THE True and ready Way To learn the Latin TONGUE. Attested by Three Excellently Learned and Approved authors of Three Nations: 
Viz. 


Eilhardus Lubinus, a German,  
Mr. Richard Carew, of Anthony in Cornwall;  
The French Lord of Montaigne.     Presented to the unpartial, both public and Private Considerations of those that seek the Advancement of LEARNING in these NATIONS.  
By Samuel Hartlib, Esq  
LONDON Printed by R. and W. Leybourn for the commonwealth of Learning, MDCLIV.   

TO The Right Honourable, FRANCIS rous, Esquire: SPEAKER of the PARLIAMENT Of the commonwealth of ENGLAND.  
Mr. SPEAKER,  
ALthough the designs of this Age do tend, as I am verily persuaded, to a thorough Reformation; yet hitherto we cannot see much more than the Overthrow and Deformation of former Establishments: partly, because there is much rubbish to be removed; partly, because it is not possible to build a new House where an old one is standing, till the old one be pulled down. Yet no wise man will lay his old habitation waste, till he know what to erect instead thereof: Hence it is, that a New model is commonly first prepared before the old one be removed. I know not how far this Course hath been taken by others, but in the Sphere wherein I have walked, my aim hath been rather to take away the Difficulties then to lay them open, rather to suggest a remedy then to discourse of the Disease; for there is no end of Complaints on all hands, seeing each Party doth lay open the others faults; and few or none tell us, how they ought to be mended. For indeed it is easier to see a mote or a web in another man's eye, then to take it out, and most men think themselves justified, when they have condemned others, whose way is different from that which they have Chosen. And although this seems to be in all other matters the Ordinary Practice; yet in the ways of Education, and the Reformation of Schools (the deepest foundation of all other good Settlement both in Church and commonwealth) it hath not been followed hitherto. But my honoured Friend Mr. John Amos Comenius, and some other Fellow-labourers and Correspondents in this Work with myself, have studied to make as little Alteration as could be, seeking only the best Advantages which upon the Ordinary Foundations of School-teaching could be introduced: and in this Endeavour for a great many years we have Continued, and many ways attempts have been made to facilitate the Course of universal Learning, and especially the teaching of Learned Tongues; and to abridge the time which is spent, and to ease the toil which is taken therein: but when all is done, we find after long experience, that it will be impossible to raise a firm and Commodious Building upon the Old Foundation; for which Cause I must needs show now the weakness and defaults thereof. And because it is no small difficulty and hazard to venture upon the contradicting of a custom so Universally received, as is the Grammatical Tyranny of teaching Tongues; Therefore I am willing to make an Appeal, and seek out an Eminent Patron for this bold Attempt, not doubting that Your impartial Judgement, not wedded to things, because they are Customary and received, will look into this thing with a more single eye, to discern the truth of that which is offered, than others can do, that are either so far engaged unto the Road-way, that they will not think of any better Course to be taken; or suspect all New designs as light Projects of unsettled brains: but I hope Your Solid Judgement and large Experience of my constant behaviour will absolve me from the guilt of Levity, in prosecuting all the ways whereby Learning may be advanced. Seeing it hath been a great part of my Study above these twenty years; nor have I been alone in this Work, but many others of great Worth and Abilities, have been obliged to contribute their help unto me. Nor is it the Scope of this Treatise (wherein others speak more than I) so much to overthrow what is in use, as to introduce a Better, Easier, and Readier Way of Teaching: But how to Introduce the Way which is here intimated into the public Schools of this commonwealth, will be a matter of further deliberation than is fit for me now to enter upon; it may be hoped, that the Honourable Committee for the Advancement of Learning, will be inclined to reflect upon this matter, and consider the feasibleness thereof: and haply something as a proposal in this kind may be offered unto them; wherein Your Grave Recommendation to set their thoughts a-working may have a special influence in due time; Therefore, lest I might seem at this time troublesome more than is needful, I shall take my leave, and humbly subscribe myself for,  
Your honour's most devoted and obliged Servant, Samuel Hartlib.   

L. Verul in his Book of the Advancement of Learning.  ALL those things are to be held possible and performable, which may be accomplished by some Persons, though not by every one; and which may be done by the united labours of many, though not by any one apart; and which may be finished by the public Care and Charge, though not by the Ability and Industry of Particular Persons.  

THE True and Ready Way to learn the Latin Tongue, expressed in an Epistolary Discourse of Eilhardus Lubinus, before his New Edition of the New TESTAMENT.  
To The most Illustrious and High Prince, and Lord PHILIP, Duke of the Stetinenses, Pomerans, Cassubians, and Vandals: Prince of Rugia: Earl of Gutzcow: Lord of Lowenburg, and Butow; My very Good LORD; Grace and peace in CHRIST JESUS.  
I Shall endeavour, most Illustrious Prince, and my singular good Lord, to perform that in this my preliminary Epistle, prefixed to this New Edition of the New Testament, which I promised a great while ago, in matter of my Judgement or Advice, such as it is; touching a certain Ready and Short Way and Course, whereby the younger sort may seem to be in a possibility of being brought to the Latin Tongue, without either great labour or long time. Any honest man knows he is bound to make good to every private person, though never so mean, those things which he hath undertoo●● how much more may I conceive myself obliged to such a Prince! whom, even for his excellent virtue and rare Learning in such a Fortune, all the learned commonwealths, throughout the whole Christian World, do admire and reverence. And seeing I am not ignorant of what I promised your highness; and how free I have been in my promises; there remains, it should seem nothing else for me, but either to perform my promises, and indeed to perform them so, as may prove satisfactory to my promising, and your highness' expectation; or to run the hazard of that thing with your highness, which is to every good and discreet man most precious. For since it would be very heavy to me to incur with any other the brand of vanity, or at least of rashness; how much heavier would it be to me to undergo the suspicion of that fault with your highness? And to whose most sound judgement bred, increased, and confirmed in the midst of human Arts and Learning, I attribute so much; that while I here publicly expose this counsel of mine, concerning the matter propounded, to so many judgements of Learned men, which I easily foresee will not be alike right and candid in all, and whilst among all the learned Princes of all Germany, I make cho●●● of You out of the number of them all, as the Prince and Leader for the only and sole Patron of this my undertaking: I see I must take pains herein chiefly, first of all to approve this my cause to him in whom I reverently seek, and by God's help may find defence and Patronage thereunto; and to whom, if I shall, as I humbly hope, make good proof thereof, I shall be the surer of many others, and put myself to less care and trouble: which same yet I friendly beseech, whoever of them shall vouchsafe to read and consider with me those things which I propose, that whatever they are like to be, 
Explorata priùs quàm sint, damnata relinquant.  

They would be pleased not to pass their doom,  
Until they fully to a trial come.    
I know well what hath befallen others, promising such matters as these, and what doth daily betide men indeed of no small note, and how exceeding hard it is to pacify those Dictators and Monarchs of Schools, who crave to be heard alone touching these businesses, and in affairs of this nature; and who are of opinion, that the task of censuring is assigned to them only: As those be like, who have either been otherwise instructed in Schools themselves by their Masters, when they were formerly Scholars; or because they themselves, being now Masters, teach their Scholars otherwise of their own accord. 

Et qui turpe putant parêre minoribus, & quae  
Imberbes didicêre, senes perdenda fateri.   

And yielding to inferiors, count a shame,  
And that their age, what youth learned, should disclaim,    
Who also meet all things by the measure of their own private judgement, and do sentence whatsoever is not agreeable thereto, absurd and impossible; not taking into their consideration, that many New things are found out daily (though these things are even ancient, and obvious to any one that makes enquiry) and that one may find out more things then another, but not any one man all. Therefore he, voluntarily lays himself open to be exploded with their hisses, or torn with their bites, or stabbed with their writings, whosoever in this Scholastical commonwealth doth never so little remove their Statutes, or hath not their Edicts and Ordinances in sacred esteem. Nevertheless, I have adventured by God's guidance, and favourable assistance, and trusting to, and relying upon your Patronage, most High Prince, who are his Deputy or vicegerent, for the helping the Learned commonwealth, and herein sacred Divinity especially, in this last and festered age of the World, sick of so many diseases and maladies, and herein out of love and affection to the Tongues now a-dying, and even now almost extinct, not only to set forth this New Edition of the New Testament, and that at my own pains and charges (when none of the booksellers now mainly busied in thrusting out worldly trifles, would bestow the cost upon this Work) whereby together with Piety, and the Words of eternal life, three Tongues, either alone, or compared with one another, may be readily read, and learned under one labour; and in a manner at once: But also to expose to the judgements of the more learned this my Advice about learning the Latin Tongue, set before this Edition of the New Testament; out of a very good aim and endeavour of my mind (which he knows, from whom nothing is concealed) and I would to God with success and an event answerable thereunto: and this, questionless, to be exploded by many, to be entertained by few, and perhaps by none: Whom yet let me wish so long to suspend and forbear their approbation or dislike, till this my Invention, whether it be gold, or lead, or even clay, when it is tried by the accurate examination of experience, may either prove and manifest its integrity, and be received; or bewray his vanity, and then at last be hissed out with its author. Nor do I desire any thing more, then that God would stir up some Patron of Learning and the Tongues, who would vouchsafe to make trial of this matter; which very thing, if I shall attain, I shall think I have got a very worthy recompense and reward for this my own (call it as you will) diligence or laziness. And though this very thing, whatever it be, is not conceived or brought forth by me just at this time; forasmuch as I have been in travail with this conceit in my mind now for this eighteen years and more; yet not even now, whilst I am delivered of it fearfully and anxiously, had it seemed to me mature for the birth. 

Et quod prodiret dias in luminis auras  
Dignum—   

And that which should deserve by proper right,  
To come abroad into the open light.    
If I had not thought it might be timely set against barbarism now coming on, and the overthrow of Learning and the Tongues; for resisting which, this appears to be the only fence and remedy, which is left: if I had not likewise begun to have proof of the certainty hereof by the Example of some at home; if I had not, lastly, seen other very excellent men promise things of like sort, with whom I dare be bold to undergo with so much the more confidence this common hazard. And whose wholesome and rare Inventions touching this matter, although I do not disallow, nor remain ignorant thereof, in that I have conferred at large about this thing already, two years ago with one of the chief of them, my old friend, and a very excellent man at Frankford at the Main; and then also laid open to him my intent of setting out these things; yet I divulge here none of those businesses which were invented by him, and I hitherto not published, but leave them safe and sound to their author. And here only put forth those things which have already aforehand been devised by me, touching the same, which, if they may sometimes chance to be compared together with the Inventions of others, it will not be haply unprofitable. For whether they agree with them, their consent will be beneficial; or whether they disagree, their comparing may be of use. And which things, such as they are, both learned men will judge, and Reason, being Umpire, will show; and Experience, which I principally wish, being the discoverer, will declare. There are Two things, which it stands me in hand to demonstrate, being about to expose my Counsel or Advice touching the learning of the Latin Tongue. The first is, that that common Way of learning the Latin Tongue, which is hitherto used in Schools, is clogged with much labour, wearisomeness, and difficulty. The other is, that another plainer, readier, and shorter Way for the leading to the Latin Tongue, may not only be made; but that we should also inquire, explain, and show what that is, or peradventure may be. Now whether this way be found out by me, Learned men will judge, and Experience itself, which I do wish, will descry. Surely, if I should affirm that I have not been the hindermost amongst them, who have sought or enquried for it, I should not lie. My endeavours upon Plautus, the Prince of the Latin Tongue, will witness, which I assayed now twenty years ago to translate into our own native German, or Dutch language, that it might answer word for word, the German or High Dutch put under the Latin, a in this Edition of the Testament: And a Grammatical Book, into which are heaped together all the words of all the Latin tongue, being brought into their ranks, and fitted to their precepts and rules: And a Book which I have entitled, A Key to the Greek Tongue, and my Paraphrases of the three satirists, wherein I have inserted the poet's words; which very thing likewise I have endeavoured in the Paraphrase of the New Testament, with certain other things, which as yet lie hid at my house among my papers or Note-books; In which surely, if I have not found▪ I have surely sought certain short Cuts, or advantageous Courses for the overcoming of many and great difficulties. For now a long time, and for many years this thought hath come into my mind, and busied, and troubled me, what should be the Reason, that when all other Tongues, even those, which not only have nothing common with our German Speech, as the Spanish and Italian; but those also in whose pronunciation we, Germans, find by experience the greatest hardship, as be the Polonian and the French, may in some reasonable sort be learned by many Germans in two, or to be sure, in three years' space, yea, out of Spain, Italy, France, Poloniae, in Germany itself, in the Schools even of private Masters: only these Three Tongues, Latin, Greek, and Hebrew, in which the holy Scripture, and human Learning, Faculties, Arts and Sciences are either extant in writing, or are taught and learned by Interpreters, are learned in so long a space of life's time, and with such miserable pains both to the Teacher and Learner that some there are, who being spent and wearied out with the tediousness and impatience of so wretched a teaching, do begin to hate and forsake the study of Learning: others, who persevere, can hardly be brought thither before they be eighteen, or even twenty years of age, so as they can scantly at last with much ado sobbingly and stammeringly utter a few Latin words, who the mean time scarce so much as slightly touch the Greek or Hebrew Tongues. And which thing is to be the more admired, and hath seemed to me no other than monstrous, inasmuch as I am verily persuaded of this, (and whereof neither any that is well in his wits, I think, will ever make doubt) that these three Tongues have nothing peculiar and proper over other Tongues, whereby they cannot be learned as well as others, by Use, custom, and Exercise. Yea, which formerly Infants and Children learned; the Romans or Latins, the Roman or Latin; the Greeks, the Greek; the Hebrews, the Hebrew, to whom these Tongues were proper and natural, together with the milk of their Mother or Nurse from their Mothers, Nurses, Keepers that bare them about, schoolmasters, and such as lived in their houses, by Use and custom, just as our Infants and Children do learn their Mother, own-country German Tongue. Which three Tongues also others, to whom they were not countrily-peculiar, could long since learn by custom and Use in two years, certainly, that we may allow them so much time, as may be enough and too much in three years' space. For the Romans or Latins learned the Greek Tongue at Athens; and the Greeks, the Latin at Rome; and both these Greeks and Romans, the Hebrew Tongue among the Jews in Palestine; as the Jews on the other part learned in Greece and Italy the Greek or Latin Tongue by Use and custom, which very thing whosoever shall consider with me more accurately, he cannot doubtless choose but grant that some Means and Way may be found out, whereby these Three Tongues, as formerly they could be learned by Use, and custom in a shorter space of time, even as other Tongues are learned, so they may yet be learned. Now touching the vulgar Way of instructing Children in Schools, though even I myself have sometime, being a young Scholar at School, undergone it, and grown further into years have discharged it, being appointed a schoolmaster and Tutor for the teaching of the younger sort, (indeed not without both very great irksomeness someness of life and loss of time) to speak what I think, yea, as the matter is, being indifferent what ever others are ready to think or speak to the contrary, it seems to me to be such, and so introduced into Schools, just as if one out of hired pains and study had been commanded to devise some Mean or way, whereby Masters and Scholars too, might bring, and be brought on to the knowledge of the Latin Tongue not without huge labours, great weariness, infinite toils; and finally, not without a very long interval and space of time. 

Quae quoties repeto, vel iniquâ mente revolve,  
Concutior toties, penitísque horresco medullis.   

Which while I scene, or grieved to mind recall,  
I shake with fear, and do a trembling fall.    
In the first place the precepts of Grammar are so many times in a manner increased, so oft changed, as often as a new moderator is put in authority for the School, and who except he brings something that is new, or at least alter the old, he may seem perhaps the less learned to himself in his own judgement. Certainly as oft as a youth goes away from one School to another, so often is his old Grammar to be unlearned, and a new one to be learned. By which things the tender minds of the younger sort are not only hindered and troubled, but also that Golden age is both worn out and tormented. And I pray you what end and measure is there of these kind of Rules or Precepts? when as there are now everywhere found more Grammatical Books in Schools, than there are Schools themselves well near or upon the matter, forasmuch as they are oftentimes changed in one School. And when all is done, what else is this Grammatical teaching, but a stoppage and let to studies, but a wasteful spoiler of childish, yea, of youthful age, but a hanging, like torture of an ingenuous mind or disposition, but lastly, a driver away of the best wits out of Schools? and whereon hitherto, to the unvaluable and irrecoverable hurt and damage of man's whole life, which is so short and so fleeting, is bestowed all that space of childhood, stripling-age, yea truly in many, even of their youthful estate to the 20th. year & upwards, That most pleasant Spring of a man's whole life, and whose untouched flowers, and tenderest roses these most crabbed, and to ingenuous and noble minds most unpleasing and formidable petty precepts of Grammar do crop and pluck off, and whereof anon there is no more use: which a little after are no more to be practised or mentioned, but to be left off and committed to oblivion. And yet in learning which, yea, in learning them by heart, and presently in unlearning them so many years hath been bestowed and set over upon their account; as with which they might have learned these three Tongues, and have been brought on to the Principles and Foundations of Arts, and Faculties. Which things whilst I have often weighed and considered, I have been moved, I confess more than once to think, and persuade myself verily they were brought into Schools at first from some evil and envious Genius, being an enemy to mankind, by the means of certain unlucky monks. There is moreover another calamity not much inferior to the former: Scholars ought to love their Masters as their own Parents; forasmuch as even they themselves are Parents, not of bodies, but of minds. Now these for the most part they hate and fear, yea oftentimes they dread and tremble at as Tyrants, and their tormenting Executioners, being formidable for their rods and lashes, or jerks. All this mischief is due well nigh to the inculcating of Grammatical precepts. Which according to this vulgar way of teaching Children in Schools, are wholly to be inculcated into boys, nor can they be inculcated, or put into their heads, but by blows and stripes; because of what things children's age is not yet capable, those things is naturally refuseth and disdains. Now what and how great a calamity of Masters, and likewise of Scholars is this? the most boys hate Schools, as houses of Correction, scourging places, or mere whipping posts, and scarce ever come at them of their own accord, where this teaching of Children is used as a medicine of minds to unwilling and forced Scholars by their Masters whom they fly and hatefully abhor. A sick person is scarce ever restored to his health by a Physician whom he hates; confidence indeed of the ones good will towards the other can only do this. Now this is sometimes wholly banished out of Schools, both by the Teachers and the Learners, through that common teaching, whereby the Grammar is inculcated, which cannot choose but make Masters themselves austere, harsh and erabbed, while they are enjoined to do that, by which violence is offered to boyish age, and that which is contrary, bad and hurtful to nature. For boys are bid to apprehend those things, whereof that age is not yet capable; and are commanded to learn those things without book, 
Tanquam ungues digitosque suos—  

And to their coming so their minds do bend,  
As they may have them at their finger's end.    
Whose use is shown to them very slowly and sparingly, scarce in a most long space of time in those few Examples. And to which Precepts Masters so oblige and bind their Scholars and themselves; as if it were a thing impossible, that they should know and be able to speak aught in Latin, except it be also added according to what Precepts of Grammar, or Rules of Syntax, that may be so spoken aright according to Art. Whereupon it often happens that even Masters themselves cannot speak readily. He shall never speak promptly, and with expedition, or quickly, who hath tied and fettered himself with these Rules of Grammar. I have sometime laughed at a dancing boy at Collen, who from a continual Exercise of dancing had got him a kind of habit, and from thence would now and then unawares as he was walking seriously in the streets, begin to dance; for as he treading daily according to the measures and orders of dancings had contracted this to himself; so these while they are bound only to the Rules and laws of Grammar, nor handle almost any thing else then Rules or Precepts, and are more exercised in the Precepts of Art, then in the Use and Examples of Precepts, they themselves will scarce ever learn to speak readily or teach others. I could show this by memorable Examples, were they not over-odious and too unworthy to be well brought to this place. To speak only of Scholars, I saw a gentile youth of a brave towardliness, already seventeen years old, or more, for the trying of whose proficiency and benefiting in studies I myself with some others was made use of. He under his Master had learned exactly at the fingers end the Precepts or Rules of Grammar, together with the Examples which were added to the Precepts, but he could not rehearse them otherwise then parrots, illud suum {non-Roman} {non-Roman} {non-Roman} {non-Roman} {non-Roman}, that all hail, God save you, or form of salutation of theirs, or then Pies or crows recite men's words. For he knew neither the Use of Rules nor Examples, but committed all things to memory at the command of his Master, as if it were enough to learn the Latin Tongue, to repeat the Rules of Grammar which thou dost not understand, or of whose use thou art ignorant; for scarce could he combine or put together three or four Latin words stumblingly or stutteringly, as if he were troubled with the hichet or yexing. Who will ever make question that he might, in that golden time, wherein lie wore out the flower of his youthful age in those unhappy and unprofitable Precepts, have been able to have learned three or four Tongues, if he had used due means to that End, and had had right teaching? Masters in teaching these Rules, and Scholars in learning do in the Schools most miserably tire and vex themselves lean with labours, wearisomnesses, and toilsome cares more heavy than death; and with which, as Histories tell us, Dionysius the Sicilian Tyrant was very well punished at Corinth, where, when he was deprived of his kingdom, he set up a Grammar-School; and from whence the satirist not without great reason exclaims, 

Occidit miseros Crambe repetita Magistros,  
Nam quaecunque sedens modò dixerat, haec eadem stans  
Proferet, atque eadem cantabit versibus iisdem.   

Twice boiled Colewort doth poor Masters slay,  
For what but newly he did sitting say,  
The same he standing doth relate, and sings,  
In the same verses just those very things.    
Whereupon it's no marvel indeed that schoolmasters grow hard to please, austere, crabbed, and wayward, and thrust all the most excellent wits out of Schools, which the nobler and the better they be, the more impatient they are of this servile teaching in Schools; yea moreover, so great are the troubles which Masters have in Schools, so great are their labours, if they desire to be faithful and diligent, that Hercules could scarcely, if the fable were true, be put to more in cleansing King Augeas stable. And which labours are yet as little set by by the most; forasmuch as so small and mean a stipend is settled thereupon for such immense toil and pains taking: and whose labours, if they were to be recompensed and requited with their due reward and wages, a double, threefold, yea, a fourfold greater stipend or allowance ought to be settled upon them. Which very thing proceeds from this occasion chiefly, because by so laborious, and (to say the truth) so preposterous a teaching through the inculcating of Grammar-rules, Masters profit so little in so long a time by teaching, and Scholars by learning. And though by these Grammar Rules so often changed many blocks and impediments are laid in the way of youthful age; yet could they be made never so exact, to which nothing could be further added, and from which nothing could be any more diminished; were there also order taken by the Emperor's Edict, that there should not a jot of them be changed, and that these Rules or Precepts should be commonly propounded in all Schools, nevertheless could I hereby think that the teaching of Children were provided for sufficiently. Because that these Rules even, whatever they may come to at length, do not suit with children's age. For this is in all teaching to be regarded above all things, that the teaching of them who are to be taught, be fitted to their capacity; and from the unobserving whereof, all this mischief in Schools hitherto seems to have been bred and sprung up. Now what, and how monstrous an absurdity is it, to propound those things to childish age, for the perceiving whereof it is not yet capable? and to require of Children, that they accommodate or apply words of Art to the terms and names of Things, and to propound to Children Entia Rationis, barely devised Beings, and Words of a second Notion or intention, as they are called who know not as yet Things, and the names of Things, Entia primae Intentionis, or Beings, whose meaning is to be first understood: and to bid them give an account, why they speak Latin right, before they can in any wise speak properly, and of the {non-Roman} {non-Roman} {non-Roman} {non-Roman} {non-Roman}, before they have knowledge of the {non-Roman} {non-Roman} {non-Roman} {non-Roman} {non-Roman}? Right as if one should ask a countryman the reason, why the Loadstone draws iron, before he know it draws it; or one that's unskilled in mathematics, why in a Triangle three Angles are equal to two straight ones, before he know that it is so. For neither is it possible for these boys hitherto to know any word of the Latin Tongue, Noun, or Verb, unless they know before, or together, what Figure, Case, Mood, Tense, Person, &c. every one of them is; to learn any Phrase, any Sentence, unless before or together they be able to give an account, by what Rule of the Syntax they may speak so after this, and not after another manner. All which things are contrived and appointed to this intent, that a boy first learn the terms of Art, before he learn the names of Things. In the abridgements of the Grammar, which are commonly used amongst us, there are reckoned an hundred and fourscore words of Art and above; in the Syntax seventy and more Rules, with as many Exceptions; and most of which are so obscure, that they can scant be understood by those of greater age, who are already well grown, and more forward in judgement and learning. Now what else are all these things at last, but so many Impediments and hindrances to children's age; yea, so many Mischiefs and gallows set up for the same, so many trifling lets and encumbrances, with which boys are detained and troubled in the same fashion that little young chickens are fettered with the entanglements of womens' hairs thrown out a doors, and wrapped about▪ their legs? Verily, as if the Latin Tongue neither could, nor aught to be learned, save with main and lamentable labour, and so great a loss of youthful age. Now if anyone ask touching such words of Art any of our countrymen in our own German Tongue, which we have learned without any Precepts, by Use only, and demand a Reason, why we speak in our Tongue after this, and not another manner? he might well be judged to be mad, as one who doth not rest contented with the common Use and custom of speaking, 
Quem penes arbitrium est, & jus, & norma lequendi.  

Whose mere arbitrament, and powerful sway,  
Both laws and Rules of Language do obey.    
And which is the most certain Umpire, Mistress, and Judge above or beyond all exception, but craves a reason, why we speak on this wise? to know which, there is no need at all. But if upon this condition only men were to be esteemed to have good knowledge and skill in the Latin speech, so far forth as they know these words of Art, and are able to accommodate them to their speech, not so much, forsooth, as Varro the most learned of the Latins, nor Plautus the Prince of the Latin Tongue, should be thought to have spoke Latin, who were perhaps ignorant, and no doubt very learnedly ignorant of these words of Art, with which boys are tortured. If one were desirous to teach an Insant to walk, and should set him not only upon slippery ice, but likewise put upon his feet shoes laid with plates of most polished iron, and moreover apply stilts to his feet also; and were desirous first to teach him to go artificially, before he can go even naturally, and on any fashion: he would be accounted indeed no other then stark srantick. They truly in myopinion have long since been taken with the like madness, who first of all brought into Schools this already for so many ages used way of teaching boys by Rules and Precepts. And far madder than which hitherto were those, who propounded to boys the Precepts of Grammar, obscure in themselves, and besides that, enclosed in Verses, in Verses, I say, so obscure, as may seem even to us who are further, grown in years, to stand in need of some Oedipus to understand them. Whereunto belong also those so many other Compendium's devised by many, and those which are accumulated every day more than other: And those which are devised indeed out of a good intendment and endeavour, but prove very unhappy in the event: so as those compendiums or near Cuts are found by mere Use to be no other than Dispendium's, or a long way about and Impediments of youthful age. I saw one who went about to reduce all the Rules of the Syntax into seven or fewer, which in our vulgar or ordinary Books are found to be seventy and more; who while he laboured to avoid prolixity, fell into obscurity. When at length after full sore labours and infinite tediousness, they are brought not as boys or striplings, but as young men, to that pass, that they can make Latin on any sort, according to those so oft augmented and altered Rules and Precepts of Grammar, and can, as the saying is, swim without a bark, and are brought on to read authors, they themselves now begin to speak Latin without any aid of grammatical Precepts: and here by and by again forget these very grammatical Precepts, which they learned being boys and striplings with grievous labour, of which truly there is not, as hath been aforesaid, any more Use. Now then how inestimable a loss is it, to bestow twelve, nay fifteen years upon those things, and to wear out the most precious time of life in learning them without Book, which are a while after to be unlearned, certainly to be forgotten, and by them to hinder the towardly growth of a tender wit; by them to offend and afllict; yea, to break and weaken it, whereof that age is not yet capable, and which are afterwards unprofitable, and which are to be of that esteem those matters are of, which we never learned? What should I say? that these Precepts likely within a little while to be unprofitable are throughly learned by School boys, no otherwise; nor are they any otherwise exacted, then if they were the Oracles of God, without which we can neither be well here, nor hereafter. To which furthermore may be added the mention of Masters, who require that to these Grammar-rules their own Dictates and Precepts be well learned: and in the learning whereof, if boys do but stick never so little, or stumble at them, presently comes the Rod and lash in use. For hence it falls out that to Masters themselves, as Diogenes said, {non-Roman} {non-Roman} {non-Roman} {non-Roman} {non-Roman}; & {non-Roman} {non-Roman} {non-Roman} {non-Roman} {non-Roman}, Scholar like become choler-like employments; and hearing, grow wearing places: that the School to learners of an ingenuous sport becomes a Gallows-like torture due to slavish Malefactors. And that servile fear which boys get in Schools from this teaching, sticks by many all their life long I knew a certain man, who devoutly and solemnly affirmed to me, he learned the Grammar & the Latin tongue at School under so harsh & severe Masters, that he oftentimes after he was grown to man's estate thought in his dreams he still lived & trembled under his jerking Master. Now how much better were it to teach boys in an ingenuous School with moderation and fair dealing, and to bring good wits to the study of the liberal Arts, not servilely, but courteously and tenderly? For what is thus learned, is welcome to nature, and takes better and firmer hold; whereas on the contrary whatsoever is violent goes against nature, and but seldom continues or lasts long. Whereto likewise accrues this mischief no less than the former, that young Scholars when they have scarcely with a great deal of labour learned a few Latin names and words, they have eftsoons exercises set them, which are to translate Dutch into Latin: that is, they are bid to make that which as yet they never conceived. They would do far better and more handsomely, if they were to turn things out of Latin into their own Dutch Tongue, or were to express and construe Latin in Dutch. For into what Tongue any one desires to translate another tongue, and by what Tongue as an Interpreter any one hath a mind to learn any other Tongue, that Tongue which he useth by way of interpretation ought to be very well known unto him. Now what absurdity is it to require of a boy to translate his Mother German tongue into Latin, which he hath not yet learned, but still learneth? which truly seems alike absurd; as if a Virgin were bid to bring forth children. And hence moreover is that foul matter, that barbarisms and germanisms do everywhere stain the purity of Latin Speech; to wit, when boys are commanded by their own proper invention, or of their own heads to conjoin terms and words collected out of Dasypodius, Vocabulary Sylva's, and Dictionaries according to the Precepts and Rules of Grammar, and to form or frame to themselves the Latin Tongue according to the Precepts of Grammar by their own industry. Which when they are not drawn out of the full fountains of Latin, nay of Roman authors, but out of shrunk-up, dry, and liquorlesse rivulets of the Latin, and sometimes scarcely Latin Speech; and that in a manner not by the guidance of Masters, but by the unfortunate attempt of their very Scholars; we need not go far to seek, to say as Persius hath it; 

— unde haec sartago loquendi  
Venerit in linguas.   

How this rude kind of speaking first began,  
In harsh sounds like the hissing frying-pan.    
By what means comes in that unevenness of style among many, in which one may everywhere meet with barbarisms, germanisms, and solecisms, and wherein new words are coupled with those that are stale and out of use, and ancient ones with such as are upstart and lately made; rashly, or by hab nab and without any judgement; and in which there is nothing at all smooth, but some such thing, or not unlike it indeed, as the satirist describes in the front of the Art of Poetry. And if any shall ask me, since I mislike that usual and old way of teaching, What other New One is it then, which I can approve of, or set forth? I shall perhaps not absurdly give in that for an Answer here, which he spoke: 
Quos fugiam teneo, quos sequar haud video.  

I know full well whom I should strive to fly,  
But whom I ought to follow do not spy.    
Forasmuch as it is far easier for me in this place to show and confute things which are false and amiss, then to affirm other that are better and righter. Howbeit I am already determined here to expose and set before the censures of good men, what I think of this matter, and what my meditations and thoughts have formerly been concerning it. And which whatsoever they are, if Experience itself, the touchstone for such businesses, were applied to them, and might render a proof of the things which I am about to tell, I should be conceited it would go better with them. But if I have not yet found the most compendious way, nevertheless, I am confident and know these things whatever they are, to be such, as if any one vouchsafe to make trial of them, they may serve, as they say, to break at first the ice of that difficulty, wherewith Schools are hitherto encumbered. And who need make any doubt that more may be added daily to such Inventions? Certainly the very Exercise and Use thereof will show every day more things that it may at length (all obstacles being removed, which have made this. Way unto honest and pious Arts and Learning hard to all, and to many invincible) declare itself to be plain and ready. Yea, if I shall seem perhaps to have propounded nothing, which may be thought worth the labour, I shall present at least an handle, and an occasion to others either to inquire things not found out, or to show things found out to every one, and not to envy mankind that which God hath showed them in the behalf of its welfare, but to expose it to the whole World. For this is the nature of all good men to communicate to all, for which things by how much the more and unto the more they are communicated, by so much the more, and the rather do they serve and suffice all. And now to begin from the first principlus of Reading, and from the entrances and grounds of Letters, I think a boy before the fifth or sixth year of his age, according to those powers of towardness and wit, which put forth themselves, ought not to be put to this teaching: and that not only for this Reason, because that tender age being as it were a little tender branch, but even newly shot out, ought not to be swayed with this kind of teaching (although it be likely to have little tediousness and trouble) as it were with a certain burden: But also because in the mean time it ought to learn its own country-language, by which as an Interpreter it may learn the Latin the better and more fully. And with which Mother-tongue the fuller Children shall be endued, the sooner will they profit in those things which I shall speak of. The mean while also that age being a little more confirmed, will be the apter and sitter to receive Learning. For we must beware of these two things before all other in all teaching, and in this especially, that we offer not to pour a sirkin into him who can scarce take a spoonful; and that we lay not many pounds upon him who can scarcely bear a few drams: That we do not, I say, rashly impose aught, as 'tis done hitherto upon the age of Children, which it may not be able to bear. The other is, that all those things, which are on this wise, according to their capacity propounded to them, be so imposed, and so required of them, that they may do nothing with an ill will, by force and constraint, but perform all things as far as may be, freely, and of their own accord, with a certain ready willingness or delightful desire of the mind. Whence I am verily of opinion, that rods, and strokes, those servile instruments, and such as do not well sort and agree with ingenuous natures, ought not to be used in Schools, but to be far removed, and to be applied to slaves and naughty servants that are of a servile inclination: and such as in Schools timely bewray themselves by their own discovery, and are timely to be removed thence, not only for the slowness of disposition, which is for the most part proper to servile natures, but also for that shrewdness, which is for the most part joined with it: And to which if there be the addition of the helps of Learning and Arts, they will be but turned into weapons of wickedness, and be swords in the hands of boys, yea of mad folks, for to cut their own and others throats withal. But there are other kinds of punishments which would be made use of with ingenuous Children and liberal minds, and wherewith they are sorer punished, and more cruelly vexed, then with any the sharpest and smartest lashes of rods. As for instance, that those who do not as they should do, who mind not what their Masters say unto them, who obey not their Master's commands, or are otherwise found too negligent and tardy, or taken in ill and unhappy turns, be set either in the lowest place beneath all, or be enjoined while others sit to stand in some certain place set apart, or severed from the other company for idle and lazy boys; or be made to wear some mark or ensign of an ass, upon their shoulders, or to put on for a while the habit of a fool in a play, or be punished with some such like kind of penalties which the favourable discretion of schoolmasters may easily devise and find out, such a sort of punishment will not only more grieve and fret to the heart generous and free natures, then if they were tormented with the most exquisite dolours or pains of the body: but will also discern and distinguish them from servile dispositions. For whosoever shall set at nought or contemn this manner of punishment, and is led neither with any sweetness of commendation, nor offended at or moved with the bitterness of dispraise: it's an argument of a disingenuous inclination, of an ignoble mind; and whereof there can neither be any great hope or expectation to speak of, conceived. And as the ser●ile and slothful are to be discerned and restrained by such a kind of punishment; so contrariwise, fiery, forward, and quick dispositions are still to be put on and further excited by more honourable places and higher forms: That those who approve their towardness or diligence above others to the Master, may obtain likewise a more honourable or eminent place then the rest. Now what places are assigned to any one, whether the highest of reward, or the lowest in matter of punishment, ought not to be assigned longer, than any one shall deserve it either by naughtiness and negligence; or shall maintain and keep it by goodness and diligence. For so it will be, that neither the first shall trust in this their degree of honour, and as it comes to pass slack in their diligence; nor the lowest despair, as if they could not get out of the place of sluggards again by their diligence. Seeing both the foremost, if they grow too negligent, may by the hindemost, being more diligent, be cast down from their upper degree, and thrust out of their place; that so the highest may be lowest; and again, the lowest and last by using of diligence and industry, of the last may become the middlemost, yea the highest. And better it were that there should be instituted such Exercises of a laudable {non-Roman} {non-Roman} {non-Roman} {non-Roman} {non-Roman}, or desire of honour, and new places allotted to one or other in reference to every one's diligence or negligence, not every half year, after the appointed Examinations, as useth to be in our Schools but every week, yea truly every day, that so one after another might be stirred up and encouraged to diligence by this commendable Emulation and Ambition. Now to touch some few things by way of an Essay or fore-taste concerning the first Principles of Learning, even the very Characters of Letters, how these may be learned by a boy of five or six years of age compendiously without either long labour or time. Passing painful and tedious is that way which is brought into Schools, and used hitherto, when they learn out of A, B, C, Books to know the Letters, to put them together in syllables, and to pronounce them; and so in conclusion to read. For as to the knowing of the forms or shapes of Letters, and the discerning of one from another, that hardship may be overcome far more compendiously and easily, if certain Instruments be made to represent every letter in its outward form, and such as may derive their names from several letters. By which help Children may learn to know the Letters even a playing with one another, out of doubt in a very few days. Now for these Letters, to what Instruments and Images they are to be applied and expressed, the Manner thereof hath been devised long since not unhandsomely. Now I do not here, by reason of the cavils of the preposterously wise, set out this Manner or way, seeing it contains many things ridiculous, and which are fitted to children's age. Howbeit, they are such as may have that of the Poet verified concerning them, 
Hae nugae in seria ducunt.  

These petty toys display  
To serious things a way.    
And may bring boys even while they be at their sports with incredible saving of time and labour thither; whither they are brought both by the woeful labour of their Masters that teach, and tediousness of the boys that learn scarcely in a long time, yea scarcely without rods and stripes. For visible Images or Resemblances of this sort running into the eyes, fitted to the forms or fashions of Letters, and marked with the names of Letters, are far sooner and more thoroughly imprinted in the mind and memory of boys, and in their impression stick far more firmly and closely. For the tender minds of younger ones do ask; yea, mere nature and human reason doth require this, that those things which ought to be comprehended by the mind in the treasury of the memory, should be by some certain outward notes and figures, as it were helps by the looking on of the eyes, and the sense of seeing imprinted upon the understanding of the mind, and on the memory by a stronger imagination, because that, as Naturalists know very well, there can be nothing in the understanding, which is not before in the sense. And as that which hath been in the sense is more notable, or even more ridiculous, so it strikes or stamps the imagination more strongly, and imprints its form upon the very memory more inwardly, and so also sticks the surer and the longer in the memory's treasury, as 'tis known to those who profess an artificial Memory, which is performed by images and places. As for example, the letter L, not the turned, but the running one, as it's called by Printers, being made very exactly in wood or brass, is represented by that Instrument where with we measure linen, and cloth, and other things. And that Instrument, seeing it is called in our country-idiom or proper speech an Ell, and is sufficiently known to boys, a man may easily bring it for to get the knowledge of the form of the Letter L at once showing, or the first sight, and to express the naming thereof. The same may be done in all the other letters, to which no less remarkable Images, for effecting the same thing, may be accommodated. Now when by such like Images of creatures, Instruments, or most known Things, and fitted to the letters, figures, and namings, they have learned all the letters well; those letters on some greater board or table being expressed in their own natural Characters ought to be depainted, and propounded so great, that they may even be manifestly seen by all at a right distance, and to which Letters those Images of living Creatures or Instruments, (wherewith we said a little before the figures and names of letters were to be expressed) being already fore-known to Children, aught to be put and fitted very close, by this help a child may easily learn to know the letters, and to express every one by its own name. Which thing when 'tis well done the order then of nature doth further require, that after this apprehension of single Letters, they learn to set them together; and by sundry joinings together of letters, to express all Syllables, which may arise thence. Here now in some other greater Table those Letters, together with those aforesaid Images, being set over or above to the vowels, and likewise to the consonants, may be so disposed one with another in three lines; as the consonants from b to m, may be placed in the upper line; the other consonants from n to z, in the lower, and the five vowels in the middle place between the consonants in the middle line. From which letters thus disposed or ordered, and already known to Children, schoolmasters shall be able to express any syllables whatsoever, and to show to children all the variety of syllables, whether a Syllable consist of one letter being a vowel, or of two, viz. a vowel and a consonant; or of three, as of one vowel and of two or four, or lastly of five consonants▪ That so a passage may be absolutely made through all the varieties of syllables; and that no syllable resulting from the divers composition of the consonants in the first and third lines, with the vowels in the middle line, may in any wise be passed by untouched, or not expressed, whether a vowel occupy the first, second, third, or fourth place in a syllable. And the Master with some little pointing-stick passing through all the variety of Syllables in the first, second, and third● line, and laying it on every letter, shall show what letters are to be brought together into one syllable, and shall exercise the Children for some certain days in the collecting of those letters into syllables. Which exercise shall teach Children more fully the names of the Letters, when they are so often repeated, together with those Images joined thereto, in which the forms, and appellations, or callings of the Letters are expressed. And this excercise may hold and last so long, till such time as they shall come to know those Letters well, whether vowels or consonants, and also begin to understand, what articulate voice the Letters joined together among themselves into some syllable, and to be uttered with one breath and a single sound, may express. Now if this be not done in the space of a few weeks, it shall be either long of the negligence and idleness of Masters; or at least of the too gross dulness & stupidity of the boy, which is to be taught. In which exercise, while the Master is employed, he shall especially endeavour this, that all attend diligently, and that they be every one set to the Table hung up, that they may show all the letters by putting the little stick or wand upon them, or pronounce and express them, being pointed out by the Master; or else be punished in the manner before mentioned. For so it will come to pass, that by one, and that indeed an easy labour, they may teach all; whereas otherwise when they are driven to teach all, viz. every one in their own A, B, C, or alphabetical Books, they must of necessity bestow and spend ten times more labour in teaching one, then in this way which I have spoken of even in teaching an hundred, or more together. Whereto also this is to be added, that, when so many, being equals, are taught together with one and the same labour, they become inflamed and put into courage by the emulation of one another, accounting it a shameful and base business for them to be outgone and left behind by their equals.  
When they have now well learned these Letters by these helps of Images, and have begun to express Syllables in Letters joined or put together, on that manner as I have said, now these aids of figments or imaginary devices being laid aside for one turn or two as yet, in the manner formerly explained; let there be a passing through all the varieties of Syllables, that so they may learn to know the Letters placed on that wise alone, and by themselves, without such an Image, and to express any one in itself, and with others.  
Now that all things which appertain to Reading, may be more fully and abundantly learned, there are yet further two or more greater. Tables to be used, wherein all the Syllables of two, three, four, five, or more Letters may be expressed, not indeed as in the former Table, in Letters severed or disjoined from one another, and in three lines only so disposed, as they cannot but by the Masters guiding and showing with a stick put thereon be brought into a Syllable, but so as they may be seen expressed in letters, joined together one with another. And in these Tables, let the very whole variety of Syllables, none at all excepted, be set expressly before the eyes in joined letters. And let all and singular boys, without passing by any, be set to these▪ in that order which shall seem fitting to their Masters, and let them, taking a twig into their hands, note the several Letters which are to be joined together in a syllable, by putting it thereupon, let them also express them with an articulate voice in all the Syllables, to which the rest are to attend diligently. Whence truly it will fall out, that in a little time both by their eyes and ears they may very fully perceive all the diversity and variety of the Letters either alone, or joined with others; as likewise of Syllables, of which those innumerable words in the Latin Tongue, viz. Nouns and Verbs are made up; nor may there be any thing left, which may in any sort further stop or hinder them in reading.  
When these foundations of Reading are on this manner well laid, than a further progress may be made to the exercise of Painting or Writing, which thing is to be referred to the trust of faithful Masters and Artists in that kind, who shall at first by few draughts of Characters show the grounds of all the Letters, and teach the Writing of them all easily and neatly.  
Now that we may come at last by God's help to learn the Latin Tongue compendiously, and in as short a space of time as may be; to it there seems & Twofold Course and Way may be taken and contrived. The one whereof is the surest and readiest, by which the Latin Tongue alone may be dispatched, and whereof I shall give notice in a few words hereafter. The other is a little more painful, and more cumbersome, or ungain, by reason of our own country-german-speech, with which the Latin Tongue either always or for a while marches jointly, no otherwise then a Roman Matron with her German Interpreter; yet it is four times, as I relying on God's assistance do verily persuade myself, more ready or gainer then that wherewith Masters and Scholars macerate themselves hitherto in Schools.  
Now that which I signified a little before touching Reading, that this tender age for the obtaining a speedier knowledge of the Characters of Letters is to be helped with some certain Instruments or Images running into the eyes; the same also I here repeat in the learning the Latin Tongue, especially when children are to be taught: who are to be brought into a place where all things which may be seen by the eyes, touched with the hands, set forth by the pencil or the pen, even as many as we shall meet with throughout the whole world, to be expressed in Latin words, may be showed to them in a well-disposed order▪ For from these things falling under the sense of the eyes, and as it were more known, we will make entrance and begin to learn the Latin speech. Fourfooted living Creatures, creeping Things, Fishes, and Birds, which can neither be gotten, nor live well in these parts, aught to be painted. Others also, which because of their bulk and greatness cannot be shut up in houses, may be made in a lesser form, or drawn with the pencil, yet of such a bigness as they may be well seen by boys even afar off. And I would to God, that among so great a multitude and store of Books with which the world is now troubled, and in so great covetousness and greediness of Stationers every way hunting after gain, there might but have such a Book, as I have so often counselled and persuaded the booksellers, and Artists in the Low-countries unto, once come forth into Print; in which all things whatsoever which may be devised and written, and seen by the eyes, might be described, so as there might be also added to all things, and all parts and members of things, it's own proper word, it's own proper appellation or term expressed in the Latin and Dutch Tongue. Which thing how great an advantage it would be like to bring to the learning of the Latin Tongue, more fully and more quickly is incredible to be spoken. Now the words for these things, albert they may extend themselves in number to some thousands, yet by this means and help which I have named, they may be learned of boys in the space of a few weeks. For as I have said formerly of Letters, that outward view or survey of visible Things by the sense of seeing, sets a stronger stamp upon the imagination, and the waxen Tables of the memory of younger ones, and imprints the image and the terming of every thing far more thoroughly and deeply, then if it were brought by the ears, as it were by more uncertain messengers to the Memories treasury. For those things which are visible, aught to enter by the sight, and not by hearing. As on the other side, what things are perceived by the sense of hearing, as sounds, and all kinds of voices be, those are subject to the judgement of the ears, and can no more be seen or painted; then that echo, the Painter whereof Ausonius jeers and laughs at. In the vulgar or ordinary way of teaching, all things are referred to the ears, which ought to be known and perceived by the judgement of the eyes. And schoolmasters have judged it sufficient, if Scholars could perceive only by the ears the words or terms for things, notwithstanding they have never hitherto seen or cast their eyes upon many of them. Visible things are first to be known by the eyes, before their Appellations and words should be perceived by the ears. For first, care ought to be taken that we may see Things, know them, and discern them one from another, which is done by the benefit of the eyes, before that there be the word for every thing, and a showing what term it hath, which thing is perceived by the sense of the ears. Moreover, the sight comprehends things far surer than the hearing, whereupon he in the comedy had rather have one eye-witness then ten ear-witnesses. And Horace saith, 

Segniùs irritant animos demissa per aurens,  
Quàm quae sunt oculis subjecta fidelibus.   

The ear not in such quick and moving wise  
Conveys things to the mind, as do the eyes.    
Yea rightly in this teaching is the one conjoined with the other, that both the eyes and the ears may perceive and know those things which are proper to them in particular. For appellations and terms of things expressed by the sound of the tongue, are perceived by the ears; so on the contrary, the very Things which are meant by these appellations and terms, are perceived by the eyes. And the joining, together of these two is by far the profitablest and the bravest course and passing sit and appliable to the age of Children. For as it avails little in common and ordinary converse with men to know Things themselves which thou canst not express by their certain names and appellations: So on the contrary, it will not benefit thee at all to learn and know words, and to be ignorant of Things which are intimated thereby. For none shall over-apply words to their own matters in a right manner, during his ignorance of Things. There are such as these in abundance, which boys learn out of Nomenclators, and other Lexicons, no otherwise then parrots, who understand not men's words, and know not what it is which they learn and speak. And of which sort are the most of those Homoeoteleuta, or rhyming verses, which were devised as compendiums or advantages for the helping of children's age, out of a good intention truly, and would to God with event and success answerable thereto, as are these, Manus & Pignus, Mors & Sors, which in our own Tongue end in one Syllable, Handt, Pandt, Dodt, Lott. When boys, for the most part are ignorant what Lot and what a pawn is. And what doth it profit one to know what Latin word answers to the Dutch, if he be ignorant of that matter?  
Therefore when boys are taught, what Latin word answers to the Dutch, the thing itself which is signified by that Dutch or Latin word ought to be showed them together, and all under one. Yea, those Things ought to be shown in the first place, that they may observe and mark them well by their eyes and fancies. Then the appellation and name of the Thing is to be added afterwards. And in this regard it were better, I suppose, that children, while they are over-little, and remain ignorant, as yet of the vulgar namings of Things even in their own Countreyspeech, were not put to this teaching. Whatsoever it be, in vain are words learned, of whose Things we are still ignorant. Therefore let Things themselves or at least the Images of Things, whether painted or engraven, be exposed to the eyes of children, that they may know, what those Things are whose appellations and names they get by heart, that so they may learn somethings solidly. For by such helps children's tender age is to be assisted: and manifold are the benefits which it receives from hence. For they both learn Things themselves, and the proper appellations of those very Things, which they have perceived, and the genuine names and words in each Language, as well in their own Mother, as in the Latin Tongue, which they ought to learn by the interpretative Dutch. And this knowledge only is certain and solid, by which a certain and solid foundation of the Latin Tongue is laid, the beginning or entrance being made from Things falling under the sense of the eyes, and those indeed most known, and daily obvious.  
Furthermore, all Things which can be perceived by the sense of the eyes, described or imagined, aught by some sure way, the beginning being made from things more known, to be showed to children, and set before their eyes. The beginning, I say, being made from Things more known, and from those Things which first of all occur to children that begin to speak, and which they have first of all begun to know, and to name with a stammering voice in their own Mother-Tongue, as are the Things which be in the House, in the bedchamber, in the Dining-room, in the kitchen, in the Street, which are daily obvious to them, and lie as it were in their way before them, or things themselves (which if they be lightly had, are altogether to be preferred) or at least the pictures of these very Things which are sufficiently known. That so there may be a passage from the first most common Things to several others; and as it were an ascent by little and little from the lowest to the higher. Living Creatures as we have mentioned before, aught to be painted, and none but those at the first which are known to Children that begin to learn the Latin Tongue. Moreover, all those terms or words, whose Things thereby signified can be seen and painted, may be taken out of the Nomenclater of that most excellent man Hadrianus Junius, or others; Provided that the Exordium or beginning be made from those which are more known. Here let there be presented and offered to the eyes all Houshold-Instruments, Things belonging to Smiths or Carpenters craft; Things appertaining to the country, to War, to Shipping, to Fishing, to Hunting, to Tailory, to music, and to Sewing, whatsoever is to be met with in the business of Books or Study in man's body, and in all its parts and members: All living creatures, fourfooted Beasts, Birds, Fishes, worms, Insects, Colours, Herbs, Trees, Fruits, all womenly Instruments, and those that belong to Weaving, Baking, Riding, Playing, and Building, &c. Lastly, all those Things which are set before the eyes, which if they cannot conveniently be had in Things themselves, surely they may be painted. Let younger ones be brought to these things, or to the Images of Things well known already from the contemplation of the Things themselves, depainted in Tables, the namings of which Things they shall first learn in their own, and then in the Latin Tongue, which will be sooner than one would think effected. Now these Pictures of several Things may be so drawn, as there may be three, four, or more Pictures, according as the manner of several Things doth require, painted in greater pages, yet so as they may be well distinguished one from another by a due space, and so as the Latin word joined with the Dutch being put under, may be writ the next to them, in letters of that bigness, as may be read by boys who have learned already to read, and so also furthermore as a certain line drawn from the words written by the very Things, may show what words mark out any of the Things. These Things thus painted and joined to their words, shall answer to those first Elements of Letters. For as of those put together there are made Syllables; so of these Things divided or compounded there are made Sentences And this Way is natural and suitable to children's capacity, of which in all the teaching of children especially and before all things one ought to have a due regard. Whence that common manner of teaching is the more to be condemned, in which there are first of all words of Art propounded to boys, whose Things signified by the words can neither be painted, nor counterfeited, and in this respect are not to be conceived by the imagination of children. The Tables and Pages in which these Images of visible Things, as I have said, are painted, may be so composed, as they may be folded after the manner of leaves in a great Book, and be set in a very notable place. In knowing these Things, and in the explaining of them by their own words children ought to be so long exercised, till they shall have already perceived these words in some sort. I say, in some sort; for I would not have children be long stayed and busied in the knowing of these naked and separate words, but timely to pass on to the composition and division of these words, viz. to short Phrases and Sentences. In these Sentences let not these words be propounded always in the Nominative or first Case only, but also in the Second and Third, and the other Cases. Let not, I say, these words be propounded alone, as hiterto they have been, but with other words and terms joined in some certain Sentences. As for example, let not these words as hitherto be propounded severally, or by themselves and in the first Case, Panis, Bread; Felis, a Cat; Sella, a Stool; Meksa, a Table; Scamnum, a Bench. For if they shall stand the longer in learning these Words put sunderly, and in the first Case: by and by when they ought to join them together with others, and to connect them in some Sentence, they do that for the most part in the first Case, when the order of the Latin Speech requires other Cases. Besides these words thus naked and set alone are learned of boys far more difficultly than if they he joined with a Verb and a Noun, as 'tis termed, Adjective in some short Phrase or little Sentence; as for example, Panis in mensâ positus est, The bread is set upon the table; Felis vorat Marem, The Cat devours the Mouse; Puer sedet in sellâ, The boy sits upon the stool; canis jacet sub mensâ, The Dog lieth under the table; Puella dormit in scamno, The girl sleeps upon the bench. And if such like names be thus with other words and terms in a short Phrase or little Sentence propounded to a child, so as he may, considering the capacity of that age, perceive it: much profit will redound from thence. For he will both learn all Things twice as soon, and perceive twice, nay thrice as much, and be brought presently as it were into the very use and benefit of the Latin. And examples in this sort of Sentences may be so propounded, as the Nouns or names may pass through all the Cases, Numbers, Declensions, Genders; and the Verbs through all Moods, Tenses and Persons. For example, A boy will not so easily understand what that is which is called Canis, Praesepe, Bos, Faenum, Cornu, &c. if they be asunder or apart, as if they were propounded in some short and perspicuous Sentence; as suppose in this, cavisjacet in praesepi, The Dog lies in the Manger: Bos habet Faenum in Cornu, The ox hath hay upon his horn. Just as in a picture, which consists of one single Thing, and is expressed with one colour or Monochrom in a single living creature, or Instrument; as for instance, in a Sheep, Hog, or Sword, every one being severed and set by themselves; it will never so much take or affect the eye and fancy of the looker on, as some excellent picture, in which all these are jointly, and in their colour distinctly set before the eyes; as for example, the Picture of furious Ajax, killing Hogs and Sheep with his sword. And as a boy when he hath already well learned the single Letters, will learn to read far sooner, the more, and the timelier he is exercised in putting together two Letters, and anon more into one Syllable, and in uttering them with one single voice, then if: he should stay the longer upon the knowing and pronouncing of single Letters set severally one by one. So also will a boy learn to speak Latin far sooner, if after he hath in some sort perceived the Latin words joined together with their Things, (which may in that manner, as hath been formerly showed, be done by God's help, within a few weeks) he be the timelier exercised in these compounds of those simple words, Nouns and Verbs; to wit, in Sentences and Phrases, then if he should be detained, and stay the longer upon the learning the names of single Things or their Images. Therefore, as Syllables are made of single Letters, and words of Syllables, consisting of two, three, four, five, or more Syllables; so of single names, terms, and words, there are made Phrases and Sentences, some consisting of fewer, others of more words. Lastly, as words are made of Syllables; so are Speeches and Sermons made of Sentences. Here then for the tender age of children a certain way to the Latin Tongue might be made no less easy and ready then fine and delightful, whereby both boys and Masters might by a good reformation find this {non-Roman} {non-Roman} {non-Roman} {non-Roman} {non-Roman}; this displeasure, leisure; and the Learner, this hateful torturing, a grateful tutouring place; and the Teacher, this painful vocation, a gainful vacation; that the School might be answerable to its own name, and be as 'tis termed. Ludus literarius. Which verily will come to pass, if all those Things, whoso Images set out before in Pictures, and to which their own proper words have been written, being after a sort perceived and known of boys already, as in making up Sentences, names, and words are compounded one with another: So also were Things expressed in the names and words of those Sentences shadowed out and expressed in certain Pictures. So as among the single Pictures of Things, not so much as any Picture of a Thing may be passed by, which may not be once or twice compounded with others to set before the eyes, and express in a rude Picture some brief and pleasant Sentence suited and sorted to the capacity of Children. So as no word at least of those Things which may be seen, or painted, be overslipped. But I would have these members of Sentences so made, as there may not be for the expressing of these several Sentences, or rather members of Sentences more than three, four, or five Things to be imitated in the Picture required. Now there is of such like Names visible and noted Things (for I speak here of them only, from which the beginning of this teaching is most rightly made) and which may be taken out of a Nomenclator and Lexicons, and such have been noted by me a good while since, some certain number. And by which names, in the expressing these Sentences with a Picture, a passage may be so made, as not any name of those Things which are better known to children, may be left untouched, to which may be adjoined Verbs and other parts of Speech. Also out of these Sentences there may be taken exercises, in which they may go through all Numbers and Cases in nouns; and through all Tenses, Moods, and Persons in Verbs, as we shall speak of afterwards. Nor is there any reason that any should be frighted with the multitude of Pictures, which are requisite to express these members of Sentences, in the which the names of all Things visible are contained. For these Things compounded one with another, are absolved or dispatched in far fewer Pictures, than those single and simple Things above mentioned, or not in many more however. For in these Pictures of compounded Things, in which, as I have said, certain Sentences are expressed, in one Picture three, four, five, or even more Things may be joined together. For example, in expressing a Whetstone, and a razor, that remarkable History or Fable of Accius Navius may be used and propounded in that Picture with this inscription, Accius secat cotem novaculâ, Accius cuts a Whetstone in sunder with a razor. In this Sentence and Picture two Nouns and one Verb are propounded. In the Picture, in which Equitat puer in arundine longâ, A boy rides upon a Hobby-horse: four words are learned, two Noun Substantives, with one Adjective, and a Verb. In the Picture, where Leo Asinum dilaniat curvis unguibus, The Lion tears the ass in pieces with his crooked paws; five words are learned, three Substantives and an Adjective, and a Verb. But I would not have these Sentences which are to be expressed in Pictures to exceed this number of five, or the number six at the utmost. And by such like members of Sentences and Pictures one may easily pass through the whole University of all the more usual words in the Latin Tongue, by which visible Things are signified. Which thing at the first will put one to some labour and charge, yet not very much. But these Pictures once so made and procured may afterwards last always, and serve for the teaching an infinite of boys in the Latin Tongue. And who would not redeem with a little cost so many years of man's life in many thousands of children, whose turns this one thing, when't is once provided, may serve? And which things whatever they cost will most largely recompense their pains and charges which either a Prince or commonwealth may easily sustain. For a boy will learn in an hour even twenty or more such Sentences so shown in a Picture, which being once and again repeated in the days following will most firmly and constantly stick by him. There shall be contained therefore in several Pages or Tables several Pictures of that bigness, as they may be well seen by all even afar off, the Tables may be evenly joined together in the manner of some great Book, and set in a very clear place. And there shall be so many Books of this sort made, as are sufficient for the holding all the Pictures, wherein the more known visible things are expressed, It will hence certainly come to pass, that children may learn and learn indeed exactly the terms of all visible Things of this manner, with many Verbs, and other parts of the Latin Tongue. And in expressing which even learned and ancient men do often either stick or stumble. Now such Latin Sentences and members of Sentences which are to be expressed in Pictures, aught to be picked out with singular choice. To which thing there should be used not only the most memorable Sacred Histories of the Old and New Testament, expressed in their Pictures, and explained in brief Sentences: for example sake, That God created the heaven and the earth. The Serpent deceived our first Parents. Cain killed his brother Abel. The Delugo overflows the world. Fire from heaven burnoth Sodom. Abraham is minded to sacrifice his son Isaac. And the other Histories chosen with accurate judgement, so as they may be explained by adding such a Sentence, whose Verbs and Nouns may be easily comprehended by children. But also all notable things may be chosen out of Heathenish Histories and Fables of Aesop, the Poets and others. A rude knowledge of which kind of Histories and Fables, when children have as it were fore-tasted out of such manner of Pictures and Sentences, afterwards being striplings and young men, they will not only more readily and quickly in the fuller reading of this sort of Histories and Fables perceive all things, but also retain them in more faithful memory. And in choosing this sort of Pictures that we may proceed in a more certain way, all the terms of this sort of visible and more used Things may be noted, and such a pleasant, short, & easy Sentence accommodated to each, which may be expressed in such a Picture. For by that means the number of this sort of Pictures will be easily shown; nor will there be over-passed any term of any visible Thing untouched or omitted. Now what names of visible Things may not as yet be comprised in this sort of Histories or Fables, may be easily added in any kind of other Sentences, devised according to our pleasure, and expressed in a Picture. And while Masters teach their Scholars this sort of terms, Nouns and Verbs in these Pictures and Sentences, not only the very Sentence which sets out in a few words the sum of the painted History or Table, being written in greater letters, aught to be set as the title to the Picture; but also to those two, three, or four Things, which are chiefly noted in the Picture, to each their own Latin words, under which the Dutch may be put, aught to be set the next in bigger letters, and by drawing a line, the terms to be conjoined with their Things which they note; to the end, that the weak judgement of children may not err in applying the several terms to their Things. Now here Masters by the way should add, as they see good in these Sentences, which are let to the Pictures, the most full, profitable, and gallant exercises of the Latin Tongue, and such as are likely to be welcome and pleasant to children, in which a passage may be made through the Cases and Numbers in Nouns, and through the Tenses, Moods, and Persons in Verbs: As for example, In the Picture of the Eagle feeding on the heart of Promethous; By the Picture of the Eagle and the heart let the Latin terms be writ the next, to which the Dutch may be put with this inscription writ over the Picture, Aquila devorat cor Promethei, The Eagle devours Prometheus his heart, together with the Dutch Interpretation, so put under, as the Latin may answer word for word to the Dutch set under it. Here in few words that Fable may be expounded to Children, that so all things may be more acceptable and more manifest, and those things which are uttered may be more throughly imprinted in their waxen memory. This example being both in the Picture, and in the Sentence exposed to the eyes of Children, the Master may in the Noun, and in the Verb go through the Cases, Numbers, Moods, Tenses and Persons. As in the Nominative or first Case, Hic Aquila devorat cor Promethei. In the Genetive or second Case, Pictura Aquilae qui devoravit cor Promethei. In the Verb, devorat, one may pass over through Numbers, Moods, Persons, etc, And these exercises the Master may add by the way in the sole examples, without any Dictates or Precepts. Yet we must take heed, lest these exercises from one propounded example prove too long, that one cannot likewise pass to the rest, and go over all things maturely and in good time. These examples in this sort of exercises will haply seem ridiculous and foolish to some; but nevertheless, such as are accommodated to children's age, and by which there is a most certain or sure way laid to the knowledge of the Latin Tongue. In the Pictures and Sentences written thereunto, and in the exercises taken, as we have said, out of these Sentences, Children for some such time, as shall be thought sufficient, shall be exercised, as the Master may propound all things in Latin, and interpret them in the Scholars own native Language. In which exercise, when they shall have gone over for some courses, all these proposed Pictures of visible Things in the Sentences written thereunto, and in the exercises taken therefrom. Afterwards, by turning or altering the order, the Master may propound to them all those former things in Dutch, which the Children may be now enjoined to express in Latin. Which thing while the Scholars are a doing, let the Masters especially do their endeavour, and have a care, that not so much as any barbarism or germanism intervene. And for the use of this and the former exercise let the terminations of Nouns and Declensions in their Numbers and Cases; and of Verbs in the Moods, Number, and Persons of the Conjugations drawn in two Tables hung up be propounded through which a passage may be made in order so far as shall seem fitting, I say the bare terminations only, without any names or appellations of Art. For this one and only thing transferred hither out of the precepts of Grammar may perhaps not unprofitably be used. Not as though we cannot want these helps; but that hothing may be left untouched in these exercises, and that children may be brought on through all parts of the Latin Speech.  
These things being dispatched, when children are now brought on through all these Pictures of Things visible and obvious, which being marked with certain appellations, names and terms, are extant in the whole circuit or circumference of the Latin Tongue, and are propounded either alone, or joined with others; and have been exercised at their entrance in the single terms of these Things, afterward in Sentences which have been compounded of these single terms; first of all in expressing the Latin with the Dutch, than the Dutch with the Latin. And even thus have begun by little and little to be made free in the City of Rome, and to be brought as young soldiers into the Latins tents. Now in the end these helps of Images and Pictures being left, they shall pass to a little freer and looser exercise of Latin Speech; and there are to be added also other terms of Things, which are not comprehended by fight, nor exposed to the eyes by the help of Pictures, but are comprehended by the other Senses, the hearing, tasting, smelling, touching; and lastly, by the mind and reason: and moreover, well near all Nouns, Verbs, and parts of Speech, as many as are contained in the whole compass of the Latin speech, not so much as any excepted. And which things they will now more easily perceive when they retain those former things being indifferently known and taught already. For man's memory, imagination, and reason hath this peculiar, that the more Things it knows, the more it can still further receive, and is throughly filled and satisfied with nothing. Therefore those terms of the Latin Speech which are yet remaining of Things Invisible, Verbs and Nouns may be collected into Sentences that are brief, and comprehended in few words, so as the Sentences be perspicuous, and suited to the capacity and benefit of this age, and that the beginning be made always from those which are more easy, and let not any word at all of the Latin Tongue of those Things especially which are more known, and occur more often, be left untouched. And these Sentences may be chosen with accurate judgement out of Forum Romanum, or the Promptuary of the Latin Tongue, or rather out of the very Authors of the Latin Tongue, so as in them may be seen not only all variety of Genders, Cases, Tenses, Moods, Persons; but also that all the Rules of the Syntax may be touched, and that there may be propounded a true, lively, and genuine Grammar in brief, perspicuous and pleasant examples, not that bastard and adulterate one in precepts and terms of Arts, of which children's age is not yet capable. And by which examples, by which use and excercise, if the Latin tongue can be learned in two, or surely, three years' space, to what end shall we sweat and toil ten, twelve or more years? For the most certain, and most ready course of learning any Tongue is by Use, and Exercise, and by Examples. Hard, troublesome, harsh, unpleasant, and hindered with infinite difficulties is the way of learning by Precepts. Now there's no reason that any one should suspect that these kind of Books, in which all these Sentences, wherein the parts of the Latin Tongue are to be contained, should be orderly digested, are not to be procured or got without very great charges, and huge difficulties. Truly, if there were only just and due rewards appointed for this business, whereof I have spoken, by those who can, and even indeed aught: such a Book might perhaps sooner than one would think be provided and produced, in which all those things might be contained in order, which might be sufficient for this matter. And in delivering which things, if Masters would go before with that faithfulness and diligence, which is meet; and in rendering which, if their Scholars would but follow, they might by and by be admitted to read, hear, and interpret with some benefit the authors of the Latin Tongue. And these things at length being taught and perceived, Children may be exercised in the stile of Latin speech both in speaking and writing. For this should not be done hitherto, because it could not be done well. Nor indeed should boys be driven rashly to speak and write Latin by their own proper wit and invention without any aid or help, before that they have got themselves, by these means which I have spoken of, the use of this kind of Latin speech, and from such Things which they have not as yet conceived, or which being conceived, they have not as yet brought to maturity, there will arise {non-Roman} {non-Roman} {non-Roman} {non-Roman} {non-Roman}, slender issues, and nothing but germanisms, solecisms, barbarisms, aborts, disgraces, discredits, and basenesses of the Latin speech. Now such a Book may be made without either great labour or cost, in which all things may be contained which are hereto required, and which may be used as common & general in all Schools, and which might be as the Portal & gate of the Latin speech consisting, as hath been said, of brief and perspicuous Sentences, which children's age may not only comprehend, but also comprehend with a certain pleasure and willingness of mind. Now in collecting these Sentences, this pains, which I have so often mentioned, is chiefly to be taken, that they be not only brief, but also Latin, and taken only out of every the best Roman Authors, who have writ in Prose or Verse, orators and Poets, and that the beginning be made always from those which are most easy and perspicuous. Which thing in reason will bestow that good and benefit upon the learners, which will profit them all the time of their life, and be a commendation and ornament to them, so as from thence they may contract to themselves a fair, neat, ingenuous, pure and easy Latin stile; not an obscure, intricate, crooked, perplexed and uneven one, and such as the most of the younger sort contract to themselves through the fault of their first and bad teaching while they are under their hate Masters commanded to draw at their own skill and discretion the liquour of the Latin Tongue out of impure rivulets and cisterns. And for the collecting easily, and without any great toil these which I have spoke of, brief and perspicuous Sentences, in which well nigh all the parts, voices, words, nouns, verbs and terms of the Latin Tongue are comprehended and contained, there is indeed a very large field set open Hither may be referred Theological aphorisms, and brief and notable Sentences taken out of either Testament, and that out of the best and Latin version such as these out of the Old: Creavit Deus hominem ad imaginem suam, God created man after his own image; Non est bonum hominum solum esse, It is not good for man to be alone; Pulvis, & in pulverem rever●eris. Dust thou art, and into dust thou shalt return. Out of the New: Deus ex Aegyptovocavit filium suum, God called his Son out of Egypt; Mortui sunt qui petebant animam pueri, &c. They are dead who sought the child's life, &c. Of which like Sentences there is very fair and most clear plenty in the History of the Gospel, and in the Epistles of the Apostle Paul. Also the Histories of the Old and New Testament reduced in a few words into a concise and perspicuous Sentence: As Deus die septimo quievit ab omni opere suo, God rested the seventh day from all his work; Deus condidit Evam è costa viri Adami, etc, God made Eve out of the man Adam's rib, &c. Also out of the New, Magi ab Oriente venerunt Hierosolymam, Wise men came from the East to Jerusalem; Magi obtulerunt Christo nato curum, thus, & myrrham, The wise men offered Christ when he was born, gold, frankincense and myrrh, &c. Likewise the excellent Sentences of the Fathers; as, Latet ultimus dies, ut observetur omnis dies, The last day is concealed, that every day may be observed; Ecclesiae▪ arma sunt preces & lachryme, The church's weapons are prayers and tears; Maledictus qui florem JIuventutis Diabolo, fecem Senectutis Deo consecrat, Cursed is he who consecrates the flower of his youth to the Devil, and the dregs of old age to God. And such other like. Also brief and witty common Sentences; Sustine & abstine, Bear and forbear; Ferendum & sperandum. We must endure and hope; Patior ut potiar, I sustain to obtain. Likewise out of Latin Authors, Quò se fortuna, eodem favour hominum inclinat, The favour of men inclines the same way which Fortune doth; Vita sine literis mors est, An illiterate life is no other than death; Nemo nisi à scipso laeditur, Every one's mischief is from himself; Unus quisque suae fortunae faber est, Every one's the contriver of his own fortune; Qui vult dicere quae vult, audiet quae non vult, He who speaks what he will, shall hear what he would not; Famam multi, conscientiam pauci verentur, Many fear fame, few conscience; Sic vive cum hominibus tanquam Deus videat, sic loquere cum Deo tanquam homines audiant, Live so with men as God saw thee, speak so with God as men heard thee; Altissima stumina minimo labuntur sono, The deepest river makes the least noise. Also all the most choice and memorable verses out of the Poets, as hemistichs, Omne solum forti Patriaest, Each soil is the valiant man's country; Non omnis fert omnia tellus, No ground brings forth all things; Non omnia possumus omnes, There's none good at every thing; Nocet empta dolore voluptas, We like not pleasure which is bought with grief. And Hexameters; Quid juvat aspectus, si non conceditur usus? To what end is the view without the use? Percunctatorem fugito, nam garrulus idem est, Avoid a meddler, for he loves to prate. And a thousand others. Also in other kinds of Verses; Non si malè nunc, & olim sic erit, Though it may go ill now, it shall not do so still; Quem dies vidit veniens superbum, Hunc dies vidit fugiens jacetem, He whom the morning did surveyin pride, The evening grovelling on the ground espied. Also all the choice ones of Mimus; Ab alio expectes, alteri quod feceris, That which thou dost to one, expect that from another. There may be likewise other Sentences added taken out of the common life of men, yet with such choice are they to be made use of, that they be both Latin, and withal easy. As, Rectè faciendo neminem timeas, Do well and fear nobody; Sola miseriacaret invidiâ, Misery only is without envy; ubi nullum lumen, ibi nulla umbra; ubi nulla felicitas, ibi nulla invidia, Where there is no light, there is no shadow; where there is no felicity, there is no envy. Also the more select Proverbs; as, Ne Hercules quidem adversus duos, Contend not with a multitude; Adversus solem {non-Roman} {non-Roman} {non-Roman} {non-Roman} {non-Roman} quitor, Speak not against conscience. And innumerable others. And lest any one should think Grammar to be waved in such teaching, that shall be taught not in Precepts, but in Examples: this order may be used in disposing these, that we go through all the Declensions, Numbers, and Cases: As in the first Declension, Dignum laude virum Musa vetat mori, Poetry preserves a worthy man from the death of oblivion: In the Genitive case, Vitae summa brevis spem nos vetat inchoare longam, The brevity of our life may check the length of our hope: In the Dative and Ablative, Lis est cum forma magna pudicitiae, There's a great strife between beauty and chastity: In the Accusative, Barbam video, Philosophum non video, I see gravity, but no Philosophy. Now in choosing such as these in such plenty of authors there can be no difficulty. We may travel through all Verbs, and their Moods, Tenses, and Persons: As, Non amote Numici, nec possum dicere quare, I do not love thee Numicius, nor can I give any reason why I do not; Frustrà ploras, quod recuperare non potes, In vain thou deplorest for that which thou canst not recover; Bis dat qui citò dat, He gives a thing twice who gives it quickly. And especially let such examples be selected in Verbs, in which the Preterperfect tense of the Verbs may be expressed: As, Pauci quos aequus amavit Jupiter, Atque ardens evexit ad aethera virtus, They're Few kind Jove hath viewed with loving eyes, And ardent virtue raised unto the skies. We may travel through all the Rules of the Syutax: As in the first Rule, Mali corvi malum ovum est, An ill bird lays an ill egg; Vir bonus & malafortuna plerumque componuntur, A good man and bad fortune do many times go together; Optimus animus pulcherrimus Dei cultus, That worship of God is the best, which is performed with a good mind. Through all Genders, Numbers, and Cases. After the same manner all the other Rules may be propounded, all the precepts being removed, unless it be in the examples, and we may proceed through all variety of construction, of the Noun, Pronoun, Verb, Participle, Adverb, Conjunction, Preposition, Interjection, that no kind of plain or figurative construction may be left out. And for this use there ought not only to be gathered, as hath been said, out of the Holy Scripture, and either Testament and the authors of the Latin Tongue, all most choice Phrases of Speech, forms and Sentences, in which may occur all the more common terms of the Latin Tongue, verbs, nouns, and words, not so much as any word left or omitted. In which, as in lively Examples, all the precepts of Grammar may be shown, as in their use▪ ●…o which aim and end let there be heaped together terms and phrases out of all matters, wherewith these Things which are anywhere to be met withal, in peace, or in war; in leisure, or in business may be expressed purely and in good Latin. Under which consideration, there may be added likewise hither the Principles of Geometry of a ●oint, of a Line, of a Superficies, of a Body, of an Angle, of a Triangle, of a Quadrat, of a Trapezium, being common notions and the very first foundations of arithmetic and Geometry, which children did formerly learn in Greece, and which things I have experienced by very Use, that boys with us but of seven years of age could learn by the Figures running into their eyes. There may be added the Multiplications of single Numbers in themselves, which they call the Table of Pythagoras, how many may be five times nine? seven times eight? nine times seven? &c. which things by brief, pleasant, and ridiculous Examples and Figures even painted, may be so exactly imprinted in the tender memory of that age, as no forgetfulness afterward may blot them out or abolish them in the whole time of their life. To these there should be added, and shown to children all the circles in the Sphere, there should be shown them in the Celestial Globe all the signs in Heaven of the zodiac, Northern and Southern. In the Terrestrial Globe, and in the Geographical Tables there should be shown them all the parts of the World, and the parts of parts. Artificial memory may likewise be added to these things handsomely; by the benefit whereof a boy of seven, or truly of eight years old may learn each Genealogy of Christ in Matthew & Luke, to rehearse it backward and forward, all the signs in heaven, all the Names of the parts of the earth, being shown to him in a Tab●e or Globe, the Names of all the Roman Emperors from Julius to the present Mathias. Which memory, though it may seem to be of no great moment, for that unless it be oftentimes now and then after certain, and those no very long intervals of time be renewed, the images being extinct, and the order of the places troubled or crossed, after a few weeks it is again extinguished and defaced: yet it may be helped afterward by other means and ways in those things, to retain whose Order may be thought to be worth the while, and quit for cost, that it may be lasting, and not easily be obliterated.  
Now here it may be demanded, in what Order should these Sentences be propounded to boys in Schools? And indeed the matter itself and reason teaches us, that Sentences taken out of Holy Scripture, and the Fathers do challenge to themselves the former place. In the interim, as I would have nothing in the whole University of the Latin Tongue to be baulked or over-passed, which may not be produced once or twice in the use of Latin speech: so for the order, I think, we ought not to be greatly solicitous. For the very variety of Things, in which sacred shall be put with worldly, sweet with profitable, serious matters with jesting, yet honest, and wholly remote from all filthiness and obscenity, will shake off from boys all wearisomeness of learning, and will render them more prompt and expedite of thinking or speaking aught concerning any business propounded in any place and time. In which thing I shall nevertheless willingly follow the judgements of the more learned. Yea moreover, the very use of this teaching and exercise, as the Mistress of all these things, will perfectly teach, what order it may be expedient to hold.  
And by this means it will come to pass at length, that they may be learned in all the parts, terms, nouns, verbs, words, and even in the least particles of the Latin Tongue. And who in sound reason can ever come to these, who after the Precepts of Grammar, in which for so many years' boys are detained, as it were in bonds and fetters, do propound at last some Author of the Latin Tongue, and in exacting of that according to the Precepts of Grammar stay oftentimes a year or two, and detain their Scholars; as for example, Tulli●s Epistles, Terence, &c. yet in which although Roman authors of the Latin Tongue, many things, yea very many, and well near all occur which have not as yet been fitted to that age of Children. Besides there are to be met withal in these only a few terms and words, nor is there contained in them all the variety of the phrases of the Latin speech. For these Authors writ of some certain matter propounded to them, not out of that intent, that they might teach boys in Schools the Roman Tongue, or that they might express in these their writings all the variety and plenty of the Roman Tongue. These authors when striplings or youths have in Schools scarce lightly tasted, they are by and by admitted to Arts and Faculties. And indeed many excellent things for the Latin Tongue may be learned out of these authors, but not by children's age, nor in that manner and order. And hence it comes to pass, that when many in Schools have learned after a sort the Principles of Latin speech out of these authors of the Latin Tongue, and afterwards scarcely or at least slightly touch other authors of the Latin Tongue, but forthwith betake themselves to Arts and Faculties, there is that scantiness and lack of the Latin speech in many, so as if they meet with any less frequent or more unusual Thing to be expressed in Latin speech, phrase, or term, which may not be found in those little authors, which they have read and learned, they are quite at a stand, they scratch their head, bite the nail, and are not able to unfold themselves, or at the least they slyridiculously to general and common, or neighbour words, which are more known, not signifying this but another thing.  
I therefore am altogether of opinion, that these Exercises & essays be premised out of such a Book as may be called as it were Pandects of the Latin Tongue, before they be put to those further Exercises of writing and Arguments, as they call them, in which they are enjoined to turn Dutch into Latin, and admitted to hear, and presently after to read Latin, Roman authors. And these being premised, at length Latin authors are to be propounded to them, yet so as they may be, without using any Dictates or Precepts explained to them in a plain and perspicuous interpretation; and so as they may be dispatched in as little a space of time as may be, that afterwards even divers others may be subjoined. For I speak of the teaching of boys in the Latin Tongue, not of the teaching of young men who are more advanced, to whom the exercise of logic or rhetoric is shown in authors, which things neither may nor aught to be propounded to boys.  
And these things touching this First Way and Course, which seems may be laid for boys and youths to learn the Latin Tongue, I have been minded to set forth briefly, being about to reserve in the mean while for another place and time many and choicer other things, which the nature of this Epistle doth not admit; If I shall understand, that these things which I have been willing to shadow forth out of a good intent, and to write with the right hand, shall not be received with the left hand, or be rejected and exploded. Now concerning that other most expedite and certain Way of learning the Latin Tongue, I shall say little or nothing here. Because that although it would be in itself the least of all painful, yet it may seem rather to be wished for then to be obtained, that, what ought to have been done long since many ages ago, may in this last age of the world be excited and set afoot by some revived Charlemagne, or Great Patron and Parent of Learning and learned men; to wit, that the Latin Tongue might be so learned, as the Greeks, Hebrews, Germans, Vandals and Scythians learned it in former times; by going namely to Rome, and into Italy, at that time, when as yet they used it pure and Roman. That, I say, it might be learned without any native and mother-tongue, by mere custom, Converse, and Use, with those who could speak the Latin and Roman Tongue very purely and readily. And because such a Place where they speak in this sort the Roman Tongue only, is not found in the world, it should be provided by Art.  
This Way though it would be the most expedite and certain in itself, yet far sooner and easier, and with less cost and provision might all things necessary for this business be procured, than any one will believe. If so be some Emperor or King, yea even some Prince or Magistrate in any commonwealth, would in this age vouchsafe to light a taper or torch; for the studies of Learning & the Tongues being a-dying, and almost extinct, and raise and revoke from death and Hell not the Latin only, but also the Greek and Hebrew, and other bordering Tongues, not only so profitable and necessary for Empires, Kingdoms, Principalities, and commonwealths, but also for the sick and already dying Church of God. Now how small a thing were it, considering this so profitable a business, to set up in Principalities or kingdoms a Coenobium, college, or Place suitable hereunto. How small a thing were it to call forth to such places by good stipends, Worthy men, and such as are very skilful in the Latin Tongue, who should use only the Latin Tongue, and that indeed pure and Roman, and should be compelled to this very thing by certain and severe Orders. Nor they themselves only, but also their Servants & Attendants, and as they use to say, the Scullions in the kitchen. I doubt not but these things are like to be taught at by many, and perhaps never to be assayed by any one, which nevertheless none can deny to be be certain and easy, but he who forswears Wit and Reason. For although it may seem to be hard and difficult to get such Men, Servants, Ministers, and other things which may be requisite for this matter; nevertheless, if even indifferent stipends be set for each of them; yea indeed, if some who are not unfit for this purpose, shall but be able to maintain themselves, or have a livelihood from thence, all this difficulty may be easily overcome. And there may be chosen to this purpose not only most excellent Men, and such as are most skilful of the Roman Language, who would be precedents, Rectors and governors in such a place, as in some Roman Colony. But also Students accommodated and fit for that business, who would perform those inferior offices. Boys and striplings might be sent hither as into a Forum; Romanum. Who if they were altogether ignorant of the Latin Tongue, at the first entrance the beginning thereof would be a little harder, and more time would be required to learn it, yet not above the space of two years, as I verily persuade myself. But if by such exercises and essays, of which I have spoken largely before, one might be brought to the first entries and portals of the Latin Tongue (which might be done within two years) one might be brought within a years space to the full Use and benefit of the Latin Speech, about ten or however eleven years of age, to that knowledge of the Latin Tongue, that one might then read authors with profit, and then give one's mind to other Tongues, and by and by to Arts and Faculties. And it might be wished that those boys who should be seasoned with the fundamentals and Principles of the Latin speech in that Way, which I have formerly explained, should be presently entertained by such a Coenobium or Community, in which there might be only the most pure use of the Latin and Roman speech, and should be exercised in it for a year or two. Yet althought this later Way of which I have now begun to speak, might be sufficient for them to learn the Latin Tongue, and might within the space of two years, or not much more, dismiss one not ignorant of the Latin Speech. Nevertheless, that former Way, which consists of the Pictures of all visible Things, and of Sentences added to the same, might even here be profitably used; so that it might be dispatched by the Latin Tongue alone, to which as the one and only Tongue this place should be consecrated, without any Dutch as Interpreter, which should be utterly banished out of this place. Now what exercises might be instituted by alternate courses in such a Roman Colony, Sacred, Serious, Sportive, and agreeable to ingenuous Children, by which they might learn to express in the Latin or Roman speech whatsoever shall occur in all the names, terms, words, phrases and forms thereof, and in all the parts of a man's life, and concerning what matters of human life they might explicate the meaning of the mind in pure Latin Language, I do not add here. Well near all those things which may seem to absolve this whole business, have been meditated by me long since, and might be set out, if God should by any hap vouchsafe to excite a King, Prince, or Magistrate, by whom he might deign to begin and complete a Work so laudable and profitable to mankind, & in it to the distressed Church of God, and all the parts of the commonwealth, and of men's whole life; {non-Roman} {non-Roman} {non-Roman} {non-Roman} {non-Roman}: but these are but wishes. Indeed I am confident by God's grace, and verily persuaded of this; if such a Roman colony, as I may term it, were set up, that the Roman Tongue might be learned in it, no less quickly, and perhaps no less certainly and fully, then formerly in the midst of Suburra or Forum Romanum. For as they who came out of Greece or Palestine, or other parts of the world unto Rome to learn the Latin Tongue might there forthwith by custom and daily Use learn as much as could be to express and utter vulgar Things, and such as occur daily in common life: nevertheless, there did not occur there all the parts of a man's other life to be expressed in their terms, forms, and Roman phrases. But all these things might by some certain exercises appointed hereunto, be learned in such a Colony as I have spoken of more fully and copiously. That so there might after two or at the most three years, be sent forth, out of this Roman Colony, such as might declare promptly and readily in the Latin and Roman speech the thoughts and meditations of their mind touching all things which occur in man's life in peace or war, in vacancy or employment. But if this might be done, as by God's help, I am verily persuaded, in a short interval of time, that ought to be reputed and taken as a matter of vantage. These things, most Illustrious Prince, I thought good by occasion of this Epistle, to expose to your highness, which I could wish were such, as might not displease it, which likes only the best! I could wish also that others would accept of them in that manner as they come from me. Whatsoever it may be, I have been willing to provide for Children that they might be brought sooner and more maturely than hitherto to those studies of wisdom, and principally, to that true and eternal wisdom Christ Jesus, who bids Children come unto him, and saith expressly, That theirs is the kingdom of Heaven. And that I might be helpful to these, I have been willing to set forth this New Edition of the New Testament, whose former part I now publish. To wit, from whence Children might learn the Latin, and straightway being striplings, the Greek Tongue. Yea, the very comparing of the Tongues will not haply be unprofitable to Divines & learned men. I have faithfully retained the Dutch Translation of Luther, to which I have been forced sometimes to misplace the Greek Text; and that with this intent, that I might accommodate these things to Children. In which matter, such as are more skilful in the Greek Language shall pardon me, as also in many other things, which I could not easily avoid in this my design. I with reverence beseech your Illustrious highness to take these things, such as they be, in good worth, and to reckon me among yours still  
Datell at Rostoch, Mart. 18. An. Dom. 1614 Your most Illustrious Highnesses Reverent, and submiss Observer Eilhard Lubine,   

THE True and Ready Way to learn the Latin Tongue: Expressed in an Answer to a Quere, Whether the ordinary Way of teaching Latin by the Rules of Grammar, be the best Way for youths to learn it? By the late Learned and Judicious Gentleman Mr. Richard Carew of Anthony in Cornwall.  
IN my tender youth I was by my Father put to School, and so continued for nine or ten years to learn Latin according to the common teaching of ordinary Schoolmasters, by the Rules of lilies Grammar. Afterward I spent three years in the University of Oxford, and three years more in the Middle Temple, one of our inns of Court. From thence I was sent with mine Uncle in his Ambassage beyond the Seas, unto the King of Poland, whom when we came to Dantzig, we found to have been newly gone from thence into Sweden, whither also we went after him; and in this journey, wanting the native Language of those countries, I was often enforced to use the help of the Latin Tongue, to buy such things as we needed, and to confer with many Persons, being often employed by mine uncle's direction, to deliver Messages and receive Answers both to and from many great persons of the Dutch, Swedish and Polish Nations. And therein found a great defect in the want of usual talking in former time in the Latin Tongue; because I had often occasion to call for such things, and at other times to mention such things as we did seldom or never meet with the names of the same in our Books. After my return and short staying here I was sent by my Father into France with Sir Henry-Nevill, who was then ambassador leaguer unto Henry the Fourth, that there I might learn the French Tongue, which Language, though it seemed very hard to me in the beginning, because mine ignorant made me unable to distinguish one word from another, and so imagine that those people used to talk much faster than we did, in a little time, when by often-hearing their talk, I began to discern the distance of one word from another, I found they used to talk rather more deliberately than we do; and so by reading and talking, I learned more French in three quarters of a year than I had done Latin in above thirteen; wherein though I will not deny but the Use of my Latin Grammar did something help me to make me the better apprehend the Coherence of speech, yet I have ever since conceived, upon my learning by practice, that usual Talking, and much Writing and Reading open a surer and readier Way to attain any Tongue, than the tedious course which is used in the Latin by construing and piercing according to the Rules of Grammar, in observing of the Number, Gender, Case, and Declension of all variable words; partly because so much time is spent in the declination of every word, according to the forms set down in the Grammar; and partly in the overload of the weak wits of youths with such a multitude of ordinary Rules, and such a world of Exceptions in particular words, as are acknowledged to differ from the general Rules, as is able to confound both the Memory and Understanding of men of years; besides, the hard gnawing of the dry bones which are able to tire their jaws, and take away the edge of their teeth, before they can break them into such pieces, as will be fit for their weak stomachs, because after the Grammar-fashion they are employed to transform them into so many several shapes, as Art can devise to turn them into, and yet all this while they gain the knowledge of the sense but of one word, whereas the Understanding of a Language, requires the knowledge of the sense of all; and by the way which I show not only the knowledge of many words, but of many sentences, are learned with delight, in giving light to the understanding, by the excellency of the authors, which have left their Works for the bettering of the knowledge of the after-ages, by the experience of their times. And at last there is more learned by the practice of Reading, than there was in the long School-teaching. These and many other things have made me a little to look after the natural Course of Learning, divers Languages; and so I find that Languages were not first devised by the Rules of Grammar, but the Rules of Grammar were framed according to the common practice of Speech, which when in many Words and Phrases the particulars differ from the general, they make up a huge number of Exceptions. And that we find after the tongue hath enabled boys and girls to pronounce the words they hear, a few years practice makes their tongues run nimbly away with any thing they desire to say, and as quickly apprehend what they hear, and that with less offence to Priscian, and less study, though sometimes by mischance they break his head, yet less and seldomer than great Clerks do in other Languages. Because Common Use teacheth them a speedier measure by their practice then line and level could do. Besides, I find a great difference in the very natural framing of the Languages, for in our English tongue a word misplaced altars the sense exceedingly, as every one conceives the difference between a horse-mill and a mill-horse, which is not so in Latin, and the Verb in Latin is seldom joined with the same word we do in English, and the Adjective commonly follows the Substantive, whereas we commonly put him before the same, and say (a good man) they say (a man good;) and in common talk one word serves instead of a Dictionary to help the understanding of another. By which reason mine own Father learned of himself by continual Reading, the Greek, Dutch, French, Italian and Spanish Tongues, only by Reading, without any other teaching: And it is a thing plainly observed by a multitude of persons who never learned the Rules of Grammar, what Errors foreigners commit, as well in mistaking their words, as in their undue pronouncing of them, and will as soon show their Errors, as if they had been directed by Grammar. I have also conferred with many Gentlemen, who (having learned Grammar by Rule, and foreign Languages by rote) have likewise acknowledged, how much more they profited by practice then by precept, and likewise how much worse it sped with those who followed the Grammar Rules of those foreign Tongues, then with others who neglected them, and plied the practice of speech. I could wish therefore that, when Children are first taught the Grammar, instead of that, they were employed in much Reading and Writing, and turning their Latin Books into English, and returning the same back again into Latin; whereby they should in that wasted time of their youth, gain the knowledge of many good authors which they could not have time to read, and which by their dulness in learning the Rules of Grammar, they are so tired with the difficulty thereof, that they conceive an impossibility ever to attain it, and so quit it, though they prove men of excellent Understanding when they come to ripeness of age. And the Romans as ordinarily both men, women, and children as soon learned and speak Latin, as English, French, Dutch, Welsh, and Irish, and all other Nations do their Native Tongues. I have likewise found by practice the same effect, but have been beaten out of it by the arrogant, ignorant, and obstinate contradiction of too many others; as I was likewise hindered by that I was not able to follow it myself, as I should have done, neither am I so foolish as to reject Grammar, but would only have it taught (according to the nobleness thereof, as one of the seven liberal Sciences) to persons, who by ripeness of Understanding are able to comprehend the Reasons thereof, and have known some apter to learn in their youth the Rules of logic and rhetoric, than those of Grammar (though they greedily desired it) which course if it were taken, I think would make many of our English Gentry prove Scholars, which by the ordinaryway could never learn it. And the help prescribed by the Gramar Rules, how to put the Nominative Case before the Verb, the Accusative after, and to join the Substantive with the Adjective; and the ordering of every word, according to our English fashion, may be far more easily directed by placing figures of Number to express their order, and by this means scarce any who go to School, shall ever miss the writing of a good and swift hand, and attain ten times more knowledge by reading so many wise authors as have left their writings for the instruction of posterity, by their diligent observation of the means and fruits which show men to follow good, and avoid ill Actions. And I hold it likewise very necessary for every Teacher to be as diligent in observing the exceeding different nature of all their Scholars, according to the dispositions of their persons and age, rather than according to their common Rules; for some can learn the same thing better at seven than others at fourteen; and yet those at the fourteen years' end will many times overtake and outgo the same persons, who so much outwent them before. And by this way their time cannot be lost, for I take Learning to be ordained to teach knowledge, that knowledge by practice may enable men by noble Actions to give glory to God, and to do as much good as they can, during the course of their whole lives.  
Pharisaeos Christus Pastores malos, se verò multis argumentis bonum comprobat Pastorem. Dissidium propterea oritur. Lapides sollentium. & eum prehendere cupientium manus evadit.   

The True and Ready Way to learn the Latin Tongue, Practised upon the French Lord of Montaigne, and Recorded in his essays, Lib. 1. Cap. 25. Pag. 84.  
THe Athenians (as Plato averreth) have for their part great care to be fluent and eloquent in their speech; The lacedaemonians endeavour to be short and compendious; And those of Crect labour more to be plentiful in conceits, then in language. And these are the best. Zeno was wont to say, That he had two sorts of disciples; the one he called {non-Roman} {non-Roman} {non-Roman} {non-Roman} {non-Roman} curious to learn things, and those wear his darlings, the other he termed {non-Roman} {non-Roman} {non-Roman} {non-Roman} {non-Roman} who respected nothing more than the language. Yet can no man say, but that to speak well, is most gracious and commendable, but not so excellent as some make it: and I am grieved to see how we employ most part of our time about that only. I would first know mine own tongue perfectly, than my neighbours with whom I have most commerce. I must needs acknowledge, that the Greek and Latin tongues, are great ornaments in a Gentleman, but they are purchased at over-high a rate. Use it who list, I will tell you how they may be gotten better cheap, and much sooner than is ordinarily used, which was tried in myself. My late Father, having by all the means and industry, that is possible for man, sought amongst the wisest, and men of best understanding, to find a most exquisite and ready way of teaching, being advised of the inconvenien eyes then in use; was given to understand, that the lingering while, and best part of our youth, that we employ in learning the tongues, which cost them nothing, is the only cause we can never attain to that absolute perfection of skill and knowledge of the Greeks & Romans. I do not believe that to be the only cause. But so it is, the expedient my Father found out, was this; that being yet at nurse, & before the first losing of my tongue, I was delivered to a German (who died since, a most excellent physician in France) he being then altogether ignorant of the French tongue, but exquisitely ready and skilful in the Latin. This man, whom my Father had sent for of purpose, and to whom he gave very great entertainment, had me continually in his arms, and was mine only overseer. There were also joined unto him two of his countrymen, but not so learned; whose charge was to attend, and now and then to play with me; and all these together did never entertain me with other than the Latin tongue. As for others of his household, it was aninviolable rule, that neither himself, nor my mother, nor man, not maid servant, were suffered to speak one word in my company, except such Latin words, as every one had learned to chat and prattle with me, It were strange to tell how every one in the house profited therein. My Father and my Mother learned so much Latin, that for a need they could understand it, when they heard it spoken, even so did all the household servants, namely such as were nearest and most about me. To be short, we were all so Latinized, that the towns round about us had their share of it; insomuch as even at this day, many Latin names both of workmen and of their tools, are yet in use among them. And as for myself, I was about six years old, & could understand no more French or Perigordine, than Arabic, and that with out art, without books, rules or grammar, without whipping or whining. I had gotten as pure a Latin tongue as my Master could speak; the rather because I could neither mingle or confound the same with other tongues. If for an Essay they would give me a theme, whereas the fashion in colleges is, to give it in French, I had it in bad Latin, to reduce the same into good. And Nicholas Grucchi, who hath written, De comitiis Romanorum; William Guerenti, who hath commented Aristotle: George Buchanan, that famous Scottish Poet, and Mark-antony Muret, whom (while he lived) both France and Italy to this day, acknowledge to have been the best orator: (all which have been my familiar tutors) have often told me, that in mine infancy I had the Latin tongue so ready and so perfect, that themselves feared to take me in hand. And Buchanan, whom afterward I saw attending on the marshal of Brissacke, told me, he was about to write a Treatise of the Institution of Children, and that he took the model and pattern from mine: for at that time he had the charge and bringing up of the young Earl of Brissack, whom since we have seen prove so worthy and so valiant a Captain. As for the Greek, wherein I have but small understanding, my Father purposed to make me learn it by art; But by new and unaccustomed means, that is, by way of recreation and exercise. We did toss our declinations and conjugations to and fro, as they do, who by way of a certain game at Tables learn both arithmetic and Geometry. For amongst other things he had especially been persuaded to make me taste and apprehend the fruits of Duty and Science by an unforced kind of will, and of mine own choice; and without any compulsion or rigour to bring me up in all mildness and liberty; yea, with such kind of superstition, that, whereas some are of opinion, that suddenly to awaken young children, and as it were by violence to startle and fright them out of their dead sleep in a morning, (wherein they are more heavy and deeper plunged than we) doth greatly trouble and distemper their brains, he would every morning cause me to be awakened by the sound of some Instrument; and I was never without a servant who to that purpose attended upon me. This example may serve to judge of the rest; as also to commend the judgement and tender affection of so careful and loving a father; who is not to be blamed, though he reaped not the fruits answerable to his exquisite toil, and painful manuring. Two things hindered the same; first, the barrenness and unfit soil: for howbeit I were of a sound and strong constitution, and of a tractable and yielding condition, yet was I so heavy, so sluggish, and so dull, that I could not be roused (yea were it to go to play) from out mine idle drowsiness. What I saw, I saw it perfectly; and under this heavy, and as it were, Lethe-complexion did I breed hardy imaginations, and opinions far above my years: My spirit was very slow, and would go no further than it was led by others; my apprehension blockish, my invention poor; and besides, I had a marvellous defect in my weak memory: it is therefore no wonder, if my father could never bring me to any perfection. Secondly, as those that in some dangerous sickness moved with a kind of hopeful and greedy desire of perfect health again, give ear to every leach or Empirick, and follow all counsels, the good man being exceedingly fearful to commit any oversight in a matter he took so to heart, suffered himself at last to be led away by the common opinion, which like unto the Cranes followeth ever those that go before, and yielded to custom: Having those no longer about him that had given him his first directions, and which they had brought out of Italy. Being but six years old, I was sent to the college of Guienne than most flourishing and reputed the best in France, where it is impossible to add any thing to the great care he had, both to choose the best and most sufficient Masters that could be found to read unto me, as also for all other circumstances pertaining to my education, wherein contrary to usual customs of colleges, he observed many particular rules. But so it is, it was ever a college. My Latin Tongue was forthwith corrupted, whereof by reason of discontinuance, I afterward lost all manner of use: which new kind of institution stood me in no other stead, but that at my first admittance, it made me to over-skip some of the lower forms, and to be placed in the highest. For at thirteen years of age, that I left the college, I had read over the whole course of Philosophy (as they call it) but with so small profit, that I can now make no account of it. The first taste or feeling I had of Books was of the pleasure I took in reading the fables of Ovid's Metamorphosies; for being but seven or eight years old, I would steal and sequester myself from all other delights, only to read them: Forsomuch as the tongue wherein they were written was to me natural; and it was the easiest book I knew, and by reason of the matter therein contained, most agreeing with my young age. For of King Arthur, of Lancelot du Luke, of Amadis, of Huon, of Bordeaux, and such idle time-consuming, and wit-besotting trash of Books, wherein youth doth commonly ammuse itself, I was not so much as acquainted with their names, and to this day know not their bodies, nor what they contain: So exact was my Discipline, &c.  
FINIS.