ☞ Every saturday before their breaking up the school (for 〈◊〉 finishing their week's labours, How to teach them the Catechism and when. and a preparative to the Sabbaoth) let them spend half an hour or more in learning & answering the Catechism. To this end, cause every one to have his Catechism, to get half a side of a leaf or more at a time; each to be able to repeat the whole. The more they say at a time and the ofter they run over the whole, the sooner they will come to understanding. This must be as their parts in their Accedence. In examining, ☞ first your Usher or Seniors of each form may hear that every one can say. Manner of examining Catechism. Afterwards, you having all set before you, may poase whom you suspect most careless. 1. Whether they can answer the questions. 2. In demanding every question again, to stand a little on it, to make it so plain and easy, as the least child amongst them may understand every word which hath any hardness in it, and the force of it. Let the manner of the poasing be as I showed for the Accedence. The more plainly the question is drawn out of the very words of the book, and into the more short questions it is divided, and also examined backward and forward, the sooner a great deal they will understand it, and better remember it. Herein also to use all diligence to apply every peeceunto them, to whet it upon them, to work holy affections in them; that each may learn to fear the Lord and walk in all his commandments. For, being in their hearts and practice, it will be more firmly kept. This also must be remembered for all that followeth. 2. For the Sabbaoths and other days when there is any sermon, Taking notes or writing sermons. cause every one to learn something at the sermons. 1. The very lowest to bring some notes, at least 3. or 4. If they can, to learn them by their own marking; if not to get other of their fellows 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 over-load them at the first. To this end, that the Monitors see, 1. That all be most attentive to the Preacher. 2. That all those who can write any thing, 2. All who can write to take notes. or do but begin to write ●oining hand, do every one write some such notes, or at least to get them written, some 5. or 6. or more as they can, as I said to be able to repeat them without book, as their other little fellows. ☜ But herein there must be great care by the Monitors, Caveat of any noise or disorder in gathering notes. that they trouble not their fellows, nor the congregation, in ask notes, or stirring out of their places to seek of one another, or any other disorder; but to ask them after they are come forth of the Church, and get them written then. 3. For those who have been longer practised herein, 3. The higher to set down parts of the sermon more orderly. to set down, 1. The Text or a part of it. 2. To mark as near as they can, and set down every doctrine, and what proofs they can, the reasons and the uses of them. 4. In the highest forms, 4. In all the highest form to set down the substance exactly. cause them to set down all the Sermons. As Text, division, exposition, or meaning, doctrines, and how the several doctrines were gathered, all the proofs, reasons, uses, applications. I mean all the substance and effect of the Sermons: for learning is not so much seen, in setting down the words, as the substance. And also for further directing them, ☞ and better helping their understanding and memories, Manner of noting for helping understanding & memory. for the repetition thereof; cause them to leave spaces between every part, and where need is to divide them with lines. So also to distinguish the several parts by letters or figures, ☞ and setting the sum of every thing in the margin over against each matter in a word or two. Helps for memory in the margin, & for understanding. As, Text, Division, Sum. First Observation or 1. Doctrine, Proofs, Reasons 1. 2. 3. Uses 1. 2. 3. So, the 2. Observation or doctrine, proofs, reasons, etc. so throughout. Or what method soever, the Preacher doth use, to follow the parts after the same manner, so well as they can. Direct them to leave good margins for these purposes: ☞ and so soon as ever the Preacher quotes any scripture, To leave good margins. as he nameth it, To set down quotations as they are spoken. to set it in the Margin against the place, lest it slip out of memory. And presently after the sermon is done, to run over all again, To set down the heads of all in the margins after. correcting it, and setting down the sum of every chief head, fair and distinctly in the margin over against the place, if his leisure will suffer. By this help they will be able to understand, and make a repetition of the sermon, Benefit of this. with a very little meditation; yea to do it with admiration for children. After all these, To turn it after into Latin for the next days exercise. you may (if you think good) cause them the next morning, to translate it into a good Latin style, instead of their exercise the next day (I mean, so many of them as write Latin) or some little piece of it according to their ability. Or rather, ☞ (because of the lack of time, to examine what every one hath written) to see how they are able out of the English, Or to read it into Latin ex tempore. to read that which they have written, into Latin, ex tempore, each of them reading his piece in order, and helping others to give better phrase and more variety, for every difficult word; and so to run through the whole. This I find that they will begin to do, Experience how soon they will do this. after that they have been exercised in making Latin a twelve month or two, if they have been rightly entered, and well exercised in Sententiae pueriles; especially in the divine sentences in the end thereof, and in Corderius with other books and exercises noted before, chiefly by the practice of reading out of the translations. Spoud. But when would you examine these? Examining the sermons. Phil. For the reading into Latin, I would have it done the next day at 9 of the clock for their exercise, or at their entrance after dinner; that so they might have some meet time to meditate of it before: and for examining of it in English, to do it at night before their breaking up, amongst them all shortly, or before dinner. Herein also some one of the higher forms might be appointed in order to make a repetition of the wholeserm on without book, One to make a short rehearsal of the whole first. according as I showed the manner of setting it down; rehearsing the several parts so distinctly & briefly, as the rest attending may the better conceive of the whole, and not exceed the space of a quarter of an hour. After the repetition of it, To ask questions of all things difficult. if leisure serve, the Master may ask amongst the highest some few questions, of whatsoever points might seem difficult in the sermon: for by questions as I have said, they will come to understand any thing. Next to appose amongst the lowest, To cause the least & all sorts to repeat their notes. where he thinks good, what notes they took of the Sermons, and cause them to pronounce them; and in appoasing to cause them to understand, 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 attentive? Phil. It will indeed; Benefit of this strict examining. so as you shall see them to increase in knowledge and understanding above your expectation: And besides it will keep them from playing talking, sleeping and all other disorders in the Church. To this end therefore poase diligently, all those whom you observe or suspect most negligent▪ as I have advised: than you shall have them to attend heedfully. Spoud. But how will you cause them to be able so to repeat the Sermon? Me thinks that should be very difficult. Phil. The scholars will do it very readily, How they may be able to repeat the whole sermons without book. where the Preachers keep any good order; when they have so noted everything as I directed before, and set down the sum in the margin. For then, first meditating the text to have it perfect: secondly, meditating the margins to get the sum of all into their heads, and the manner how it stands: thirdly, observing how many doctrines were gathered and how, what proofs, how many reasons & uses of every doctrine; they will soon both conceive it, and be able to deliver it with much facility after a little practice. But herein the principal helps are understanding, Principal helps for it. by getting the sums, and margins; observing the order, and constant practice. Understanding will bring words: practice perfection. If those who are weaker or more timorous, ☞ have their notes lying open before them, Help of notes for assurance. to cast their eye upon them here or there where they stick, it shall much embolden them, and fit them after to make use of short notes of any thing: I mean of the brief sum of that which they shall deliver. Spoud. These are surely very good exercises for the Saturday for catechizing, and the days after the sermons for repeating of the sermons: but would you have no exercises of religion at all in the other days of the week? 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 evening sacrifice, I mean prayer & thanksgiving morning & evening; so there would no day be suffered to pass over, wherein there should not be some short exercise or lesson of religion: which is both the chief end of all other our studies, and also that, whereby all the rest are sanctified. And to this end, one quarter of an hour or more might be taken every evening before prayer, though they were kept so much the longer, that it might not hinder any other of their daily studies: Although in this, no loss will ever be found, to any other study, but the Lord will 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 needs so approve of, which might be so short? Phil. To go through the history of the Bible, every day a history, or some piece of a history: I mean, some few questions of it in order, as the time will permit. To this purpose, Every night to go through a piece of the history of the Bible. there is a little book called the history of the Bible, gathered by M. Paget: wherein if you cause them to provide against every night a side of a leaf, or as you shall think meet, of the most easy & plain questions; and to examine them after the manner of examining the Catechism; Manner of examining the history. you shall see them to profit much, both for the easiness of the history, and the delight which children will take therein. Wherein also if first you shall show them or ask them what virtues are commended in that history; what vices are condemned; or what generals they could gather out of that particular; or what examples they have against such vices, or for such virtues; and thus examine them after the same manner, so going over & over as the time permits, you shall see them to come on according to your desire. Spoud. But me thinks that you would not have them to take every question in that book before them. Not to trouble them with every question. Phil. No: I would have only those histories which are most familiar for children to understand, and most to edification; and so those questions only to be chosen. There are sundry concerning the Levitical laws, which are beyond their conceit, and so in diverse other parts. For that should ever be kept in memory, that things well understood are ever most soon learned and most firmly kept: and we should ever be afraid to discourage our children by the difficulty of anything. Spoud. It is true indeed. And moreover, howsoever it is most certain that all holy Scripture is profitable, and all to be known: yet some parts are more easy and as milk, meet for the weakest and youngest children to be taught, and which they may understand and conceive of easily; others are as stronger meat, and more obscure, wherewith they are to be acquainted after. But as in all other learning, so it is here, every thing is to be learned in the right place. The more plain and easy questions and places will still be expounders and masters to the more hard and obscure. But yet, Objection, concerning them who would not have their children taught any religion. howsoever I like very well of all this, you know that there are some who would not have their children to be taught any religion, nor to meddle with it at all. Phil. There cannot be any such who either love or know the Gospel of Christ, or regard their own salvation, or the saving of their children. The rest are to be pitied and prayed for, rather than to be answered. The Popish sort know the necessity hereof: and therefore they labour principally to corrupt the youth, and offer their pains freely to that end. They shall be the judges of all such. Spoud. But it will take up overmuch time from their other learning. Phil. I directed you how to cut off all such exceptions: How to deal that this may not hinder any other learning I would take the time to that purpose over and beside their ordinary. It is but mine own labour, for a quarter or half an hour in the day at the most, keeping them a little longer. Although if it should be part of the school time, there would never be found any loss therein. Spoud. But how will you teach your children civility & good manners? which is principally required in Scholars. Phil. Religion will teach them manners: How to teach the scholars civility. As they grow in it, so they will also in all civil and good behaviour. The word of the Lord is the rule and ground of all, to frame their manners by; that is therefore the first and principal means. Secondly, out of their Authors which they read, 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, Tully's Offices, etc. For the carriage of youth, according to the civility used in our time, and for the whole course of framing their manners in the most commendable sort, there is a little book translated out of French, The School of good manners, or The new School of virtue for civility. called The School of good manners, or The new School of virtue; teaching youth how they ought to behave themselves in all companies, times, and places. It is a book most easy and plain, meet both for Masters and Scholars to be acquainted with, to frame all according unto it; unless in any particular the custom of the place require otherwise. Spoud. How would you have the children acquainted with this? Phil. The Master sometimes in stead of the History, or if he will (at some other times) might read it over unto them all, a leaf or two at a time, & after to examine it amongst them. It is so plain that they will easily understand it. Spoud. But if I could thus teach them Religion, and Latin all under one; it were a most happy thing, and I should cut off all quarrel and exception. Phil. I will show you how you may do it. ☜ cause your Scholars to read you a Chapter of the New Testament, How to teach Religion and Latin all under one, by reading each night a piece of a Chapter. Practise this constantly and carefully, and try the experience of God's blessing in it. or a piece of a Chapter, as time will permit, about twenty verses at a time, in steed of the History mentioned. One night to read it out of the Latin into English; reading first a verse or a sentence in Latin 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 read the same over again forth of an English Testament, into the same Latin back again. Thus every one of those who are able, to read in order, each his night; all the rest to look on their own Testaments, English, Latin, or Greek, or to hearken. Let them begin at the Gospel of john, as was advised for the Greek, as being most easy; or at Matthew if you please; and you shall soon find that through the familiarnes of the matter, they will so come on both ways (both in reading the Latin into English, and English into Latin) as yourself will marvel at, and their parents will rejoice in; and acknowledge themselves bound unto you for to see their little ones to be able to read the Testament into Latin. Besides that, it will be also a notable preparative to learn the Greek Testament, when they are so well acquainted with the English and Latin before. Spoud. But what Latin translation would you use? Phil. Such as my Scholars have: Erasmus or Beza; but chiefly Beza, as the more pure phrase, and more fully expressing the sense and drift of the Holy Ghost. Therein yourself, or your scholars marking the peculiar Latin phrases, when they read first forth of the Latin into the English, they will be able of themselves (when they read them the second time forth of the English into Latin) to give the same phrases again, and to imprint them for ever. Spoud. But what time should I have then for the History of the Bible, that little book which you mentioned; whereof must needs be very singular use: would you have me to omit it? Phil. No, in no case: one quarter of an hour spent in examining it before prayers in the forenoon, When the History to be repeated. a side or a leaf at a time (as I said) may serve for that; and another quarter or not much more, before prayers at the breaking up at evening for this; and so neither to lose time, nor to omit any thing necessary for their happy growth herein. In this reading of the Chapters so, you shall find that they will get as much Latin, and go on as fast as in any other exercise whatsoever; and also will do it with ease, when they have been first well trained up in the Grammatical translations, and that each knoweth his night to look to it aforehand. Spoud. But at this kind of reading the Chapter, the lesser sort which understand no Latin, will get no good. Phil. Yes very much. How all the least may profit by reading of the Chapters. If after that the Chapter is read, you use but to examine some two or three, as time will permit; ask them what they remember of that which was read, or how much they can repeat without book of it: you shall see that in a short time they will so mark, or so look to it afore hand, as they will (almost any of them) repeat you a verse or two a piece. If you use to appose ordinarily for example, some one whom you know can repeat a great deal, it will much provoke the rest, to mark and take pains; and especially if (as in other things) you use to appose adversaries, whether can repeat the more. And thus much for that, how they may get Religion and Latin together. CHAP. XXIII. How to understand and remember any moral matter. Spoud. YEt one other point remaineth, which is of great use, and very fit to be asked here; how children may be made to understand, and conceive of any ordinary matter meet for them? as the points of the Sermons, the History of the Bible: for even most of these things may seem to be above children's capacities; and I see understanding to be the life and substance of all. Phil. This point hath been taught throughout in part: A principal help of understanding, how to make children to understand any thing and remember. but this I say unto you again, and you shall find it most true; that for any one who would conceive of any long sentence and remember it, let him divide it into as many short questions as he can, and answer them (though closely) in his mind; it shall give a great light. So do with your scholars in any thing which you would have them to understand: divide the long question or sentence into many short ones; by the short they will understand and conceive of the long. I showed the manner in examining young scholars, at In speech, and in Sententiae pueriles. For other helps; as for marking the sum and drift of every thing, and also for observing what goeth before, what followeth after, the propriety of words, those circumstances of examining and understanding, casting the words into the natural order, and the like: I refer you to the Chapter of construing ex tempore; where these things are handled at large. Spoud. Yet for my further direction, give me one ensample in a sentence, in the story of the Bible, because we were speaking of that last, and how to teach children to understand that. I take it there is the like reason in the Latin, and in all things. Phil. There is indeed the same reason. I will give you an instance in a sentence or two in the first Chapter in Genesis: and the rather because this is used by many, to cause children to read a Chapter of the Bible, and then to ask some questions out of that. For example: 1 In the beginning God created the heaven and the earth. Examples of ask questions, to help understanding. 2 And the earth was without form and void, and darkness was upon the face of the deep, and the spirit of God moved upon the waters. 3 Then God said; Let there be light, and there was light, etc. I would propound my questions thus, sundry ways, out of the words, and that they may answer directly in the very words: Q. What did God in the beginning? A. He created heaven and earth. Q. When did God create heaven and earth? A. In the beginning. Q. Were not heaven and earth always? A. No; God created them. Q. What a one was the earth? A. The earth was without form or fashion. Q. Had it any thing in it? A. No; it was void or waste. Q. Was there nothing upon it? A. Yes; darkness was upon the deep. Q. Was there nothing else moving? A. Yes; the spirit of God moved on the waters. Q. What said God then? A. Let there be light? Q. Was there light as he commanded? A. Yes; there was light. Q. Was there no light before? A. No; God commanding created it: there was nothing but darkness before: darkeness was upon the deep. These questions and answers arise directly out of the words; & are the same in effect with those in the little book, called The History. Spoud. These verily give a great light, and are marvelous easy, and do cause that a child may conceive and carry away most of them; whereas reading them over he marked little in them. But yet here are some things dark, and overhard for children to understand: as, what is meant by created, by the deep, and the moving of the spirit upon the waters, etc. Phil. It is true; These short questions give a great light to harder points, how they are to be understood. but yet by this means a child shall have a great light and help for understanding, conceit and memory in most. And for those things which remain obscure, the learner is to mark them out, and inquire them of others, or of the notes & short Commentaries upon them; and so by the other helps mentioned: and especially considering the drift of the Holy Ghost, and comparing with more plain places where like phrases are used. But here it shall be the safest, in posing to ask those things which arise clearly & naturally out of the words, & may be fully understood; to omit the rest until God shall make them as evident. The easiest being first learned perfectly, the rest will come in their time, and the fruit according to your desire. And let me tell you this for your own benefit: In your private reading Scriptures, Help in private reading. or other books, where you would fully understand and lay up, use thus to resolve by questions and answers in your mind; and then tell me what you do find. The benefit which I do conceive of it, makes me bold thus to advise you: but this by the way. Spoud. Thus you will bind me unto you for ever, in directing me in every thing, so plainly and so easily; and not only for my children, and how to do them all this good, but even for mine own private. Though I cannot requite you, yet the high God, who hath given you this heart, and who never forgets the least part of the labour or love which any of his servants shall show to his name, he will certainly reward it. Thus have we gone through all the main and principal matters concerning this our function, for all parts and exercises of learning, which I do remember; so far as do belong to our calling: so that now I should leave off from hindering or troubling you any further. Yet nevertheless, whereas I remember that you said, that God might direct this our conference, not only to our own private benefit, but also to the benefit of many thousand other; and verily I see that he may turn it to a perpetual blessing: give me leave to propound some other doubts, to the very same purpose, to remove whatsoever may hinder or bring scruple to any, and to supply what yet may seem wanting or hard to be effected. Phil. Go on I pray you: I shall resolve you in all, according to my poor ability, as I have in the rest. Now indeed we have a fit time: and God knoweth whether ever we shall have the like opportunity again. Therefore propound whatsoever may tend hereunto. CHAP. XXIIII. Some things necessary to be known, for the better attaining of all the parts of Learning mentioned. 1 How the Schoolmaster should be qualified. Spoud. My first question shall be this: How the Schoolmaster should be qualified. How you would have your Schoolmaster qualified, to be able to do all these in this manner: he had not need to be every ordinary man. Phil. I will answer you, how I think it necessary, that the Schoolmaster should be qualified. 1 To be such a one as is sufficient to direct his Scholars in the things mentioned, 1 Sufficient to direct his Scholars. Or tractable. or in better; according as the learning of his Scholars shall require: or at least such a one as is tractable, and not conceited, though his ability be the meaner; and who will willingly use any help or direction, to fit him hereunto. Neither is there any thing here, but that any one mere to be admitted to that place, may by his labour and diligence (following but even this direction) attain unto in short time, through the blessing of God. 2 He must resolve to be painful and constant in the best courses; 2 Painful and constant, of conscience to God. of conscience, to do a special service to God in his place: to be always upon his work, during school times; never absent from his place or office more than upon urgent necessity. To cast aside all other studies for the time of his school, To cast off all other studies for school times. I mean in the greater Grammar schools: his eye to be on every one and their behaviours, and that nothing be wanting to them: his mind upon their tasks and profiting; Not to post over the trust to others. not posting over the trust to others, for hearing parts or Lectures, or examining exercises, so far as his own leisure will serve. For he shall sensibly discern a neglect, even in the best where they have any hope to escape the Masters own view. One day omitted shall make them worse two days after. The Master's eye must feed the horse: therefore where he is compelled to use the help of some scholars, he is to see that they deal faithfully, and to take some short trial of them after. 3 He should be of a loving and gentle disposition with gravity; 3 Of a loving disposition to encourage all by praise and rewards. or such a one as will frame himself unto it; and to encourage his scholars by due praise, rewards, and an honest emulation; who also dislikes uttery all severity, more than for necessity: yet so as that he be quick and cheerful▪ to put life into all, and who cannot endure to see sluggishness or idleness in any, much less any ungraciousness; and therefore can use also not only sharpness, but even severity with discretion where need is. 4 He ought to be a godly man, of a good carriage in all his conversation, 4 A godly man and of good carriage. to gain love and reverence thereby. And therefore to avoid carefully all lightness, To seek to gain and maintain his authothority, & how. and overmuch familiarity with boys, or whatsoever may diminish his estimation and authority. And also to the end that God may grace him with authority, to aim in all his labour, not at his own private gain or credit, but how he may most honour God in his place, do the best service to his Church, and most profit the children committed to him. To expect the blessing of his labours only from the Lord, and to ascribe all the praise unto him alone. Thus to serve forth his time, so long as he remains therein, that he may be ever acceptable unto the Lord, looking (as was said) for his chief reward from him. Spoud. Indeed Sir, such a man cannot doubt of a blessing, and a reward from the Lord: yet nevertheless he had need have good help, and also to be well rewarded and encouraged from men, at least by them with whose children he takes these pains. You think it then necessary that he should have an Usher: I pray you let me hear, your judgement of this, and what a one you would have his Usher to be. CHAP. XXV. Of the Usher and his Office. Phil. TO answer your questions, An Usher necessary in all greater schools. and first for an Vsher. I think it most necessary, that in all greater schools, where an Usher can be had, there be provision for one Usher or more, To divide the burden. according to the number of the scholars; that the burden may be divided equally amongst them. As jethro exhorted Moses concerning the Magistracy; wherein he was overtoiled, and the judgement of the people much hindered for lack of help; that therefore there should be provision of helpers made: so is it as requisite here. That so the Master may employ his pains principally amongst the chiefer; as the Usher doth amongst the lower. For otherwise, Evil of lack of an Vsher. when the master is compelled to divide his pains both amongst little & great, he may much over-wearie himself, and yet not be able to do that good with any, which he might have done having help. Hence also it shall come to pass, that another Schoolmaster who hath but two or three of the chief forms only under him, shall have his scholars far to excel his, who is troubled with all; though the other neither take half the pains, nor observe so good orders. Besides, that he who hath the care of all, can have no leisure nor opportunity to furnish himself more & more for the better profiting and growth of the highest, nor for any other study to answer the expectation of his place. The Master burdened with all, is as the husbandman overcharged with more than he can compass. It is in this case as we see in husbandry; where the meanest and most unskilful husband having but a little husbandry to follow, which he is able to compass thoroughly, goeth ordinarily beyond the most skilful being overcharged, though he toil never so hard, and weary himself never so much. And howsoever wise order and policy may much help, Supply by scholars not sufficient. to the supply of the want of an Usher, by means of some of the scholars: yet it shall not be comparable to that good which may be done by a sufficient Usher, because of his staidness and authority; neither without some hindrance to those scholars, who are so employed. 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 Usher (when boys are to be governed by boys) every man knoweth; what inconveniences also come of it, and specially what discredit to the school. And thus much for the necessity of an Usher. Now for the sufficiency of the Usher, Sufficiency of the Vsher. it would be such, as that he should be able in some good sort to supply the Master's absence; or that he be such a one, as who will willingly take any pains, and follow any good direction to fit himself for his place. For his submission, To be at the Master's command. he should be always at the Master's command, in all things in the school, ever to supply the Master's absence, as need shall require; and to see that there be no intermission, or loitering in any form, if the Master be away: but that every one do go on in his place. Yet awarie care must be had, To be used with respect. that he be used with respect by the Master, and all the scholars, to maintain and increase his authority, to avoid all disgrace and contempt. Also, ☞ for the avoiding of all repining and malice against him, Not to meddle with correcting the highest. there would be this caveat; that he do not take upon him the correction of those which are under the Master; without aspeciall charge, or some extraordinary occasion. And to speak further what I think in this case; It were the best if the Usher meddled with no correction at all, unless in the Master's absence. That although I would have the Usher to have authority to correct any under him, or others also, need so requiring in the Master's absence, and all the scholars to know so much: Yet he should not use that authority, no not in correcting those under himself, unless very sparingly; but rather of himself & in his own discretion, to refer or to put them up to the Master; so to keep the scholars from that stomaching and complaints which will be made against him to the Parents and otherwise, do he what he can to prevent it: unless it be where the Usher teacheth in a place separate from the Master; there he is of necessity to use correction, though with great discretion, and so seldom as may be. Experience also showeth, that the scholars 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 government be used. All this must be ordered by the discretion of the wise Master, so as they may stand in awe of the Usher: otherwise little good will be done. The principal office and employment of the Usher, The Ushers principal employment with the younger, to train them up for the Master. where there is but one, should be, for all under construction and the enterers into it, to prepare and fit them for the Master, to lay a most sure foundation amongst them; to train them up to the Master's hand; and so to make them exceeding perfect in all the first grounds, that they may go on with ●ase and cheerfulness, when they come under the Master. Also to the end that the Usher be not a means of the negligence of the Master, To prevent all inconveniences by the Vsher. but to prevent that, and a number of inconveniences, and also to tie both Usher and Scholars, to perpetual diligence and care; and withal that the Master may have an assured comfort in the profiting of all his Scholars, and boldness against the accusations of any malicious party, this shall be very requisite: that the Master go over all once in the day (if he can possibly) to see what they have done, and to examine some questions in each form of them under the Usher, to make trial in some part of that which they have learned that day, how well they have done it; or at least amongst some of them where there are many. This account will enforce all, both Usher and scholars, to a very heedful care. It may be shorter or longer, as time and occasions permit. CHAP. XXVI. Helps in the school. Spoud. But be it so, Helps beside the Vsher. that you be destitute of an Usher; or having an Usher, yet your number is so many, as you are not able to go through them all, in that sort that were meet: what help would you use then? Phil. My helps are of two sorts; general or particular. My general helps which are common to all schools, even where there are Ushers, are these: 1. That which was noted amongst the general observations; 1. Help in Schools, fewness of the forms. to have all my school sorted into forms or Classes, and those so few as may be: though twenty in a form or more, the better, as was said; and my forms divided into equal parts. This shall gain one half of time, for the reasons there mentioned. 2. In every form this may be a notable help, 2. Seniors in each form. that the two or four seniors in each form, be as Ushers in that form, for overseeing, directing, examining, and fitting the rest every way before they come to say; and so for overseeing the exercises. Also in straits of time, to stand forth before the rest, and to hear them. The Master to have an eye and see carefully that they deal 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 be a second and a very great help: like as it is in an army, where they have their under-officers for hundreds or for tens; as Decuriones, Centuriones, etc. for the special government of all under them. These who thus take most pains with the rest, shall still ever keep to be the best of the forms. A third might be added: 3. Authority. which is Authority and good Government, which indeed is above all. But of that it will be fitter to speak by itself. The particular help where either an Usher is wanting, Particular help. or else is not sufficient, Subdoctor in place of the Usher, or where the Usher is not sufficient. is by a Subdoctor, one or more, according to the number of the scholars. The Subdoctor is to be appointed out of all your highest forms▪ every one to be his day instead of an Usher, to do those things which the Usher should, according to their abilities; and so to observe the behaviour of all under them. Spoud. These cannot but be very worthy helps. But here I pray you resolve me a doubt or two, arising hereon. 1. How will you divide your school thus, and especially your forms, for the appointing of your Seniors, that every one in a form may be placed according to his learning? which I take to be very necessary; so as they shall not think, that any are preferred by the favour of the Master: also that all may sit as Adversaries and fit matches, and so to have sides equally divided, to do all by that emulation, and honest strife and contention, which you spoke of. Phil. For my forms I would put so many in a form, Sorting the forms so many together as may be. as possibly can go together, as was noted: the better will be continual helpers to the other, and much draw on the worse. Secondly, for the division of my fourms, and election of Seniors, I find this the only way to cut off all quarreling, and to provoke all to a continual contention; 1. By voices; all of a form to name who is the best of their form, Choice & matching each form. and so who is the best next him. Those who have the most voices, to be the two Seniors of the form. These they will choose very certainly. Then to the end to make equal sides; let the second or junior of those two so chosen, call unto himself the best which he 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 through choosing until they have chosen all the form. The two Seniors, I say, to be chosen by election of the whole form: then they two to choose, or call the rest of the form by equal election; the junior choosing first and so to go by course: If the Senior should choose first, than his side would ever be the better; which by the junior choosing first is prevented. By this means you shall find that they will choose very equally, ☞ and without partiality, Benefits of this election. to the end that each may have the best fellows; even as gamesters will do at matches in shooting, bowling or the like: and every match shall be very equal, or small difference amongst them. Also hereby all mutterings shall be cut off, whereby some kind boys will be whispering to their Parents, that their Master doth not regard no● love them, but prefers others before them. Thus also the painful shall be encouraged, when they find themselves preferred by the judgement of all their fellows; and each made to strive daily to be as good as his match or adversary, and for the credit of their side: and finally, they will labour that they may be preferred at the next election; or at least, not be put down with disgrace. This election would be made oftener amongst the younger, as once in a month at least; because their diligence and quickness will much alter: Amongst the Senior forms once in a quarter may suffice; yet at the Master's discretion. Spoud. This election surely is most equal, and the benefits of it must needs be very great according to that which you have said; and chiefly to help as much as any one thing to make the school to be indeed a pleasant place of honest, This a chief means to make the school Ludu● literari●● schollarlike, sweet and earnest contention. But you spoke of a third general help, which might be added, which you said was above all; to wit good government: of this I do desire to hear. CHAP. XXVII. Of government and authority in schools. Phil. COncerning the government of the school, Government the help of helps. of which you so desire my sentence; I do indeed account it the help of helps: as it is in all kind of societies; so principally in the school: out of which, all other good and civil societies should first proceed. To the end, that out of the schools, and from the first years, children may learn the benefit and blessing of good government, and how every one ought to do his duty in his place: and so from thence this good order and government may be derived into all places in some manner. Authority the top of government. This government ought to be, 1. By maintaining authority, which is the very top of all government; and is indeed aspeciall gift of God. This authority must be maintained, Authority how to be maintained. as in the Magistrate, by his so carrying himself, as being a certain living law, or rather as in the place of God amongst them; 1. By being a living law. 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 scholars with the best learning & manners, to the greatest good of the scholars, God's Church, and their country. 2. It must be maintained by a most strict execution of justice, 2. By most strict execution of justice in praemio. poena. in rewards & punishments. As Solon said that the Commonwealth, was upholden by two things; praemio & poena. That the painful and obedient be by all means countenanced, encouraged and preferred: the negligent, and any way disobedient, be disgraced, and discouraged in all their evil manners, until they frame themselves to the diligence and obedience of the best. Thus by the encouragement & commendation of virtue, Encouraging virtue. and discountenancing of vice; you shall in time overcome the most froward nature, Discouraging vice. and bring all into a cheerful submission: The evils of the contrary, or of partiality. Whereas of the contrary, dealing partially, or making no difference between the good and the bad, and much more discountenancing the painful and toward, and countenancing or favouring the idle and ungracious, you shall see all overturned: Observe this and be warned. for who will not frame himself to the lewdest, when it is all one unto them, whatsoever they be? our corrupt natures being so prone unto the worst things. 3. That in all their government there be a true demonstration of conscience and love, 3. By a demonstration of conscience and love in all. to do all as of conscience to God, and of love to the children, for the perpetual good of every one; and in an endeavour & study to draw them on by love, in an honest emulation, with due praise and rewards; abhorring cruelty, & avoiding severity (as was said) more than of necessity. 4. By being Precedents of all virtue to their children; 4. By being precedents to the children, of all virtue. and being as careful in their own places first, before the children's eyes to do their duties, as they would have their children to be in theirs. And so finally, by their holy and faithful carriage, to seek that God may rule, and that the children may obey God: For than he will both bless all their labours, and maintain their authority. Spoud. Surely si● these are worthy means to maintain authority: which unless it be preserved inviolable, all government goeth down▪ But I perceive, you utterly dislike that extreme severity whereby all things are done in very many schools, and the whole government maintained only by continual and terrible whipping; because you have so oft mentioned it as with grief. Phil. You shall find that M. Askam doth as oft and more vehemently inveigh against it. Extreme severity and whipping to be avoided in schools, and all means used to prevent it. For mine own part I do indeed altogether dislike it, more than necessity enforceth: and I take it that I have better grounds for my dislike, than any one can have to the contrary; even from those things which cannot be contradicted. 1 We are to imitate the Lord himself; 1 By the example of God. who though he be justice itself, yet is evermore inclined unto mercy, and doth not execute the severity and rigour of his justice, when any other means can serve: who if he should smite us, even the most vigilant of us all, so oft as we offend, as many do the children; which of us could live? 2 What father is there; 2 By the general desire of all wise parents, having natural affections. nay which of us is there who is a father, who would not have our own children rather trained up by all loving means of gentle encouragement, praise and fair dealing, then with buffeting and blows, or continual and cruel whipping, scorning, and reviling? Or which of us could but endure to see that indignity done to our own children, before our faces? Now our government and correction ought to be such, as which the very parent being present (I mean the wise parent) might approve; and for which we may ever have comfort and boldness, even before the holy God. To this we are to strive and contend always, until at length we attain unto it. 3 Which of us is there that would willingly live under such a government of any sort, 3 By that which every one of us would have done unto ourselves. that our state should be as the people, under their task Masters in Egypt, that we should be smitten continually for every little fault? and labour we never so much to do our duties, yet still we should be beaten. 4 Let every man's experience teach whether extremity or excess of fear 4 For the mischiefs which follow excess of ●eare, taking away all understanding and sense from the wisest. (which must needs follow upon such cruel and continual beating and dulling) doth not deprive and rob the mind of all the helps which reason offers. So as that the mind running about that which it fears so much, forgets that which it should wholly intend; whereby in timorous natures, you shall see some to stand as very sots, and senseless through an apprehension of some extreme evil, or by extremity of fear; whereas they are otherwise as wise & learned as the best. Insomuch as all devices are to be used to rid children of that kind of overwhelming fear; and sometimes correction for it, when this fear is without cause, and cannot be helped otherwise. 5 For the scholars themselves; 5 For the scholars to work in them a love of learning. because all things should be done in the School, so as to work in the children a love of learning, and also of their teachers: for that this love is well known to be the most effectual means, to increase and nourish learning in them the fastest; and also that government which consists in love, is ever the firmest. Now this extreme whipping, all men know what a dislike it breedeth in the children, both of the school, and of all learning as that they will think themselves very happy, if the parents will set them to any seruille or toiling business, so that they may keep from school. And also it works in them a secret hatred of their Masters; according to the sayings, Quem metuunt oderint: and, Quem quisque odit perijsse expetit; whom men do fear with a slavish fear, them they hate, and wish in their hearts to see their death. 6 In regard of the Masters themselves; 6 In regard of the Masters, to gain hearts of children and parents. because by this mild and loving government, they shall both have the hearts & commendations of the children presently, when they see in the Masters the affections of fathers towards them; and also they will ever keep a sweet and thankful remembrance of them, all their life long: that ever when they have occasion to speak of their Schoolmasters, they will do it with reverence, and praise God that ever they fell into the hands of such Masters: whereas of the contrary, they shall be sure of the secret hate and complaints of the poor children presently, where they dare speak: and ever after when they come at their own liberty, they will then report as they have found, and it may be far worse. So that they can never speak of their Master, but as of a thing which they abhor: his name is as a curse in their mouths; many wishing they had never known him. For that then they had been scholars, if they had not fallen into the hands of so cruel Masters. 7 And finally, 7 That Masters may ever have boldness and comfort. because in this loving, equal, mild and tender government, the Masters shall ever have boldness and comfort before the children, their parents, in their own consciences, and before God himself: whereas in the cruel and unmerciful tyranny, they shall have nothing but fear; fear of the children, fear of their parents, fear in their own consciences, fear for the Lord who hath said, that there shall be judgement merciless for them who show no mercy; and so the conscience being awaked, to have nothing but fear round about, except the Lord do grant unfeigned repentance to escape thereby. Spoud. I know not how to answer that which you say. It is hard for the Master striving to do good, to moderate his passion. The Lord be merciful unto us all who are in this calling, even for this sin: for it is no small matter to moderate our passion, and our correction. When the parents and others look for great things at our hands, and we find little good, and oft-times those the worst, whom we would feignest have to do the best: which of us can herein justify ourselves? But I pray you Sir, how would you have our authority maintained, and justice executed, which you so commend? You would have correction used, and sometimes sharpness too; as I observed in your speech for your Schoolmaster. How would you have the justice, inpraemio & poena, in rewards and punishments? Set me down shortly the means: and first for rewards and encouragements; after for punishments. CHAP. XXVIII. Of Preferments and encouragements. Phil. FOr the rewards of learning by preferments and encouragements; Encouragements to be by these means; thus I find best to do it: 1 By often elections of every form, 1 Often elections and preferments therein. in such manner as was showed; and so ever preferring the best thereby, to higher places as they grow in learning. 2 By gracing all the Seniors, 2 Countenancing and gracing the Seniors, and all the best and most painful. all best in each form, both to encourage them, and to provoke their fellows to emulate them, to strive in all things to be like unto them: and also to cause all their fellows in all things to reverence, and prefer them, both by giving place to them and otherwise. 3 By preferring or putting up those into higher fourms, 3 Putting up into higher forms. Giving places. who profit extraordinarily. Also daily (if you see good) to give higher places to them who do better, until the other recover their places again, by the election of the whole form, or by their diligence. 4 To use to commend every thing in their exercises, 4 Commending every thing well done. which is well or painfully done; passing over the lesser faults only with a word, showing our dislike: and that which is absurd, with some pretty speech; sharply reproving or disgracing their absurdity, without further correction, if there do not appear in them extreme negligence. Yet in praising them, you are to beware of making any of them wanton proud, Caveat in praising. or letting them to be any way overbold or malapert, or of using them over-familiarly: for familiarity will certainly breed contempt, and sundry inconveniences; whereas a reverend awe and loving fear, with these encouragements, shall continually nourish all virtue and diligence. 5 This might be used also with much fruit, 5 Disputation for the victorship. to encourage and provoke: but this as shall be found meet; To have a disputation for the victorship once every quarter of the year: as the last Wednesday or Friday of each Quarter in the afternoon; the manner thus: Cause the two Seniors of the two highest forms to sit together in the upper end of the School; Manner of the Disputation. and all the Scholars from the lowest which take construction, unto the highest▪ to ask of either of them, each two questions in order▪ of the best questions, which they have learned in their Grammar or Authors: first the two senior adversaries of the highest form to answer, than two of the next. And then let those two of them four, who answered best (that is, one of either form who answered most questions) be the victors for that Quarter. Two other of their next fellows, or more, to take note, and set down to how many questions each answered; and so the victorship to be decided. After this, some use to cause the scholars every of them, to give something for a Praemium, Praemia given to the two victors. to the victors: as each one a point or a counter, or more; 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 every one will himself. These to be divided equally between the two victors, as a reward of their diligence and learning; to encourage them, and all the rest of them by their ensample to strive at length to come unto the Victorshippe; because then besides the honour of it, each may come to receive again more than ever they gave before. The practice of this disputation must needs be very profitable; ☜ though some good Schoolmasters do doubt of the expediency for Scholars to give any thing, but to honour them otherwise. The two victors in regard of this dignity, and the applause from their fellows, Office of the victors for their Praemia. should use to make some exercises of Verses, or the like, to get leave to play on every Thursday, when there was no play day in the week before. And so they two continually to have that day for their fellows, as a further reward and honour of their learning; I mean only in such weeks when they had no play before, or at the Master's discretion. But this (as was advised) as Masters shall find it most expedient. 6 Above all these, ☞ this may be used as a notable encouragement and provocation, Solemn examination to be made once every year. both to Masters and scholars, and very necessary; That every year, at lest once in the year, there be a solemn examination by the Governors of the school, or some specially appointed thereunto. Against which time, Exercises to be provided against that time. all of any ability should provide some exercises fair written; as either Translations, Epistles, Themes, or Verses, according to the daily exercises of every form: and withal some declamations where there are ancient scholars, an Oration by the highest, to give the visitors entertainment. That in these their exercises, all may see their profiting, at least in writing, and receive some other contentment. Also all to keep their chief exercises fair written in books, To keep their daily exercises fair written in books for trial then by comparing. to be showed then; that by comparing them together with the former years, both the Master's diligence and their profiting may appear, and have due commendation. Besides these also, A course of examination to be appointed, and to be performed first by the Masters and Ushers. for the full examination of the scholars in all their learning, the Schoolmasters and Ushers are to be appointed an order and course in their examination; and themselves first to make a demonstration before the visitors, what the children can do in every form, both in their Grammar and Authors, and each kind▪ as shall be fit. It would be done first by themselves, because the scholars are best acquainted with their manner of examining, After by others not satisfied. and will be most bold to answer them. After them the visitors and others, who are not satisfied, to examine where, and as they please. Then when all is done, All who do well to be praised. as the visitors are to encourage all who do well, with praise; so those who do best, would be graced with some Praemium from them: The best specially graced. as some little book, or money; to every one something: or at least with some special commendation. It were to be wished that in great schools, Some Praemia given. there were something given to this end, to be so bestowed; five shillings or ten shillings. It would exceedingly encourage and incite all to take pains. This set solemn public examination, ☜ will more enforce all, Benefit of set and solemn examination. both Masters, Ushers and Scholars, to take pains, and tie them to make conscience of their duties, and to seek to profit and increase daily in knowledge, that they may then answer the expectation of all men, and give up a good account; then any augmentation of maintenance, or statutes, or whatsoever devise can possibly do: Although all necessary provision is to be made, both for the best statutes and orders; and chiefly for sufficient maintenance, and rewards to give all kind of heartening and encouragement both to Masters, Ushers, and Scholars. Also if at such examinations, Something given to some painful poor scholar to help the Vsher. something were given by the Visitors or other benefactors, to be allowed upon some poor scholar of the school, who is of special painfulness and towardliness; to the end he might be assistant to the Usher: it would much help both Usher and the younger scholars, and animate all such to take pains; striving who should have that preferment. Before such public examinations, All parents to have notice before su●h examination. all the parents of the children should have notice given them: that all of them may know certainly, the hopes of their children, and contrarily; and all who will may take trial. That so neither the parents may be abused, neither schools, nor scholars discredited, nor any lose their time, nor be wearied out, in that to which they are not fitted by nature; but every one to be employed to that in due time, to which he is most apt. Spoud. These means constantly observed, together with that strife and contention by adversaries, must needs provoke to a vehement study and emulation; unless in such who are of a very servile nature, and bad disposition: but how will you deal with them? you must needs use extreme severity towards them, who regard neither preferment, nor credit, nor fear aught but stripes. Phil. For these and all the rest (besides the former preferments) to the end to avoid this cruelty, which is so odious to all, we are to strive to this one thing following: 7 Above all, 7 To labour ever to work conscience in all to do all of conscience to God. to labour to work in them some conscience of their duties, by planting grace in them, and the fear of the Lord; with childelike affections towards the Lord, as towards their heavenly Father. And that also, besides all other means of Religion, spoken of before, By calling on them to remember these things: by calling oft upon all, to remember these things: 1 That in their calling they serve not men, 1 That in their calling they are Gods servants. but God; that they are Gods children and servants. As the very drudge is God's servant: so they are much more, being employed in so holy a calling, as to get knowledge and good nurture, for the good of the Church of God, and their own salvation; and principally that they may be most serviceable to God in all their lives after, in what calling soever. And therefore ever to bethink themselves, that God's eye is upon them, His eye is upon them. and he marks all their labour, and of what conscience to him they do it; and so will accept and reward them according to their faithfulness: so to be painful and obedient, not for fear of their Master, nor of the rod; but for the fear and love of God, because he hath appointed them so. And so herein to make a full demonstration, who they are amongst them that are truly wise, who fear and love God indeed; and who otherwise. 2. To call on them oft, to aim at this, to use all their wit, 2. To study to get learning to honour God with, & do service to his Church. their labour, time, and all their gifts, which are Gods, to get the best learning that they can; to do the Lord the greatest honour which they are able, whilst they shall remain in the earth, and the best service to his Church▪ and thereby to walk towards eternal life. Because, thus they shall be sure that God will honour them seeking to honour him; & will cast learning upon them so far as shall be good. 3. To put them oft in mind of the reward of their learning, 3. To put them in mind of the rewards which follow learning which they may look for even in this life. As those rewards which accompany great learned men; namely, riches, honours, dignities, favour, pleasures, and whatsoever their hearts can desire; and much more that reward which shall be eternal; that if men should be unthankful, yet God will reward all our labour & study abundantly, even every thought & meditation that ever we had for his name. To this end, Excellent sentences to be oft inculcated, to work in the scholars a love of learning. Pro. 3. 13. to inculcate oft unto them some of Salomon's Proverbs, concerning the excellency of learning & wisdom. As, Pro. 3. 13. Blessed is the man that findeth wisdom, and the man that getteth understanding. 14. For the merchandise thereof is better than the merchandise of silver, and the gain thereof is better than gold. 15. It is more precious than pearls; and all things that thou canst desire, are not to be compared unto her. And so forth, the 16. 17, & 18. verses. Also Prou. 4. 7. 8. & 8. 14. 15. 16. 17. 18. 19 20. etc. & 33. 34. etc. These and the like, being indeed chiefly meant, of the divine wisdom, comprehend also this learning, which is the way and means unto that divine and heavenly wisdom. By these means, and remembering well the general observations to put them in practice (as, To keep grounds perfect. to make all grounds exceeding perfect as they go, chiefly their Accedence and Grammar, and to keep them by continual● repetitions and examinations, that they may go on with ease, ☜ and feeling a sweetness of learning, To 〈◊〉 the nature of each 〈◊〉, and fra●●● ourselves thereto accordingly. and keeping a constant course in your government; observing wisely the nature and disposition of every one, and framing yourself thereto accordingly) you shall undoubtedly see the Lord so bringing them in obedience by your prayers, as a very small punishment shall serve. Spoud. It cannot he, but if we can plant the fear of the Lord in them, to work in them a conscience of their duties, it must needs be most available; 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 said, justice cannot be executed, nor any government or authority maintained) I pray you let me hear, how you would proceed in the same. CHAP. XXIX. Of execution of justice in schools by punishments. Phil. FOr inflicting punishments, To punish unwillingly. we ought to come thereunto unwillingly, and even enforced; and therefore to proceed by degrees: that who cannot be moved by any of the former means of preferments, nor encouragements, nor any gentle exhortation nor admonition, may be brought into order and obedience by punishment. And therefore, To proceed by degrees in punishing. first to begin with the lesser kinds of punishments; and so by degrees to the highest and severest, after this manner observing carefully the natures of every one, as was said. 1. To use reproofs; 1. Reproofs. and those sometimes more sharp according to the nature of the offender, and his fault. 2. To punish by loss of place to him who doth better according to our discretion. 2. Loss of place. 3. To punish by a note, 3. Black Bill of principal use & most available which may be called, the black Bill. This I would have the principal punishment, I mean most of use: for you shall find by experience, that it being rig●●ly used, it is more available than all other, to keep 〈◊〉 obedience; and specially for any notoriously idle or stubborn, or which are of evil behaviour any way. The manner of it may be thus: To keep a note in writing: Manner of the black Bill to deprive them of the play-days. or which may more easily be done; to keep a remembrance of all whom you observe very negligent, stubborn, lewd, or any way disobedient, to restrain them from all liberty of play. And therefore, To make them all to know what to look for. to give them all to know so much before hand, that whosoever asketh leave to play, or upon what occasion soever, yet we intent always to except all such; and that the liberty is granted only for the painful and obedient, which are worthy to have the privileges of scholars, and of the school, because they are such, and are an ornament to the school: not for them who are a disgrace unto it. So always at such playing times, To view the forms before play, and to separate all the disobedient and unworthy to be left to their tasks. before the Exeatis, the Master and Ushers to view every form through; and then to cause all them to sit still, whom they remember to have been negligent, or faulty in any special sort worthy that punishment, and to do some exercises in writing beside; either those which they have omitted before, or such as wherein they cannot be idle. But herein there must be a special care, Care for their tasks to be performed faithfully in their restraint. when they are thus restrained from play, that either Master or Usher, if it can be conveniently, have an eye to them, that they cannot loiter; or some one specially appointed, to see that they do their tasks. Also that they be called to an account the next morning, whether they have done the tasks enjoined, under pain of six jerks to be surely paid. Moreover, Notorious offenders to sit until they show geod tokens of amendment. for all those who are notoriously stubborn, or negligent, or have done any gross fault, to cause them to sit thus, not only one day, but every play day continually, until they show themselves truly sorry for their faults, and do amend; becoming as dutiful, and submiss as any other; and until they do declare by good signs, their desire and purpose to please and obey their Master. Unless they be released at very great suit, or upon sufficient sureties of their fellows, to incur otherwise their penalty if they amend not. This course straightly observed, Benefit of this punishment strictly observed, and why. partly through the shame of being noted in the rank of disordered fellows, and also lest their Parents should know it; and partly through depriving them of play, and more also through this strict account to be given of their tasks, and severity of correction otherwise, will more tame the stubbornest and proudest, through God's blessing, than any correction by rod: and this without danger to the scholar, or offence to their friends. And therefore, To look to this strictly. when rod and all other means fail, let us look carefully to this, not to leave one stubborn boy, until he be brought as submiss and dutiful as any of the rest. For, those being brought into obedience, the rest may easily be kept in order, with very little correction: whereas one stubborn boy suffered, will spoil, or at leastwise endanger all the rest. 4. Sometimes in greater faults, 4. Correction with rod more seldom, and chiefly for terror. to give three or four jerks with a birch, or with a small red willow where birch cannot be had. Or for terror in some notorious fault, half a dozen stripes or more, sound laid on, according to the discretion of the Master. Some do only keep a bill, Custom of some in the use of the black Bill. and note carefully their several principal disorders; and now and then, show them their names and faults mildly, how oft they have been admonished; and when they take them in hand pay them sound, and by this policy keep them in great obedience. In this correction with the rod, Caveats in correction. special provision must be had for sundry things. 1. That when you are to correct any stubborn or unbroken boy, 1. Manner of correction of the stubborn and unbroken. you make sure with him to hold him fast; as they are enforced to do, who are to shoe or to tame an unbroken colt. To this end to appoint 3. or 4 of your scholars, To hold them fast. whom you know to be honest, and strong enough, or more if need be, to lay hands upon him together, to hold him fast, over some form, so that he cannot stir hand nor foot; or else if no other remedy will serve, to hold him to some post (which is far the safest and free from inconvenience) so as he cannot any way hurt himself or others, be he never so peevish. Neither that he can have hope by any devise or turning, or by his apparel, or any other means to escape. ☜ Nor yet that any one be left in his stubbornness to go away murmuring, Not to let any to go away in their stubbornness. pou●ing, or blowing and puffing, until he show as much submission as any, and that he will lie still of himself without any holding; yet so as ever a wise moderation be kept. Although this must of necessity be locked unto; because besides the evil ensample to others, there is no hope to do any good to count of, with any until their stomachs be first broken: and then they once thoroughly brought under, you may have great hope to work all good according to their capacity; so that it may be, you shall have little occasion to correct them after. Moreover, a very child suffered in his stubbornness, to scape for his struggling, will in a short time come to trouble two or three men to take him up, and to correct him without danger of hurting himself, or others. 2. To be very wary for smiting them over the backs, To be wary to avoid all smiting or hurting the children. in any case, or in such sort as in any way to hurt or endanger them. To the end to prevent all mischiefs, for our own comfort; and to cut off all occasions from quarreling parents or evil reports of the school. And withal, to avoid for these causes, all smiting them upon the head, with hand, rod, or ferula. Caveat of threatening. Also to the end that we may avoid all danger and fear for desperate boys hurting themselves, not to use to threaten them afore, and when they have done any notorious fault, nor to let them know when they shall be beaten; but when they commit a new fault, or that we see the school most full or opportunity most fit to take them of a sudden. 3. That the Master do not in any case abase himself, That the Master do not abase himself to struggle with any scholar. to strive or struggle with any boy to take him up: but to appoint other 〈◊〉 the strongest to do it, where such need is, in such sort as was showed before; and the rather for fear of hurting them in his anger, & for the evils which may come thereof, & which some Schoolmasters have lamented after. 4. That the Masters and Ushers also, do by all means, avoid all furious anger, To avoid all furious anger. threatening, cha●ing, fretting, reviling: for these things will diminish authority, and may do much hurt, and much endanger many ways. And therefore of the contrary, How correction ought ever to be given. that all their correction be done with authority, and with a wise and sober moderation, in a demonstration of duty to God, and love to the children, for their amendment, and the reformation of their evil manners. Finally, Sparing the rod where necessity requireth is to undo the children. as God hath sanctified the rod and correction, to cure the evils of their conditions, to drive out that folly which is bound up in their hearts, to save their souls from hell, and to give them wisdom; so it is to be used as God's instrument to these purposes. To spare them in these cases is to hate them. Assurance of safety in correction when it is done ●right, Such correction is no cruelty. To love them is to correct them betime. Do it under God, and for him to these ends and with these cautions, and you shall never hurt them: you have the Lord for your warrant. Correction in such manner, for stubbornness, negligence and carelessness, is not to be accounted overgreat severity, much less cruelty. Spoud. But how hard a matter is it to keep this moderation in correcting, and thus to temper our anger! Surely, it must be a greater work than of flesh and blood: how may we attain unto it? It is a matter which hath often times troubled me, but I have not been able to overcome it. Phil. I do not condemn all anger in us: ☞ nay, anger in the Schoolmaster is as necessary as in any other, Anger necessary in Schoolmasters, so it be tempered aright. to be angry at the negligence and other vices of the children; for God hath ordained this to be a means, to whet us on to do our duties, & for the reformation & good of our scholars, to keep them ever in a holy awe by the fear of it. Yea, sometimes in more grievous offences, God is wonderfully pleased with it, though it be more vehement; as we may see in the anger of Moses & Phineas, so that we temper it in such sort, as that we sin not in it. That it do not cause us to break out to reviling, fretting, chafing, blows on the head, or otherwise to any cruel or unmerciful dealing with the children, to use them worse, than we would use a dog, as we say: But that we ever remember, that they are children, Gods children, heirs of his kingdom; we are to nurture them only under him, to train them up for him, and for his Church; nor to correct nature but vice; to do all to the end to make them men. Now the helps of repressing this our anger, Means to repress furious and raging anger. are the wise consideration of those things which I have mentioned, or the like. As to keep a continual memory, whose the children are; what they are; for whom we bring them up; under whom and in whose place; whether we would have God angry at us, & to smite us, as we do the children, for every fault which we do: how we would have our own children dealt withal: and also God's justice to measure to us or ours, with what measure we meet to others. Besides, to remember, that anger will blind our minds, that we cannot see to correct or use any right moderation. Moreover, to have ever in mind, the mischiefs that come of anger; how it will diminish our authority, and disgrace us extremely in the eyes of the children, when it is immoderate, and without just cause. Also that in our anger, we may do that evil in a moment, which we shall repent all our lives long. And the rather, because Satan watcheth to get advantage against us, to bring us to some notable evils in our anger. Into whose hand, it is just with God to leave us, because we would not watch over this passion to keep it in temper; when we know that of all other our affections we mostly open to his malice in this, by reason of our continual occasions of anger. Therefore to conclude this point, as we are to use all wisdom to prevent these evils; so principally, a constant course in observing all orders, shall prevail marvelously, by cutting off most occasions of anger. And finally, when all other means fail of conquering this unruly passion: let us call to mind the means, which the Lord hath sanctified to bring every thought into obedience; Places of scripture to be ever in our minds for repressing and moderating our anger. to wit, his heavenly word and prayer. To this end it shall be necessary, to have ever in mind, some special places of holy scripture against anger; as these and the like: Be angry but sin not, Eph. 4. 26. 27 let not the sun go down upon your wrath: neither give place to the devil. Be slow to wrath: jam. 1. 20 For, the wrath of man doth not accomplish the righteousness of God. Cease from anger, Psal. 37. 8. leave off wrath: fret not thyself also to do evil. A fool in a day is known by his anger. Be not of a hasty spirit, to be angry: for anger resteth in the bosom of fools. The angry man is said to exalt folly, to set up his folly to be seen of all. A man of much anger shall suffer punishment: Pro. 19 19 and though thou deliver him, yet will his anger come again. In a word, that severe denunciation of our Saviour for this undiscreet anger, breaking out into evil speeches, may humble us continually and make us afraid of this sin: That whosoever is angry with his brother unadvisedly, Mat. 5. 22 shall be culpable of judgement [or subject to punishment.] Danger of rash anger when it exceeds. And whosoever shall say unto his brother Racha, shall be worthy to be punished by the Council; and whosoever shall say fool shall be worthy to be punished with hell fire. By all which words it is most evident, that our undiscreet and hasty anger which overtakes us too oft in our places, making us to break out (unless we be more watchful) not only into reviling speeches, but also to blows, and to great severity, is highly displeasing to the Lord; and it doth exceedingly endanger us for his wrath and vengeance, unless we be daily humbled by unfeigned repentance for it: and yet so, as that we cannot look to escape some like measure from him, that we or ours shall surely feel his hand, unless we prevent and amend it. Spoud. These are worthy places of holy Scriptures; and able to stay us, if we could keep them in memory. But yet even in the most moderate, the very desire to do good, and to answer our places, moved by the untowardness and carelessness of many of our children, doth cause us sometimes to forget ourselves, and to break out overmuch. Phil. God hath left this to our calling, Occasions of anger left to our calling to humble and exercise us. as a means to try us, and to humble us continually; and also to have matter wherein to exercise us to strive against, and to make us more watchful in our places. But if we could learn but these three lessons, Three lessons for preventing of anger. we should wonderfully prevent Satan in these occasions of our anger, wherein we are so overtaken; 1 So much as ever we are able, 1 Constancy in observing order, and our eye ever on all. to have our eye continually round about the School upon every one; and namely the most unruly, to keep them in awe: and that we keep order strictly in everything at all times; as specially in all examinations and tasks, and our times for every thing most precisely, that they may look for it: for omitting them sometimes, makes the best too careless, & some bold to offend, in hope that they shall not be seen, or not called to an account: whereas by the contrary they grow into a habit of painfulness and obedience. 2 Studying to put on a fatherly affection and to deal so with them as a good father amongst his children. 2 Fatherly affections. This shall also bring them or many of them to the affections and dutifulness of loving children, to do all of conscience. 3 Labouring to be Enocks, 3 To walk i● our places with God as Enock. to walk in our places with God, as ever in his presence, his eye always on us; that he observes all our ways and will reward and bless us, according to our conscience herein: thus to walk before him, until he translate us hence, being as little absent from our place and charge, as possible may be; cutting off wisely all unnecessary occasions. Oft absence of the Master is a principal cause of the scholars negligence and not profiting, with the grief and vexing of the Master, arising thereon; unless he have very good supply. Spoud. Happy men were we if we could attain to this. But I pray you sir, what think you of this, to have ever the rod or ferula in our hand, at lesser faults to give them a blow or a jerk on the hand; and so when we see any of them idle? Phil. If we will strive earnestly, according to the former means, we shall by little and little attain to that ability, to cut off those occasions, and come to this good government, so far as the Lord shall be well pleased with us; and that he will pass by our weaknesses. But for having the rod or ferula always in our hands, if we be of hasty natures, The danger of having the rod of ferula ever in our hand. I take it to be, as for a furious man to carry ever a naked sword in his hand. It will make us to strike many a time, when we will be sorry for it after, if it fall not out worse. For these lighter faults, proceeding from lack of time, years, capacity, discretion, or the like, would rather be corrected by words, and reform lovingly, then by this continual whipping and striking: neither will any good and wise father smite his child for every fault. I would therefore have neither of these to be continually holden up; Rather a little twig if any thing at all. but rather some little twig, if you will needs: I mean a small twig something more than a foot long; that if you a little rap them on the heads, you can no way hurt them, neither their head, eyes nor face. But I account this far the best, for a Schoolmaster by his grave and wise carriage, For the surest, to have nothing ordinarily, but gravity and authority. and his faithfulness in his place; and also by carefully observing, and surely and sound correcting the negligent and disobedient, when other means fail; to strive to come to this, that his own presence, or at least his eye & speech, may sufficiently prevail to keep all in a submiss obedience; and that he may use the rod very sparingly, but only in greater faults, and on the principal offenders for example and terror. This shall be a fatherly and worthy government indeed, when the children thus obey of conscience; striving who shall be the best, and each way most dutiful. And thus in a short time, when your Scholars are so enured to your government that they know what to look for, you shall find that very seldom correction will serve. Spoud. I like your advice wonderful well herein: The time of inflicting common punishments. but when would you have the time, of common punishment to be inflicted; as namely that for their misdemeanours in the Church, or other gross faults noted by the Monitors? Phil. I would have this done commonly at the giving up of the Monitors Bills, some day before prayer; sometimes one day, sometimes another: and when the Master finds the greatest company present, then to call for the Monitors of that week; lest keeping a settime, any absent themselves by feigned excuses or otherwise, or cry unto their parents, that they dare not go to the school, because they must be beaten. But for extreme negligence, or other faults in the School, the very fittest time is immediately before the breaking up, upon the play-days; then if need● so require, first to whip all the stubborn and notoriously negligent, as also those who have done any gross fault: and after to cause them to sit, and do some exercises, whereof they are to give a strict account, as I said. This will surely by God's blessing tame the proudest of them in time, & bring them to be as submiss as the least child; as experience will manifest. Spoud. But what if you have any, Such as of whom is no hope of reformation to be sent from School in time. whom you cannot yet reform of their ungraciousness or loitering, and whom you can do no good with all, no not by 〈◊〉 these means? As some there are ever in all schools extremely untoward. Phil. These I would have some way removed from the school; at least by giving the parent's notice, and entreating them to employ them some other way; that neither other be hurt by their example, nor they be a reproach to the School, nor yet we be enforced to use that severity with them which they will deserve. But keep these courses strictly, and you shall see that they will either amend, or get away of themselves, by one means or other; I mean, by some device to their parents, to leave the School, and to go to some other employment. CHAP. XXX. Of School times, intermissions and recreations. Spoud. NOw that you have thus courteously gone through this point concerning the Schoole-government, by rewards and punishments (which being rightly put in practice, must needs bring a great blessing with them) let me crave your judgement also for the times of School and intermissions; with recreations to be used therein. Phil. To give you my judgement in all these briefly, School time to begin at six. according to that which by trial I find best; 1 The Schoole-time should begin at six: all who write Latin to make their exercises which were given overnight, in that hour before seven, unless they did them the night before, to get parts or the like. Spoud. Would you then have the Master and Usher present so early? Phil. The Usher should necessarily be there, to be present amongst them; The Usher to be present at six, only to oversee all. though he follow his own private study that hour, yet to see that all the Scholars do their duties appointed, and that there be no disorder: which will be, unless he or some other of authority be amongst them. For otherwise the best children, left to their own liberty, will show themselves children. If the Master be present at seven, 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 have them come so soon then? You would not have them beaten every time that they come over-late, as the custom is in some schools. Phil. That I take far too great severity, and whereby many a poor child is driven into wonderful fear, and either to play the truant, or make some device to leave the school; at least to come with a marvelous ill will, and oft to be dragged to the School, to the reproach of the Master and the School. The best means that ever I could find to make them to rise early, How to make all children to strive who shall be first at school without any correction. to prevent all this fear of whipping, is this; by letting the little ones to have their places in their forms daily, according to their coming after six of the clock: so many as are there at six, to have their places as they had them by election or the day before: all who come after six, every one to sit as he cometh, and so to continue that day, and until he recover his place again by the election of the form or otherwise. Thus deal with them at all times, after every intermission, when they are to be in their places again, and you shall have them ever attending who to be first in his place; so greatly even children are provoked by the credit of their places. If any cannot be brought by this, then to be noted in the black Bill by a special mark, and feel the punishment thereof: and sometimes present correction to be used for terror; though this (as I said) to be more seldom, for making them to fear coming to the School. Intermission at nine and three for a quarter of an hour, or more. The higher Scholars must of necessity rest to do their exercises, if their exercises be strictly called for. Thus they are to continue until nine, signified by Monitors, Subdoctour, or otherwise. Then at nine I find that order which is in Westminster to be far the best; to let them to have a quarter of an hour at least, or more for intermission, either for breakfast, for all who are near unto the School, that can be there within the time limited, or else for the necessity of every one, or their honest recreation, or to prepare their exercises against the Masters coming in. After, each of them to be in his place in an instant upon the knocking of the door, or some other sign given by the Subdoctor or Monitors, in pain of loss of his place, or further punishment, as was noted before; so to continue until eleven of the clock, or somewhat after, to countervail the time of the intermission at nine. To be again all ready, and in their places at one, in an instant to continue until three, or half an hour after: then to have another quarter of an hour or more, as at nine for drinking and necessities; so to continue till half an hour after five: thereby in that half hour to countervail the time at three; then to end so as was showed, with reading a piece of a Chapter, and with singing two staves of a Psalm: lastly, with prayer to be used by the Master. For the Psalms, every scholar should begin to give the Psalm and the tune in order, To sing part of a Psalm before breaking up at night; and each to begin in order and give the tune. and to read every verse before them; or every one to have his book (if it can be) and read it as they do sing it: where any one can not begin the tune, his next fellow beneath is to help him, and take his place. By this they will all learn to give the tunes sweetly, which is a thing very commendable; and also it will help both reading, voice and audacity in the younger. Spoud. But these intermissions at nine and three, may be offensive: they who know not the manner of them, may reproach the school, thinking that they do nothing but play. Phil. We are so much as may be in all things to avoid offence: Intermissions at nine and three a clock not offensive. but when by long custom the order is once made known, it will be no more offensive than it is at Westminster, or then it is at noon and night; so that it be done in a decent order. The benefits of such intermissions Benefits of intermissions. will be found very great, and to prevent many inconveniences. 1 By this means neither Masters nor Scholars shall be over-toyled, 1 None over-toyled, but wits ever fresh. but have fit times of refreshing. For there is none (no not almost of the least) but being used to it a while, they will sit very well in their places, for two hours together, The least will soon learn to sit two hours together. or two hours and a half; without any weariness or necessity, observing duly those times. 2 By this means also the Scholars may be kept ever in their places, and hard to their labours, without that running out to the Campo (as the term it) at school times, 2 Kept ever in their places at school time. and the manifold disorders thereof; as watching and striving for the club, and loitering then in the fields, some hindered that they cannot go forth at all. But hereby all may have their free liberty in due time; and none can abuse their liberty in that sort, nor have their minds drawn away, nor stir abroad all the day at school times: except upon some urgent necessity, to be signified to the Master or Usher; and so leave to be gotten privately, to return presently again. And also in those cases to lose their places for that day, unless the case be approved very necessary and sure; to the end to cut off occasions Leave to be granted upon urgent occasions beside. from such as will pretend necessities. If any one be catched abusing his Master or his liberty, without necessity only, upon desire of idleness or play, he is to be corrected sharply, for ensample. By this means you shall bring them to that order and obedience in a short time as they will not think of stirring all the day, but at their times appointed, or upon very urgent and almost extraordinary necessity. 3 Besides these benefits, 3 The time may be gained daily, and sundry inconveniences prevented. this will also gain so much time every day, as is lost in those intermissions; because there is no day but they will all look for so much time or more, to the Campo: especially the shrewdest boys, who use to wait for the club, and watch their times; these will be sure to have much more than that. Besides all the time which they lose in waiting for that idle fit; and that they will, if they can, be away at Lectures, and showing exercises: and likewise they will exceedingly trouble the Master in ask three or four sometimes together, what business soever he be about. Spoud. I have 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 reform them, and find these benefits in stead thereof. But what say you for their recrea●ions? Let me also hea●e your judgement in them: for I see that you would have in like manner a special regard to be kept thereof. Phil. I would indeed have their recreations as well looked unto, as their learning; as you may perceive plainly, by their intermissions, at nine and at three. Besides those, and all other their intermissions, it is very requisite also, that they should have weekly one part of an afternoon for recreation, Weekly recreations. as a reward of their diligence, obedience and profiting: and that to be appointed at the Master's discretion, either the Thursday, after the usual custom; or according to the best opportunity of the place. That also to be procured by some Verses, made by the Victors, as was showed: and then only, when there hath been already no playday in the week before, nor holy day in all the week. Before their breaking up also, it shall not be amiss to give them a Theamto make some verses of, ex tempore, Before breaking up to play, to make verses ex tempore. in the highest forms, after they have been for a time exercised therein: or if time permit, sometime to cap verses. In capping verses the way to provoke them the most, and to have most variety of good verses, Or cap verses. The best manner of capping verses. is, to appoint some one or two of the best, to challenge their fellows to come one after another; and ever as any one but sticketh or misseth in a syllable, the other to tell him, and another to come in his place: or else to try adversaries or forms together. This exercise will much help capacity and audacity, Benefit of capping verses. memory, right pronunciation, to furnish with store of authorities for Poetry, and the like; so as that they may be very cunning in their Poets by it. Therefore it may also be used in regard of the benefits at some other fit times beside, instead of some other examination. He that brings the most sweet verses, The greatest commendation in these. out of Ovid and Virgil or Cato amongst the youngest, and so out of other most approved Poets, is to have ever the greatest commendations. Absurd verses, such as most are of those called Carmina Proverbialia, are to be hissed forth: Namely, those which are termed versus Leonini. As that first verse, Si canis ex hilla religatur mordet in illa. And so all other of the same mould. Though even amongst those of that book there are some tolerable verses, if good choice be made. This exercise may well go before play: for it is nothing but a pleasant school recreation, & will exceedingly whet on the scholars to an ingenuous contention. All recreations and sports of scholars, Manner of their recreations. 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 unto, The recreations of the studious to be regarded. as the study of the rest: That none take hurt by his study, either for mind or body, or any way else. Yet here of the other side, Over much play to be carefully avoided. very great care is to be had, in the moderating of their recreation. For schools, generally, do not take more hindrance by any one thing, then by over-often leave to play. Experience teacheth, that this draweth their minds utterly away from their books, that that they cannot take pains, for longing after play, and talking of it; as also devising means to procure others to get leave to play: so that ordinarily when they are but in hope thereof, they will do things very negligently; and after the most play they are evermore far 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 go on with ease; then will they do far the best, without any danger of taking hurt thereby; for that then their learning is for most part as a play to them who are ingenuous. Therefore Masters are to use great wisdom in avoiding this▪ and answering with mildness, all those who are ever importunate in ask leave. And whereas such suitors are wont to be instant thus, That the Scholars will learn the better after; we may say truly, that they will learn fa● the worse after. Also, whereas they think that they do them good; they do both them, their friends and the school very great hurt, for the reasons mentioned. It is continual applying which brings learning, and the credit of a school. And for this cause it were not amiss, nor inconvenient (neither for the school, nor the Master himself who hath a regard of the profiting of his scholars) if in such places where both Master and scholars are hindered hereby that there were some statute for the help of the Master, that he could not give leave of himself above once in the week, without consent of the Minister, or some man of authority in the town; unless very seldom, and unto some chief parties to be yielded unto of necessity, in regard of some special dignity or desert. Spoud. Many Masters would count this a bondage. Phil. They should yet find it a profitable bondage, and which would bring no small freedom and comfort to themselves, or benefit and credit to their schools in the end. CHAP. XXXI. Inconvenience growing by diversity of teaching, and of Grammars. Spoud. But what think you of diversities of Grammars, Inconvenience by diversity of Grammars and courses of teaching. and of divers courses in teaching? do you not take them to be very inconvenient? Phil. Yes indeed: for by this means they younger scholars coming at new schools, or under new masters, are new to begin; or are hindered, and do lose much time, when they must after asort begin again. Many of great towardness and hope are thought to have nothing in them, because they are not acquainted with the new courses. Also their former Masters are discredited, which happily had taken the best and most profitable pains with them: the children are utterly or very much discouraged. Besides that many schoolmasters are extremely 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 found out by search, conference, and trial, with directions & helps How helped. for the practice thereof▪ & the same universally received or at least known; these inconveniences should be for most part prevented, & both Masters & scholars go on with cheerfulness in every place. In the mean time this is the safest course; To make them perfect in our ordinary Grammar, by the use whereof alone so many excellent scholars have been: then they shall be sure to go forward in any school or course, and to be well liked by every one. CHAP. XXXII. Evils by ordinary absence of Scholars. Spoud. ALthough I have been troubled by that diversity, yet much more by the absence of many of my scholars, Evils by absence of scholars. when some of them are away, two or three days in a week, and sometimes happily a month together, or almost a quarter of a year, as in the harvest time, and it may be they have no books neither; and yet the Parents will expect, that they should profit as much as if they were there daily, and as if they had all necessary books. Also they will be ready to rail upon me that their children do no good: whereby both myself and my school are much traduced; when the fault is wholly in themselves or principally, neither can I tell how to help it. Phil. I know this to be a common grievance. The best way to redress it, is this, so far as I know: 1. Parents are to be admonished, either to keep their children to school daily, or to keep them away continually. For by such absence, though it be but now and then, the minds of the best and most studious will be much drawn away, or they discouraged, and made unable to go with their fellows. Other their fellows also, are often much hindered for them; Schools and Masters discredited by them: Besides that in their absence they commonly learn much evil; and chiefly stubbornness to corrupt themselves and others Therefore this would be looked unto specially, How redressed. to be avoided so much as may be: And order to be taken by the governors and overseers of schools, that all such should be sent home again, who are kept away above a certain number of days; as thirteen in a Quarter (as the statute is in some schools) or a like number: unless in case of sickness, or such necessary occasion to be approved by the Master or overseers. Those most seldom absences, to be punished by loss of their places, and correction too, if the fault be found to be any way in themselves; or at least to sit still on the play days to learn when their fellows play, to recover that time again, and to make them more careful to come; or by all these means together. This will make the Parents to amend it. CHAP. XXXIII. Discouragements of Schoolmasters by unthankfulness of Parents. Spoud. THis is good counsel, if I could get our overseers to put it in execution; I myself will try what I can do to redress it by these helps: Yet there is one other discouragement, whereby I have been very much troubled in myself, many times; that is, the great unthankfulness that I find, Discouragement of Schoolmasters by unthankfulness of Parents. and have ever found in many whose children I have had; That some, if they think they have any little privilege by the place, they will not so much as give me thanks for all my labours, nor it may be afford me a good word, though their children do never so well under me. Others who have no privilege in the place, will give little or nothing, in regard of my pains, or to my meet maintenance, according to my place, to encourage me to take pains: and beside, 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 schools, finding some quarrel that their children did not profit, or the like; and thus not only defraud me of my due, but also raise such slanders against me, for the recompense of all my pains. Phil. We must look for thanks, Thanks to be expected at God's hands. Remedies against discouragements by unthankfulness of Parents. and the rewards of our labours from God, where the world is unthankful. But for the help of this, my advise is, that first we labour to be faithful in our places, in the best courses and kinds; chiefly to make our scholars good Grammarians: and then we may be bold to cause them who are of ability to pay accordingly in some sort, for the instruction of their children. They will better esteem the worth of learning, and of the service we perform to them (in those in whom they are to live after their time) and also to the Church & Commonwealth. And if God do bless us, that our scholars profit indeed, we shall in time have scholars enough; such as will be willing to pay well, how basely soever learning be esteemed of. Moreover, to prevent all such shifting and detraction, it is wisdom ever to call for our due at the Quarter's end; and to see that our carriage & government be such in our place, ☞ as that we may stand in the face of any such unthankful detractor. Also, that God's blessing on our labours, may ever answer for us; which following but these directions we may certainly expect. Finally, that in our places we labour to serve the Lord faithfully: and then we may be sure to receive the full reward of all our labour, from him; let men, as I said, be never so unthankful. 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, having all my doubts thus answered, and being thus heartened in every part. But yet, that I may both return unto it cheerfully; and also go forward, and continue happily to the end: I pray you let me have your judgement in these two points: 1. What children you would have set to learning, and encouraged to go on in the same. 2. Which you would have sent to the University, & how qualified. Phil. To both these I shall answer you what I hold. 1. what scholars to be set to learning. To the first: I would have those who after good time of trial shall be found the fittest amongst a man's children, to be applied unto learning; Most apt & of greatest hope. as being the meetest to be offered to God in a more special manner, to the public service of his church or their Countries. And so those only of them, to be encouraged to go on in the same, whom you find most ingenuous, and especially whom you perceive to love learning the best; which also do witness the same by their painfulness and delight in their books. The rest to be fitted so far as may be conveniently, for trades, or some other calling, or to be removed speedily. 2. To the second I answer: That such only should be sent to the Universities, 2. What scholars to be sent to the Universities. who prove most ingenuous and towardly, and who in a love of learning, will begin to take pains of themselves, having attained in some sort the former parts of learning; Ingenuous and lovers of learning. being good Grammarians Good Grammarians. at least, able to understand, write and speak Latin in good sort. 2. Such as have good discretion how to govern themselves there, Of discretion. and to moderate their expenses; which is seldom times before 15. years of age: which is also the youngest age admitted by the statutes of the University, as I take it. Some of chief note for learning and government, and of long experience in the University (as namely, some worthy heads of Colleges) would have none sent nor admitted into the University, None to be sent to the Universities, be●ore 15. years of age at least. before they be full fifteen years old at least; for these reasons specially amongst others: 1. Because, before that time, they will commonly require more bodily help, then can be there afforded. 2. The University statute forbiddeth to admit any under this age. 3. Because that daily experience doth teach how inconvenient it is in divers respects. Finally, all generally of whom I can hear in the University, do assent hereunto. Many would have them 17. or 18. year old before; because then commonly they have discretion to stick to their studies and to govern themselves. Spoud. I do much approve their judgement. I would have them good scholars, before they go to the University; and namely sound Grammarians, that the Tutors need not to be troubled with teaching them to make or to construe Latin; but that they may go forward in Logic or other studies meet for the University. For such a scholar as is able to understand well what he reads, or what is read unto him there (I mean in regard of the Latin) shall do more good in a year, than a weak scholar shall do in two or three; chiefly, if he have discretion to govern himself, and abide close to his book. For when as the scholar is fain to turn his Dictionary for every word, or hearing a Lecture read doth come away as he went; unless he be placed under a most painful Tutor, how is it possible that he should profit any thing, in respect of him who goeth a good scholar thither? How many evils do come upon the sending of scholars so rawly thither, both University and Country do fully know and ●ue. Now you have so lovingly and fully answered me in every doubt, and so largely laid open your mind unto me, as indeed I cannot desire any more of you: Only let me tell you this, To practise the most profitable that the points are so many, as I fear that I shall never be able to put them in practice. Phil. You may make trial of all, or the most likely of them; and constantly practise those which you find most profitable: the shorter that you can be in every thing, the better shall you do; so that all be done with understanding, as I said before. Spoud. I trust you will give me a copy of them: for otherwise I shall never be able to remember them; besides that they will require to be oft read over and over, until I shall grow perfect in them. I do not doubt, but you have set them down. Phil. I have; though as yet very imperfectly, for lack of meet leisure. Such as I have I shall impart (seeing your earnest desire to do good) and more as God shall add more help and experience by yourself, and by others▪ CHAP. XXXV. A brief rehearsal of the chief points and helps mentioned in this book. Spoud. HOw much shall you make me more indebted by that favour, above all your other kindness hitherto! Yet in the mean time before we depart, to the end to help my weak memory, and to cause me to go on more cheerfully, let me request only these two things of you further: 1 To repeat the principal heads of those things which should be as it were in the Master's remembrance always, A brief rehearsal of the chief points mentioned in this book. to be continually put in practice. 2 To set me down a short Catalogue of the books and helps which you have mentioned belonging hereunto, A rehearsal of the books and helps mentioned. for the better accomplishing of all these several parts of learning. Phil. For those principal heads, though most of them were named in the observations; yet sith such little briefs do much help memory, I will rehearse them so near as I can. These were of the chief: 1 To cause all to be done with understanding. The principal heads of those things which would be kept ever in memory, to be put in practice by the Master continually. 2 To cut off all needless matters, so much as may be, and pass by that which is unprofitable. 3 To note all hard and new words: to observe matter and phrase carefully. 4 To learn and keep all things most perfectly, as they go. 5 To have few forms. 6 To discourage none, but to draw on all by a desire of commendation. 7 To stir up to emulation of adversaries, and to use all good policy for one to provoke another. 8 Continual examining (which is the life of all) and chiefly posing of the most negligent. 9 Right pronunciation. 10 Some exercise of memory daily. 11 To have the best patterns for every thing; and to do all by imitation. 12 The Master to stir up both himself and his Scholars to continual cheerfulness. 13 Constancy in order. These were generally premised. To these we may add; 14 To get an Idea or short sum and general notion of every Treatise or Chapter. 15 To parallel all by examples, or to give like examples for each thing, and where they have learned them. 16 To see that they have continually all necessaries. 17 To countenance and prefer the best, to be marks for the rest to aim at, and that all may be encouraged by their example. 18 Maintaining authority, by careful execution of justice in rewards and punishments, with demonstration of love, faithfulness and painfulness in our place, with gravity; working by all means a love of learning in the scholars, and a strife who shall excel most therein, of a conscience to do most honour and service unto the Lord, both presently, and chiefly in time to come. 19 In a word; Serving the Lord with constant cheerfulness, in the best courses which he shall make known unto us▪ we shall undoubtedly see his blessing, according to our hearts. M. Askam hath these steps to learning: Master Askam his steps to learning. First, Aptness of nature: Secondly, Love of learning: Thirdly, Diligence in right order: Fourthly, Constancy with pleasant moderation: Fiftly, Always to learn of the most learned; pointing and aiming at the best, to match or go beyond them. Philip Melanchton also, in his Preface before Hesiod, adviseth after this manner; Philip Melanchtons' direction. To strive to make scholars exceeding cunning in every Author which they read. do this by oft reading and construing over their Authors; causing them to note every thing worthy observation, with some mark, to run ofter over those: not regarding how many the Authors are, but how exactly they learn them; chiefly all their sentences & special phrases, that the speech of the children may ever savour of them: for thus he saith; Vt quisque author optimus, it a saepissimè relegendus ad imit ationem: And that thereby they may always have of a sudden a pattern or precedent in their mind, whereunto to run, as the painter hath. And so much for the chief points: for the several books and helps, I refer you rather to the several Chapters; where you may soon see them together, as you shall have occasion to use them for their several purposes. Spoud. But it is a great charge to poor men, to provide so many books as may seem necessary. Phil. It is true indeed; yet one year gained in their children's learning, will recompense abundantly all charge in books which they shall need: and much more, if by them they shall gain sundry years, and be furnished with all kind of excellent learning meet for their years; which without the best books, it is no more likely to do, then for any to prove exquisite in other trades and sciences, without the most fine instruments serving thereunto. And this one certain assurance of the obtaining this treasure of learning, by following the right means and courses, may counterpoise all labour and charges whatsoever can be furmised, for attaining of the same. Spoud. Sir, I rest fully satisfied; praising the Lord, and acknowledging my perpetual debt for this our conference. Phil. Let us give God all the glory; to whom of due it appertains: and let us ever entreat him, that as he hath thus begun, so he will perfect his own work, for the everlasting praise of his own name, and the perpetual good of all his people, until Christ jesus shall come. 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉. 〈◊〉 〈◊〉 〈◊〉 〈◊〉 〈◊〉. THE SEVERAL CHAPTERS, WITH THE PARticular Contents of them. CHAP. I. 1 A Discourse between two Schoolmasters, 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 Schoolmasters place, ordinarily, wearisome, and thankless. They, who have felt the evils of labouring without fruit, will neither spare travel nor cost to help the same. Many honest hearted & painful Schoolmasters utterly discouraged, and living in continual discontentment, through lack of knowledge of a right course of teaching. Some few God much blesseth in this calling, though rare. More true contentment to be 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 lives with contentment. How the way of all good learning may be made more easy, then ever in former ages. Many worthy helps lie hid from the greatest part, only through neglect. A brief rehearsal of the chief contents, for the better entering into the conference, & for giving more light and life to all that followeth. The manner of proceeding in this conference. CHAP. II. 2 WHen the scholar should first be set to the school. Branches; The time of the first entrance in country schools, at seven or eight year old. The child of any ordinary towardliness, to begin to learn about five year old. Reasons and benefit of it. Two or three years may be gained hereby, to fit them sooner for the University. Parents ought to labour to see their children's good education before their eyes, so soon as may be. Objections against setting children so young to the school, answered. CHAP. III. 3 HOw the scholar may be taught to read English well and speedily, to fit him the sooner and better for the Grammar school. Herein these things handled; The inconveniences of having the Grammar schools troubled with teaching A. B. C. How this might be remedied by some other schools in each town for that purpose. The redress hereof to besought. To be borne with patience, where it cannot be avoided; and the burden of it to be made so light as may be. The first entering of children to be looked to heedily. To teach to read well, a matter of good commendation. Grief & discredit to the Schoolmaster 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 down, for the practising children in spelling of them; to help by them to spell any other speedily, and for writing true Orthography. Of joining syllables together. Books to be first learned of children. In what time children well applied, may learn to read English. Dividing 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 do it. Any one who can read, may thus enter children, if they will follow the directions; and so a poor body may make an honest living of it, and free the Grammar schools. Complaints for children for getting to read English, when they first enter into Latin; and how to avoid them. The just complaint of want of care in our schools, for proceeding in our own tongue, as in the Latin or Greek; whereas our chief care should be for our own language: and reasons for it. How scholars may increase continually, as fast in our own tongue as in the Latin. The chief fault of children going back in English, when they begin to learn Latin, is in the Parents. An ordinary fault, that scholars are to seek in matters of common numbers; and how to redress it. CHAP. FOUR OF writing. How the Master may direct his scholars to write fair, though himself be no good penman. Herein these particulars: Fair writing a great benefit and ornament to schools. The opinion is fond, that a good scholar cannot be a good writer. The trouble of Schoolmasters, for want of this skill to teach their scholars how to write. When the scholars should begin to write. To have all necessaries thereunto, and books kept fair. Each to learn to make his own pen, and how. Holding the pen, and carrying it lightly. In stead of setting copies, to have little copie-bookes fastened to the tops of their books; and those of the best which can be procured. Manner of their copie-bookes and copies. Inconvenience of following divers hands. Evils of the want of such copie-bookes. Fair writing to be practised by all the scholars once every day. General rule in writing, to make all like the copy. How to keep even compass in writing, not over-high not too low. Benefit of ruling-pens for each, and what ones. The books of the young beginners to be ruled with cross lines. The compass in greatness and nearness of the letters. joining the letters in writing. Writing strait without lines. Special furtherances for the first enterers, when they cannot frame any letter. Leisurely drawing the letters as the Painter, a chief help. To observe ornaments of writing. To make all the letters most plain. Mischiefs of getting a bad hand first. What the Master is to do, to the end that he may learn to teach his scholars to write fair. To walk amongst the scholars, to see that they observe their directions, and to mark all faults in writing. This skill is to be gotten, to avoid the evils by wandering Scriveners. The use of Scriveners in Grammar Schools, what. The sum of the principal directions for writing, to be ever in memory. CHAP. V. Certain general observations to be known of Schoolmasters, and practised carefully; chiefly in all Grammar learning. 1. That scholars be taught to do all things with understanding, and to have a general knowledge of the matter before. To do all things by reason with understanding, brings almost double learning, besides ease and delight. Reading without understanding, is a neglect of learning. Trial of difference between learning with understanding and without. Verses of Horace to this end, worthy to be written in letters of gold, to be imprinted in the memories of all. How some writers have so far gone beyond others in eloquence, through their ripeness and understanding. How to teach all to be done by understanding. 2. To learn only such things as whereof they may have good and perpetual use. 3. To note all hard words or matters worthy observation, and the manner of marking them. 4. To learn all things so perfectly, as the former may be instead of a Schoolmaster to the later. 5. That the whole school be divided into so few forms, as may be; with reasons for the same. 6 To have a great care that none be discouraged, but all to be provoked by emulation and desire of praise. A sentence of Tully to this purpose worthy to be ever before the Master's eye. Strife for victories the most commendable play and a chief means to make the school Ludus Literar●us. 7. Each to have his adversary: and they to be so matched and placed as all may be done by equal strife. 8. To use ever to examine the most negligent. 9 Continual care of pronouncing. 10. To have some exercise of memory daily, for making excellent memories. 11. To have the best patterns of all sorts that can be gotten. 12. The Masters to encourage themselves and their scholars continually. 12. Constancy in good orders, with continual demonstration of love, to do all for the greatest good of the scholars. CHAP. VI HOw to make children perfect in the Accedence. Herein these particulars: The usual manner of learning to read the Accedence. The ordinary manner of getting the Accedence without book. The best means, for learning to read the Accedence. General rule in learning without book, or getting whatsoever seemeth hard, To take but a little at a time. To cause them first to understand 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 understand, by showing the meaning, and by ask questions. In what points of the Accedence, the chief labour would be bestowed to make young scholars very perfect▪ viz. in all kind of declining. How to be most speedily perfect in the Verbs; which are a mean foundation, and wherein the greatest difficulty lieth. No pains can be too great in Nouns and Verbs until they be exceeding perfect. Two general observations in the English rules: what parts of the English rules, to be made most perfect in. Help for examination of the Accedence: viz. The questions of the Accedence, called the Poasing of the English parts. Other needful questions adjoined to the end of the same. CHAP. VII. HOw to make scholars perfect in the Grammar. What is done ordinarily in schools in teaching Grammar. What things are requisite in learning Grammar. How to get the Grammar with most ease and fruit. Benefit of Lilies rules construed. Learning the rules without book. Construing the rules without book. How to do where leisure is wanting. How to examine so as to make your scholar to answer any question of his Grammar; with an example thereof. To appose only in English, where children are too weak to answer in Latin. Examining in the Latin Nouns and Verbs. Examining the Syntaxis, and helps thereunto. Repeating titles and margins, or the beginning of the rules, in a continued speech, to keep the rules perfectly. Help for hearing part in straits of time. Helps for further understanding the rules. The sum of all, wherein chief care would be had. A perfect saying every rule, not so absolutely necessary. To turn to each hard rule in parsing, a help to make Scholars perfect in the Grammar. Grammar to be made as a Dictionary to the Scholars. CHAP. VIII. OF Construction, or of construing Authors, how to make all the way thereof most easy and plain. Herein these particulars: Things seeming difficult in construction. The ordinary toil of Masters about giving lectures, & making their scholars able to construe. Difficulty in taking lectures, in propriety of words and sense. Grief of the Masters for their scholars forgetting that which they have learned. The way of construing most plain, by practice of the Rule of construing, and of Grammatical translations. The rule of construing unheard of to the most. The rule set down by sundry learned Grammarians. The rule according as Master Leech hath set it down. 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 Grammatical translations according to the rule: wherein may be seen the general benefits thereof, for resolving Latin into the Grammatical order, construing, parsing, making Latin, and trying it. The chief reason of the benefits. Benefits of translations according to the rule, set down more particularly. Things specially observed in the translations of the School Authors. How to use the translations, so as to attain the former benefits. Objections against the use of translations in Schools, answered. The uses and benefits mentioned, cannot be made of any other translations of the School Authors, except of the Grammatical: and the reason of it. Some exampls of other translations, to manifest the truth hereof. Grammatical translations separate from the Latin, cannot endanger any to make them truants. How to prevent idleness or negligence in the use of the translations. These no means to make Masters idle, but contrarily to encourage them to take all pains. The account to be justly made of such translations. School Authors translated Grammatically. Other books also translated Grammatically for continual helps in Schools. What helps to be used for construing higher Authors, and so for construing ex tempore. The higher forms to practice to go over so much as they can, construing ex tempore. CHAP. IX. OF Parsing and the several kinds thereof. How children may purse of themselves, readily and surely. The particular branches are these; The usual manner of teaching to purse. The certain direction for parsing. To purse as they construe, marking the last word. To observe carefully, where they have learned each word, what example every word is like; so to parallel by examples, each thing which they have not learned in their rules. An example of parsing, set down at large for the rudest. Manner of hearing lectures amongst the lower. How to know by the words what part of Speech each word is. How a child may know, of what Conjugation any Verb is. Much time and toil in parsing, through examining each word by the Master, how helped. The surest, shortest & speediest way of parsing, to purse as reading a lecture. How to help to prepare the children for parsing at taking lectures, by showing them only the hard words, that they may take most pains in them. Example of marking the hard words amongst the first enterers. Marking the hard words helpeth much, and preventeth many inconveniences. 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 use of each Author. Parsing in the higher forms, and to do all in Latin. The sum of all for parsing. CHAP. X. OF making Latin. How to enter children to make Latin, with delight and certainty; without danger of false Latin, barbarous phrase, or any other like inconvenience. Particular points; To enter children to make Latin, a matter ordinarily extremely difficult and full of toil, both to Master and Scholar. The usual manner in country Schools, to enter children to make Latin. The shortest, surest, and easiest way, both to Master and Scholar, for entering to make Latin. Making first the Latin of their lectures, and giving a reason of each word. Example of it. Continual construing, parsing, and reading their Authors out of Grammatical translations, is continual making pure Latin, to cause children to come on in it very fast. Choosing fit sentences out of Authors, for the children to make of themselves. The manner of the entrance of children to write Latin, so as to profit in English, Latin, Writing fair and true, all under one labour. How to have their books ruled to this purpose. Manner of dictating the English to scholars, when they are to learn to write Latin. Making and setting down the Latin, by the Scholars. Benefit of it for, certain direction both to Master and Scholar. Further use to be made of the Latin so set down, to make it fully their own. Composing the Latin into the order of the Author. Tully's Sentences, the fittest book to dictate sentences out of. An example of the manner of dictating, and writing down both English and Latin. Translating into pure Latin, and in good composition of themselves, trying who can come nearest unto Tully. How to prevent stealing, and writing after one another. How to go on faster, and dispatch more in making Latin. Translating into English of themselves, after M. Askams' manner; and after, reading the same into Latin again, or writing it. The most speedy and profitable way of translating for young scholars. How to translate an Author into Latin, or any piece thereof. Such translating only for Scholars well grounded. sum of all for making Latin. 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 Scholars, displacing sentences, in an imagination of fine composition. Composition generally belonging to all Latin. Rules of composition, as they are set down by Macropedius, in the end of his Method of making Epistles. More exquisite observation in placing and measuring sentences. CHAP. XII. HOw to make Epistles imitating Tully, short pithy, sweet Latin and familiar, and to indite Letters to our friends in English accordingly. Herein these things; Difficulty of making Epistles purely, and pithily. The ordinary means of directing Scholars to make Epistles. Difficulty for children, who have no reading, to invent variety of matter of themselves. Helps for making Epistles, by reading Tully's Epistles, and imitating them. Making answers to Epistles. Examples of imitating Epistles, and answering them. CHAP. XIII. OF making themes full of good matter, in a pure style and with judgement. Herein these branches; The ordinary manner of directing scholars how to enter to make Themes, according to Apthonius' precepts. The inconveniencies of that course for young scholars; and that it is hard enough for many teachers. Difficulty in making Themes, because scholars are not acquainted with the matter of them. The scholar is oft beaten for his Theme, when the Master rather deserveth it. To consider the end of making Themes. The means to furnish the scholars for Themes. Precedents or examples for Themes. Precedents for matter, to furnish scholars with store of the best matter. Reusneri Symbola, a book meet to this purpose; and chiefly for training up young Gentlemen, and all of chief sort and condition. How to use Reusner for themes. An easy direction for Themes, to be handled according to the several parts thereof. Imitation of Exordiums and Conclusions. Other Authors for matter. Helps for invention of matter. The knowledge of the ten grounds of Invention, the readiest way. The Art of meditation most profitable and easy for help of invention. Precedents for the form and manner of making Themes. Declamations and patterns for them. Declamations fit for the Universities, or for the principal scholars in Grammar schools. Manner of writing down Themes by scholars of judgement. Making of themes ex tempore, a matter of great commendations, if it be done schollarlike. The way to make themes ex tempore. A most easy and profitable practice, to help to make themes ex tempore. Whereto be stored with matter and words for each part of the Theme. Help for supplying words and phrases. commonplace books, a singular help. Orations. Orations belong specially to the Universities. Examples of Orations. Orations ex tempore. sum for themes. CHAP. XIIII. OF versifying. How to enter to make verses with delight and certainty, without bodging; and to train up scholars to imitate and express Ovid or Virgil, both their phrase and style. Herein these particulars: Poetry rather for ornament then for any necessity. There may be commendable use of Poetry. The ordinary difficulty of Poetry. The folly of some in this kind. The most plain way how to enter to make verses, without bodging. Turning the verses of their Lectures into other verses. Of contracting or drawing seven or eight verses into four or five; and the certain benefit of this exercise. To make verses of any ordinary Theme. To versify ex tempore. Helps for versifying. CHAP. XV. THe manner of examining and correcting exercises. Herein these particulars: Examining exercises never to be omitted. General faults wherein scholars do commonly slip. To read over their exercises first in natural order. To parallel each thing by examples. To look to elegancy and fineness of composition. Never to think any thing laboured enough. adversaries to note faults in one another's exercises. The manner of examining exercises by the Master. Special faults in the highest forms. Care that they do correct their exercises presently. CHAP. XVI. HOw to answer any needful question of Grammar or Rhetoric. Herein these things; To answer any Grammar question, a thing commendable. How to answer any difficult Grammar question. Most of the difficulties of the ancient Classical Authors, collected briefly by M. Stockwood. How to answer the questions of Rhetoric. How to answer the questions of Tully's Offices. CHAP. XVII. OF Grammatical oppositions. How to dispute schollarlike of any Grammar question in good Latin. Herein these branches: To use the help of Master Stockwoods' disputations of Grammar. Benefits of such scholastical oppositions. Disputations of moral Philosophy belong rather to the Universities. How these may be done, and how far. Objection answered, for disputing out of Master Stockwood. Evils of enforcing scholars to exercises, with the examples whereof they are not acquainted first. Benefit of having the best patterns. CHAP. XVIII. OF pronouncing naturally and sweetly, without vain affectation. Herein these particulars: The excellency of pronunciation. Pronunciation ordinarily hard to be attained in schools. How scholars may be brought to pronounce sweetly. Children to be trai●ed up to pronounce right from the first entrance. To utter every matter according to the nature of it. What they cannot utter in Latin, to learn to do it first in English, then in Latin. To cause sundry to pronounce the very same sentence in emulation. To be careful, chiefly for pronunciation, in all Authors wherein persons are feigned to speak. Poetry to be pronounced as prose, except in scanning. Further helps in pronouncing. To mark in each sentence, in what word the emphasy lieth. Care in pronouncing exercises. The more exquisite knowledge and practice of pronouncing, left unto the Universities. CHAP. XIX. OF speaking Latin purely and readily. Complaint of the difficulty to train up scholars to speak Latin. The general error, for the time when scholars are to begin to speak Latin. To learn to speak Latin should be begun from the first entrance into construction. The surest course for entering young scholars to speak Latin. How the Master himself may do it easily before them. The daily practice of Grammatical Translations, and chiefly of reading books of Dialogues out of English into Latin, is a continual practice of speaking Latin. Difficulty to cause scholars to practice speaking Latin amongst themselves. inconveniencies of Custodes for speaking Latin. Inconvenience of one scholar smiting another with the Ferula. The best means to hold scholars to speaking Latin. How any one may by himself alone, attain to speak Latin in ordinary matters. For them who desire to come to ripeness and purity in the Latin tongue, Goclenius his observations of the Latin tongue, is of singular use. CHAP. XX. HOw to attain most speedily unto the knowledge of the Greek tongue. Herein these branches; The Greek may be gotten with far less labour than the Latin. One benefit of the perfect knowledge of the Greek Testament alone, worthy all our labour to be taken in the Greek. M. Askams' testimony concerning the Greek tongue, and the excellent learning contained in it. The way to the Greek, the same with the Latin. How scholars of understanding and judgement may take a shorter course. To use M. Camden's Grammar. Grammatica Graecapro Schola Argentinensi per Theophilum Golium, may serve in steed of a further exposition of Camden. To begin construction with the Greek Testament, and why. To strive to have the Scriptures as familiarly in the Originals, as the jews had the Hebrew. Those who purpose to have any smattering in the Greek, to have it in the Testament, and why. The Testament compared to other Greek Authors. The Testament a notable entrance to all other Greek Authors. How scholars may be made most perfect in the Greek Testament. The speediest way to the Greek, To get the Radices first. The easiest way, how to learn the Greek Radices. How any may soon learn to read the Greek, before they learn the Greek Grammar. How the Nomenclator of the Greek Primitives might be made of singular use. Help for committing words to memory. Caveat in remembering. The Greek Radices contrived into continued speeches, may be gotten soonest of all. The readiest and surest way of getting the Testament▪ By a perfect verbal translation, separate from the Greek. How by the help of such a translation, any who have but a smattering in the Greek may proceed of themselves in the Testament. This cannot be so done by the interlineall, or having the Greek and Latin together, and why. How scholars of judgement may use the interlineall. How to proceed in other Authors. The benefit of such translations of some of the purest Greek Authors. Parsing in Greek. Helps for parsing in Greek. Helps for knowledge of the Poets. How to write in Greek purely. How to write fair in Greek. Versifying in Greek. sum of all for the Greek. CHAP. XXI. HOw to get most speedily, the knowledge and understanding of the Hebrew. Herein these branches; The knowledge of the Hebrew may be the soon gotten, and why. Manner of learning the Grammar, and what Grammar to be used. The getting the Hebrew Radices, a chief help. 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 roots reduced to Classes. Continual practice of perfect verbal Translations, a singular help. A Student having opportunity cannot be better employed, then in getting perfectly, and imprinting the originals in memory. The Latin, Greek and Hebrew, may be the soonest gotten by such perfect Translations in each tongue. How much and what to learn in all things. CHAP. XXII. OF knowledge of the grounds of Religion, and training up scholars therein. Herein these heads; Scholars are to be trained up in Religion. Religion most neglected in Schools. The Popish Schoolmasters shall rise up in judgement against all who neglect it. Teaching the Catechism, and when. Examining the Catechism. Taking notes of Sermons. Setting down all the substance of the Sermons, in the higher forms. Manner of noting, for helping understanding and memory. To translate the Sermon into Latin, or to read it into Latin ex tempore. Examining Sermons. Repetition or rehearsal of the Sermons. Benefit of strict examination of Sermons. How the repetition may be done readily. How to go through the History of the Bible, and the manner of examining it. Objections answered. How to teach the scholars civility. CHAP. XXIII. HOw to understand and remember any Moral matter. Herein these things; A principal help of understanding, to cause children to understand and remember by questions. An example hereof. Help in private reading, by questions. CHAP. XXIIII. SOme things necessary to be known, for the better attaining of all the parts of learning mentioned before: as, 1. How the Schoolmaster should be qualified. Herein these branches; The Schoolmaster ought to be sufficient to direct his Scholars, or tractable and willing to be directed. The Schoolmaster must be painful and constant, of conscience of God. He must cast off all other studies at school times. He must not post over the trust to others. The Schoolmaster must be of a loving disposition, to encourage all by praise and rewards. He ought to be a godly man, and of good carriage. To seek to gain, and maintain authority, and how. CHAP. XXV. OF the Usher and his office. Herein these particulars; An Usher necessary in all greater Schools. Evils of lack of an Vsher. The Master burdened with all, is, as the Husbandman overcharged with more than he can compass. Supply by Scholars, not sufficient. Sufficiency of the Vsher. The Usher to be at the Master's command. To be used with respect. The Usher not to meddle with correcting the highest Scholars. The Usher to use as little correction as may be, unless in the Master's absence. The Ushers principal employment with the younger, to train them up for the Master. To prevent all inconveniences by the Vsher. CHAP. XXVI. Helps in the School besides the Vsher. Seniors in each form. Particular help, a Subdoctor in place of the Usher, or where one Usher is not sufficient. Sorting the forms, so many into a form as may be. Choice and matching each form equally, that all may sit as matches. Benefits of this election. This equal matching all, a chief means to make the School Ludus L●terarius. CHAP. XXVII. OF government and of authority in Schools. Herein these branches; Government, the help of helps. Authority, the top of government. Authority how to be maintained. The Masters and Ushers to be as living laws, to maintain their authority. Authority maintained by most strict execution of justice, by rewards and punishments. Encouraging virtue, discouraging vice, to maintain authority. The evils of neglect hereof, and of partiality. Authority to be maintained by a continual demonstration of conscience, and love to the scholars. By being Precedents of all virtue. Extreme severity, & whipping, to be avoided in schools; and all means used to prevent it. Reasons. Difficulty for the Master to moderate his passions oftentimes, if he strive to do good. CHAP. XXVIII. OF Preferments and encouragements. Herein these particulars: Encouragements to be by these means; Often Elections. Countenancing and gracing the Seniors, and all the best and most painful. Putting up into higher forms. Giving places. Commending every thing well done. Caveat in commending. Disputation for the victorship. Praemia to be given to the two Victors. Office of the Victors for their praemia. Solemn examination to be made once every year. Exercises to be provided against that time. To keep their daily exercises fair written in books, 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 Ushers; after by others not satisfied. All doing well to be praised, the best specially graced. Benefits of this set solemn examination. All Parents to have notice before such examinations. To labour by all means to work a conscience in all the Scholars, to do all of duty and love to God, and how. Some excellent sentences to be oft inculcated, to work in the Scholars a love of learning. CHAP. XXIX. OF execution of justice in Schools, by punishments. Herein these particulars: To punish unwillingly. To proceed by degrees in punishing. A note which may be termed the black Bill, of principal use, and most available in punishing & reforming. Manner of the black Bill, to deprive all chief offenders of the benefit of play days. To cause all such to know aforehand, what to look for. To view the forms before play, and to separate all the disobedient and unworthy, to be left to their tasks. Care that their tasks be strictly exacted. Notorious offenders, or stubborn boys, to sit so many days, until that they show good tokens of amendment. Benefit of this punishment, strictly observed, and why. Correction with rod to be used more seldom, and chiefly for terror. Caveats in correcting. Manner of correcting the stubborn, and unbroken. Not to suffer any to go away in their stubbornness. To be wary to avoid all smi●ing or hurting the children. Caveat of threatening. That the Master do not abase himself, to struggle with any stubborn boy. To avoid all furious anger and cha●ing. How correction should ever be taken. Sparing the rod where necessity requireth, is to undo the children. Assurance of safety in correction, when it is done aright. Anger necessary in Schoolmasters, so it be tempered aright. Means to repress furious and raging anger. Places of Scripture to be ever in our minds, for the repressing and moderating our anger. Danger of rash anger when it exceeds. Occasions of anger, left to the calling of the Schoolmasters, to humble and exercise them. Three lessons for preventing anger. The danger of having the rod, or ferule ever in the hand of the Master or Vsher. The surest way to have nothing ordinarily, but gravity and authority. The time of inflicting common punishments. Such as in whom is no hope of reformation, to be sent from School in time. CHAP. XXX. OF School-times, intermissions, and recreations. School-time to begin at six. The Usher to be ever present at six of the clock, though only to oversee all. How to make children to strive who shall be first at School without correction. Daily intermissions at nine, and three of the clock, for a quarter of an hour or more. To sing part of a Psalm before breaking up at night, and each to begin in order, and to give the tune. Intermissions at nine of the clock and three, not offensive, when they are once known. Benefits of intermissions. None to stir forth of their places at Schooletimes, but upon urgent occasions. The time of the intermissions may be gained daily, and sundry inconveniences prevented. Weekly recreations. Before breaking up 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. Overmuch play to be carefully avoided. CHAP. XXXI. Inconveniences growing by diversity of teaching and of Grammars. How this helped. CHAP. XXXII. Evils by ordinary absence of Scholars. CHAP. XXXIII. DIscouragements of Schoolmasters, by unthankfulness of parents. Remedies against such discouragements. CHAP. XXXIIII. WHat Children to be set and kept to learning. What Scholars to be sent to the Universities. None to be sent to the Universities before fifteen years of age at least. The best courses to be practised. CHAP. XXXV. A Brief rehearsal of the chief points and special helps, mentioned through the whole book. The principal heads of those things, which would be ever kept in memory by the Master, to be continually put in practice. Mt. Askames steps to good learning: with a brief direction of Melanchtons. FINIS. STudious Reader, I thought meet to give thee notice, that my Translation of Sententiae Pueriles, and of Cato, are now under the Press; and the former of them, within a day or two, ready to come forth. Expect the other, shortly after. Postscript. PAge 53. line 3. read by that. p. 78. l. 35. for declension read Gender or declining. p. 87. l. 16. for ever read 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 kind. 297. l. 35. for rest, read: rise. Faults escaped by the Printer. IN PAge 20. line 3 the Alphabet should have been distinguished by three, 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 book books 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 go truly go surely 79 3 speedily specially 102 12 Queen 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 margin against line 18 for youngest▪ read highest: